Self-Paced Learning in Exploring Noli Me Tangere During the Covid-19 Pandemic

Authors

  • Leonora F. de Jesus Bulacan State University

DOI:

https://doi.org/10.33423/jhetp.v22i16.5598

Keywords:

higher education, Covid-19, pandemic, modular approach, Noli Me Tangere, self-paced learning, thematic analysis

Abstract

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.

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Published

2022-11-24

How to Cite

de Jesus, L. F. (2022). Self-Paced Learning in Exploring Noli Me Tangere During the Covid-19 Pandemic. Journal of Higher Education Theory and Practice, 22(16). https://doi.org/10.33423/jhetp.v22i16.5598

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Section

Articles