THE ROLE OF THE TEACHERS AND THE SCHOOL ON MODULAR LEARNING: STORIES OF JUNIOR HIGH SCHOOL LEARNERS

This study sought to provide information focused on the Modular learning, roles of the teacher, and school support: stories of junior high school students. The study also comprises the learners' student adaptation, the teacher's roles in modular learning, and the school support.

This qualitative research was conducted among four (4) junior high school learners during modular learning. A critically constructed interview guide comprising detailed questions was used in data gathering. Data were thematically analyzed through reading and rereading the transcript of interviews, and themes were derived as the basis of writing the stories of the junior high school learners. Findings revealed that Fatima national High School participants encountered difficulties in understanding their lessons in modular learning. The teacher's physical absence resorted to the learners' reliance on the internet for answering the modules. Learners have expressed their need for social support during modular learning.

Furthermore, followed-up phone calls and inspirational messages have motivated the learners to complete their modular learning. However, learners desire creative ways to promote learning, such as virtual learning with a longer time to answer the modules. Moreover, various learning reinforcements from the school has alleviated the struggle of the learners during modular learning.