A Process Evaluation of Modular Distance Learning Implementation in DepEd Secondary Schools

This study evaluated the implementation process of the Modular Distance Learning Modality (MDLM) in selected public secondary schools in Marantao, Lanao del Sur. Utilizing an ex-post facto cross-sectional survey design, data were gathered from 58 teachers using a self-administered questionnaire. The research assessed the socio-economic profile of the respondents, their level of knowledge regarding MDLM (covering process, funds, procurement & learning, and monitoring & evaluation), and identified the key issues and challenges in its implementation. Findings indicate that the respondents were predominantly mature, female, married, permanent teachers with substantial service experience. They demonstrated a knowledgeable level across all assessed dimensions of MDLM. While teachers agreed on the presence of supportive implementation processes, adequate material resources, and enforced health protocols, significant challenges persisted. These challenges included time-consuming module preparation, lack of technological gadgets, difficulties in distribution and communication due to poor connectivity and inactive contact numbers, health risks, late submission and retrieval of modules, difficulties in monitoring student learning, and issues in evaluating outputs due to factors like illegible handwriting and teacher overload. The study concludes that despite teachers' knowledge and institutional support, operational and logistical hurdles significantly impede the effective delivery of MDLM. Recommendations include enhanced teacher training focused on technology and remote pedagogy, improved logistical support and resource allocation, establishment of robust communication and monitoring systems, and stronger community and parental engagement to optimize modular distance learning in the context.