ST.

THERESE-MTC COLLEGES
COLLEGE OF MARITIME EDUCATION PROGRAMS
Iloilo, Philippines

ASSESSMENT OF MARITIME STUDENTS ON THE UTILIZATION OF LEARNING

MODULES

A Research Proposal

presented to the faculty of

St. Therese MTC-Colleges

Magdalo Street, La Paz, Iloilo City

In partial fulfilment

of the requirement for the course

Research 2 (Methods of Maritime Research 2)

for the degree

Bachelor of Science in Marine Engineering

HAUTEA, CHEISTEAR C.

HEMBRA, SHANE ALEXANDER S.

MANIMBAYAN, KENT S.

SOMCIO, ELIAS JR.

FEBRUARY 2021
 ST. THERESE-MTC COLLEGES
COLLEGE OF MARITIME EDUCATION PROGRAMS
Iloilo, Philippines

CHAPTER I

INTRODUCTION

Background of the Study

Educational systems adopts to changing times. With the COVID - 19 pandemic,

educational systems worldwide made adjustments to help mitigate the adverse impact of the

pandemic. It revised the curriculum, provided technological resources and infrastructure, shifts

the academic calendar, and policies on instructional delivery and assessment. With the serious

threat of the COVID - 19, the educational system switched to modular learning.

Modular instruction which was first introduced by American educators, was described by

John L. Hughes (2000) as an individualized instruction that provides basis for close interaction

between the learners and the subject matter. With the modules, the learners are expected to

respond frequently in the interaction with an instructional program at their learning rate.

Modular instructions catered to the individual learning differences so that learners are prompted

to actively participate in determining what they need to learn. The amount and the pace of their

learning must match with their ability, motivation, and interest, not in comparison with other

learners (Duker 1992).

In the Philippines, like in other countries, distance learning was resorted to through

online instruction in urban areas where there is connectivity and modular learning in areas

where there is no internet signal. Schools made modules which were self-contained, self-pacing,

short and well-defined, adequately motivating, properly sequenced, providing opportunities for

interaction with learners, clearly written with correct language, accurate, not in conflict with
 ST. THERESE-MTC COLLEGES
COLLEGE OF MARITIME EDUCATION PROGRAMS
Iloilo, Philippines

other subject matter and values, and utilizing every opportunity to achieve learning outcomes

(Torralba, 2020).

Schools catering to basic education up to the tertiary level used modules to implement

the curriculum in the absence of face to face encounter with learners. Whether used as a major

learning material or used as enrichment or supplementary instructional materials for learning

concepts and skills, or as remedial instruction is necessary for slow learners and as advance

instruction for the fast and highly motivated ones, schools used modules to make sure there is

learning continuity during the pandemic.

St. Therese-MTC Colleges implemented the flexibility learning modality through print and

electronic modules (e-modules) last academic year 2020-2021 as the main material for

providing instruction to students. Because of the absence of face to face instruction, there were

claims that modular learning is a failure because students were not able to acquire the needed

skills and competencies. Among Marine Engineering students were major subjects needed face

to face exposure to learning equipment which needed demonstration and manipulation,

learning has been difficult.

In the light of the situation of Marine Engineering students, this research shall be

conducted to find out how Marine Engineering students perceived effectiveness of learning

modules on themselves. Specifically, it seeks to determine how Marine Engineering students

perceived how effective modular learning learning in terms of its objectives, content, learning

activities, format, organization and presentation and assessment.

 ST. THERESE-MTC COLLEGES
COLLEGE OF MARITIME EDUCATION PROGRAMS
Iloilo, Philippines

Theoretical Framework

The Behavioral learning theories view learning as change in rate/frequency of

occurrence, or form of behavior or response which occurs primarily as a function of

environmental factors (Chunk, 2012). They also contend that learning involves the formation of

associations between stimuli and responses. Behaviorists explain learning in terms of

observable phenomena, and reinforcing consequences make the response more likely to occur

whereas punishing consequences make it less likely. The role of environment specifically how

stimuli are arranged and presented and how responses are reinforced are of most important.

Motivation is the process whereby goal-directed activities are instigated and sustained.

As environment properly arranged help learning to occur, teachers should prepare the

environment that will help learners to learn such as arranging activities that suit environment.

Teachers also need to help learners make practice of what they have learned. This is important

as learning is subject to the rate of occurrence of behavior. The practicing is important for

strengthening the responses. As new information is internalized, it is compared with existing

information and knowledge. The schema s are then reorganized to accommodate the new

information and thought patterns are altered. Sensory input is stored for several seconds, and

the information disappears unless it is deemed important. If deemed important, the information

will be stored in short-term memory. If the information continues to be important, it will be

moved into long-term memory.

Behaviorist purport that learners should be active in that they should respond to

stimulus in order for learning to occur. In the e-learning or mobile environment, instructors may

require students to require students to answer questions in a discussion forum or via text
 ST. THERESE-MTC COLLEGES
COLLEGE OF MARITIME EDUCATION PROGRAMS
Iloilo, Philippines

messaging. The instructor may require learners to share documents in a collaborative

workspace such as a wiki or other collaborative workspace. The purpose of this is so that

instructors may observe students understanding of the material; thus, making this different

than active learning described in constructivism.

Learning should be reinforced. Students should therefore be given rewards. Teachers

are to reward any desired behavior in learning. However, to weaken the undesired behavior

learned, teachers should apply punishment. In developing the profession of teaching, teachers

must note that developing professionally has some benefits such as being able to help learners

learn. Increasing the knowledge base, being rewarded economically, and developing/improving

their personal lives. This is to say teachers plan to develop professionally due to these

observable benefits as well.

Research Paradigm

Independent Variable Dependent Variable

Profile of Maritime Students

Assessment on the Utilization of
-Degree Program (BSMT, BSMarE) Learning Modules

Figure 1 shows the relationship of the independent variable area of location and year level to

the perceived effectiveness of modules.

 ST. THERESE-MTC COLLEGES
COLLEGE OF MARITIME EDUCATION PROGRAMS
Iloilo, Philippines

Statement of the problem

Generally, this study will seek to determine the perception of Marine Engineering

students on the effectiveness of modules.

Specifically, the study seeks answer to the following questions:

1. What is the assessment of Maritime students of Learning Modules when taken as an

entire group?

2. What is the assessment of Maritime students of Learning Modules when group

according to degree program?

3. Is there a significant difference in the assessment of maritime students of learning

modules when grouped according to degree program?

Null Hypothesis

There is no significant difference in the assessment of maritime students on the

utilization of learning modules.

Definition of terms

Effectiveness. Effectiveness is the degree to which something is successful in

producing a desired result; success.

In this study it shows how module assess the learning capacity of students in the new

type of learning modality.

 ST. THERESE-MTC COLLEGES
COLLEGE OF MARITIME EDUCATION PROGRAMS
Iloilo, Philippines

Modules. Modules is a package of learning activities that learners must accomplish. It

can be used as part of a course, as a complete course, or as a curriculum design (Lardizabal,

1996).

In this study, modules are the learning materials used to assess students learning which

contains the different parts namely: learning objective, discussion, activities, and assessment. It

is classified as either print or e-module.

Maritime Student. Students are who the one who studies, a scholar at a higher

school, and devoted to study of any subjects, and devoted to books (Cambers 20th century

Dictionary, 2020).

In this study, students refer to someone who is enrolled in St. Therese-MTC Colleges

(ST-MTCC) taking maritime programs as either BS Marine Transportation or BS Marine

Engineering.

Perceived. Become aware or conscious of (something); come to realize or understand.

In this study perceived how effective modular learning learning in terms of its

objectives, content, learning activities, format, organization and presentation and assessment.

Significance of the Study

This study will be of importance to the following:

STUDENTS. This study will provide information about the perception of Marine

Engineering students on the effectiveness of modules as learning materials for distance learning

which they can use as guide in future utilization of the modules in learning.
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COLLEGE OF MARITIME EDUCATION PROGRAMS
Iloilo, Philippines

PARENTS. This study will provide background to the parents regarding how their

children look at the effectiveness of modules as learning materials thus serve as basis for

decisions that would help their children to learn better.

ADMINISTRATORS. The result of the study will provide administrators additional

reference in making decisions regarding the adjustments to be made in modular learning in

schools.

SCHOOL. The result of this study will keep the schools informed about how the

students view the effectiveness of modules as a distance learning tool thus giving the school

administration basis for adjustments in enhancing the modules to make learning more effective.

FUTURE RESEARCHER. This study will serve as a reference material to other

researchers with related study of interest.

Scope and Limitations

This study will use the descriptive study method of research design to determine the

perception of Marine Engineering students on the effectiveness of modules as a learning tool.

The respondents of the study will be the ____ officially enrolled students of St. Therese

MTC Colleges – Magdalo Site during the second semester, A.Y. 2020-2021. The respondents will

be categorized according to their degree program, location of residence and type of modules.

The conduct of the study will start from the month of October and will end in the month of

February school year 2021 - 2022.

The instrument to be used in gathering the data is a researcher-made questionnaire.

 ST. THERESE-MTC COLLEGES
COLLEGE OF MARITIME EDUCATION PROGRAMS
Iloilo, Philippines

The research instrument will be administered by sending a link of the Google form in the

Bulletin Group Chat of the instructors of St. Therese MTC Colleges – Magdalo Site. The data will

be tabulated, analyzed, and interpreted using the statistical tools for the descriptive data

analysis are frequency count and percentage, mean, and for the inferential analysis are the T-

test and ANOVA.

CHAPTER II

REVIEW OF RELATED LITERATURE

COVID-19 pandemic is changing the lifestyle of people around the globe. Due to this

outbreak, mobility, livelihood, business and education are affected.

In schools, modules were used when distance learning became the mode of learning

because learners cannot go to school anymore. For learners with internet connectivity, online

classes were held. But since majority of learners have no internet connectivity, modular

instruction became the dominant learning modality (Deped, 2019).

As the subsequent literature review supports, a diversity of e-Learning tools, methods

and Technologies have become increasingly popular in secondary and higher education over the

most recent two decades. In the past few years, South Africa and other nations have

increasingly considered the implications of digital disruption and the 4th Industrial Revolution,

which the maritime education and training sectors are not exempt from. This move towards

Internet based learning has significant potential risks and opportunities for the future of work
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forces, economies, training institutions, businesses, individuals and Communities. Learning

Management Systems (LMSs) such as Blackboard and Moodle May help to facilitate the

transition towards this future (Sari and Setiawan, 2018).

Along this line, distance learning, blended learning, online learning, and the effective use

and increased awareness of technologies were among options in the innovative ways of

delivering education as a result of the pandemic (Goh & Sandars, 2020; Iwai, 2020; Jhaveri,

Schrier & Joseph, 2013; Podik, 2017; UNAI, 2020).

Distance Learning

Distance education is traditionally defined as, any educational or learning procedure in

which the guide and the student are separated geographically. There is no interaction between

students.

Distance education also known as distance learning or distributed learning, or remote

education, has now existed for ages. It involves acquiring information from methods other then

the traditional way of gaining knowledge – attending institutions. Some recent definitions have

focused on it as a new development, involving advanced technology

Present-day distance learning is influenced a lot by computer and electronics

technology. The technology has now made it possible for the guide and student to connect

almost immediately. Study resources can be delivered instantly through computers, satellites,

internet, cable television, interactive video etc. 

Modular Distance Learning

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Involves individualized instruction that allows learners to use self-learning modules

(SLMs) in print or digital format/electronic copy, whichever is applicable in the context of the

learner, and other learning resources like Learner’s Materials, textbooks, activity sheets, study

guides, and other study materials. Learners access electronic copies of learning materials on a

computer, tablet PC, or smart phone. CD, DVD s, USB storage, and computer-based

applications can all be used to deliver e-learning materials, including offline E-books. The

teacher takes the responsibility of monitoring the progress of the learners. The learners may

ask assistance from the teacher via e-mail, telephone, text message/instant messaging, etc.

Where possible, the teacher shall do home visits to learners needing remediation or assistance.

Any member of the family or other stakeholder in the community needs to serve as a para-

teacher (Deped, 2021).

Learning is in the form of individualized instruction that allows learners to use self-

learning modules (SLMs) in print or digital format/electronic copy, whichever is applicable in the

context of the learner and other learning resources like Learner’s Materials, textbooks, activity

sheets, study guides, and other study materials. Learners access electronic copies of learning

materials on a computer, tablet PC, or smartphone. CDs, DVDs, USB storage, and computer-

based applications can all be used to deliver e-learning materials, including offline e-books.

What Makes a Good Module

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Iloilo, Philippines

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For a module to be effective, it must contain required parts that will help the learners to

gain knowledge from it. To Burge (2000) for a module to be effective, it must have a clear

purpose, must be constructively aligned and must consider the course in context.

An effective module must have clear learning goals or learning outcomes. This refers to

what learners should know, understand and demonstrate after completing the learning tasks.

An effective module should also have learning activities and assessments that are aligned with

the learning outcomes or learning objectives. This means that the learning activities should lead

to the realization of the learning objectives. This refers to the content that should be used and

the support the learners need to achieve learning outcomes and the best way to evaluate what

has been achieved by the learners. Finally, a good module should be designed in a way that will

fit the type of the course, resources available, disciplinary context and national and legal

requirements. Type of the course refers to the length of the course, and level and type of

learners. Resources include people involved, roles they have and support needed. Disciplinary

context involves the manner of teaching the subject and the professional bodies existing that

would accredit the course. While national and legal requirements refer to equality and diversity

legislation, academic infrastructures and internal arrangements which need to be complied with

in the preparation of the module.

Related Studies
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Modular learning in the Philippines is not new. There were already studies conducted

looking into modular learning as a mode of delivery. In fact, the use of module has been in use

already even before the COVID - 19 pandemic came, either as a supplemental learning strategy

or as a major learning modality.

In their study of the Implementation of Modular Distance Learning in the Philippine

Secondary Schools, Dangle, et al (2020), looked into the challenges, opinions and

recommendations of teachers, parents and students regarding modular distance learning in

selected schools in the Cordilleras.

Their study found out that among the leading challenges encountered can be

categorized into resources, preparedness and communication. Lack of resources affected the

implementation of distance modular learning. Then, teachers, parents and students at certain

levels are ill-prepared to switch to this mode of learning. And keeping in touch with the

learners, their parents and vice versa especially in far flung areas is really difficult.

In their study of Students’ Perception about Modular Teaching and Various Instructional

Strategies, Fatima, et al (2019), tried to determine the perception of students about modular

learning when it comes to certain subjects in the undergraduate level. They found our that 93%

of the participants appreciated modular teaching as an effective method. To the respondents,

modular learning is interesting and useful.

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COLLEGE OF MARITIME EDUCATION PROGRAMS
Iloilo, Philippines

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CHAPTER III

METHODOLOGY

The purpose of this study is to examine the effectiveness of modules as perceived by

maritime students. In order to test the relative effectiveness of independent variable, i.e., an

instructional paradigm (Modular teaching), the selection of most suitable design for this

experiment was the main step. Campbell and Stanley (1963) postulate a number of factors,

which affect the internal and external validity of experimental designs.

Research Design

This research study aims to identify the effectiveness of modules as perceived by

maritime students , Therefore, Descriptive research design is used. Descriptive research design

is a type of research design that aims to obtain information to systematically describe a

phenomenon, situation, or population (Amaguin, 2008). More specifically, it helps answer the

what, when, where, and how questions regarding the research problem, rather than the why.

Respondents of the study

The researchers applied the convenience sampling technique,a non probability sampling

technique where subjects are selected because of their convenient accessibility and proximity to

the researchers. The target respondents are (70) seventy College of Marine Transportation

Students and (50) fifty College of Marine Engineering Students studying at St. Therese MTC

Colleges-Magdalo Site who are also officially enrolled during the school year 2021 - 2022.
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Instrumentation

The research-made instrument was used in gathering data needed for the

study.

The questionnaire was composed of two parts: (1) Personal Information of the

Respondents; (2) Questionnaire ire Proper of Maritime Students Perspectives Towards

Distance Learning.

Part I, Personal Information, asks about the personal data of the respondents such as

name(optional), degree program, and year level.

Part II, Questionnaire Proper Maritime Students Perspective Towards Distance Learning,

was composed of 18 items based on the student’s Preference (3) objectives of module, (3)

Content of module, (3) Learning Activities of module, (3) Format of Module, (3) Organization

and Presentation Of module, (3) Assessment of module .

The respondents checked their chosen answers using the five-point Like-rt scale based

on their agreement or disagreement on the items.

Numerical Value Descriptive Ratings

5 Strongly agree

4 Agree

3 Undecided

2 Disagree

1 Strongly disagree
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The results are interpreted using the scale below:

Scale Description of Rating

4.51 - 5.00 Very High

3.51 - 4.50 Above Average

2.51 - 3.50 Average

1.51 - 2.50 Below Average

1.00 - 1.50 Very Low

Validity

    The researcher-made questionnaire will be subjected to content validity by the panel

validators. they will be composed of three (3) validators where one is a panel member, second

is an English instructor for the construction and grammar of the items and third will be the

expert in the field and it will be sent by a validation letter that will be signed after validation,

the suggestion of the validate will be used to revise and improve the instrument and be subject

to pilot testing.

Reliability
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    The questionnaire will be pilot tested to other instructor and students who not included

in the real conduct of the study. The Alpha Cronbach Test will be used to determine whether

the items are favorable and reliable.

Data Gathering Procedure

    Permission to conduct the study will be secured from the administrator of St. Therese

MTC Colleges - Magdalo Site, La Paz, Iloilo City. Given the limited face-to-face and strict health

protocol, the validated questionnaire will then be converted to Google forms. The researchers

will distribute the questionnaire with a brief instruction on the manner of answering the items

through online platforms like the Messenger, Google meet or Microsoft Teams.

The research instrument will be administered by sending a link of the Google/MS Forms

in the student Group Chat or Microsoft Teams forum chat.

Upon retrieval of the questionnaire, the responses will be downloaded, recorded,

analyzed using appropriate statistical tools to answer the statement of the problem. The

confidentiality of all the data gathered will be kept confidentially as per instruction.

Data-Analysis Procedure

To determine the effectiveness of modules and to test the significant differences

between and among variables of the independent and dependent variables. The data will be

analyzed both using descriptive statistics and inferential statistics. The following are the

statistical tools to be used. The data will be tabulated, analyzed, and interpreted using the
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statistical tools for the descriptive data analysis are frequency count and percentage, mean, and

for the inferential analysis are the T-test and ANOVA.

CHAPTER 4

RESULTS AND DISCUSSION

Chapter 4 discussed the results of descriptive and inferential data analyses based on the

following questions:

1. What is the assessment of Maritime students of Learning Modules when taken as an

entire group?

2. What is the assessment of Maritime students of Learning Modules when group

according to degree program?

3. Is there a significant difference in the assessment of maritime students of learning

modules when grouped according to degree program?

The student’s perception of the effectiveness of the learning modules were analyzed

using the mean and standard deviation.

Maritime Students’ Perception on the Effectiveness of Learning Modules

When Classified as to Degree Program

Table 1 shows the maritime student’s perception on the effectiveness of learning

modules. The BS Marine Engineering students have an above average perception of

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Iloilo, Philippines

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effectiveness of learning modules (M= 4.22, SD= .400). The marine student’s perception of

effectiveness of learning modules were clustered around the mean indicating less variation in

their perception. The BS Marine Transportation students have an average perception of

effectiveness of learning modules (M= 3.96, SD= .340). The perception of the students are less

varied as indicated by low standard deviation.

Standard
Category Mean Description
Deviation

Overall Perception on the

Effectiveness of Modules
Above
BS Marine Engineering 4.22 .400
Average
BS Marine Transportation 3.96 Average .340

Inferential Data Analysis

The differences in student’s perception of the effectiveness of the learning modules

were analyzed using the t-test for independent samples.

Differences in the Maritime Students’ Perception on the Effectiveness of

Learning Modules When Classified as to Degree Program

The results revealed no significant difference in the maritime student’s perception on the

effectiveness of the learning modules between BS Marine Engineering students (M= 4.22,

SD=0.40) and BS Marine Transportation students (M= 3.96, SD=0.34), t(121)=3.89, p=0.00,
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two-tailed. The magnitude of difference (MD = 0.26: 95% CI: from 0.13 to 0.39) was very

small (eta-squared=0.111). This implied that the perception on the effectiveness of the learning

modules of BS Marine Engineering students and BS Marine Transportation students are similar.

95%
eta-
Compared Confidence
M SD MD t df p squared
Groups Interval

Lower Upper

Degree Program

BS Marine 4.22 0.40 0.26 0.13 0.39 3.89 121 0.00 0.11
Engineering

BS Marine 3.96 0.340

Transportation
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CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

Summary of Findings

1. Majority of the respondents are third year BSME.

2. The academic stressors experienced by the BSME students of St. Therese-MTC Colleges

Magdalo Site found no significant difference when grouped according to degree

program, area of residence and type of module. There is a significant difference with the

academic stressors and the coping mechanisms of Bachelor of Marine Engineering

students of St. Therese-MTC Colleges- Magdalo site. This reveals that students

employed different coping mechanism depending on the level of stress they are

experiencing.

Conclusion

To help reduce the stress that the students are going through, the institution must to

consider about implementing a mental health day. In addition, providing students with the

opportunity to participate in a webinar that discusses healthy coping mechanisms will help them

become more conscious of what to do when they are under the strain of academic stress. It is

also very important to encourage students to maintain a good mental well-being since our

mental health has a direct influence on our capacity to learn new things, comprehend new
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ideas, and develop new abilities. It can be challenging for a student to complete their

schoolwork and keep up with their class schedule while they are experiencing symptoms of

depression, anxiety, or another mental health condition.

Recommendation

Administration. The administrators should consider implementing a mental health

break to alleviate the academic stress of the students. This will reduce the academic stress and

might improve the students’ academic performance.

Maritime Students. Students should be proactive in learning how to cope up with

academic stress.

Faculty. The instructors must consider to play an active and constructive part in

mentoring and supporting the students in the selection of appropriate methods to deal with

stress.

Guidance Counsellor. Counselling sessions and other students’ support systems must

organized and promoted to cater to the issues like career guidance, healthy coping behaviours,

and time management.

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REFERENCES

Toohey, S. (1999). Designing Courses for Higher Education. Buckingham: Society for Research

into Higher Education and Open University Press.

Yazon, Alberto D. (2013). Validation and Effectiveness of Module in Assessment of Students

Learning. Rex Bookstore: Quezon City

https://Globalscientificjournal.com

https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-02312-0

https://www.studocu.com/ph/document/tanauan-institute-inc/introduction-to-research/chapter-

2-review-of-related-literature/17436696

https://cyberleninka.org/article/n/297572

https://www.philippineseducation.info/distance-education

https://www.teacherph.com/deped-learning-delivery-modalities/
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QUESTIONNAIRE

EFFECTIVENESS OF MODULES AS PERCEIVED BY MARITIME STUDENTS

Dear Respondents,

We, the Researchers, are conducting a study entitled “EFFECTIVENESS OF MODULES AS

PERCEIVED BY MARITIME STUDENTS”. In line with this, we would like to ask your humble

cooperation to answer the questions below. Just fill out the data needed in the questionnaires.

The information gathered will be treated with utmost confidentially. Your true and

honest answers to the questions will be greatly appreciated.

Very truly yours,

The Researchers
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EFFECTIVENESS OF MODULES AS PERCEIVED BY MARITIME STUDENTS

Part A. Personal Information. Rest assured that the data you provided will be

treated with utmost confidentiality.

Name (optional): __________________________________________________

Part B. Instruction: Read each item carefully and check the boxes that corresponds

to your answer.

QUESTION Strongly Agree Undecided Disagree Strongly

Agree Disagree

Objectives of the Module

Clear

Achievable

Measurable

Content of the Module

Comprehensive
Related to the learning
objective
Easy to understand
Learning Activities of the Module
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Aligned to the desired

outcomes
Provide varied learning
experience
Foster higher thinking and
problem-solving skills
Format of the Module

Contains
prerequisite activities that
students must complete
before moving on in the
course
Track student progress
through a sequence of
learning activities
Organize course content
by unit, day, week, topic
or Outcome.
Organization and Presentation of the Module

The topics are arranged

progressively

The design is appealing

Logical and manageable

Assessment of the Module

Provides Opportunities for

students to check their
progress.

Students can Receive

feedback.
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Provides evidence to
proceed to the next level.