Language Performance and Experiences of JHS Students in the Printed Modular Distance Learning Modality

Merra Mae  Ramos,

Language Performance and Experiences of JHS Students in the Printed Modular Distance Learning Modality

Abstract:

This QUANqual research study determined the students’ profile and the selected indicators of language performance and the experiences of both teachers and students in the printed modular distance learning (MDL) delivery modality. It was found that there were more female student participants than males; they belonged to the bottom three categories of socio-economic status (SES); they had available devices at home, internet signal, and internet access; memory, metacognitive, and social strategies were their most frequently used language learning strategies (LLSs); majority of them belonged to satisfactory and very satisfactory levels of English language performance; there was no significant correlation between their profile (sex, SES, and technical capabilities) and language performance, but it correlated with LLSs; six themes emerged from the teachers’ and students’ experiences in the printed MDL delivery modality in times of the COVID-19 crisis; and a relevant proposal entitled; “Self-Learning Modules in English 8” were crafted. It is concluded that the students’ profile and the selected indicators of language performance and the experiences of both teachers and students are not determinants of students’ performances in the printed modular distance learning (MDL) delivery modality. Despite the teachers’ drawbacks in terms of content, monitoring, and assessment, teachers managed to accommodate their students. Eventually, their students performed regardless of their challenges in content, access, and support in times of the COVID-19 health crisis. It is recommended that the proposed self-learning modules may be utilized to help teachers and students overcome the challenges of remote modes of teaching and learning.