Master’s thesis (Education (Major in English), Master of Arts in)—Graduate School, 2024.

Includes bibliographical references and appendices.

Abstract

Amidst the COVID-19 pandemic, educational systems faced unprecedented
challenges, prompting rapid adaptations to ensure continued learning despite
school closures. In response, the Most Essential Learning Competencies (MELCs)
were implemented to prioritize key learning areas and objectives. However, the
efficacy of Modular Distance Learning (MDL) in delivering quality education,
particularly in Oral Communication, has been questioned. This study explored the
lived experiences of English teachers in teaching Oral Communication within MDL
in the Division of Negros Oriental. Using a phenomenological approach and
Colaizzi’s method of data analysis, the study revealed four key themes: (a) MDL’s
Pedagogical Labyrinths, (b) MELCs Teaching Rapids, (c) Parents as Co-Navigators,
and (d) Navigating Administrative Currents. These findings underscore the need for
a comprehensive reevaluation of MELCs to align with diverse learning modalities.
Continuous collaborative efforts among English teachers are crucial to addressing
systemic educational disparities, particularly in Oral Communication instruction.
Moreover, the study highlights the pivotal role of parental support in facilitating
students' learning within MDL, emphasizing the importance of enhanced student
participation in Oral Communication activities. The findings advocate for improved
pedagogical practices and resource allocation to ensure equitable access to quality
education, especially in areas vital for holistic student development like Oral
Communication.

Keywords: Most Essential Learning Competencies (MELCs), Lived Experiences,
Modular Distance Learning (MDL), Oral Communication, Pandemic