English 11- Research

MODULAR DISTANCE LEARNING: IT’S EFFECT IN THE ACADEMIC

LEARNING PERFORMANCE OF GRADE 7 STUDENTS OF PADADA,
NATIONAL HIGH SCHOOL
Chapter I
The Background of the Study
I. Introduction
Due to the COVID-19 epidemic, face-to-face learning interaction of students and instructors
inside the school has been suspended. This epidemic has cleared the way for the deployment of
Modular Distance Learning as an urgent solution to assure educational continuity. The Philippines is
now in the process of adjusting to the new normal form of education, and the driving force for its
success is the ongoing innovation of educators and active participation of other stakeholders. Modular
learning is the most popular type of Distance Learning in the country. This learning modality is
currently used by all public schools because according to a survey conducted by the Department of
Education (DEpEd), learning through printed and digital modules emerged as the most preferred
distance learning method of parents with children who are enrolled this academic year. This is also in
consideration of learners in rural areas where the internet is not accessible for online learning.
According to World Health Organizations (WHO), the COVID-19 pandemic has taken a toll on
the lives of people worldwide and presents an unprecedented challenge to public health, the food
system, the world of work and of course, in education. According to UNESCO, as of May 2021,
schools in 26 countries were closed country wide, and schools were only partially open. Many
governments did not have the policies, resources, or infrastructure to roll out online learning in a way
that ensured that all children could participate on an equal basis. Schools entered the pandemic ill
prepared to deliver remote education to all students equally, (Spring, 2020).
According to the Philippines COVID 19 Monitoring Survey Policy Notes, Philippines, which
has been hit hard by the COVID 19 pandemic and bears the second largest burden of cumulative
confirmed COVID 19 cases in the East Asia Pacific region, the government has rolled out various
public health measures, including school closures. Which contributes to learning loss during the
COVID 19 pandemic and can have a long term negative impact on the current cohort of school
children. Since early October, children have been receiving education via distance learning.
Pursuant to DepEd Order (DO) No. 012, s. 2020, “Adapting the Basic Education Continuity Plan
(BELCP) for the 2020 2021 School Year in accordance with the COVID19 Public Health Emergency,”
DepEd will utilize a variety of Distance Learning Delivery Modes (DLDM) to ensure the continued
provision of learning opportunities for learners, while protecting the health and safety of its employees
and learners. Distance Learning may be implemented through the following delivery modalities:
a. Modular Distance Learning (MDL) b. Online Distance Learning (ODL)
c. TV-Video/Radio based Instruction (TV Video/RBI) d. Blended Distance Learning (LM. Briones,
2020.)
In Padada, National High School, Modular Distance Learning Modality (MDLM) is the most
applicable modality in the context of the learners, since the majority of the students in Padada NHS
cannot afford online learning. MDLM is in the form of individualized instruction that allows learners to
use self-learning modules (SLMs) in print. The use of Modular Distance Learning Modality makes it
challenging for teachers and students to establish and maintain personal relationships and connections.
There are some problems that the researchers have observed in the implementation of modular
distance learning modality which include: a. communication failure (instruction or student confusion
about modules) b. limited teacher guidance c. approach student (TV-Video/RBI) d. Blended Distance
Learning (LM. Briones, 2020.)
In Padada, National High School, Modular Distance Learning Modality (MDLM) is the most
applicable modality in the context of the learners, since the majority of the students in Padada, NHS
cannot afford online learning. MDLM is in the form of individualized instruction that allows learners to
use self-learning modules (SLMs) in print. The use of Modular Distance Learning Modality makes it
challenging for teachers and students to establish and maintain personal relationships and connections.
There are some problems that the researchers have observed in the implementation of modular distance
learning modality which include: a. communication failure (instruction or student confusion about
modules) b. limited teacher guidance (approach student ingenuity with the teacher, complaints for not
understanding the module and all these leads to misconduct towards students failure to deliver
worksheets on time).
The researchers are determined to conduct this study to see the impact of the use of modular
distance learning to the English academic performance of the students. Through this study the
researchers will provide recommendations to improve the problems and issues they have observed.

Statement of the Problem

The study aims to determine the impact of teaching English using Modular Distance
Learning Modality to the academic performance of grade 7 students in Padada, National High
School in the school year 2022-2023. Specifically, it answers the following questions:
1. What is the academic performance of pupils in Padada, National High School before and after
modular distance learning?
2. Is there a significant difference in the academic performance of pupils in using modular
distance learning?
3. What is the effect of modular distance learning on the academic performance of learners as
perceived by: (a) Learners, (b) Parents, and (c) Teachers?
4. What interventions can be proposed to improve the academic performance of learners in the
new normal?
Significance of the Study
The findings of the study redound to the benefits of teachers and school administrators to reflect
on their current teaching practices and develop possible interventions to improve learning
outcomes. This will give a significant plan for educators to improve the teaching-learning
process and how modular distance learning can be implemented effectively. This study can help
teachers because it would serve as an eye-opener for them in knowing the effects of MDL in
learners’ academic performance so that they can implement appropriate guidelines and
instruction. Modular Distance Learning would help learners to be trained them on time
management, setting their priorities, solve and answer the problems and questions given in their
modules and helps learners mentally and it can be associated with developing self-regulation
skill by being independent. With this, learners can have a positive and academic attitude
towards the new learning modality. Ultimately, the result of this study would motivate the
parents to extend more assistance and guide their child/children through the modular lessons
that would be sent to learners while doing remote learning. Through Modular Distance
Learning, parents would be able to identify their child/children’s strengths and weaknesses
when doing their assigned task incorporated in their modules.

II. METHODS
This study will be using the qualitative and quantitative type of research. Qualitative research
involves the collection and analysis of narratives or open-ended observations through
interviews while Quantitative research relies on data that are observed or measured to examine
questions about the sample population (Ahmad, et. al, 2019). The researchers conducted the
study in Padada, National High School located in Davao del Sur. Fifteen (15) parents, ten (10)
learners, and seven (7) teachers are the respondents of the study. For the Quantitative method,
the data collection was executed using the following instruments: (1) General Weighted
Average to show the academic performance of learners before and after the implementation of
MDL and (2) a t-test will be used to find the significant difference in pupils ‘academic
performance before and after the implementation of Modular Distance Learning. For the
Qualitative method, the researchers used interview guide questions to find the effects of
Modular Distance Learning as perceived by learners, parents, and teachers. As for the data
collection, the researchers gathered all the answers of the respondents and broke the data into
small segments that reflect a single and specific answer. After the arrangement and finalizing of
the gathered data, the researchers analyzed the qualitative data and determined the effects of
MDL formulated in the respondents answers through the interview guide questions. Lastly, the
researchers generalized the meaning of the gathered data and grouped it into themes- the
positive and the negative effects of Modular Distance Learning and the interventions to be used.
Formal consent was sought from the school and respondents were interviewed with the
permission of the principal. The respondents will be ensured of the confidentiality of the
information that will be gathered. Their responses and information gathered were used only for
research purposes.
III. RESULTS AND DISCUSSION
From the collected data, various effects were found in the implementation of Modular Distance
Learning (MDL) especially in pupils’ academic performance.
TABLE I
GENERAL WEIGHTED AVERAGE (GWA)
Quarter Before MDL After MDL (S.Y. 2020-
(S.Y.2019-2020) 2021)
1 87 85
2 88 85
3 89 87
4 89 87
Mean 88.25 86
Table 1 shows the data collected before and after the implementation of Modular Distance
Learning (MDL). The mean of the four (4) quarters before the MDL implementation is 88.25%
while after the Modular Distance Learning the mean is 86%. The study revealed that the 2.25%
decrease in the GWA of learners after the implementation of MDL denotes a significant
difference in their academic performance. MDL strengthens family bonding, independent
learning, and is cost-effective..
Three major themes emerged from the analysis of the current data set: Positive effects of
Modular Distance Learning; negative effects of Modular Distance Learning; and interventions
to be used to improve the academic performance of learners in the new normal.
A. Theme 1: Positive Effects of Modular Distance Learning (MDL)
1) Strengthening Family Bonding
It was revealed that MDL is an aid in having a greater parental involvement of parents to
their child/ children. Parents may have bonded with their child/ children through tutoring.
Strong family ties are developed when learners and their parent/s are learning together as a form
of bonding time.
2) Asynchronous learning
This type of learning is known as independent learning where children learn at their own
pace. Its premise is learning in different times and spaces (Finol, 2020). Learners will answer
their modules on their own and devise ways on how to understand their lesson which in a way
can develop good study habits in a way that they develop the sense of responsibility in
accomplishing the task provided in the modules. The learners are provided with modules,
worksheets, or textbooks that aid in their independent learning process. This modality is based
on constructivism theory where learners are actively constructing their knowledge through their
own experiences (Elliott, et. al. 2020). 3) Cost-Effectiveness Cost-effectiveness is an obvious
factor of MDL. It is to save time and cost especially transportation allowance. Not having
learners to commute to school and subsequently saving money was reported by most parents.
Equations should be placed flush-left with the text margin. Equations are centered and
numbered consecutively starting from 1 as follows
B. Theme 2: Negative Effects of Modular Distance Learning (MDL)
1) Limited Teacher-Learner Interaction
It was revealed that having no interactive relationship between the teacher and the learners will
lead the learners to not be interested to learn and refuse to explore their potentials on their own.
Learners are not able to interact with their teacher to ask questions with regards to their lesson
that leads to a lack of processing of the module’s content as well as a lack of explanation
coming from the teacher. Some learners rely on the key answers included in their self-learning
modules, so even errors were copied which gives teachers the thought that pupils aren’t
reflecting well on what they are studying. In that case, the teacher will no longer determine if
the pupils understood the content of the module or is it the work of the learners.
2) Additional Workload to Working Parents
It is especially challenging if the parents are working from home or offices, and have their
schedules to follow. Keeping their children in check all the time was very difficult for them.
Not all parents can give their whole time in guiding and assisting their child/ children in
answering their modules, for a reason that parents are working to earn a living especially at this
time of the pandemic. Some parents also added that there are lessons that they have difficulties
with or having a hard time explaining and teaching their kids.
3) Distractions at Home
Parents and teachers expressed that children tend to be distracted at home especially when
gadgets are being available. Learners append more time watching television or playing online
games wherein parents think that they are researching but they are just playing computer games.
Many children are considering this time as a vacation from school, hence they want to sleep and
wake up according to their wish and spend the rest of the time playing video games and
watching cartoons/ movies. In that case, learner’s works will be hastily done because they spend
most of their time playing rather than studying.
4) No exposure to significant school activities
Curricular and co-curricular activities are part of the teaching and learning process.
Extracurricular activities provide learners with the self-confidence to become well-rounded
individuals (Naik, 2018). It was evident that in the new normal in education, extracurricular and
other school activities have been restricted. Differentiated activities such as role-plays,
educational games, and other group activities are not being observed in modular distance
learning. Postponement of the school’s extracurricular activities like field trips, school retreat,
foundation day, and other activities will surely be missed by the learners this school year.
5) Too many activities in the module
It was revealed that SLMs are activity-centered, it is more on paper and pencil activities.
Learners complained that there are too many tasks/ activities incorporated in the modules. As
parents observed, learners tend to become lazy in studying because SLMs are more on the usual
question and answer and are also limited to reading and writing.
6) Lack of socialization with other children
A large number of parents were worried that in the wake of the pandemic, the social
development of their children was affected at a deep level. Especially in the case of younger
children, loss of interaction with peers and their normal environment had influenced the
development of their social skills. Schools play a huge role in disciplining and polishing social
skills; modular distance learning has taken away that opportunity from learners and parents
were now looking for other ways to help develop these skills.
7) Errors in some modules
During this pandemic, learning modules play an important role in the learning of millions of
public school learners. The opening of classes was delayed twice to allow schools, teachers,
learners, and parents to prepare for the demands of distance learning. But the postponements, it
seemed were not enough to ensure that the education department’s learning materials were-error
free. As said by Education Undersecretary Diosdado San Antonio in his interview “not all
modules prepared this year underwent quality assurance” (Magsambol, 2020).

C. Theme 3: Interventions
1) Simplify modules or workbooks accompanied by video and audio lessons
The Department of Education should consider reducing the number of activities included in the
Self- learning modules. The learners, especially the elementary learners tend to get uninterested
and worn out by merely seeing many activities to be answered given their short attention span.
It is also highly recommended that printed SLMs are to be accompanied by video and audio
lessons. Teachers have to take advantage of what technology can offer by utilizing applications
for video and audio making to enrich learning and still be able to deliver their lessons
efficiently. Moreover, through this, the learners who have no internet connections due to
economic constraints and location are catered to as they can utilize these materials offline.

2) Home Visitation
The teachers must do constant monitoring to learners to learn more about the learners’ needs
and their home environment. This will help the teachers to have a better understanding of the
factors that affect the learners’ performance. This too is an opportunity to cheer them up and
encourage them for they look on the importance of having a teacher beside them.
3) Conduct Online Mediation
To address the problem of the limited interaction between the teacher and the learners and the
lack of socialization among the learners, implementing a blended learning modality
(combination of modular and online learning) is recommended. Teachers need to set a schedule
for online mediations through any available and accessible online platforms that allow the
teacher and the learners to freely communicate with each other.
4) Neighborhood Instruction
Aside from home visitation, neighborhood teaching to address the concerns of learners and at the same
time assist them in accomplishing their learning tasks must also be conducted at least twice a month.
Here, learners will be clustered according to their sitios and the teacher living in the same sitio or
assigned in that particular sitio will be the one to cater to the learners’ needs. This is also an avenue for
teacher learner and learner-learner interaction but with the assurance that minimum health protocols are
strictly observed.

IV.CONCLUSIONS
Noting the results of the study, the following are hereby concluded. The academic performance
of learners after the implementation of Modular Distance Learning (MDL) decreased. It only means
that face-to-face which is the most important side of physical learning was more favorable and more
effective in terms of children’s learning. It was determined that there were more negative effects of
MDL than positive ones. According to the limited interaction between the teacher and the learners was
the main problem that emerged in the implementation of Modular Distance Learning. Another problem
is that there are too many tasks/ activities incorporated in the modules. Hence, constant monitoring of
teachers (home visitation) on the progress of learners to be able to give feedback mechanisms and
guide those learners who need special attention is a must. The administration should concentrate on
improving and simplifying worksheets or workbooks to be distributed to learners accompanied with
video lessons that are aligned with the Most Essential Learning Competencies (MELC). They should
conduct training, seminars, or workshops for teachers to be acquainted and so that their skills in the use
of Modular Distance Learning (MDL) will be enhanced. Lastly, before the opening of each school year,
a meeting or open forum among teachers, parents, and other stakeholders should be conducted to
further explain or discuss the reality of the new normal education.
This research paper will help future researchers who will conduct future research about Modular
Distance Learning (MDL). Future researchers may consider the findings of this study about the effects
of Modular Distance Learning (MDL) when they are still accomplishing their study in drafting their
related concepts and should include other variables that are not discussed in this study.
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Prepared by: Group # 1

1) Catherine S. Lausa
2) Ajie Banjao
3) Jefrey Pineda
4) Dio Disa Salminang
5) Gretchen Toco
6) Christy Teo
7) Eloiza Alquitas
8) Delrica Baring Gilos