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

Abstract

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.