Instruction, Assessment and Intervention Practices in DMDL: A Multiple Case Study

Abstract

The study aimed to determine the teaching practices of senior high school faculty in an integrated school in Calamba City, Laguna, Philippines, offering a digital modular distance learning modality. Specifically, it sought to determine how teachers facilitate instruction, assess learning, and remediate least-learned competencies. This paper utilized a multiple case study design. The researcher used Google Forms to gather data and probed further through Facebook Messenger, text messages, and face-to-face interviews. Results revealed that instruction began with carefully crafting weekly home learning plans (WHLP). Teachers designed video lessons, put up feedback mechanisms, and designed learning activity sheets. In terms of assessment, they combined paper-and-pencil tests with task-based and web-based assessments. Lastly, interventions use paper-and-pencil tests, web-based assessments, teacher-made videos, and task-based assessments. Other interventions included home visitations and parent-teacher conferences. In conclusion, instruction in the DMDL required careful planning of the WHLP, which involved selecting materials to supplement the teaching-learning process. Assessment in this modality was a combination of traditional and web-based assessments. Interventions, on the other hand, could be academic and non-academic. For academics, further assessments and activities were provided to students, whereas home visitations were conducted for those students with other concerns. The researcher recommended for future research the utilization of other research designs to verify the findings of the research in other contexts. Future researchers could consider having larger samples. The researcher also recommended exploring the possibility of DMDL in a post-pandemic scenario.