The Problem and Its Background: Due To The of The Pandemic, The Deped To To The As They Modalities To That To All and To

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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Education is the only mean through which a society adjust with its needs.

Therefore, a society can never exist without education. Through education, the

members of the society learn the skills to enrich, transmit, and transform cultural

heritage as well as existing social and scientific knowledge for the continuous

advancement of the society. Teaching learning process has been inseparable to human

since ancient times. Leaders of human thoughts have endorsed memorable words

about education (Faitma, Ali, & Ghazzi et. al., 2010)

The spread of Covid-19 has brought a rapid change in the country not only in its

economic stability but also in the education system. Schools have been promptly locked

in personal engagement, transactions and students curricular activities following the

order of President Rodrigo Roa Duterte, to suspend “face-to face” classes in adherence

to the advisory of Department of Health that Philippines be put under Enhanced

Community Quarantine. With that, the Department of Education then had to shift and

craft realistic learning platform without compromising its objective to deliver a

continuous and quality learning among its students and yet promoting health

awareness.

Due to the fitness risk of the pandemic, the DepEd determined to convey education

to the consolation in their houses as they constantly advanced one-of-a-kind gaining

knowledge of modalities to make sure that education is available to all and to make sure
the continuity of education. The unexpected transition from the conventional to new

everyday withinside the coaching and gaining knowledge of process, 3 gaining

knowledge of modalities have been presented through the DepEd for the college 12

months 2020-2021, blended, distance and homeschooling gaining knowledge of

modalities. According to Llego (2020), Blended gaining knowledge of is a mixed face-to

stand with any or a mixture of online distance gaining knowledge of, modular distance

gaining knowledge of (MDL), and TV/radio-primarily based totally instruction. On the

opposite hand, distance gaining knowledge of modality refers to a gaining knowledge of

modality in which gaining knowledge of takes region among the trainer and the scholars

who're geographically remote from every different all through the coaching-gaining

knowledge of process. Modular Distance Learning (MDL), Online Distance Learning

(ODL) and TV/Radio-Based Instruction have been the varieties of distance gaining

knowledge of modality. Lastly, homeschooling is an opportunity transport mode that

seeks to provide college students with primary education of their houses with the useful

resource of parents, guardians, or tutors. With the rampant appearance of the COVID-

19 virus throughout the globe, lots of establishments, businesses, and schools were

forced to close in order to protect the health of the general public. Since its outbreak two

years ago, the COVID-19 pandemic has disrupted education systems globally, affecting

the most vulnerable learners the hardest. It has increased inequalities and exacerbated

a pre-existing education crisis. School closures have ranged from no closures in a

handful of countries to up to more than a full school year. Lack of connectivity and

devices excluded at least one third of students from pursuing learning remotely.
Modular teaching approach is an extension and advanced shape of programmed

instruction/learning. The trend of using modules as teaching-learning approach is

becoming popular recent times. A module is a set of learning opportunities organized

around a well- defined topic that contains the elements on instruction, specific

objectives, teaching learning activities, and evaluation using criterion-referenced

measures (UNESCO, 2013). It is considering the individual differences among the

learners, which necessitate the planning for adaption of the most appropriate teaching

techniques in order to help the individual grow and develop at her/his own (Kandarp,

2013). Furthermore, modular teaching is a new strategy in classroom settings, for

arranging learning experience in education and it has been receiving much attention.

The strategy of learning modules has become a part of all level teaching. A learning

module is a self- learning package dealing with one specific subject matter or unit. It

can be complete at the learner’s own pace (Ali et al. 2010). A module is a specific type

of learning resource. Modules are essentially self- contained, self- instructional

packages, with learning pace by each student according to his or her individual needs

and responsibility. A module covers either single element of subject matter content or a

group of content elements forming a discrete unit of subject matter or area of skill. The

use of self- learning modules in teaching is another form of individual used instructions.

This is called modular approach of teaching and learning (Valencia, 2020). Albaracin

and Suson (2019) stated that teachers have to provide activities which allow students to

work collaboratively. Thinking or designing activities that would arouse students’ interest

in their topic and that would cater their strengths and weaknesses are relevant.

Updating themselves with current trends on aspects of diversity in relation to modern


demands and social changes that address the learners’ uniqueness and differences is

very much helpful.

Barnet et al (2010) argued that curriculum receives scant regard in current

debates about teaching and learning in higher inculcation but suggest that this may

vicissitude in the context of quality assurance mechanisms and benchmarking. In

teaching, there are many methods, which being used, and modular teaching is a new

approach in classroom setting, for example taking in encounters in instruction also, it

has been getting much consideration. The system of taking in modules has turned into a

piece of all taking in bundle managing on particular topic/unit. It could be utilized within

any setting helpful to the learners own particular pace. Additionally, the basic idea of

Carl Rogers Facilitation Theory perceives a teacher as the key role in the process of

learning, not as a walking textbook transmitting its contents, but acts as the facilitator of

learning. The Facilitation Theory addresses a kind of learning that is experiential in

everyday life, which has meaning and relevance. Carl Roger’s theory involves the basic

premise that the goal of education must be the facilitation of change and learning.

Learning is to facilitate to let the student participates responsibly in the learning process.

When the learner chooses his own directions, helps to discover his own learning

resources, formulates his own problems, decides his own course of action, and lives

with the consequences of these choices, then significant learning is maximized. Thus,

the use of modular instruction allows the learners to discover patterns, be responsible

for their own learning, as well as learn the new concepts presented to them. As a result,

much significant learning is acquired (Weibell, 2011).


Nepomuceno (2016) described the modules in the following on a distinctive,

identifiable skills or outcomes other than skills. It is short to make students use their

study time efficiently. It is essentially self-teaching, even though it may encourage group

work. It blends theory and practice and combines doing with reading and reflecting. It

provides a list of further readings and sources related to the skill being promoted. It

provides suggestions to students who are participating in the design of their own

projects, explanatory activities, and evaluation criteria. It is reality oriented in the sense

that it involves the students in real situation if not possible, tried to use stimulation

technique.

It provides feedback or improvement and redesigning. There are reasons on the

benefits of modules in teaching. The first is to develop learning autonomy, satisfactory

minimum standards, provide remedial units, provide basic education, upgrade content,

enhance competencies of teachers, integrate theory and practice, cater for individual

differences in learning, cater for different groups within one course, consolidate critical

points in a course, facilitate industrial certification, provide resources for modular

approach, encourage mastery and encourage a change role for a teacher. He also

defined module as the one that provides opportunity for organizing numerous

sequences of experience to reflect special interest of the teacher or the student. Self-

instructional units allow teachers to focus on the student deficiencies in subject that

must be corrected and serve to eliminate the necessity of the covering subject already

known to the student. It provides a way of assessing students’ progress and learning.

The independent nature of self-instructional units facilitated the updating study material
without major revisions. It serves as model for teachers who wish to develop their own

materials and insert their own personality.

In Jesus J. Soriano National High School, the school has proposed a modular

type of learning for the Senior High School Students of S.Y. 2021-2022 due to the threat

of the COVID-19 Pandemic. The faculty of teachers have been observing the

performance of the students using this new approach in learning. This motivated the

researchers to further investigate the effects of the Modular Distance Learning

Approach (MLDA) to the Student Experience of the Grade-12 Humanities and Social

Sciences (HUMSS) and BUSINESS, ACCOUNTANCY, AND MANAGEMENT (ABM)

students of Jesus J. Soriano National High School in terms of their Academic

Achievement, Student Burnout Level, Student Satisfaction, and Student Preparedness.

Statement of the Problem

The study intended to determine the effectiveness of modular approach among

the graduating Senior High School students of Jesus J. Soriano

Specifically, it aims to answer the following:

1. What is the socio-demographic profile of the respondents in terms of:

1.1. Sex

1.2. Strand

2. What is the level of modular learning approach among grade 12 of the senior high

school in terms of:

2.1. Academic Achievements


2.2. Student Satisfaction

2.3. Student Burnout Level

2.4 Student Preparedness

3. is there a significant difference in the effectiveness of modular approach among

grade 12 of senior high school when grouped according to:

3.1. Sex

3.2. Strand

Hypotheses

H01: There is a significant difference in the effectiveness of modular approach of the

respondents when grouped according to sex.

H02: There is a significant difference in the effectiveness of modular approach of the

respondents when grouped according to Strand.

Significance of the Study

The result of the study is significant to the following groups:

School Administration. The result of this study provides a baseline data to

the administration about the effectiveness of modular approach to the graduating Senior

High School ABM and HUMSS students of Jesus J. Soriano. By this, they can formulate

program to facilitate the modular approach of the students.


Students. The result of the study will help students to know the strategies and

techniques in dealing with the modular approach of teaching to the graduating Senior

High School students.

Teachers. The information derived from this study may offer them suggestions

for planning and improving the effectiveness of modular approach to the students.

Parents. This study will help parents because this research will give them idea

in assisting their child in dealing modular approach of teaching.

Future researchers. The result of this study may serve as a baseline data for

the researchers who intend to conduct a similar or related study.

Scope and Limitations

This study focuses on the effectiveness of modular approach of teaching to the

graduating Senior High School students of Jesus J. Soriano Aside from this, the

participants are the selected students of the Grade- 12 ACCOUNTANCY, BUSINESS,

AND MANAGEMENT (ABM) and HUMANITIES AND SOCIAL SCIENCES (HUMSS)

Strands of Jesus J. Soriano, S.Y. 2021-2022. The researchers will use the stratified-

random sampling method that will composed of fifteen (15) students from Grade 12-

HUMSS and fifteen (15) students from Grade 12- ABM a total of 30 respondents. To

specify, 8 female and 7 male (HUMSS) and 7 female and 8 males (ABM). The

researchers will conduct a survey by giving the respondents a checklist via Messenger

Application. This study is limited to the effectiveness of modular approach to the

graduating Senior High School students.


CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter contains a review of related literature and studies on the

effectiveness of the modular approach to the graduating Senior High School students of

Jesus J. Soriano, S.Y. 2021-2022. The theoretical framework, conceptual framework

and the definition of terms are also presented in this section.

Modular Approach

According to Bashmakova (2014), using the modular approach, the teacher could

control the process of teaching a large number of students at the same time.

Furthermore, the modular approach was used extensively as an alternative to traditional

education in 1960s in the English- speaking countries of Europe and the United States.

The term “module” is borrowed from the computer science, has become firmly

established in the basic vocabulary of pedagogy. There are many derivatives with the

word “module”: modular technology, modular method, modular approach, modular

program, unit-modular, and modular-rating technology. But in all cases, it is referred to

the methodology based on the development of educational modules (Kukurina, 2012).

According to P.A. Juceviciene, the founder of modular approach, cited by Lapp

(2012), defines the modular approach as “an information block, including a logically

complete unit of learning material, program of actions determined by a specific purpose,

and a guidance for didactic objectives to be achieved.” V.V. Karpov and M.N.

Kakhtanov, was also cited by Lapp (2012) argued that a module is an “organizational

and methodological interdisciplinary structure of educational material, providing


semantic concepts definition in accordance with the academic knowledge structure. It

structures information from the standpoint of cognitive logic of a would-be specialist.”

Modular teaching is one of the most widespread and recognizes teaching- learning

techniques in many countries. Modular approach is used almost in all subjects. It

considers the individual differences among the learners which necessitate the planning

for adoption of the most appropriate teaching techniques in order to help the individual

grow and develop at his or her own pace (Sejpal, 2003).

Gahutu (2010) studied the modular learning as it applied to a physiology course

at the National University of Rwanda. Students reported that they learned best when the

teaching was less theoretical, and they could work through material using practical

classes and demonstration. However, to make the problem-based approach successful,

they need a greater access to outside materials that might be available through the

library and the internet. Overall, the Rwandan students reported greater satisfaction with

the modular, self- directed approach to learning than with the more traditional style

previously used in the classroom. The module comprises two parts: cognitive

(informational) and educational and professional (activities or practice). The objective of

the first part is to equip students with theoretical knowledge, whereas the second part

develops professional skills. The advantage of the modular teaching approach is that

learners can independently study the proposed program, including goals, objectives,

theoretical information, practical exercises and final test. He added, the module always

starts with formulation of the integrating goal, which should ensure the achievement of

the overall goal of learning. This part is followed by the information block, which

explains the material being studied, after which all uses and examples are given. This
unit allows to save time that otherwise would be spent on searching for the necessary

material, and its content helps a teacher explain grammar rules (Bashmakova, 2012).

Using teaching module to teach the English language as compared to the

traditional method of using a textbook is meant to increase active learning and improve

critical thinking, as well as problem solving skills. It is given the lecturer the opportunity

for conducting formative assessment in the classroom. Standardized textbooks have

their own styles, and their contents, depth of coverage of materials, and organization,

may affect the teaching and learning environment. Thus, the use of a module presents a

more flexible learning environment for both instructors and learners (Cheng & Abu

Bakar, 2017).

The objective of the module is to deliver resources to teachers that will let them

to convert their classroom into dynamic, student-centered learning milieus. The

subsequent common features of module can be illustrious that it is self-contained,

independent instruction component, methodically prepared, well-defined have a means

of gauging the work (Sejpal, 2013). Malik (2012) on her study about the effects of

modular and traditional approaches on student’s general comprehension, her paper

addresses the differential effect on the student’s general comprehension taught through

modular and traditional teaching approaches at secondary level. The study was

conducted by selecting randomly population of grade 9 students. Data was analyzed by

applying statistical package for social science through independent sample test.

Conclusions showed that there were significant differences between modular and

traditional in general comprehension of students. Finding depicted that student taught

through modular approach gained higher mean score in teacher made general
comprehension-based test than students taught trough traditional approach. Findings

reported significant gender difference in general comprehension of male and female

students where male students performed significantly better than female students on

general comprehension-based test did.

Modular instruction is one of those teaching approaches where the students have

to learn everything in the module using his own pace. This method differs from the

traditional one wherein a teacher presents the lesson and the students just listen to

learn the concepts presented. To surpass the difficulties faced by the students in the

traditional classroom situation, modular approach may be a good alternative since it is

student-centered, self-paced, and requires no note-taking (Gonzales, 2015).

Academic Achievements

The study of academic accomplishment has resulted in countless empirical

investigation and key advances, such as Binet and Simon’s creation of the first IQ test.

Woolfolk 2007 is an introductory textbook that provides theoretical and empirical insight

into that factors that influence academic accomplishment and its evaluation. However,

because academic accomplishment is such a vast issue, some textbooks have

concentrated on certain parts of the subject, such as how to improve academic

achievement or specific predictors of academic achievement. Spinath 2012 provides a

comprehensive, concise and useful review of academic accomplishment. With relation

to many views, Spinath (2012) emphasizes the relevance of academic accomplishment

(such as for individuals and societies, as well as psychological and educational


research). Although Walberg 1986 was an early synthesis of existing research on

educational impacts at the time, it continues to influence ongoing research, such as

analyses of predictors of academic accomplishment in some of the large-scale

academic achievement assessment studies (e.g., programmed for International Student

Assessment, PISA). Walberg (1986) emphasize the value of research syntheses (such

as reviews and meta-analyses) as a starting point for educational process improvement.

According to theoretical assumptions, Hattie 2009 gives an overview of empirical data

on academic achievement by discriminating between individual, home, and scholastic

variables. However, because the underlying research is primarily cross-sectional

Spinath (2012) suggests that it is more fair to speak about “predictors” rather than

“determinants” of academic achievement. PISA (OECD 2010) and other large-scale

scholastic achievement examinations provide an overview of the present status of

academic success research, as these studies have studied recognized predictors of

academic achievement on an international basis. Furthermore, for the first time, these

studies have allowed countries to compare and evaluate their educational system with

those of other countries. However, it should be noted that this technique may overstate

the practical impact of variations across countries to some extent. Furthermore,

research has increased the focus on the importance of family background and

educational system in the development of individual performance. The importance of

teaching quality as a predictor of student achievement has been emphasized. There are

numerous useful cross-sectional studies looking into different factors of academic

achievement. Tertiary educational research has received more attention in educational


research. Individual correlates of university students’ performance are grouped together

by Richardson, et al. (2012).

Student Satisfaction

As a type of learning module, one example of flexible learning is personalized

education. It includes a single topic or subject matter piece created particularly for a

single topic or subject matter piece created particularly for the needs of students in

every discipline in order to achieve the desired results of learning (Sadiq & Zamir,

2014). A well-thought-out learning. The module efficiently supports the teaching and

learning process achieving program objectives (Matanluk et al.,2013). The students are

not only encouraged to continue their education at university, but to provide quality

education to pupils even in times of crisis while student satisfaction with online learning

has increased, recently (Adnan & Anwar, 2020; Bahasoan et al., 2020), modular

learning satisfaction is also critical.

Education the sector has been undergoing significant changes as a result of the

one example is the transfer face-to-face classes to online classes. Schools can use

online and/or remote learning. In light of the just mentioned students’ happiness with

modular learning has not been proven in studies. Much investigation satisfaction with

their education is important to students. An issue is learning experiences. Aldridge

explained it thoroughly. And Rowley (1998), the satisfaction ratings of pupils clearly

provide as a result, pupils’ learning chances and improvement are affected. Academic

excellence higher education, in addition to university, learning modes must be provided

and identified by educational institutions. That will meet the pupils’ need and

expectations (DeShields Jr. et al., 2015).


Student Burnout Level

Extracurricular activities (or extra academic activities) are activities that students

participate in outside of the regular school or university curriculum. These activities are

typically non-paying, social, and philanthropic, rather than mandated (as opposed to

scholastic).

A set of questions was presented to determine the nature of extracurricular

activity/activities. Physical exercise, which included gym and sport related activities; (2)

music related activities, such as playing an instrument being in a choir or band, or

listening to music; (3) reading; and (4) social activities, which included political or

religious involvement, university club environment, community service, and

volunteering.

Burnout is defined by three dimension in the MBI-SS: emotional exhaustion,

which refers to severe fatigue caused by study demands and represents the basic

individual stress component of the syndrome; cynicism, which refers to the student’s

mental distance from his or her studies or excessively detached responses to other

students in an academic setting and represent the interpersonal component of burnout;

and reduced academic efficacy, which refers to feelings of deficiency in academic

performance and represent the interpersonal component of burnout.

Emotional exhaustion was measured with five item (e.g., “I feel emotionally

drained by my studies”). Cynicism was measured with four item (e.g., “I have become

more cynical about the potential usefulness of my studies”). And academic efficacy was
measured with six items (e.g., “In my opinion, I am a good student”). All items were

scored on a five-points frequency rating scale ranging from 1 (strongly disagree) to 5

(Strongly agree). High scores on emotional exhaustion, cynicism, and low scores on

academic efficacy are indicative of burnout.

Student’s Preparedness

High school education prepares the students to pursue college education. As the

passionate teacher William Hundert stressed in the movie “The Emperor’s Club”

(Hoffman,2002), “the end depends upon the beginning”. If this statement is assumed to

be true, the college academic performance depends upon the high-school academic

performance. Efforts to determine the truthfulness of this adage resulted to different

research.

A study in the University of California Berkeley conducted by Geiser and

Santelices (2007) indicated that the high-school grade point average (HSGPA) is a

good predictor not only during the first year but in the overall fourth year college

academic performance. A similar study by Hodara and Lewis (2017) in Alaska found out

that the HSGPA is a more reliable predictor of academic performances in college

English and Math than the standardized college entrance examinations. Therefore, it is

safe to say that there is a grain of truth in the movie tagline mentioned above. The

Global standard to pre-college education covers a period of at least 12 years of basic

education. Six years is devoted for the elementary school and another six years is

devoted for the Secondary School or commonly known as high school.


This twelve-year period does not include the preparatory school also known as

kinder school before being admitted to the elementary school. However, before 2013,

there were three countries in the world that only have ten-year period of basic

education, elementary and high school combined, before being admitted to college.

These countries were Angola, Djibouti and the Philippines (CHED K to 12 Transition

Program, ND).

Theoretical Framework

According to Weebly (2020), self-directed learning broadens the abilities of the

students to communicate with one another and the world. Students use a wide variety of

visual modes to share and document their learning, which helps to refine their visual

design skills. As a result, students think more effective modern communicators. Self-

directed learning fosters a collaborative learning environment. Whether students inquire

independently or in partnership, there is a constant cross-pollination if ideas and sharing

that takes place. Students engage in negotiation, compromise, feedback and

evaluation, especially when learning in partnership and small groups. In self-directed

learning, the locus of control and influence shifts back to the students. They begin to

have greater self-determination and freedom over their learning. As a result, there

seems to be a renewed and genuine passion for coming to school and learning.

According to Gogus (2012), the word constructivist is an adjective that comes

from the noun constructivism which specifies the theory about the nature of reality and

the theory of knowledge and meaning from their experiences, mental structures, and
belief that are used to interpret objects and events. Constructivism focuses on the

importance of the individual knowledge, beliefs and skills through the experience of

learning. It states that the construction of understanding is a combination of prior

knowledge and new information. Individuals can accept new ideas or fit them into their

established views of the world. Constructivist learning theory about how people learn. It

states that learning happens when learners construct meaning by interpreting

information in the context of their own experiences.

Conceptual Framework

Student Experience in terms of:

a. Academic Achievements
Modular Distance Learning b. Student Burnout Level
Approach (MDLA)
c. Student Satisfaction
d. Student Preparedness

Figure 1. Schematic diagram on the effects of the modular approach to the graduating

Senior High School students

The figure above shows an illustration of the effects of Modular Distance

Learning Approach (MDLA) to the Student Experience of the respondents. The Student

Experience of the respondents will be measured using four (4) sub-variables namely:

Academic Achievements, Student Burnout Level, Student Satisfaction, and Student

Preparedness. Academic achievement is the current level of a student's learning,

Student Burnout Level happens when students face ongoing stress or frustration—with

no time to relax and recharge, Students Satisfaction is an evaluation of


students' educational experiences, services, and facilities, and lastly Students

Preparedness measures

how prepared are the students for the next path they will be taking.

This illustration shows the modern conceptualization of the process which

entails an interaction between the modular approach in learning to the overall

performance of the students. The focal point therefore is on how the students manage

to adapt to the modular approach. The diagram in Figure 1 shows relationship of the

variables of the study. The researchers were interested to determine the effects of

modular approach to the selected Grade 12 – ABM and HUMSS graduating students in

Jesus J. Soriano, Davao City.

Definition of Terms

The following terms are defined as used in the study:

Modular Approach- It is use to have self- directed learning and autonomous

understanding.

Education- It refers to the way of learning.

Traditional Approach- A teaching strategy that has a face-to-face contact of students

and teachers.

Self- determination- A trait that a students need to possess in dealing with the

modular approach of teaching.


Modules- Learning materials or means where students use in modular approach of

teaching.

Strand- (a) the disciplines within a learning area, e.g. history, geography, economics

and civics under 'social studies', each with its own associated goals

for learning; (b) domains that group the related general and specific

learning outcomes or achievement aims and objectives

Academic Achievements- is the current level of a student's learning.

Burnout- feeling empty and mentally exhausted, devoid of motivation, and beyond

caring.

Student Burnout Level- students face ongoing stress or frustration—with no time to

relax and recharge.

Student Satisfaction- is an evaluation of students' educational experiences.

Student Preparedness- how prepared are the students for the next path they will be

taking.
CHAPTER 3

METHODOLOGY

This chapter describes the research procedure employed in the study. It includes

the research design, locale of the study, research instruments, data gathering

procedures, and data analysis plan.

Research Design

This study uses Quasi-experimental Quantitative Research Design to establish

the cause-and-effect relationship in the effects of Modular Distance Learning Approach

and the experiences of the graduating Senior High School student of Jesus J. Soriano.

Through this research design, the researchers may determine the experiences of the

student through this modular distance learning approach.

Locale of the study

This study was conducted at Jesus J. Soriano National High School S.Y. 2021-

2022. This school is one of the schools where the students have different experiences

in tackling the new method of education. There are also mixed reactions about the

modular approach so this school is the chosen place where this study will be held.
Respondents of the study

The respondents of the study are the Senior High School students of Jesus J.

Soriano. The respondents were composed of fifteen (15) students from Grade 12-

HUMSS and fifteen (15) students from Grade 12-ABM with a total of 30 respondents.

The researchers picked 8 female and 7 male (HUMSS) and 8 male and 7 female

(ABM). The respondents will be selected through stratified-random sampling method.

This means that the researchers will gather all the names of the students of grade 12-

HUMSS and Grade 12- ABM. From this, the researchers used the enrolment list to get

the whole population of grade 12 students and put in a glass bowl to fairly pick the

names of the students who became the respondents of this study.

Research Instrument

The study utilized a Survey Questionnaire developed by the researchers. The

researchers used the Likert Scale to measure the responses of the participants. The

survey form will consist of two parts. The first part will seek to collect the

sociodemographic profile information of the respondents and the second part will

contain the 5-point scale Survey Questionnaire. The main part of the survey will contain

statements that seeks to resonate or oppose with the personal opinions of the

respondents based on their experience with the Modular Distance Learning Approach

(MDLA). The respondents need only to respond among the choices of: Strongly
Disagree, Disagree, Neutral, Agree, and Strongly Agree. The questions that indicated in

the survey questionnaire was inspired from International Module Evaluation

Questionnaire Survey.

Data Gathering Procedure

In gathering the data, the researchers sent a letter to the principal for permission

to conduct the study. After getting the approval, the survey was then conducted to the

students in their spare time. The study was conducted on June 8, 2021. The

researchers gave detailed instructions and the students were allowed to asked

questions in the process in case they did not understand. The respondents were rest

assured that all the results of the study would be applied in research work only.

Data Analysis

The data were analyzed by setting the score of each scale. The researchers used frequency,

distribution, mean, and standard deviation to present the number of students in the effectiveness of

modular approach; and for significant difference between these variables, T-test and ANOVA was

used

CHAPTER 4

RESULTS AND DISCUSSION


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2020

Appendix A
Request for Validators
March 30, 2022

Jocelyn Rodriguez
SHS teacher
Jesus J. Soriano NHS
Dear Madam:

We, the researchers, would like to conduct a study about the “The effectiveness of
modular approach to the Graduating Senior High School Students of Jesus J Soriano.
for S.Y. 2021-2022”. In line with this, the researchers would like to ask a permission
from your good office to allow us to conduct our study on June 7, 2022. The survey will
be done through messenger application. Moreover, the data that we will be collected
can help the school administration as it will serve a baseline in identifying the
effectiveness of modular approach and can give suggestion and recommendation upon
achieving the result of the study.

We are hoping for your positive response. Thank you and God bless us all.

Very respectfully

Hazel Esik Karl Arias Dedicatoria

Gilleo chen Villocino Raily Dalagunan

Jessa Saragoza Bayron Rosalito Angalan Jr.

Nikki Andrea Decena Lat Jhon Loyd Bacon

Braine Sanico Christian James Clerigo

Noted By:

Jocelyn Rodriguez

Subject teacher
Jesus J. Soriano NHS
Catalunan Grande, Davao City

Part 1. Demographic Profile


Name: _____________________________ (optional)
Gender: Male: Female:
Strand: Academic Strand TVL:
HUMSS: EIM: Dressmaking:
ABM: Housekeeping: ICT:

Part 2. Likert Scale: Direction: Put a check in the box that corresponds with your
experiences in using modules.
5- Strongly Agree
4- Agree
3- Neutral
2- Disagree
1- Strongly Disagree

Academic 5 Strongly 4 Agree 3 Neutral 2 Disagree 1 Strongly


Achievements Agree Disagree

I was able to maintain


grades above the line of
9.

Compared to other
student, I can do most
tasks very well.

I am confident that I can


perform effectively on
many different tasks.

When facing difficult


tasks, I am certain that I
will accomplish them.

Even the things are


tough, I can perform
quite well.

Student’s
satisfaction

I prefer to study using


the modular approach.

I am happy that I have


finished all my tasks.

I am satisfied with the


quality of the module.

The module was


intellectually stimulating
and stretched me.

I received appropriate
advice and support on
this module.

Student Burnout
Level

I feel emotionally
drained by my studies.

I feel burned out by my


homework.
I feel like I am at the end
of the rope.

I have become more


cynical about the
potential usefulness of
my studies.

I would feel like


everything was ruined
and was going wrong.

Students
Preparedness

I am now ready to go in
college.

 I do not quit just because


things get difficult.

I usually study in a
place where I can
read and work on
assignments without
distractions.

I am good at setting
goals and deadlines
for myself.

I can keep myself on


track and on time.

I like to learn equally


well in a group or on
my own.
Budgetary Framework

BUDGETARY REQUIREMENTS

ITEM: ESTIMATED

COST:

I. Personal Expenses

Thesis Meeting Snacks 300

II. Operating Expenses

Statistician 400

Computer Services and Printing 250

Binding 150

Materials 100

Snacks (Panellist) 250

Editor and Grammar checker 300

Total: 1,850

Appendix E

CURRICULUM VITAE
Name: Raily James Singag Dalagunan

Present Address: South Villa Heights 2,

David Street, Catalunan Grande D.C

Age: 19

Date of Birth: December 26, 2002

Place of Birth: Asbang Matanao Davao Del Sur

Height: 5’6 cm

Weight: 51 kg

Civil Status: Single

Sex: Male

Mobile Number: 09061535836

Name of the Father: Benjamin Felix Dalagunan

Name of the Mother: Genalyn Singag Dalagunan

Address: South Villa Heights 2,

David Street, Catalunan Grande D.C

Contact Number: 09061535836

Educational Background:

School level Name of school Year Graduated

Elementary: Asbang Elementary School

Junior High: Bangkal National High Scool


Senior High: Jesus J. Soriano National High School

Motto: Courage doesn’t always roar. Sometimes courage is the quiet voice at the

end of the day saying “I will try again tomorrow”.

Name: Nikki Andrea D. Lat

Present Address: Bagong pag-asa Sitio Awa Catalunan

Grande Davao City

Age: 19

Date of Birth: December 26,2002

Place of Birth: Davao Del Sur

Height: 5’5

Weight: 4’8

Civil Status: Student

Sex: Female

Mobile Number: 09655971830

Name of the Father: Rodel Lat

Name of the Mother: Tereza Lat

Address: Bagong pag-asa Sitio Awa Catalunan

Grande Davao City

Contact Number: 09655971830


Educational Background:

School level Name of school Year Graduated

Elementary: Catalunan Grande Elementary School 2015-2016

Junior High: Jesus J. Soriano National High School

Senior High: Jesus J. Soriano National High School

Motto: If you can do it, you can do it.

Name: Rosalito Andante Angalan jr.


Present Address: Monte Maria, phase 2-c palacio
Compound. Catalunan Grande Davao City
Age: 18
Date of Birth: January 01, 2004
Place of Birth:
Height: 5’6 cm
Weight: 60
Civil Status: Single
Sex: Male
Mobile Number: 09777021040
Name of the Father: Rosalito Sabanal Angalan Sr.
Name of the Mother: Dina Adante Angalan
Address: Monte Maria, phase 2-c palacio
Compound. Catalunan Grande Davao City
Contact Number: 09777021040
Educational Background:

School level Name of school Year Graduated

Elementary: Catalunan Grande Elementary School 2015-2016

Junior High: Jesus J. Soriano National High School 2019-2020

Senior High: Jesus J. Soriano National High School 2021-2022

Motto: Dreams don’t work unless we didn’t do!

Name: Jhon Loyd Bacon


Present Address: Ilam mulig Toril Davao City
Age: 20
Date of Birth: March 25, 2002
Place of Birth: Quezon City
Height:
Weight:
Civil Status: Single
Sex: Male
Mobile Number: 09562430768
Name of the Father: Melodito Bacon
Name of the Mother: Melissa Tejino
Address: : Ilam mulig Toril Davao City
Contact Number: 09562430768
Educational Background:

School level Name of school Year Graduated

Elementary: A. Mabini Elementary School

Junior High: Mabini National High School

Senior High: Jesus J. Soriano National High School

Motto: The road is Life

Name: Karl A. Dedictoria


Present Address: B14 L11, Freedom street,sgr
Village,Catalunan Grande Davao City
Age: 18
Date of Birth: November 9, 2003
Place of Birth:
Height: 165 cm
Weight: 42 kg
Civil Status: Student
Sex: Male
Mobile Number: 09059782304
Name of the Father: Roy Amahin Dedictoria
Name of the Mother: Carmelita Pesado Arias
Address: B14 L11, Freedom street,sgr
Village,Catalunan Grande Davao City
Contact Number: 09059782304
Educational Background:

School level Name of school Year Graduated

Elementary: Catalunan Grande 2016

Junior High: Jesus J. Soriano National High School 2020

Senior High: Jesus J. Soriano National High School

Motto: Be a little kinder than you have to.

Name: Braine Angelo P. Sanico


Present Address: Seminary Road Catalunan Grande,
Davao City.
Age: 18
Date of Birth: June 26, 2003
Place of Birth: Catalunan Grande Davao City
Height: 5’7
Weight: 98 kilos
Civil Status: In relationship
Sex: Male
Mobile Number: 09776975460
Name of the Father: Fernando Sanico
Name of the Mother: Rowena Sanico
Address: Seminary Road Catalunan Grande,
Davao City.
Contact Number: 09776975460
Educational Background:

School level Name of school Year Graduated

Elementary: A. Mabini Elementary School 2015-2016

Junior High: Fr. Justin Russollilo School of Davao 2017-2020

Senior High: Jesus J. Soriano

Motto: Work hard on silence let your success make all noise.

Name: Gilleo Chan L. Villocino


Present address: Sta. Martha Catalunan Grande
Davao City
Age:20
Date of Birth: October 18. 2001
Height:163 cm
Weight: 49 kg
Civil Status: Student
Sex: Male
Mobile Number: 09691130540
Name of Father: Gil Salvaña
Name of Mother: Leonardine Villocino
Address: Sta. Martha Catalunan Grande
Contact Number: 09691130540

Educational Background:
School level: Name of School Year Graduated
Elementary:
Junior High:
Senior High: Jesus J. Soriano National High School
Motto: Believe in yourself,
Believe you can and you will

Name: Hazel Esik


Present address: Bato Toril, Davao City
Age: 20
Date of Birth: April 19, 2001
Height: 1.54
Weight: 48
Civil Status: Student
Sex: Femal
Mobile Number: 09533141685
Name of Father: Elisio Ave Esik
Name of Mother: Perlita Esik
Address: Bato Toril, Davao City
Contact Number: 09533141685

Educational Background:
School level: Name of School Year Graduated
Elementary: Banganga Central Elementary School 2016
Junior High: Jesus J. Soriano National High School
Senior High: Jesus J. Soriano National High School
Motto: I stopped explaining myself when I realized other people only understand
from level of perception
Name: Bayron, Jessa S.
Present address: Sitio Guadalupe Catanihan Village
Davao City
Age: 19
Date of Birth: September 1, 2002
Height: 47
Weight: 36
Civil Status: Single
Sex: Female
Mobile Number: 09128263192
Name of Father: Jerondo Cedon
Name of Mother: Desibel Cedon
Address: Sitio Guadalupe Catanihan Village
Contact Number: 09128263192

Educational Background:
School level: Name of School Year Graduated
Elementary: Catalunan Grande Elementary School 2016
Junior High: Jesus J. Soriano National High School
Senior High: Jesus J. Soriano National High School
Motto: When you study hard you will get tired but despite all the tiredness will be
replaced by comfort when you achieved all your dreams

Name: Glenn Royce Jacinto


Present Address: Santo Niño Home Owners Catalunan
Grande, Davao City
Age: 20
Date of Birth: November 21, 2001
Place of Birth: Davao City
Height: 5’9
Weight: 87kg
Civil Status: Single
Sex: Male
Mobile Number: 09757820652
Name of the Father: Geogre Jacinto
Name of the Mother: Helen Jacinto
Address: Santo Niño Home Owners Catalunan
Grande, Davao City
Contact Number: 09757820652

Educational Background:

School level Name of school Year Graduated

Elementary: Imelda Elementary School

Junior High: Daniel R. Aguinaldo National High School

Senior High: Jesus J. Soriano National High School

Motto:

Name: Christian James Clerigo


Pressent Address: Blk 9, Lot 9
Age: 18
Date of Birth: Feb. 29, 2004
Place of Birth: Davao City
Height: 5’10
Weight: 5’7
Civil Status: Single
Sex: Male
Mobile Number: 09639053173
Name of Father: Allan A. Clerigo
Name of Mother: Mary Grace S. Clerigo
Address: Blk 9, Lot9
Contact Number: 09331698912

Educational Background:
School Level Name of School Year Graduated
Elementary: Catalunan Grande Elementary School
Junior High: Jesus J. Soriano National High School
Senior High: Jesus J. Soriano National High School
Motto:

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