Narrative Insights into Modular Advisers’ Roles and Challenges in Public School

Narrative Insights into Modular Advisers’ Roles and Challenges in Public School

Jonaisa B. Aslanie^1*, Dr. James L. Paglinawan²

Kalibangan National High School, Central Mindanao University

^*Corresponding author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90500086

Received: 27 April 2025; Accepted: 30 April 2025; Published: 31 May 2025

ABSTRACT

This study is conducted during the academic year 2024-2025 focuses on Narrative Insight into Modular Advisers’ Roles and Challenges in Public School. In the Philippines, attempting to push through education. Despite several objections, the Department of Education (DepEd) accepted and implementing the flexible model of blended learning like Modular (Printed), Modular (Digital), Online, Educational TV, Radio- Based Instruction, and Blended Learning is many learning modes. Using the systematic review, the purpose of this study is to understand the experiences of modular advisers in conducting modular classes in public school, particularly in Kalilangan National High School. This school implements the Open High School Program (OHSP) also known as Alternative Delivery Mode (ADM), catering to students with unique challenges such as financial difficulties, teenage motherhood, pregnancy, work commitments, or long-distance travel. By giving a voice to the modular advisers, this study seeks to highlight the challenges they face, the support systems they find most helpful, and their perceptions of the effectiveness of modular learning in achieving students’ learning outcomes. In their research, Smith and Williams (2019) examined the challenges faced by teachers implementing modular learning in various educational settings. They found that one of the key issues was the lack of resources and training, which hindered teachers’ ability to effectively facilitate this form of learning. The study points to the need for more targeted professional development programs and better access to resources to support educators in this new teaching environment.

Keywords: Modular Advisers, Narrative, Roles and Challenges, Alternative Delivery Mode

INTRODUCTION

Education has a significant impact on the learners. Teachers are an important part of this process since they are one of the most important tools for delivering high quality education. The introduction of Open High School Program (OHSP) or Alternative Delivery Mode (ADM) in the Philippines resulted in significant changes in the educational environment.

With the growth of distant education, modular learning has emerged as a key strategy in many public schools in recent years. Teachers, in particular modular advisers, are essential in helping students navigate this learning approach. Despite being built to accommodate different learning styles, this method necessitates significant adjustments from teachers. Gaining insight from modular advisers’ experiences teaching modular classes helps illuminate the system’s overall effectiveness and sustainability. We can more accurately evaluate the benefits and drawbacks of modular learning in public schools by delving into their viewpoints, difficulties, and useful resources.

In the Philippines, Alternative Delivery Mode especially in Modular (Printing) is the most widely used learning delivery mode, in which students study classes via self-learning modules. Students are provided self-learning modules once a quarter to continue their self-paced study at home. In Kalilangan National High School, not all can be enrolled in Alternative Delivery Mode unless the learner is financial difficulties, teenage motherhood, pregnancy, work commitments, or long-distance travel. financial difficulties, teenage motherhood, pregnancy, work commitments, or long-distance travel.

The sudden shift to distance learning has presented varied challenges to teachers around the world. In Turkey, the study of Sari and Nayir (2020) conducted among the 65 teachers found that Internet access, infrastructure, and human resources were the main challenges faced by the participants.

In the context of the Philippines, novice teachers are graphing with the demands of modular learning in the midst of COVID-19 pandemic. The Department of Education (DepED) began to offer Self-Learning Modules (SLMs) as substitute learning delivery modality. With the unexpected shift towards the use of modular modality in schools, there is still scarce literature on the experiences of educators in conducting modular learning, especially those exploring the perspectives of novice teachers. Experience teachers have a strong knowledge base and practical skills to tackle classroom challenges which includes assessment, activities, students work, un involved parents, uneven participation, and enforcing rules (Talimodao & Madrigal, 2021)

Hence, novice teachers are at a disadvantage in the Modular Learning. Meanwhile, Lomi and Mbato (2020) suggested that further studies be conducted to understand better the realities faced by newly hired teachers who are still novice in the profession. They stress that novice teachers face a completely different workplace that the one that they prepared for the during their pre-service training and education.

The primary objective of this study is to explore the experiences of modular advisers in public schools, focusing on their perceptions, challenges, and the support systems that are essential for their success. The specific objectives are as follows: To investigate the experiences of modular advisers in conducting modular classes in public schools. To identify the challenges modular advisers face in facilitating modular learning. To explore the support systems or resources that are considered helpful by modular advisers in managing modular classes. To assess how modular advisers, perceive the effectiveness of modular learning in achieving student learning outcomes.

By achieving these objectives, the study hopes to provide insights that could enhance the implementation of modular learning and improve the experience of both teachers and students in public schools.

Research Questions

This study aimed to answer the following questions:

1. What is your idea in conducting a modular class?
2. What are your roles in handling modular class?
3. What are your challenges in handling modular class?
4. What support systems or resources in find helpful in managing modular classes?
5. What is your perception in the effectiveness of modular class in achieving students learning outcome?

LITERATURE REVIEW

To provide the concept of research, the different surveyed materials regarding the lived experiences of modular advisers in the modular class at Kalilangan National High School, this study gathered pertinent and reliable information to back up the current study.

The study of Natividad (2021), he recommended the importance role of content quality and the usefulness of Self-Learning Modules as the main learning tools in implementing modular distance learning. He further claimed that although teacher intervention may have a positive relationship with using SLM, these do not predict its effectiveness. Furthermore, the study suggested that the development of assessment materials and procedures to evaluate the actual achievement of the learners under this modality should be done. In additional used in modular distance learning is more operative in the teaching-learning process as students learn in their stride.

Higher education institution all across the world are starting to use it as new deliver techniques (Cabello. 2022; Perez et al., 2022). In addition to enabling a more thorough review of the course material, blended learning environments offer students significant support and opportunities to actively participate in defining their own learning (Montqomery et al., 2019). Blended learning is not new to the Philippines but it commonly used in university and colleges that offer open physically come to school due to their hectic schedule like the actor and actresses. It is not widely practiced because will have the traditional idea that learners can interact physically and do collaborative task (Segarino et al., 2022; Ugbamen et at., 2022)

Lagrio (2019) cited that students’ academic performance in most educational institutions today has recently come under scrutiny for several reasons, the casual factor of poor academic performance in several institutions worldwide. Most of these studies focused on three elements that intervened, namely parents (family casual factors), teachers (academic, casual factors), and students (personal casual factors). Lagrio (2019) and Escorpiso (2014) cited that academic performance labels the observable manifestation of knowledge, skills, concepts, and understanding of ideas. Peterso (2000) described this as core concern about the educational program and added that students’ achievement is the most compelling evidence about teacher quality.

Lastly, modular distance learning was found to be cost-effectiveness, an obvious factor because it has saved time and costs in moving to the training place and saved nervous energy in stressful situations typical in full-time training. However, time constraints when completing the tasks and additional tasks on students and teachers were the negative aspects of cost-effectiveness. Because of theses reasons, students were overloaded with independent tasks instead of electronic materials (Korolkov et al., 2020)

METHODOLOGY

This research study is to gather and analyzed the data of modular advisers about their roles and challenges in conducting a modular class in Kalilangan National High School.

A qualitative phenomenological research design was used to describe and explore the roles and challenges of modular advisers of Kalilangan National High School using a modular class. The qualitative method is commonly used in conducting research in the discipline of education, wherein experimental research is hardly possible (Nassaji, 2015). This type of research method aims to study the roles and challenges of modular advisers of KNHS.

The phenomenological approach enables the researcher to have a deeper understanding of a certain phenomenon being lived as described by the participants (Creswell, 2014; Giorgi, 2012). It focuses on describing what all participants have in common as they experience a phenomenon (qualitative inquiry and research design book). The lived experiences of two modular advisers who used the modular approach were addressed in this research. Semi-structured interview was used to collect the data that described the lived experiences of the participants.

Locale of the Study

This study will be conducted at Kalilangan National High School a public school in the province of Bukidnon, Philippines. The school provides secondary education, catering to students from various socio-economic backgrounds. The institution has a number of teachers. The study will focus on modular advisers engaged in modular class with their lived experiences. The findings from this research will contribute to understanding the unique struggles of modular advisers in public school and inform strategies to enhance their academic and personal growth.

Participants of the Study

The participants of this study were the two modular advisers in Public School of Kalilangan National High School within Kalilangan, Bukidnon. Complete enumeration sampling technique were employed to gather significant data and responses for the school year 2024-2025.

Instruments of the Study

It contained a series of questions that determined and identified the roles and challenges of the modular advisers during the implementation of Alternative Delivery Mode. The main instrument of this study was the researcher-made guide questions.

Data Gathering Procedure

The researcher started the study with a formal request to conduct research from the Office of the Principal of Kalilangan National High School after getting approval from the principal during pre-oral defense. After the authorization was granted, the researcher administered the survey- questionnaire guide questions among her chosen participants via semi-structured interview to extract the necessary information for the study.

After completing the required data during the said collection period, the researcher consulted her research adviser for advice. Then, data interpretation followed based on qualitative thematic analysis of the study.

Also, the researcher herself explained and gave the informed consent to each participant before the conduct of the study. She ensured them that the information would be used with utmost confidentially and within the purpose of the study only.

RESULTS AND DISCUSSION

The interview guide question was the instrument used in the gathering of data. The interview guide question was developed and validated in order to gather information regarding the experiences of the modular advisers in modular class.

Table 1. Data Analysis

The researcher determined the one or two themes in every research question that will be established in the study:  Theme 1: Flexibility and Adaptability in Instructional Design; Theme 2: Roles of Facilitator, Guide, Motivator, and Engager; Theme 3: Communication Clarity and Instructional Design Challenges; Theme 4: Technology and Collaborative Support Systems; and Theme 5: Integration of Quality Materials and Teacher Support.

Theme 1: Flexibility and Adaptability in Instructional Design

Both respondents emphasized flexibility and adaptability as crucial for modular classes. Respondent 1 noted the importance of continuously assessing and adjusting learning materials to meet students’ needs. Respondent 2 focused on breaking down lessons into manageable sections with clear instructions to prevent students from feeling overwhelmed.

This theme aligns with Boholano, Jamon, and Cabanes-Jamon (2022), who found that adaptive modular learning materials significantly improve student engagement and learning outcomes in remote education settings. Cortes et al. (2022) also reported that teachers who actively modify modules based on student feedback see higher completion rates and better comprehension. Anzaldo (2021) emphasized that modular learning programs lacking flexibility often fail to meet the needs of marginalized students, highlighting the necessity of adaptable instructional design to overcome socioeconomic challenges.

Theme 2: Roles of Facilitator, Guide, Motivator, and Engager

Respondents highlighted their roles as facilitators and guides in modular classes. Respondent 1 described providing clear instructions, explanations, and examples while mentoring students. Respondent 2 focused on

ensuring that learning materials are clear, organized, and broken down into manageable parts, helping students navigate lessons independently. Furthermore, both respondents emphasized motivating and engaging students through interactive activities and connecting lessons to real-life scenarios.

This is supported by Alfanta and Abarquez (2023), who noted that teachers play a key role in delivering foundational quality education by preparing modules, assessing student outputs, and providing feedback. Castroverde et al. (2023) emphasized that teachers’ guidance helps students manage their learning pace and stay motivated, which is crucial given the challenges of self-directed study in modular formats. Alegre and Falle (2021) recommend designing engaging and clear module materials and promoting collaborative learning to enhance student motivation and overcome challenges in modular approaches.

Theme 3: Communication Clarity and Instructional Design Challenges

Respondents identified communication clarity and instructional design as central challenges in modular learning.

Respondent 1 emphasized the risk of student misinterpretation due to the absence of real-time feedback, necessitating meticulously structured modules with preemptive guidance. Respondent 2 highlighted the shift from teacher-centered to student-centered instruction, requiring adaptable materials that empower independent learning while maintaining clarity.

Alfanta and Abarquez (2023) identified unclear module instructions and insufficient feedback mechanisms as primary stressors for teachers, exacerbating student confusion in self-paced environments. Castroverde et al. (2021) noted that resource limitations often force educators to rely on hastily designed materials, deepening comprehension gaps. Bagood (2020) emphasized that structured teacher training programs and stakeholder collaboration are critical to bridging these gaps, particularly in under-resourced settings.

Theme 4: Technology and Collaborative Support Systems

Both respondents emphasized the importance of technology and collaborative support systems. Respondent 1 highlighted the use of learning management systems (LMS) such as Google Classroom, Moodle, and Canvas and online communication tools like email, discussion forums, Zoom, and Google Meet. Respondent 2 underscored the value of collaborative support from colleagues, school administration, parents, and students.

Alfanta and Abarquez (2023), Bagood (2020), and Alegre and Falle (2021) support these insights, indicating that technology-enabled platforms improve modular learning delivery and that collaborative support systems contribute significantly to overcoming challenges in distance education.

Theme 5: Integration of Quality Materials and Teacher Support

Respondents emphasized that effective modular learning hinges on high-quality, accessible materials and robust teacher support systems. Respondent 1 highlighted the need for “well-organized, engaging” modules with multimedia tools, while Respondent 2 stressed personalized pacing through “smaller, manageable modules.”

Castroverde and Acala (2021) emphasize that multimedia-rich modules improve retention but require infrastructure investments. Bagood (2020) links teacher preparedness to module completion rates, while Dangle et al. (2020) identify unclear materials as a primary barrier. Codamon (2020) highlights LDM training’s role in fostering teacher adaptability, ensuring modules remain student-centered.

SUMMARY FINDINGS

This study looked at the roles and challenges of the modular advisers in modular instructional design. Allowing modular advisers to continuously modify course materials to accommodate a range of student demands and avoid overwhelm by segmenting the material into digestible chunks. In addition to giving clear instructions, structuring lessons, and encouraging student motivation through interactive and real-world connections, modular advisers play a variety of roles as facilitators, guides, motivators, and engagers. The transition to student-centered learning and the absence of real-time feedback provide obstacles that must be overcome with clear communication and

well-structured modules. These findings are consistent with studies showing that teacher support and adaptive resources greatly increase student engagement, comprehension, and completion rates—especially for underprivileged students who face financial obstacles.

Furthermore, improving the delivery of modular learning requires the integration of technology and collaborative support systems. Access and interaction are made easier by learning management systems and digital communication technologies, and the practical and emotional difficulties of distant learning are lessened with the cooperation of parents, students, administrators, and coworkers. Personalized pacing and high-quality, multimedia-rich materials improve retention and student engagement, but they also necessitate strong teacher preparation and sufficient infrastructure. All things considered, the results highlight the fact that successful modular education is a dynamic, human-centered process that relies on clear communication, responsive instructional design, robust teacher support, and collaborative networks to establish a fair and empowering learning environment.

CONCLUSIONS

The Alternative Delivery Mode especially in Modular Class is one of the alternative learning modalities in the new generation of education. To produce a human-centered, responsive modular learning environment that foster, equality, and academic success. The information emphasizes that careful balancing act between adaptability, transparent communication, and strong support systems is essential to the success of modular instructional design. Teachers who are flexible and adaptable can fulfill the requirements of a wide range of students and lessen the difficulties that come with self-paced learning, especially for underserved groups.  In order to promote student engagement and autonomy, instructors’ changing roles as guides, motivators, and facilitators are essential.

Additionally, the delivery and efficacy of modular education are improved by the use of technology and cooperative support networks, and learning is kept relevant and accessible through the use of excellent, well-structured materials and thorough teacher preparation. These findings suggest that while modular class offers a viable alternative to traditional classroom learning, its effectiveness is contingent upon addressing these multifaceted challenges to ensure equitable educational outcomes for all students.

RECOMMENDATIONS

From the drawn conclusion, the following recommendations were hereby offered.

1. Educators and curriculum developers from DepEd should prioritize flexible instructional materials that can be regularly assessed and adjusted according to student feedback and learning progress, ensuring that lessons remain accessible and manageable for all learners.
2. Modular advisers must join in training programs focus on equipping their skills to provide clear guidance, scaffold learning, and engage students through interactive and relevant activities, fostering motivation and independence in modular learning environments.
3. Modules must be meticulously structured with explicit instructions and preemptive guidance to minimize student confusion. Investment in teacher training and collaborative efforts among stakeholders is essential to develop clear, student-centered materials.
4. Schools should expand access to reliable learning management systems and digital communication tools, while fostering strong collaboration among teachers, administrators, parents, and students to create a supportive learning community.
5. Educational institutions must ensure the availability of well-organized, multimedia-rich modules and provide ongoing professional development for teachers to enhance their adaptability and effectiveness in modular instruction.
6. Qualitative research may be conducted using the variables that emerged in this study.

ACKNOWLEDGMENT

Any task at hand could never be accomplished without the support and guidance of the people who appreciate and believe in our worth.

To our research adviser Dr. James L. Paglinawan for pushing us to our limits and uprooting us our comfort zone to fulfill this task. All the guidance and expertise are very much appreciated.

To all the respondents in this research, thank you so much for sharing your openness and thoughtful reflections greatly enriched the understanding of modular instructional design.  This research will not be possible without you.

Above all, the Almighty God for the knowledge and strength to lighten up the spirit of accomplishing this study.

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