| Abstrakt: |
During the COVID-19 pandemic, the Philippine government made sure that learning was still in force in the country's basic education system by utilizing a modular approach in delivering its programs. All lessons were to be completed without a teacher on-hand, where students will simply rely on their self-paced learning style in understanding and answering the written activities given in the modules. This study describes the self-paced learning process and experiences of students in the exploration of Jose Rizal's literary masterpiece, Noli Me Tangere. A phenomenological approach was adopted for this study, focusing on the lived experiences of the research participants during this period of learning under a protracted lockdown. Axial Coding was utilized to construct linkages among data to reveal codes, and emerging themes were analyzed. It is found that students were able to practice self-paced learning despite some negative feedback, while the stakeholders' support for students during the pandemic is individualized and vital to the student's learning experience. [ABSTRACT FROM AUTHOR] |
