Introduction
Modular Distance Learning (MDL) became an important means of sustaining basic education when the COVID-19 pandemic disrupted regular classroom instruction. Its implementation required schools and teachers to prepare learning resources, reproduce modules, distribute learning packets, retrieve completed outputs, and assess learners’ progress. The effectiveness of the system therefore depended on the coordination of school personnel, learners, parents, and community stakeholders.
This article draws from a completed study of elementary teachers in selected schools in Isabela, during School Year 2020–2021. It focuses on teachers’ assessment of the overall implementation status of MDL across five operational areas.
The World Education Connect Multidisciplinary e-Publication is a reputable, refereed, and peer-reviewed international journal. It is dedicated to fostering academic excellence and promoting interdisciplinary research across diverse fields. The journal covers a wide range of topics, including education, psychology, science, technology, social sciences, humanities, and more, providing a platform for scholars and researchers to share their knowledge and insights.
In addition, the publication places a special emphasis on the promotion and development of the Filipino language, contributing to its growth and recognition in the global academic community.
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