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Exploring the Effectiveness of Alternative Delivery Modes (ADMs) in Ensuring Academic Success During Disruptive Classes: Challenges, Opportunities, and Institutional Support

Author

Listed:
  • Christine Mae E. Hernando

    (College of Teacher Education, Mariano Marcos State University, Philippines)

  • Melvine Ganal Valdez

    (College of Teacher Education, Mariano Marcos State University, Philippines)

  • Regie Boy Fabro

    (College of Teacher Education, Mariano Marcos State University, Philippines)

  • Shiella Mae G. Juan

    (College of Teacher Education, Mariano Marcos State University, Philippines)

  • Melchor S. Castro

    (College of Teacher Education, Mariano Marcos State University, Philippines)

  • Johnson Modesto A. Blanco

    (College of Teacher Education, Mariano Marcos State University, Philippines)

  • Alma C. Asuncion

    (College of Teacher Education, Mariano Marcos State University, Philippines)

Abstract

Disruptive events such as pandemics and natural disasters have necessitated the adoption of Alternative Delivery Modes (ADMs) to sustain education, particularly for college students in Teacher Education Institutions. This study investigates the preferences, challenges, and institutional support roles associated with ADM during disruptive classes. Using descriptive research methods, data were collected from teacher education students through surveys and analyzed to identify key trends and insights. Findings reveal that students favor online synchronous and asynchronous learning sessions due to their flexibility and accessibility. However, significant challenges were identified, including unstable internet connectivity, distractions at home, lack of real-time feedback, and difficulty in maintaining motivation. The study also highlights the critical role of institutions in providing technological resources, accessible learning materials, and fostering effective student-teacher interactions to address these barriers. The study emphasize the need for tailored ADM strategies that prioritize inclusivity, engagement, and equity. Institutions must invest in robust technological infrastructure and develop student-centered approaches to overcome challenges. Furthermore, policymakers are urged to allocate resources to bridge the digital divide and enhance ADM implementation. This study contributes valuable insights to the evolving landscape of education delivery and offers recommendations for improving ADM strategies, particularly within Teacher Education Institutions. By addressing the challenges and leveraging institutional support, stakeholders can ensure that students receive quality education despite disruptions.

Suggested Citation

  • Christine Mae E. Hernando & Melvine Ganal Valdez & Regie Boy Fabro & Shiella Mae G. Juan & Melchor S. Castro & Johnson Modesto A. Blanco & Alma C. Asuncion, 2025. "Exploring the Effectiveness of Alternative Delivery Modes (ADMs) in Ensuring Academic Success During Disruptive Classes: Challenges, Opportunities, and Institutional Support," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(8), pages 5620-5633, August.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-8:p:5620-5633
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    References listed on IDEAS

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    1. Kapasia, Nanigopal & Paul, Pintu & Roy, Avijit & Saha, Jay & Zaveri, Ankita & Mallick, Rahul & Barman, Bikash & Das, Prabir & Chouhan, Pradip, 2020. "Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India," Children and Youth Services Review, Elsevier, vol. 116(C).
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