International Journal of
Information and Education Technology

Abstract

The shift to flexible learning during the Philippine natural calamities prompted higher education institutions to adopt alternative instructional modalities, particularly modular and online learning. This study examined the students’ evaluations of these modalities at the College of Teacher Education at the Abra State Institute of Sciences and Technology. It assessed students’ perceptions and determined the significant differences across academic programs. A descriptive-comparative research design was employed involving the 179 third-year students. Data were collected using a researcher-developed questionnaire validated through the Content Validity Index (CVI) with an average of 0.89 and demonstrating acceptable reliability (Cronbach’s α = 0.74). Descriptive statistics, including mean and standard deviation, were used to describe students’ evaluations. At the same time, Analysis of Variance (ANOVA) was applied to determine significant differences among programs. Findings revealed that students generally had positive evaluations of both modular and online learning. However, issues related to internet connectivity and access to learning resources were identified as major challenges in online learning. Statistical analysis showed a significant difference in students’ evaluations of modular learning across programs, while no significant difference was found in online learning. Students also suggested improvements such as enhanced internet access, clearer instructional materials, and stronger teacher support. The study contributes to flexible learning literature by showing that students’ evaluations are shaped by learner autonomy, teacher presence, and access to technological resources, especially in a provincial teacher education context. Therefore, the findings highlight the need for improved instructional design and technological support to enhance flexible learning in teacher education.