Local Literature

Merlina Hernando-Malipot (2020) reported that of all the alternative learning modalities offered by the
Department of Education (DepEd) most students prefer to use the ‘modular’ distance learning options.
She added that based on the partial results of the Learner Enrollment and Survey Forms (LESFs)
distributed during the enrollment period, it showed 7.2 million enrollees prefer to use modular distance
learning, TV & Radio based instruction and other modalities while only 2 million enrollees prefer online
for school year 2020-2021. (Anthony, 2020) Modular distance learning is a learning form of
individualized Instruction allows learners to utilize self-learning modules it's either in printed or digital
limited contact to the teachers and their parents or guardians take place as their learners’ model.

The purpose of this study was to examine the significant effect of modular distance learning approach in
Mathematics to academic performance as perceived by grade 11 STEM strand students. To give
significant plan to the educators to improve the teaching-learning process even this pandemic vanished
and how it can be implemented effectively so the teachers embrace its use. This study was also to
determine that using module can help and can be permanently used as teaching-learning material in
mathematics subject.

According to McIsaac & Gunawardena as they cited Moore’s (1990) concept of "transactional distance"
encompasses the distance that, he said, exists in all educational relationships. This distance is
determined by the amount of dialogue that occurs between the learner and the instructor, and the
amount of structure that exists in the design of the course. Greater transactional distance occurs when
an educational program has more structure and less student-teacher dialogue, as might be found in
some traditional distance education courses.

Based on the students’ opinion they said that course modules are the alternative solution to provide
effective education to all students and at levels in the present scenario under new education policy
(Reddy, 2005).
According to Anthony Abaidoo (2018) as cited in Narah and Abdullah (2016), academic performance is
the knowledge gained which is assessed by marks by a teacher and/or educational goals set by students
and teachers to be achieved over a specific period of time and they added that these goals are
measured by using continuous assessment or examinations results.

According to Shuja, Qureshi, Schaeffer, & Zareen (2019) in their study entitled “Effect of m-learning on
student's academic performance mediated by facilitation discourse and flexibility”, as they suggested
that a multifaceted phenomenon, influenced by diverse factors such as meta-reflective learning and
cognition, interest, motivation for learning, skills, engagement, quality of teaching and socio-economic
status, characterized by enhance student’s capability to perform at the desired level (Lewin & Mawoyo,
2014; Moseki & Schulze, 2010).

Introduction

COVID-19) pandemic; the schools were shutting down and no face-to-face interaction between teachers
and students. To address these extraordinary challenges, the schools in the Philippines shifted
traditional face-to-face way of teaching to distance learning approach. This is a learning delivery mode
where interaction takes place between the teachers and students which they are geographically remote
from each other during instruction and the lesson proper delivers outdoors the traditional face-to-face
platform viewed of Bonz Magsambol (2020).

According to John Elflein (2021), Coronaviruses were a group of viruses that can be transmitted between
animals and people, causing illnesses that may range from the common cold to more severe respiratory
syndromes. Here are the top ten (10) most affected countries in the world: USA, India, Brazil, Russia, UK,
France, Spain, Italy, Turkey, and Germany.

Bibliography

Monica Anna Ladan Agarin. (2021). THE CHALLENGES AND STATUS OF MODULAR LEARNING: ITS EFFECT
TO STUDENTS’ ACADEMIC BEHAVIOR AND PERFORMANCE. EPRA International Journal of
Multidisciplinary Research, 7(7), 321–329. Retrieved from
https://eprajournals.org/index.php/IJMR/article/view/489

INTRODUCTION

The COVID-19 pandemic took the education system by surprise. As such, Philippines education sector is
one of the most affected in the society as schools and community learning centers shut down for
physical conduct of classes. Thus, face to face learning engagement of students and teachers within the
school has been suspended further transforming the life of all learners since March of 2020.

In this context, as per DepEd Secretary Leonor Briones, amidst of the COVID-19 crisis, the education
must continue. With health risks that the pandemic is imposing to teachers, the department of
education provided guidelines and policies regarding various modalities and approaches in teaching to
provide quality education to learners amidst pandemic. This ensures the health, safety and wellbeing of
the learners and the teachers.

With this, the „new normal‟ of education is introduced, focusing on the mode of the delivery of
instruction, with the distinctive rise of online learning. Since the conduct of face-to-face classes is
prohibited, the DepEd announced that the adoption of various learning delivery options such as but not
limited to blended learning, distance learning, and home schooling and other modes of delivery shall be
implemented depending on the local COVID Risk Severity Classification and compliance with minimum
health standards (Briones, 2020). With this, since the teaching and learning process is undertaken
remotely and on digital platforms, the students are asked to accomplish and submit answer sheets at
own pace, place, and time.
In line with the above discussion, the key purpose of this research is to find out the challenges and
status of modular learning, Its effect to students‟ academic behavior and performance in Santo Tomas
Elementary School-Annex at Calauan District. Also, this study aims to ascertain the methods,
interventions or solutions of every educational institution as well as the government in providing
assistance to students, parents and teachers who are having difficulty in this new learning modalities
amidst pandemic

Dangle P., Sumaong,D

Introduction

Most countries around the world have temporarily closed educational institutions to contain the spread
of the virus and reduce infections (Tria, 2020). Face to face engagement of students and teachers within
the school has also been suspended. The Philippines is in the process of adapting to

the new normal form of education at present, and continuous innovations of educators and active
involvement of other stakeholders are the driving force for its success. For the continuity of education
and for every school to still attain its mission and vision which is to provide quality education to every
Filipino learner, the Department of Education implemented the Modular Distance Learning. Distance
Learning refers to a learning delivery modality, where learning takes place between the teacher and the
learners who are geographically remote from each other during instruction. This modality has three
types: Modular Distance Learning (MDL), Online Distance Learning (ODL), and TV/Radio-Based
Instruction. (Quinones, 2020)

Modular learning is the most popular type of Distance Learning. In the Philippines, this learning modality
is currently used by all public schools because according to a survey conducted by the Department of
Education (DepEd), learning through printed and digital modules emerged as the most preferred
distance learning method of parents with children who are enrolled this academic year (Bernardo, J).
This is also in consideration of the learners in rural areas where internet is not accessible for online
learning.

The teacher takes the responsibility of monitoring the progress of the learners. The learners may ask
assistance from the teacher via e-mail, telephone, text message/instant messaging among others.
Where possible, the teacher shall do home visits to learners needing remediation or assistance (Llego,
n.d.). Printed Modules will be delivered to students, parents or guardians by the teachers or through the
Local Government Officials.

Since education is no longer held within the school, parents serve as partners of teachers in education.
Parents play a vital role as home facilitators. Their primary role in modular learning is to establish a
connection and guide the child. (FlipScience, 2020).

According to the Department of Education (DepEd), parents and guardians' perform the various roles in
Modular Learning such as Module-ator, Bundy-clock, and as Home Innovator. As a Module-ator, they are
the ones to get and submit the printed Self-Learning Modules (SLMs) from and to schools or barangay
halls at the beginning and end of the week, depending on the agreement between the parents and the
school. As a Bundy-clock, they must check their child's schedule or workweek plan. Because of the
number of subjects or activities to be done, they must see that it is being followed accordingly to avoid
cramming or delays in submission, which may affect the child's performance. Lastly, as a Home
Innovator, they must provide their child with a productive learning environment to help them focus
more on Learning. It must be a well-lighted and well-ventilated space in the house, with little or no
distraction.

The use of modules encourages independent study. One of the benefits of using modules for instruction
is the acquisition of better self-study or learning skills among students. Students engage themselves in
learning the concepts presented in the module. They develop a sense of responsibility in accomplishing
the tasks provided in the module. With little or no assistance from others, the learners progress on their
own. They are learning how to learn; they are empowered (Nardo, M.T.B, 2017). Other advantages of
modular instruction include more choice and self-pacing for students; more variety and flexibility for
teachers and staff; and increased adaptability of instructional materials.