Basic Education Teachers’ Perspective Towards Modular Learning

This research study was conducted to evaluate teachers' perspective on modular learning using a descriptive design with both quantitative and qualitative methods. Results showed that most of the teachers, in terms of educational attainment, are bachelor’s degree holders (87%), while 13% are master’s degree holders. Most teachers (60%) have less than 10 years of experience, while a smaller group (40%) have more than 10 years. Regarding teacher efficacy, respondents had a very positive perception, while their views on module content, learner understanding, skills promotion, and module timeliness were fairly positive. However, teachers had a fairly negative perception of student engagement.The top themes from teachers’ experiences with modular learning included: preference for teacher assistance and presence over modules, difficulty in delivering lessons, and students’ lack of reading and writing skills. The main challenges teachers faced were late module submissions, parents completing modules for students, and students’ difficulty in reading and writing. These findings suggest that while teachers see some benefits in modular learning, challenges remain in its implementation, especially regarding student engagement and academic preparedness.