This phenomenological study aimed to discover the experiences, perceptions, and suggestions of master teachers in the new normal in education, which is the use of self-learning modules focusing on its learning content. The participants were seventeen (17) Master teachers in Science in public schools selected through the purposive sampling technique. An in-depth interview and focus group discussion were conducted, the data was transcribed, translated, and analyzed through themes, formulating its final transcripts. The results revealed four (4) major themes for the master teachers experiences observed modules being difficult for students understanding, observed well-organized contents, noted promotion of independent learning based on MELCs, and identified errors and deficiency of contents. There were also four (4) major themes for the master teachers perceptions these were: potential discrepancies, the possibility of comprehensiveness, the possibility of module evaluation, and the risk of lacking coherence. Lastly, five (5) major themes for the master teachers suggestions in developing good content are give enough time for module development, simplifying learning modules, contextualizing module content, establishing lines of communication, and attending capacity-building activities. The results implied that the study might help master teachers to utilized modules in Science through following and facilitating higher guidelines and memorandums for module development, providing necessary actions in the school setting regarding the module content and its totality. Thus, the research recommends that a similar study be conducted in a broader range of locations and with varying research methods to gather more factual information about the study.

self-learning modules

Science education

learning content

new normal

Davao del Norte