MODULAR DISTANCE LEARNING: THE LIVED EXPERIENCES OF ELEMENTARY PUPILS IN TORIL ELEMENTARY SCHOOL

Abstract

The primary goal of this research was to better understand how students at Toril Elementary School felt about their participation in modular distance learning. The researchers used qualitative research that focuses on the commonality of a lived experience within a particular group. The approach’s fundamental goal is to arrive at a description of the nature of the phenomenon being studied. This study used a phenomenological approach to determine the lived experiences of elementary school students using modular distance learning. Analysis and interpretation of data were based on information gathered from indepth interviews and focus groups. Furthermore, nine themes emerged regarding students' actual experiences with the modular distance education process: (1) developed selfmotivation; (2) developed self sufficiency (3) gained a lot of knowledge; (4) lack of parental involvement; (5) lack of teacher's aid; (6) lack of efficiency; (7) difficulty in answering module; (8) unhappy on modular mode and (9) dissatisfied with learning.