The Effectiveness of Modular Learning Approach to Grade 6 students of Francisco V.

Aler Elementary
School

Submitted by:

Norbel B. Aler

Submitted to:

Raul Mallapre

]
Introduction and Background of the Study

These days, there is move toward modular approach to curriculum implementation. That has drawn a
special attention in most nations’ education system particularly in technical vocational education and
higher education (Malik, 2012). MoE [Ministry of Education] (2013) of asserted that there has been an
increasing focus on modular approach of learning in education institutions. Modular approach is an
emerging trend educational thinking that traditional method of instruction to an outcome-based learning
paradigm is based on the principle of dividing the curriculum into small discrete modules or that are
independent, non-sequential, and typically short in duration. Students accumulate for modules which can
lead to the qualification for which a specified number of credit point required. According to Hornby, as
cited in Yoseph and Mekuwanint (2015) and Malik (2012), is a unit of work in a course of instruction that
is virtually self-contained and a method of that is based on the building up of skills and knowledge in
discrete units. Therefore, module is a course that together with other related courses can constitute a
particular area of. Each unit or module is a measured part of an extended learning experience leading a
specified qualification(s) “for which a designated number, and normally sequence, of units or is
required.”, French (2015) and Kamakshi (2011) stated that in contrast to the linear degree which
comprises a sequence of subjects, modularized degrees tend to be made up of, independent units that can
be undertaken in different orders and accumulated at speeds. It is associated with the notion of delivering
knowledge in “bite-sized” pieces and, lends itself to time-shortened and intensive modes of delivery
(French, 2015). Modular to teaching enables the learner to have control over his/her learning and accepts
greater for learning. It demands greater maturity on the part of the learner, the modules is appropriate for
more mature students. In modular approach, all the capabilities required to are closely related. Sets of
tasks are grouped together. For instance, capabilities required an institution’s finances which includes
generation of finances, allocation, accounting, monitoring can be grouped together and form a module
called financial management (Sejpal, ; Goldschmidt & Goldschmidt, 1973). A modular system of higher
education curriculum, according to Ali, Ghazi, Khan, Hussain, and (2010), is largely a response to the
very growing sectors of business, industry, and choice in general. It emphasizes more explicate outcomes
in relation to each small of the degree, rather than the more broadly defined “course” in general. As
opposed to most curriculum designs, modular design gives greater student autonomy in constructing the
and greater range of entry gates and exit points (Ali et al., 2010). These authors further that modularity
enables the design of the curriculum to meet students’ needs, thus the curriculum from the supply side
(what universities want to deliver) to the demand side (what students and their employers identify as what
they want). Modular instruction meets the of today’s students more adequately than traditional instruction
both with respect to the of learning and the content, the very essence of modularization is that students are
at center of the teaching– process. It calls for a classroom environment in which students are actively
engaged in construction process and a shift in the role of instructor from knowledge transmitter to
facilitator of students’ learning. Not only that, modularization requires continuous follow-up and of
students’ progress throughout the module/course. The practice of effective continuous assessment allows
instructors making adjustments to teaching and learning in response to evidence. This also helps students
receive feedback about their learning with advice on what they can do to improve. In other words, the
implementation modularized curriculum shall ensure the realization of active learning and continuous
assessment in higher education institutions of Ethiopia. Cognizant of this, Ministry of Education (MoE)
of Ethiopia, in the effort of reengineering of the teaching–learning core process, has proposed
modularization as a best way of curriculum implementation and production of competent global graduates
(MoE [Ministry of Education], 2013), the modular curriculum was introduced in 2013 across higher
education institutions Ethiopia (Yoseph & Mekuwanint, 2015). It was designed focusing on the
competencies that the need to attain by integrating knowledge and skills and aspire to effectively prepare
for diverse job opportunities in the areas where the country needs skilled professionals. Dejene,
Cogent(2019)

Scenario that we believe schools will be considering for the fall is Modularity. A modular course model
shares some of the features and benefits of a Block Plan, but with a greater of flexibility and variability.
In essence, a modular plan considers the semester-long course structure to be one of many possible ways
to organize teaching a particular topic. Some topics might lend themselves to shorter engagement, while
others might be organized in such a way as to acknowledge that different students may need different
sequencing. Whereas a Block Plan generally forces a particular structure for each course and credit unit
across the entire institution, a modular approach allows for much greater variation across on institution.
Within a modular course model, academic departments could create courses with shorter duration and
flexible start dates, while keeping within the current semester structure. Unlike a Block Plan, which
requires schools to engage in a full curricular and system redesign, shifting the course schedule from
simultaneous semester-long classes to a shorter, perhaps highly integrated modular course structure could
work within a traditional semester structure without too much modification. The key to Modularity is
flexibility - flexible course lengths, flexible sequence, flexible topics, flexible interdependence. In a
modular approach, schools, programs, departments, and even an individual courses sequences may all
even be able to approach this flexibility differently. Some might be two 1.5- credit half-semester
experience. Others might be complex cluster of three-week courses that share a common, integrated week
in the breaks between each cluster. Schools might define some commonly agreed-upon parameters, such
as the need for modules to be taught more than once a semester to give students equal opportunity to take
a module regardless of their schedule. Or they might see this is an opportunity to experiment. Modularity
is an approach to curriculum design and course scheduling that has some distinct advantage as we move
into the fall with many aspects of our lives up in the air. For students feeling disconnected from school
and schoolwork because of the effects of social distancing, modular course could help build stronger
students social and learning communities. Students would be able to develop more relationships with
peers across shorter, intersecting modules instead of longer classes run parallel with little intersection.
Moving between highly curated modules might also help students maintain much of the initial interest
and excitement that often accompanies the beginning of a new course. Anything colleges can do to help
maintain connection with students is important. Additionally, modular courses that are created during and
in response to COVID 19 might be designed to be as topical, relevant and immediate to student lives as
possible. For students, modular courses that speak closely to the concerns and their challenges, and which
are a break from the regular rhythms of the full semester may prove to be restorative and invigorating. A
silver lining of COVID 19 could end up being an accelerated pace of curriculum innovation, with
Modularity a prime example of this sort of progress. (Edward J. Maloney and Joshua Kim)

On October 5, public schools will reopen in the middle of a still untamed coronavirus outbreak in the
country that has so far claimed over 5,000 lives and left 4.6 million Filipinos jobless. Despite of calls to
postpone classes until 2021, the Department of Education (DepEd) maintains that education of millions of
Filipino students should not wait. (READ: 'Ill-informed': DepEd dismisses calls for academic freeze). To
make sure that learning remains unhampered, DepEd will be implementing a distance learning approach –
a learning delivery mode where interaction takes place between the teacher and the students who are
geographically remote from each other during instruction. This means lessons will be delivered outside
the traditional face-to-face setup. (READ: FAST FACTS: DepEd distance learning). A technology and
internet connectivity remain a problem for most students, DepEd will be providing printed module
materials for them. (READ: No need to buy gadgets, printed materials will be given – DepEd).
(Rappler.com)
Significance of the study

This research would be beneficial to the grade 6 students of Francisco V. Aler Elementary School because
they will know the effectiveness of modular learning approach in their study. In this study the students
can be aware on things that modular learning approach can do affect to them. This research would also be
beneficial to teachers and administrators of Francisco V. Aler Elementary School because they will be
able to understand the changes in their students in terms of their performance and achievements because
of modular learning approach. They can easily cope up to their student performance results. This research
would be able to help to their parents knowing the effect of modular learning approach to their children.
This research would be beneficial to the future researchers because they can get some information that
might needed in their research and some of their questions may possibly be answered by this research.

Statement of the problem

General objectives:

This study aimed to find out the Effectiveness of Modular approach in teaching and learning to assess
Grade 6 students of Francisco V. Aler Elementary School in terms of their performance, achievements
and learning assessments and to decide if modular approach is more effective than traditional approach
methods of learning.

Specific objectives:

What is the advantage of modular learning approach in term of :

Financial matters

Learning performance

Peers relationship

Self – comprehension ?

Scope and Delimitation

This study focuses on the effectiveness of modular learning approach to a Grade 6 students of
Francisco V. Aler Elementary School. The data collection will be conducted to all of Grade 6 students of
Francisco V. Aler Elementary School, school year 2020-2021 who will represent the population. This
study will not cover other problems that are not consider as one of the effectiveness of modular learning
approach. The other students which do not fall as part of Grade 6 students of Francisco V. Aler
Elementary School are not within the scope of this research. The study would be done through the
utilization of questionnaire to the students as a survey and reference. By this strategy the researcher will
be able to know the effectiveness of modular learning approach to Grade 6 students of Francisco V. Aler
Elementary School.

Definition of terms

Modular approach - is an emerging trend education thinking that shift traditional methods of instruction to
an outcome-based learning paradigm.

Module - each of a set of standardized parts or independent construct a more complex structure or into
which a complex activity may be analyzed.

Module learning - is a form of self-learning modules (SLM) based on the most essential learning
competencies (MELCS) provided by DepEd.