Phenomenological Inquiry on Science Educators in Administering Self-Directed Learning Modules under New Normal Education


Authors : Steven R. Repe

Volume/Issue : Volume 6 - 2021, Issue 12 - December

Google Scholar : http://bitly.ws/gu88

Scribd : https://bit.ly/3etZyXD

The COVID-19 pandemic caused a number of obstacles and issues in the country's school system. The pandemic led schools to close briefly in order to stop the virus's spread. As a result, the School Year 2021-2022 remained the "new normal" of education in which conventional in-person learning was still not practiced. Switched to distant learning, endangering not just parents and students, but also the Department of Education. The pandemic posed problems to the Department of Education in terms of what they could do to guarantee that, even if the delivery of learning changed, the quality of education remained constant. The study is qualitative, employing a phenomenology research design. It was carried out to describe the lived experiences of teachers in implementing Modular Distance Learning. Specifically, this intends to share the instructors' experience Colaizzi's 1978 method of data analysis was utilized to analyse and interpret the results of this study. Findings from the study showed themes based on the experience of teachers utilizing self-directed modules and obstacles in adopting as part of the "New Normal." Science teachers had a variety of experiences has concerns and obstacles, such as the difficulty of reproducing due to unavailability of learning materials. Distributing the self-directed learning modules because some recipients of the learning kit don't have the resources. Monitoring the growth of students and validating the performance of the learners.

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