Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.6954905, ISSN 2822-4353 Research Article Raymar C. Francia 2/7 Curriculum Reblocks: Blocking the Challenges of Senior High School Students and Teachers in Modular Distance Learning in Light of the Basic Education Learning Continuity Plan (BE-LCP) Raymar C. Francia* For affiliations and correspondence, see the last page. Abstract This research aimed to analyze the experienced learning challenges of the senior high school students and transferees as well as the experienced instruction-related challenges of the teachers toward responsive method of delivering the modular distance learning in light of Basic Education Learning Continuity Plan. The research used explanatory case study. Purposive sampling was used among the four (4) teachers and ten (10) student-participants. Data were collected using triangulated instrumentations including the structured interview, observations, and archival analysis. Thematic content analysis is employed to interpret qualitative data. Findings revealed that the senior high school students experienced lack of learning focus, mismanagement of time, and lack of learning support. The transferred students also experienced the same with additional challenge on curriculum programming. As to the teachers, full participation of the students in modular instruction was the main concern. Curriculum Reblocks of Modular Distance Learning Delivery was developed based on the findings and resulted to numerous advantages for students to sustain momentum of learning, to maximize their focus, and to easily manage learning activities while the teachers find it easier to monitor students’ progress and implement differentiated interventions to support students’ learning. Keywords: Basic-Education Learning Continuity Plan, Project-based Learning, Modular Distance Learning, Block Method, SHS Curriculum Programming Introduction Quality education opens the door to a world of possibilities and opportunities. As a result, as highlighted in Article XIV, Section 1 of the 1987 Constitution, the government seeks to meet all of the educational requirements of Filipino children with the finest and most suitable curriculum and learning techniques. This right must be respected at all times, and the Department of Education is obligated to provide learning opportunities even during the COVID-19 national emergency. In this context, according to DepEd Secretary Leonor Briones, education must continue despite the pandemic (Briones, 2020 cited in Agarin, 2021). The Department of Education's clarion cry led to the development and implementation of the Basic Education Learning Continuity Plan (BE-LCP) (DepEd, 2020). However, students confronted multiple challenges as a result of the deployment of various learning modalities, notably the modular distance learning strategy. The primary challenges that students have faced, according to Dangle and Sumaoang (2020), are self-studying, bad internet connection, lack of sleep and time to answer all of the modules owing to the large number of activities, distractions, and lack of attention. It is also mentioned that there is a lack of parental support (FlipScience, 2020). Similarly, teachers also experienced problems in modular instruction as how they organize, prepare, and distribute modules, monitor students' learning, check, assess outputs, and offer feedback on students' performance (Acala, 2021). Likewise, the senior high school pupils of Cogorin Ibaba National High School shared the same concerns and issues. Based on quarterly mean-MPS reports, the students’ academic performance decreased. They also stated in an interview that there are several things that they find difficult to accomplish without the direction of a teacher and the help of their parents. As a result, only 50% to 75% of the disseminated learning activity sheets accurately reflected the average retrieval percentage in all nine (9) senior high school topics (SHS). Hence, the research team investigate the block technique of arranging curricular courses in light of the urgency of the situation. Block Method is a teaching schedule that arranges at least a portion of the school day into bigger blocks of time to offer greater flexibility for diverse educational activities (Cawelti, 1994 cited in Williams, 2011). The only exception is the way in which time is organized (Clark, 2021). Block scheduling, in theory, increases student accomplishment by increasing the quality and focus of instruction (Mamon, 2012). There are fewer courses and transfers each day because of the extended unbroken instructional time (Williams, 2011). On the