Abstract—This study focused on assessing the extent of
implementation of the printed module as a learning modality
under the new normal as perceived by the social science
teachers of the public secondary schools in Borongan City
division. This study used a descriptive and comparative design
through a survey questionnaire administered to 50 respondents.
Indicators were descriptively summarized using mode as a
central tendency measure. By and large, majority of the
indicators on implementation are only slightly implemented;
this includes the implementation of parent support, personal
relevance, authentic learning, students' autonomy, and active
learning. In addition, school support was perceived as not
implemented at all, while teachers' support was moderately
implemented. On the significant difference in the
implementation of the printed module between autonomous and
non-autonomous school, a test of difference indicated that the
extent to which indicators are implemented do not necessarily
vary by type of school. Based on the result of the study, a
proposed additional input on the existing learning continuity
plan of the Borongan City division was crafted.
Index Terms—Printed module, learning continuity plan, learning modality, extent of implementation, new normal
Virgilio P. Rapada Jr. is with the Graduate School, Eastern Samar State University-Main Campus, Borongan City, Eastern Samar, Philippines (e-mail: firstname.lastname@example.org).
Cite: Virgilio P. Rapada Jr., "The Extent of Implementation of Printed Modules as a Learning Modality under the New Normal: Input to the Existing Learning Continuity Plan," International Journal of Information and Education Technology vol. 13, no. 3, pp. 566-576, 2023.Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).