Vilma S. Fernando (Author)
Abstract
This study aimed to investigate the lived experiences of Junior High School (JHS) students in public high school undertaking modular distance learning as COVID 19 pandemic caused tentative closure of schools. A qualitative phenomenological approach was used that focuses on the experiences of people, relying on data observed by the researcher mainly through semi-structured in-depth interviews and observation. Purposive sampling was utilized to select the twenty (20) participants in this study. Thematic analysis revealed five (5) clustered recurring themes in general: transfer of knowledge; communication issues; study mindset; quality of assessment; and Physioemotional Well-being. Participants’ perception of the modular approach as difficult is attributed to their problems faced and coping mechanisms. These experiences stirred up adverse academic practices diminishing academic integrity while few participants adapted well to the new normal of learning. Yet, these learning experiences also caused exhaustion, emotional distraught and anxiety to most. Hence, it is recommended that learning activities and assessments need to be more student-centered, leading to independent thinking and lessons be designed, leveraging appropriate tools and instructional models that make students more engaged in the learning process.
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Keywords: Modular Distance Learning, Lived Experiences, Junior High School Students, Phenomenological Study, Physioemotional Well-being