Status and Challenges in the Implementation of LCP-Modular Distance Learning (MDL) of Lutucan Integrated National High School: A Proposed Comprehensive Action Plan Tool

Abstract

This study assessed the status and challenges in the implementation of Modular Distance Learning (MDL) at Lutucan Integrated National High School during the School Year 2020–2021. Conducted from May to September 2020, the study utilized a Mixed-Method Research Design — descriptive survey to measure implementation status, supplemented by qualitative inquiry to identify challenges. Data were gathered from 70 learners across Grades 7 to 12 using a researcher-made questionnaire adapted from the Division of Quezon Learning Continuity Plan assessment tool. Results showed that Distribution of Learning

Materials and Assessment & Feedback both obtained a weighted mean of 3.72 ("Strongly Agree"), while Lesson Delivery and Content Clarity registered 3.27 ("Strongly Agree"). However, the study identified four key challenges: limited learner participation during online sessions, insufficient gadgets for communication, lack of printing materials, and

blurred module content with difficult instructions. Findings also confirmed that Learning Support Aides (LSA), as mandated under DepEd Order No. 32,s. 2020, significantly reinforced the implementation of the Basic Education–Learning Continuity Plan (BE-LCP). Based on the findings, this study proposed an enhanced Action Plan Tool aligned with BE-LCP and SDRRM frameworks to address identified gaps and improve future implementation.