Bachelor of Secondary Education Major in Science, Cordova Public College
Student Research
The study explored the implementation of modules by science teachers in Cordova District Schools during S.Y 2025-2026, during the suspension of face-to-face classes caused by the disaster. The study sought to determine the strategies and level of implementation to determine whether the teacher really administered the module and module was really a tool in learning continuity during the class disruption. The study employed a descriptive approach, using both quantitative and qualitative research methods. The findings revealed that a high mean indicated that teachers administered the modules and optimized their efforts to deliver them to learners. However, during implementation, issues and concerns arose regarding the following: insufficient resources, difficulty in monitoring student progress, and students' struggles to understand and complete lessons independently. In conclusion, despite these challenges teachers demonstrated adaptability by applying effective coping mechanisms to sustain learning. The findings recommended that modular distance learning was not an effective approach for maintaining learning continuity, due to students' attitudes and interest in self-directed learning. There was a need to strengthen support systems for students and to improve instructional materials, such as engaging tasks built into ICT resources, to capture students' interest and motivation fully.
Module, Implementation, Learning Continuity, Disaster
Cordova Public College
[1] K. BABATUAN, C. T. QUIJARDO, A. M. M. BARONG, C. E. EMRA, G. C. P. BUNDAL, and V. L. L. FUENTES, “LEARNING MODULE IMPLEMENTATION AS TOOL FOR LEARNING CONTINUITY IN TIMES OF DISASTER,” unpublished student research, Cordova Public College, 2026.
