Modular Distance Learning Modality and Students’ Learning Mechanisms in Physics: A Grounded Theory

Abstract

Issues in science education in the Philippines have existed until now. The existing learning issues are aggravated by the COVID-19 pandemic as the educational system shifts to a distance learning modality. With the sudden shift in learning modality, learning issues manifest, especially in subjects that require guidance from teachers, such as physics. This qualitative study aimed to explore and generate theory utilizing the Glaserian inductive method of theory generation, focusing on the learning mechanisms of learners in the modular distance learning modality in the subject of physics. The participants of the study were 10 purposefully chosen senior high school students who have taken General Physics 1 in the modular distance learning modality. Data were gathered through individual in-depth interviews and thematically analyzed utilizing the Braun & Clarke thematic analysis technique. The result indicated that the students are struggling to adapt to the learning modality set-up for acquiring learning needs and completing the given tasks. The result further shows that students’ learning acquisition and task completion are driven by the following: support from knowledgeable others, use of learning materials, use of technology in learning, learners’ intrinsic motivation to drive learning, and effective time management. Conclusively, when there is sufficient support from these emerging factors, physics learning acquisition and task completion in modular distance learning are maximized. Thus, Physics Learning Acquisition and Task Completion Model in Modular Distance Learning sheds light on how students learn physics in the said distance learning modality, which provides ideas on how physics learning material should be designed.