IMPACT OF MODULAR DISTANCE LEARNING TO THE

ACADEMIC PERFORMANCE IN MATHEMATICS OF THE

STUDENTS

Research Paper

Presented to

The Education Program

St. Mary’s College of Baganga, Inc.

In Partial Fulfillment

of the Requirements for the

Bachelor of Secondary

Education

Major in Mathematics

Batao, Danessa Joyce

Balo, Dulmar

Balug, Dave

Calig-onan, Kentjeff

Arimao, Naira

Ramos, Jonah Fe
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ACKNOWLEDGEMENT

The researchers would like to acknowledge the people who had significantly

given their support in the fulfillment of this course:

Mr. Rene B. Tinquilan, our adviser for the overwhelming support, patience,

and effort in extending his knowledge and time that helps the researchers to push

through in this endeavor;

Dr. Charmaine Lavaritte, Dr. Maricar B. Lepornio Mr. John Philip M. Corteza,

and Ms. Reyjean Lague, the technical panel, and Mr. Ricky D. Sarmiento, Mr. Ralph

H. Celeste, and Ms. Angel Mae Pontillo, the questionnaire validator, for their

knowledgeable insights, comments and suggestions;

Mrs. Fely Marie J. Manligoy and Mrs. Noimie P. Ocuman, the school

registrars, Mr. Mario Ablas and Ms. Judy Ann B. Morales, the Senior High School

advisers, for their valuable contribution in assisting the researchers.

The respondents, for their confidence and cooperation throughout the study;

The family of the researchers for the untiring support and encouragement that

greatly help and contribute in achieving this course;

And most importantly, the Almighty Father our Lord, who grace us with good

health and strength, and for blessing us with knowledge, skills, and wisdom which

makes this endeavor possible.

BSED MATHEMATICS III, GROUP I

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ABSTRACT

This quantitative study was conducted to determine the impact of Modular

Distance Learning to the academic performance of students in mathematics. It

employed a survey method of research, a design in which the researchers

administer a questionnaire to know the students experience, academic support, and

academic performance during modular distance learning. The researchers used the

descriptive correlation analysis by employing the t value test to determine the

significant relationship of the two variables, the modular distance learning and

academic performance of the students. Findings revealed that there was no

significant relationship between the mean of the two variables, implying that

students’ academic achievement during the new normal education has no direct

relation to their encountered circumstances on the school’s implemented learning

modality.

Keyword: New Normal Education, Modular Distance Learning, Mathematics,

Academic Performance, BSED Mathematics, Senior High School, Davao

Oriental, Philippines
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TABLE OF CONTENTS

PAGE

TITLE PAGE i

ACKNOWLEDGEMENT ii

ABSTRACT iii

TABLE OF CONTET iv

LIST OF TABLES vi

LIST OF FIGURES vii

CHAPTER

1 INTRODUCTION 1

Background of the Study 1

Statement of the Problem 3

Review of the Related Literature 3

Theoretical Framework 11

Conceptual Framework 12

CHAPTER

2 METHODOLOGY 13

Research Design .13

Research Locale 14

Research Respondents 16

Research Instrument 17

Data Gathering Procedure 18

Statistical Tools 19

Ethical Consideration 20
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CHAPTER

3 RESULT AND DISCUSSION 24

Modular Distance Learning 24

Academic Performance 29

Relationship between Modular Distance Learning 29

and Academic Performance of Students in Mathematics

CHAPTER

4 CONCLUSION AND RECOMMENDATION 32

Findings 32

Conclusion 32

Recommendation 33

REFERENCES 34

APPENDICES 40

A Letter of Permission 41

B Accomplished Validation Form 49

C Survey Questionnaire 56

D Sample Accomplished Informed Consent Form 60

E Sample Accomplished Assent Form 63

CURRICULUM VITAE 65
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LIST OF TABLES

TABLES DESCRIPTION PAGE

1 Respondents of the Study 16

2 Interpretation of 5-point Likert 18

3 Levels of Proficiency 18

4 Modular Learning Experiences 24

5 Academic Support 27

6 Academic Performance 29

7 Correlation of Variables 30
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LIST OF FIGURES

FIGURES DESCRIPTION PAGE

1 Conceptual Framework of the Study 12

2 The Map of Davao Oriental and Municipality of Baganga 15

3 Two-tailed Test 30
 CHAPTER 1

INTRODUCTION

Background of the Study

The emergence of COVID 19 prompted schools' closure in the Philippines,

restricting face-to-face classes due to the spread of the virus. The crisis urged the

education system to adopt a shift in modality as an alternative distance learning

approach amidst the pandemic. Distance education was based on the premise that

education was possible without the face-to-face interaction between the student and

the teacher (Kentnor, 2015).

The coronavirus disease (COVID-19) is a highly transmittable and pathogenic

viral infection caused by severe acute respiratory syndrome coronavirus 2 (SARS-

CoV-2), which caused a global pandemic that led to a dramatic loss of human life

worldwide (Sheeren, 2020).

Magsambol (2020), reported that the Department of Education implements 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, wherein lessons will be delivered outside the traditional face-

to-face setup. Furthermore, Insorio and Olivarez (2021), stated that the modular

distance learning is the most implemented learning delivery modality for students in

the Philippines in the new normal setting. They added that in this type of learning

modality, students are autonomous and agents to take charge of their learning

individually. Likewise, Llego (2020) defined modular distance learning as learning in

the form of individualized instruction which allows learners to use self-learning

modules (SLM) in print or digital format depending on the context of the learner, and
 2

other learning resources such learners' materials, textbooks, activity sheets, study

guides, and other study resources are provided for personalized teaching.

Mathematics due to its conceptual nature is often perceived as a difficult topic

despite its importance in daily life as stated by Malik (2012). Similarly, Ariyanti &

Santoso (2020) expressed that Mathematics is one of the basic educational

components that require students to be skilled and understand the various methods

that can be used in real life. While Kamsurya (2020) stressed that mathematics

learning requires intensive interaction between lecturers and students. He added that

mathematics learning only lasts according to the capacity and ability of the lecturer

during distance learning, which will undoubtedly impact the quality of the

understanding gained by students. However, the implementation of modular distance

learning brings challenges to students’ learning and teachers’ instruction

(Castroverde and Acala, 2021).

The St. Mary's College Baganga, Inc. opened the school year 2020-2021

using a modular distance learning approach adapting the new normal education in

the teaching and learning process. This modality allows students to learn individually

in the comfort of their own home, hindering face-to-face interaction between teachers

and students. This is to ensure that learning continues in the face of COVID 19

without jeopardizing the safety, health, and well-being of all students, instructors, and

school workers (DepEd, 2020).

The above research gap motivates the researchers to study the impact of

modular distance learning on the academic performance in mathematics of the

students. To give significant proposal, firstly to administrators to improve educational

system and modality. Secondly to teachers, specifically, mathematics instructors to

develop teaching-learning process and determine effective implementation of the

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new learning mode. Thirdly to parents, to provide information in deducing if modular

approach is an effective learning mode for their children. Also, to students as

beneficiaries of the improved educational strategies, can learn through an effective

implementation of the new modality to thrive in their academic performance in

mathematics despite the new normal education. And lastly, to future researchers for

resource and additional literature in performing similar research or any other

research in the academic performance in mathematics during modular distance

learning.

Statement of the Problem

This study is conducted to determine the level of difficulties the students'

encounters in understanding mathematics. Specifically, the study seeks to address

the following questions:

1. What is the level of students' experience in Modular Distance Learning :

1.1 Modular Learning Experiences

1.2 Academic Support

2. What is the level of students' academic performance in mathematics?

3. Is there a significant relationship between Modular Distance Learning and

academic performance of students in mathematics?

Review of Related Literature

This research investigates the impact of modular distance learning to the

academic performance of the students in mathematics. The literature review

presented below addresses the modular distance learning, academic support, and

academic performance.
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Modular Distance Learning

Modular learning is one of the various learning modalities. It is a form of

distance learning that employs the use of self-learning modules. Manlangit,

Paglumotan, and Sapera, (2020) stated that modular learning is a form of distance

learning that uses self-learning modules (SLM) based on DepEd's most essential

learning competencies (MELCS). Similarly, Mark Antony Llego (2020) defined

modular distance learning as learning in the form of individualized instruction which

allows learners to use self-learning modules (SLM) in print or digital format/electronic

copy depending on the learner, and other learning resources such as learners'

materials, textbooks, activity sheets, study guides, and other study resources are

used to provide personalized teaching.

Modular approach is very effective in optimizing learning in Mathematics and

other Applied Sciences, and to enhance achievement of slow learners. This

approach allows the students to understand problems, principles and processes 5 by

actual performance of activities, observing and gathering results, analyzing them and

making generalizations (Dooley and Swanberg, 1989; Brown, 1994).

Charles and Rajasekar (2014) stated that modular approach in mathematics

learning is an effective and efficient tool to help students learn mathematics

independently. Modules are learning materials that was designed systematically to

let users learn with or without a facilitator or teacher (Depdiknas, 2004). The

advantages of using teacher-made modules for students include: making learning

easier, opening more opportunities for immediate feedback, complete mastery of the

material, students are more motivated to complete their modules according to their

abilities, students become more independent, and there is a cooperation between

teachers and students (Nasution, 2006).

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It benefits the teachers also as the teacher can approach students individually

without disturbing the environment of other students, and because teaching modules

raise questions that encourage teachers to think and be more scientific it increases

teacher professionalism (Hasibuan, 2021). Moreover, he cited the learning objectives

of the module: (1) Students learn according to their abilities and to the time they

spent using the module, (2) Students learn according to their methods and

techniques, (3) Students are provided with wide opportunities to improve errors with

remedial and the number of tests, and (4) Students can learn according to the topic

of their interest (Mahmud, 2012: 1)

Columbano (2018) stated that the modules were effective in improving

learning of the covered concepts and skills. He concluded that the use of modules

can 6 significantly increase learning in mathematics. It is a printed teaching material

designed to be studied independently by students, equipped with various instructions

in learning materials (Susilo, 2016). He added that the module's quality is determined

by the material, language, presentation, and graphics. The material's

appropriateness with the course's desired learning goals and competencies, the

correctness of the substance of the course material, the material's usefulness in

increasing knowledge, and the material's suitability with moral and social values are

all materials features.

According to the Department of Education (DepEd), parents and guardians

perform various roles in Modular Learning such as Modulator, Bundy- clock, and

Home Innovator. As modulators, 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
 6

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 Home Innovators,

they must provide their children with a productive learning environment to help them

focus more on Learning.

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 7 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 the school year 2020-2021.

According to (Agoncillo, 2020) more than 42 percent of parents of private and

public school students prefer modular learning for their children instead of “blended”

and online learning. This, according to the Learner 11 Enrollment Survey Forms, is a

tool used for remote and drop-box enrollment for the incoming school year. Some

8.8 million parents (42.5 percent) prefer that their children learn through modules

while 3.9 million (18.84 percent) opt for blended learning, or a combination of two or

more modalities, including online learning. Another 3.8 million (18.35 percent) are

inclined toward online learning (Agoncillo 2020).

A lot of students are preferred in modular learning to the other alternative

learning modalities offered by the Department of Education (DepEd), but it doesn't

mean that it is easy to learn through modular class because some modules lack

clear instructions and explanations, making it difficult and challenging for students to

respond. The images in the modules are unclear, and the answer lines provided are
 7

too short. There are a lot of exercises in the modules, and the students are

unmotivated and unfocused.

Modular Learning Experiences

Columbano (2018) stated that modular approach is very effective in optimizing

learning in Mathematics to enhance achievement of slow learners. This method

allows the students to understand problems, principles and processes by implied

operation of activities, observing and gathering results, analyzing them and making

concepts (Dooley and Swanberg, 1989; Brown, 1994).

Moreover, the findings agreed to the result of the study Cañales (2021) on

Effectiveness of Modular Distance Learning in Mathematics in New Normal

Education: A Literature Review. He revealed that in Mathematics, the students'

perspectives agreed on employing a modular distant learning technique and the

students acknowledged that the use of a modular remote learning strategy in

mathematics poses minimal difficulty.

However, Dangle and Somaoang (2020) found out that several challenges

were experienced by teachers in Modular Distance Learning. Most students are

unable to review on their own. Seventy percent of them are unable to readily follow

the directions within the modules. As a result, modules were often submitted late,

and thus the quantity of the answer sheets are blank.

Meanwhile, schools in many countries faced unprecedented challenges

resulting from the COVID-19 virus pandemic (Santillan and Labaria 2021). In the

study of Cullinane and Montacute (2020), they found that children from the poorest

families were the least likely to have access to the devices needed and internet

access at home. Hence, this creates parental problems due to the emergence of the

pandemic.
 8

Furthermore, Canonizado (2021) the modules include several tasks that are

difficult for students to carry out in a single environment. He added that parents and

students believe like they are not prepared to take this new approach to learning the

the modules are not compatible with the level of parents and students, which is why

they cannot understand.

Lastly, Dargo and Dimas (2021) stating that face-to-face as the most

important factor of physical learning is more favorable than modular distance

learning, and it is more effective in terms of students learning.

Academic Support

Teachers, parents, and administrators all contribute significantly to the

students' learning process. Academic support is only possible when administrators,

teachers, parents, and members of the community work together effectively (Cañete

and Potane, 2022).

Cassiba, Ferraello, Mammana, Musso, Pennisi, and Taranto introduced that

there are two aspects to consider in teaching mathematics at a distant. The first,

without judging the suitability of this method, is related to the fact that teachers at

university level generally teach mathematics in a formal way, using many symbols

and formulas that they are used to writing for their students to see. The second

aspect is that the way mathematics is taught is also related to the students to whom

the teaching is addressed.

Furthermore, Huang F., Huang Z., Li, and Zhang (2021) stated that the

different dimensions of parental involvement had different effects on mathematics

achievement. They added that the impact of the multidimensional concept of

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parental involvement on mathematics achievement were either partially or entirely

mediated by students’ mental health and mathematics self-efficacy.

Soni and Kumari (2017) stated that mathematics achievement can be

considered to be the vital factor that contributes to the excellence of education

sector. Wherein Huang et. al (2021) supported the idea, they stated that it is

important to explore the domain-specific relations between students' mathematics

performance and parental involvement.

However, Agaton and Cueto (2021) that parents have encountered various

challenges in the new mode of learning including financial difficulties, which results

to most parents not being able to provide with all the materials the students need.

Academic Performances

Academic performance according to Anthony Abaidoo (2018) as cited by

Narah and Abdullah (2016), 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.

Cañales (2021) concluded that if the objectives aimed by the modules were

achieved, then it can significantly increase learning in mathematics. This could be

attributed to the proven fact that the students can reassess the module in cases

wherein they need to review the concepts not adequately learned.

Tinto (1987) defined students’ academic performances as a longitudinal

process that involves exchanges between students’ characteristics such as

resources, intentions, temperaments and commitment as well as characteristics of

the academic institution. Academic performance is increased by positive students’

experiences that alter their commitments and intentions to positive encounters.

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Students’ performance in mathematics, as indicated by the grades they

achieved, is affected by various factors. Among the various factors, this study will

primarily deal with students’ affective characteristics, which focus on study habits

and study attitudes, which are then further referred to as study orientations as

reiterated by Biswas (2015). Two of the significant concerns of college students are

getting control of time management and study habits.

Study attitude, on the other hand, can determine the extent to which learning

occurs and how learning occurs as this influences the effort students put in

understanding and practicing mathematical concepts and skills (Guinocor, 2020). If

poor study orientations exist among the students, these could lead to low

performance in mathematics. The orientation level of the students has a significant

relationship with their academic performance (Bong, 2004; Horstmanshof & Zimitat,

2007).

Guinocor, Mamites, Almerino & Lumayag (2020) cited some reasons that may

affect performance like different levels of intelligence, lack of proper infrastructural

facilities, and lack of useful libraries, and so on. However, one of the reasons is that

students fail to make a reasonable effort to learn what their teachers taught them in

school. Also, many of them do not study at home because they failed to recognize

the importance of study habits to their academic achievement.

Capinding (2022) stated that it is also important to observe the student's

interest, attitude toward mathematics, and motivation to learn mathematics, as

these are the aspects that may drive students to perform better in mathematics

disciplines. He also cited Hashim (2021), interest in Mathematics influenced

students' attitudes in learning Mathematics. Additionally, Pantziara & Philippou

(2015), reported that fear of failure, self-efficacy beliefs, and accomplishment goals
 11

influenced students' mathematics interest and performance. Modular learning of the

different year levels impacted students in terms of motivation, mathematics anxiety

and mathematics achievement (Capinding, 2022).

Theoretical Framework

This study is anchored to Piaget's theory of constructivism. This theory insists

that people produce meaning based on their experiences and ideas (Brau, 2018).

Constructivism means that learners can absorb new knowledge and information by

accommodating new experiences to learn. It helps students to reframe their mental

representation to new normal education, specifically modular distance learning in

doing their tasks independently in seeking idea and resources on their own.

The theory of constructivism is supported by the social learning theory by

Albert Bandura. Social Learning Theory considered the environmental and cognitive

factors to impact human learning and behavior. It shows the importance of

observing, modeling, and portraying the personalities and reactions of others. In

modular distance learning, the students can learn through observations by watching

numerous videos according to their lessons.

Furthermore, it is also supported by the theory of Albert Bandura's self-

efficacy theory. The self-efficacy theory explains the capacity of the student to

execute methods necessary to fulfill specific performance achievements (Bandura,

1977). It reflects students' confidence to accomplish their modular worksheets or

performance tasks and their perseverance to do their classwork on time.

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Conceptual Framework

Figure 1 represents the conceptual framework of the study. There is one

independent variable labeled as modular distance learning. In this study, Modular

Distance Learning is an individualized instruction given to students to use

selflearning modules (SLMs) in print and digital format/electronic copy to continue

the education of students during Covid-19 (Malaya, 2020). Furthermore, as one of

the indicators of independent variable, the modular learning experiences was used

as it affected academic performance of the students in mathematics. In this study,

modular learning experiences refers to the various situations the students faces

during Modular Distance Learning. Also, academic support was identified, as it

contributes to the student’s learning process in mathematics during modular distance

learning.

Lastly, the dependent variable, academic performance was defined as the

student’s result obtained at the end of the specific terms in all subject (Abaidoo,

2018). In the present study, the mathematics academic performance is determined

by the general average of SHS and BSED Mathematics students in their

mathematics subjects and/or courses.

Independent Variables Dependent Variable

MODULAR DISTANCE
LEARNING ACADEMIC
PERFORMANCE
 Modular Learning
Experience  Grades In Mathematics
 Academic Support

Figure 1. Conceptual framework showing the relationship of the variable.

 CHAPTER 2

METHODOLOGY

This chapter presents the research methodology which includes the research

design, research locale, research respondents, research instrument, data gathering

procedure, statistical tools, and ethical consideration.

Research Design

This study used a quantitative research design. Quantitative research is the

procedure of gathering and analyzing numerical data. It can be used to discover

patterns and averages, make predictions, test causal relationships, and generalize

outcomes to wider populations (Bhandari, 2020). This research design is suitable for

the current study as it will determine the impact of modular distance learning to the

academic performance of students in mathematics.

The researcher also used the survey method to know the students

experiences and academic support during modular distance learning. It is primarily a

quantitative research technique in which the researchers administer some sort of

survey or questionnaire to a sample — or, in some cases, an entire population — of

individuals to describe their attitudes, opinions, behaviors, or characteristics of the

population (Creswell, 2005).

Specifically, the researcher used the descriptive correlation analysis to

determine the significant relationship between the two variables modular distance

learning and the academic performance of students without controlling or

manipulating it. A correlation evaluates the stability and the direction of the

relationship between two variables it is either a positive or negative correlation

(Bhandari, 2022).
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Research Locale

The researchers will conduct this study in the Municipality of Baganga.

Baganga is the first-class Municipality in the province of Davao Oriental, Philippines,

and has a population of 58,714 people according to the 2020 census. It is composed

of 18 barangays. It speaks Southern Kamayo, distinct from the Kamayo spoken in

Bislig, Surigao del Sur. It is also spoken in Surigao del Sur, Cateel, Caraga, and

some areas in Davao Oriental.

In addition, the Municipality of Baganga is also one of the safest Municipality

of Davao Oriental in the fight against the pandemic. Presently, the Municipality of

Baganga has five (5) quarantine facilities stated by the Municipal government of

Baganga through a post on Facebook last April 2020. There are also three (3)

hospitals; two (2) are infirmary hospitals (south and north) and a health center at the

Municipality. April 2020, Cherry Flores (BIU or Baganga Isolation Unit)stated that the

current quarantine classification is fourteen days home quarantine (vaccinated or

not). These factors pursue the aim of our study in the chosen municipality.

In Baganga, there are seven high schools; four (4) of these are public

institutions, and three (3) are private schools. The researchers conducted this study

at a private school and a religious institution run by Catholic congregation sisters of

SMC in Baganga, Davao Oriental. The locale of the study provides comprehensive

Basic Education, three senior high school tracks (STEM, GAS, and ABM), and two

college degrees: the Education Program (BSED – Major in Math, English, and

Physical Science, BEED – Generalist), and the BSBA – Major in Human Resource

and Management. The researcher chose the SHS GAS and STEM and BSED

Mathematics as the respondents of the study, discussed under the research.

 15

Figure 2. The Map of Davao Oriental and Municipality of Baganga

 16

Research Respondents

The respondents of the study are the SHS and BSED Mathematics students

excluding the researchers, enrolled during the school year 2021-2022. Using the

Slovin’s Formula at a five percent margin of error, one hundred forty (140) students

will be utilized in the study from the total population of two hundred sixteen (216).

The One hundred forty (140) students were selected using stratified random

sampling where the students are grouped based on their grade/year level. The

researchers chose the SMCBI's GAS and STEM Senior High School and BSED

Mathematics students who has units and subjects in mathematics course. The

respondents were under the modular distance learning during new normal education.

The respondents shown in the table below is stratified per students'

grade/year level. The percentage of the population is determined by dividing the

population each grade/year level to the total population of the students. The sample

per level is tabulated by multiplying the total population and the evaluated

percentage.

Grade/Year Level Population Sample Percentage

Grade 11- GAS 49 32 22.69%

Grade 11- STEM 50 33 23.15%

Grade 12- GAS 41 27 18.98%

Grade 12- STEM 37 24 17.13%

First Year BSED Mathematics 13 8 6.02%

Second Year BSED Mathematics 13 8 6.02%

Third Year BSED Mathematics 8 5 3.70%

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Fourth Year BSED Mathematics 5 3 2.31%

TOTAL 216 140 100%

Table 2: Respondents of the Study

Research Instrument

To get the appropriate data needed, the researcher divided the questionnaire

into two parts. Part one is the tool to determine the modular learning experiences

and academic support of the students. In the modular learning experience of the

students, the researchers adopted a questionnaire on the Students Experience on a

Module (SEaM). While the researchers adopted the Academic Support

Questionnaire (Cañete & Potane, 2022) that underwent Content Validity Index (CVI)

and Face Validity Index (FVI) calculations to determine the academic support of the

students. The researcher used the 5-point Likert Scale in the survey questionnaire to

specify the level of the agreement or favorable impression of the respondents to the

statement. The table below showed the description and interpretation of the results

based on the given range.

Range Description Interpretation

4.21- 5.00 Very High Modular distance learning is highly favorable.

3.41- 4.20 High Modular distance learning is favorable.

2.61- 3.40 Moderate Modular distance learning is fairly favorable.

1.81- 2.60 Low Modular distance learning is less favorable.

Table 2: Interpretation of 5-point Likert

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Part two will ask about the year/grade level and grades of the respondents

according to DepEd Order No. 73, series of 2012 level of proficiency; and to interpret

the academic performance of the students in mathematics, the researcher described

student’s performance based on the table below.

Range Description Interpretation

4.21- 5.00 Very High Academic Performance is highly favorable.

3.41- 4.20 High Academic Performance is favorable.

2.61- 3.40 Moderate Academic Performance is fairly favorable.

1.81- 2.60 Low Academic Performance is less favorable.

1.00- 1.80 Very Low Academic Performance is not favorable.

Table 3: Levels of Proficiency

Data Gathering Procedure

In gathering the data, the researchers have sought permission from the

principal, program head, and class advisers to start the conduct of the study. The

researchers also sent a letter to the Office of the Registrar for the names and

numbers of Senior High School and BSED Mathematics students to determine the

sample population. Moreover, the researchers have sent an informed consent form

for the respondents who were of legal age and sent an assent form for the parents of

minor-aged students. These is to ensure that the respondents know the necessary

information before they enter to participate in the research voluntarily.

After seeking the necessary permission to conduct the study, the researchers

will conduct the face-to-face survey at the respective home address of the

respondents, and they will be given enough time to answer the survey questions.
 19

After the survey, the data will be retrieved, collected, tallied, tabulated, analyzed, and

interpreted in the research discussion.

Statistical Tools

A researcher needs to understand the ideas of basic statistical procedures

utilized in research studies. This will help them to conduct a well-designed study that

yields valid and reliable results. This research used the following statistical tools to

analyze the data gathered from the survey.

The arithmetic mean is commonly referred to as the average or simply the

mean, it identifies the numerical average of all values in a data set (Allen, 2017).

This statistical tool will be used to determine the average response to each question

asked in the survey.

The standard deviation measures how far each observed value is from the

mean (Ilola, 2018). It is used to revealed the statistical significant difference between

the mean and each observation value of each variable.

Pearson Product-Moment Coefficient Correlation measures to determine

the relationship between two quantitative variables and the degree to which the two

variables coincide with one another (Allen 2017). This measure will be used to

determine the level of significant relationship between the two variables which is the

impact of modular learning and academic performance in mathematics of the

students.

The t value test is a statistical tool that is used to compare the means of two

groups (Bevans, 2022). This measure will be utilized to determine the significant
 20

relationship of the modular distance learning and academic performance of students

in mathematics.

Ethical Consideration

This research manuscript underwent evaluation by the research panel and

validators to ensure that it followed the ethical standard in conducting research. The

researchers follow the dimension of research ethics including informed consent, the

vulnerability of the research participants, risks, benefits and safety, privacy and

confidentiality of the information, justice, transparency, qualification of the principal

investigator or researcher, and community involvement.  

Informed Consent.  Prior to the data collection, the researchers secured an

informed consent form (ICF) for all the respondents of the study. The researchers

provided a detailed and comprehensive description of the nature and purpose of the

study in a language or dialect that the one hundred forty (140) respondents could

easily understand. The ICF stipulates the condition of voluntary choice of the

respondents to participate in the study. The researchers also assured the

respondents about the confidentiality of the records and data they provided for the

study. Furthermore, the researchers had informed the respondents that they are free

to ask questions about the research, thus stipulated in the ICF is the contact

information of the researchers. However, if the respondents have complaints about

the research in general, they were informed that they can contact the research

adviser. 

Vulnerability of Research Participants. In this study, the researchers

ensured that the identified vulnerability of the respondents was addressed. Some of

the respondents of this study are minors and considered vulnerable since they are

not at the right age to decide for themselves. To address this vulnerability, the
 21

researchers had secured from the parent of the respondents the assent form.

Stipulated in the assent form were the rights of the respondents not to participate in

the study and their choice of whether or not to continue answering the research

instrument. The researchers explained the content of the assent to the parents of the

respondent in a language that they can easily understand.

Risks, Benefits, and safety.  In this study, the researchers had identified no

risks to the psychological, social, economic, legal, and safety of the respondents.

However, the researcher had discovered a minor physical risk, such as

inconvenience and disturbance, that could develop during the house-to-house

survey. If the respondents complain about any of these physical risks while the study

is being conducted, they have all the right to discontinue participating without

penalty.

The researchers had also informed the respondents of the benefits they would

enjoy from the result of this study. The respondents, as the direct beneficiary, would

enjoy the possible benefits of any enhanced teaching modality and strategies

employed by their mathematics teacher as influenced by the result of this study. This

research would also assist mathematics teachers and school administrators in

making decisions about how to improve the mathematical performance of the

students.

Since the researchers conducted a house-to-house survey and were at risk of

the spread of the virus, the researchers also ensured the safety of the respondents

during the conduct of the study. The researchers had followed all safety protocols of

the local health government. The researchers were fully vaccinated, wear face

masks during the conduct of the study, and observed social distancing. 
 22

Privacy and Confidentiality of the information. The respondents'

information was kept private and confidential during the current study. The

researcher followed the Data Privacy Act of 2012, also known as Republic Act

10173, which requires transparency, legitimate purpose, and proportionality in the

collection, retention, and processing of personal data (Congress of the Philippines,

2012). This act preserves the free flow of information and encourages innovation and

growth by protecting fundamental human rights to privacy of information. The

respondents' right to privacy had been respected by the researcher. Unless

otherwise required by law, information must be kept confidential at all times. Thus,

any information that needed to be kept confidential was handled with extreme

caution.

Justice. In this study, justice requires an equitable selection of participants,

so that no group receives a disproportionate share of the benefits or burdens of

research. The researchers had chosen the BSED Mathematics and Senior High

School students as they have subjects and units in mathematics, and these identified

groups of students were fitted the inclusion criteria. The researcher considered that

these groups could handle the responsibilities of being respondents since they met

the inclusion criteria and the risks and safety had been properly managed.

Before conducting the data gathering, the researcher had informed the

respondents of their benefits, as students, to the result of the current study.

Furthermore, the researcher emphasized to the respondents, who were the data

sources, that honesty and truthfulness in answering the survey questionnaire were

appreciated. In exchange, the researcher added, they would be prioritized as

stakeholders who would benefit from the study's findings.

 23

Transparency. To be ethical, the researcher needs to ensure that the

process, the nature of the study, and the extent of the participants were clear and

understandable. Thus, the researcher made sure that the respondents were

informed of how the data was gathered to their ends. The respondents were also

informed of the importance of their involvement as well as their ability to withdraw if

required. 

The respondents would be informed about the results of the study if only the

results were scientifically valid and confirmed. The researcher ensured that the

study's findings were reasonably available and accessible to the respondents.

Meanwhile, the researchers made sure that there was no bias in conducting the

study, as the researchers strictly followed procedures and provisions to meet the

desired results.

Community Involvement. In this study, the researcher engaged with the

SMCBI academic community. The SMCBI academic community assisted in the

correction, validation, and revision of the manuscript of the current study. They had

also given the researcher instructions based on their research standards and

practices. The researcher had also requested authorization from them, such as

permission to perform the study from the principal, program head, and advisers, and

permission to obtain information from the registrar's office.

 CHAPTER 3

RESULTS AND DISCUSSION

This chapter presents the result, analysis, and presentation of the data

gathered. The data was organized in tables to provide a thorough view of the results.

Modular Distance Learning

Table 4 pertains the students’ modular learning experiences. The overall

mean is 2.79 (SD = 0.84), which is described as moderate. This result implies that

the modular distance learning is fairly favorable. The Standard Deviation (SD)

ranges from 0.75 to 1.18. The SDs, which are lower than 1.00, denotes consistency

of the responses, while those that are greater than 1.00 connote heterogeneity of the

responses.

This result supports the study of Dargo and Dimas (2021) stating that face-to-

face as the most important factor of physical learning is more favorable than modular

distance learning in terms of students learning.

Table 4

Modular Learning Experiences

Statements Mean SD Description

1. My interest in learning mathematics is 2.76 0.82 Moderate

maintained with the help of the way the module

materials were presented.

2. My study workload for my mathematics module 2.64 0.75 Moderate

fits my circumstances.
 25

3. My understanding of our mathematics module 2.90 0.87 Moderate

is improved with the help of educational

resources that I accessed on the internet,

journals, or books.

4. My collaboration with my classmates on an 2.84 0.88 Moderate

online document, using Google docs, or

something similar helps me in our mathematics

module.

5. My mathematics module is informative and 2.71 0.88 Moderate

engaging; thus, I was able to understand the

mathematical context easily.

6. My understanding of our mathematics module 2.75 0.85 Moderate

was assessed through numerous opportunities.

7. My assessed mathematical task is completed 2.79 0.86 Moderate

with the help of easy-to-follow instructions

provided in the module.

8. My assessed task in the module is related to 2.85 0.80 Moderate

the content of the provided mathematics

module.

9. My end of the module mathematics 2.89 0.86 Moderate

assessment is provided with enough time to

prepare based on the study planner.

Overall Mean 2.79 0.84 Moderate

 26

Modular Learning Experiences as an indicator has an overall mean of 2.79

(SD = 0.84) also described as moderate. The item with the highest mean is, my

understanding of our mathematics module is improved with the help of educational

resources that I accessed on the internet, journals, or books, is described as

moderate. Moreover, the item that got the lowest mean, my study workload for my

mathematics module fits my circumstances, is also described as moderate. The

result implies that the students experience in modular distance learning is fairly

favorable.

The item with the highest result conforms to the study of Mukuka, Shumba,

and Mulenga (2021) that when students self-study they used hard copies such as

journals, books, etc. as it is accessible in mathematics learning. Moreover, it is also

parallel to the study of Cortez (2020) that most of the students are capable learning

their math lesson as they spend their time to browse the internet for online learning

materials. However, it is interpreted as fairly moderate due to the difficulties students

faces, as supported by the study of Kumah (2015) that students face information

overload and difficulty locating relevant information.

While the item that got the lowest result coincides with the findings of

Aristeidou and Cross (2021) that undertaking study activities during distance learning

is associated with the difficulty of students in managing their workload.

Shown on Table 5 is the data on the level of students’ academic support in

modular distance learning. It has an overall mean of 2.92 (SD = 0.85), which is

described as moderate. This implies that the academic support experienced by

students during modular distance learning is fairly favorable. This variable has a

standard deviation ranging from 0.82 and 1.18, where items with SDs lesser than
 27

1.00 connote the consistency of responses, while SDs that is greater than 1.00

denote heterogeneity of the responses.

This result coincides to the study of Agaton, Boongaling, Cueto, and Javier

(2021) that parents were struggling with the student’s lessons and they also had

financial problems which makes the students experience fairly favorable.

Table 5

Academic Support

Statements Mean SD Description

10. My mathematics teacher ensures that I am 3.03 0.85 Moderate

aware of the expected accomplishment every

week.

11. My mathematics teacher gives me the 3.10 0.86 Moderate

impression that I am welcome to ask questions

regarding our lessons.

12. My mathematics teacher encourages me to 3.15 0.82 Moderate

regularly submit my written and performance

tasks.

13. My mathematics teacher gives feedback on my 2.88 0.95 Moderate

performances.

14. My mathematics teacher encourages me to 2.88 0.94 Moderate

inquire about topics that I am having difficulty

with.

15. My mathematics teacher and I had good 2.91 0.91 Moderate

communication.

16. My classmates and I had an opportunity to 2.96 0.87 Moderate

 28

interact through performance tasks in our

mathematics module.

17. My classmates are supportive and participative 2.89 0.83 Moderate

in our mathematical group tasks.

18. My parent’s guide me in my lessons in the 2.33 1.11 Low

mathematics module.

19. My parents make me feel comfortable 2.72 1.18 Moderate

whenever I ask for their assistance.

20. My parents provide me with all the materials I 3.33 0.89 Moderate

need for my written and performance tasks.

Overall Mean 2.92 0.85 Moderate

Academic Support as an indicator has the highest mean of score of 3.33 (SD

= 0.89) pertains to my parents provide me with all the materials I need for my written

and performance tasks. The rating is described as moderate, which connotes that

the students experience is fairly favorable. This result conforms to the study of

Agaton and Cueto (2021) that parents have encountered various challenges in the

new mode of learning including financial difficulties, which results to most parents not

being able to provide with all the materials the students need.

The lowest mean of score of 2.72 (SD = 1.18) pertains to my parents make

me feel comfortable whenever I ask for their assistance. The rating is described as

moderate, which connotes that the students experience is fairly favorable. This

result jives with the findings of Palma, Escucha, Distor, Tuyao, Malaco, and Estrellan

(2021) that there is a moderate level of academic support which parents encourages

or comforts the students when they feel down at school sometimes.

 29

Academic Performance

Table 6 shows the student’s level of academic performance in mathematics.

The result shows an overall mean of 2.94 and a standard deviation of 0.82. The

mean performance of the students is interpreted as fairly favorable.

Table 6

Academic Performance

Indicator Mean SD Description

Academic Performance 2.94 0.82 Moderate

The result affirms the study of Shachar and Neumann (2003) that distant

education has a moderate effect to the academic achievement of the students.

Thus, the results connote that modular distance learning is fairly favorable as

students are collectively performing moderately.

Relationship between Modular Distance Learning and Academic Performance

of Students in Mathematics

The result of the correlation between variables is presented in Table 7. It can

be observed that there is no significant degree of relationship between modular

distance learning and academic performance of students in mathematics. The

computed Pearson r values is 0.124 , which means there is a weak relationship

between modular distance learning and academic performance of students in

mathematics.

In identifying the significance of two variables, the researchers used index

error α =0.05 and the computed degrees of freedom ( df ) is 138. The df and the index

error would intersect on 1.965, which is the critical value ( C . V ). Meanwhile, the

computed t -value for the two-tailed test is t=1.468 .

30
 31

Table 7

Correlation of Variables

Pearson r α df C.V . t Remark

0.124 0.05 138 ± 1.965 1.468 Insignificant

Figure 3 shows the two-tail region of the pair sample test. From table 4, the

critical value for the two-tail is 1.965. The researchers use a two-tailed test, so the

rejection region on the upper portion of the graph would be positive 1.965 while the

lower region would be negative 1.965. In table 7, the computed test value t is 1.468.

Since the test value t did not fall in the critical region as shown in Figure 3, this

implies that there is no significant relationship between Modular Distance Learning

and academic performance of students in mathematics.

Figure 3: Two-tailed Test

The result affirmed the study of Aksan (2021) that there is no significant

relationship of the students’ perception regarding modular distance learning to their

 32

academic performance in mathematics. It is also congruent to the findings of Villegas

(2021) that there is no significant relationship between the implementation of

modular learning modality in terms of learning and development and academic

performances of the pupils. In addition, the knowledge and skills in implementing

modular learning modality and the conducted capacity building to learning facilitators

to assist and guide their children while learning at home using modules is not

significant to the academic performances of the pupils.

 CHAPTER 4

CONCLUSION AND RECOMMENDATION

The chapter sums up the findings of the study, drawn to form conclusion and

recommendation.

Findings

The following findings were presented based on the interpreted data:

1. The level of students’ modular learning experience in mathematics is moderate,

with an overall mean of 2.79 (SD=0.84).

2. The level of students’ academic support in Modular Distance Learning in

mathematics is moderate, with an overall mean of 2.92 (SD=0.85).

3. The level of students’ academic performance in mathematics is moderate, with

an overall mean of 2.94 (SD=0.82).

4. There is an insignificant relationship between Modular Distance Learning and

academic performance of students in mathematics. With the computed Pearson

r value is 0.123 . Since α =0.05 and there are 138 degrees of freedom (df ), the

critical values are ± 1.965. The computed test value t=1.468.

Conclusion

Based on the findings, the conclusion was drawn:

1. The level of difficulties the students experience in understanding mathematics

during Modular Distance Learning is fairly favorable.

2. The students' encountered academic support in doing their mathematics module

is fairly favorable.

3. The students’ collective academic performance in mathematics is fairly

favorable, specifically during modular distance learning.

 34

4. The students’ academic performance in mathematics is not correlated to their

experience in modular distance learning. Therefore, their academic

achievement during the new normal education has no direct relation to their

encountered circumstances on the school’s implemented learning modality.

Recommendations

Based on the results, interpretations, and conclusions, the following

recommendations were drawn:

1. Teachers should provide instructional materials that include comprehensive

learning content that students can easily understand during their Modular

Distance Learning.

2. Teachers should also provide learning resources that are accessible online or

provide hard copies of printed journals and books to assist the students

learning in mathematics.

3. Parents should provide their children assistance in their academic needs and

wholeheartedly support the students as much as they can.

4. Students should strive in achieving high academic performance during

Modular Distance Learning in the same way they actively perform in face-to-

face classes.

5. Lastly, students should properly manage their workload to be able to actively

submit their worksheets, performance tasks, and exams in their module.

 35

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 41

APPENDICES
 42

APPENDIX A.

LETTER OF PERMISSION
43
44
45
46
47
48
49
 50

APPENDIX B.

ACCOMPLISHED VALIDATION FORM

51
52
53
54
55
56
 57

APPENDIX C.

SURVEY QUESTIONNAIRE
 58

SURVEY QUESTIONNAIRE
Name (Optional): __________________________ Date: ___________
General Instruction: Fill all the information that is asked below. Please make sure
to answer each statement HONESTLY.
Part I. MODULAR DISTANCE LEARNING
Direction: Specify your level of agreement or disagreement in the statement
implied about your modular learning. Put a check in the box using the rating scale
below:
5- Strongly Agree
4- Agree
3- Moderate
2- Disagree
1- Strongly Disagree

Modular Learning Experiences 5 4 3 2 1

1. My interest in learning mathematics is

maintained with the help of the way the
module materials were presented.

2. My study workload for my mathematics

module fits my circumstances.

3. My understanding of our mathematics module

is improved with the help of educational
resources that I accessed on the internet,
journals, or books.

4. My collaboration with my classmates on an

online document, using Google docs, or
something similar helps me in our
mathematics module.

5. My mathematics module is informative and

engaging; thus, I was able to understand the
mathematical context easily.

6. My understanding of our mathematics module

was assessed through numerous
opportunities.

7. My assessed mathematical task is completed

with the help of easy-to-follow instructions
provided in the module.
 59

8. My assessed task in the module is related to

the content of the provided mathematics
module.

9. My end of the module mathematics

assessment is provided with enough time to
prepare based on the study planner.

Academic Support

10.My mathematics teacher ensures that I am

aware of the expected accomplishment every
week.

11.My mathematics teacher gives me the

impression that I am welcome to ask
questions regarding our lessons.

12.My mathematics teacher encourages me to

regularly submit my written and performance
tasks.

13.My mathematics teacher gives feedback on

my performances.

14.My mathematics teacher encourages me to

inquire about topics that I am having difficulty
with.

15.My mathematics teacher and I had good

communication.

16.My classmates and I had an opportunity to

interact through performance tasks in our
mathematics module.

17.My classmates are supportive and

participative in our mathematical group tasks.

18.My parents guide me in my lessons in the

mathematics module.

19.My parents make me feel comfortable

whenever I ask for their assistance.

20.My parents provide me with all the materials I

need for my written and performance tasks.

Part II. ACADEMIC PERFORMANCE

 60

A. Direction: Check the appropriate year/grade level in the box and use the
condition provided.
TERTIARY LEVEL. Fill your average grade in your mathematics related
courses based on your Second Semester grade last school year 2020 –
2021.
SENIOR HIGH SCHOOL. Fill your average grade in your mathematics
related subjects based on your First Semester grade this school year 2021
– 2022.
B. Direction: Check the box by using the following rating scale:
5 – 90% and above
4 – 85% - 89%
3 – 80% - 84%
2 – 75% - 79%
1 – 74% and below

Academic Performance 5 4 3 2 1

My average grade in mathematics is…

 61

APPENDIX D.

SAMPLE ACCOMPLISHED INFORM CONSENT FORM

62
63
 64

APPENDIX E.

SAMPLE ACCOMPLISHED ASSENT FORM

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CURRICULUM VITAE
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CURRICULUM VITAE

DANESSA JOYCE C. BATAO

09061555671 – [email protected]

PERSONAL DATA

Place of Birth: Veneer, San Isidro, Baganga, Davao Oriental

Civil Status: Single

Program/Year Level: BSED Mathematics III

EDUCATIONAL BACKGROUND

College: BSED Mathematics III

St. Mary’s College Baganga, Inc.

Secondary: Senior High School

Maryknoll School of Lambajon, Inc.

With Honors, Academic Awardee

Junior High School

Maryknoll School of Lambajon, Inc.

Third Honor, Academic Awardee

Elementary: Lambajon Central Elementary School

Third Honor, Academic Awardee

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CURRICULUM VITAE

NAIRA S. ARIMAO

09168231244 – [email protected]

PERSONAL DATA

Place of Birth: Baganga, Davao Oriental

Civil Status: Single

Program/Year Level: BSED Mathematics III

EDUCATIONAL BACKGROUND

College: BSED Mathematics III

St. Mary’s College Baganga, Inc.

Secondary: Senior High School

Baganga National High School

Junior High School

Baganga National High School

Elementary: Baganga Central Elementary School

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CURRICULUM VITAE

JONAH FE A. RAMOS

09464220889 – [email protected]

PERSONAL DATA

Place of Birth: San Francisco, Lucod, Baganga, Davao Oriental

Civil Status: Single

Program/Year Level: BSED Mathematics III

EDUCATIONAL BACKGROUND

College: BSED Mathematics III

St. Mary’s College Baganga, Inc.

Secondary: Senior High School

Baganga National High School

Junior High School

Baganga National High School

Elementary: Lucod Elementary School

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CURRICULUM VITAE

DULMAR M. BALO

095340665855 – [email protected]

PERSONAL DATA

Place of Birth: Coog, Olin, Baganga, Davao Oriental

Civil Status: Single

Program/Year Level: BSED Mathematics III

EDUCATIONAL BACKGROUND

College: BSED Mathematics III

St. Mary’s College Baganga, Inc.

Secondary: Senior High School

St. Mary’s College Baganga, Inc.

Academic and Athletic Awardee

Junior High School

St. Mary’s College Baganga, Inc.

Non Academic and Athletic Awardee

Elementary: St. Mary’s College Baganga, Inc.

Academic and Athletic Awardee

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CURRICULUM VITAE

DAVE M. BALUG

09532761951 – [email protected]

PERSONAL DATA

Place of Birth: Saoquige, Baganga, Davao Oriental

Civil Status: Single

Program/Year Level: BSED Mathematics III

EDUCATIONAL BACKGROUND

College: BSED Mathematics III

St. Mary’s College Baganga, Inc.

Secondary: Senior High School

University of Mindanao, Davao City

Junior High School

Davao City National High School

Elementary: Baganga Central Elementary School

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CURRICULUM VITAE

KENTJEFF P. CALIG-ONAN

09677118879 – [email protected]

PERSONAL DATA

Place of Birth: Sacuan, Manorigao, Caraga, Davao Oriental

Civil Status: Single

Program/Year Level: BSED Mathematics III

EDUCATIONAL BACKGROUND

College: BSED Mathematics III

St. Mary’s College Baganga, Inc.

Secondary: Senior High School

San Luis National High School

Academic Awardee

Junior High School

San Luis National High School

Academic Awardee

Elementary: Baugo Integrated School