Pedagogical Communication in Modular Distance Learning Modality for Primary Graders

The study investigated the significance of pedagogical communication to find out if there is a difference between traditional face-to-face instruction and modular instruction, to discover the flow of pedagogical communication in modular instruction, to identify the needs and challenges that occurred in the pedagogical communication of today’s modular instruction, and to discern the pros and cons of modular instruction. The study employed Tsui’s (1994) IRF (Initiation-Response-Follow-up) Taxonomy and Burroughs’ (2007) Typology of Actual Compliance-Resistance Strategies and Messages as the bases for the detailed categorization of the learners’ responses. Qualitative content analysis was utilized to treat the gathered data generated from the pedagogical communication content of the Grade 2 Grade 3 modules, specifically the entire lessons found in Quarter 1 Module 1 of English subject only per grade level. It encompasses three major phases: preparation, organization, and reporting of the results. Based on the summary of findings, it was found out that all Tsui’s IRF head acts were present. Still, there were some sub-categories that were not present, and so with the sub-categories on Burroughs’ Typology of Actual Compliance-Resistance Strategies and Messages. Indeed, the pedagogical communication present in the Modular Distance Learning modality must be maintained and improved for the continuous development of the teaching-learning process and lived experiences among teachers, learners, parents, guardians, stakeholders, and other concerned individuals, with a focus on learner-centeredness and learner agency.