Phenomenologizing the Experiences of Social Studies Teachers in Modular Distance Learning Among Indigenous Peoples (IP) Students

Abstract

This study explored the experiences of social studies teachers in conducting modular distance learning among Indigenous Peoples (IP) students. A transcendental phenomenology research design based on the Moustakas Stevick-Colaizzi-Keen process was utilized to generate the themes that emerged based on the findings. Six social studies teachers deployed in the indigenous communities of Tarlac were purposively selected through inclusion criteria. Four themes emerged following the statement of the problem: (1) lived experiences in conducting modular distance learning among IP students; (2) support given by stakeholders to social studies teachers in conducting modular distance learning among IP students; (3) reasons behind social studies teachers' persistent dedication and commitment to modular distance learning; and (4) recommendations participants would offer to improve modular distance learning among IP students. Based on these findings, the study recommends that teacher education institutions provide pre-service teachers with the required skills and understanding of new normal education trends. Similarly, educational leaders should provide an opportunity for pre-service teachers to contextualize lesson plans, instructional methods, and assessments. It also suggests that local government units and non-governmental organizations collaborate to provide more resources and equipment for module reproduction and distribution.

Publication History

Version of Record online: December 26, 2023

Manuscript accepted: December 21, 2023

Manuscript revised: December 19, 2023

Manuscript received: January 6, 2023