Master Thesis

This study explores the implementation of different monitoring strategies that helped public school teachers in the Silang District Cluster 1 track their pupils' academic progress during the modular distance learning modality. The exploratory sequential mixed method research design was used to investigate teachers' attitudes and beliefs regarding implementing different monitoring strategies among the participating schools. The qualitative part of the study was gathered through semi-structured interviews with fifteen key informants. The data gathered were connected to the quantitative part of the study to determine the extent of utilizing monitoring strategies among teaching personnel in Silang. Several strategies were suggested to help teachers track their learners' academic progress. The Department of Education suggested monitoring tools and teacher-initiated monitoring tools were implemented to support the needs of the learners. The study revealed that the teachers received a great extent during implementing different monitoring strategies to track pupils' academic progress. However, based on the study's findings, a training program was suggested to enhance teachers' academic monitoring capacities in the new everyday context. Investing in teacher training and professional development may help ensure that students have access to the best possible learning opportunities.