CHAPTER 1

INTRODUCTION

Background of the Study

Academic Performance is the outcome of student’s efforts in examinations

and is measured by the average marks of the previous Modular Learning and Face-

to-face Classes and the total average marks. However, during the Enhance

Community Quarantine, the Department of Education Conducted a

Modular Learning to prevent the students to be infected by the virus where in

Modular Learning features individualized instruction that allows learners to use self-

learning modules in print or digital format or electrical copy while in Face-to face

Classes is essentially a teacher-centered method of education, and tend to vary

widely among cultures, this allows for a live interaction between a learner and an

instructor. Therefore, it affects the Academic Performance of some students. It is

important that researchers conduct comparison studies to know which of them is

effective (Narad and Abdullah 2016).

Modular Distance Learning involves individualized instruction that allows

learners to use self-learning modules in print or electronic copy. The teachers take

the responsibility of monitoring the progress of the learners. The learners may ask

assistance from the teacher via messenger. 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 para-teachers (Biggs 1999).

1
 Face-to-face Learning is an

instructional method where course content and learning materials are taught in

person to a group of students. Learners benefit from a greater level of interaction

with their fellow students as well. In Face-to-Face

Learning, students are held accountable for their progress at the class’s specific

meeting date and time and ensures a better understanding and recollection of lesson

content that gives class members a chance to interact with the teacher.

(Rovai, 2004)

The Humanities and Social Sciences stands equip students with a wide

range of discipline with the use of the student’s experience and skills into the

investigation and inquiry of human situations by studying its behavior and social

changes using empirical, analytical, critical method techniques. Humanities and

Social Sciences will give every learner a deeper understanding of culture, politics,

literature, arts, and society. It immerses the students to different critical thinking and

understanding activities in the learning process This strand will give them an

overview of what they take in the higher part of education. Humanities and Social

Sciences is a strand offered to Senior High School and is designed for students who

intend to take up journalism, communication arts, liberal arts, education and other

social-science related courses in college (Garrison & Cleveland-Innes,

2004).
The difference between Modular Learning and Face-to-face Classes, both

forms may test the attention span of students to learning, especially those easily

distracted, where in form Face-to-face Classes, the students may be subjected to a

lot of distraction from their peers, while for Modular Learning the presence of

gadgets and other activities may distract them from studying. Faceto-face Classes is

2
 the traditional form where there is

physical interaction with the students and the teachers. The students will be able to

concentrate harder on learning because there will be less distractions than at home.

Face-to-face Classes and Modular Learning, specifically the Modular Learning are

forms of education are forms of education that involves both students and teachers

that gauge the knowledge they acquired by the students. It also portrays the

willingness of students to learn and improve as they engage with the learning

activities given (Keete, 2003, p. 29). For the differences, the Face-to-face Classes

use two-way learning where there is a live interaction between students and

teachers with ease in the communication. Furthermore, it is structed as there is a

scheduled time for its subject to attend and follow; therefore, there is uniformity with

their pacing.

Modular Learning, on the other hand utilize one-way learning and is more flexible.

Face-to-face Classes and Modular Learning can be beneficial to the students and

the teachers. Modular Learning and Face-to-face Classes mainly focuses on the

learnings, or the knowledge acquire, while the differences emphasize their pros and

cons towards the way of executing them.

The purpose of this study is to know the Academic Performance of Grade

12 Humanities and Social Sciences students by comparing their general average

between Modular Distance Learning and Face-to-face Classes. The researchers

want to know if what type of learning ensures a better understanding and recollection

of lessons to the students.

3
 Statement of the Problem

This research wants to compare the Academic Performance of Grade 12

Humanities and Social Sciences students to between Modular Distance Learning

and Face-to-face Classes and will conduct the study using questionnaires in order to

know if there is a grade variation between the two types of learning. The researchers

also want to find out the different barriers affecting the student’s Academic

Performance between Modular Distance Learning and Face-to-face Classes.

The aim of this study is to determine the Academic Performance of Grade

12 Humanities and Social Sciences between Modular Learning and Face-to-Face

Classes. Specifically, it will seek to answer the following questions.

1. What are the differences on the Academic Performance of Grade 12

Humanities and Social Sciences students between Modular Learning

and Face-to-Face Classes?

2. Are there any differences on the Academic Performance of Grade 12

Humanities and Social Sciences between Modular Learning and Face to

Face Classes?

Objectives of the Study

The focus of this study is to compare and evaluate the differences in

Academic Performance of Grade 12 Humanities and Social Sciences students

between Modular Learning and Face-to-Face Classes. Specifically, it will seek to

answer the following objectives:

1. To what extent do the Modular Learning and Face-to-Face Classes

4
 students differ by the student’s
grades.

2. To what extent do the Modular Learning and Face-to-Face Classes 5----

students differ by the first semester grades.

3. To what extent do the Face-to-Face Classes students differ by the second

semester grades.

Scope and Delimitations of the Study

The primary subject of this study is to know the difference of the Academic

Performance of Grade 12 Humanities and Social Sciences students between

Modular Learning and Face-to-face Classes and will be conducted at Arteche

National High School located at Barangay Rawis, Arteche Eastern Samar for about

half of the semester from November 2022 to January 2023.

Seventy-six (76) boys and Seventy-two (72) girls, a total of One Hundred

and Forty-seven (147) Humanities and Social Sciences students are the subjects

and the only respondents of this study. This study is limited to evaluate only the

result of survey questionnaire to determine the difference on the Academic

Performance of Grade 12 Humanities and Social Sciences between Modular

Learning and Face-to-face Classes.

Significance of the Study

The result of this study will give us information to the following:

5
 Students this study will be a part of

improving the student’s academic performance. This study will be a part of improving

the student’s Academic and enables them to know what type of learning modality

they struggle the most.

Parents this study will help the parents to know where their children excel or struggle

on the two types of learning modality.

Teacher this study will help them easier to find where the students excel more, the

Modular Learning or the Face-to-Face Classes and for them to know what type of

learning they should focus more for better teaching.

School Administrator this study will benefit the School Administrator because their

opinions will be heard for the improvement of the quality of education.

Future Researchers this study will help the future researchers on conducting similar

study on the Academic Performance to provide more focus to the conditions of the

students about the system of learning they prefer.

Definition of Terms

Academic Performance is the outcome of student’s effort in examinations.

Student’s Academic Performance is determined by a number of factors (Ez et. al.

2016).

Modular Learning students learning at their own pace, in their own way and using

self-learning modules that can be printed or digitalized, format or electronic copy that

is appropriate to learners and their learning resources like learner’s material

textbook, activity sheets, study guide and other learning materials.

6
 Face-to-Face Learning refers to the

traditional, classroom-based method of learning this type of learning involve in

person sessions with an instructor.

Humanities and Social Sciences study of human behavior and interaction in social,

cultural, environmental, economic, and political context.

CHAPTER II

REVIEW OF RELATED LITERATURE

Related Studies

Local Study

According to Chilca (2017) academic performance is measured in the form

of students remarkable scores across their subject courses and the display of

learning outcomes which can be assessed through performance, classroom tests,

assignments, outputs and major examinations. One of the important steps to

undertake to ensure quality and optimal learning experience among Senior High

School students is to consider their different learning styles and preferences. A

number of previous studies have investigated the relationship between Senior High

School students learning styles and academic performance. In fact, Moeinikia and

Zahed-Babelan (2010) and Williams, Brown and Etherington (2013) confirm that

there is a positive link between learning styles and academic performance.

Awareness of the different learning style preferences of students will eventually lead

to more effective learning experiences. Alavi and Toozandehjani (2017) concluded

that having a background of the learning styles of the students can enhance their
7
 learning at the same time help students

strengthen self – actualization. Teevan, Michael and Schlesselman (2011) also

emphasize that knowledge of the learning styles can help facilitate teachers to

employ suitable teaching strategies and methods to nurture student’s academic

performance. This will also provide both teachers and students positive feedback on

their strengths and weaknesses in the teaching and learning scenario.

The students’ academic performance is the measurement of the

achievement across various academic subjects. It is a key feature around which the

whole education system revolves and plays a vital role in the economic and social

development of a country (Singh et al., 2016). Many schools all over the world are

concerned with the bachelor students’ academic performance, since it directly

reflects the talent training ability of a school. However, due to the complexity of

educational activities and students’ behavior, it is a difficult task to predict the

students’ academic performance. Researchers since the 1960s (Lavin,1965) have

revealed that the students’ academic performance is affected by several factors

including social, psychological, personal and environmental aspects (Singh et al.,

2016). A study done by Malik et al., (2016) indicated that the academic performance

of students has a direct impact on the socio- economic development of any nation or

community depends largely on the quality of educational opportunities available to its

human resources. Others also attributed their discomfort to the testing facilities such

as distance of the comfort rooms, lighting and ventilation, and seating facilities.

These statements are supported by Singh et al. (2016) who found that there is a

positive and statically significant impact of learning facilities to students’

performance.

8
 In the study conducted by Foz,

Gomez, Luz, and Zarate (2016). “Study habits of Academic Performers in

Technological Institute of the Philippines”, the researchers identified Academic

Performers Study Habits in Technological Institute of the Philippines – Manila. The

study also showed that the Academic Performers considered factors such as time

management, learning techniques, and study environment as part of their study

habits. In the study of Aquino (2018),

“Study Habits and Attitudes of freshmen Students: Implications for Academic

Intervention Programs” the substantive aim was to investigate the freshmen students

favorable and unfavorable study habits attitudes to formulate Academic Intervention

Programs.

Academic Performance have been defined and explained by

several authors. According to Narad and Abdullah (2016) Academic Performance is

the knowledge gained which is assessed by marks by a teacher and/or educational

goals set by students and teachers to be achieved over a specific period of time.

They added that these goals are measured by using continuous assessment or

examinations results. Annie, Howard and Midred (as cited in Arhad, Zaidi &

Mahmood, 2015) also indicated that Academic Performance measures education

outcome. They stressed that it shows and measures the extent to which an

educational institution, teachers and students have achieved their educational goals.

Similarly, Yusuf, Onifade and Bello (2016) opined that Academic Performance is a

measurable and observable behavior of a student within a specific period. He added

that it consists of scores obtained by a student in an assessment such as class

exercise, class test, mid-semester, mock examination, and end of semester

examination. Again, Martha (2009) emphasized that Academic Performance of

9
 students is defined by a Student’s

Performance in an examination, test and in a course work. The definition given by

the author’s shows that the definition of Academic Performance is based on

measurable outcomes such as class exercise, test and examinations results. Based

on this, the operational definition of Academic Performance used in this study is the

results obtained by a student at end of a specific term in all subjects.

Face to Face learning usually where the instructor and the student meet in

a set of places for a set time, for either one-on-one learning or most commonly in

gathering class lessons comparable to what happens in school. Face to Face

learning could be a truly compelling way to memorize information and abilities since

it frequently combines distinctive ways of learning to count writing, reading,

discussion, presentations, projects, groupwork, film clips, demonstration and practice

(Jones,2017). In a traditional teacher-centered model of teaching, the lecturer

transmits knowledge to students with little input from those students (Harder and

Crosby,2000; Prosser et al., 2005). However, the shift to less traditional classes has

coincided with a greater focus on more student-centered learning, with the lecturer

facilitating or managing the students’ learning rather than

simply transmitting information (Balluerka et al., 2008). This represents a substantial

gap in the educational literature, as there is potentially important implication for

student engagement performance, and attrition. In general, student engagement in

traditional classes is positively associated with student engagement and academic

performance, although the magnitude of these effects may be small (e.g., Carimi et

al., 2006). Some research suggests that participation in learning technology can

itself increase engagement and learning (Chen et al., 2010), and flipped classrooms

are emerging as a promising student-centered paradigm (e.g., Galway et al., 2014).

10
 Face-to-face learning takes

place completely in the classroom. Both for theoretical lessons and practical classes,

combining pedagogical practice with others carried out Modular one the subject’s

Moodle Platform such as: communication with the teacher, sharing documentation,

submission of students (Imel, 2002). Nowadays, the face-to-face learning is enriched

with the use of the internet in the sense that teachers and students have class in

traditional timetables and classrooms, but also use the virtual platform or classroom,

where the teacher can upload diverse information needed for teaching, and which is

a learning support for the student at home (Ituma, 2011). The virtual classroom is

conceived as an information space containing the subject’s programme, schedule,

different documents for learning and practical classes, meetings, etc. (Prosser et

al.,2005). This represents the basic educational model in the use of virtual classes,

planning it as an appendix to the traditional face-to-face learning model, in which the

teacher’s do not change the activities, the type of communication and teaching

methodology. In short, the teacher continues with the usual methodology, but

supported with a technological resource (Balluerka et al., 2008).

According to Lev Vy Gotsky (2000), Modular Learning is a form of distance

learning that uses Self–Learning Modules (SLM) based on the Most Essential

Learning Competences (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 learners’ progress through home visits. The

modular approach situates Filipino student to learn in the comfort of their homes.

Limited contact with teacher will place parents or guardians as the learners’ model or

the “More Knowledgeable Other” (MKO). Someone has a better understanding on

higher ability level than the learner, concerning a particular task, process, or concept.

11
 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

teacher’s 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 well-defined objectives. A handout distributed during the workshop in the

Application of Educational 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,

teachingreferenced 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 the programmed

instruction, self-learning kits and correspondence courses, and mastery learning

technique, under the self-pacing method of instruction, Garcia, (2015).

Nepomuceno describe the modules in the following statements. It focuses on a

distinctive, identifiable skills or set of skills or outcomes other than skills; It is fairly

short so as to make students use their study time efficiently; It is essentially

selfteaching, even though it may encourage groupwork; 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 suggestions to

students for participating in. Furthermore, Anzaldo (2021) suggested that the

advantage of the students who prefer the modular distance learning provides

substantial flexibility in acquiring self-paced learning wherein they formulated and

12
 construct new pedagogical skills and

ideas along with conducting work review that is being required in every subject area.

Taneja (1989) defined module as a unit of work in a course of instruction

that is virtually self-contained and a method of teaching that is based on the concept

of building up skills and knowledge in discrete units. A module is a set of learning

opportunities organized around a well-defined topic that contains the elements of

instruction, specific objectives, teaching-learning activities, and evaluation using

criterion-referenced measures (UNESCO, 1988). In the study conducted by Ali et al.,

(2010), entitled “Effectiveness of Modular Teaching at Secondary Level”, it appears

that the modular learning groups perform significantly better than the group taught by

the traditional method of teaching. The

Modularization also promoted positive changes in teaching style. The result of the

study was in favor of modular distance learning thus it is recommended to use this

approach in conventional classrooms at various levels of education.

Since education takes place at home, the parents play a vital role as

facilitators. Their primary function in modular learning is to establish a connection

and guide to their child. (Flip Science, 2020). According to the Meta-analysis on the

effects of Distance Learning on K-12 students’ outcomes (Cavanaugh, Gillan,

Kromrey, Hess, Blomeyer, 2004), Distance education is somehow as effective as

classroom instruction. In other words, students who undergo Modular Distance

Learning can have a quality education provided that the basic needs are met.

However, in the study conducted by (Olivo, 2021), parents claimed that time

allotment in the completion of learning activities was insufficient since the activities

were so many. In addition, some parents said that some topics in the modules are so

13
 hard to ven for them and they cannot

help and guide their children in answering the learning tasks.

A modular learning has clearly defined objectives; preferably in behavioral

form (Daries, 1981). Taneja (1989) defined module as a unit of work in a course of

instruction that is virtually self-contained and a method of teaching that is based on

the concept of Building up skills and knowledge in discrete units. A module is a set of

learning opportunities organized around a well-defined topic that contains the

elements of instruction, specific objectives, teaching learning activities, and

evaluation using criterion-referenced measures (UNESCO, 1988).

In the study conducted by Ali et al., (2010), entitled “Effectiveness of Modular

teaching at Secondary Level”, it appears that the modular learning groups performs

significantly better than the group taught by the traditional method of teaching. The

Modularization also promoted positive changes in teaching style. The result of the

study was in favor of Modular Distance Learning thus it is recommended to use this

approach in conventional classrooms at various levels of education.

Furthermore, (Sadiq and Zamir, 2014), proved that Modular Learning is

more effective approach in teaching University students of master’s in Educational

Planning and Management. This method can be applied widely to other fields and

subjects as well as other levels of education because this approach can fulfill the

classified needs of learning of students of all levels. Moreover, Sadiq (2014) state in

her study that Modular teaching is more effective on university students in the

Teaching-learning process as compared to ordinary teaching methods. Because in

this Modular approach the students learn at their own pace.

14
 According to Mark Anthony

Llego (2020) in his article published on the website TeacherPh, Modular Learning

Modality is defined as studying through utilization of self-learning modules. It is an

advanced form of learning that is served through prepared teaching modules for

specific subjects done by the teachers (Malik, (2012). Modular Learning eliminates

physical classrooms by transmitting education to learner’s door. Using Modular

Learning serves various advantages like flexibility, accessibility, mobility and having

the power to choose which is favored for the students (French, 2015). It’s ability to

be utilized and be accessed in various location and time exhibits flexibility and

mobility is the best feature of Modular Learning (Andrews et al., 2011). It shifted its

attention to the students’ own capabilities and jumps from teacher-led curriculum to

Student-Centered Learning, (Friestad -Tate, Schubert, & Mccoy, 2014). According to

Dejene (2019), it is concerned with every single student and gives emphasis on their

special attributes, preference, self-priorities and enabling Individualized Learning.

The control over the students’ learning is bestowed in their own hands with

corresponding responsibilities that requires maturity.

Module is described as Learning and Teaching activity done through long

hours of self-contained study (Moon, 1988). It is an Educational Material that is

characterized as complete package that covers specified subject to train and instruct

students (Ibyatova, Oparma & Rakova, 2018). Modular Learning craft modules with

intellectually arranged information specialized for the sake of selflearning needs of

the students (Friestad-Tate, Schubert & Mccoy 2014). It is noted by O’Neill, Moore,

and Mcmullin (2005) that the author of these modules should give emphasis not only

to the quality of the education that they deliver but also consider the contents of the

modules and the techniques to serve it’s lessons.

15
 It became more popularized in

the Philippines today as an alternative solution to provide education amidst

pandemics. Distance Learning aims to deliver education to students without having

the learner and the teacher to be in the same place (Llego, 2020). The idea to bring

education to students that overcome the distance barrier between the learner and

education resulted to the innovation of using different modes of Distance Learning.

According to the blogsite IngersQR

(2020), it made education accessible to vast number of students regardless of their

Physical Distance.

There are various reasons to expect that students might prefer at least

some aspects of Modular learning to traditional classes. Previous researchers have

suggested that in contrast to the faster, real-time pace of face-to-face classes, the

extra time available for online activities might allow students to think about course

material more critically and reflectively, leading to deeper understanding of the

course content (e.g., Ramsdem, 1992; Robinson and Hullinger, 2008). Others have

suggested that the less confrontational or personal nature of e-learning might

encourage shyer students to engage more, or to feel less pressure than in face-to-

face interactions (Warschauer, 1997; Hobbs, 2002). However, there are also

reasons for which students might prefer more traditional, in class activities. Although

social connectedness can be derived online (Grieve et al., 2013), most students feel

that face-to-face contact is essential for building a sense of community (Conole et

al., 2008). Even when classes are partially Modular, students may feel that Modular

discussion detracts from this feeling of community with their peers and tutor. Further,

at a practical level, students need to exercise more self-motivation to complete

16
 activities in modular, compared to

inclass, where that role of motivator is taken on by the lecturer (Upton, 2006). Thus,

it is important to explore students’ perceptions of both Modular and face-to-face

learning experiences, rather than just one or the other. They concluded that lack of

face-to-face interaction with the instructor, response time, and absence of traditional

classroom socialization was among some other issues highlighted by higher

education students. With these, face-to-face learning is essential, and faceto-face is

necessary for human interaction (Gabriel and Rhonda,2020).

Foreign Studies

Student’s academic performance occupies a very important place in

education as well as in the learning process. It is considered as key criterion to judge

one’s total potentialities and capacities (Nuthana and Yenagi, 2009) which are

frequently measured by the examination results. It is used to pass the judgement on

the quality of education offered by academic institutions. In fact, it is still the most

topical debate in higher learning institutions that caused great concern to educators

and researchers due to alarming examination performance of students.

Academic instruction is arguably the primary business of education. To this

end, schools are expected to influence students’ learning, socialization, and

vocational preparedness. Despite the attention paid to a broad definition of

educational outcomes, however, academic performance remains central.

Students’ academic performance is a term that appear frequently married in higher

education discourse. Academic performance is a multidimensional construct

composed of the skills, attitudes, and behavior of a learner that contribute to

17
 academic success in the classroom

(Hijazi & Naqvi, 2006). It is a satisfactory and superior level of performance of

students as they progress through and complete their school experience (Tinto,

1993). The implication of this definition is underscored by research which repeatedly

demonstrates that the vast majority of students who withdraw from school do so for

no reason other than poor academic performance (Hijazi & Naqvi, 2009). According

to (Elliot, 2007; Johnson 2003). Although the importance of academic performance

achievement is rarely questioned reaching unanimity regarding its measurement of

student’s academic performance continues to be controversial topic among policy

makers, measurement experts, and educators. Researchers have used variety of

ways to measure academic achievement such as report card grades, grade point

averages, standardized test scores, teacher ratings, other cognitive test scores,

grade retention and dropout rates (Burns and Darling 2002). However, for the

purpose of this study, student academic performance is defined by the degree to

which a student is able to accomplish a given class work in the school setting.

Teacher’s teaching experience also contributes to students’ performance. It

also a fact that older teachers are said to be more dedicated and devoted to the

service. By virtue of their length of time and stay in the teaching service, they acquire

more experience. Another contributor variable is the school related factors that could

give great influence in the academic performance of students like books and school

facilities. School setting and improvement further qualified when Taylor (2012),

postulated that the school in the twenty first century will need to continue to focus on

a dual mission; providing classroom and school environment that address the

development needs of all students and providing a

18
 “hub” for additional support services

needed to ensure that high-risk students get on track academically toward a

successful future.

According to them, teachers should optimize student engagement and

success (Casey & Evans, 2011; Hazari et al., 2009);foster interaction between

student and content, other students, teachers, and outside experts (Alghamdi, 2013;

Edward et al., 2012; Hewege and Perera, 2013); facilitate learning through providing

intellectual stimulation, salient questions, ethical options and resources for further

inquiry (Freidhoff, 2008; Joshi and Babacan 2012); offer ways to sort out, recognize

and enhance students’ unique qualities, interests, and skills (Casey and Evans,

2011; Doering et al., 2009; Hadjerrouit, 2011); allow for critical and reflective

thinking, real-world application of concepts and skills as well as encourage additional

dialogue and seeking of assistance (Ang et al.,2008; Im & Lee, 2004 Lee and

Osman, 2012).

Academic instruction is arguably the primary business of education. To this

end, schools are expected to influence students’ learning, socialization, and

vocational preparedness. Despite the attention paid to a broad definition of

educational outcomes, however, academic performance remains central.

Students’ academic performance is a term that appear frequently married in higher

education discourse. Academic Performance is a multidimensional construct

composed of skills, attitudes, and behaviors of a learner that contribute to academic

success in the classroom (Hijazi & Naqvi, 2006). It is a satisfactory and superior level

of performance of students as they progress through and complete their school

experience (Tinto, 1993). The implication of this definition is underscored by

19
 research which repeatedly demonstrates

that the vast majority *students who withdraw from school do so for no reason other

than poor academic performance (Hijazi and Naqvi, 2009). According to (Elliot, 2007;

Johnson 2003). Although the importance of academic achievement is rarely

questioned reaching unanimity regarding its measurement of students’ academic

performance continues to be controversial topic among policy makers, measurement

experts, and educators. Researchers have used a variety way to measure academic

achievement such as report card grades, grade point averages, standardized test

scores, teacher ratings, other cognitive test scores, grade retention and dropout

rates (Burns & Darling 2002). However, the purpose of this study, student academic

performance is defined by the degree to which a student is able to accomplish a

given classwork in the school setting.

According to Carry (1994), the modular approach uses

programmed materials which are carefully organized in a logical sequence through

which the learner advances at his or her pace, with each of his or her responses

confirmed or corrected immediately.

Robinson (1992) stated that individualized instruction and assessment are

closely associated with the concept of mastery learning when most students master

objectives at uniformly high level. It is a component of systematic instruction which is

concerned with understanding, improving and applying learned principles at given

time.

On the individual instruction, which is strategy in the modular approach,

Lewis (1993) has started individual uniqueness, which is extent to which persons in

20
 the group are like one another, is

measured by thinking of it as collective expression of individualized learning.

Creager (1996) enumerated several advantages of the used of instructional

materials using the modular which are follows; (1) Self-instructional units allows the

teacher to focus on the students’ deficiencies subject matter that must be corrected;

(2) Serve to eliminate the necessity of covering subject matter already known to the

students; and (3) Provide a way of assessing the students’ progress in learning.

In the current times of Covid-19, certain protocols are being made to

prevent the widespread of the virus. Distance Learning is the only choice

implemented for all learners in the academic year. Through the use of modules given

by their teachers, students adapt to the new normal of learning. Modular Learning is

a flexible and safe way of ensuring children to stay at home. From the traditional

Face-to-Face Classes to Modular Learning, students are asked to learn lesson from

the hand-outs being given. Gone are the days of traditional classrooms and Face-to-

Face. The pandemic changes the way we live, all of us are affected; one it is our

education system. Some are struggling with Distance or Modular Learning, and

some are fortunate enough to provide the needs during pandemic Covid-19.

Everyone who is affected has their own ways and strategy for surviving in this time of

pandemic, since the school term started parents, guardians, and teachers are

working hard to provide students need in terms of school supplies and equipment for

Modular Learning and Face-to-Face Classes, everyone of us is adjusting from the

New Normal System.

There is move towards for the Modular Approach to deal with the

educational plan execution. Modularization depends on the standard of partitioning

21
 the educational plan into little discrete

modules or units that are autonomous, nonsequential, and regularly short in term.

Understudies collect attributes for modules which can prompt the capability for which

a predetermined number of credit points is required. As per Homby, as referred in

Yoseph and Mekuwanint (2015) and Malik (2012), module is the unit of work in a

course guidance that is practically independent and strategy for instructing that

depends on the structure up of aptitudes and information in discrete units. In this

manner, a module is a track that along with other related tracks can establish a

specific region of specialization. Every unit or module is a deliberate piece of all-

inclusive learning experience prompting a predefined qualification for which is

assigned number, and regularly succession, of units or modules is required. Modules

are progressively being utilized in many nations as a method of getting sorted out a

language educational plan. As an outcome, many course books are currently

organized based on

“modules” as opposed to “units”. The idea of “module” is carefully connected to the

possibility of an adaptable language curriculum (Taneja, 1989) It is characterized

module as a unit of work in a course of guidance that is basically independent and a

strategy for training that depends on the idea of developing aptitudes and information

in discrete. A module is a bunch of learning opening coordinated around a well-

characterized point which contains the components ordinate transcriptions,

downright targets, illuminating perception exercises, and assessment using standard

– referred to measures UNESCO (1998).

You and Kang (2014) purported that students who are self-disciplined may

favor Modular Learning. In addition, Chaney (2001) stated that Modular Learning is

rapidly expanding environment which permits students the flexibility of studying.

22
 Croxton (2014, p. 2) further added that:

“When students have insufficient formal or informal interaction experiences in

Modular Learning, both learning and satisfaction may be compromised.” Bandura

(2001) is of the strong view that from a social cognitive perspective, knowledge is

constructed and further developed while individuals are engaged in activities. This

entails receiving feedback, as well as participating in other forms of human

interaction in public, social context.

On one hand, Modular Learning is flexible, engaging and cost effective. On

the other hand, there is serious lack of personal interaction and intimacy with the

students and teachers. Moreover, there is the inability to converse freely. It is also

intimidating for those who are shy and innocuous. Thus, Modular Learning is better

because it challenges and motivates students to maximize their potential.

The principles and purposes of Modular Learning, its advantages for both

students and instructors, and a comparison between the conventional and modular

approach are presented. Present evidence suggests that Modular Learning meets

the needs of today’s students more adequately than traditional instructional both with

respect to the quality of learning and the content. However, certain problems may

arise in implementing Modular Learning. These are presented from the perspective

of the student, instructor, and administrator. Given its emphasis on individualized

learning and its adaptability to large numbers of students, Modular Learning

emerged as one of the most promising alternatives in higher education today.

According to Carry (1994), the modular approach uses programmed

materials which are carefully organized in a logical sequence through which the

23
 learner advances at his or her pace, with

each of his or her responses confirmed or corrected immediately.

Robinson (1992) stated that individualized instruction and assessment are

closely associated with the concept of mastery learning when most students master

objectives at uniformly high level. It is a component of systematic instruction which is

concerned with understanding, improving and applying learned principles at given

time.

On the individual instruction, which is strategy in the modular approach,

Lewis (1993) has started individual uniqueness, which is extent to which persons in

the group are like one another, is measured by thinking of it as collective expression

of individualized learning.

Creager (1996) enumerated several advantages of the used of instructional

materials using the modular which are follows; (1) Self-instructional units allows the

teacher to focus on the students’ deficiencies subject matter that must be corrected;

(2) Serve to eliminate the necessity of covering subject matter already known to the

students; and (3) Provide a way of assessing the students’ progress in learning.

In the current times of Covid-19, certain protocols are being made to

prevent the widespread of the viru5s. Distance Learning is the only choice

implemented for all learners in the academic year. Through the use of modules given

by their teachers, students adapt to the new normal of learning. Modular Learning is

a flexible and safe way of ensuring children to stay at home. From the traditional

Face-to-Face Classes to Modular Learning, students are asked to learn lesson from

the hand-outs being given. Gone are the days of traditional classrooms and Face-to-

Face. The pandemic changes the way we live, all of us are affected; one it is our

24
 education system. Some are struggling

with Distance or Modular Learning, and some are fortunate enough to provide the

needs during pandemic Covid-19. Everyone who is affected has their own ways and

strategy for surviving in this time of pandemic, since the school term started parents,

guardians, and teachers are working hard to provide students need in terms of

school supplies and equipment for Modular Learning and Face-to-Face Classes,

every one of us is adjusting from the New Normal System.

There is move towards for the Modular Approach to deal with the

educational plan execution. Modularization depends on the standard of partitioning

the educational plan into little discrete modules or units that are autonomous,

nonsequential, and regularly short in term. Understudies collect attributes for

modules which can prompt the capability for which a predetermined number of credit

points is required. As per Homby, as referred in Yoseph and Mekuwanint (2015) and

Malik (2012), module is the unit of work in a course guidance that is practically

independent and strategy for instructing that depends on the structure up of

aptitudes and information in discrete units. In this manner, a module is a track that

along with other related tracks can establish a specific region of specialization. Every

unit or module is a deliberate piece of all-inclusive learning experience prompting a

predefined qualification for which is assigned number, and regularly succession, of

units or modules is required. Modules are progressively being utilized in many

nations as a method of getting sorted out a language educational plan. As an

outcome, many course books are currently organized based on

“modules” as opposed to “units”. The idea of “module” is carefully connected to the

possibility of an adaptable language curriculum (Taneja, 1989) It is characterized

module as a unit of work in a course of guidance that is basically independent and a

25
 strategy for training that depends on the

idea of developing aptitudes and information in discrete. A module is a bunch of

learning opening coordinated around a well-characterized point which contains the

components ordinate transcriptions, downright targets, illuminating perception

exercises, and assessment using standard – referred to measures UNESCO (1998).

You and Kang (2014) purported that students who are self-disciplined may

favor Modular Learning. In addition, Chaney (2001) stated that Modular Learning is

rapidly expanding environment which permits students the flexibility of studying.

Croxton (2014, p. 2) further added that: “When students have insufficient formal or

informal interaction experiences in Modular Learning, both learning and satisfaction

may be compromised.” Bandura (2001) is of the strong view that from a social

cognitive perspective, knowledge is constructed and further developed while

individuals are engaged in activities. This entails receiving feedback, as well as

participating in other forms of human interaction in public, social context.

On one hand, Modular Learning is flexible, engaging and cost effective. On

the other hand, there is serious lack of personal interaction and intimacy with the

students and teachers. Moreover, there is the inability to converse freely. It is also

intimidating for those who are shy and innocuous. Thus, Modular Learning is better

because it challenges and motivates students to maximize their potential.

The principles and purposes of Modular Learning, its advantages for both

students and instructors, and a comparison between the conventional and modular

approach are presented. Present evidence suggests that Modular Learning meets

the needs of today’s students more adequately than traditional instructional both with

respect to the quality of learning and the content. However, certain problems may

26
 arise in implementing Modular Learning.

These are presented from the perspective of the student, instructor, and

administrator. Given its emphasis on individualized learning and its adaptability to

large numbers of students, Modular Learning emerged as one of the most promising

alternatives in higher education today.

According to them, teachers should optimize student engagement and

success (Casey & Evans, 2011; Hazari et al., 2009); foster interaction between

students and content, other students, teachers, and outside experts (Alghamdi,

2013; Edward et al., 2012; Hewege and Perera, 2013); facilitate learning through

providing intellectual stimulation, salient questions ethical options and resources for

further inquiry (Freidhoff, 2008; Joshi and Babacan 2012); offers way to sort out,

recognize and enhance students’ unique qualities, interests and skills as well as

encourage additional dialogue and seeking of assistance (Ang et al., 2008; Im & Lee,

2004; Lee and Osman, 2012).

In this widely cited paper, Romer (1993) is one of the first few authors to

explore the relationship between student and academic performance. A number of

factors have contributed to declining class attendances around the world in the last

15 years. The major reasons given by students for non-attendance include

assessment pressures, poor delivery of lectures, timing of lectures and work

commitments (Newman-Ford, Lloyd & Thomas, 2009). In recent times, students

have found that most of them prefer the Modular Learning rather than Face-to-face

Classes because they have their own schedule to answer the modules given by the

teachers. Given all these developments that either makes it possible or unnecessary

for students to attend classes, the question that needs to be asked is whether the

27
 two modality of learning affects the

students’ academic performance. Research on this subject seems to provide

consensus that students who are attentive in class and pass their modules on time

compared to those who have poor academic performance (Devadoss & Foltz, 1996;

Durden & Ellis, 1995; Romer, 1993; Park & Kerr, 1990; Schmidt, 1983).

The other modality, classroom teaching, is a well-established instructional

medium in which teaching style and structure have been refined over several

centuries. Face-to-face instruction has numerous benefits not found in its counterpart

(Xu and Jaggars, 2016).

Qureshi (2019) and Miles et al. (2018) contended that Face-to-Face

Learning method that enhances the teaching or learning process through

interpersonal contact. These interactions can create a support among students and

teachers. Students may feel more comfortable and thus, learn easier in a familiar,

traditional classroom setting. They may also access more information and acquire a

better understanding of course content materials through these interactions. Kirkup

and Jones (1996) offered a similar perspective and claimed that it was quite possible

to have this bond of camaraderie between students and instructors in a Face-to-

Face Learning environment. Chen (1997) also supported this perspective and further

stated that interactions not only allowed student to assess their own learning but also

further assisted them to develop a genuine sense of community among themselves.

Moreover, students can sometimes increase their level of confidence, intelligence as

well as alleviate problems associated with learning. Thus, Face-to-face Learning

allows students to have a greater scope of learning.

28
 Face-to-face Learning is the

more traditional type of learning instruction, and it involves the transmission of

information from the teacher to the students (Bandara and Wijekularathna, 2017). It

generally occurs in an enclosed physical classroom setting. Classes are conducted

daily and may vary from early morning to afternoon and night. A greenboard is

normally placed in front of the classroom, with furniture to accommodate both

teachers and students.

Related Literature

Local Literature

Extant literatures revealed the significant relationship of resilience and

academic performance (Rao & Krishnamurthy,2017&2018; Novonty &

Kremenkova,2016; Mwangi et al., 2015; Lee, 2009). According to Novotny and

Kremenkova (2016) who supported the claimed that resilience and academic

performance had strong associations and it was identified that resilience is one of

strong determinants of attaining academic success of the youth placed at risk.

However, researchers were not only contented in identifying the

relationship or association of resilience and academic performance. They would also

like to look into the factors that affects the relationship. For instance, Novotny and

Kremenkova (2016) used regression analysis to look into the factors of resilience

that affects the academic performance. It was found that the strength of relationship

was affected by the identified factors such as quality of the relationship of parents

(caregivers) and youth, the care, concern and support provided by parents, or

feelings of security in the family. Therefore, this relationship has positive influence on
29
 adolescents’ self-concept, self-efficacy

and self-esteem which the regression analysis revealed that these identified factors

highly influenced the academic performance based on the presence of the identified

protective factors (Banatao, 2011). These factors were further validated and found to

be essential in measure resilience and significantly correlated to the academic

performance (Rao & Krishnamurthy, 2018; 2017; Mwangi et al., 2015; Arif & Mirza,

2017).

Further, Kuyper (2014) on her dissertation paper highlighted the external

factors and its relation to the academic performance. She found that girls tend to

exhibit more resilient behaviors compared to boys and learners in a school that offers

additional educational support who display more resilient behavior compared to

learners in a school that does not offer specific additional support. On the contrary,

the study of Sarwar et al. (2010) yielded that boys are more resilient than girls. This

contradiction leads to further explore how gender affects resilience and academic

performance.

More so, Delestre (2016) and Norris (2014) explored the relationship of

resilience and academic performance. The results showed that participants used

several protective factors of resiliency to become academically successful such as

establishing and maintaining positive friendship, having role models and possessing

inner qualities. Thus, the results revealed that the participants were able to cope

after stressful situations through external factors such as receiving aid from parents,

relatives, friends and school counselors. Existing literatures also supported that

these factors highly influenced the academic performance and is essential in

explaining the nature of resilience.

30
 On the other hand, there are

two studies that revealed no significant relationship between resiliency and academic

performance (Sarwar et al., 2010; Zuill, 2016). The samples and measures used by

the two articles seem to affect interaction that affect the association of resiliency and

academic performance although majority of the articles presented revealed

associations of the mentioned variable supported from different literatures explored

in this paper.

Likewise, Solomon (2013) supported the claim that there are variables that

mediated resilience and academic performance. She reported that understanding the

factors related to the academic achievement is important for improving the students’

performance and found that resilience and academic achievement has positive

correlation. However, she observed that perception of stress was low when the

student was highly resilient and that student self reports of perceived stress and

student self-reports resilience, when put together, are stronger predictors of how the

participants report academic achievement rather than when used in isolation. Also,

age and gender might serve as mediators between resiliency and academic

performance (Sarwar et al., 2010). With these findings, it would be beneficial for

practitioner to find a way to trace the perceived stress so the institution can address

this concern, specifically, if it is affecting academic performance.

Arif and Mirza (2017;2018) in their two consecutive research, it transpired

that resilience has significant role to academic performance. They designed

intervention program to students who are at risk of failure. The results of the study

revealed those students who underwent Resilience intervention program are found

to excel in academic performance scores or scholastic reports compared to the

31
 students who were not enrolled in the

program. Arif and Mirza (2018) developed and designed an intervention program to

foster academic resilience of nonresilience at risk of failure student at secondary

school level. Sixty-four (64) participants were randomly assigned (control and

experimental; 32 each) and undergo Resilience module, an Activity based program,

to foster resilience at students. The results yielded that students who undergo

intervention training performed better on their test of overall resilience than those not

receiving the intervention training. The protective factors identified are creativity, self-

esteem, self-efficacy, internal locus of control, problem solving skills, autonomy or

independence, sense of humor, stress coping skills, sense of purpose in life, teacher

student and relationship. By comparing the factor mean, it was found that the

students in the experimental group achieved maximum gain score on selfesteem,

internal locus of control, sense of humor and stress coping skills are factors of

resiliency. The students in treatment group excel academically in a more positive

classroom-learning environment as compared with the students in controlled

classrooms. With this, the schoolteachers must play their role in minimizing the risk

of academic failure and dropout. The study established the importance of teacher’s

role in fostering resilience among students (Arif & Mirza, 2017&2018).

Britton (2018) also used intervention program to reassess the efficacy of

resilience in increasing the academic performance and it was revealed that the

students who underwent Project excel program with Resilience intervention

produced minimal differences in academic performance compared with the freshmen

students who did not receive resilience intervention. Moreover, Lee (2009) confirms

that integrating program of resiliency aided students to become academically

successful. Similarly, it was revealed in Lee’s study that female is more resilient than

32
 male despite both genders undergo the

same intervention program.

Understanding the factors (i.e., the predictor variables) that affect students’

academic achievement is a critical input to understanding and improving the

educational landscape (Sen et al., 2012). Therefore, determining the variables that

are related to academic achievement of students have always aroused the curiosity

of researchers in educational data mining. Many of the previous studies analyzed

this phenomenon one variable at a time. They tried to collect data, mostly from

survey type instruments, to understand the relationship between a single factor and

its impact on academic achievement. In literature, there are previous research works

aimed at identifying the major factors or attributes that contributes in affecting the

performance of Students’ and the methods that gives the best prediction result.

Shahiri et al. (2015) did a systematical literature review on predicting students’

performance by using data mining techniques. The work provided an overview of the

data mining techniques that have been used to predict students’ performance and

how prediction algorithms can be used to identify the most important attributes in

students’ data. According to their research the attributes that have been frequently

used is cumulative grade point average (CGPA) and internal assessment. Through

the Coefficient correlation analysis, the result shows that CGPA is the most

significant input variable by 0.87 compared to other variables. The main idea of why

most of the researchers are using CGPA is because it has a tangible value for future

educational and career mobility. The following researcher all made use of student

GPA in their works (Jishan et al., 2015; Fadhilah et al., 2015; Tekin, 2014). The

research work of Pandey and Taruna (2014) considered 18 attributes from students’

data of an engineering college and conducted an attribute selection measure to

33
 select the most important attributes. With

the highest gain ratio of 0.52861and therefore the most important attribute in

predicting performance of student. Some researchers studied the correlation

between Academic Performance and parents educational background and income

(Quadri and Kalyankar, 2010; Kovačić 2012). Ramesh et al., (2013) tries to identify

the factors influencing the performance of students in final examination. They

adopted survey cum experimental methodology to generate the database. The

algorithms which were used by them for implementation were Naïve Bayes, Multi-

Layer Perception, SMO, J48, and REPTree. The results obtained from hypothesis

testing reveals that type of school does not influence student performance, but

parent’s occupation plays a major role in predicting grades. Bansode, (2016)

previous academic performance and parent educational background are the most

important attribute in predicting future academic performance of student. Other

research works focused on socio-economic status of student (Kovačić 2010; Kolo et

al., 2015). Some others investigated the impact of previous academic achievement

in determining the performance of students in future. ( Kabakchieve 2013; Kolo et al.,

2015; Bilal et al., 2016; Bansode 2016) while others looked at how psychometric

factors tend to affect the performance of students.( Ramaswami and Bhaskaran

2010; Sembiring et al., 2011 and Gray et

al., 2014).

According to Mark Anthony Llego (2020) in his article published on the

website TeacherPH, modular learning modality is defined as studying through

utilization of self-learning modules. It is an advanced form of learning that is served

through prepared teaching modules for specific subjects done by the teachers

(Malik, 2012). Modular learning eliminates physical classrooms by transmitting

34
 education to the learner’s door. Using

modular learning serves various advantages like flexibility, accessibility, mobility and

having the power to choose which is favored for the students (French, 2015). Its

ability to be utilized and be accessed in various location and time exhibits flexibility

and mobility is the best feature of modular learning (Andrews et al.,2011).It shifted its

attention to the student’s own capabilities and jumps from teacher-led curriculum to

student-centered learning (Friestad-Tate, Schubert, & Mccoy, 2014).According to

Dejene (2019), it is concerned with every single student and gives emphasis on their

special attributes, preference, self-priorities, and enabling individualized learning.

The control over the student’s learning is bestowed in their own hands with

corresponding responsibilities that requires maturity. Module is described as learning

and teaching activity done through long hours of self-contained study (Moon,1988). It

is an educational material that is characterized as complete package that covers

specified subject to train and instruct students (Ibyatova, Oparina & Rakova, 2018).

Modular learning craft modules with intellectually arranged information specialized

for the sake of self-learning needs of the students (Friestad-Tate, Schubert & Mccoy

2014). It is noted by O’Neill, Moore, and McMullin (2005) that the author of these

modules should give emphasis not only to the quality of the education that they

deliver but also consider the contents of the module and the techniques to serve its

lessons. It becomes more popularized in the Philippines today as an alternative

solution to provide education amidst pandemics. Distance learning aims to deliver

education to students without having the learner and the teacher to be in the same

place (Llego, 2020). The idea to bring education to students that overcome the

distance barrier between the learner and the educator resulted to the innovation of

using different modes of distance learning. According to the blogsite IngersQR

35
 (2020), It made education accessible to

vast number of students regardless of their physical distance.

Camarao (1990) believes that the instructional materials were the answer

the needs of developing countries like the Philippines with inadequate logistics and

rapidly increasing school population. Instruction could be individualized and from it,

students learn even when they are already out-of-school. He stated that the writers

of the supplementary instructional materials should state the objectives in terms of

learner’s behavior and skills.

According to Cesareno (1993), teaching school children to read and to

learn without the necessary books and other instructional materials is like teaching

them how to swim without giving them the benefit of actual experience to swim in a

body of water. He added that the seriousness of the textbook, problem strikes deep

into the educational program. The importance of textbook, and the

instructional materials is to facilitate learning and to make teaching more effective.

Torres (1994) states that the art of teaching embraces the act of providing adequate

resource materials rather than mere dissemination of information. The classroom

therefore must be made a place in which every student can perform the act of

delivery. Insufficient instructional materials should be provided to the students to

ensure meeting of concepts. Learning is a process wherein the learners are

involved. A Learner learns from what he feels and what he thinks.

Personal experiences are learning that are complete and lasting.

Salazar (2001) emphasized that mathematics deals with abstract which are

difficult to teach and learn that is why classroom instruction should be backedup with

36
 varied instructional materials. To

meaningfully develop concepts and principles, the teacher needs manipulative and

concrete materials. In the most instances, the teacher performs many varied roles

and from these, it is evident that the teacher is the one responsible for creating the

best possible conditions for learning mathematics. To cope with these varied roles,

the teachers should have a wide range of instructional materials to support him in the

performance of his varied roles.

Jaramillo (2002) stressed that as teachers, we know that learning happens

when the students are motivated. It is for this reason that we should always strive to

provide a rich learning environment and maintain the students high level of interest.

To achieve this, we should use a variety of motivation techniques, teaching

strategies, and materials. The use of these materials contributes to the interest and

enthusiasm for learning. These instructional materials are also excellent sources for

thinking about ideas, selecting and using information for assignments and identifying

and solving problems independently or in a group.

It has actually taken a long time before educators began to accept and

integrate instructional media within the instructional programs. Recently, there has

been increasing evidence that positive results take place when carefully designed,

high quality instructional media are used as an integral part of classroom instruction

or as principal means of direct instructions. The outcomes often realized are: (1) The

delivery of instruction can be more standardized. Each student seeing and hearing a

media presentation receives more or less the same message. This is because the

variations in the subject content are reduced through the use of media. Media serves

to communicate the same information to all students as the basis for further study,

37
 practice, and application; (2) The

instruction can be more interesting. Attention – getting factor associated with

instructional media keeps learners alert during the learning process; (3) learning

becomes more interactive through applying accepted learning theory. Media design

can see to it that the subject content can be organized and presented in a manner

that represents good instruction; (4) Quality learning can be improved. Through

careful integration of pictures and words, instructional media can communicate

elements of knowledge in a well-organized, specific, and clearly defined manner.

Learning reaches an acceptable competency level resulting from suitable study effort

on the part of the student and appropriate follow-up activities; (5) The instruction can

be provided when and where desired or necessary instructional media may be

designed for individual use. In this manner, a student can study at a time and place

that is personally convenient; (6) The positive attitude of the students towards what

they are learning and to learning process itself can be enhanced. Students generally

prefer the use of media as a means of studying. This is due to the motivational

aspects and the contributions that media can make to a person’s effective learning;

and (7) The role of the instructor can be appreciably changed in positive direction.

The use of media is also advantageous for the instructor. First much of the burden

for repeated explanations of content and skills is eliminated. Second by not having to

present as much information verbally other possible more important aspects of a

subject can be given attention. Third the instructor can increase the opportunity for

him to fulfill the role of being a consultant and adviser to students. These seven

outcomes indicate that the use of instructional media brings both the efficiency of

learning and enhancement of positive attitude toward learning. (Burado, 1997).

38
 Through face-to-face

communication, additional information is available such as that deduced through

body language and gestures and tone, volume and modulation of voice. Altogether,

face to face communication offers a greater richness of information. Through

distance education, non-verbal body language and the wealth of information that

they provide are completely lost. In such a situation it is usually unlikely that an

instructor will pick up on confused expressions or spontaneous questions. For the

student, the way that course content is imparted can seem impersonal and sterile.

Technology often does not facilitate the right type or quantity of information being

shared or exchanged. This means that learning potential can be limited as compared

to face-to-face learning. For example, the lecturer can cite a practical example in the

classroom using things in the class. Personalization of learning can also be lost

through distance learning. Face to face delivery allows students to share their

personal experiences, thoughts and challenges in relation to the content. This can be

a rich source of learning and one that many students miss when undertaking

distance education. In an instructional relationship, the role of the instructor is

complex. They are required to assess the student’s learning and potential, provide

considered feedback and adapt the way that they instruct to be best meeting the

needs of their students. However, the student is not entirely passive in this

relationship, as they give the instructor valuable information about how they are

progressing, areas in which they are doing well and those that would benefit from

further input. It is quite widely agreed that distance learning inhibits the success and

impact of this relationship. Additionally, some instructors have found that when

delivering financial courses by distance learning, it is far more difficult to reach and

fulfill the learning objectives. This is because there are situations where distance

39
 learning negatively impacts on the

quality of the relationship between instructor and student to the point that learning

objectives may be impossible to achieve. Training goals can most effectively be

achieved when course instruction and the relationship between instructors and

students is dynamic. Such dynamism is often lost through distance education form

e.g., Ituma, 2011; Otter et al., 2013; Tucker et al., 2013).

Classroom learning typically offers multi-sensory appeal. You can listen to

the instructor, receive visual cues through PowerPoint images, handouts or

whiteboard lists and participate actively in activities and case studies. You also have

direct access to the instructor in class. Interaction is immediate and you normally

have opportunities to ask questions and participate in live discussions.

This also allows you to benefit from the firsthand accounts of other students’

experiences. If you want to build and maintain personal and professional

relationships during your education, classrooms also offer greater personal contact

with other students (Davies and Graff, 2005).

In teacher-centered, or passive learning, the instructor usually controls

classroom dynamics. The teacher lectures and comments, while students listen, take

notes, and ask questions. In student-centered, or active learning, the students

usually determine classroom dynamics as they independently analyze the

information, construct questions, and ask the instructor for clarification. In this

scenario, the teacher, not the student, is listening, formulating, and responding

(Salcedo, 2010).

Classroom teaching is a well-established instructional medium in which

teaching style and structure have been refined over several centuries. Face-toface

40
 instruction has numerous benefits not

found in its online counterpart (Xu and Jaggars, 2016).

First and perhaps most importantly, classroom instruction is extremely

dynamic. Traditional classroom teaching provides real-time face-to-face instruction

and sparks innovative questions. Traditional classroom learning is a wellestablished

modality. Some students are opposed to change and view online instruction

negatively. These students may be technophobes, more comfortable with sitting in a

classroom taking notes than sitting at a computer absorbing data. Other students

may value face-to-face interaction, pre- and post-class discussions, communal

learning, and organic student-teacher bonding (Roval and Jordan, 2004). They may

see the Internet as an impediment to learning. If not comfortable with the

instructional medium, some students may shun classroom activities; their grades

might slip, and their educational interest might vanish. Students, however, may

eventually adapt to online education. With more universities employing computer-

based training, students may be forced to take only Web-based courses. Albeit true,

this doesn’t eliminate the fact some students prefer classroom intimacy.

Face-to-face instruction doesn’t rely upon networked systems. In online

learning, the student is dependent upon access to an unimpeded Internet

connection. If technical problems occur, online students may not be able to

communicate, submit assignments, or access study material. This problem, in turn,

may frustrate the student, hinder performance, and discourage learning (Swan,

2002).

Campus education provides students with both accredited staff and

research libraries. Students can rely upon administrators to aid in course selection

41
 and provide professorial

recommendations. Library technicians can help learners edit their papers, locate

valuable study material, and improve study habits. Research libraries may provide

materials not accessible by computer. In all, the traditional classroom experience

gives students important auxiliary tools to maximize classroom performance (e.g.,

Zhang and Perris, 2004).

Foreign Literature

Galiher (2006) and Darling (2005) used the students General Average to

measure students’ performance for the particular semester. Some other researchers

use test results or previous year result since they are studying performance for the

specific subject year (Hijazi and Naqvi, 2006). There are internal classroom factors

that affects the academic performance of students such as: learning facilities,

homework, environment of the class and teacher’s role in the class. There are also

external factors that affect the academic performance of students namely:

extracurricular activities, family problems, social and financial problems. Although the

existing evidence points to a strong correlation between the academic performance

of students between the two modalities of learning. The inability of these cross-

sectional to isolate the attendance from a myriad of confounding student academic

performance (e.g. levels of motivation, intelligence, prior learning, and time

management skills (Rodgers & Rodgers, 2003).

According to Thamavithya (n.d.) lack of study skills, difficult subjects, too

heavy course load, pressure, stress, tension and anxiety have a noteworthy

influence on the academic performance. A students’ pre-admission achievement

according to Islam (2014) and Martha (2009) has a significant determinant effect on

42
 the students’ educational achievement.

The time spent on the study, particularly time spent more than 14 hours a week

showed significant positive effect on academic performance. Institutional academic

performance includes physical facilities, institutional policy on class attendance,

enrollment percentages, availability and qualifications of institutional academic staff,

teaching methods and evaluation system.

According to (Ramsden, 1992) assortments of instructing

techniques that will focus on cumulating strategies that can be understand the

imaginative and useful commitment with learning exercises that prompts

understanding. Indeed, even generally excellent planned modules, with very much

characterized learning results, can fall flat if the illumination systems utilized are

pointless to encourage and uphold the students towards meeting the ideal learning

results. It offers the accompanying definition: “An instructing system is an

arrangement for learning, and it incorporates the introductions which the instructor

may make, the activities and learning exercises intended for understudies, avhelps

which will be provided or recommended to work with.

Faroqui (2020) stated in her report that Modular Learning has an equal

effect and challenge not only for the student but also on the teacher as well. Bonk

& Kim (2013) said that Modular Learning has been used in education for the past 4

years. It is only because of the pandemic we turned to Modular Learning in order for

us to move forward in life.

Singer (2021) said that after a year the coronavirus made a mark on the

world and also in the education system, even when students were able to go back to

their respective classrooms. This Modular Learning was intended to be temporary

43
 solution to the sudden stop of classes,

but some people want it to become a permanent thing. The demand for schools that

offer Modular Learning has increased. Hubler (2021) some schools have opened but

some schools are

off slow to start.

Dowling (2003) believed that human teachers characteristically

perform a wide range of activities that we subsume under the general heading of

“teaching”. Those include planning and designing, demonstrating, guiding, telling,

questioning, testing, recording, motivating, and criticizing even learning. Many of

these aspects of a teacher’s role require significant expertise and the making of the

finely tuned and sensitive judgements based on both breadth and depth of

experience. This is important for instance, in relation to the provision of appropriate

scaffolding to learners. It can also be argued that human teacher is in a strong

position for students, in particular by virtue of overall life experience and

sophistication as a communicator, to both model and facilitate co-operative learning

behaviors.

Face-to-face Classes is seen as a structure for student learning.

Scheduling face-to-face meetings helps to keep students on track and manage their

time (Adam and Nel, 2009) and is necessary for providing important information to

students as well as to clarify issues. While providing a structure, Face-to-Face

Classes is understood to be flexible with regards to content, which should be

decided upon in relation to student need rather than a fixed curriculum selected in

advance (Swart & Wuensch, 2016).

44
 It is also mentioned that Face-

to-Face Classes activities encourage creativity and innovation (Hall & Villareal, 2015)

and it can provide a more informal and looser way of structuring learning allowing

more informal knowledge exchange and spontaneity (Hall & Villareal, 2015).

Face-to-face Classes provides value by enabling immediate instructor

feedback and provides opportunity for just-in-time learning for students to learn at

the moment of greatest relevance (Swart & Wuensch, 2016, p. 74). Fast response

and pace are also mentioned as features of Face-to face Classes where the

professor is quick on his/her feet to react to students’ question.

Conceptual Framework

The conceptual framework of this study illustrates how the Independent

Variable of Face-to-Face Learning and Modular Learning and Dependent Variable of

Academic Performance

Independent Va riable Dep endent Variable

Academic
Face -to -Face
Classes and Performance
Modular Learning

Figure 1 . Conceptual Framework

45
 Research Hypothesis

The following are the hypothesis of the study:

1. There is no significant difference on the Academic Performance of Grade 12

Humanities and Social Sciences students between Modular Learning and

Face-to-Face Classes.

2. There is a significant difference on the Academic Performance of Grade 12

Humanities and Social Sciences between Modular Learning and Face-to-

Face Classes.

46
 CHAPTER III

METHODOLOGY

This chapter presents the Research Design, Research Population and

Sample, Sampling Procedure, Research Instrument, Validity and Reliability of

Instrument, Data Collection Procedure and Data Analysis.

Research Design

Research design is the conceptual structure in which research is conducted

that includes the collection and analysis of data which are relevant to the study

(Kothari, 2004). It is the plan showing the strategy of obtaining valid and reliable data

that achieved the research objectives and answered the research questions. In

conducting this study, the researchers choose Quantitative research specifically, the

Correlational.

The Correlational Research is a type of Non-experimental research where

the researchers employ the data derived from pre-existing variables. There is no

manipulation of the variables in that type of research. Besides, a Correlational

Research is useful in a wide variety of studies. The most useful application of

Correlational are: (1) Assessing relationship, where Correlational Research

Method used to assess the relationship among two or more variables in a single

group of subjects. (2) Assessing consistency, where Correlational Research can be

used to measure consistency in a wide variety of cases. (3) Prediction where

47
 Correlation can be predicted, for

instance: if you find two variables are correlated, you can use one variable to predict

the other (Anz et. al, 2006; 351).

Research Population and Sample

The subject of the study is composed of One Hundred (100) Grade-12

Humanities and Social Sciences Students

Sections under the

Humanities and Social Population Sample Size

Sciences strand

12 - Euler 37 25

12 - Euclid 37 25

12 - Thales 38 25

12 - Diophantus 35 25

Total 147 100

Table 2. Research Population and Sample

Sampling Procedure

There were approximately One Hundred Forty-seven (147) Grade-12

Humanities and Social Sciences students at Arteche National High School during the

first semester, school year 2022-2023 . The researchers selected twenty-five

48
 (25) students on each of the four

sections under the Humanities and Social Sciences strand, a total of one hundred

(100) students.

In this study, the researchers use Simple Random Sampling type of

Probability Sampling. The members of the population under this study will be given

equal opportunities to be selected as the sample.

Research Instrument

Research Instrument is a tool used to catch data and dig a variable that

had been observed. Research instrument refers to any equipment used to collect the

data (Arikunto, 2010: 262).

The instrument used in this study is a questionnaire in which the

respondents provide written response to the questions or mark the items that

indicate their responses (Ary et. al, 2006: 648). It is a list of questions to be

answered to get information. Questionnaire is a means of eliciting the feelings,

beliefs, experiences, perceptions, or attitude of some individuals.

In this study, the questionnaire consists of fifty-two (52) questions in a form

of Likert Scale and Demographic Questions. Four (4) questions for the demographic

profile, twenty-seven questions provided for Modular Distance Learning and nineteen

(19) for Face-to-face Classes. The respondents should choose only one of the

choices that best reflect their experiences during the Modular Distance Learning and

Face-to-face Classes.

49
Validity and Reliability of Instrument

Validity of the Instrument

Before gathering the data, the researchers checked the validity and

reliability of the questionnaires used. Validity is one of the strengths of research and

is based on determining whether the findings are accurate (Creswell, 2012). Validity

is defined as the extent to which a concept is accurately measured in a quantitative

study. The researchers adopted a questionnaire by (Creative Common Attribution

Non-commercial Share-alike License) and develop it, so it will fit in the study.

Reliability of the Instrument

According to Creswell (2012) reliability refers to the consistency and

stability of the score from one administration of an instrument to another. Reliability

refers to a sense where an instrument is good enough to be used as an instrument in

data collection (Arikunto, 2010). The researchers used the questionnaires as an

instrument in the study and adopted from a questionnaire by (Creative Common

Attribution Non-commercial Share-alike License). And according to (Creative

Common Attribution Non-commercial Share-alike License) it has been used and

evaluated by other professionals.

Data Collection and Procedure

Before conducting a survey, a formal letter will be given to the respondent’s

class adviser asking for the permission of each student to participate as the subject

of the study.

50
 Upon approval, the

questionnaires will be given to each respondent at Arteche National High School to

collect data and afterwards will be retrieved personally. To secure its reliability, the

School Head knows exactly the nature of the study and support the Comparative

Study on the Academic Performance of the

Grade-12 Humanities and Social Sciences students between Modular Distance

Learning and Face-to-face Classes. This will be done before the researchers

conduct the study and will also give adequate time on the process. The data

gathering procedure in this study will be done only once for the whole quarter.

Same instrument will be used in this study.

After that, the researchers will interview the students to clarify the result of

the observations and will eventually analyze the answers by using the Likert Scale.

Data Analysis

According to Bodgar (in Sugigonu, 2009:334), data analysis is the process

of systematically searching and arranging the interview transcripts, interview record

and other materials that the researchers accumulate to increase understanding and

to enable the researchers to present the discoveries. In Quantitative Research,

especially in Correlational Study, to analyze the data, the researchers should use a

Statistical Method in order to investigate the relationship between Modular Distance

Learning and Face-to-face Classes.

𝑃𝐴𝑅𝑇
Formula: Percentage (%) = ( ) x 100

𝑊𝐻𝑂𝐿𝐸

51
 Table 3 : Percentage of Grade-12 Humanities and Social Sciences Students who
opted to receive questionnaires about Modular Distance Learning and Face-to- face
Classes.
Number of students who
opted to receive research
Total questionnaire about
Number of Modular Learning and
Sections students Face-to-face Classes Percentage

12- Diophantus 35 25 (25÷35) x 100= 71.43 %

12- Thales 38 25 (25÷38) x 100= 65.79 %

12- Euclid 37 25 (25÷37) x 100= 67.57 %

12- Euler 37 25 (25÷37) x 100= 67.57 %

Total 147 100 (100÷147) x 100= 68.03 %

CHAPTER IV

PRESENTATION, AND INTERPRETATION OF DATA ANALYSIS

In this chapter, the data analysis had been presented. The findings of the

study had been analyzed and organized. This chapter exposed the results of the

survey administered to the subjects of this study; the correlational results of each

52
 section on the Grade-12 Humanities and

Social Sciences of the survey conducted, the differences between the Modular

Learning and Face-to-face Classes survey were also interpreted. The findings are

explained, presented and interpreted in figure forms, which contains and showed

whether the subjects preferred best either in Modular Learning and Face-to-face

Classes.

Questionnaires were given to the Grade-12 Humanities and Social Sciences

Student’s, a total of 100 students as respondents. After giving the consent from

indicating their willingness to participate in the study, these students completed their

questionnaires.

Demographic Profile

SECTION FREQUENCY PERCENTAGE

Diophantus 25 25%

Thales 25 25%

Euler 25 25%

53
 25 25%
Euclid

TOTAL 100 100%

Table 4 Section of the respondents

The profile of the respondents in terms of Sections, Age, General Average

during on the First and Second Semester of Modular Learning and Face-to-face

Classes were gathered and analyzed to have an accurate description of the

respondents. The following figures presents the frequency of distribution of the

respondents by Age, Gender and the respondents General Average during on the

First and Second Semester of Modular Learning and Face-to-face Classes. There

were 147 Humanities and Social Sciences Student’s at Arteche National High

School, but the researchers only target respondents were 100 so, among the 4

sections of the Humanities and Social Sciences Strand, the researchers randomly

picked 25 Humanities and Social Sciences Student’s each section and reaches the

researchers target respondents and comprised the percent of the respondents 100.

20-22 years old

16-17 years old

18-19 years old

16-17 years old 18-19 years old 20-22 years old

54
 Figure 2. Distribution of respondents

in terms of Age

Most of the respondents were 16 to 17 years old, with a frequency of 45 that

comprised 45 percent of the respondents, 40 percent were 18 to 19 years old, which

has the frequency of 40 respondents and 20 to 22 years old has a frequency of 15

that comprised 15 percent that resulted as 100 percent of the respondents.

Transgender; 1%

Male; 46%

Female; 53%

Male Female Transgender

Figure 3. Distribution of respondents in terms of Gender

It could be seen from the table above that there were fifty-three female

respondents, which comprised 53 percent of the total number of population, while

forty-six male respondents that comprised 46 percent and 1 transgender respondent

comprised the 1 percent on the total number of the percentage of the respondents.

91-96 General Average

80-85 General Average

86-90 General Average

55
80-85 General Average 86-90 General Average
91-96 General Average
 Figure 4. Distribution of respondents

in terms of General Average during First Semester of Modular Learning

Most of the respondents with 80 to 85 General Average during on the first

semester of Modular Learning were 42, that comprised the 42 percent of the

respondents. 45 percent for the respondents who had 86 to 90 General Average and

13 percent to the respondents who had a 91 to 96 General Average which has the

total frequency of 100 respondents or 100%.

91-96 General Average

86-90 General Average

80-85 General Average

86-90 General Average 80-85 General Average

91-96 General Average

56
 Figure 5. Distribution of respondents

in terms of General Average during Second Semester of Face-to-face Classes

It could be seen from the figure above that there were 39 respondents with

the General Average of 80 – 85 during on the second semester of Face-to-face

Classes, which comprised the 39 percent. And there were 38 respondents with the

General Average of 86 – 90, which comprised the 38 percent, while there were 23

respondents who have the 91 – 96 General Average, which comprised the 23

percent of the total number of the General Average of the respondents or 100%.

MODULAR LEARNING

The way the module materials were presented help maintain

my interest

Never
15% Always
20%

Rarely
17%

Sometimes
48%

Always Sometimes Rarely Never

57
 Figure 6. The presentation of module
materials help maintain the student’s interest.

As you can see in this chart, 48% or 48 majority of the respondents answered
Sometimes, 20% or 20 for Always came in second, 17% or 17 for Rarely and 15% or
15 for Never. Therefore, the way the module was presented may sometimes
maintain the student’s interest.

The study workload on this module fitted with my cir-

cumstances

Never
15% Always
21%

Rarely
19%

Sometimes
45%

Always Sometimes Rarely Never

Figure 7. Study workload on module fitted with the student’s circumstances.

In this figure, a majority of 45% or 45 of the total respondents answered

Sometimes, 21% or 21 for Always, 19% or 19 for Rarely and 15% or 15 for Never.
Hence, it states that the amount of workload on each module sometimes fitted with
the student’s circumstances.

58
 Resources i accessed through the library, internet or journals,
books, help me to understand the core concepts of module
Never
14%
Always
33%
Rarely
16%

Sometimes
37%

Always Sometimes Rarely Never

Figure 8. Resources accessed help the students to understand the concepts

of module.

As you can see in this figure, there are about 37% or 37 of the respondents
answered Sometimes, next is the 33% or 33 for Always, 16% or 16 for Rarely and
14% or 14 for Never. Thus, resources accessed through the library, internet or
journals may sometimes help the student in understanding the concept of the
module.

59
 Collaborate with a classmate on an online document using
google docs or something similar

Never Always
19%
22%

Rarely
20%
Sometimes
39%

Always Sometimes Rarely Never

Figure 9. Collaborating with a classmate on an online document.

In this figure, a majority of 39% or 39 answered Sometimes, 22% or 22 for Never

came in second, 20% or 20 for Rarely and 19% or 19 for Always. It states that the
students may sometimes collaborate with their classmates on google documents.

I was satisfied with the opportunities i had to attend tuto-

rials

Never Always
21% 23%

Rarely
24%
Sometimes
32%

Always Sometimes Rarely Never

Figure 10. Satisfied with the opportunities.

In this figure, 32% or 32 of the total respondents answered Sometimes, 24% or

24 for Rarely, 23% or 23 for Always and 21% or 21 for Never. It states that, students
were satisfied with the opportunities they had to attend tutorials.

60
 Sufficient opportunities were provided to check my un-
derstanding for the module for example
Never
14%
Always
31%

Rarely
19%

Sometimes
36%

Always Sometimes Rarely Never

Figure 11. Opportunities were provided to check the student’s understanding.

In this figure, among all of the 100 respondents, 36% or 36 answered Sometimes,
31% or 31 answered Always, 19% or 19 for Rarely and 14% or 14 answered Never.
Therefore, there were sometimes sufficient opportunities that provided to the
students to check their understanding.

61
 The instructions on how to complete the assessed task were
easy to follow
Never
14% Always
26%

Rarely
21%

Sometimes
39%

Always Sometimes Rarely Never

Figure 12. The instructions were easy to follow.

In this figure, it states that 39% or 39 of the total respondents answered

Sometimes, 26% or 26 for Always came in second, 21% or 21 for Rarely and 14% or
14 answered Never. Hence, majority of them agreed that the instructions are
sometimes easy to follow and comprehend.

62
 It was obvious how the module materials related to the
assessed task on the module
Never
15%
Always
28%

Rarely
21%

Sometimes
36%

Always Sometimes Rarely Never

Figure 13. The module materials were related to the assessed task.

As you can see in this figure, it shows that 36% or 36 of the total respondents
answered Sometimes, 28% or 28 answered Always, 21% or 21 for Rarely and 15%
or 15 answered Never. Thus, the modules were sometimes related to the assessed
task for the students.

63
 There was enough time in the study planner to prepare for
the end-of-module assessment

Never
18% Always
32%

Rarely
19%

Sometimes
31%

Always Sometimes Rarely Never

Figure 14. Enough time in the study planner to prepare for the end-of-module
assessment.

In this chart, it states that a majority of 32% or 32 of the total respondents

answered Always, next is 31% or 31 for Sometimes, 19% or 19 for Rarely, and 18%
or 18 answered Never. Therefore, the students sometimes have enough time to
prepare for the assessment.

64
 Contact my teacher at the start of the module helped me
get started with my studies

Never Always
23% 21%

Sometimes
Rarely 27%
29%

Always Sometimes Rarely Never

Figure 15. Contacting the teacher at the start help the students get started.

As you can see in this chart, 29% or 29 majority of the respondents answered
Rarely, 27% or 27 for Sometimes came in second, 23% or 23 for Never and 21% or
21 answered Never. In this graphic representation of data, it states that the students
rarely contact their teachers at the start of the module.

I could get in touch with my teacher when necessary

Never Always
18% 17%

Rarely
27%
Sometimes
38%

Always Sometimes Rarely Never

Figure 16. Get in touch with the teacher when necessary.

In this figure, a majority of 38% or 38 of the respondents answered Sometimes,

27% or 27 answered Rarely, 18% or 18 answered Never, and 17% or 17 for Always.

65
 Therefore, the students sometimes get in
touch with the teachers whenever necessary.

I was satisfied with the support provided by my teacher on

this modular learning
Never
14%
Always
30%
Rarely
14%

Sometimes
42%

Always Sometimes Rarely Never

Figure 17. The students were satisfied with the support provided by the
teachers.

As you can see in this chart, 42% or 42 of the respondents answered Sometimes,
30% or 30 answered Always and the rest both got 14% or 14. Hence, the students
were sometimes satisfied with the support provided by their teachers.

My teacher encourages me in my studies

Never
10%

Always
Rarely 35%
18%

Sometimes
37%

Always Sometimes Rarely Never

66
 Figure 18. The teachers encourage
the students in their studies.

In this figure, 37% or 37 of the respondents answered Sometimes, 35% or 35 for

Always came in second, 18% or 18 answered Rarely, and 10% or 10 for Never.
Thus, the students were sometimes encouraged in their studies by the teachers.

My teacher used a friendly / personal tone in feedback on

my assessed task
Never
12%
Always
29%
Rarely
15%

Sometimes
44%

Always Sometimes Rarely Never

Figure
19. The teacher uses a friendly / personal tone.

As you can see in this figure, 44% or 44 majority of the total respondents
answered Sometimes, 29% or 29 for Always, 15% or 15 answered Rarely and 12%
or 12 for Never. Therefore, the teachers sometimes use a friendly / personal tone in
feedback on the student’s assessed task.

67
 My teacher's feedback on my assessed task explained the
mark that I've received

Never
10% Always
26%
Rarely
15%

Sometimes
49%

Always Sometimes Rarely Never

Figure 20. The teacher’s feedback on the student’s assessed task explained
the mark they received.

In this figure, 49% or 49 of the respondents answered Sometimes, 26% or 26 for

Always came in second, 15% or 15 answered Rarely, and 10% or 10 for Never.
Hence, the mark that the students receive were sometimes explained by the
teachers.

68
 My teacher's feeedback on my assessed task helped me
prepare for the next assessment

Never
10% Always
24%
Rarely
17%

Sometimes
49%

Always Sometimes Rarely Never

Figure 21. The teacher’s feedback on the assessed task helps the students
prepare for the next assessment.

As you can see in this chart, a majority of 49% or 49 of the respondents answered
Sometimes, 24% or 24 for Always, 17% or 17 answered Rarely, and 10% or 10 for
Never. Thus, the teacher’s feedback sometimes helps the students prepare for their
next assessment.

69
 My teacher's feedback on my assessedd task help me to
learn

Never
11%
Rarely Always
12% 34%

Sometimes
43%

Always Sometimes Rarely Never

Figure 22. The teacher’s feedback on the student’s assessed task helps them
to learn.

In this figure, 43% or 43 majority of the respondents answered Sometimes, 34%

or 34 for Always came in second, 12% or 12 answered Rarely, and 11% or 11 for
Never. Therefore, the teacher’s feedback on the student’s assessed task helps them
to learn.

70
 The aims and learning outcomes of the modules were help-
ful

Never Always
9% 19%
Rarely
16%

Sometimes
56%

Always Sometimes Rarely Never

Figure 23. The aims and learning outcomes were helpful.

As you can see in this figure, 56% or 56 of the total respondents answered
Sometimes, 19% or 19 for Always came in second, 16% or 16 answered Rarely, and
9% or 9 for Never. Hence, the aims and learning outcomes of the modules were
sometimes helpful to the students.

71
 The learning materials provided in the module were helpful

Never
9% Always
26%
Rarely
19%

Sometimes
46%

Always Sometimes Rarely Never

Figure 24. The learning materials provided were helpful.

In this chart, a majority of 46% or 46 of the respondents answered Sometimes,

26% or 26 for Always, 19% or 19 answered Rarely, and 9% or 9 for never. Therefore,
the learning materials provided in the module were sometimes helpful.

The module was intellectually stimulating and stretched me

Never
10%
Always
25%

Rarely
23%

Sometimes
42%

Always Sometimes Rarely Never

Figure 25. The module was intellectually stimulating.

As you can see in this figure, a majority of 42% or 42 of the total respondents
answered Sometimes, 25% or 25 for Always came in second, 23% or 23 answered

72
 Rarely, and 10% or 10 for Never. Thus,
the module sometimes was stimulating and stretched the students.

Overall, I'm satisfied with the quality of the module

Never
11% Always
22%

Rarely
19%

Sometimes
48%

Always Sometimes Rarely Never

Figure 27. Overall, the students were satisfied with the quality of the module.

In this figure, 48% or 48 of the total respondents answered Sometimes, 22% or

22 for Always came in second, 19% or 19 answered Rarely, and 11% or 11 for Never.
Hence, for the overall experience, the students were sometimes satisfied with the
quality of the module.

MODULAR LEARNING EXPERIENCES

73
 Class Preparation
Poor
Excellent 17%
15%

Fair
14%

Good
54%

Poor Fair Good Excellent

Figure 28. Class Preparation

In this figure, 54% or 54 of the total respondents answered Good, 17% or 17 for
Poor, 15% or 15 for Excellent, and 14% or 14 answered Fair. Therefore, according to
the respondents, the class preparation is good.

74
 Clear explanation of the topic
Poor
Excellent
12%
12%

Fair
26%

Good
50%

Poor Fair Good Excellent

Figure 29. Clear explanation

As you can see in this chart, a majority of 50% or 50 of the total respondents
answered Good, 26% or 26 for Fair, and the rest both got 16% or 16. Hence, the
explanation for each topic is good.

75
 Knowledge of the material available
Excellent Poor
14% 12%

Fair
24%

Good
50%

Poor Fair Good Excellent

Figure 30. Knowledge of the material

In this chart, 50% or 50 of the respondents answered Good, 24% or 24 for Fair
came in second, 14% or 14 answered Excellent, and 12% or 12 for Poor. Thus,
according to the students, knowledge of the material available is good.

76
 Innovative methods of teaching

Excellent Poor
13% 15%

Fair
19%

Good
53%

Poor Fair Good Excellent

Figure 31. Methods of teaching

In this figure, 53% or 53 majority of the respondents answered Good, 19% or 19

for Fair came in second, 15% or 15 answered Poor, and 13% or 13 for Excellent.
Hence, the innovative method of teaching is good.

77
 Enthusiasm for teaching
Excellent
Poor
9%
11%

Fair
26%

Good
54%

Poor Fair Good Excellent

Figure 32. Enthusiasm for teaching

As you can see in this figure, 54% or 54 of the respondents answered Good, 26%
or 26 for Fair, 11% or 11 answered Poor, and 9% or 9 for Excellent. Therefore,
according to the respondents, the enthusiasm for teaching is good.

78
 Approachable for help
Poor
Excellent
9%
16%

Fair
25%

Good
50%

Poor Fair Good Excellent

Figure 33. Approachable for help

In this chart, a majority of 50% or 50 of the total respondents answered Good,

25% or 25 for Fair came in second, 16% or 16 for Excellent, and 9% or 9 answered
Poor. Thus, approachable for help is good.

Grading system
Poor
Excellent 11%
15%

Fair
16%

Good
58%

Poor Fair Good Excellent

Figure 34. Grading system

As you can see in this chart, a majority of 58% or 58 of the total respondents
answered Good, 16% or 16 for Fair came in second, 15% or 15 for Excellent, and

79
 11% or 11 answered Poor. Therefore,
according to the respondents, the grading system is good.

FACE-TO-FACE CLASSES

A classroom environment makes it easier for me to com-

municate with my classmates
Never
8%
Rarely
8%

Sometimes
22%
Always
62%

Always Sometimes Rarely Never

Figure 35. A classroom environment makes it easier for the students to

communicate with each other.

As you can see in this figure, a majority of 62% or 62 of the respondents

answered Always, 22% or 22 for Sometimes and the rest both got 8% or 8.
Therefore, a classroom environment always makes the students easier to
communicate with their classmates.

80
 Face-to-face instruction would help me understand the
lesson better
Never
Rarely 6%
9%

Sometimes
16%

Always
69%

Always Sometimes Rarely Never

Figure 36. Face-to-face instruction help the students understand the lesson
better.

In this chart, 69% or 69 majority of the total respondents answered Always, 16%
or 16 for Sometimes, 9% or 9 answered Rarely, and 6% or 6 for Never. Hence, a
face-to-face instruction always help the students understand the lesson better.

The use of technologies interferes with my ability to

accomplish the required task

Never
8%
Rarely
10%

Always
46%

Sometimes
36%

Always Sometimes Rarely Never

81
 Figure 37. The use of technologies
interferes with the student’s ability to accomplish their task.

In this figure, 46% or 46 of the total respondents answered Always, 36% or 36 for
Sometimes, 10% or 10 answered Rarely, and 8% or 8 for Never. Thus, the use of
technologies always interferes with the student’s ability to accomplish their task.

Face-to-face instruction would be a better way for me to

learn topics

Never
Rarely 6%
10%

Sometimes
16%

Always
68%

Always Sometimes Rarely Never

Figure 38. Face-to-face instruction would be a better way for the students to
learn topics.

As you can see in this figure, a majority of 68% or 68 of the total respondents
answered Always, 16% or 16 for Sometimes, 10% or 10 answered Rarely, and 6% or
6 for Never. Therefore, a face-to-face instruction would always be a better way for
the students to learn topics.

82
 Face-to-face instruction would help me learn more
Never
6%
Rarely
8%

Sometimes
17%

Always
69%

Always Sometimes Rarely Never

Figure 39. Face-to-face instruction would help the students learn more.

In this figure, 69% or 69 majority of the total respondents answered Always, 17%
or 17 for Sometimes came in second, 8% or 8 answered Rarely, and 6% or 6 for
Never. Hence, a face-to-face instruction would always help the students learn more.

The instructor understand the environment and makes it

easy to learn
Never
8%
Rarely
9%

Always
Sometimes 57%
26%

Always Sometimes Rarely Never

Figure 40. The instructor understands the environment.

In this chart, 57% or 57 majority of the respondents answered Always, 26% or 26

for Sometimes, 9% or 9 for Rarely, and 8% or 8 for Never. Therefore, the instructor

83
 always understand the environment and
makes it easy to learn topics.

The learning environment helps me comprehend the lesson

better
Never
Rarely 6%
10%

Always
Sometimes
57%
27%

Always Sometimes Rarely Never

Figure 41. The learning environment helps the students comprehend the
lesson better.

As you can see in this figure, a majority of 57% or 57 of the total respondents
answered Always, 27% or 27 for Sometimes came in second, 10% or 10 for Rarely,
and 6% or 6 answered Never. Thus, the learning environment always help the
students comprehend the lesson better.

The face-to-face learning environment would contribute to

my overall satisfaction
Never
Rarely 3%
3%

Always
49%

Sometimes
45%

Always Sometimes Rarely Never

84
 Figure 42. The face-to-face learning
environment contributed to the student’s overall satisfaction.

In this chart, 49% or 49 majority of the respondents answered Always, 45% or 45

for Sometimes, and the rest both got 3% or 3. Therefore, the face-to-face learning
environment always contribute to the student’s overall satisfaction.

Being in class with face-to-face communication would

improve my ability to learn
Never
Rarely 6%
9%

Sometimes
13%

Always
72%

Always Sometimes Rarely Never

Figure 43. Being in class with face-to-face communication would improve the
student’s ability to learn.

As you can see in this figure, a majority of 72% or 72 of the total respondents
answered Always, 13% or 13 for Sometimes came in second, 9% or 9 answered
Rarely, and 6% or 6 for Never. Therefore, being in class with face-to-face
communication would always improve the student’s ability to learn.

85
 Often participate in class

Never
9%
Rarely
11%

Always
42%

Sometimes
38%

Always Sometimes Rarely Never

Figure 44. The students often participate in class.

In this chart, 42% or 42 of the total respondents answered Always, 38% or 38 for
Sometimes, 11% or 11 for Rarely, and 9% or 9 answered Never. Thus, the students
always participate in class.

Are there any advantages towards yourself during face-to-

face classes
Never
Rarely 2%
13%

Always
53%
Sometimes
32%

Always Sometimes Rarely Never

Figure 45. Advantages towards the students during face-to-face classes.

86
 As you can see in this figure, 53% or
53 majority of the total respondents answered Always, 32% or 23 for Sometimes
came in second, 13% or 13 answered Rarely, and 2% or 2 for Never. Hence, there is
always an advantage towards the students during the face-to-face classes.

Struggled learning the lessons

Never
4%
Rarely
10%
Always
33%

Sometimes
53%

Always Sometimes Rarely Never

Figure 46. Struggled learning the lessons.

In this chart, a majority of 53% or 53 of the respondents answered Sometimes,

33% or 33 for Always, 10% or 10 answered Rarely, and 4% or 4 for Never.
Therefore, the students sometimes struggle in learning the lessons.

87
FACE-TO-FACE EXPERIENCES

Class Preparation
Poor
12%

Excellent
32% Fair
11%

Good
45%

Poor Fair Good Excellent

Figure 47. Class preparation

In this chart, a majority of 45% or 45 of the respondents answered Good, 32% or

32 for Excellent came in second, 12% or 12 for Poor, and 11% or 11 answered Fair.
Therefore, the class preparation for the students during the face-to-face classes is
good.

88
 Clear explanation of the topic
Poor
10%

Fair
Excellent 13%
38%

Good
39%

Poor Fair Good Excellent

Figure 48. Clear explanation

As you can see in this chart, 39% or 39 of the respondents answered Good, 38%
or 38 for Excellent, 13% or 13 answered Fair, and 10% or 10 for Poor. Thus, the
explanation for each topic is good.

Knowledge of the material available

Poor
11%
Excellent
31% Fair
13%

Good
45%

Poor Fair Good Excellent

Figure 49. Knowledge of the materials

In this figure, a majority of 45% or 45 of the total respondents answered Good,

31% or 31 for Excellent, 13% or 13 answered Fair, and 11% or 11 for Poor.

89
 Therefore, the student’s knowledge of
the material available during the face-to-face classes is good.

Innovative methods of teaching

Poor
11%

Excellent
31% Fair
13%

Good
45%

Poor Fair Good Excellent

Figure 50. Methods of teaching

In this chart, 45% or 45 of the respondents answered Good, 31% or 31 for

Excellent, 13% or 13 answered Fair, and 11% or 11 for Poor. Hence, the methods of
teaching during the face-to-face classes, according to the students, is good.

Enthusiasm for teaching

Poor
11%
Excellent
27%
Fair
13%

Good
49%

Poor Fair Good Excellent

Figure 51. Enthusiasm for teaching

90
 In this chart, a majority of 49% or 49
of the total respondents answered Good, 27% or 27 for Excellent came in second,
13% or 13 for Fair, and 11% or 11 answered Poor. Therefore, the enthusiasm for
teaching is good.

Approachable for help

Poor
10%
Excellent Fair
31% 13%

Good
46%

Poor Fair Good Excellent

Figure 52. Approachable for help

In this chart, 46% or 46 of the total respondents answered Good, 31% or 31 for
Excellent, 13% or 13 answered Fair, and 10% or 10 for Poor. Thus, approachable for
help is good.

Grading system
Poor
11%
Excellent Fair
32% 12%

Good
45%

Poor Fair Good Excellent

91
 Figure 53. Grading system

As you can see in this chart, a majority of 45% or 45 of the total respondents
answered Good, 32% or 32 for Excellent came in second, 12% or 12 answered Fair,
and 11% or 11 for Poor. Therefore, the grading system during the face-t-face classes
is good.

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

In this chapter shows all the data collected from the previous chapters and

make references to the earlier studies which is presented in the literature review.

The discussion will inspect the perception from the findings and will try to find

matches or differences. This chapter also includes a summary of the results and

findings of this study as presented in chapter 4, including the discussion of the

92
 results conclusion. It will also include

possible implications of this research and recommendation for further research.

SUMMARY OF THE STUDY

This study was a correlation design, used to Grade-12 Humanities and Social

Sciences who take the Modular Distance Learning and Face-to-face Classes. The

purpose of this study was to know the Academic Performance of Grade-12

Humanities and Social Sciences Students by comparing their General Average

between Modular Learning and Face-to-face Classes and to know if what type of

learning ensures a better understanding and recollection of lessons to the students.

The researchers combined the questions about Modular Learning and Face-

to-face Classes into one questionnaire for the survey. The researchers evaluated

and find out the following: (1) Determined the Modular Learning and Face-to-face

Classes Students differ by the students grade. (2) Find out the Modular Learning and

Face-to-face Classes Students differ by the First Semester grades. (3) Determined

the Face-to-face Classes Students differ by the Second Semester grades.

Results of the Data Analysis revealed that; The first area analyzed in this

study was the survey conducted to the respondents. Based on the results, the

obtained General Average by the students in both type of Learning during the First

and Second Semester was low in correlation. The mean of the survey results of the

section Diophantus under Modular Learning was 87.32, then the mean gained from

the Face-to-face Classes results of the survey was 86.96. Majority of the students in

both type of learning gained almost the same General Average. So, this results

93
 shows that the students involved in the

study has a knowledge about the subject matter.

The second area analyzed was the Section Thales. The mean gained from

the Modular Learning was 87.76, while the Face-to-face Classes gained 87.8. The

mean difference from the survey conducted in the two types of learning was 1.

Proven further by the xy value of 192951 lower than the level of significance of 1.73

showing that it was disagree.

Third is the Section Euler, the mean gained from the Modular Learning was

86.68, while the Face-to-face Classes gained 87.32. The mean difference from the

survey conducted in the two types of learning was 16. Proven further by the xy value

of 189435 lower than the level of significance of 1.03 showing that it was disagree.

Fourth is the Section Euclid, the mean gained from the Modular Learning was

89.12, while the Face-to-face Classes gained 89.08. The mean difference from the

survey conducted in this two types of learning was 1. Proven further by the xy value

of 198645 lower than the level of significance of 1.21 showing also that it was

disagree.

CONCLUSION

Based on the findings of the study, the following conclusions were made, such as:

1. There was a significant difference between on the Academic Performance of

the Grade-12 Humanities and Social Sciences Students between Modular

94
 Learning and Face-to-face

Classes.

2. Based on the result presented in the data, it can be conclude that there was a

significant difference between the mean gain General Average of the Modular

Learning and Face-to-face Classes during on the First and Second Semester.

3. There was a 27 General Average gap on the Humanities and Social Sciences

Students during on the Modular Learning and Face-to-face Classes.

4. There was a 72 General Average gap on the Humanities and Social Sciences

Students during on the First Semester grades.

5. There was a 65 General Average gap on the Humanities and Social Sciences

Students during on the Second Semester grades.

RECOMMENDATIONS

MODULAR LEARNING

1. The researchers recommend Modular Learning to the Students for the reason

that Modular Learning is more flexible in their time and for other activities

other than school activities.

2. The researchers recommend Modular Learning to the Parents in the reason

that the students can help them with the chores in every house and also

95
 Modular Learning will not cost

more money.

3. The researchers recommend Modular Learning to the Teachers because

most of the teachers can do outside tasks during vacant time and can help

students develop their learning in terms of written works.

4. The researchers recommend Modular Learning to the School Administrator

because it could not cause money on the transportation fee, and it can help

them on reading.

The researchers recommend Modular Learning to the Future Researchers

because it will also be a key to the Future Researchers to develop some of

their skills.

FACE-TO-FACE CLASSES

96
 1. The researchers recommend Face-to-Face Classes to the students

because a teacher is present to teach lessons to the students in person

in the reason that the students can learn more.

2. The researchers recommend Face-to-Face Classes to the Parents in the

reason that some of the parents could not help the students in the

performance tasks because some of them are busy and did not

experience better education.

3. The researchers recommend the Face-to-Face Classes to the Teacher

since they can help students assess lessons that the students are

struggling to learn.

97
 4. The researchers recommend the Face-to-Face Classes to the School

Administrator because it will also be a key to them to determine

excelling students in the school.

5. The researchers recommend Face-to-Face Classes to the Future

Researcher because it will be easier to learn lessons because the

teachers are present to explain the lessons and activities.

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APPENDICES

Appendix A

SURVEY QUESTIONNAIRE FOR

MODULAR LEARNING

A Comparative Study on the Academic Performance of Grade-12 Humanities and

Social Sciences Students during Modular Learning and Face-to-face Classes at

Arteche National High School

I. Demographic Profile

Name (Optional): _______________________________________

Section: _____________________

Age: __________ Gender:___________

II.

113
 Direction: For each statement in

the survey, please put a check mark to the most appropriate and applicable answer

for you. Rest assured that your answer will be kept confidential. Thank You!

SURVEY QUESTIONNAIRE FOR

MODULAR LEARNING

Modular Learning
Always Sometime Rarely Never

1. The way the module materials

were presented helped to
maintain my interest.

2. The study workload on this

module fitted with my
circumstances.

3. Resources I accessed through

the library, internet or journals,
books, help me to understand
the core concepts of module.

4. Collaborate with a classmate

on an online document, using
Google docs or something
similar.

114
5. I was satisfied with the
opportunities I had to attend
tutorials.

6. Sufficient opportunities were

provided to check my
understanding of the module
for example.

7. The instructions on how to

complete the accessed task
were easy to follow.

8. It was obvious how the

module materials related to
the assessed task on the
module.

9. There was enough time in the

study planner to prepare for
the end of-module
assessment.

10. Contact my teacher at the

start of the module helped me
get started with my studies.

11. I could get in touch with my

teacher when necessary.

12. I was satisfied with the

support provided by my
teacher on this modular
learning.

115
13. My teacher encourages me in
my studies.

14. . My teacher used a

friendly/personal tone in
feedback on my assessed
task.

15. My teacher’s feedback on my

assessed task explained the
mark that I’ve received.

16. My teacher’s feedback on my

assessed task helped me
prepared for the nest
assessment.

17. My teacher’s feedback on my

assessed task help me to
learn.

18. The aims and learning

outcomes of the modules
were helpful.

19. The learning materials

provided in the module were
helpful.

20. The module was intellectually

stimulating and stretched me.

116
21. Overall, I’m satisfied with the
quality of the module.

SURVEY QUESTIONNAIRE FOR

MODULAR LEARNING EXPERIENCE

Modular Learning Poor Fair Good Excellent

117
 1.
Class Preparation

2. Clear Explanation of the Topic

3. Knowledge of the material available

4. Innovative methods of teaching

5. Enthusiasm for teaching

6. Approachable for help

7. Grading System

SURVEY QUESTIONNAIRE FOR

FACE-TO-FACE CLASSES

Face-to-face Classes Always Sometimes Rarely Never

1. A classroom environment makes

it easier for me to communicate

118
 with my classmates.

2. Face-to-face instruction would

help me understand the lesson

better.

3. The use of technologies

interferes with my ability to

accomplish the required task.

4. Face-to-face instruction would be

a better way for me to learn

topics.

5. Face-to-face instruction would

help me learn more.

6. The instructor understand the

environment and makes it easy

to learn.

7. The learning environment helps

me comprehend the lesson

better

8. The face-to-face learning

environment would contribute to

my overall satisfaction..

119
 9. Being in class with face-to-face

communication would improve

my ability to learn

10. Often participate in class

11. Are there any advantages

towards yourself during Face-to

Face Classes

12. Struggled learning the lessons

SURVEY QUESTIONNAIRE FOR

FACE-TO-FACE CLASSES EXPERIENCE

Face-to-Face Classes Poor Fair Good Excellent

1. Class Preparation

2. Clear Explanation of the Topic

3. Knowledge of the material available

120
 4. Innovative methods of teaching

5. Enthusiasm for teaching

6. Approachable for help

7. Grading System

Appendix B

Respondents Summary Results

16-17 45

18-19 40

20-22 15

Age Range

Female 53

Male 46

121
 1
Transgender

Respondents Gender

GRADE RANGE

80-85 42

86-90 45

91-96 13

First Semester General Average in Modular Learning

80-85 39

86-90 38

91-96 23

Second Semester General Average in Face-to-face Classes

Modular Learning Always Sometimes Rarely Never

1. The way the module materials

were presented helped to

20 48 17 15
maintain my interest.

2. The study workload on this

module fitted with my

21 45 19 15
circumstances.

3. Resources I accessed

through the library, internet or

journals, books, help me to

122
 37 16 14

understand the core concepts 33

of module.

4. Collaborate with a classmate

on an online document, using

19 39 20 22
Google docs or something

similar.

5. I was satisfied with the

opportunities I had to attend

23 32 24 21
tutorials.

6. Sufficient opportunities were

provided to check my
31 36 19 14
understanding of the module

for example.

7. The instructions on how to

complete the accessed task

26 39 21 14
were easy to follow.

8. It was obvious how the

module materials related to

28 36 21 15
the assessed task on the

module

9. There was enough time in the

study planner to prepare for

123
 31 19 18

the end of-module 32

assessment.

10. Contact my teacher at the

start of the module helped me

21 27 29 23
get started with my studies.

11. I could get in touch with my

teacher when necessary.

17 38 27 18

12. I was satisfied with the

support provided by my
30 42 14 14
teacher on this modular

learning.

13. My teacher encourages me in

my studies.
35 37 18 10

14. . My teacher used a

friendly/personal tone in
29 44 15 12
feedback on my assessed

task.

15. My teacher’s feedback on my

assessed task explained the

26 49 15 10
mark that I’ve received.

124
16. My teacher’s feedback on my 24 49 17 10
assessed task helped me

prepared for the nest

assessment.

17. My teacher’s feedback on my

assessed task help me to

34 43 12 11
learn.

18. The aims and learning

outcomes of the modules

19 56 16 9
were helpful

19. The learning materials

provided in the module were

26 46 19 9
helpful.

20. The module was intellectually

stimulating and stretched me.

25 42 23 10

21. Overall, I’m satisfied with the

quality of the module.

22 48 19 11

125
 Poor Fair Good Excellent
Modular Learning

1. Class Preparation
17 14 54 15

2. Clear Explanation of the Topic 12 26 50 12

3. Knowledge of the material available 12 24 50 14

4. Innovative methods of teaching

15 19 53 13

5. Enthusiasm for teaching

11 26 54 9

6. Approachable for help

9 25 50 16

7. Grading System
11 16 58 15

Face-to-face Classes Always Sometimes Rarely Never

126
 62 22 8 8
1. A classroom environment makes
it easier for me to communicate
with my classmates.

2. Face-to-face instruction would

help me understand the lesson 69 16 9 6
better.

3. The use of technologies

interferes with my ability to 46 36 10 8
accomplish the required task.

4. Face-to-face instruction would be

a better way for me to learn 68 16 10 8
topics.

5. Face-to-face instruction would

help me learn more. 69 17 8 6

6. The instructor understand the

environment and makes it easy 57 26 9 8
to learn.

7. The learning environment helps

me comprehend the lesson 57 27 10 6
better .

8. The Face-to-face learning

environment would contribute to 49 45 3 3
my overall satisfaction.

9. Being in class with face-to-face

communication would improve 72 13 9 6
my ability to learn.

127
 42 38 11 9
10. Often participate in class

11. Are there any advantages

towards yourself during Face-to- 53 32 13 2
face Classes.

12. Struggled learning the lessons.

33 53 10 4

Face-to-face Classes Poor Fair Good Excellent

1. Class Preparation 12 11 45 32

2. Clear Explanation of the Topic 10 13 39 38

3. Knowledge of the material available 11 13 45 31

128
 11 13 45 31
4. Innovative methods of teaching

5. Enthusiasm for teaching 11 13 49 27

6. Approachable for help 10 13 46 31

7. Grading System 11 12 45 32

Appendix C

Data Analysis

Correlation Analysis (Pearson’s r) for the Grade-12 Humanities and Social

Sciences student’s Section Diophantus Results

STUDENT GENERAL AVERAGE GENERAL AVERAGE IN X² y² xy

IN MODULAR FACE-TO-FACE
LEANING (x) CLASSES (y)

1 85 87 7225 7569 7395

2 80 80 6400 6400 6400

3 89 89 7921 7921 7921

4 82 83 6724 6889 6806

129
 90 7921 8100 8010

5 89

6 89 87 7921 7569 7743

7 84 85 7056 7225 7140

8 82 85 6724 7225 6977

9 90 90 8100 8100 8100

10 84 83 7056 6889 6972

11 90 80 8100 6400 7200

12 92 89 8464 7921 8188

13 93 89 8649 7921 8277

14 82 83 6724 6889 6806

15 94 95 8836 9025 8930

16 88 90 7744 8100 7920

17 92 94 8464 8836 8648

18 89 91 7921 8281 8099

19 89 90 7921 8100 8010

20 82 82 6724 6724 6724

21 85 80 7225 6400 6800

22 89 91 7921 8281 8099

23 83 80 6889 6400 6640

24 92 92 8464 8464 8464

25 89 89 7921 7921 7921

SUM 2183 2174 382030 18955 190190

130
 0

Solution:

r= 25 ( 190190 ) – ( 2183 ) ( 2174 )

√ {25 ( 382030 )− (2183 ) }[25 ( 189550 )−( 2174 ) ²¿ ]¿
2

= 475450−4745842
[ 9550750−4765489 ] [4738750−4726276]
= 8908
[ 4785261 ] [ 12464 ]

= 8908
59691345714

= √ 0.00000014923

= 0.00038630299

= 1.22 = DISAGREE

131
 Correlation Analysis (Pearson’s r) for

the Grade-12 Humanities and Social Sciences student’s Section Thales

Results

GENERAL AVERAGE GENERAL AVERAGE IN

STUDENT IN MODULAR FACE-TO-FACE x² y² xy
LEARNING (x) CLASSES (y)

1 94 96 8836 9216 9024

2 93 94 8649 8836 8742

3 90 92 8100 8464 8280

4 89 94 7921 8836 8366

5 93 93 8649 8649 8649

6 91 95 8281 9025 8645

132
 93 8100 8649 8370

7 90

8 85 89 7225 7921 7565

9 90 92 8100 8464 8280

10 89 92 7921 8464 8188

11 83 86 6889 7396 7138

12 84 89 7056 7921 7476

13 82 80 6724 6400 6560

14 88 88 7744 7744 7744

15 85 85 7225 7225 7225

16 84 81 7056 6561 6804

17 89 86 7921 7396 7654

133
 83 7225 6889 7055

18 85

19 88 85 7744 7225 7480

20 87 81 7569 6561 7047

21 85 82 7225 6724 6972

22 90 88 8100 7744 7920

23 89 87 7921 7569 7743

24 85 80 7225 6400 6800

25 86 84 7396 7056 7334

SUM 2194 2195 192802 19333 192951

5

r= 25(192751) – (2194)(2195)_________

= √¿¿

134
.

SECTION EULER

STUDENT GENERAL GENERAL

AVERAGE AVERAGE
x² y² xy
IN IN FACE-
MODULAR TO-FACE
LEARNING CLASSES
(x) (y)

1 88 93 7744 8649 8184

2 89 90 7921 8100 8010

3 83 84 6889 7056 6972

4 88 89 7744 7921 7832

135
 7921 7569 7743

5 89 87

6 87 88 7569 7744 7656

7 89 90 7921 8100 8010

8 88 89 7744 7921 7832

9 87 88 7569 7744 7656

10 88 89 77444 7921 7832

11 86 88 7396 7744 7568

12 80 85 6400 7225 6800

13 82 80 6724 6400 6560

14 82 80 6724 6400 6560

15 90 89 8100 7921 8010

16 85 87 7225 7569 7395

17 89 82 7921 6724 7298

18 95 95 9024 9025 9025

19 86 87 7396 7569 7482

20 82 85 6724 7225 6970

21 88 89 7744 7921 7832

22 90 89 8100 7921 8010

23 82 85 6724 7225 6970

24 86 86 7396 7396 7396

25 88 89 7744 7921 7833

SUM 2167 2183 188109 190911 189435

136
r= ________25(189435) – (2167)(2183)__________

√[25(188109) – (2167)²][25(190911) – (188109)²]

SECTION EUCLID

STUDENT GENERAL GENERAL y² xy

AVERAGE AVERAGE
x²
IN IN FACE-
MODULAR TO-FACE
LEARNING CLASSES
(x) (y)

1 83 86 6889 7396 7138

2 90 89 8100 7921 8010

3 92 89 8464 7921 8188

4 88 92 7744 8464 8096

5 88 90 7744 8100 7920

137
 7396 7225 7310

6 86 85

7 86 87 7396 7569 7482

8 91 91 8281 8281 8281

9 91 92 8281 8464 8372

10 86 87 7396 7569 7482

11 88 88 7744 7744 7744

12 94 91 8836 8281 8554

13 92 89 8464 7921 8188

14 86 85 7396 7225 7310

15 89 89 7921 7921 7921

16 85 80 7225 6400 6800

17 88 92 7744 8464 8096

18 96 96 9216 9216 9216

19 85 89 7225 7921 7565

20 93 92 8649 8464 8556

21 89 87 7921 7569 7743

22 90 91 8100 8281 8190

23 90 89 8100 7921 8010

24 93 91 8649 8281 8463

25 89 90 7921 8100 8010

SUM 2228 2227 198802 198619 198645

138
 r= ________25(198645) – (2228)

(2227)__________

√[25(198802) – (2228)²][25(198619) – (198802)²]

139