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

Christine Mae E. Hernando, Melvine Ganal Valdez, Regie Boy Fabro, Shiella Mae G. Juan, Melchor S. Castro, Johnson Modesto A. Blanco and Alma C. Asuncion
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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

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 8, 5620-5633

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.

Date: 2025
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