Teachers’ Perception On Modular Distance Learning Approach At Mindanao State University-Sulu: Its Readiness And Challenges

This study aimed to know the “Teachers’ Perception on Modular Distance Learning Approach at Mindanao State University-Sulu: Its Readiness and Challenges”

This study aimed to know the "Teachers' Perception on Modular Distance Learning Approach at Mindanao State University-Sulu: Its Readiness and Challenges". This study contained five (5) objevtives:1) to determine the profile of the respondents; 2) to determine the perceptions of the teachers towards the modular distance learning approach; 3) to find out the challenges encountered by the teachers with modular distance learning approach; 4) to determine the level of readiness on modular distance learning approach as perceived by the teachers; and 5) to find out if there is a significant difference between perception of readiness and challenges in terms of age. This study is supported by Michael G. Moore's Transactional Distance Theory developed by Daniel Bornt (completed August 22, 2011) and Constructivist Theory by Saul McLeod, published 2019. Moore's theory has a direct bearing on e-learning. It explains and quantifies the learning relationship between instructor and student in the e-learning situation, where there is a substantial physical or temporal distance between the two. First formulated in 1997, it considered the many different forms of distance learning as part of a group which could similarly analyzed. Transactional distance as distinguished from physical or temporal distance -refers to the psychological or communicative space that separates instructor from learner in the transaction between them, occurring in the structured or planned learning situation (Moore, 1997, p.1) and the constructivist learning theory underpins a variety of student-centered teaching methods and techniques which contrast with traditional education, whereby knowledge is simply passively transmitted by teachers to students. This study used convenient sampling technique. This sampling is also known as availability sampling. There were forty eight (48) teachers who served as the respondents from different colleges and department of Mindanao State University-Sulu, they were chosen depending on their availability at school. To gather data the researcher used survey questionnaire or the descriptive survey method. The questionnaire is guided by the objectives of the study. It consist of twenty five (25) items. This research instrument helped the researcher to determine the readiness and challenges of teachers' perception on modular distance learning approach at Mindanao State University-Sulu. When the questionnaire were collected, the researcher made tabulations of the gathered data and subjected them to analysis. SSPS was used in computing and analyzing the data.
Frequency and standard deviation were used to analyze the SOP1 which were the profile of the respondents. Weighted arithmetic mean for the SOP 2, 3 and 4, then the one-way ANOVA for the SOP 5. Based on the findings of the study, the distribution of first category which is age starts in 30 below has the frequency of 26, 31-40 and 41 above have the same frequency of 11, second category which is gender; there are more female respondents with 31 while male respondents have a frequency of 17 and the third category which is college. 9 respondents were from College of Arts and Sciences, both 7 respondents were from College of Education and College of Agriculture. Similarly, 6 respondents were from College of Fisheries and Senior High school Department, College of Computer Studies has frequency of 5 and 4 respondents came from College of Public Affair and College of Public. The study also revealed that the respondents agreed on teacher's perception on modular distance learning approach with its grand mean of 3.00 with a description of Moderately Agree. The respondents also agreed on the challenges encountered with modular distance learning approach with its grand mean of 3.97 and a description of Agree. The result also concluded that the respondents have high level of readiness on modular distance learning approach with its grand mean of 3.51 with a description of High Readiness. The data indicated that there is no significant difference between perceptions on the level of readiness when the data are grouped according to age. Thus, the data suggest that the null hypothesis is accepted. The data also indicated that there is no significant difference between the perceptions on the challenges encountered during modular distance learning approach when the data are grouped according to age. Thus, the data suggests that the null hypothesis is accepted.

Introduction
The Corona Virus disease (Covid19) is a worldwide event that lead to the doorstep of so called "New Normal". It brought changes to the lives of every individual, the things that everyone used to do is gradually changing including the lifestyle, living and even the educational system are being affected. It gives a huge impact to educational system leading to the near-total closures of Schools, Universities and Colleges and even the parents and students wanted to have "Academic Freeze" for they don't want to put their lives at risk. Though DepEd came up with those different types of approaches, but there are still some challenges that the school and teachers may face when implementing it. Therefore, they must choose the right approach for they are some factors that should be consider that might cause problem to the teaching and learning process, for an instance: areas that lack in internet access, or students who cannot afford to buy gadgets for their online classes.
Considering some of the factors, the most common approach used in the re-opening of the Similar results were also introduced in a study conducted by Adiguzel and Berk (2009) In the future, the training, which will be carried out by classical methods and methods, will need to use the gained experience of distance educational technologies -conducting tests, creating electronic educational resources, conducting and recording copyright lectures, to advise students of distance learning and with disabilities on Moodle platforms, Google Meet, MS Teams, Zoom.
In the last century, we moved from the industrial era through the information age, and now into the knowledge age. Today, the effective acquisition, storage of knowledge and its effective management are the key to success and survival for organizations in a very dynamic and competitive world. The ability to acquire, absorb and apply knowledge effectively will become a key skill in the 21st century. Learning is the key to unlocking a person's full potential.
Our life in the 21 century as an individual, a specialist, will depend on our ability to learn and apply what we know in our professional life. Training will become more integrated with work and will use a shorter, more modular, timely delivery of knowledge. Therefore, distance learning is gaining more and more popularity. And this is not surprising, because you can remotely study in almost any subject.
By the term "distance learning" we mean learning,    Students were interested in the resources that the teacher used to prepare the material and asked for links to the programs and services used. It should be noted that well-performing students during distance learning became even more active, while less successful students chose a wait-and-see attitude.
Therefore, it is necessary to intensify their activities.
The hypothesis is confirmed that the main factor

Rational And Purpose
The following are the objectives of the study.
1. To determine the profile of the respondents.

To determine the perceptions of the teachers towards the Modular Distance Learning
Approach.
3. To find out the challenges encountered by the teachers with Modular Distance Learning Approach.

To determine the level of readiness on
Modular Distance Learning Approach as perceived by the teachers.
5. To find out if there is a significant difference between the teachers' perception of readiness and challenges in terms of age.

Research Questions
Because of the new normal caused by the deadly disease which went to the door-step of every sector most especially to the educational system, the traditional teaching and learning process (or the face to face set-up) are no longer use in todays' classes.

Research Design
This study used descriptive survey method.

Respondents of the Study
In this study, there were fortyeight (48) teachers who served as the respondents from different colleges and department of Mindanao State University-Sulu.

Research Instrument
To gather data the researchers used survey questionnaire. The questionnaire was guided by the objectives of the study. It consisted of twentyfive (25) items.

Data Gathering Procedure
In gathering the data, the researcher sent letters for approval. Then, the letter was given to the respective respondents. The researcher will launch the questionnaire in most convenient time of the respondents.
The respondents will be given enough time to answer the questionnaire and after answering it will be collected on the same day.
When the questionnaire are collected, the researcher will make tabulations of the gathered data and subjected them to analysis.

Statistical Treatment of Data
For the analysis and interpretation of the gathered data, the researcher used the following statistical tools. For the profile of the respondents, frequency and standard deviation were used.           Table 7 shows the F test value 0.401 at degree of freedom of 2 with significant (2-tailed) value 0.672 is greater than the .05 level of confidence. Thus, the data suggests that the null hypothesis is accepted. There is no enough evidence and there is no need for further computation.
The data indicated that there is no significant difference of perception on the level of r eadiness when the data are grouped according to age.

Discussion
This study is covered by the following objectives:  The data also indicated that there is no significant difference of perception on the challenges encountered during modular distance learning approach when the data are grouped according to age. Thus, the data suggests that the null hypothesis is accepted.

Recommendation
The findings and conclusions of the study forwarded the following recommendations:

Conclusions
Based on the findings of the study, it is concluded that the respondents agree on the teacher's perception on modular distance learning approach with its grand mean of 3.00 with a description of moderately agree, the respondents also agreed on the challenges encountered with Modular Distance Learning Approach with its grand mean of 3.97 and a description of agree. The result concluded that the respondents have high level of readiness on Modular Distance Learning Approach with its grand mean of 3.51 with a description of high readiness.
The data suggested that the null hypothesis is accepted for there is no significant difference between the perceptions on the level of readiness when the data are grouped according to age. The data also indicates that there is no significant difference between the teachers' perceptions on the challenges encountered during modular distance learning approach when the data are grouped according to age. Thus, the data suggested that the null hypothesis is accepted.
The result concluded that there is no significant difference of perception between level of readiness and challenges encountered during modular distance learning approach when that data are grouped according to age.