TVL STUDENTS CHALLENGES IN PERFORMANCE

TASK DESPITE MODULAR DISTANCE LEARNING

MODALITY

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 8
Pages: 322-329
Document ID: 2023PEMJ652
DOI: 10.5281/zenodo.7854567
Manuscript Accepted: 2023-21-4
Psych Educ, 2023, 8: 322-329, Document ID:2023 PEMJ652, doi:10.5281/zenodo.7854567, ISSN 2822-4353
Research Article

TVL Students Challenges in Performance Task

Despite Modular Distance Learning Modality
Jerwin M. Luisen*
For affiliations and correspondence, see the last page.
Abstract
The modular distance learning modality poses a big challenge for the Technical-Vocational and
Livelihood (TVL) students, especially on the compliance of the performance tasks. This paper
presents the challenges of the TVL students while performing the performance tasks. Phenomenology
was used to gather data from the interviews of 15 TVL students from La Filipina National High
School. Results revealed that students faced the following challenges: has little knowledge of the
task, lack of resources, difficulties with technology, environmental disruption, and conflict of time.
However, these challenges have been coped with by managing time, seeking help from others, and
looking for financial resources. The results implied that teachers, heads, supervisors, and
administrators play an essential role in the actualization of the goals and in helping the students
overcome the challenges in the new normal. Also, the study gives awareness, insights, and
suggestions that may be useful in providing quality education to TVL students.

Keywords: TVL, modular distance learning, performance task.

Introduction

The Covid 19 Pandemic has brought a significant shift

in the Education setting. Face-to-face classes shifted to The Philippines is in the process of adapting to the
distance learning which gave birth to various delivery new normal form of education at present, and
modalities - mastery of skills baffles TVL students. continuous innovations of educators and active
They cannot perform the practical tasks in the involvement of other stakeholders are the driving force
qualification assigned since face-to-face is not for its success (Palaog, T. &. Austria, R., 2020).
permitted. Because of this, students face challenges
that may affect the output of their performance tasks. Therefore, because of these issues in distance learning,
this study aims to identify the challenges of SHS TVL
Galusha (1998) stated that distance learning is an
students in coping with their performance tasks despite
excellent teaching method because students have the
no face-to-face laboratory is happening and how it
flexibility to contend with competing priorities.
affects the value of learning to the students.
However, there are barriers to distance learning which
are factors to incompetence. These factors are loss of
Research Questions
motivation because of lack of face-to-face contact with
teachers and peers, potentially prohibitive start-up
1. What challenges do students face in performing
costs, and lack of faculty support. Galusha (1998) also
laboratory tasks in all TVL related subjects with
added that students are also more likely to have
insecurities about learning, self-evaluation problems, Modular Distance Learning Modality?
experience lack of support services, feelings of 2. How do TVL students face challenges in performing
isolation, and inexperience with this mode of learning, the laboratory tasks in all TVL related subjects?
which leads to academic difficulties in distance
education.
Methodology
The study of Exploration of Issues and Challenges
Faced by the students in Distance Learning
Qualitative research method was employed in this
Environment revealed that distance learning students
study.
encounter impediments in their learning due to their
circumstances, teacher-related issues, and assessment
and evaluation issues. These factors negatively affect
distance learners learning experiences (Niwaz, A.
2019).

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Research Article

Participants/Respondents harm. Beneficence requires a commitment of

minimizing the risks of the participants rather
The participants of my study were the fourteen (14) maximizing the profits that are due to them (Cresswell,
TVL students under Senior High School program of 2012).
DepEd La Filipina National High School from one
school in Tagum City Division following the To establish beneficence, I made sure that the true
recommendation of Creswell (2014) to have 5 to identities of the participants are hidden. I made use of
twenty-five (25) participants in a phenomenological code names to ensure anonymity of the participants
study. I had seven (7) participants for the in- depth involved in this study. In- depth interview and focus
interview (IDI) and another seven (7) participants for group discussion were done at their preferred place
the focus group discussion (FGD) to meet data and time where they can freely express their thoughts
saturation. about the study. In addition to this, participants were
given tokens to express gratitude on their participation
Ethical Considerations of the study.

One of the important aspects of research is ethical This study would benefit the participants since they
consideration. To establish ethical considerations, I were able to disclose the reasons for their hesitancy.
adhered to the ethical principles as stated in the Their voices will be heard by the authorities and their
Belmont Report (1979) which cited three basic concerns will be addressed. This could help and
principles relevant to the ethics of research involving promote their children’s health. Government authority
human subjects. These principles are respect for also would be guided as to how and what assistance
persons, beneficence, and justice. they could give to the parents regarding immunization
programs.
The first principle is respect for persons. It asserts that
research participants should be treated as autonomous Moreover, the participants were assured that the data
individuals that means they are independent, self- gathered were treated with utmost confidentiality and
governing, capable of making decisions for themselves that their identity were concealed to ensure that there
as long as they are given sufficient information to could be no harm that may be done to them caused by
make those decisions. This principle forms the basis of their participation of the study.
informed consent (Creswell, 2007).
The last principle of Belmont Report is the principle of
In this study, to ensure respect for persons, the justice. All classifications of people (race, gender,
participants were oriented on the purpose of the study ethnicity, age, etc.) should be equally subjected to the
and the nature of their participation. They were risks and benefits of research, and people should be
informed that their participation is voluntary and that included or excluded only for reasons that have to do
they can withdraw anytime in the course of the study. with research questions or hypothesis (Adams, 2008).
They were informed of their right to check and modify
the transcript of the interview results. Research To establish justice in this study, I made sure that the
objectives were appropriately explained to them. Also, participants were selected based on the predetermined
they were informed of the result of the study. selection criteria directly related to the study and not
on the bases of their compromise position or their
In addition, the researcher interviewed the participants manipulability. I ensured that the participants were
in their preferred time and asked permission from them treated equally. The questions that were asked have
to record the entire conversation. They were asked to significant bearing for the attainment of the purpose of
decide where they would be interviewed so that they this endeavor and were not in any way discriminatory.
could freely express their thoughts about the study. In the conduct of the interview, I considered the safety
Also, it was verbalized to them that they are not and accessibility of the location for the protection of
obliged to answer those questions which they do not my research participants.
feel comfortable in answering. Each of them was given
the informed consent form before the set date and time Also, I assured that the participants did not spend
of the in- depth interview and focus group discussion. money. Instead, I gave a sensible token to express my
gratitude for their contributions in the conduct of the
The second principle is the principle of beneficence. It study. I ensured that all the principles were addressed
refers to making efforts to secure the well- being of to protect the rights of the participants. After the
research participants, to maximize the possible transcription and theming, the researcher showed the
benefits of the research and minimize the possible results to the participants so that they would also know

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Research Article

Table 1. Challenges of TVL students during the

conduct of performance tasks despite Modular
Distance Learning Modality

the outcome of the study. Furthermore, I committed

myself to maintain a high level of objectivity in data
analysis and discussion. Aside from that, I also
acknowledged all authors who provided additional
information which are very useful in this study by
citing and referencing them well.

Lastly, this study conforms to the Republic Act No.

10173, otherwise known as the Data Privacy Act,
a law that seeks to protect all forms of information, be
it private, personal, or sensitive. It is meant to cover
both natural and juridical persons involved in the
processing of personal information (National Privacy
Commission, 2019).

To remain true to the Data Privacy Act, I sought the

consent of the participants of my study. To do this, I
had them signed first the informed consent form prior
to the conduct of the study. I ensured that the identity
of the research participants was held confidential
through the use of code names. The data were also
treated with total confidentiality. Furthermore, I
conducted my study in a conducive and facilitative
place where my participants can freely express and
share their views and opinions without hesitation.

In a nutshell, the participants’ interests and needs were

crucial in this study. Thus, I ensured to strictly observe
the above-cited steps and measures to address the
principles on respect for persons, beneficence and
justice. In similar manner, concrete steps in
compliance with the Data Privacy Act and other
ethical principles were also executed throughout the
Table 1 shows the challenges of TVL students during
conduct of the study.
the conduct of performance tasks despite the modular
distance learning modality. Generally, most students
Results and Discussion have little knowledge of the tasks, which unmotivated
them to do it—lack of resources and unfamiliarity with
technology challenged to practice their skills. Minor
This section presents the findings according to the challenges experienced by the students are the
study's research questions. disruption of the environment and conflict of time.

Little knowledge on task

Students may inevitably experience this challenge as

there is an absence of a teacher who can discuss the
task. Asking teachers about the procedure may not be
enough for them to get the process accurately.

In relation to this FGDP01 shared:

FGDP01: “…gamay ra akong nahibal.an sa paghimo

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Research Article

sa sandwich sir.” One of the common reasons students cannot perform

the task is due to a lack of financial and moral support
“…my knowledge is only limited in making a from family, depriving them of the ingredients,
sandwich.:” utensils, and materials to be used in the demonstration.

Other participants shared the same experience as In relation to this KII-2 shared:
others,
KII-2: “…dili nako xa ma perform tungod kay kulang
FGDP02: “…dili kayo masabtan ang instructions sir ko sa mga gamit.”
tungod sa walay maka tudlo na teacher..”
“…I cannot perform it due to lack of materials.”
“…the instructions are not clear due to no teacher can
teach us.” Other participants shared same experience as to others,

FGDP04: “…sa knowledge sir kay lisod gyud ang self- KII-4: “…kailangan gyud nato mag gamit og mga
learning.” equipment, utensils para ma perform nato tong mga
performance tasks.”
“..in terms of our knowledge, self-learning is
difficult.” “…I know that we need to use materials and
equipment, utensils to perform the tasks”
FGDS05: “…challenging gyud ang pagbuhat sa
performance task sir wa ka kablo unxaon nixa, wa kay KII-5: “Kanang wala kay mga ano sir ba mga gamit..”
mapangutan-an kung unxaon ni siya...”
“I don’t have the materials to use sir.”
“…it is challenging in making performance most
especially you have no one to ask about the task.” KII-6: “…lisod pangitaon ang mga gamit ba ingon
ana.”
KII-3: “…kay ano usahay mag lisod man gud ko og
sabot, dili pud kayo ko bright.” “…it’s hard to find materials to use in performing the
tasks.”
“There a lot of consequences, because sometimes it is
quite difficult to understand the instructions and I am KII-2: “Tapos kulang pud mig allowance sa among
not that quite intelligent.” family or mga needs namo.”

KII-5: “…dili pud ka kabalo kung unsay, dili pud “We lack allowance in our family to sustain our
kabalo kung unsay procedure sa isa ka sandwich.” needs.”

“.. I don’t know also the procedure in making a It is no doubt that resources also pose a significant
sandwich.” challenge to the students since resources are needed
for them to perform the tasks.
Hence, as the participants performed the task, they
encountered some frustrations, hindrances, and Lack of resource materials plays a significant role in
challenges. the learning process of students. If resource materials
are used wisely, they enhance lesson impact
Knowledge application and transfer are the ultimate remarkably (Herward, 2009).
learning goals in education. For adult learners, these
abilities are not only beneficial but also critical. The Difficulties in technology (Gadgets and
ability to apply knowledge learned from school is only Connection)
an essential requirement in workplaces. In this ever-
changing world, the ability to near and far transfer Since most of the performance tasks are to be
knowledge is the skill that keeps an individual submitted through a video presentation, some students
competitive and indispensable in job markets. (Hung, may find it challenging to edit and shoot videos since
W. 2013). most of them are not inclined to technology.

Lack of resources (Financial, Moral, and Materials) In relation to this, FGDS-08 shared:

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Research Article

FGDS08: “Kanang kuan sir pag edit, kailangan man mag video sa imong sarili.”
gud og load. Unya usahay ang cellphone kay full
storage.” “The hindrance sir is, during the time when taking a
video shoot, there are people who always pass by and
“In editing sir, it really need a load. Then sometimes noisy environment. The challenge sir is when shooting
our phone is full storage.” a video and no one can assists you.”

Other participants shared same experience as to others, Likewise, FGDS-04 also experiences the same
situation:
KII-1: “Dili ko ka video sir kay ginagamit man gud
akong cellphone.” FGDS04: “Ahhhm, sa ano sir sa problema sa place sa
himoan sa task sir is problema kayo sa akoa sir kay
“I cannot shoot a video sir because my phone is used bukid man gud saba kaau ang mga manok, og iro sa
by others.” palibot..”

KII-4: “Kuan sir… Kuan sir kulang pud ko sa mga “Ahhm, my problem is the place for making the task, it
gadget sir.” is my problem because I am situated in high lands, the
chicken and dogs are noisy.”
“I don’t have the gadgets sir.”
Environmental challenges may sometimes result in
FGDS04: “Okay ra man siya sir sa wifi, pero sa data repetition of the tasks that lead them to become
sir kay hinay gyud xa sir.” unmotivated and irritated due to the noise and other
environmental factors that hinder them from
“It is okay with the wifi connection, but in data it is
completing the tasks.
very slow.”
Conflict of time
Despite being TVL students, they still find it hard to
navigate technology, for they are not into it. The lack Some students also experienced poor time
of internet connection also hinders them from management as they performed the tasks.
submitting the video.
In relation to this KII-1 shared:
This result also supports the study of Gutierrez, 2021,
that students are experiencing distance learning KII-1: “Nag work sir, trabaho sir.”
hurdles. The barriers of distance learning are
communication, cost and access to the internet, “[I am] currently working sir.”
credibility, and motivation/family support (Gutierrez,
H. M. Z. 2021). Likewise, KII-4 also experiences the same situation:

Disruption of Environment KII-4: “Kanang, is naa pud sir naa pud koi mga, naa
pud koi trabaho sir sa amoang kuan, naga trabaho pud
Environment challenges also affect the submission of ko sir bantog dili nako mahuman.”
video presentations as performance tasks. Living in an
urban area is challenging as noise and other factors “I am working that is why I cannot finish the
can’t be controlled, adding up to frustrations felt by the performance tasks.”
students.
Because of this pandemic, some students are working
In relation to this FGDS-03 shared: for them to eke the family's daily needs. With this,
some students may not budget the time correctly,
FGDS03: “Ano sir, hindrance sir kay kana bitawng making this a challenge.
mag video video nay mag sige og agi agi sir, kanang
mag banha-banha, kanang kanang, unsay tawag ana The increase in demand for e-learning has created a
ha, kanang dili daun ka makabuhat sir ba kay kanang, need to explore the implications of the emerging
nay mag agi-agi, banha banha, tapos sa challenge sir paradigm shift on the learning environment.
kay kana bitawng mag video ka sir tapos wa kay Integration of information technology in improving the
kauban. Mag lisod kag post sa imong video or kanang learning process relies on a clear understanding of its
pag video nimo sa imong sarili sir, kung ikaw lang underlying pedagogical assumptions (Son, D. H., &

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Research Article

Kim, H. J. 2008). Table 2 shows the coping mechanisms of TVL

students during the conduct of performance tasks
Table 2. How do TVL students face challenges in despite the modular distance learning modality.
performing the laboratory tasks in all TVL related Typically, students have managed their time when
subjects? performing the task and few of them coped up with
research resources to comply with the tasks.

Manage time

One of the challenges that students encounter in

performing the tasks is the lack of time. However,
students also tend to cope with such challenges by
practicing time management to comply with the
requirement. As proof, some of the statements of the
students are shown below.

In relation to this FGDS-02 shared:

FGDP02: “…naga set kog schedule gud sir kung

unsay, kunsa karon na time ang buhaton sir. Kung
unsa sa sunod na time, lain man gud sir kung isabay-
sabay tanan..”

“..I set schedules sir as to what to do in a specific

time. What to do next, because it’s hard to do all the
task at one time.”

Other participants shared same experience as to others,

FGDS03: “Sa akoa sir is kanang gina gahinan nakog

adlaw sir kung kanus-a ko mag video of kanus-a ko
mag edit sir.”

“In my part sir I allot day as to when to make a video

and when to edit.”

FGDS06: “Kanang ang akoa sir, unahon sa nako una

ang mga task kanang sayon-sayon ra gud sir..”

“In my part sir, is I will do first the task thatvis easy to

do.”

KII-4: “Kuan sir, nag set lang pud kog time bahalag
gabii maka answer gihapon ko og maka pasa ko og
mga modules. Mag night study ko sir para maka
answer.”

“I set time even though its already night just to answer

and submit the modules. I do night study.”

Managing time plays a vital role in complying with the

tasks indicated in the module. Typically, students were
able to cope with such duties by working their time
despite their busy schedules.

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Research Article

Seek help from others “And the others are researching, I do research in the
google and in youtube as to how to perform the tasks.”
Since not all students know how to perform a specific
task, some seek help from their classmates to cope. Likewise, KII-2 also experiences the same situation:
This was proven with the following statements.
KII-2: “Mangita ko og gamit sir, na mga ingredients
In relation to this FGDS-07 shared: niya, mga tools and then mga ingredients pud sir
mangita kog paraan na maka kwarta ko.”
FGDS07: “Din dili man gyud tanan kabalo mag edit
magpatabang nalang ko sa akong mga amigo og “I look for materials sir, ingredients, tools also. I will
manghiram og gadget sa kaila.” find way to earn money.”

“And not all can do editing in video, I seek help to my As teachers, we played an important role in helping the
friends and borrow gadgets from them.” students with the challenges in this modular distance
learning. With strategies to be implemented, the
Other participants shared the same experience as students might be able to combat the challenges. To
others, cope with time management, the school may provide a
Weekly Learning Plan that will guide the students in
KII-3: “Ano, mangita kog way na ma cope up nako performing the tasks. The teacher should make
ang mga challenges. Like pag naa mi internet themselves available all the time for consultation and
connection maka research pud ko.” questions.
“I find ways to cope up the challenges like if we have Kazmer, M. M. (2000) stated that students entering
internet connection I can do research.” distance education programs often find themselves
adapting to new learning environments and new
KII-5: “Kanang sa pag luto gi-familiarize nako kung technologies. Part of this adaptation involves coping
unsaon siya pag buhat din murag nag baylo-baylo with unfamiliar technology and learning to manage its
ramig gamit sa akong mga classmates para maka buhat use within the group, helping them create the
mig video.” environment they will learn.

“When cooking I familiarize first on how to perform it Part of it consists in developing personal relationships
and we switch materials with my classmates for us to that will ease their work and learning, helping them
make a video.” cope with unfamiliarity and change—examining
suggestions from distance learning students on how to
KII-6: “Maningkamot ko sir na mangitag pama agi, manage this process yields three-fold results. First, it
kanang mangutana ko sa akong mga classmates demonstrates how students, instructors, and
unsaon pagbuhat ana.” administrators must work together to ease students'
paths. Second, it helps us advise distance learning
“I look for a way, I asked my classmates on how to do students about what they can expect from distance
it.” learning and how they can contribute to and benefit
from their distance learning community. Finally, it
Based on the statements above, it is good to know that provides recommendations to instructors and program
students use their initiative to seek help from others to directors on how better to help their students cope with
comply with the task. It is living proof that they find this community-building transition and distance
ways despite the challenge they are facing right now. learning environment.

Research resources/finances

The best way to learn the task is to conduct research, References

and few of the students are doing this.
Anzaldo, G. D. (2021). Modular Distance Learning in the New
In relation to this FGDS-03 shared:
Normal Education Amidst Covid-19. International Journal of
Scientific Advances, 2(3), 233-266.
FGDS03: “Ahh and uban sir naga research, naga
search ko sa google sir og sa youtube kung gina unsa Galusha, J. M. (1998). Barriers to learning in distance education.
siya pag kuan.”

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Research Article

Gutierrez, H. M. Z. (2021). BARRIERS OF DISTANCE Niwaz, A., Waqas, Q., & Kamran, S. (2019). An exploration of
LEARNING ON LEARNERS’LIFE SKILLS. EPRA International issues and challenges faced by students in distance learning
Journal of Research & Development, 6(6), 180-190. environment. Global Social Sciences Review (Review), 4.

Hung, W. (2013). Problem-based learning: A learning environment Son, D. H., & Kim, H. J. (2008). The Effect of the Determinants of
for enhancing learning transfer. New directions for adult and Distance-Learning on the Effectiveness of Education. Information
continuing education, 137, Systems Review, 10(2), 49-70.
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Affiliations and Corresponding Information
Kazmer, M. M. (2000). Coping in a distance environment.
Jerwin M. Luisen
Masaoay, S. M., & Litao, R. (2021). Beliefs and Practices in the
Implementation of Performance Tasks (PETAs): Basis for the University of Southern Mindanao - Philippines
Development of Enhancement Program. Middle Eastern Journal of
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