RESEARCH AUTHOR: DAGATAN, 2021

STUDENT’S KNOWLEDGE LEVEL OF MODULAR TEACHING-LEARNING

APPROACH: A SENIOR HIGH SCHOOL CASE

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CHAPTER 1
INTRODUCTION

Background of the Study

Modular Learning is one of the learning-teaching options in teaching the learners of

today that has replaced face to face teaching-learning method due to internet speed and internet

signal problems that most teachers and learners experienced in both public and private

educational institutions in the entirety of the country (Philippines). According to Dep-Ed (2019),

modular teaching-learning is a logical and scientifically acceptable alternative to e-learning that

most public schools in the country has had connectivity issues and internet speed issues,

knowing that the modular teaching-learning is a type of teaching style that is effectively less

expensive yet it requires diligence and high motivation style of learning from the learners

themselves. Dep-Ed Central Office further claimed that modular teaching style is intended to

promote learning by facilitating the integration of visual cues and educational concepts but with

the very less teacher’s facilitation while students are learning on their own via the modules that

are given to them amidst Covid19 pandemic that the whole country is facing since March 2020

and until this study was completed.

Modular teaching is usually concerned for each learner as an individual with his own

special aptitude and interest, goal of helping each student to think for himself and allowing the

individuality to each learner. The emphasis of the learner’s learning must be on the one-on-one

student with unique abilities, aspirations and influencing experiences and, again to provide

quality education in which in the modular learning that the current senior high school students

all-over the country is obviously and logically questionable as to the efficiency and efficacy of

learning that the learner’s obtain via the modular teaching-learning style that Dep-Ed Baybay

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and in general that Dep-Ed Central Office has mandated among all schools it oversees and

managed.

The problems that need to be addressed in this study stems from the need to find out the

knowledge level that the senior high school students are getting from the modular type of

teaching-learning from Dep-Ed and Dep-Ed teachers in totality. The teaching method that is used

in the field of learning and education as of now in our locality, particularly in all subject learning

areas among senior high school learners in which the results of major assessments given so as the

results of achievement tests per subjects from the currently enrolled senior high school students

of Baybay City Senior High School (BCSHS) of Baybay City, Leyte. Additionally, in this study,

the researcher will look into the students’ knowledge level gained from all senior high school

subjects especially the core subjects in senior high school as enrolled by the respondents of this

study (all grade 12 students), that may led senior high school teachers and the entire management

of Department of Education to find the best teaching-learning methodology that will fit best to in

ensuring the most efficient and most effective students’ learning style amidst Covid19 pandemic

must be catered among all senior high school students in Leyte region and of the rest of the

regions in the country.

Statement of the Problem

This study aims at investigating the knowledge level gained by the senior high school

students of Baybay City Senior High School (BCSHS) in Baybay City, Leyte and will further

investigate the effects of the use of Modular teaching-Learning Methodology on the achievement

of a passing grade among all grade-12 senior high school students in Baybay City Senior High

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School (BCSHS) in Baybay City, Leyte. To achieve the realization of the above set purpose

statement, the following research questions are stated below to guide the research as planned:

1) Determine the demographic profiles of the respondents that will take part in this study?

2) Determine the level of understanding perceived by students towards modular learning

method in core and applied subjects?

3) Determine the level of experience of students during modular learning method?

4) Determine the significant difference of the level of learning experience among learners
per strands?

5) Determine the significant relationship between the level of learning experience of

students and level of understanding of students in core and applied subjects?

Significance of the Study

This study aimed to determine the students’ knowledge of modular teaching learning

approach in Baybay City Senior High School (BCSHS) located in Baybay City, Leyte Region

VIII Philippines.

To the guidance counselor, this study greatly helped them to gain information about the

students’ knowledge gained via a modular learning-teaching methodology.

To the parents, this study provided information that enlightened their inquiries on how

their children gained knowledge via the adopted modular learning method by the public teachers

To the teachers, this study provided substantial knowledge and insights for the teachers

to reflect on the types of learnings and knowledge level gained by the students amidst Covid19

pandemic hence the school in general adopted the modular teaching-learning methodology.

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To the students, this study gave the students a summary of their learning efforts in

general towards attaining the desired knowledge hence modular teaching-learning methodology

is used due to the pandemic instead of the usual face to face teaching-learning methodology.

To the future researchers, this study will be very vital study reference to those who

wanted to find out the students’ knowledge level gained and student’s learning experiences

among core subjects in senior high school that adopted and used the modular teaching-learning

methodology in today’s state of education among senior high schools in Leyte Region

Philippines .

Scope and Limitation of the Study

The concentrations of this study only included assessing the level of knowledge gained

by research respondents of Baybay City Senior High School (BCSHS) located in 30-de

Deciembre Street Baybay City, Leyte Region VIII Philippines, a public senior high school under

in Dep-Ed Baybay District Baybay City, Leyte Philippines. The factors and variables that are

indicated in the research objectives and variables that are specified in the hypotheses are the very

same factors and variables that were only included in the conduct of this study to effectively

maximize the time and efforts on the part of the researchers that carried out the data collection

part of this study until the data analysis part of this research was completed. Results of this

research however could not be generalized hence the respondents of this study covers only

selected grade 12 senior high school students of Baybay City Senior High School (BCSHS) in

Dep-Ed Baybay District Baybay City, Leyte in Dep-Ed Baybay District Baybay City, Leyte. If

there are noted factors and variables that were included in the conduct of this study but are not

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indicated in the research objectives not indicated in the research hypotheses will for sure raise

doubts on the validity and credibility of the entirety of the results of this study.

CHAPTER II
REVIEW OF RELATED LITERATURE

In the research completed by Dewar & Whittington, (2000) in which the study

concentrated among academic staff among universities across the world proved that, there are

incremented pressures through incremented edifying loads given among teachers from both high

school and college teachers, in which growing reporting and administrative requisites and

pressures were noted to give tantamount issues affecting the intended development and

reinforcement of the research concerning the same issue as faced by both high school and college

teachers from both private and public schools. McLean & Morrison (2000) in his completed

study corroborated in the same findings made by Donnelly and Fitzmaurice (2005) thus they

urge via the completed research the amendment of teaching style that teachers from high school

and college uses and further suggested to innovate the teachers applied teaching methodology as

practiced to really attain efficient teaching methodology that will provide and ensure effective

learning among learners that uses modules in their classes.

Biggs (1999) in his completed research after his thorough research concerning issues of

modular learning offers worthwhile suggestions for teaching-learning effective strategies in the

context of effective and efficient learning population meanwhile Knight (2002) argues for higher

inculcation of learnings and teaching methodology to be adopted as teachers teach the learners in

order to maximize learning experience among all learners of today’s generation that will bring

coherence and progression in learnings. Barnett et. al., (2004) pointedly argued that the teaching

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methodology that is modular teaching heightened debates that modular teaching style does not

ensure delivery quality teaching style that means the learning got by the learners are less

effective and less efficient as per subject area taught by teachers Knight (2002) even suggested

that the teaching style that secondary teachers and tertiary teachers must adopt in teaching as per

status of pandemic must teaching methodologies that will ensure substantial and effective

learning among all secondary and tertiary learners.

The current state of using the modular self-learning modules as distributed by all public

school teachers in in today’s current teaching style is another form of individual learning

instruction in which the learnings on the part of the learners may not be good on the part of the

average learners especially on the part of the below average learners. The what we now call as

modular approach of teaching is not at all times effective and efficient knowing that an array of

learners are not of the same level of comprehension and not the same level of intellect (Jaju,

Kwak & Zinkham, 2002). Modular teaching methodology are increasingly being used in

many countries today in which our country the Philippines is a concrete example that utilizes and

adopts this teaching methodology as a way educating all learners from primary level and

secondary level hence most private college schools in the country utilizes online class as their

teaching methodology unlike in the case of public schools that are managed by the Department

of Education (Dep-Ed). The modular teaching methodology concept is strictly linked to the idea

of a flexible language curriculum hence the learning pacing of the learner is conditioned yet

under weekly task compliance basis which contains the elements of ordinate dictation what to

study, categorical objectives to be followed per learning topics, edifying cognition activities on

the part of the earners, and evaluation utilizing criterion that tests the learning of the learners per

finished topic in the module as given UNESCO (1988).

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It can be learned that a module covers either a single element of subject matter content or

a group of content elements composing a discrete unit of subject matter of adeptness however,

Ramsden’s (1992) completed study proved that even very good designed modules, with very

well defined learning outcomes, can fail ad may fail in the realization of its efficacy and

efficiency if the learning strategies employed on both teachers and learners are faulty to provide

and upkeep the learners effective and efficient learning in meeting the desired learning outcomes

unless evidences of growing understanding and learning efficiency among learners are observed.

All teachers from both the private and the public sectors of learning institutions in our

country need to note that each module as given among all learners has a distinct training element

it covers either a single element of subject matter of content elements objectives preferably in

behavioural form Daries (1981) so this means that if the learner given one module has poor study

habit and is below average learner then the knowledge level that the said type of learner is not at

the supposed effective and efficient learning as obtained. Additionally, in their completed

research found that using individualized instructional modules such as in the case of all Filipino

learners in the entire country reduces the time it takes for teachers to develop a technology-based

teaching-learning program. Module writers develop a one common frame work of learning but

they did not realize that per type of learner are not efficiently addressed by the module that they

are providing. In the case of a top one learner in the class and in the case of the slowest learner in

the class note that in the modular learning these two types of learning are answering the same

module as assigned to them yet the comprehension level of the slowest learner in the class would

bring doubts and confusion on what to answer and on how to answer the module as assigned to

him.

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Numerous researches have previously been conducted testing the relationship between

teaching methodology used by teachers and the learning approach students must ideally take to

ensure effective and efficient learning. The goal of the modular teaching methodology is to

provide teaching resources among all teachers that will allow them to transform their learning

environments into an active and a student-centered type of learning environment as originally

planned but the current state of the pandemic (Covid19) altered this very purpose of learning on

the part of the learners may they be primary or secondary learners (Stephenson & John, 2001).

Hypothesis

The modular teaching-learning approach is an insignificant factor that is affecting

directly the knowledge level gained by grade 12 student that took part in the completion of this

research.

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CONCEPTUAL FRAMEWORK AND THEORETICAL FRAMEWORK

CONCEPTUAL FRAMEWORK

Moderating Variables

Student – Learning Modules

Prior Study Habit

Academic performance
Socio-demographic
Characteristics

Dependent Variable

Hours Spent in Studying Attitude Towards

Learning Modules Learning Modules

Independent Variables Intervening Variables

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Figure 1. Conceptual Framework

The above conceptual framework will be used in this study, the independent variables are

prior study habit, socio-demographic characteristics and hours spent in studying learning

modules that may influence the academic performance in general of one learner. Prior study

habit are thought to make it easy for students to study in his/her own pacing time to diligently

study on a daily basis on the given modules; socio-demographic characteristics include elements

such as gender, number of children in the family, parent’s source of income which play a very

crucial role in learner’s academic performance, does the number of children in the family

influence learner’s academic performance if the learner is below average or is just an average

learner (person in the family to ask if the learner has the difficulty in understanding the topic

being reaD).

Academic performance is the dependent variable in this study, how does academic

performance vary based on the independent variables. Attitude which deals with the overall

perception of the learner about learning style and hence influencing performance is the

intervening variable. Regardless of the variance of the independent variables, the intervening

variable’s influence is constant. Learning Modules (source of information) – student contact is

the moderating variable that provides the interaction effect where it moderates the relations

between the independent variables. Academic performance in modular learning setup can be

influenced by varied variables either positively or negatively.

The focus of this study is built upon the various learning styles theories of modular

learning methodology, and how learners (the grade 12 students that will act as the respondents of

this study) gain knowledge differently via the modular teaching methodology. Facilitation theory

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and constructivist theory are two popular learning theory concepts which are highly

recommended to be used as a representation as the best taxonomy for effective and efficient

learning (Emmer & Stough, 2003). According Eccles (1999) developing a system of best

practices built around these learning theories can assist teachers in encouraging and in

motivating learners towards their better and improved knowledge assuring them of their

preparedness in all array of learning presented via either online learning environment or via a

modular learning environment.

THEORETICAL FRAMEWORK

Constructivism is the theory that people construct their own understanding and

knowledge of the world, through experiencing things and reflecting on those experiences. When

learners encounter something new, they reconcile it with previous knowledge and experience.

They may change what they believe, or they may discard the new information as irrelevant. To

be active creators of their knowledge however, they must be able to ask questions, explore and

assess what they know. In the classroom, the constructivist view of learning means encouraging

students to use active techniques such as experiments and real-world problem solving using

authentic data if possible, and to create knowledge and reflect on their understanding.

Constructivism modifies the role of the teacher so that teachers help students to construct

knowledge rather than reproduce a series of facts. The constructivist teacher provides tools such

as problem-solving and inquiry-based learning activities like in e-learning setup so that students

can formulate and test their ideas, draw conclusions and inferences, and convey their knowledge

in a collaborative learning environment. The teacher must understand the students' pre-existing

conceptions and guide the activities to address this knowledge and then build on it.

Constructivist teachers encourage students to assess how the activity is helping them gain

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understanding. By questioning themselves and their strategies, students become expert learners

as they learn how to learn, with the use of computers online and/or offline. The students then

have the tools necessary to become life-long learners.

The teaching-learning method implemented either thru e-learning or thru modular

teaching approach is best assumed as self-directed learning (SDL), which is logically if the

learner studying by himself is a “below average learner” then simply the kind of learning that

he/she will get via the modular learning is at “very poor knowledge level” and otherwise will

happen if the learner is an above average learner knowing that we have varied learners per

classroom per year level assigned to teach. According to constructivism theory, e-learning and

modular learning is an active information process because knowledge generation is

accomplished through individual experience, maturity and interaction with one’s environment

but the kind of knowledge gained is not assured to be at its ideal and right learning quality

among all its learners knowing that learners are classified as below average learners, average

learners, above average learners, and mentally gifted learners. Due to this point of view, the

educational philosophy of constructivism is distinguished from objectivism that the learner is

regarded as a passive recipient of knowledge that if the source of learning is “not an expert” then

it will certainly affect the type of knowledge gained by the learner (Rovai, 2004).

Learning performance in regards to either e-learning or modular learning is possibly

lower than a crammed educational style based on objectivist educational philosophy, with the

exception of a strategic approach relating to the efforts and studies for the pleasure of the self-

learner. Lee et al., (2007) pointed that the SDL (self-directed learning as in the case of the

students in modular learning) is somehow questionable in its quality of learning. Learners taking

the lead in self-regulated learning such as in the case of modular learning, the totality of learning

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process that learners undergo certainly involves problem such as reading perception issue,

comprehension level issue, and assessment of learning issue in which at the end eventually

results to majority of either cheating or gain a failing scores if one slow learner would not cheat.

Logically, learners play somehow the same roles that the teachers do by organizing and re-

organizing all information being read and studied by the learners in the case of modular learning

approach that after the learner studied the modules a follow-up teaching that must be done by the

teacher must happen but usually in the case of the modular learning among south east Asian

countries the idea does not happen instead checking of answers (assessment) are only done then

after which the giving of grades will follow but the quality of learning is not at all provided and

assured via modular learning approach (Thatcher& Pamela, 2000).

Modular teaching-learning approach together with e-learning must be considered as one

of many Self-Directed Learning strategies that is not ideally okay the fact that not all learners in

all public schools are all exemplary learners so why not think about the average learners and

below average learners that Dep-Ed missed to realize before implementing the modular learning

approach. One of the best reasons why modular learning is not okay among all learners for the

reality that majority of the modular learners passed only their assessment tasks for compliance

and not for the sake of best learning that altered the real objective of educating the learners that

deserve to get the best quality of education---the education quality that the learners are getting in

modular learning is not the ideally quality of education at all. Proper monitoring of the learners is

difficult in comparison with the face-to-face learning approach that learners used to engaged for

almost eighty (80) decades therefore, it is important to manage one’s ability to organize self-

learning time, process information correctly, plan study time, and control one-self to get

motivation to study via the modular learning approach.

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Modular teaching is concerned for each student learner as an individual with his/her own

special aptitude and interest to study and to learn in his/her own pacing, goal of helping each

student to think for themselves, and allowing the individuality to each learner in their pace to

learn. The emphasis must be on the one-to-one student ratio with unique abilities, aspirations,

and influencing experiences and, in providing the desired quality education that every learner

must obtain. The teacher must personalize and individualize the instructional program that is

supposed to cater the best learning style that learners must experience and get from the teachers.

When a teacher is indeed devoted to individual student learnings, the teacher must find time for

personal face-to-face discussion with his/her students and the teacher must be able to give the

learners the needed individual help that the learner find difficulty to understand one particular

lesson that the student did not understand. The individual learning may help in developing many

notable and self-reliant characters, and in much more modern ways, students in general enjoy

periods in which they pursue their interests and satisfy their curiosities mostly in their own time

and schedule (Maier, 2007).

Creativity, flexibility, and lifelong learning among all learners are the requirements

needed to be successful in a real world that learners must adopt to survive from one learning

obstacles to one another. According to Thatcher & Pamela, (2002), in order for one learner to

acquire the ideally correct and needed skills academically, schools and teachers need to be

organized around the learner and not of the teacher and not of the school’s benefits. Educational

reforms have emphasized the concept of student-centeredness as one of its threads that should

not Student centered learning takes the idea of what is to be learned effectively and efficiently

from what the teacher that desires to teach and directs instruction to what students need to learn

but in the case of today’s modular teaching methodology the supposed effective and efficient

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learning is not logically catered among all learners instead what is happening is just a matter of

compliance as to the modules that need to be passed for checking purposes.

Classrooms are now considered as the core of intellectual inquiry, allowing students to

form ideas, take risks, make mistakes, critically think, fix mistakes, and learn how to solve

problem from those mistakes which is not at all happening in the implemented modular teaching

methodology adopted but most public schools across the globe and our country----the Philippines

is not an excuse of the same learning scenario. Interaction that aims effective and efficient

learning is no longer happening between teachers and students instead the learning is happening

between the students and the learning modules which is just one-way of learning (the module

cannot answer whatever topic seems the student find difficulty to understand). Students, in the

process of learning, must interact with the teachers to learn, with peers to learn, with parents to

clarify matters they are doubting in the process of learning, and with even professionals outside

of the school building with the one same goal which is to seek and understand best per subject

that they must study and learn via the given modules (Atkinson & Kydd, 1997).

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DEFINITION OF TERMS

Academic Achievement - the learning result in terms of knowledge domain that include direct

and future achievement in all levels. It has been measured by an assessment of knowledge which

the researcher developed and with total assessment questions of fifteen (15) items classified as

“easy assessment round”, “average assessment round”, and “difficult assessment round”, by

which learning results are measured by marks which students are later identified based on the

knowledge level they obtained that are set as 4.51 – 5.00 = 5 (Excellent Knowledge Level), 3.51

– 4.50 = 4 (Very Satisfactory Knowledge Level), 2.51 – 3.50 = 3 (Satisfactory Knowledge

Level), 1.51 – 2.50 = 2 (Fair Knowledge Level) and 1.00 – 1.50 = 1 (Poor Knowledge Level).

Excellent Knowledge Level – the type of knowledge obtained by the learner through modular

learning that marked at 4.51-5.00 in the analysis part as indicated in the chapter three of this

research paper specifically in the statistical analysis.

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Fair Knowledge Level - the type of knowledge obtained by the learner through modular

learning that marked at 1.51-2.50 in the analysis part as indicated in the chapter three of this

research paper specifically in the statistical analysis.

Learner – a currently enrolled male or female grade twelve students within Baybay City Senior

High School (BCSHS) students based on the enrolment form as registered in the final list of

school registry covering school year 2020-2021.

Learning Module- it is a small teaching unit based on strategy of the self-learning and

individualization of the education, the unit contain specific objectives, experiences, and certain

teaching activities carried out in sequence and logical completion to help the learner to achieve

the goals and develop the sufficiency according to the agreed levels specified previously

according to the speed of self-learning.

Poor Knowledge Level - the type of knowledge obtained by the learner through modular

learning that marked at 1.00-1.50 in the analysis part as indicated in the chapter three of this

research paper specifically in the statistical analysis.

Satisfactory Knowledge Level – the type of knowledge obtained by the learner through

modular learning that marked at 2.51 – 3.50 in the analysis part as indicated in the chapter three

of this research paper specifically in the statistical analysis.

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Teacher – The entity that conceptualizes the entirety of the module so as the printing and

distribution of the modules

Very Satisfactory Knowledge Level - the type of knowledge obtained by the learner through

modular learning that marked at 3.51 – 4.50 in the analysis part as indicated in the chapter three

of this research paper specifically in the statistical analysis.

CHAPTER III
METHODOLOGY

Research Design

This study will adopt descriptive-correlational survey that is quantitative nature type of research.

This study in general aims to determine to find out the level of knowledge gained by Grade 12 students

(respondents) in Baybay City Senior High School (BCSHS) as they undergo the modular teaching-

learning method due to Covid-19 pandemic instead of the usual face to face teaching-learning

methodology. The two major variables are the modular teaching learning methodology (independent

variable) and the learner’s level of knowledge gained (dependent variable).

Sample

This study will involve a total population of 600 grade twelve students of Baybay City

Senior High School (BCSHS). The sample size will consist a total of 60 grade 12 students from

all strands (STEM, HUMMS, ABM, TVL, GA, and Arts and Designs) that will utilize stratified

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sampling method. The six grade 12 strands will be equally represented with 10 respondents from

STEM, HUMSS, ABM, TVL, GA, and AD. Simple random sampling was used in this study to

be able to get the specific respondents from the entirety of the sample size as identified.

Instrument

The researchers will use the original self-made questionnaire that is divided in to three parts

namely the socio-demographic profile of the respondents, statements pertaining to objective 2 as part two

of the questionnaire, statements pertaining objective 3 as part three of the questionnaire. Part 2 of the

questionnaire will consist of 6 statements that is measured via a 4- point Likert Scale in which the Likert

Scale interpretations are read as 4– Best Understood, 3- Better Understood, 2 – Quite Understood and as

1- Did Not Understand. Part 3 of the questionnaire will consist of 10 statements that is measured via a 4-

point Likert Scale in which the Likert Scale interpretations are read as 5 – Highly Agree, 4- Agree, 3-

Rather Not Say, 2 – Disagree and as 1- Highly Disagree.

The questionnaire was proven valid through the successive critiques from the professional

teachers. The questionnaire was made sure to be proven reliable via conducting a pilot study

which gives a Cronbach’s Alpha of objective 2 which is .765 (interpreted as highly reliable)

meanwhile the objective 3 garnered a Cronbach’s Alpha of .758 equating that the questionnaire

is acceptable.

Data Collection Procedure

First, a formal letter request was written to formalize the asking of permission to

conduct the study in Baybay City Senior High School (BCSHS) Baybay City, Leyte that was

signed by the Practical Research 2 adviser. Second, the researchers asked permission to the

respective classroom advisers that were identified to take part in the data collection part of the

research in which selected grade 12 students took part in the data collection of the study. Third,

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the selected respondents were given a self- made questionnaire to completely conduct the data

collection part of this study. Last thing that was done by the researchers were to ensure that all

data needed by the researchers are all retrieved hence all data will be encoded in the excel and

will later be coded for effective and efficient data analysis part involving necessary and

appropriate statistical analysis tools to attain the desired correct data analysis results.

Data Analysis and Procedures

The statistical tools used in the data analysis part of this study included frequency count, average

weighted mean and Spearman Rho Correlation Coefficient. The weighted mean that was used in

determining the knowledge level gained by students in the modular teaching-learning methodology was

cited in the table (Table 1) as stipulated in the results and discussions part of this study.

CHAPTER IV
RESULTS AND DISCUSSIONS

Table 1. Gender of Respondents

Respondents (Per Strand) Male (n=21) Female (n=39)

STEM 6 4
HUMMS 5 5
ABM 0 10
TVL 1 9
A&D 5 5
** correlation is highly significant at the 0.01 level (2-tailed)
* correlation is significant at the 0.05 level (2-tailed)

There were a total of 21 males and 39 females that took part in the data collection part of

the study from the five senior high school strands in Baybay City Senior High School (BCSHS)

Baybay City, Leyte in which the place of data collection happened. From the above presented

data, male respondents from the STEM strand were six (6) while the females were four (4). The

male respondents from HUMMS strand were five (5) while the female respondents were five (5).

The were “no” male respondents from ABM while the female respondents were ten (10). The

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male respondents from TVL strand was only one (1) while the female respondents were nine (9).

Lastly, the male respondents from Arts and Design (A&D) strand were five (5) while the female

respondents were also five (5).

Table 2. Level of Understanding Perceived by Students Towards Modular Learning Method in

Core and Applied Subjects
Senior High School Strand Pearson Correlation Results Interpretation

STEM 0.42 Insignificant = Level 1 or 2

HUMMS -0.118 Significant = Level 3 or 4
ABM -0.356 Significant = Level 3 or 4
GAS 0.42 Insignificant = Level 1 or 2
TVL -0.145 Significant = Level 3 or 4
A&D 0.243 Insignificant = Level 1 or 2
** correlation is highly significant at the 0.01 level (2-tailed)
* correlation is significant at the 0.05 level (2-tailed)

As to the level of understanding perceived by students towards modular learning method

in core and applied subjects the above data as presented in Table 2 revealed that the STEM

strand is in level 1 or 2 level of understanding, the HUMMS strand is in level 3 or 4 level of

understanding, the ABM strand is in level 3 or 4 level of understanding, the GAS strand is in

level 1 or 2 level of understanding, the TVL strand is in level 3 or 4 level of understanding, then

the A & D strand is in level 1 or 2 level of understanding. The above table as presented validated

the results that will gratify answering the objective 2 of the study as conducted.

Table 3. Level of Experience of Students During Modular Learning

Senior High School Strand Pearson Correlation Results Interpretation
STEM 0.42 Insignificant = Level 1 or 2
HUMMS -0.118 Significant = Level 3 or 4
ABM -0.356 Significant = Level 3 or 4
GAS 0.42 Insignificant = Level 1 or 2
TVL -0.145 Significant = Level 3 or 4
A&D 0.243 Insignificant = Level 1 or 2
** correlation is highly significant at the 0.01 level (2-tailed)
* correlation is significant at the 0.05 level (2-tailed)

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As to the level of experience of students during modular learning the above data as

presented in Table 3 revealed that the STEM strand is in level 1 or 2 level of experience, the

HUMMS strand is in level 3 or 4 level of experience, the ABM strand is in level 3 or 4 level of

experience, the GAS strand is in level 1 or 2 level of experience, the TVL strand is in level 3 or 4

level of experience, then the A & D strand is in level 1 or 2 level of experience. The above table

as presented validated the results that will gratify answering the objective 3 of the study as

conducted.

Table 4. Is there Significant Difference of the Level of Understanding Between Male and
Female
Senior High School Strand Pearson Correlation Results Interpretation
STEM -0.631 Yes, Highly Significant
HUMMS 0.204 No Significant Difference
ABM -0.186 Yes, Highly Significant
GAS -0.147 Yes, Highly Significant
TVL -0.719 Yes, Highly Significant
A&D -0.353 Yes, Highly Significant
** correlation is highly significant at the 0.01 level (2-tailed)
* correlation is significant at the 0.05 level (2-tailed)

As to question if is there a significant difference of the level of understanding between

male and female respondents, the table 4 as above revealed that the STEM strand confirmed that

“yes” there is significance and in fact the significant level is highly significant according to

STEM strand respondents. The HUMMS strand respondents however, argued that there is no

significant difference on their level of understanding when the context of gender is invoked. The

respondents from ABM, GAS, TVL and A & D strand corroborated on the claims of STEM

strand respondents that “yes” gender is highly significant in the context of level of understanding

among gender in today’s modular learning method. The above table as presented validated the

results that will gratify answering the objective 4 of the study as completed.

Table 5. Is there Significant Difference of Level of Experience Among Strands

Senior High School Strand Spearman’s Rho Correlation Interpretation
Results

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STEM 0.222 No Significant Difference

HUMMS 0.295 No Significant Difference
ABM -0.328 Yes, Highly Significant Difference
GAS 0.413 No Significant Difference
TVL 1.413 No Significant Difference
A&D -0.275 Yes, Highly Significant Difference
** correlation is highly significant at the 0.01 level (2-tailed)
* correlation is significant at the 0.05 level (2-tailed)

As to question “is there a significant difference of the level of experience among

respondents per strands?”, the Table 5 revealed that STEM strand confirmed that there was “no”

significant difference of level of experience among strands in which HUMMS, GAS, and TVL

corroborated on the claimed made by STEM strand respondents. The ABM strand and A & D are

in unison in the claim that indeed there is significant difference of level of experience among

respondents per strands. The above table as presented validated the results that logically

answered the set objective 5 of the study as completed.

Table 6. Is there Significant Relationship between the level of experience of students and level
of understanding in core and applied subject
Senior High School Strand Pearson Correlation Results Interpretation
STEM 0.83 No Significant Difference
HUMMS -0.243 Yes, Highly Significant
ABM 0.168 No Significant Difference
GAS 0.593 No Significant Difference
TVL -0.43 Yes, Highly Significant
A&D -0.061 Yes, Highly Significant
** correlation is highly significant at the 0.01 level (2-tailed)
* correlation is significant at the 0.05 level (2-tailed)

As to question “is there a significant difference of the level of experience of students and

level of understanding in core and applied subject among strands?”, logically the above table

(Table 6) revealed that the STEM strand, ABM strand and GAS strand claimed that there is no

significant difference between the level of experience of students and level of understanding in

core and applied subject by the respondents. Meanwhile, HUMSS, TVL and A & D are the

strands that claimed that there is significant difference of the level of experience of students and

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level of understanding in core and applied subject among strands. The above table (Table 6)

validated the results that logically answered the set objective 6 of the study as completed.

CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS

CONCLUSIONS

Based on the data analysis results as implied in Table 2, it is now conclusive to state that

the level of understanding perceived by students towards modular learning method in core and

applied subjects greatly depends on the learners revealing that learners from A & D, GAS, and

STEM is in level or level 2 of level of understanding (1 means “did not understood” while 2

means “quite understood” level of understanding). The HUMMS, ABM and TVL strands

however revealed that their level of understanding towards modular learning method in core and

applied subjects are in level 3 and level 4 (3 means “better understood” while 4 means “best

understood”) in which this part is the concrete justification to answer the objective 2 of this

study.

Data in the Table 3 revealed that the level of experience of students from during modular

learning were level 3 (“better understood”) and level 4 (“best understood”) while the learners

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 RESEARCH AUTHOR: DAGATAN, 2021

from HUMMS, ABM and from TVL strands revealed that their level of experience during

modular learning were in level 1 (did not understood) and level 2 (quite understood) thus the set

objective 3 of this study is already answered via the data revealed in Table 3 that justifies the

researcher’s claim.

Data in the Table 4 lead the researchers to conclude that there is significant difference

(highly significant) of the level of understanding between male and female learners since the

great majority of the respondents (only HUMMS respondents provided “ No Significant Difference”

response) indicated high significance level in the responses they provided thus the set objective 4

of this study is already answered via the data revealed in Table 4 that justifies the researcher’s

claim. Additionally, data revealed in Table 5 lead the researchers to come into conclusion that

there is “no significant difference” of the level of experience among learners per strand. Lastly,

data in Table 6 guided the researchers to conclude that there is “no significant difference”

between the level of experience of students and level of understanding of students in core and

applied subjects.

RECOMMENDATIONS

This study as completed could not be generalized hence the number of respondents does

not meet the required number of respondents that will make the conducted research valid and

credible before any research and scientific organizations no matter where you are in the world.

Thus, the research panel would like to point out the following below enumerated

recommendations for this research to be added in the pool of knowledge with same scope of

knowledge being studied. The following recommendations are hereby laid as below cited:

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1) Increase the total number of respondents that will make the conducted research more

valid and more credible.

2) Make sure to not generalize whatever is the results of this study hence, the study needs

further data validation and must undergo proper and professional critique before this

piece of work be deemed approved for publication and reproduction purposes.

3) This research proved that the modular teaching is not a completely effective teaching-

learning approach that teachers from secondary level of education must consider knowing

that the student or learner are the one that will suffer hence learner’s learning capacity

vary from one person to another.

4) Thorough investigation and research pertaining to modular teaching-learning

methodology can be applied widely to other fields and subjects as well as other level of

education because this approach have the ability to fulfil the diversified needs of learning

among high learners and of college learners.

5) Modular approach is a unique way of teaching that the teachers should be provided

enough training about how to design and implement a module in classroom setting hence

doing so will ensure that the quality of education is not lessened or hampered when

learners struggle to learn by themselves adopting the modular teaching-learning amidst

Covid19 pandemic.

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