2.

What are the experiences/ challenges encountered by the English teachers in utilizing the Self-
Directed Learning Module specifically on the following:

2.3. Motivating the students;

 How engaged have students been in your classes using SDL modules during your
classes?

R1: During the pandemic for two years, we have provided a scheme to schedule
for their learning continuity through the use of online platforms. We managed to
monitor their progress and engagement in learning through Zoom meetings,
through group chat, messenger. So, the modules became more effective when
there is online support. We have the online classes and group chat for clarification
and communication because we monitor their progress.
Like, I'm not really the teacher at all. I just facilitate that okay, so what's next?
Are you already done with this activity? What did you learn and all? So, it's just
merely you're facilitating. But the students are all engaged since we have a system
of scoring.

Experiences or challenges encountered during the implementation or the use of

SDL modules? This one is in online. Oh yeah, mix of both.
And then also, for each class and each subject, they have a schedule for morning
or evening or afternoon. Then, the teacher will discuss what is in the module. But
not completely. And actually, we had no perfect attendance because we could say
that some have no internet and some don't have cellphones. Maybe if the content
is simpler, it will match the level of the child. Maybe it's lesser. Actually, it's
different because there's no internet and no cellphone.

It's like they're already self-pitying that they won't be able to study through SDL-
M. You can see in their modules that that's the only thing they can pass. But when
they pass, it's not complete. (PSYC)

R2: During the pandemic days, I can say that it's not. Because it's online. So, the
child is more focused on I just need to answer this activity. And then, you'll know
that they didn't read it so you need to discuss again. And then, if we're going to
compare it right now in a class that really has SDL, I think it is actually making
my class easier.

R3: There are some students who are consistent. It's not like every week, they
have to read. But there are also students who almost half a quarter before they
submit and come back. The biggest challenge is that there's no gadget and no
support in the house. They are the ones who are often missing out on the
submission list. Because they don't get informed right away about the modules.
They don't know how to answer. And they get discouraged. Yes, they get
discouraged. And in the modules, it's obvious that the answers They answer but
 it's obvious that they don't know the penmanship. It's like a parent's It's like a
beautiful writing.

R4: During the pandemic, there are some students who are not engaged, but most
of them are engaged with our classes online, but when it comes to submission of
their activities or their worksheets because during that time, they will open the
folder and then after a week, like Monday, they will return the folder and then we
will check it. So, even though they are given a week to finish their tasks or their
activities, there are still students who cannot comply with their activities. We
don't know what's the reason, so we talk to them sometimes. Sometimes, it takes
three weeks to submit. So, there are some students who are not engaged and
according to them, they find it hard to answer the questions like that. They find it
hard to understand the lesson because of their poor connections like that. So, there
are students who are engaged with the activities and with the lessons, but also,
there are some instances and problems during that time, especially the internet
connection, the availability of gadgets. It also affects the engagement of the
students. Also, there are students who find it difficult since we cannot help them
face-to-face. So, the reason why they cannot answer is they cannot understand
what's in the worksheets.

R5: During the pandemic, ma'am, I think, during the pandemic time, it depends.
But most of the students, they're engaged because there are more strict rules of the
private school and then the quality control before. After you submit your modules,
two more people will go through that module and then it will go back to you if it's
not good. So, there's really an engagement.

 How do you motivate your students to become active learners in your classroom?
R1: Actually, here in Santa Rita, I know a teacher who is brutally frank.

Aside from my daily sermons and advice to them, I always tell them not to blame
me if one day I don't teach them. If you're in grade 11 and your situation is still
like that, he's brutally frank. He loves you, but he keeps it to himself.

If you're not listening to me, don't blame me if one day I don't teach you. Don't
real talk. Do you usually do that when you're lazy or passive-minded? Yes.

Actually, I'm active in teaching. If you see someone holding their cell phone in
the corner, I will stop. He will feel it.

I tell him not to blame me if your grade 11 teacher blames you. Why don't you
know how to write? You really personalize it. I tell him, aren't you ashamed that
you're already in grade 10? You're going to different schools, you're going to
different schools in grade 11, and you're going to ask who your grade 10 teacher
is.
 Why didn't you learn that? Don't blame me because I did everything. That's right.
Since you said you're a teacher, you're learning by doing, right?

R2: This one is... Scoring system. Specifically, there will be an equivalent score
per student. Right now, in senior high school, I have a gold card.
The gold card has the group number and the list of the students. Then, after the
list of the students, there's a group activity at the bottom. It has the group activity
title.

R3: Maybe the simple words of affirmation. Good job. You can do it. That's a big
thing for them. But after the pandemic, sometimes we give them a reward.

It's simple. For example, wallpapers, stickers, notebooks. We also have a top
performer list that we put up every quarter. Even if it's a modular class, we put up
a top performer list. Even if it's prohibited in DepED, we put up Rank 1, Rank 2.
In our time, Rank 3. It's prohibited. We still put it up in the classroom. We let the
child see that he's a top performer. So he's really monitoring.

R4: Okay. To become active in my classroom, I set my I set my standards at the

beginning of the school year. So I tell them what they need in the future to
comply and then what are the consequences if they don't comply.

And aside from that, to become active learners, I allow them to be part of our
discussion. It's not just the teacher who speaks. So according to student 10, they
should be part of the teaching-learning process. And aside from that, the
collaboration activities, for example there are kids who really can't speak in the
classroom or in the discussion. They really can't speak during the recitation. But if
you ask them, they can share ideas.

So that's one of the strategies. If they're shy to share directly during the
discussion, then it's possible that in the collaboration activities, I can see what
ideas they have. Also, in the activities, of course, it should be different.

R5: The past during the pandemic and the current. During the pandemic times, I
mostly asked them about their personal experiences related to our topics. Now, in
the present, when writing, I let my students have a choice. For example, I will
give three possible topics, it's up to them to choose what topic they want to
choose.
So somehow they still have that sense of freedom. At the same time, they're
already in the closest to their interests, even if it's not exactly what they want.
Choices are important. They have options.

 How would you approach a student who hesitates to use and submit SDL
modules?
R1: I will tell him it is still part of the learning procedure so there's no other means of
studying aside from SDL alongside with the online class. Even though did not receive
SDL, still, he will answer the learning activity sheets if he's hesitant to answer self-
directed learning module there is an alternative which is the LAS. The learning activity
sheets and then we will make him understand that you are a student you enrolled in our
school so you will follow what is being said here. So we told a student that he can't be
promoted and many students like that they were stopped by the pandemic they
thought it was a joke they were stopped they repeated grade 9.

R2: In my case during the pandemic, I wrote an email, asked them what really is their
struggle or what are the things that you can possibly help. Like I had a YouTube channel
at that time. I was a YouTube channel. So I encouraged the kids to watch this or if you
want we can possibly have. One thing we also helped with at that time, Ate Jamie, is
they can provide a flash drive and then we put the entire discussion there. So if they
don’t have Wi-Fi at home, they will be able to watch it with a flash drive. Like videos, not
sure. But now they don’t watch flash drives anymore, right? Not like airdrop. Airdrop.
Airdrop. – tech-integration

R3: I talk to them privately. I ask them, how are you? Do you have a problem? Can I help
you? Like that. That's where they'll talk. That's where they'll guess why they can't
submit their modules. But, when I talk to them, I see that they're really responsible.

I don't give them consideration sometimes. But, when you gauge that they're worthy of
grace, you'll give them a grace period. It also depends on the case. It also depends on
the situation. That's how it is. Okay.

R4: During that time, I talk to them personally when I see that there's a problem with
this kid. Why isn't he passing? First, I message them about the problem. Then, I explain
the problem and why they're late. There are kids who are having a hard time with their
lessons. They have different reasons why they're not passing. So, I talk to the kid. If the
kid doesn't respond to my message, or when I talk to them, I talk to the parents. But of
course, you need to encourage them to answer.

R5: Same thing the students should be reminded consistently and of course the parents
should be involved or at least show support towards their students.
Theme Subtheme Codes
Student Varying Levels of Inconsistent submission; high
Engagement Engagement engagement when supported by
scoring systems; poor internet
access; lack of devices; modular
content complexity affects
engagement
Online vs. More effective with online
Modular Delivery support (Zoom, chat); less
effective when fully modular
Passive Some students engage
Participation superficially just to comply; lack
of deep learning
Disengagement No gadgets, poor comprehension,
Due to discouragement, dependence on
Challenges parents
Teacher Emotional Appeal Brutally honest talks, direct
Strategies to and Real Talk confrontation, emotional
Motivate encouragement
Positive Words of affirmation, top
Reinforcement performer lists, simple rewards
(e.g., stickers, notebooks)
Goal-Oriented Scoring systems, group
Systems performance tracking, gold cards
Inclusive Involving students in discussions,
Classroom group activities, collaboration for
Practices shy learners
 Student Choice Providing options for topics to
write about; connecting lessons
to personal experiences
Support Personalized One-on-one conversations, case-
Mechanisms Support based considerations, listening to
student struggles
Parent Reaching out to parents when
Involvement students are unresponsive
Alternative Use of learning activity sheets
Learning Access (LAS), YouTube videos, flash
drives for offline access
Challenges in Limited Lack of internet, gadgets,
Motivation Resources electricity affects motivation and
submission
Content Difficulty Lessons are hard to understand;
lack of teacher presence leads to
confusion
Psychological Students feel self-pity,
Barriers demotivated, or unworthy due to
pandemic-related setbacks
Delayed Late submissions, checking delays
Feedback affect students’ interest in
continuous learning