Abstract
The present study aimed to determine the extent of problems encountered by science teachers in the modular learning modality during the School Year 2022-2023. The descriptive research design uses a researcher-made survey questionnaire. The study respondents were the 30 teachers. Carter V. Good and Douglas E. Scates used the evaluation criteria for validating the instrument. Reliability testing was conducted in District 2, which is not part of the actual respondents, with 30 teachers using the Cronbach alpha formula. The analytical schemes used were descriptive and comparative. Data analysis used frequency, percentage, mean, and Mann-Whitney U tests. Based on the foregoing findings, the following conclusions were arrived at: Most science teachers encountered many problems with the modular learning modality in content knowledge. Most of them had difficulty initiating activities to improve learners’ progress. Most science teachers experienced many problems while distributing and retrieving modules. Most of them encountered difficulties with implementing schools’ safety and health protocols. In addition, most science teachers encounter serious problems when conducting assessments. Most science teachers have faced difficulties preparing assessment activities aligned with the lesson objectives. Further, the degree of problems encountered in the modular learning modality was not influenced by teachers’ profile variables such as age, civil status, highest educational attainment, and length of service.
Keywords: Modular learning modality, science teachers, learning difficulties, content knowledge, assessment challenges, module distribution, descriptive research