Relationship between Students’ Perception and Degree of Satisfaction of SHS

students on Modular Distance Learning Modality of Tagumbao National High

School

A Research Paper Presented to

The Faculty of Tagumbao National High School
Senior High School Department

In Partial Fulfillment of the Requirements for the

Subject Practical Research 2
of the Senior High School Program

By

Casal, RobertoJr., C.
Facun, Zhenjie Rolly, D.
Ignacio, Maria Donna, O.
Pagaduan, Jonathan, R.
Vidad, Ehdmark, N.

March 2021
 TABLE OF CONTENTS

ABSTRACT..................................................................................................................................
#

LIST OF TABLES AND FIGURES.............................................................................................

#

ACKNOWLEDGMENT...............................................................................................................
#

DEDICATION...............................................................................................................................
#

THE PROBLEM AND ITS BACKGROUND..............................................................................

#

REVIEW OF RELATED STUDIES AND LITERATURE..........................................................

#

METHODS OF STUDY AND SOURCES OF DATA.................................................................

#

PRESENTATION, ANALYIS AND INTERPRETATION OF DATA.......................................

#

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS.......................

#

BIBLIOGRAPHY.........................................................................................................................
#

APPENDICES...............................................................................................................................
#

A. QUESTIONNAIRE...........................................................................................................
#

B. EXCEL FILE OF GATHERED DATA ...........................................................................

#

C. LETTER OF APPROVAL................................................................................................
#

D. BIO-DATA OF RESEARCHERS.....................................................................................
#
 ABSTRACT

This research paper is an examination on the interconnectedness of the factors:

students’ perception and students’ degree of satisfaction regarding on the implementation

of modular distance learning modality of Tagumbao National High School certainly in

Senior High School Department. This paper examines the challenges and situations

present in the said learning modality particularly in the aspects: learning experiences,

school’s teaching practices and impact of modular distance learning, that have been

identified in some of the studies overseas and at local setting. Then, it also seeks to

determine the relationship of the two said factors that are crucial in execution of modular

distance modality. Additionally, this study caters 117 number of sample and utilized

Systematic sampling design with the interval of two (2) to accommodate 58 respondents

in the Senior High School department. Correlation research design is used in this study to

identify the correlation of the two variables. The researchers used online adapted survey

as their tool in gathering the respondents’ answers that are essential in the study. The

researchers analyzed, synthesized and interpreted the gathered data that led the study to
its findings and conclusion where in it revealed that the students are motivated,

encouraged and eager to do their modules. Also, the students responded that the

communication between them and teachers are essential in modular approach. Lastly, the

study significantly concluded that the beliefs and thoughts of the students create an

impact of the level of their contentment on modular distance learning.

Keywords: modular distance learning, students’ perception, students’ degree of

satisfaction, online survey, learning experiences, school’s teaching practices, impact of

modular distance learning

LIST OF TABLES AND FIGURES

Tables

Table 1. Interpretation of Data for Students’ Perception

Table 2. Interpretation of Data for Students’ Degree of Satisfaction

Table 3. Summary of Respondents’ Perception in terms of Learning Experiences

Table 4. Summary of Respondents’ Perception in terms of Schools’ Teaching Practices

Table 5. Summary of Respondents’ Perception based on the Impact of Modular Distance

Learning

Table 6. Summary of Respondents’ Degree of Satisfaction in terms of Learning

Experiences

Table 7. Summary of Respondents’ Degree of Satisfaction in terms of School’s Teaching

Practices
Table 8. Summary of Respondents’ Degree of Satisfaction on the Impact of Modular

Distance Learning

Table 9. Correlation between Variable 1 and Variable 2

Figures

Figure 1. PC Model on the study between the Students’ Perception and Degree of
Satisfaction of SHS students on Modular Distance Learning Modality of Tagumbao
National High School

Figure 2. Mean Formula

Figure 3. Pearson’s R Formula

Figure 4. Illustration on the Correlation between Variable 1 and Variable 2

ACKNOWLEDGEMENT

The preparation of this important document would not have been possible without

the support, hard work and endless efforts of certain individuals.

Firstly, the researchers would like to thank God for all the strengths, chances,

wisdom and knowledge that He had given to them that we have used in doing their

research paper. They owe Him for all the blessings and life we are enjoying.

The researchers also want to express their heartfelt gratitude to Tagumbao

National High School-Senior High School Department and to our School Head: Sir

Joenar H. Baluyut for giving them the platform to showcases our skills in research

writing.
 They are certainly thankful to their Practical Research 2 teacher, Sir Melvin C.

Ramil for his unending patience, support, encouragement, motivation and guidance

throughout this paper. The researchers would also like to thank Ma’am Rochelle P.

Gambol for being their statistician and helped them to create an unbiased and statistical-

based study.

The researchers wish to extend our gratitude to the member of the panel, Sir

Jayson G. Bala, who gave his insights and expertise for the betterment of the research

paper.

To their families, who support and cheer them in the entire research writing.

Lastly, they would like to thank everyone in the group for being tough enough

until they ended up here successfully.

DEDICATION

We dedicate this research paper firstly to our Almighty God who gave us the

knowledge, wisdom and time to start and finish this study despite of the challenges that

the world is facing.

Secondly, we dedicate also this study to our families who always there to support

us and guide us upon creating this study. Thanks to for your sacrifices that you have done

for us.

We would also want to dedicate this study to our teacher and adviser Sir Melvin

C. Ramil, who always inspire us to learn and finish the work. God bless you sir for

diligently teaching in times of new normal in education.

 Lastly, we would like to devote this study for ourselves who are really trying to

cope out in the new face of learning. The sleepless nights would be paid off and we could

say with our head held high that we survive with the grace of God and with the support of

all the people who surround us.

-Group 01 Researchers

CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

Introduction

Quality education is the Department of Education’s (DepEd) mandate in

providing nationwide services of teaching and learning. Unfortunately, in 2020, a new

strain of an infectious virus proliferated around the globe and affecting more than 50

million people according to the data of World Health Organization (WHO) as of

November 09, 2020. This particular pandemic affected the education system not only of

the Philippines but also around the world. In a blog, entitled “How countries are using ed

tech (including online learning, radio, television, texting) to support access to remote

learning during the COVID-19 pandemic,” at least seventy-two (72) countries are listed
as they started implementing distance learning system amid the pandemic. These

countries sought adaptation through different modes of distance learning (The World

Bank Group, 2020).

Distance learning is a type of learning system which the teachers and the students

do not interact physically but by means of combined print and virtual access (Wheeler,

2012). There are two modes of distance learning: (1) virtual classroom, a type of distance

learning that uses technologies like video and audio conferencing method to create online

classes (2) group-based form which uses collaborative manner to address learning or

trainings (Keegan, 2006). In addition, modular learning or modularization is a new

emerging learning system that uses printed modules as a new platform of learning in

distance education (Dejene, 2019). Relevantly, under this learning approach, students’

perception and students’ degree of satisfaction are factors present in modular approach.

Students’ perception refers to the beliefs and thoughts of the students regarding the

modular learning modality while students’ degree of satisfaction refers to the level of

students’ contentment in regard with modular learning modality.

With the said educational pandemic adaptation of the Education Department,

especially the modular distance modality, studies highlighted disadvantages of the said

learning system. According to Rodeiro and Nadas (2010) modular learning modality

hindered teacher-student relation as this kind of modality limits the interaction between

the instructors and learners. Modularization also brought inadequate time for students and

teachers to finish the modules in short period of time (Dejene, 2019). Students also from

of University of Bedfordshire disclosed that they more prefer face-to-face classes rather
than distance learning based on the two surveys conducted (Bentley, Scannell and

Shegunshi, 2010). In relevance, the instances mentioned above describe the problem

under modular learning. The failure of acquiring the quality of education in the learning

system is rampant around the world. The new environment of learning is not a platform

for the learners to obtain the knowledge that they needed to gain while learning.

However, studies and journals also emphasized some of modular learning’s

advantages. The modular distance learning gave more advantages on the learners as it has

shorter and self-contained units to minimize their time to do personal responsibilities

(Cornford, 1997), which would lead in more quality time for family. Also in a journal,

“Skill Standards and Skill Formation: cross-national perspectives on alternative training

strategies. Report for Jobs for the Future. Funding provided by the German Marshall

Fund of the USA,” it showed that in Sweden, one module was enough to replace a whole

course for the employees while in Scotland, ten percent (10%) modules were being

replaced annually (Vickers, 1994), a better way of summarizing the lesson for better

understanding.

In a Pakistani study, it found out that modular learning modality is more effective

method of teaching in secondary Biology classes than face-to-face mode because the

learners could learn their lesson in their more compatible way of understanding. In

addition, students also excelled more in modular distance learning than the traditional

face-to-face classes, based on the conducted test in 56 students from Grade 9 level using

three topics in four weeks (Ali et al., 2010).

 In the Philippines, almost 23.6 million students from both private and public

schools enrolled for academic year 2020-2021 amidst the pandemic based on DepEd’s

data released last August 2020 (Manila Bulletin, “23.6 million students enroll for the new

school year — DepEd,” August 25, 2020). It is about 80% of DepEd’s target enrollee

which about at least 22 million but almost eight million were not able to enroll this year

(CNN Philippines, “DepEd hits target number of enrollees, but millions of student seen

to be left out,” July 19, 2020). There are variety of problems that hinders students to

study well using distance learning system. It included: technological, individual,

domestic, institutional, and community barriers. It manifests on the difficulty in adjusting

in learning style, seventy-two percent (72%), was the most usual distance learning

problems that the 3,670 respondents experienced (Alberto et al., 2021).

Tagumbao National High School as the setting of the research, particularly in the

Senior High School (SHS) Department, students are studying by means of modular

distance modality for the School Year 2020-2021. The school administration provides the

schedule for the distribution and retrieval of modules. Based on the given schedule, the

school made the distribution of modules every Monday of the week where students’

parents or guardians come to get personally the printed materials. Consequently, parents

retrieve the answered modules, Monday after two weeks.

In other words, the students, particularly, the Senior High School learners must

finish all the four to five given modules in four days by their own in supplementary with

the given performance task by their teachers. To simplify, students are free to do any

style of learning by themselves, far from the repetitive face-to-face ambiance before the

pandemic hit. Concerning also the learning equipments like laboratory tools that students
should use for their subjects which were briefly connected to the problems seen in

published works. The concern also in obtaining quality education would be a problem as

the teachers could not oversee the students personally while studying. A big challenge for

the students and school to continue school year as many learners would just pass their

modules as compliance without learning at all.

The main purpose of this research is to determine the relationship between

students’ perception and degree of satisfaction on modular distance learning modality

among senior high school students. This study would benefit the school itself as it is also

a form of evaluation regarding on the implementation of modular distance learning

modality. Moreover, it would also create an impact on the ‘quality education’ mandate of

Deped during the pandemic.

Statement of the Problem:

This study targets to determine the relationship between students’ perception and

degree of satisfaction on modular distance learning modality among senior high school

students of Tagumbao National High School. Certainly, this research paper focused to

seek answers for the following questions:

1. What is the senior high school students’ perception in modular distance learning

modality in terms of?

1.1 Learning experiences

1.2 Teaching practices of school

 1.3 Impact of modular distance learning

2. What is the degree of satisfaction of senior high school students in the modular

distance learning modality in terms of?

1.1 Learning experiences

1.2 Teaching practices of school

1.3 Impact of modular distance learning

3. Is there a significant relationship between students’ perception and degree of

satisfaction on modular distance learning modality among the senior high school students

of Tagumbao National High School?

4. What is the implication of the study in students’ learning?

Hypothesis:

Null Hypothesis

There is no significant relationship between students’ perception and degree of

satisfaction on modular distance learning modality among the senior high school students

of Tagumbao National High School.

Significance of the Study

 This study is an essential attempt in identifying the relationship between students’

perception and degree of satisfaction on modular distance learning modality among the

senior high school students of Tagumbao National High School. Likewise, this research

is valuable to the following beneficiaries:

To the Students, this study would highlight the degree of satisfaction of the

senior high school students on modular learning system. Moreover, this would help them

to build self-awareness and self-discipline to adjust and figure out problems in individual

modular learning modality.

To the Parents, this study would be a crucial instrument for them in identifying

the real situation of their children in coping with modular distance learning. Therefore,

this would provide them a home-based plan on how they could guide their children in

studying this pandemic.

To the Teachers, the findings of this study would help them determine the

situation of the students under the modular distance learning modality. Thus, this would

help them to strategize in their distance teaching style to address the specified problems

in the said system of learning.

To the School Heads, this study would serve as a new basis in improving the

school’s policies and program in the implementation of modular distance learning

system.
 To the Education Department, this study would help the DepEd and its working

force to evaluate the department’s effort in executing the distance learning in the

Philippines in very local settings of schools.

To the Future researchers, the findings of this study would serve as their

additional input to intensify their future studies about the satisfaction level of SHS

students on modular distance learning scheme.

Scope and Delimitation

This study serves an overview of the relationship between students’ perception

and degree of satisfaction on modular distance learning modality among the senior high

school students of Tagumbao National High School. Similarly, this research bounds to

the following scope and delimitation.

The overall purpose of this study is to find the relationship between students’

perception and degree of satisfaction on modular distance learning modality among the

senior high school students. This would highlight the statistical-based connection of the

two variables on the said students of Tagumbao National High School Senior High

School Department. The school’s Senior High School Department consists of five (5)

Grade 11 sections and three (3) Grade 12 sections. The sections for Grade 11 level are:

11-Palladium, 11-Gold, 11-Titanium, 11-Rhodium and 11-Platinum. On the other hand,

the sections for Grade 12 level are the following: 12-Sapphire, 12-Emerald and 12-Topaz.

Additionally, this descriptive research would focus on the systematic selected 58

respondents with interval of two (2) from 117 computed sample, where it is the
calculated using Slovin’s formula. The selected respondents would answer researchers’

adapted online survey or questionnaire through online platform as a fulfillment on the

research study for the school year 2020-2021.

Definition of Terms

This study concentrates in identifying the relationship between students’

perception and degree of satisfaction on modular distance learning modality among the

senior high school students of Tagumbao National High School. Moreover, the following

terms are defined on how these will be used in this study:

Activities. An educational procedure design to stimulate learning by firsthand experience

(merriamwebster.com). These refer on written tasks in modules that needed to be

accomplished by the SHS students individually or by group.

Degree of satisfaction. The contentment feels when one has fulfilled a desire, need or

expectation (definition.net). This refers on the level of contentment of the Senior High

School students on the distance learning system of Tagumbao National High School.

Face-to-face classes. A class in which students meet with the professor in a brick and

mortar classroom during scheduled class time (igi-global.com). A conventional learning

system that being prohibited amid pandemic and leaded to implementation of distance

learning in Tagumbao High School.

Implication. The act of implicating and the states of being implicated

(merriamwebster.com). This denotes the impact and effects of the study to the students’

education.

Learning modules. Are printed or non-printed materials that guide both teachers and

learners through the content of and learning activities for a subject matter This refers on

how the students study their modular under new normal education (deped.gov.ph). These

refer to the printed modular materials given to the Senior High School students.

Learning experiences. Refers to any interaction, course, program, or other experience in

which learning takes place (edglosaary.org). This denotes the learning experiences

certainly the lessons, activities and performance tasks encountered by the senior high

school students on modular distance modality.

Lessons. A reading or exercise to be studied by a pupil (merriamwebster.com). These

refer to any modular lessons being taken by the Senior High School students.

Modular distance learning. It is a form of distance learning that uses self-learning

modules based on the most essential learning competencies provided by DepEd

(flipscience.ph). This refers to the learning system being used by Senior High School

students of Tagumbao National High School.

Online survey. It is a structured questionnaire that your target audience completes over

the internet generally through a filling out a form (usability.gov). This refers to the ‘new

normal’ research tool that would utilize by the research to gather data from respondents

in response to COVID-19’s danger.

Overall assessment. It means a general evaluation, consideration, appreciation of

something (wordreference.com). This refers to the overall evaluation of Senior High

School student in modular distance modality.

Performance tasks. Are learning activities or assessments that ask students to perform to

demonstrate their knowledge (blogperformancetask.com). These refer to the tasks given

by the teachers for the Senior High School students to complete and pass virtually or

written.

Senior high students. Refer to the students who study the last two years of the K to 12

program that has been implemented by the Department of Education here in the

Philippines since 2012 – namely, grades 11 and 12 (enderuncolleges.com). These denote

the target respondents of the study in Tagumbao High School.

Students’ Perception. It refers to students’ thoughts and beliefs on a certain aspect (igi-

global.com). This refers to the beliefs and thoughts of senior high school students on

modular distance learning modality.

Teacher-student class relationship. Relationship with the teacher that helps

a student feel more comfortable and safe in their classroom environments

(eltcenters.com). This refers to the interaction of the teacher with the Senior High School

students in modular distance learning.

Teaching practices of school. Refers to the general principles, pedagogy and

management strategies used for classroom instruction (teach.com). This refers to the

teaching methods of the teachers done on modular distance learning modality.

Unconventional teaching methods. Are diverse methods of learning that are not

normally included in formal or traditional education settings (springerlink.com). These

refers to the new techniques used by the teachers to deliver the learning modular

approach.

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents and discusses some conceptual and research literature and

studies valuable to the insights of the present study.

Foreign Studies

Through the times, even before the pandemic hit, modular distance learning and

other types of distance learning was being utilized around the world. According to the

study of Saqid and Zamir (2014) in Islamabad, Pakistan, they concluded that modular

learning and teaching are more effective in university level. Based on their study, the

university students responded that they prefer the said modality because they said that

they can decide how they can work on with their studies. Another thing from their study

is that, the presence of the modules made them more motivated in doing their modules.
They also established that university learners see modular learning as an asset on their

education.

In supplementary with the said studies, the study of Abuhassna and Yahaya

(2018) also introduced another perception about distance learning certainly the modular

distance learning in University Technology Malaysia. According to their study,

technology plays a big part for the students’ education in distance learning. With the help

of technology, the teachers and students are able to build connection and communication.

Also, their study also indicated positive impact for the students in terms of self-

regulation, self-efficacy and interaction during distance education.

Apparently these two studies presented common idea in terms of distance

learning. Both of the mentioned studies pointed out the positive side of distance learning

which includes modular learning modality. It mentioned the advantages of distance

learning based on the perceptions of the respondents. There are different advantages

stated in both of the studies. One shows that distance learning really depends on the

environment of learning and the other one says that through technology, it can build a

strong connection. However, there is also a difference between these two studies. The

first study do not only talks about learning but also teaching while in the second study its

main focus in students’ education.

Additionally, the study of Gyamfi and Sukseemuang (2018) in Thailand assessed

the satisfaction level of students in distance learning. Based on their findings with 350

respondents, they concluded that the program is suited for the students in terms of pre-

communicative learning such as reading, grammar, writing and pronunciation. Likewise,

they also revealed that students were contented in their learning style. In overall, by their

statistical presentation, in almost all the aspects more students answered that they were

agreed that distance learning is effective.

In connection, in the study of Fidalgo et al. (2020) in countries: Portugal, United

Arab Emirates (UAE) and Ukraine, students in the said three nations agreed that distance

education is not bad at all. According to them, distance learning is a new platform to

study within a distant especially through online courses. In fact, Ukrainian students really

focus their interest in applying for online courses. However, there were also identified

challenges experienced by students in studying on distance education. The respondents

said that distance education is okay except in aspects of time management, motivation

and certainly in English language skills where these countries are not actually English

speaking nations. This result also led to the call for their government to acknowledge the

online courses and program.

Prior with the two studies, it both stressed advantages of distance learning anew

based on the perceptions of the students. The two mentioned studies both gave the

benefits of distance education in different respondents and in different part of the world.

Interestingly, most of the advantages are the same leading to an idea that distance is not

bad for foreign countries. The other study suggests that modular distance learning is good

in terms of the aspects of reading, grammar, writing and pronunciation. Nevertheless, one

study also highlighted distance learning disadvantages in terms of time management,

motivation and certainly in English language.

Local Studies
 In the Philippines, even before the pandemic occur, many institutions were

implementing distance learning. Most of these institutions were university, for an

instance the Eastern Samar State University recognizes the level of effective of modular

learning modality in terms of mathematical word problems of Bachelor of Elementary

Education students. It showed that in the said aspects, modular approach is effective on

teaching and learning. Moreover, their study also emphasized that teaching mathematics

in modular approach makes the students more comfortable in their individual learning

style. Lastly, their study also concluded that based on the statistical result of the study, it

showed that modular distance learning is better than face-to-face learning (Lim, 2012).

In addition, in the study of Chua and Montalbo (2014) in Batangas State

University, most of their respondents settled that distance learning is an asset for their

education. According to them, they are contented on the learning environment. They also

uttered that even the learning materials is suited for them as they a unanimously agreed

that distance learning is good. Nonetheless, they also have suggestion upon learning with

distant modality. Based on their responses, most of them, proposed interactive activities

in quizzes and projects or collaborative works to further enhance the modality.

Based on the two local studies, both of them stated significant result about

distance learning. It both explained that distance learning could be an advantage or

disadvantage to the students. Both of the tertiary level institution agreed that distance

learning is a good asset for the students. In addition, the students of Batangas State

University also recommended some suggestion to the schools’ administration for the

betterment of the implementation of distance learning.

 The study of Yazon (2017) also discussed insights about modular approach on

students of College of Teacher Education of Laguna State Polytechnic University. Based

on their study taken with 45 randomly selected respondents, it showed that the posttest is

better than the pre-test of the students therefore their study concluded that the modular

approach in assessment student learning one (1) was effective. The students responded

that the lessons in modules are accompanied by specific objectives which are stated in

behavioral terms, measurable, realistic, and attainable. They also recognized that ideas,

concepts, and points presented in the module are well explained.

Additionally, the study of Fontanos et al. (2020), in the situation of senior high

school students new normal in education also gave insights about distance learning. The

study raised concerns about the disadvantages experienced by the students in the country

upon adapting in the new way of learning. According to this study, the context of the

lessons are too insensitive to the students that why this study suggests to the Education

Department to be more sensitive into the impact of these contexts to the students and

even to their families. Correspondingly, they also revealed that the use of technology

must be present in the time of pandemic to attain betterment on education system.

The two studies mentioned above gave a different point of view about distance

learning. Firstly, the two differed from its respondents where the first one focused on

college students while the other one concentrated on senior high school students. The

environment in the secondary and tertiary level is both different. Secondly, the first one

discusses the advantages of distance learning while the second one exposes distance

learning’s disadvantage. To sum up, both studies are differed to each other.
Related Literature

In the past years, several theories arose regarding the distance education (DE)

even though face-to-face traditional classes were present in that time. Based on Michael

Moore’s (1990) ‘Theory of Transactional Distance,’ he theorized that the environment of

distance learning affects the teachers and the learners. It was firstly derived from Boyd

and Apps (1980) where it implies that the learning environment plays a big role for the

patterns of behavior among the learners. The separation between the teachers and

students leads to special teaching and learning behavior that can totally affect both of the

instructor and learners. This separation could result to psychological gap that could also

consequence to teachers and students misunderstanding.

Additionally, in the book entitled ‘Distance Education: International’ by

Holmberg (1998), he discussed distance learning concepts particularly the theory of non-

contagious communication between the teachers and students. Holmberg (1998)

describes that this communication is significant to the distance education for both the

instructors and learners. He acclaimed that what is certainly important is that distance

learning is marked by non-contiguous experiences between the teachers and its students.

There are two forms of communication: (1) one-way traffic, in the form of pre-produced

course materials sent by the institution and involving students in text, recording and

database interactions that can be represented as simulated communication; and (2) two-

way traffic, such as actual communication between teachers and students through letter

writing, on the telephone and by fax or email.

 With all the mentioned distance education theories, there is other distance

learning conflicts that burdens Filipino students. Based on The News Lens (2020),

‘Philippines: The Rich and Poor Divide in Distance Learning,’ October 29, 2020, it

showed that social status really affects students in terms of acquiring complete education

in distance learning. According to their tenth grader interviewee, even though their

modality is modular learning or by use of printed materials there are some lessons on the

modules that she must search in internet where her family cannot afford to even buy

mobile phone for them. She also expressed that the only thing that she can do is to spend

Php 50.00 for computer shop use.

The article also highlighted that aside from social status, it also told such suicidal

incidents amidst the implementation of distance education. The three derived literatures

present different aspects and angle regarding to the distance education. But on the other

hand, the three lies on the same page of concern about distance learning. It all depicts

things that should consider upon implementing distance education. Through various

theories from experts and the real-life situation, it unanimously calls for betterment of the

initiation of distance learning. However, these three also differ from each other as the two

illustrates theories, meaning it does not directly applied in real life but the last one really

talks about the perception of the students about distance learning.

Conceptual Framework

The paradigm of the study explains the flow of the research in simplified

construction that will explain the relationships of the variables to the degree of

satisfaction level of senior high school students on modular distance modality of

Tagumbao National High School.

Students’ perception Satisfaction level of students

Learning experiences Learning experiences

Teaching practices of school Teaching practices of school

Impact of Modular Distance Impact of Modular Distance

Learning Learning

Hypothesis of the Study

 Implication of the Study

Figure 1. PC Model on the study between Students’ Perception and Degree of

Satisfaction of SHS students on Modular Distance Learning Modality of Tagumbao
National High School

CHAPTER 3
METHOD OF STUDY AND SOURCES OF DATA

This chapter presents the research design, sampling method, research instrument,

statistical tool and data gathering procedure.

Research Design

In this study, the descriptive correlational research method was utilized to identify

the relationship between the students’ perception and the degree of satisfaction of Senior

High School students on the modular distance learning modality of Tagumbao National

High School. The main target of this type of the research was to assess the connection of

the two variables as a new face of learning approach as the COVID-19 pandemic

prevented the face-to-face classes this present Academic Year 2020-2021.

In connection, this type of research design is utilized to determine and analyze the

natural relationships of the two variables in each other. To sum up, correlational research
design seeks to figure out if the two variables are related and in what way they are

interconnected (study.com, 2018).

Sampling and Sampling Technique

The researchers utilized probability sampling which was the Systematic sampling

in this study. Systematic sampling is a type of probability sampling in which sample

members from a larger population are selected according to a random starting but with a

fix or periodic interval (investopedia.com, 2020).

The target population of this study is the General Academic Strand (GAS) senior

high school students of Tagumbao National High School for the School Year 2020-2021.

These students belong to five sections of Grade 11, namely: 11-Palladium, 11-Gold, 11-

Titanium, 11-Rhodium and 11-Platinum and some of them belongs to the three sections

of Grade 12, including: 12-Sapphire, 12-Topaz and 12-Emerald.

The total population of the said student is 166. With this population the

researchers considered a sample of 117 respondents which was identified by using

Slovin’s formula with computing sample size with five (5) percent margin of error. This

number of sample will be systematically selected by having an interval of two (2) and

there will be 58 respondents who would give their responses on the modular distance

learning of Tagumbao National High School.

Instrumentation

The researcher will be using an adapted online questionnaire or survey

(quantitative) adapted from The Open University’s dissertation entitled ‘Student

Experience on a Module’ and based on Osei’s (2010) survey in part of his study,

‘Perceptions of Students Towards Use of Distance Learning: The Case in an Executive

Masters Business Program in Ghana’ wherein it was revised for the researchers to adjust

the data they needed to get with the permission of the original author. The researchers

also ask Sir Melvin C. Ramil, Practical Research 2 Teacher to verify the questionnaire.

This instrument will be distributed to the randomly selected respondents virtually as the

researchers avoid personal contact as it would bring COVID-19 threat on them.

The online survey is a checklist wherein they will put a check on the boxes that

indicates: Definitely agree; Mostly agree; Mostly disagree; Definitely disagree and Not

Applicable, where these will be their responses on certain questions in the survey.

Data Gathering Procedure

The researchers asked permission from the principal and the teacher involved

through sending them a request letter for the approval of initiating the data-gathering

procedure. Then, after getting the approval letter, the researchers utilized systematic

sampling design in selecting the participants from Senior High School. After that, the

researchers used Google Forms to cater the questionnaire that had been sent to the

respondents. After they accomplished answering the questionnaires, the researchers

collected the answered online survey and encoded the said data on Microsoft Excel. The

group-researchers analyzed, synthesized and interpreted the gathered data.

Statistical Treatment
 The statistical treatment that was used in this study is a mean. A mean is the

average of a set of numbers. To find the

mean of a data set, add up all of the numbers in

the set, and then divide that total by the number

of numbers in the set (Sciecing, 2017). This

statistical technique was wielded in this

study to identify the means of the respondents’ answers that would determine the

interconnectedness of the two variables. The researchers counted the answers of the

students and then computed the mean of every question in certain statement of the

problem with the help of Microsoft Excel. Also, the researchers get the grand mean of the

said averages by getting its mean. The mean’s formula was also used for the researchers

to proceed in interpretation of data which stated as:

Figure 2. Mean Formula

In addition, to assess the relationship of the variable, the use of Pearson’s r will

also be utilized as another statistical treatment. Pearson's correlation coefficient is the test

statistics that measures the statistical relationship, or association, between two continuous

variables. It is known as the best method of measuring the association between variables
of interest because it is based on the method of covariance (statisticssolution.com, n.d.).

After the computation of mean, the researchers used pearson’s r formula to check the

correlation of the two variables with the help also of Microsoft Excel. The researchers

prioritized the correlation value calculated in Microsoft Excel and then compared in

pearson correlation value given. Then, the researchers concluded the relationship of the

two variables. In relation, the illustrated image is the formula for Pearson’s r.

INTERPRETATION

In this study, the likertFigure

scale with five-point
2. Pearson’s interval was utilized to quantify the
R Formula

gathered data regarding the correlational state of students’ perception and degree of

satisfaction of senior high school students on modular distance learning modality. Five-

point likert scale is a type of psychometric response scale in which responders specify

their level of agreement to a statement typically in five points (Springerlink, 2010). The

table below indicating the five-point interval is used on the study.

Mean Verbal Description

4.20 – 5.00 Definitely Agree

3.40 – 4.19 Mostly Agree

2.60 – 3.39 Mostly Disagree

1.80 – 2.59 Definitely Disagree

 1.00 – 1.79 Not Applicable

Table 1. Interpretation for students’ perception

Mean Verbal Description

4.20 – 5.00 Very Satisfied

3.40 – 4.19 Satisfied

2.60 – 3.39 Unsatisfied

1.80 – 2.59 Very Unsatisfied

1.00 – 1.79 Not Applicable

Table 2. Interpretation for students degree of satisfaction

 CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the findings, analysis and interpretation of gathered data

regarding on the correlational study between students’ perception and degree of

satisfaction on modular distance learning modality among senior high school students of

Tagumbao National High School.

1. Perception of the senior high school students on modular learning modality.

The perception of the senior high schools students on modular learning modality

is divided into three (3) aspects that were reflected on the questionnaire-checklist. The

three (3) aspects are: students’ learning experiences; school’s teaching practices; and

overall assessment.

1.1 Learning Experiences

The senior high school students, based on the gathered data touted that they have

a good perception towards modular learning modality which labeled with the grand mean
of 3.93. The manifested perception is derived from respondents’ point of view prior to

their experiences while studying under modular learning modality implemented by

Tagumbao National High School amidst the pandemic. The data gathered is shown in

Table 2.

Table 3
Summary of Respondents’ Perception in terms of Learning Experiences

STATEMENTS DA MA MD DD NA MEAN VERBAL INTERPRETATION

DESCRIPTION

The lessons
included in the
The learning
modules are
materials were
within the level of
self
Definitely comprehension of
explanatory.
19 37 2 0 0 4.29 Agree students.
The number of
activities and
performance tasks
The workload integrated in the
in the modular modules are
materials was exceeds the
too much for capacity of the
students. Definitely students in doing
18 35 5 0 0 4.24 Agree it.
The activities The activities in
were easy for the modules fit
students to with the
answer independent
independently. learning skills of
8 23 19 7 1 3.62 Mostly Agree the students.
My use of the
computer and
internet were Technological
increased amid emergence is an
modular asset for modular
learning. 19 29 6 3 1 4.1 Mostly Agree distance learning.
My impression 8 19 21 8 2 3.41 Mostly Agree
The students have
on the a good perception
activities was on the activities
not stressful. within the
modules
The students take
the activities,
OVERALLL performance tasks
and lesson easily
3.93 Mostly Agree to follow with.

Note: DA–Definitely Agree, MA–Mostly Agree, MD–Mostly Disagree, DD–Definitely

Disagree, NA – Not Applicable
Table 2 shows the summary of students’ responses in terms of learning

experiences. The data presents that the respondents have good perception on modular

learning. According to the gathered data, the learning modules are self explanatory which

corresponded with the mean of 4.29; students could easily answer the activities within the

modules to answer independently which corresponded with the mean of 3.62; and the

students anticipated that modular learning is not stressful for students’ learning which

manifested with the mean of 3.41. However, the respondents also conveyed that the tasks

are too much for the students which correspond with the mean of 4.24; and the

respondents’ time is being consumed more in the usage of technological devices which

corresponded with the mean of 4.1. Significantly, the statement number one (1) got the

highest mean (4.29) which means that majority of the respondents can understand the

lessons in the learning modules without the help of their teacher. Also, the second

statement logged the second highest mean (4.24) where it shows that the respondents do

think that there is an overloading in activities within the learning material. Interestingly,

the fourth statement received the third highest mean (4.21) which means that the students

utilized the technology to support their independent mode of learning during pandemic.

The third and the fifth statement have the total mean of 3.62 and 3.41respectively, which
means that majority of the students, could answer the modules independently and most of

them see the modular learning as a low stress mode of learning.

This result are identical to the study of Chua and Montalbo (2014) in Batangas

State University where it is stated that the students uttered that modular distance learning

is fitted for their learning environment. In connection, the increased time consumed in the

use of technology also depicted in the study of Abuhassna and Yahaya (2018) in

Malaysia wherein they concluded that technology has a big role in the students’

education while studying in a modular distance mode.

1.2 Schools’ Teaching Practices

Schools’ teaching practices refer to the ways on how the teachers facilitate their

students in modular learning modality. These practices are responded by the respondents

as very good perception with the mean 4.31. The data gathered is shown in Table 3

Table 4
STATEMENTS DA MA MDPerception
Summary of Respondents’ DD NAin terms
MEANof Schools’
VERBAL INTERPRETATION
Teaching Practices
DESCRIPTION

The teachers
provided The teachers
prompt regularly guide the
feedback on students in studying
finished Definitely under modular
modules. 21 28 9 0 0 4.21 Agree learning modality.
 The teachers The teachers are
used
creative and
unconventional
techniques in innovative in
teaching during introducing new
modular techniques in midst
learning. of new normal in
13 31 11 3 0 3.93 Mostly Agree education.
The face-to-
face sessions The students prefer
were more face-to-face classes
effective. Definitely than modular
45 8 4 1 0 4.67 Agree distance learning.
I have a good
impression on
how teachers The students think
work on that the teachers do
modular great job in
learning. Definitely teaching during the
27 28 2 1 0 4.41 Agree pandemic.
Teachers do
great teaching
practices amid The teachers coped
modular up and adjusted in
learning Definitely the new normal in
modality. 26 23 7 2 0 4.31 Agree education.
The teachers
helped the students
OVERALLL
Definitely in studying under
4.31 Agree modular approach.
Note: DA–Definitely Agree, MA–Mostly Agree, MD–Mostly Disagree, DD–Definitely
Disagree, NA – Not Applicable

Table 3 shows the summary of respondents’ perception in terms of school’s

teaching practices. The data show that the respondents have a positive perception

regarding modular distance learning. According to the gathered data, the teachers do

great in providing feedbacks in modular tasks which manifested with a mean of 4.21; the

teachers pushed to utilized unconventional teaching practices amid pandemic which

corresponded to the mean of 3.93; the students see the efforts of the teaching coping with

the new normal in education which manifested with a 4.41 mean; and teachers

represented positive image in teaching which corresponded with the mean of 4.31.

Conversely, despite of the very good perception conveyed by the students in school’s

teaching practices, a total mean of 4.67 manifested that the students think that traditional

face-to-face classes are more effective than distance learning.

In connection, the third statement got the highest mean score (4.67) which 45 out

of 58 respondents or 77.6% of the students responded that they are definitely agree that

face-to-face sessions are better. This means that majority of the respondents would

eventually choose the traditional class mode instead of distance learning. On the other

hand, the fourth statement received the second highest mean (4.41) wherein they think

that the teachers are working excellently during the said learning mode. Also, the last

statement logged the third highest (4.31) which means that the respondents concluded

that their teachers are working and coping well enough in new normal in education.

Lastly, the first and second statement got the two lowest mean but also marked as a high

remarked (4.29 and 3.93 respectively) which means overall the perception of the

respondents in teaching practices is very good.

The data shows relation with the theory of Holmberg (1988) which states that

there should be a non-contagious communication between the students and teachers in

distance learning. Based on the collected data, the communication between students and

teachers is present by means of giving feedbacks on students’ works.

1.3 Impact of Modular Distance Learning

 The impact of modular distance learning refers to the perception of students in the

general view of modular distance learning’s influences in students’ education. Likely, the

respondents touted a good perception with the mean of 4.07. This means that the

students, in overall basis have a positive impression regarding modular modality. The

data gathered are shown in table 4.

Table 5
1.4 Summary of Respondents’ Perception based on Impact of Modular
Distance Learning

STATEMENTS DA MA MD DD NA MEAN VERBAL INTERPRETATION

DESCRIPTION

I am
encouraged to
try modular
The students are
distance
open in alternative
learning.
learning modality
14 33 7 2 2 3.95 Mostly Agree amidst pandemic.
I am
motivated in
The students are
answering my
willing to answer
modules.
the modules by
20 28 9 1 0 4.17 Mostly Agree themselves.
Answering my
modules
The lessons in the
independently
modules are useful
increased my
for the students in
knowledge.
studying
22 22 10 4 0 4.14 Mostly Agree independently.
I have a good The students are
impression on okay in studying
modular under modular
learning 9 35 11 3 0 3.91 Mostly Agree approach.
modality.
I expected that
modular
The students are
learning
looking forward for
would be
an alternative yet
good.
effective new mode
21 26 9 2 0 4.16 Mostly Agree of learning.
The students
overall see the
modular distance
OVERALLL learning as an asset
4.07 Mostly Agree on their learning.
Note: DA–Definitely Agree, MA–Mostly Agree, MD–Mostly Disagree, DD–Definitely
Disagree, NA – Not Applicable

Table 4 shows the summary of respondents’ perception based on their overall

assessment on modular learning modality. The data show that the students do have a

positive perception on modular learning. According to the gathered data, students are

encouraged to answer their modules which manifested with a mean of 3.95; the students

are motivated to answer their modules which manifested with a mean of 4.17; students’

knowledge have increased in modular distance learning which corresponded with a mean

of 4.14; students think that the modular distance learning is fitted for them in studying

amidst the pandemic which corresponded with a mean of 3.91; and students expected and

anticipated that modular learning would be good which manifested on 4.16 mean.

Furthermore, the second statement got the highest mean (4.17) which means that

majority of the respondents are being driven by their motivation to finish their modules.

Also, most of the respondents expected that modular modality would be good as the fifth

statement received the second highest mean (4.16). The third statement logged that third

highest mean (4.14) wherein it means that modular learning is effective in knowledge
intake by the student. Lastly, the first and fourth statement received the lowest means

(3.96 and 3.91 respectively) which means even the lowest means represent that the

students do have a good perception on modular distance learning.

The above mentioned data gathered is also identical with the result of the study of

Saqid and Zamir (2014) in Islamabad, Pakistan. Their study suggests that the students are

also motivated in doing modular works.

2. Senior high school students’ degree of satisfaction on modular learning

modality

The senior high school students’ degree of satisfaction on modular learning

modality is divided into three (3) aspects that were reflected on the questionnaire-

checklist. The three (3) aspects are: students’ learning experiences; school’s

teaching practices; and overall assessment.

2.1 Learning Experiences

The respondents responded a high degree of satisfaction on modular distance

learning wherein it depicted the mean of 3.46. The responses are based on the students’

point of view regarding on the implementation of the said mode of learning. The

responses of the learners are also based in their level of contentment on the modular

learning in accordance with their learning experiences. The table 5 shows the gathered

data.

STATEMENTS VS S US
VUS NA MEAN VERBAL INTERPRETATION
Table 6 DESCRIPTION
Summary of Respondents’ Degree of Satisfaction in terms of Learning Experiences
 The way the
module
materials were The modules are
presented useful in maintaining
helped to the interest of the
maintain my students in finishing
interest. 17 27 12 1 1 4.02 Satisfied the modules.
The study
workload on
this module
fitted with my The modules are
personal situational-friendly
circumstances. 9 32 15 2 0 3.83 Satisfied to the students.
The structure
of the module
meant so I The modules invites
could interact the students create a
with my peers collaborative works
when learning. 11 34 11 1 1 3.91 Satisfied with their peers.
I was satisfied
with the
opportunities I The students are
had to attend grateful with the
during modular new mode of
learning. 13 36 5 4 0 4 Satisfied learning.
The
instructions on
how to The instructions in
complete the the modules are
assessed tasks reader-friendly
were easy to which the students
follow. 15 32 7 3 1 3.97 Satisfied follow easily.
The students are
satisfied on modular
OVERALLL learning in terms of
their learning
3.46 Satisfied experiences.
Note: VS-Very Satisfied, S–Satisfied, US-Unsatisfied, VUS–Very Unsatisfied, NA – Not
Applicable
 Table 5 represents the summary of respondents’ degree of satisfaction in terms of

learning experiences. The data show that the students do have a high degree of

satisfaction on modular distance learning. According to the gathered data, the way how

the modules are presented makes the students more interested which corresponded in

4.02 mean; the workload in modules are fitted for the personal circumstances which

manifested with a mean of 3.83; the modules are peer-based materials which

corresponded in 3.91 mean; the students are contented that they are studying under

modular learning which manifested with a mean of 4.0; and the students said that the

instruction in modules are easy to follow which corresponded in a 3.97 mean.

Moreover, the first statement got the highest mean (4.02) which indicates that the

students become more interested in modules because of the way how it is presented to

them. Also, the fourth statement received the second highest mean (4.0) which means that

the students are satisfied enough on the mode of distance learning they have. The

students also conveyed that the materials are peer-based which allows them to do peer

learning. Lastly, the students viewed the modular distance learning as an asset as the

materials are easy to follow and it does fit to their situations right now.

The data show that most likely students have a high degree of satisfaction where it

affirms the study of Fidalgo et. al. (2020) which states that in countries: Portugal, United

Arab Emirates (UAE) and Ukraine, most of the students responded that they are satisfied

on how modular distance learning works as an alternative mode of learning.

2.2 School’s Teaching Practices

 The respondents conveyed their very high degree of satisfaction on modular

distance learning in terms of school’s teaching practices wherein it indicates 4.25 mean,

0.79 higher than the total mean shown in terms of learning experiences. The table 6

shows the gathered data.

Table 7
STATEMENTS VS S US VUS NA MEAN VERBAL INTERPRETATION
DESCRIPTION
Contact from A good
my teacher at communication
the start of the between the students
module helped and teachers is a
me get started useful factor in
with my studying under
studies. 20 32 6 0 0 4.22 Very Satisfied modular approach.
I could get in
touch with my The teachers could
teacher when be easily to reach in
necessary. 19 31 7 1 0 4.16 Satisfied raising concerns.
I was satisfied
with the support The teachers showed
provided by my support to students
teacher on this in modular distance
module. 28 24 4 1 1 4.31 Very Satisfied learning.
My teacher The teachers’
encouraged me encouragement is
in my studies. one of the driving
factor for the
students to study
under modular
28 24 4 1 1 4.36 Very Satisfied approach.
 My teachers’
feedback on The feedback and
assessed tasks comments of the
helped me teachers helped the
prepare for the students to do
next modular works
assessment. 25 24 7 1 1 4.21 Very Satisfied independently.
The students are
very satisfied on the
OVERALLL teaching practices of
the teachers in
modular distance
4.25 Very Satisfied learning.
Summary of Respondents’ Degree of Satisfaction in terms of School’s Teaching
Practices
Note: VS-Very Satisfied, S–Satisfied, US-Unsatisfied, VUS–Very Unsatisfied, NA – Not
Applicable

Table 6 shows the summary of respondents’ degree of satisfaction in terms of

school’s teaching practices. The data show that the students marked their level of

contentment to a very high degree of satisfaction with the mean 4.25 which indicates that

the teaching practices done by the teachers are excellent according to the learners.

According to the gathered data, the communication between the students and teachers

helped the learners to do their modules which manifested with a mean of 4.22; the

students are also very satisfied on the availability time that their teacher is giving when

they have concerns in the modules which corresponded in 4.16 mean; the students are

very contented with the support given by their teachers to finally understand and finish

the modules which manifested with a mean of 4.31; the students were also being

encourage by their teachers which corresponded in 4.36 mean; and the feedbacks from

teachers helped the students to prepare in the next set of modules which manifested with

a mean of 4.21.
 Additionally, the fourth statement received the highest mean (4.36) which means

that the teachers do really participate in the education of the learners despite of distance

specifically in terms of creating encouragement for the students. Also, teachers have done

a big part in terms of supporting the students in working with modules which depicted on

the third statement which it got the second highest mean (4.31). Eventually, it is followed

by the first statement (4.22) which means the students are very okay with the feedbacks

coming from their teachers before them to begin studying with the modules. Lastly, the

students are also satisfied on the assistance of the teachers wherein it helped them to

understand and finish the modules.

Interestingly, the gathered data are also identical to the theory of Holmberg

(1988) which states that despite of the physical distance that meddles between the

students and teachers, it is essential to build communication in order to attain a better

understanding while studying in a distance learning set-up specifically modular learning.

2.3 Impact of Modular Distance Learning

The respondents expressed a high degree of satisfaction on modular distance

learning based on their overall assessment. It is manifested on the recorded total mean of

4.06 which labeled as a high level of contentment. The table 7 shows the data gathered.

STATEMENTS VS S US VUS NA MEAN VERBAL INTERPRETATION

Table 8
DESCRIPTION
Summary of Respondents’ Degree of Satisfaction on the
Impact of Modular Distance Learning
I have received
sufficient The advice and
advice and guidance from
guidance in teachers are
relation to my necessary in modular
module. 23 27 6 1 1 4.21 Very Satisfied approach.
 I have a clear
idea about my The students are
next module oriented about the
choice. 12 30 13 3 0 3.88 Satisfied next modules.
I was satisfied The modules are
with the quality useful and effective
of the module. 11 32 12 2 1 3.86 Satisfied for the students.
I am satisfied
on the teachers’ The teachers are
approach in regularly
terms of approaching the
finishing the students in new
modules. 25 28 1 3 1 4.3 Very Satisfied normal education.
My studies The modules do not
have helped me only enhance
develop my students’ knowledge
self-confidence. but also tackle
22 23 10 2 1 4.09 Satisfied personal aspects.

The students are

satisfied in modular
OVERALLL learning modality in
4.06 Satisfied overall aspect.

Note: VS-Very Satisfied, S–Satisfied, US-Unsatisfied, VUS–Very Unsatisfied, NA – Not

Applicable

Table 7 shows the summary of the respondents’ degree of satisfaction on modular

distance learning based on the impact of modular distance learning. The data show that

the students conveyed that generally they are highly satisfied on the implementation of

modular learning modality. According to the gathered data, the students expressed very

high satisfaction level in terms of getting advice and guidance that help them to do their

modules which manifested with a mean of 4.21; the students are highly satisfied on

modular distance learning where they have a clear idea on the next set of modules that
they needed to finish. It corresponded in 3.88 mean. The students are quite satisfied on

the quality of modules they are taking where it manifested with a mean of 3.86; the

students are generally highly satisfied on how the teachers work in modular distance

learning which corresponded in 4.3 mean; and the students also touted that modules have

boosted their self-confidence which manifested in a mean of 4.09.

Additionally, the fourth statement got the highest mean (4.3) which means

students do see that the teachers are working hand-to-hand mere to provide quality

education this pandemic. Interestingly, the all the aspects within school’s teaching

practices do have a highly satisfaction level wherein it manifested in both perception and

level of satisfaction of the students (4.31 and 4.25 respectively). Also, the first statement

received the second highest mean (4.21) wherein it means that the presence of guidance

and advice from the surrounding people are crucial to support distance learning. Then,

the fifth, the third and the fourth statement got the following highest mean (4.09, 3.88 and

3.86) which indicates that overall the students are highly satisfied regarding modular

learning.

The gathered data suggest that generally modular distance learning is best for the

students. It is correlated in the study of Gyamfi and Sukseemuang (2018) in Thailand

wherein the result of their assessment on the Thai students’ satisfaction level on modular

learning is at very high level.

3. The relationship between students’ perception and degree of satisfaction on

modular distance learning among the senior high school students.

 The Null Hypothesis (Ho) which states “There is no significant relationship

between students’ perception and degree of satisfaction on modular distance learning

modality among the senior high school students of Tagumbao High School,” is utilized in

this study. The first variable is the perception of the students in modular learning while

the second variable is the level of satisfaction of the students. Upon getting the

correlation of the two variables, it resulted that the Ho should be rejected. The table 8

shows the correlation of the two variables.

Table 9
Correlation between Variable 1 and Variable 2
SOP 1 SOP 2 Critical Correlation Decision Conclusion
Value Value

3.93 3.46
There is significant relationship
between students’ perception and
degree of satisfaction on modular
4.31 4.25 0.250 0.383 Reject Ho
distance learning modality among
the senior high school students of
Tagumbao National High School.
4.07 4.06

Table 7 shows the method utilized to identify if the Ho should be accepted or

rejected. The correlation value is equivalent to 0.383 while the critical value resulted to

0.250. Eventually, the correlation value is lesser than the critical value; hence, the H o

should be rejected. This means that there is a significant relationship between students’

perception and degree of satisfaction on modular distance learning modality among the

senior high school students. The figure 1 shows the relatedness of the two variables in

graph.
 Figure 4
Illustration on the Correlation between Variable 1 and Variable 2

The figure 1 illustrates the relation of the two variables. It indicates that there is a

strong relation between the two variables, thus the way how the students perceive the

modular distance learning affect their contentment in the said mode of learning.

4. Implication of the study on students’ learning

The distance learning during this pandemic is the nearest alternative way to

continue the education of the students. Significantly, modular learning modality was
utilized by Tagumbao National High School (TNHS) to cater the education of its

students. Both of the Junior and Senior High School are implementing modular distance

learning. This study deals the two aspects related to modular distance learning: students’

perception and students’ degree of satisfaction. These two aspects are essential certainly

to assess the effectiveness of modular modality. This study would highlight how the said

learning modality help or hinder the students in their education. The implication of this

study on students’ learning is that this research paper would serve as an instrument that

could be used by the implementing bodies to adjust the execution of modular learning

modality in accordance with the perception and degree of satisfaction of the students

highlighted in this study.

 CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter depicts the summary of the research work undertaken, conclusions

for the present study.

Summary of Findings

1. Perception of the senior high school students on modular learning modality.

The senior high school students of Tagumbao National High School (TNHS)

labeled the modular distance learning as a good mode of learning in terms of their

learning experiences which manifested in the grand mean (3.93). It indicates that the

students pictured the modular learning modality as an alternative yet useful mode of

learning amidst pandemic. Hence, the students showed that they also like the present

system of distance learning.

2. Senior high school students’ degree of satisfaction on modular learning

modality

The senior high school students of Tagumbao National High School (TNHS) have

a high level of satisfaction on modular learning modality in terms of their learning

experiences which manifested in the grand mean (3.46). This means that the students are

contented enough on the settings of their learning this time of pandemic. Thus, the

students admitted that the implementation of modular learning modality is effective based

on their responses.
3. The relationship between students’ perception and degree of satisfaction on

modular distance learning among the senior high school students

Based on the correlation test done with the data regarding perception of the

students (variable 1) and students’ degree of satisfaction (variable 2), it resulted that the

two aspects do have relatedness in each other. This means the students’ perceptions do

affect the effectiveness of modular learning modality.

4. Implication of the study to students’ learning

This study would highlight the students’ opinions regarding their perception and

level of contentment on modular distance learning. Therefore, the result of this study

would be an asset to the implementing body to consider things for the betterment in

students’ learning.

Conclusions

1. Majority of the student responded that they have perceived that modular learning

modality is useful; moreover, most of the students are motivated, encouraged and

ready in answering modular works.

 2. Based on the result, majority of the students are satisfied in modular distance

learning in terms of learning experiences; thus, the academic performance of the

students would increase or be remained.

3. The study shows that there is relationship between students’ perception and their

degree of satisfaction toward modular learning; thus, the perceptions of the

students showed in dry-runs could represent the whole effectiveness of modular

learning modality.

4. The study highlights the students’ opinion in modular distance learning; so, the

school would have a better plan in implementing distance learning.

Recommendations

In general, the researchers were confident that the problems were correspondingly

answered with the accuracy and reliability it out most achieves. However, there are still

aspects in the research study that will improve their research and yield more accurate and

strong data and conclusions.

1. Students should have patience in studying with home-based settings as everyone

does not have a choice but to study at home. In addition, the students should

understand the lessons seriously despite of the unconventional learning ambiance.

2. Parents should assist their children in finishing modules. They should prepare the

learning place away from distractions and make sure that they allow their children

to focus more on modules instead of other things.

3. Teachers should continue to help the students hand-to-hand despite of the

distance. Also, they should check the status of the students in answering modular

materials regularly.

4. School Head should be more considerate in implementing modular distance

modality that would surely help the students’ welfare. A new mode of distance

learning could be also introduced for the varied learning style of students.

5. Education Department should make sure that the modular materials are easily to

understand. The nationwide modular learning system should be more polished to

attain their quality education mandate.

6. Future Researchers should make this result of the study in advancing the

research in developing a strong source of data.

Bibliography

Abuhassna, H. & Yahaya N. (2018). Students’ Utilization of Distance Learning through

an Interventional Online Module Based on Moore Transactional Distance Theory.
Eurasia Journal of Mathematics Science and Technology Education 14(7).
https://www.researchgate.net/publication/325350227_Students'_Utilization_of_Di
stance_Learning_through_an_Interventional_Online_Module_Based_on_Moore_
Transactional_Distance_Theory

Alberto, N., Baron, M., Baticulon, R., Clarion, C., Mabuhay, R., Reyes, J., Rizada, L.,
Sy, J. & Tiu, C. (2021). Barriers to Online Learning in the Time of COVID-19: A

National Survey of Medical Students in the Philippines. Springer Link. Medical

Science Educator https://doi.org/10.1007/s40670-021-01231-z

Ali, R., Ghazi, S., Khan, M. S. & Shukat, H. (2010). Effectiveness of Modular Teaching
in Biology at Secondary Level. Research Gate 6(9).
https://www.researchgate.net/publication/45937563_Effectiveness_of_Modular_T
eaching_in_Biology_at_Secondary_Level

Bentley, Y., Scannell, M. & Shegunshi, A. (2010). Evaluating the Impact of Distance
Learning Support Systems on the Learning Experience of MBA Students in a
Global Context. Research Gate.
https://www.researchgate.net/publication/228367250_Evaluating_the_Impact_of_
Distance_Learning_Support_Systems_on_the_Learning_Experience_of_MBA_St
udents_in_a_Global_Context
Chua, C. & Montalbo, J. (2014). Assessing Students' Satisfaction on the Use of Virtual
Learning Environment (VLE): An Input to a Campus-wide E-learning Design and
Implementation. Journal of Information & Knowledge Management 3(4), 108-
116.
https://www.researchgate.net/publication/265599212_Assessing_Students'_Satisfa
ction_on_the_Use_of_Virtual_Learning_Environment_VLE_An_Input_to_a_Ca
mpus-wide_E-learning_Design_and_Implementation

CNN Philippines. (2020, July 29). DepEd hits target number of enrollees, but millions of
student seen to be left out. CNN Philippines.
https://www.cnn.ph/news/2020/7/29/DepEd-enrollees-2020-
2021-.html#:~:text=It's%20present%20target%20leaves%20out,to%20enroll
%20this%20school%20year.

Cornford, I. (1997). Ensuring effective learning from modular courses: a cognitive.

Taylor and Francis Online, 49(2), 237-251.
https://doi.org/10.1080/13636829700200014

Dejene, W. (2019). The practice of modularized curriculum in higher education

institution: Active learning and continuous assessment in focus. Taylor and
Francis Online, 6(1), 13-16. https://doi.org/10.1080/2331186X.2019.1611052

Dollanganger, C. (2020, August 29). Philippines: The Rich and Poor Divide in Distance
Learning. The News Lens.

https://international.thenewslens.com/article/142537

Fidalgo, P., Kulyk, O., Lencastre, J. & Thormann, J. (2020). Students’ perceptions on
distance education: A multinational study. Research Gate.
https://www.researchgate.net/publication/341522905_Students'_perceptions_on_d
istance_education_A_multinational_study
Fontanos, N., Gonzales, J., Lucasan, K. & Ocampo, D. (2020). Revisiting Flexible
Learning Options (FLOs) in Basic Education in the Philippines: Implications for
Senior High School (SHS). Research Gate.
https://www.researchgate.net/publication/344436141_Revisiting_Flexible_Learni
ng_Options_FLOs_in_Basic_Education_in_the_Philippines_Implications_for_Se
nior_High_School_SHS

Gyamfi, G. & Sukseemuang, P. (2018). EFL Learners’ Satisfaction with the Online
Learning Program, Tell Me More. Turkish Online Journal of Distance Education
19(1).

https://www.researchgate.net/publication/322480990_EFL_Learners'_Satisfaction_
with_the_Online_Learning_Program_Tell_Me_More

Holmberg, B. (1998). The sphere of distance education: Theory revisited.

www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/
14/25/f8.pdf.

Keegan, D. (2006). On defining distance education. Taylor and Francis Online, 1(1),
13-36. https://doi.org/10.1080/0158791800010102

Lim, E. (2012). Effectiveness of Modular Instruction in Word Problem Solving of

BEED Students. IOSR Journal of Mathematics 12(5), 59-65.
https://doi.org/10.9790/5728-1205075965

Malipot, M. H. (2020, August 25). 23.6 million students enroll for new school year —
DepEd. Manila Bulletin. https://mb.com.ph/2020/08/25/23-6-million-students-
enroll-for-new-school-year-deped/
Moore, M. G. (1997). Theory of transactional distance. In D. Keegan (Ed.), Theoretical
Principles of Distance Education. New York: Routledge.
https://doi.org/10.29333/ejmste/91606

Nadas, R. & Roderio, C. (2010). Effects of Modularisation. Assessment Research and

Development Cambridge Assessment, 3-7.
https://www.cambridgeassessment.org.uk/images/109794-effects-of-
modularisation.pdf

Saqid, S. & Zamir, S. (2014). Effectiveness of Modular Approach in Teaching at

University Level. Research Gate.

https://www.researchgate.net/publication/338065543_Effectiveness_of_Modular_
Approach_in_Teaching_at_University_Level

The World Bank Group. (2020). How countries are using edtech (including online
learning, radio, television, texting) to support access to remote learning during the
COVID-19 pandemic. https://www.worldbank.org/en/topic/edutech/brief/how-
countries-are-using-edtech-to-support-remote-learning-during-the-covid-19-
pandemic

Vickers, M. (1994). Skill Standards and Skill Formation: cross-national perspectives

on alternative training strategies. Report for Jobs For the Future. Funding
provided by the German Marshall Fund of the USA.
https://www.tandfonline.com/doi/pdf/10.1080/13636829700200014
Wheeler, S. (2012). Distance Learning. In: Seel N.M. (eds) Encyclopedia of the
Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-

4419-1428-6432

World Health Organization. (2020). WHO Coronavirus (COVID-19) Dashboard.

https://covid19.who.int/

Yazon, A. (2017). Validation and Effectiveness of Module in Assessment of Students

Learning. International Journal of Science and Research.
https://www.ijsr.net/archive/v7i11/ART20193221.pdf
Appendices A
Questionnaire
 SOP 1.1 SOP 1.2 SOP 1.3
RESPONDENT A B C D E A B C D E A B C D E A
1 5 4 4 5 4 4 5 5 4 5 5 3 4 4 3 4
2 5 4 5 5 5 4 5 5 5 5 5 4 2 2 4 5
3 4 5 5 4 4 5 2 2 5 4 4 4 3 4 3 4
4 4 5 4 4 2 4 4 5 4 4 4 4 4 3 4 4
5 4 4 3 4 4 4 4 5 4 4 4 4 4 4 4 5
6 4 3 4 5 2 5 4 5 4 5 4 5 4 4 4 4
7 5 3 3 4 2 5 3 5 5 5 4 5 5 4 5 5
8 4 4 3 4 2 3 3 4 4 4 3 4 3 4 4 4
9 4 5 3 5 2 4 4 3 4 4 4 4 4 4 4 4
10 5 4 4 5 4 5 5 5 5 5 4 4 5 5 5 5
11 4 4 2 4 4 3 3 5 4 2 3 4 4 3 4 2
12 4 5 3 5 2 4 4 5 4 3 3 3 4 3 4 3
13 4 4 5 2 1 4 2 5 4 3 1 5 4 2 4 3
14 5 4 2 4 2 5 5 4 5 5 4 3 5 5 5 5
15 4 4 3 4 3 3 4 5 4 3 4 3 3 3 3 3
16 5 5 5 5 4 5 5 4 4 4 5 5 5 5 5 3
17 4 4 3 5 2 4 3 5 4 4 2 3 3 3 3 3
18 4 5 3 4 2 5 4 5 4 4 4 3 4 3 2 3
19 4 5 4 4 5 4 4 5 5 4 4 5 5 5 5 5
20 4 5 3 3 3 5 5 5 4 5 4 5 5 4 5 5
21 4 4 4 4 3 4 3 5 4 4 4 5 4 4 5 4
22 4 3 4 4 3 5 4 4 5 5 4 4 4 4 4 4
23 4 3 3 4 4 5 4 5 5 5 5 5 4 4 5 5
24 4 4 4 4 3 5 4 3 5 5 4 4 4 4 3 4
25 4 4 4 5 4 5 4 5 5 5 4 5 5 5 5 5
26 5 4 4 4 4 4 3 5 4 4 4 4 4 4 4 4
27 4 4 4 4 4 4 4 5 4 5 4 4 4 4 4 4
28 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 4
29 4 4 3 3 2 4 3 5 4 4 4 4 5 4 5 4
30 4 4 3 5 5 3 4 5 4 3 4 4 3 3 4 4
31 4 4 4 4 3 4 4 3 4 4 4 4 4 4 5 4
32 4 4 2 4 5 4 4 5 4 4 4 5 4 4 5 4
33 4 5 3 4 5 4 5 4 5 4 5 4 5 5 4 3
34 3 5 3 5 3 3 3 5 3 4 2 2 2 3 3 3
35 5 5 5 4 3 5 4 3 5 4 5 4 5 4 5 4
36 5 5 4 4 5 5 4 5 5 4 4 5 5 5 4 5
37 4 4 4 5 4 4 3 5 5 5 4 4 3 4 4 4
38 4 4 4 3 4 4 4 4 5 5 5 5 4 4 4 4
39 4 5 2 4 3 5 5 5 5 4 5 4 3 3 3 3
40 5 4 3 5 4 5 4 5 5 5 5 4 5 4 5 5
41 5 4 5 5 4 5 5 5 5 5 3 5 5 4 5 4
42 5 5 1 2 1 3 2 5 2 2 1 4 5 5 2 1
43 5 4 4 5 4 4 3 5 4 4 3 3 2 3 3 4
44 3 4 4 1 2 4 3 5 5 4 4 5 5 4 5 3
45 4 4 3 4 4 3 4 5 5 5 4 5 5 4 5 4
46 5 4 4 4 4 5 5 5 4 5 5 4 4 4 4 4
47 4 4 4 4 4 3 4 5 4 4 5 5 5 5 5 5
48 4 4 3 4 4 4 4 5 4 5 4 5 5 4 4 4
49 5 4 5 5 4 3 5 5 5 5 5 3 3 4 5 5
50 4 4 2 4 3 4 4 4 5 4 5 4 5 4 4 5
51 4 4 4 5 4 4 4 5 4 4 4 4 4 4 5 3
52 5 4 4 4 4 4 4 4 4 5 4 5 4 4 4 4
53 4 4 4 4 3 4 4 5 5 5 4 4 5 4 4 4
54 4 4 3 2 3 4 5 5 5 5 4 5 5 4 4 4
55 4 4 3 4 3 4 3 5 4 4 3 4 5 4 4 5
56 4 5 4 4 3 4 4 5 4 4 3 4 3 3 4 4
57 5 5 5 3 5 5 5 5 5 5 5 5 5 5 5 5
58 5 5 5 5 4 GRAND MEAN 5 4 5 5 5 GRAND MEAN 4 4 4 4 4 GRAND MEAN 5
MEAN 4.29 4.24 3.62 4.10 3.41 3.93 4.21 3.93 4.67 4.41 4.31 4.31 3.95 4.17 4.14 3.91 4.16 4.07 4.02 3

Appendices B
Excel Tabulation
 SOP 2.1 SOP 2.2 SOP 2.3
A B C D E A B C D E A B C D E
4 4 5 4 5 4 5 4 4 5 5 5 3 4 4
5 4 4 4 4 5 5 5 4 5 5 2 4 5 4
4 4 1 4 3 4 4 4 5 5 5 3 3 4 5
4 3 3 4 4 3 3 3 4 3 1 3 2 4 1
5 4 4 4 4 4 4 4 4 4 4 4 4 4 5
4 4 4 4 5 5 4 5 4 4 4 5 4 4 5
5 5 5 5 5 5 5 5 5 5 5 4 5 5 5
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
4 3 4 4 3 4 4 4 4 4 4 4 3 4 3
5 4 5 5 5 5 5 5 5 5 5 4 4 4 4
2 3 3 2 2 4 3 4 3 3 2 2 3 2 3
3 3 4 3 4 4 5 5 4 4 3 3 4 4 3
3 4 5 2 1 3 2 4 5 1 5 3 4 2 3
5 5 4 4 4 4 4 5 5 5 4 4 5 5 4
3 3 3 4 3 4 3 4 4 4 3 3 3 4 3
3 5 3 5 4 5 5 4 4 5 5 5 5 4 5
3 3 3 3 3 4 5 5 5 4 4 4 3 4 3
3 3 3 3 2 3 3 1 1 2 4 2 1 1 2
5 4 4 4 4 5 4 5 5 5 4 4 4 4 5
5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
4 4 4 4 3 4 4 3 4 3 4 4 3 4 4
4 4 4 5 4 4 4 5 5 4 5 4 4 5 5
5 3 4 4 4 5 4 5 5 5 5 3 4 5 4
4 3 4 4 4 5 4 4 5 5 4 4 4 5 4
5 5 5 5 5 4 5 5 5 5 5 4 5 5 5
4 4 4 5 5 5 5 5 4 5 4 4 4 5 4
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4 5 5 5 5 5
4 3 4 4 4 3 4 4 4 4 4 3 4 4 4
4 4 4 4 4 5 4 4 4 3 3 4 4 4 4
4 4 4 4 4 4 4 4 5 4 4 3 3 4 4
4 4 4 4 4 5 3 4 5 5 4 3 4 4 5
3 4 5 4 5 4 5 5 4 5 4 5 4 5 3
3 2 2 2 4 3 3 3 3 3 3 3 2 3 3
4 3 4 4 2 4 4 5 5 5 5 5 5 4 4
5 5 5 5 5 5 5 5 5 4 5 4 5 4 5
4 5 4 4 4 5 5 5 5 5 4 4 4 5 4
4 4 5 4 5 4 4 5 4 4 4 4 4 5 4
3 3 4 4 5 5 4 4 4 4 4 3 4 5 5
5 4 4 4 4 5 5 5 5 5 5 4 4 5 5
4 4 4 5 4 4 4 5 5 5 5 5 5 5 5
1 2 3 2 2 3 4 2 2 2 3 3 3 2 2
4 4 4 4 5 4 5 5 4 4 4 4 4 4 3
3 4 3 3 4 4 3 4 3 4 4 4 3 4 4
4 4 4 4 2 4 4 4 5 4 3 4 4 5 5
4 4 4 5 4 4 4 5 5 5 5 4 4 5 4
5 4 4 4 5 5 5 4 5 5 5 4 4 4 5
4 4 2 4 4 4 4 3 4 3 5 5 5 5 5
5 2 5 5 4 4 4 5 4 4 4 4 4 4 5
5 4 4 5 5 5 4 5 4 4 5 5 4 4 4
3 3 3 4 4 4 4 4 5 4 4 4 3 4 5
4 4 4 4 4 4 4 4 5 4 4 4 4 5 4
4 4 4 4 4 4 4 5 5 4 4 4 4 5 5
4 4 4 4 5 4 4 5 5 5 5 5 4 5 4
5 5 4 4 4 4 4 4 4 4 4 4 4 4 4
4 4 4 3 4 4 5 5 5 5 5 4 3 5 3
5 5 5 5 5 4 4 4 5 5 5 5 5 5 5
GRAND MEAN 5 4 4 4 4 GRAND MEAN 5 5 4 5 5 GRAND MEAN 4 3 4 5 4 GRAND MEAN
4.07 4.02 3.83 3.91 4.0 3.97 3.94 4.22 4.16 4.31 4.36 4.21 4.25 4.21 3.88 3.86 4.3 4.09 4.06
 SOP 1 SOP 2 t-Test: Paired Two Sample for Means
4.29 4.02
4.24 3.83 4.29 4.02
3.62 3.91 Mean 4.087857143 4.093571429
4.1 4 Variance 0.09991044 0.033486264
3.41 3.97 Observations 14 14
4.21 4.22 Pearson Correlation 0.383418681
3.93 4.16 Hypothesized Mean Difference 0
4.67 4.31 df 13
4.41 4.36 t Stat -0.07165213
4.31 4.21 P(T<=t) one-tail 0.471984684
3.95 4.21 t Critical one-tail 1.770933383
4.17 3.88 P(T<=t) two-tail 0.943969367
4.14 3.86 t Critical two-tail 2.160368652
3.91 4.3
4.16 4.09

SOP: Is there a significant relationship between students’ perception and degree of satisfaction on modular distance learning modality among the senior high school students of Tagumbao High School?
Hypothesis
Null Hypothesis (Ho): There is no significant relationship between students’ perception and degree of satisfaction on modular distance learning modality among the senior high school students of Tagumbao High Sch

The correlation value is greater than the critical value, hence, the null hypothesis must be rejected.
Correlational value: 0.38
Pearson: 0.250

Conclusion: There is significant relationship between students’ perception and degree of satisfaction on modular distance learning modality among the senior high school students of Tagumbao High School.
Appendices C
Researchers’ Bio-data
Appendices D

Republic of the Philippines

Department of Education
Region III-Central Luzon
Schools Division of Tarlac Province
TAGUMBAO HIGH SCHOOL
Gerona, Tarlac

Letter Seeking Permission to Use Survey/Questionnaire Tool

December 8, 2020

The Open University

United Kingdom
www.open.ac.uk

Dear Ma’am/Sir,

We, the student-researchers of Tagumbao High School, Tagumbao, Gerona, Tarlac, Philippines,
would like to ask permission from your reliable publication to allow us to use your certain
survey/questionnaire for our quantitative research study about modularization and as part of our
subject in “Practical Research 2.” In Senior High School.

This subject aims to expose us in the higher level of learning where higher order thinking skills
will be given more emphasis for we will undergo into seeking for solutions to the identified
problems which were anchored on the inquiry-based tool despite this coronavirus disease 2019
(Covid-19) pandemic. We believe that the said questionnaire is enough for us to gather data for
the completion of the research subject.

Anticipating your favorable response regarding this matter.

More power and God bless.

Sincerely yours,

Roberto Casal Jr.

Zhenjie Rolly Facun
Maria Donna Ortega
Jonathan Pagaduan
Ehdmark Vidad

Survey/Questionnaire:
http://www.open.ac.uk/student-surveys/sites/www.open.ac.uk.student-surveys/files/files/
SEaM_2_0-RevisedSurvey.pdf