The Technology and Livelihood Education Teachers in Modular Instruction: A Qualitative Inquiry

Zandro  O. Perez,; Cyril  Cabello,; Jingoy  D. Taneo,; Antonieta  Minyamin,; Baby Rosemarie  Alberca,; Rolie  Angcahan,; Felamae  Baynosa,; Mary Christine  Bucotot,; Elvin  Bucotot,; Marissa  Endrina,; Adel  Evero,; Karrel Jaica  Florida,; Fidel  Gallosa Jr.,; Ievan Ronnel  Lacanilao,; Cheryl  Lastimoso,; Stephen  Lumangtad,; Nelvin  Mangubat,; Kiza  Quismundo,; Roque  Rabor Jr.,; Jovie  Raboy,; Catherine  Rabusa,; Jacklyn  Salatan,; Chrisha Riel  Sario,; Narlou  Tabanao,; Jethel  Tolentin,; Ma. Ana Fatima  Villanueva,; Leomar  Ypanto,

The Technology and Livelihood Education Teachers in Modular Instruction: A Qualitative Inquiry

Discipline: Education

Abstract:

Modular classes have impacted how the teachers deal with the abrupt change of instruction in the new normal. There are various studies conducted on the teacher’s experiences during modular instruction. However, there is no particular study about the lived experiences of high school TLE teachers in modular instruction. This study explored the world of TLE teachers utilizing the new learning modality. This study utilized Heideggerian Phenomenology design with the use of Interpretative Phenomenological Analysis (IPA) popularized by Moustakas and modified by Vann Kaam. There were (14) participants in the study following the inclusion criteria that highlighted their lived experiences. These participants were coming from two big schools in the province of Moalboal, Cebu, Philippines - Moalboal National High School and Bala National High School. The data being gathered were interpreted and analyzed. Bracketing was performed to avoid bias. After data collection, the researchers found five (5) common themes; the flexible, the barriers, the resourceful, the ineffective, and the strategies. Each theme elaborated on all the teachers' adjustments and learning curves during the modular learning. Thus, new strategies are formulated in order to augment the gap in the virtual classroom. It is recommended that sharing of best practices through online talk and webinars among these TLE teachers can be instituted.