Volume : 7, Issue : 11, NOV 2021
EFFECTIVENESS OF SELF-LEARNING DISTANCE MODULES TO LEARNERS WITH SPECIAL NEEDS
MARGEORIE F. AVISO, PRINCIPAL I, AIREES A. CALUMBA, MAED-AS, KRISTINE CHAD N. CANTALEJO, MAED-AS, ROXAN F. RIVERA, MAED-AS, EMILY C. ROSAL, ED.D.
The present paper aims to evaluate the effectiveness of the SLM in the implementation of MDL to students with special needs at the elementary level under the new normal. The respondents of this study are 10 randomly selected students from Pangdan Elementary School, 10 students from Balirong Elementary, 10 students from CEPOC Elementary School and 20 students from Naga Central Elementary School. Comparative-evaluative research design was used to determine the effectiveness of SLM in the implementation of MDL to students with special needs. In this study, the researchers compare the academic performances before pandemic and during pandemic while having modular distance learning of student-respondents involved. Then, after comparing the two approaches—traditional and modular learning, the research evaluates the efficacy of the modules to these students with special needs. Factors such a) the profile of the students based on their personal/family background; b) academic performance in school before pandemic and during pandemic while having modular distance learning; and c) comparative results of grades before pandemic where traditional class is employed and today’s new normal with the use of self-learning modules. The modular learning approach has several weak spots. To address them, there is a need for revising the modules given to students with special needs. Hence the following recommendations can be brought up to the division office: a) give ample time to teacher-writers to create a very suitable module for students with special needs; b) the writer of the module must be, of course, a special education teacher herself, in order for her to get a better view of the self-learning modules that fit to the learning styles of SPED students; c) there must a SPED teacher assigned to check, monitor, and feedback students with special needs. Thus, a revised self-learning module is made to make sure that learners with special needs are entitled with modules that fit to their learning styles.
SELF-LEARNING DISTANCE MODULES, LEARNERS’ TAXONOMY, INDEPENDENCE, STRUCTURE, DIALOGUE, STUDENTS WITH SPECIAL NEEDS.
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