ABSTRACT
In light of the implementation of the Basic Learning Continuity Plan (BLCP), the adoption of Distance Learning Modalities in the Division of Cagayan de Oro City has been implemented. This study was conducted in pursuit of determining the barriers in learning English using Modular Distance Learning Modality (MDLM) in terms of three (3) chosen components in learning English: Vocabulary Development, Reading Fluency, and Reading Comprehension. The study’s respondents were the select one hundred (100) Grades III-VI pupils. It was conducted in the 3rd Quarter of the School Year 2021-2022. The study used a descriptive research design and used survey questionnaires as a tool for data gathering. It was gathered through the use of google forms. To analyze and interpret the result, the study used Descriptive Statistics which involves frequency, standard deviation, and mean. Result shows the barriers in learning English in terms of vocabulary development was Very High while reading fluency was High. However, in reading comprehension the result was Low which needs an intervention plan. The study recommended that teachers should have a reading intervention plan to address the learners’ reading comprehension problem; a constant monitoring and feedbacking system via online and offline platforms to bridge the gap among struggling learners. Future researchers may conduct the same study but focus on the impact of modular distance learning to the academic performance of the learners in all subject areas.
Keywords: modular learning, English proficiency, barriers in learning
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