GRAPPLING THE EXPERIENCES OF JUNIOR HIGH SCHOOL STUDENTS IN ATTENDING ENGLISH-WRITTEN MODULAR CLASS: A PHENOMENOLOGY OF ACADEMIC SACRIFICE

Divine F. Sanz, Louie Mark G. Garvida

Abstract


This phenomenological study explored the experiences of junior high school students attending English-written modular classes during the COVID-19 pandemic. The data were gathered from Grade 9 JHS students at Alagao National High School of General Santos City (formerly General Santos City National Secondary School of Arts and Trades – Extension) in Barangay Lagao, General Santos City, Philippines. Participants were chosen based on inclusion criteria such as being a Grade 9 student, not having cellphones or any online access, being readers under frustration level, and having parents or guardians who had never completed elementary school. Thus, purposive sampling was used to choose the participants. The findings of this study emphasized three major emergent themes as a result of the interviews, and the first theme focused on the participants' viewpoints about homeschooling, safeguarding learners, and the difficulties they have while attending the SLMs. The second theme showed the participants' feelings about attending the SLMs, including their challenges, self-reliance, and feelings of deep regret. At the same time, the final theme emphasized the impact of attending English-written modular classrooms among students as learners who discussed their motivation to study, the value of high-quality reading materials, the need for professional supervision, and their ability to self-direct their learning process.

 

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English, English-written modular classes, participant experiences, distance learning, COVID-19 pandemic, phenomenology, Philippines

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