Problems Met by Teachers in Implementing the Modular Distance Learning and Learners’ Academic Achievement in Araling Panlipunan

This research explored the relationship between the problems encountered by teachers in implementing Modular Distance Learning (MDL) and learners’ academic achievement in Araling Panlipunan in Quezon III District, Division of Bukidnon, SY 2020–2021. The findings revealed a high extent of problems faced by teachers in module distribution, retrieval, and learner assessment and follow-up. Despite these challenges, teachers demonstrated a high level of coping mechanisms, particularly through resource management, curriculum support, and technical assistance from school heads. Most learners achieved very satisfactory academic performance in Araling Panlipunan. Statistical analysis showed no significant relationship between the identified problems (module reproduction, distribution, retrieval, and assessment) and learners’ academic achievement.The study recommends that school heads provide proper technical assistance and immediate support to help teachers address challenges in MDL implementation. Parents should continue to serve as curriculum supporters, contributing to the successful resolution of these challenges. Teachers are encouraged to maintain and enhance their coping mechanisms, which have proven effective in mitigating stress and ensuring smooth MDL implementation. Although no significant relationship was found between the problems faced and learners’ academic performance, these strategies remain crucial in supporting teachers’ well-being and overall efficiency in MDL delivery.