Readiness levels and challenges of secondary mathematics teachers in implementing modular distance learning in the new normal

  • Emmanuel Salazar Saga Bayugan National Comprehensive High School, PHILIPPINES
  • Breix Michael Grande Agua Caraga State University, PHILIPPINES
Keywords: Modular distance learning in the new normal, teacher’s challenges, teacher’s readiness


The study investigated the extent of readiness, challenges met concerning instructional materials, teaching approaches and assessment, the relationship of readiness level and challenges met of the participants, contingency plan of the Modular Distance Learning (MDL)-related problems in the new normal. Frequency counts and percentage distribution were used in profiling while net agreement rating was used to measure readiness levels and challenges met by the participants in instructional materials, teaching approaches, and assessment. Relationships and/or associations between profile variables and teachers’ readiness level, the MDL challenges level were tested using Spearman Correlation and Chi-Square Test of Independence. The participants disagree with five indicators in challenges in instructional materials and four indicators in teaching approaches. Among all the profile variables, the number of students handled, and the number of trainings attended showed a relationship to the challenges met by the participants in instructional materials; gender is associated with the challenges in teaching approaches while the number of years in teaching and number of relevant trainings attended is related with the challenges in teaching approaches. Challenges in assessment is seen as strongly related to teachers’ readiness in implementing modular distance learning. Also, the challenges in instructional materials and teaching approach both moderately related to teacher’s readiness in modular distance learning.


Download data is not yet available.


Abd Hamid, S. R., Syed Hassan, S. S., & Ismail, N. H. (2012). Teaching quality and performance among experienced teachers in Malaysia. Australian Journal of Teacher Education, 37(11).

Agu, I. (2011). The place of instructional materials in curriculum development: Education and development. Retrieved on January 8, 2016,

Allevato, E. (2019). A project-based approach to examine university teachers attitudes towards visually impaired students. Scholarly Journal of Psychology and Behavioral Sciences. 2. 10.32474/SJPBS.2019.02.000137.

Alwraikat, M. (2017). A glimpse at international technology education standards in higher education institutions. International Journal of Instructional Technology & Distance Learning, 14(2), 23-40.

Ancho, I., & Bongco, R. (2019). Exploring Filipino teachers’ professional workload. Journal of Research, Policy & Practice of Teachers and Teacher Education, 9(2), 19-29.

Beiwinkler, S. (2020, June 13). Addressing the new normal for schools in rural areas. Retrieved from

Belastock, E. (2020, September 15). How to improve teacher training for more successful remote learning. Retrieved from

Bibon, M., & Barcenas, J. (2021). Coping Mechanism of Island School Students on the Problems Encountered in Modular Distance Learning. Research Gate. Retrieved from 10.13140/RG.2.2.27571.35367.

Boholano, H. B., Merin, J. A., & Dapat, L. C. (2021). Building online facilitating skills in the new normal. Journal of Research, Policy & Practice of Teachers and Teacher Education,11(1), 13-24.

Castroverde, F., & Acala, M. (2021). Modular distance learning modality: Challenges of teachers in teaching amid the Covid-19 pandemic. International Journal of Research Studies in Education, 10(8), 7-15.

Child, A., & Mc Ni choll, J. (2007). Science teachers teaching outside of subject specialism: Challenges, strategies adopted and implications for initial teacher education. Teacher Development, 11(1), 1-20

Dangle, Y. R. P., & Sumaoang, J. D. (2020). The implementation of modular distance learning in the Philippine secondary public schools. In 3rd International Conference on Advanced Research in Teaching and Education (November 27-29), Dublin, Ireland. Retrieved from https://www. dpublication. com/wp-content/uploads/2020/11/27-427. pdf.

Davis, D. S. (2010). A meta-analysis of comprehension strategy instruction for upper elementary and middle school students. Vanderbilt University.

De Jong, O., Veal, W.R., & Van Driel, J.H. (2002). Exploring Chemistry teachers’ knowledge base. In Gilbert, J.K., de Jong, O., Justi. R., Treagust, D.F. & Van Driel, J.H. (eds). Chemical Education: Towards Research-Based Practice, (pp. 369- 390). Kluwer Academic Publishers: Netherlands.

Department of Education (2020, May). The basic education learning continuity plan in the time of COVID-19. Retrieved from

Doghonadze, N., Aliyev, A., Halawachy, H., Knodel, L., & Adedoyin, A. S. (2020). The degree of readiness to total distance learning in the face of COVID-19-teachers’ view (Case of Azerbaijan, Georgia, Iraq, Nigeria, UK and Ukraine). Journal of Education in Black Sea Region, 5(2), 2-41.

Eshiet, L. T. (2013). The use of instructional materials in the teaching of Science (ed) in fundamental of education technology Unicross. Retrieved from

Healey, J. F. (2014). Statistics: A tool for social research. Cengage Learning.

Kearns, L. R. (2012, September). Student assessment in online learning: Challenges and effective practices. Retrieved from

Kind, V. (2009). A conflict in your head: An exploration of trainee science teachers' subject matter knowledge development and its impact on teacher self-confidence. International Journal of Science Education., 31 (11), 1529-1562.

Lapada, A. A., Miguel, F. F., Robledo, D. A., & Alam, Z. F. (2020). Teachers’ covid-19 awareness, distance learning education experiences and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127–144.

Martin, F., Budhrani, K., & Wang, C. (2019). Examining faculty perception of their readiness to teach online. Online Learning Journal, 23(3), 97-119.

Mizell, H. (2010). Why Professional Development Matters. Learning Forward. 504 South Locust Street, Oxford, OH 45056.

Mizzi, D. (2013). The Challenges Faced by Science Teachers When Teaching Outside Their Specific Science Specialism. Acta Didactica Napocensia, 6(4), 1-6.

Ozturk, D. S., Ozturk, F., & Ozen, R. (2018). The relationship between prospective teachers’ readiness and satisfaction about web-based distance education. Turkish Online Journal of Distance Education, 19(1), 147-162.

Phan, T. T. N., & Dang, L. T. T. (2017). Teacher readiness for online teaching: A critical review. International Journal Open Distance E-Learn, 3(1), 1-16.

Ventayen, R. J. M. (2018). Teachers’ readiness in online teaching environment: a case of department of education teachers. PSU Journal of Education, Management and Social Sciences, 2(1). 94-106.

Walvoord, B. E. A. (1997, November 30). Effective grading: A tool for learning and assessment. ERIC. Retrieved from

Wiliam, D. (2011). What is assessment for learning?. Studies in Educational Evaluation, 37(1), 3-14.

Yan, Z., & Boud, D. (2021). Conceptualising assessment-as-learning. In Assessment as Learning (pp. 11-24). Routledge.

How to Cite
Saga, E. S., & Agua, B. M. G. (2021). Readiness levels and challenges of secondary mathematics teachers in implementing modular distance learning in the new normal. Journal of Research, Policy & Practice of Teachers and Teacher Education, 11(2), 101-123.