Abstract: The research aimed to determine the "Enhancers, Gaps, and Interventions in Teaching Mathematics through Modules" in selected three public elementary schools, within the City of Tagbilaran, Bohol academic year 2021-2022. The study used a descriptive -qualitative approach that utilized a semi-structured interview guide to gather responses and purposive sampling in determining the six respondents of chosen schools. The shows that the challenges in teaching mathematics through modules were lack of parental guidance, learning environment, dishonesty in answering the modules, modifications of time constraints, and mastery of the learning skills, which were the common problems teachers encountered during the implementation of modules. On this basis, we conclude that modular learning is somehow difficult to achieve. Based on the findings as perceived by the teacher-respondents it is difficult to imply a modular type of learning. Therefore, it is recommended that teachers must focus on their psychomotor skills not only their cognitive skills in terms of modular lessons.

College of Education Bachelor of Secondary Education major in Mathematics