Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

In an era characterized by unprecedented access to digital technology, the

relationship between digital distractions, study habits, and academic performance

among Grade 12 students has become a subject of critical concern. The present study

delves into this intricate interplay, focusing on Grade 12 students enrolled in the

General Academic Strand at Bioso Integrated School.

Disasters, such as pandemics, earthquakes, volcanic eruptions, flooding,

extreme heat, heavy rain, and other calamities, have significant implications for the

educational setup, affecting both the learning process and the well-being of students

and educators. These disasters often lead to the disruption of face-to-face classes,

forcing schools to close temporarily or even permanently, thereby hindering students'

access to education (UNESCO, 2020). Moreover, disasters can exacerbate existing

educational inequalities, disproportionately affecting vulnerable groups, such as

students from low-income families, those with disabilities, or those living in remote

areas (Shah et al., 2020). The impacts of disasters on education have become

particularly evident during the COVID-19 pandemic, which resulted in widespread

school closures and the rapid shift to remote and online learning modalities (Bao,

2020). This sudden change exposed the digital divide and highlighted the importance

of 2 preparedness and adaptability within the educational system (Dhawan, 2020).

Furthermore, disasters can also take a toll on students' mental health, causing stress,

anxiety, and other psychological issues that can affect their ability to learn and engage
in educational activities (Lee, 2020). In response to these challenges, educational

institutions and policymakers have been compelled to explore alternative teaching

methods, such as modular distance learning, to ensure the continuity of education

during disasters (Hodges et al., 2020). The adoption of such approaches plays a crucial

role in maintaining learning progress, promoting resilience, and addressing

educational inequalities during times of crisis (UNESCO, 2020). The importance of

modular distance learning as an alternative learning modality in times of disaster

cannot be overstated. The disruption of traditional modes of learning during disasters,

such as pandemics, earthquakes, volcanic eruptions, flooding, extreme heat, and

heavy rain, necessitates the adoption of innovative and flexible teaching methods to

ensure the continuity of education for students (Wang et al., 2020). Modular distance

learning provides a viable solution to this challenge, as it enables learners to access

and engage with educational content remotely, without the need for face-to-face

interaction (Dhawan, 2020). This approach does not only help maintain the learning

process during crises, but also promotes resilience and adaptability among students

and educators (Hodges et al., 2020). Moreover, modular distance learning can help

reduce the educational inequalities that often arise in disaster-affected areas, as it

provides access to 3 educational resources for students who may otherwise be unable

to attend school due to safety concerns or infrastructure damage (UNESCO, 2020). As

such, the implementation of modular distance learning is crucial in sustaining

educational progress and ensuring the well-being of students in times of disaster, as

demonstrated by the experiences of Grade - 11 STEM students in Catbalogan City

Division. Previous studies have highlighted the challenges of implementing distance

and Mangubhai (2018), mathematics is a subject that requires active participation,

face-to-face interaction, and the use of concrete materials to facilitate learning.

However, when students are forced to learn remotely, they face challenges such as the

lack of access to technology, lack of teacher support, and the inability to engage in

hands-on learning activities. Moreover, several studies have explored the lived

experiences of students in different contexts, particularly during crises. In a study by

Kyrönlampi and Pehkonen (2020), Finnish students described their experiences of

distance learning during the COVID-19 pandemic as being lonely, unstructured, and

challenging due to the lack of social interaction and support from teachers. Similar

findings were reported in a study by Vodanovich and Thompson (2016), which

explored the experiences of students during the Christchurch earthquakes in New

Zealand. Modular distance learning (MDL) has emerged as an important alternative

to traditional face-to-face (F2F) learning during disasters, allowing educational 4

institutions to continue providing education to students despite physical limitations.

As noted by Huynh (2020), MDL offers the flexibility of asynchronous learning,

allowing students to learn at their own pace and access course materials from

anywhere, making it an effective solution to ensure uninterrupted education during

crises. Additionally, MDL offers opportunities for personalized learning and

promotes student autonomy, which can improve motivation and engagement, as

highlighted by Heafner and Friedman (2018). Despite its benefits, MDL also presents

unique challenges that must be addressed to ensure its effectiveness during disasters.

As noted by Palalas, O'Neill, and Mangubhai (2018), MDL requires careful planning
and design to ensure that it meets the learning needs of students and provides

adequate support and guidance. Furthermore, adequate technology infrastructure

and internet access must be in place to facilitate learning, particularly in developing

countries such as the Philippines.

However, there is a gap in the literature regarding the experiences of Grade -

11 STEM students in mathematics using modular distance learning during disasters,

particularly in the context of a developing country such as the Philippines. This study

aimed to address this gap by exploring the lived experiences of Grade - 11 STEM

students in Catbalogan City Division, a region vulnerable to natural disasters. The

purpose of this study was to understand the challenges and opportunities of using

modular distance learning in mathematics, particularly for Grade - 11 STEM students,

in the context of disaster situations. The study used a qualitative research design to

gather data through in-depth interviews, focus group discussions, and document

analysis to explore the students' experiences and perceptions of modular distance

learning in mathematics during disasters.

In conclusion, this study aimed to provide a deeper understanding of Grade -

11 STEM students' experiences in mathematics using modular distance learning

during disasters. The findings of this study may have implications for educational

policy and practice, particularly in disaster-prone areas, by informing the

development of more effective distance learning strategies in mathematics and

enhancing the educational system's resilience in the face of disasters.

This research explored and described the lived experiences of Grade - 11 STEM

students in using modular distance learning while learning mathematics during

disasters. This required the use of informants who have substantial experience with

the phenomenon under investigation. Hence, the key informants of this study were

high school Grade - 11 STEM students from both private and public schools in

Catbalogan City Division where mathematics subjects are offered the most.

Research Question

Specifically, this investigation sought answer to the following question:

1. What are the lived experiences of Grade - 11 Science, Technology,

Engineering, and Mathematics students in Mathematics using modular distance

learning?

Theoretical Framework

This study incorporated different theories which include the Social

Constructivist Theory, Ecological Systems Theory, and Resilience Theory which

will be used to support the study of Lived Experiences of STEM students learning

Mathematics using the modular approach during disaster.

Ecological Systems Theory

Bronfenbrenner's ecological systems theory is widely accepted as an

explanation for the impact of social environments on human development.

This theory posits that an individual's environment is pivotal in shaping

their personality and determining their behaviors, thoughts, and emotions.

individual's life (Renn & Arnold, 2003). It is argued that changing one's

environment can significantly change one's personality and identity. For

instance, relocating to a different country with a distinct culture may

transform one's identity. Similarly, changes in one's social role within any

of the five systems can also lead to changes in one's personality and identity

(Renn & Arnold, 2003). The five systems that constitute Bronfenbrenner's

ecological systems theory are the microsystem, mesosystem, exosystem,

macrosystem, and chronosystem. The microsystem comprises groups with

direct contact with the individual, while the mesosystem refers to the

relationships between groups in the first system. The exosystem consists of

factors that affect an individual's life, but these elements do not directly

relate to the individual. The macrosystem includes cultural elements that

influence individuals and their surroundings. Finally, the chronosystem is an

individual's life stage, considering the circumstances they are experiencing

(Renn & Arnold, 2003). Applying this framework to the study would

involve examining the various layers of the students' ecosystem (such as

their home environment, school, and community) and how these factors

influence their experiences of learning mathematics during a disaster. It

would explore the interactions between the students and their immediate

and broader contexts, highlighting the impact of factors like access to

resources, technological infrastructure, and social support networks.

This study investigated the experiences of Grade - 11 STEM students in

learning Mathematics using Modular Distance Learning in the Catbalogan City

Division, specifically focusing on their use of Modular Distance Learning amidst

disaster. The research gathered insights through one-on-one interviews conducted via

face-to-face, zoom conference, or phone call, depending on the safety or location

constraints of the participants and the researcher. The participants were selected based

on specific inclusion and exclusion criteria. The inclusion criteria included Grade - 11

STEM students in the Catbalogan City Division, while the exclusion criteria involve

students from other grade levels and non-STEM students. The key informants were

comprised a heterogeneous group of top performers, average performers, and low

performers from each school to observe any differences or similarities in their

experiences. Additionally, the researcher ensured a heterogeneous grouping in terms

of sex of the participants considering saturation in terms of the number of participants.

The findings will provide a comprehensive understanding of the Grade - 11 STEM

students' experiences in learning Mathematics using Modular Distance Learning.

Definition of Terms

Modular Distance Learning (MDL). Conceptually, it is defined as an

alternative learning modality when face to face learning is not possible due to safety

or health concern. MDL features individualized instruction that allows learners to use

Self-Learning Modules (SLMs) in print or digital format/electronic copy, whichever

applies to the learner (Department of Education, 2022).

or soft copies of the modules for studying the curriculum.

Lived experiences. Conceptually, it is defined as personal knowledge about

the world gained through direct, first-hand involvement in everyday events rather

than through representations constructed by other people. It could also refer to

people's knowledge gained through immediate face-to-face engagement instead of

just a technological medium (Oxford Dictionary, 2023).

Operationally, it is defined as immediate activities and encounters in the

everyday experience of learning mathematics using modular distance learning by the

Grade - 11 STEM students in SNS, SMCC, and EVRSHS.