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  • Jovelyn M. Cantina Professor 4, College of Arts and Sciences, Jose Rizal Memorial State University, Philippines https://orcid.org/0000-0003-4571-0797
  • Jograce E. Regencia Associate Professor 1, College of Industrial Technology Jose Rizal Memorial State University, Philippines https://orcid.org/0000-0003-4561-3727
  • Edelyn E. Pagara Instructor 1, College of Business Administration Jose Rizal Memorial State University, Philippines https://orcid.org/0009-0003-3615-583X
  • Rogelio A. Murro Associate Professor 5, College of Education Jose Rizal Memorial State University, Philippines https://orcid.org/0000-0003-4451-5762
  • Elmira C. Rodriguez Associate Professor 2, College of Education Jose Rizal Memorial State University, Philippines https://orcid.org/0000-0003-1358-8440
  • April S. Patay Assistant Professor 1, College of Business Administration Jose Rizal Memorial State University, Philippines https://orcid.org/0000-0002-3673-9996


flexible learning implementation, online learning, modular learning, satisfaction, state-funded university


Learner satisfaction and experience have a big impact on how well and how widely distant learning is accepted in higher education institutions. This study used a quantitative research methodology with the use of adapted standardized questionnaires from several sources to find out how satisfied 173 faculty members, 548 students, and 321 parents were with the deployment of flexible learning modes throughout the pandemic years. The frequency count, percent, and mean statistical techniques were used to total the scores, tabulate them, and conduct further analysis and interpretation. The faculty, students, and parents were generally satisfied in terms of the online learning modality. The faculty perceived the online teaching process as efficient, effective, and beneficial for both students and faculty. The students believed that the online learning was 'satisfactory' in acquiring knowledge, while the parents believed that the online learning aided their children's learning. On the other hand, the faculty and students were satisfied with modular learning, while the parents were dissatisfied. The faculty found modular learning to be one of the ways to aid teaching during the pandemic. The students believed that the distribution and retrieval of modules were organized, the time allotment was acceptable, and safety and health protocols were ensured. The parents found that distribution and retrieval of modules are not well organized, and the orientation as to the use of modules during distribution is not clearly explained. A training workshop may be conducted for the faculty to repackage and revise the modules to ensure that enough and adequate time is allotted to each activity or assessment, to ensure that the learning activities and assessments adhere to complexity, timeliness, relevance, and alignment to the learning outcomes, and to structure and plan the course online, upload pictures, images, and videos on the chosen platform, attach links, use Google Forms, and engage in other computer-aided games and activities. The guidelines and procedures for the distribution and retrieval of the modules may be disseminated to parents and other stakeholders through brochures and flyers. Moreover, the administration may allot funds to provide internet connectivity to students who choose online learning modes, such as free cell cards, or form partnerships with LGUs and NTC to create a free Wi-Fi connection at a specific location in each barangay.



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Published on: 2023-03-13

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How to Cite

Cantina, J. M., Regencia, J. E., Pagara, E. E., Murro, R. A., Rodriguez, E. C., & Patay, A. S. (2023). FACULTY, STUDENTS, AND PARENTS SATISFACTION WITH FLEXIBLE LEARNING IMPLEMENTATION IN A STATE-FUNDED UNIVERSITY. Sprin Journal of Arts, Humanities and Social Sciences, 2(02), 19–41. https://doi.org/10.55559/sjahss.v2i02.86