MODULAR DISTANCE LEARNING AMONG ACADEMICALLY SLOW

LEARNER'S:THEIR STORY TO TELL

G4 RESEARCHERS:

Manindig,Saihana M.

Hadjinor,Lihana

Macapaar,Asna

Pagilit,Sittie Hapsa

Sadon,Almasser

Mamadra,Jiamel

Taup,Monaim

Dimaporo,Asraf

Akasa,Rusdei

CHAPTER ll
REVIEW OF RELATED LITERATURE

Lev Vy Gotsky(2000),Modular Learning is a form of distance learning that uses Self-learning Modules
(SLM) based on the Most Essential Learning Competencies (MELCs).The modules include sections on
motivation and assessment that serve as a complete guide of both teachers and students desired
competencies.Teachers will monitor the learner's progress through home visits.The modular approach
situates Filipino students to learn in the comfort of their homes.Limited contact with teachers will place
parents or guidance as the learner's model or the "More Knowledge Other"(MKO).Someone has a better
understanding or higher ability level than the learner,concerning a popular task,process,or concepts.

Mark Anthony Liego(2020),modular distance learning is learner's"Learning at their own place,in their
own way and using Self Learning Modules(SLMs).

Human learning is a social process. Parents are partners of teachers in education. They are "home
facilitators", the "tagapagdaloy" means channel, but they will not teach the subject matter. It is the
teachers duty to teach, Dr. Lourdes Servito, (2001). A Filipino author, cited that a module is a self
contained and independent unit of instruction with a primary focus on a few will-defined objectives. A
handout distributed during the Workshop in the Application of Education Technology - DECS - UNESCO
referred to it as a set of learning opportunities systematically organized around a well-defined topic
containing the elements of instruction that cover specific objectives, teaching-learning activities and
evaluation using a criterion-referenced measures, Morallo, (2000). As Fe C. Nepomuceno, (2000) cited, a
module can be a short segment programme interwoven between other forms of instruction to cover
limited, specific units rather than an entire course. Another Filipino author, classified the use of
modules, together with programmed instruction, self-learning kits and correspondence courses, and
mastery learning technique, under the self-pacing method of instruction, Garcia, (2015). Nepomuceno
described the modules in the following statements: it focuses on a distinctive, identifiable skills or set of
skills or outcomes other than skills; it is a fairly short so as to make students use their study time
efficiently; it is essentially self-teaching, even it may encourage group work; it blends theory and
practice, and combines doing with reading and reflecting, it provides a list of further readings or sources
related to the skill being promoted; it provides suggestion to students for participating in the design of
their own projects, explanatory activities, and evaluation criteria; it is reality-oriented in the sense that it
involves the students in real situation if not possible tried to used stimulation technique; and it provides
feedback for improvement and redesigning a module can be adventurous for students and teachers
because: it provides opportunity for organizing numerous sequence of experience to reflect special
interests of the teachers and students; self-instructional units allow the teacher to focus on to student
deficiencies in subject matter that must be corrected and also serve to eliminate the necessity of
covering subject already known to the student, it provides a way of assessing student progress in
learning, it reduces the routine aspects of instruction learning. The teacher is free to engage in personal
contact with a student; the independent nature of self instructional units facilitated the updating of
study materials without major revisions; and it serves as model for teachers who wish to develop their
own materials and insert their own personality.

Modular instructions was first introduced by American educators. It is described by John L. Hughes
(2000), as an individualized instruction that provides bases for close interaction between the learner's
and subject matter. With the modules, the learner's are expected to response frequently in the
interaction with an instructional program at their learning rate. Assessment of Students Learning is a
three-unit professional education subject taken by Education students. It involves concepts and
principles on what and how our future teachers assess their future learners. Though there are
existing references in this subject, there is a limited book that contains all the lessons stipulated in the
course design or learning program used in the University. As instructor of this Assessment of
learning for almost 8 years, the researcher had seen the relevance of having a module in
delivering the content of this subject. Aside from the fact that it will offer individualized instruction,
the module blends the theory and practice which are vital to students learning experiences (Good,2000).
Researched the “individualization” of the modules because learners proceed with the instructions at
their own pace, also stated that modular instructions catered to the individual learning differences so
that learners are prompted to actively participate in determining what they need to learn
( Duker ,2000). The amount and the pace of their learning must match with their ability,
motivation and interest, not in comparison with other learners. Gibbons (2001) believed that
individualized instruction is one of the multi-media approaches providing the development of
coherent instructional programs that prepare learners for complete control of their education. Good
(2000) cited modular approach to be modernizing the teaching process suited to learners to advance at
their own best rate through passing unnecessary instruction and satisfying their needs, thus in
individual cases, will be able to earn their degree in considerably shorter period of time. Lardizabal,
(2001) said that it is a package of learning activities that learners have to accomplish. It can be used
as part of a course, as a complete course, or as a curriculum design. Students can find the
following advantages: Working at their own pace; Assuming responsibility for learning; Students find
that textbooks are not the only source of learning; They know exactly what they have to learn; Learners
are encouraged to master the module; and Competition for grades is reduced, Lardizabal, (2001).
Modular instruction promises a more efficient mass education by offering more effective individual
instruction at a time when a teacher is faced with a problem of producing learning in a large
group all at the same time. It is a technique of self-instruction that involves the presentation of
instructional materials to demonstrate their skills and comprehension, Deterline, W.,(2002).It is
described that modular instruction provides the basis for a close interaction between the learner
and the subject matter, that the learner is called upon to respond actively in the interaction with an
instructional program, and that the rate at which the interaction proceeds are governed individually by
each learner’s response, Hughes J. L.,(2005). The advantage offers to the teacher who uses the
modular approach. These are: it provides the opportunity for organizing numerous sequences to
reflect special interests of the teacher and students; it allows the teacher to focus on the
deficiencies of students in the subject matter; it serves to eliminate the necessity of covering the
subject matter already known to students. With the use of modules, the progress of a student is
assessed and the routine aspect of instruction is reduced giving the teacher a chance to enjoy her
personal contact with the students, Greager, J. And Murray, D. (2005). The instructional modules form
an important educational innovation and teaching technique. Aside from proposing a solution to the
problem teaching instruction, modules are more efficient mass education by giving more effective
individual instruction, Acelejado, (2007). The preparation of self-instructional modules include careful
analysis of the course plan or syllabus, preparing preliminaries and designing the learning activities. The
design of learning activities includes the objectives, direction, pre-test and key, activity proper, self-
evaluation exercises, and post-test, Johnson, D. W., & Johnson, (2009). The modular system has been
considered as an alternative to traditional teaching for a long time. The modules is the principles and
method of teaching include lessons and topics which meet the requirements of authorities in teacher
education. The contents of the modules reflect the most important aspect of what is being taught. The
modules provide evaluation activities which relate to the content and objectives of the lessons,
however, their is no provision for pre-test and post-test activities in each module. Their is highly
significant difference between the students and the teachers assessment of the characteristics of the
modules with the teachers assessment higher than that of the students. The principles and purpose of
modular instruction, it's advantage for both students and instructor, and a comparison between the
conventional and modular approach are presented. Present evidence suggest the modular instruction
meets the needs of today's students more learning and the content, Reiser, B. J, (2007). The
instructional cycle and intensive coaching enabled most instructors to change their practices, shift their
focus from teaching to learning, and enhance their knowledge of student learning difficulties,
Gallos, M., Zagn, (2005). Information and educational modules of the multimedia electronic
textbook require a choice of topics, a set number of hours and study forms, learning specific
concepts and terms in each topic, acquiring concrete knowledge and learning activities Serysheva
& Shchitov, (2014).

CONCEPTUAL FRAMEWORK

THEORITICAL FRAMEWORK
According to Mark Antony Llego (2020), modular distance learning is learners‟ learning at their own pace, in
their own way and using self-learning modules (SLMs). It can be printed/digitized format/electronic copy that is
appropriate to learners, and other learning resources like learners‟ materials, textbook, activity sheets, study
guides and other learning materials. Learners can access electronic copies of learning materials on a computer,
tablet PC, or smartphones. CDs, DVDs, USB storage and computer-based applications can be used to deliver e-
learning materials, including offline E-books.

According to Garrison and Vaughan (2008) higher education must start delivering on its promises of providing
learning experiences that engage and address the needs of society in the twenty-first century. The good news is
that the government of Botswana is fully committed to the widespread adoption of ICTs in all sectors of
society,including education. Subsequently, the University of Botswana has developed the required technological
infrastructure including the acquisition of an LMS (Blackboard/WebCT), with a view to advancing one of its
aspirations to develop a student-centred, intellectually stimulating, and technologically advanced
teaching,learning, and research environment (University of Botswana, 2004). This study is around developing a
model to tap the potential of new and emerging technology by blending it with the traditional face-to-face
teaching and learning environment at UB.
 According to Llego (2020), Blended learning is a combined face-to face with any or a combination of online
distance learning, modular distance learning (MDL), and TV/radio-based instruction. On the other hand, distance
learning modality refers to a learning modality where learning takes place between the teacher and the students
who are geographically distant from each other during the teaching-learning process. Modular Distance Learning
(MDL), Online Distance Learning (ODL) and TV/Radio-Based Instruction were the types of distance learning
modality. Lastly, homeschooling is an alternative delivery mode that seeks to provide students with basic
education in their homes with the aid of parents, guardians, or tutors.

According to Mark Antony Llego (2020), modular distance learning is learners‟ learning at their own pace, in
their own way and using self-learning modules (SLMs). It can be printed/digitized format/electronic copy that is
appropriate to learners, and other learning resources like learners‟ materials, textbook, activity sheets, study
guides and other learning materials. Learners can access electronic copies of learning materials on a computer,
tablet PC, or smartphones. CDs, DVDs, USB storage and computer-based applications can be used to deliver e-
learning materials, including offline E-books. The teacher takes responsibility for monitoring the progress of
learners. While the learners may ask help from them via-email, telephone, text messaging/instant messaging, etc.
Teachers shall do home visits to learners if the learners need remediation or assistance in his/her module. Any
member of the family or other stakeholders in the community can aid. In addition, modular learning is a form of
distance learning that uses self-learning modules (SLM) and follows the most essential learning competencies
(MELCS) provided by DepEd (Manlangit, Paglumotan and Sapera).

According to (Nardo, M.T.B, 2017), the use of modules advocates self-directed learning. Using modules for
learning leads to better self-study or learning skills among students. The concepts presented in the modules
engross students in learning. The tasks provided develop a sense of responsibility among students. And they
progressed on their own. They learn to learn; they are empowered. In addition, the students participate in real
experiences. They discover new things, and they experience their knowledge on their own. Students learn to
reflect on their own experiences, thus developing new skills, learning through modular direct students to be in
charge of their own learning.