Education is one of the sectors most affected by the coronavirus pandemic. While access to learning was maintained in some contexts due to a rapid shift to distance learning. The situation presents a significant challenge for teachers in creating and providing academic and safety net supports to students in modular distance learning. The wellbeing of our learners remains our priority, and we will ensure that School Year 2020-2021 is bearable, and we give academic support for all while still supporting effective learning engagement, Secretary Leonor Magtolis Briones said (Department of Education, 2020). As a result, the purpose of this study was to investigate the influence of a technique called T.I.M.E. (Text and Instant Messaging for Educational Purposes) as a means of promoting education based communication through modular delivery.    Exploratory Sequential Mixed-Design was utilized to assess the findings of this research from the quantitative and qualitative data collected from Science, Technology, Engineering and Mathematics (STEM) students enrolled in modular delivery. Empirical findings indicated that the t-value of 37.06 is statistically significant at an alpha level of 0.05 (α≤0.05), implies that there is a difference between the students pretest mean scores and their posttest mean scores after the T.I.M.E. intervention was employed.  The qualitative analysis compliments the calculated findings that T.I.M.E. intervention enhanced the students modular learning experiences in the midst of health crisis.