Modular Instruction: Challenges, Difficulties and Coping Mechanisms among Filipino University Students

• Marie Candy Celeste ^[1]
  1. [1] West Visayas State University

     West Visayas State University

     Iloilo, Filipinas

     
• Localización: JETT, ISSN-e 1989-9572, Vol. 15, Vol. 1, 2024, págs. 40-50
• Idioma: inglés
• Enlaces
  • Texto completo (pdf)
• Resumen

  • The most recent pandemic has brought great disruption and threat in the face of education. The abrupt shift to remote learning such as online and modular has caused challenges and difficulties most especially among the learners. This descriptive-correlational study determined the challenges, difficulties and coping mechanisms utilized by the students in the conduct of modular instruction. The respondents of this investigation were the 865 purposively selected undergraduate students in a state university. After careful analysis and interpretation, the results revealed that the students experienced “moderate” level of challenges and difficulties and had “high” level of coping mechanisms in modular instruction. Furthermore, significant differences were noted in the level of challenges and difficulties and mean assessment on coping mechanisms of the respondents when classified based on campus affiliation and sex. A significant difference existed in the level of challenges and difficulties among the respondents when categorized as to year level. However, no significant differences were noted in the level of challenges and difficulties and mean assessment on coping mechanisms of the respondents when classified according to monthly family income. Further, no significant difference in the mean assessment of coping mechanisms among the respondents when classified based on their year level existed. Lastly, there was a significant relationship existed the challenges and difficulties and coping mechanisms of the respondents. This investigation provides a valid and reliable assessment of students’ challenges, difficulties and coping mechanisms in modular instruction which may contribute in the development of tailored interventions to promote students’ wellness.