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**Abstract **  The study was conducted to identify the strengths and challenges of distance learning modalities as a basis for intervention programs from a memorial high school in a schools' division in Bulacan, Philippines. The researcher used a descriptive survey type of study. For the sample of...

**Abstract **  The study was conducted to identify the strengths and challenges of distance learning modalities as a basis for intervention programs from a memorial high school in a schools' division in Bulacan, Philippines. The researcher used a descriptive survey type of study. For the sample of the study, it employed eight (8) teachers and 39 learners from a junior high school chosen randomly. A self-made checklist survey questionnaire was created by the researcher which was validated by a panel of experts. Descriptive statistics were used to analyze the collected data with the help of a Microsoft Excel sheet. Results revealed that teachers and learners have a variety of strengths in distance learning modalities. In addition, teachers and learners also stressed the different challenges they encountered for distance learning modalities. Based on these findings of the study, the researcher used them for a possible formulation of an intervention program that aimed to provide solutions for the challenges of distance learning and also enhancing the strengths for both the teachers and learners.   \   **Introduction**  Distance Education (DE) is an alternative way of educating learners, especially in today\'s world. DE across all levels in education is growing at a rapid rate \[1\]. It is nowadays defined more as Open and Distance Learning which uses non-traditional approaches and delivery methods compared to campusbased education \[2\]. The education system in the Philippines shifted from face-to-face to distance learning modes of learning modalities. This calls for the paradigm shift of schools to offer different platforms but the same level of competency and understanding.  The Department of Education (DepEd) issued an Order to follow in terms of the Basic Education Learning Continuity Plan for School Year 2021 in Light of the Covid-19 Public Health Emergency which says no face-to-face classes until safe. It also states that DE refers to a learning delivery modality where learning takes place between the teacher and the learners who are geographically remote from each other during instruction \[3\]. This year, the schools offer different learning modalities namely: Modular Distance Learning (MDL); Online Distance Learning (ODL); and Television (TV)/Radio-Based Instruction. These are different platforms that learners chose based on the surveys conducted by the schools before the opening of classes last October 2020.  Moreover, different online learning platforms are also considered useful for teaching and learning engagement. This learning modality will be the main focus of the study on how to face the strengths and perceptions of the select teachers and learners from memorial high school. Thus, the urgent needs of educators and learners evolve when considering the quality of instructions. It is crucial to understand and get a deeper insight into trends and issues in DE to keep abreast of these constant changes. These are some of the propelling issues that the researcher would like to know.  The main objective of this study is to determine the strengths and challenges encountered by teachers and learners from a memorial high school in the province of Bulacan, Philippines, with the use of distance learning modalities for this School Year 2020-2021. The result of the study will become a basis for an intervention program of the school.   **Literature Review**  Education must continue and that is why, the DepEd continuously monitors each school process to secure the constitutional mandates of the agency, to educate each learner through efficient procurement processes of resources \[3\]. Distance Education may seem very significant nowadays, specifically to those learners who can\'t go to school for their face-to-face class. Hence, this significant factor has uncertainties as regards to the misuse of the technology, the attitudes of learners, since students tend to procrastinate \[4\] and bully teachers \[5\] \[6\] \[7\], administrators' behavior and competencies \[8\] \[9\] and most of all the quality of instructions \[10\] \[11\]. According to another study students perceived distance education as a road to dreams and they thought it provided them to study while working in a job \[12\].  In these challenging times that arise common problems and issues amidst the pandemic of COVID -- 19, the setback of initiating teaching-learning will be in the mode of learning modules for distance education. In a related study where an author identified the impact of contextualized elearning resources on the performance of students and yielded a positive result \[13\]. Also, another study mentioned that schools are not yet prepared for distance learning \[8\]. Due to this reason, different modalities will be given consideration aside from giving the learners learning modules. Another researcher offered some ideas regarding the different learning modalities for various avenues for learners \[14\]. Furthermore, internet connections and learning device availability also great issues among teachers and students \[15\].   Operationalization of digitized modular learning modality has been crafted to better secure the health safety of everyone as to Inter-Agency Task Force (IATF) and Department of Health (DOH) protocols. But these topics became an issue amongst parents and learners as to how these distance learning modalities will be implemented and manifested while everyone is still threatened by the virus outside and compliance to a disaster like this pandemic can be an issue \[16\] \[17\].  With the different perspectives among authors mentioned in the discussion opted the researcher to do this study and give light on the strengths and challenges that confront distance learning modality among teachers and learners. With the different perspectives among authors mentioned in the discussion opted the researcher to do this study and give light on the strengths and challenges that confront distance learning modality among teachers and learners.  **Methodology**  **3.1 Research Design** In this study, the researcher used a descriptive type of research design. Descriptive research describes the characteristics of a population that is being studied. This study investigates the strengths and challenges of distance learning as regards the quality of instructions of the selected teachers and learners, thus the said research design fits.** **  **3.2 Respondents** The population of this study was 195 junior high school learners and 36 junior high school teachers from a memorial high school in the province of Bulacan, the Philippines for the school year 2020- 2021. To determine the number of participants, the researcher used a simple sampling technique to give equal opportunity to all possible participants. This paved way to have representatives from different subject areas for teachers and learners from different sections. To summarize, there were a total of eight (8) from the 36 junior high school teachers, and 39 learners from 195 were selected.   **3.3 Research Instrument** For the survey instrument, the researcher developed one following the aim of this study. In addition, the survey questionnaires were validated by the Education Program Supervisor, School Principal, Master Teacher, Head Teacher, and Teacher to properly check the validity of the questionnaires. Meanwhile, the questionnaires were pilot tested on the participants who are not subjects of the study.   **3.4 Ethical Considerations** This study considered the following ethical issues before the administration of the actual survey. The participants were not subjected to anyway or form of harm. Full consent from the participants was obtained before answering the survey. The participants were not forced or harmed in any way if they refuse to answer the survey. The researcher also made sure that all the data gathered were treated in full confidentiality and privacy was observed at all times. The researcher also ensured the anonymity of individuals and organizations who participated in the survey. Conflict of interests and any forms of affiliation and sources of funding were declared by the researcher. And any type of communication about the research was done in full honesty and transparency.   **3.5 Data Analysis** The data gathered were tabulated using the Microsoft Excel sheet. Then, the researchers subjected the gathered data to statistical analysis for proper treatment and interpretation. This study used three basic descriptive statistical tools namely, rank, frequency count, and percentage.  **Results and Discussion**  This section presents the analysis and interpretation of all the data gathered for this study following the problems presented. It looked into the strengths and challenges of distance learning modalities under new normal. Likewise, it also looked into the crafting of an intervention program for teachers and learners to improve teachers\' proficiency and learners\' academic performance.   Table 1 shows the 14 strengths of distance learning modalities encountered by teachers. As seen from the presentation, \"It provides flexible time" garnered the highest possible frequency of responses among the teachers. It also ranks first among the other strengths mentioned in the survey. On the other hand, "It gives more chances to contextualized materials" got the lowest rank since it also has the least responses among the group. The result of this study revealed that teachers gained positive attributes during distance learning modalities. According to them during the survey, they have more time to balance the work-related and home-related activities due to the limited number of days to physically report at school. Although the covid-19 virus continuously threatens everyone, distance learning modalities gave them the sense of safety and security to be free from viruses. This gain brings the positive result to teacher concentration and availability to perform their duties and function as classroom teachers.   This study is parallel to the study conducted by Akilli and Keskin \[18\] that the extrinsic variable has a negatively significant relationship with the intrinsic and altruistic variables, while a positively significant relationship with the mercenary variable. This means that the data from the measurement model in which the interrelationship of the latent variables was seen shows that the intrinsic and extrinsic factors have an impact across the motivational processes which are effective with the preference of the teaching profession.  *Table 1. Strengths of Distance Learning Modalities in New Normal Encountered by Teachers*  A black background with a black square Description automatically generated with medium confidence  Table 2 presents the 11 strengths enumerated by the learner-respondents in distance learning modalities. Based on the presentation, "It saves time to travel to school" got the highest frequency and rank among the learner-respondents of the study. However, "It promotes multitasking" got the lowest rank and frequency. The result of this study encompasses that learners have more time to perform tasks in their respective houses. Accordingly, students feel they are not in a hurry to perform scholastic activities and performance tasks, especially in the printed modular modality. Learners also can discover one\'s talent and try to use expose themselves to different methods in each lesson makes them tolerable to think of necessary ways and processes in solving problems. Distance learning also enhances ICT skills and exploration of collaborative knowledge strengthens and equips them because technological platforms are available.  *Table 2. Strengths of Distance Learning Modalities in New Normal Encountered by* Learner  ***f*\***  -- -- ------------ -- 39  38  37  36  36  34  32  31  30  26  17  ***f*\***  **%**  -- --- ------------ -------- 8  100.0  7  87.50  6  75.00  6  75.00  6  75.00  6  75.00  5  62.50  5  62.50  4  50.00  3  37.50        Table 3 shows the ten (10) challenges enumerated by the teacher-respondents in distance learning modalities. As seen, \"Lack of focus due to work-related and home-related activities at home\" garnered the highest frequency and rank among the enumerated challenges by the teacher-respondents. But, \"No available space for privacy gathered the lowest rank and frequency among the group. This result only shows the different and unexpected impact of distance learning on teachers. It affects them physically, emotionally, mentally, and socially in many aspects. Here it only revealed shrivel of the most common dilemmas that compound their everyday lives as teachers.  The result of the current study somehow agrees with another study which analyzed the mental health and stress level of teachers in terms of developing learning resources \[21\]. In addition, Riego de Dios \[22\] also mentioned in her study regarding the work ethics of teachers which are essential for them.    *Table 4. Challenges of Distance Learning Modalities in New Normal Encountered by Learners*    ***f\****  **%**  -- -- ------------ -------- 35  89.74  34  87.18  32  82.05  29  74.36  28  71.79  27  69.23  20  51.28  17  43.59  15  38.46    Table 4 presents the nine (9) challenges of distance learning modalities encountered by learner- respondents. The table displays that \"It is an additional expense to the family especially the internet load\" yielded the highest rank and frequency in the survey. Conversely, \"For working parents/ do not possess the subject competence, insufficient guidance and assistance of parent\" produced the lowest rank and frequency among the set. The result of the research conducted reveals the challenges encountered by teachers and learners in distance learning modalities. These challenges call for better teaching-learning strategies of the teachers and a stronger model of operational processes of the school to encapsulate the learners' mastery of competencies through different learning platforms.  This was strengthened by the study conducted by Arnold and Ducate \[23\] where they stressed that there is no one right way of doing things-what is effective and appropriate teaching, it depends to a large extent on a wide variety of contextual factors which play an important role in determining the extent to which teachers can implement instruction congruent with the learner\'s cognition. Additionally, the results also are intended for professional development among teachers \[24\], together with their work attitude, values, and performance \[22\] \[25\].  **Conclusion**   1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. **References** 1. "Creating Better Definitions of Distance Education," *Online Journal of Distance Learning Administration*. \[Online\]. 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