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This study described teachers’ perceptions of print-based modular instruction using parallel mixed methods with 474 teachers in the Philippines. Descriptive statistics and thematic analysis guided interpretation. Converged results indicated benefits for parent involvement, learner independence, continuity, safety, flexibility, and suitability for limited resources, while also showing concerns in assessment validity, delivery of abstract and practical content, retention, production resource demands, and reduced teaching-learning quality.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/printing-out-loud-perceptions-of-teachers-on-print-form-of-modular-instruction-amid-covid-19-crisis/591924/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/printing-out-loud-perceptions-of-teachers-on-print-form-of-modular-instruction-amid-covid-19-crisis/591924.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study on modular instruction?","Question",{"text":112,"@type":113},"The study aimed to describe teachers’ perceptions of the print form of modular instruction during the COVID-19 crisis.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted and who participated?",{"text":117,"@type":113},"Parallel mixed methods were used, involving 474 teachers in the Philippines.",{"name":119,"@type":110,"acceptedAnswer":120},"What advantages did teachers report for print-based modular instruction?",{"text":121,"@type":113},"Teachers reported it supports holistic parent involvement, develops learner independence, fits students with limited resources, offers flexibility, ensures safer delivery from health risks, and maintains education continuity during the pandemic.",{"name":123,"@type":110,"acceptedAnswer":124},"What challenges or limitations were identified with print-based modular instruction?",{"text":125,"@type":113},"Teachers raised issues about the validity of learning assessment, difficulty delivering abstract and practical content, limited retention and permanence of learning, high resource demands to produce materials, and constraints on teaching and learning quality, plus the need for independent reading skills.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},591924,1792209512,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","Printing out Loud: Perceptions of Teachers on Print Form of Modular Instruction amid COVID-19 Crisis  \nMichael B. Cahapay , Arayana F. Kunting , Nathaniel F. Bangoc II  \nAbstract: The COVID-19 crisis impaired the educational systems all over the world. Within the context of developing countries characterized by structural challenges, a remote instructional modality through low media technology is adopted to continue education amidst the virulent time. This study aimed to describe the perceptions of the teachers on the print form of modular instruction. Using parallel mixed methods research, it involved 474 teachers in the Philippines. The data were treated using descriptive statistics and thematic analysis. The converged results showed that print form of modular instruction promotes holistic parent involvement in child learning; develops independence in learning; suits learners with poor learning resources; allows flexibility for learners to work at their pace; ensures safe modality from health risks; and promotes education continuity despite pandemic. However, it raises issues on validity of learning assessment; presents difficulty in delivering abstract and practical contents; does not support retention and permanence of learning; demands lots of resources to produce materials; limits quality of teaching and learning process; and requires independent reading skill to succeed in learning. Based on these results, recommendations are offered at the end of the paper.  \nKeywords: perception, teachers, print form, modular instruction, emergency remote education  \nHighlights  \nWhat is already known about this topic:  \n• With COVID-19 crisis , teachers pivot from the traditional face-to-face to more secure teaching delivery approaches.  \n• The Philippine educational continuity plan stresses adaption of print from of modular instruction.  \nWhat this paper contributes:  \n• This study contributes to the body of research on the perceptions regarding the print from of modular instruction.  \n• It also takes multiple methods of looking into these perceptions to address apparently limited single method.  \nImplications for theory, practice and/or policy:  \n• It is so far the first to converge quantitative and qualitative data sets from a considerably large sample to gain a wider perspective on the subject of interest.  \n• This research stresses the importance of valid learning assessment and the role of parents in safeguarding it.  \nIntroduction  \nThe COVID-19 pandemic brought disruptions to schooling across the world. It has a severe impact on education, urging actions from stakeholders, especially teachers who initially found themselves in an extraordinary educational crisis and have to adapt to the new normal (Bozkurt et al, 2022) . As schools navigate through a new period of fears, worries, and uncertainties, the teachers are required to experimentally learn and pivot from the traditional face-to-face instructional methods to feasible and secure teaching delivery approaches using different media technologies (Cahapay & Anoba, 2021) .  \nAs a response to this situation, emergency remote education was collectively adapted. Hodges et al.(2020) defined it as a branch of distance education characterized by a temporary change in the delivery of instruction caused by the sudden occurrence of a crisis. It may include several practices such as online teaching, remote learning, blended learning, and mobile learning for which the teachers had to adapt where they probably have no training (Schleicher, 2020) . Teachers are urged to make use of emergency remote education and prepare different learning delivery modalities to ensure that the students are engaged and can continue with their learning despite the situation (World Bank, 2020) .  \nIn the context of the Philippines, through the Department of Education Order No. 012 series of 2020, basic education was directed to adopt the Basic Education Learning Continuity Plan. With special attention to the ","cbCaivoSnVXIXWPR","https://ap.wps.com/l/cbCaivoSnVXIXWPR","pdf",409873,14,"English","# Abstract\n# Highlights\n## What is already known about this topic\n## What this paper contributes\n## Implications for theory, practice and/or policy\n# Introduction","[{\"question\":\"What was the purpose of the study on modular instruction?\",\"answer\":\"The study aimed to describe teachers’ perceptions of the print form of modular instruction during the COVID-19 crisis.\"},{\"question\":\"How was the research conducted and who participated?\",\"answer\":\"Parallel mixed methods were used, involving 474 teachers in the Philippines.\"},{\"question\":\"What advantages did teachers report for print-based modular instruction?\",\"answer\":\"Teachers reported it supports holistic parent involvement, develops learner independence, fits students with limited resources, offers flexibility, ensures safer delivery from health risks, and maintains education continuity during the pandemic.\"},{\"question\":\"What challenges or limitations were identified with print-based modular instruction?\",\"answer\":\"Teachers raised issues about the validity of learning assessment, difficulty delivering abstract and practical content, limited retention and permanence of learning, high resource demands to produce materials, and constraints on teaching and learning quality, plus the need for independent reading skills.\"}]","Printing out Loud: Perceptions of Teachers on Print Form of Modular Instruction amid COVID-19 Crisis | PDF",1792073484,35]