CHAPTER 1

THE PROBLEM

Introduction

The World Health Organization declared the global pandemic due to the

Covid-19 outbreak last 11th of March 2020. This greatly affects the lives of

everyone especially in the education sector. Classes were suspended due to the

increasing number of infected people. The expected suspension lasts long that

turned into lockdown nationwide. People were not allowed to go out, only for

important matters. Despite of this situation, education is continued. According to

UNESCO, education must not be stopped because otherwise we will lose our

human capital. Therefore, the Department of Education provided an alternative

solution amidst the pandemic. The Department of Education of the Philippines

issued DepEd Order No. 012, s. 2020 which provides a Learning Continuity Plan

and guidance of the implementation of alternative modes of learning in response

to the challenges given of the virus to education sector. There are different

Learning Delivery Modalities to continue the learning of the learners. Firstly, the

traditional face-to-face learning environment which was accessible for learners,

however, because of the virus schools were closed and it was not possible to have

this mode of learning thus, it was prohibited by the Department of Education.

Secondly, the blended learning, it was a combination of a face-to-face classes,

online distance learning, modular distance learning, and TV or radio-based

instruction. Thirdly, the distance learning, it will be delivered through online

platforms, educational programs, and printed modules. Lastly, homeschooling,

learner’s learning is usually facilitated by parents, guardians or tutors.

Furthermore, distance learning by providing printed modules or also

known as modular distance learning was widely used to continue education

amidst the COVID-19 outbreak. Pupils are provided self-learning modules which

are beneficial to some pupils who preferred learning on their own and a struggle

to others who needs guidance from teachers, parents, and peers. However, the use

of self-learning modules is provided to continue education that leads to deeper

understanding of material amidst pandemic. In this research, we will realize the

impact of the implementation of modular distance learning to Grade 6 pupils at

Impact Learning Center. Nevertheless, this study is conducted to clearly

determine the challenges faced by the grade 6 pupils on modular distance

learning, its advantages and disadvantages to their learning, and if it is effectively

implemented.

There are a lot of research that studied about the impact of COVID-19

outbreak to our education sector. Others focuses on the academic performance of

learners, comparing the academic performance of learners before and after the

pandemic that greatly affect their learning performances. However, this study is

focusing on the learner’s learning experiences in the implementation of modular

distance learning. This study is important since this will display the lack in the

implementation of modular distance learning which needs to be fulfilled and helps

it to be strengthened.
Statement of the Problem

This study aims to determine the impact of modular distance learning to

Grade 6 pupils at Impact Learning Center.

Specifically, it seeks to answer the following questions:

1. What are the challenges faced by Grade 6 pupils at Impact Learning

Center during the Modular Distance mode of Learning in terms of?

a. Distance of school from home

b. Lack of modules in subject areas

c. Lack of parental involvement during the modular mode of leaning

d. Distraction at home

2. Is the modular distance learning effectively implemented in Impact

Learning Center?

3. What are the advantages and disadvantages of modular distance learning

to Grade 6 pupils?

Scope and Delimitation

The main purpose of this study is to determine the impact of the

implementation of modular distance learning on Grade 6 pupils at Impact

Learning Center. The study considers the students' viewpoints on distance

learning and their opinions on how they got over that time. In addition, this study

is conducted to clearly determine the challenges faced by the grade 6 pupils with
modular distance learning, its advantages and disadvantages for their learning,

and if it is effectively implemented.

The researchers limited the study to all Grade 6 students enrolled in the

first semester of the school year 2022-2023 at Impact Learning Center. Each

respondent was given a survey question by the researchers to get their point of

view about the impact of the new learning setup, which is modular distance

learning. The students selected came from two sections of Grade 6 students to

prevent bias and get their objective perceptions.

Only the grade 6 students were chosen to participate in the study since

they are going to be high school students soon. We decided to focus on this grade

level as our respondent because we want to hear and know their opinions on how

much distance learning really affects grade 6 students and how they respond to

this situation, especially those students who choose the modular modality that

they need to self-study.

Significance of the Study

This study is deemed beneficial to the following:

Commission in Higher Educational. As the ones who implements the

educational programs, plans, policies, and projects in the country, the result of this

study will help them in improving the programs and policies they are

implementing especially at times where there are challenges in education. The

results of this study may also influence the future educational policies and

practices to guarantee that everyone has an access to high- quality of education.

Teachers. The results of the study will give them an idea about the impact of

modular distance mode of learning that they may not aware of. The study may

also help them in formulating effective strategies and practices to address the

needs of the students that may have failed to be supplemented during the

pandemic.

Parents. They will be informed about the impact of modular distance learning to

the learning performances of their children that are untold during the pandemic.

Researchers. As a future educator, the result of this study will prepare them in

facing the challenges in education that his/her future students might encounter. It

will give them an idea of what are the students might need in case a modular

distance mode of leaning was once again implemented in the future.

Future Researchers. This study may serve as their guide in doing their own

research. They may also find inspiration in this study especially in formulating

new studies in the future.

Definition of Terms

Modular Distance Learning - this type of learning is characterized by self-

paced, asynchronous, and independent instructions where students can complete

modules or assignments at their own time and pace.

Impact- it is a strong effect on something or someone.

Pandemic - prevalent over a whole country or the world an outbreak of a

pandemic disease.

Challenges - a thing that provides resistance or an obstacle to something or

someone.

Parent Involvement – refers to parent’s participation and involvement in their

children’s learning at home and school.

 REFERENCES

Cucinotta, D., & Vanelli, M. (2020). WHO declares COVID-19 a pandemic. Acta

Biomed, 91(1), 157-160. doi: 10.23750/abm.v91i1.9397

Llego, M. A. (n.d.). Most Essential Learning Competency (MELCs) Guidelines.

Retrieved from https://www.teacherph.com/melcs-guidelines/

 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discusses the review of related literature and studies the

researcher has accumulated and gathered from the different reference materials

such as books, hand-outs, reports, newspaper and thesis, which were useful in

developing the concept of the present study. The chapter will also present the

synthesis of the art, theoretical framework, conceptual framework as well as the

gaps to bridge by the study to fully understand the research to be done, and lastly,

definition of terms for better comprehension of the study.

Related Literature

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, pupils 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, pupils are tasked to learn

lessons from the module hand-outs being given. It is the purpose of this study to

know and determine the effectiveness of modular distance learning. Gone are the

days of traditional classrooms and face-to-face. The pandemic changes the way

we live, all of us are affected; one of it is our education system. Some are

struggling with distance or modular learning and some are fortunate enough to

provide the needs during the pandemic Covid-19. Everyone who is affected has
their own ways and strategy for surviving in this time of the 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 and online

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

Freeman (2020), One significant advantage of modular distance learning is

its flexibility, which allows students to learn at their own pace, place, and time.

This flexibility has enabled students to manage their time better, leading to a

better work-life balance, reduced stress, and improved mental health (Huang et

al., 2021). Moreover, the use of digital technologies in modular distance learning

has increased students' digital literacy skills, which are vital in today's digital age

(Bieber & Worley, 2021).

However, as stated by Suh & Kye, (2021), modular distance learning also

poses some challenges. For instance, students may feel isolated and lack

motivation since they do not have in-person interactions with their peers and

teachers. This isolation may negatively impact their social and emotional

development. Furthermore, not all students may have access to the necessary

technology or the internet, which can create a digital divide (Lambert, 2020).

Research also suggests that modular distance learning can have both

positive and negative impacts on primary school students. According to Johnson,

(2021), on the positive side, it can provide students with flexibility in terms of

when and where they complete their learning tasks, which can help to

accommodate diverse learning styles and schedules. Additionally, modular

learning can encourage self-directed learning and independent problem-solving

skills, as students are required to take responsibility for their own learning

(Vachon, 2020).

However, according to Barnes (2020), modular distance learning can also

have negative impacts on primary school students. For example, students may

struggle with the lack of face-to-face interaction with their teachers and peers,

which can lead to feelings of isolation and disengagement. Additionally, students

may have difficulty staying motivated and on-task without the structure and

accountability provided by traditional classroom settings (Kavanaugh, 2020).

In a study conducted by Dargo, J. & Dimas, M. (2021) they found out that

Modular Distance Learning has Effect in the Academic Performance of Learners

in the New Normal. Due to Covid-19 pandemic, schools, particularly in the rural

areas employed Modular Distance Learning (MDL) to ensure education

continuity. Mixed method was applied in this study; Quantitative using T-Test to

compare the GWA of learners and Qualitative through the use of semi-structured

interview to find out the perceived effect of MDL to 15 parents, 10 learners, and 7

teachers and their recommendations. The study revealed that the 2.25% decrease

in the GWA of learners after the implementation of MDL denotes a significant

difference in their academic performance. MDL strengthens family bonding,

independent learning, and is cost-effective. However, it is an additional workload

to working parents, there is limited teacher-learner interaction, learners lack

socialization with other children and have no exposure to significant school

activities but are rather exposed to many distractions at home. To bridge the gaps,
simplifying of modules accompanied by video lessons and audio recordings,

conduct of online mediations, neighborhood instruction and home visitations are

recommended. The results of this study will help teachers reflect on their current

teaching strategies and improve learning outcomes.

DepEd (2020) Modular learning has become an alternative mode of

education for primary school students in the Philippines amidst the COVID-19

pandemic. The approach involves the use of self-paced modules that students can

study and complete at their own pace, with the guidance of their teachers and

parents.

Several studies have explored the effectiveness of modular learning in the

Philippines. One study conducted by the Department of Education in the

Philippines found that modular learning was an effective way to continue primary

education during the pandemic. The study surveyed teachers and parents of

primary school students and found that they believed modular learning helped to

maintain students' academic progress despite the challenges posed by the

pandemic (Lavina, 2020).

Another study conducted in the Philippines by Dela Cruz (2021) examined

the effects of modular learning on the academic performance of primary school

students. The study found that modular learning had a positive impact on students'

academic performance, particularly in terms of reading and writing skills.

In a study by Sarno (2021), it was found that students who received

modular instruction performed better on a standardized test compared to those

who received traditional classroom instruction. Another study by Dayagbil et al.

(2021) reported that modular learning improved students' academic performance

and engagement in learning.

However, there are also concerns about the effectiveness of modular

learning, particularly for students from disadvantaged backgrounds who may not

have access to resources such as computers and the internet. A study by Fiestada

and Cabañero-Verzosa (2021) found that students who relied solely on printed

modules had lower academic achievement compared to those who had access to

online resources.

Another study by Talimodao, A. J. S., & Madrigal, D. V. (2021) using

descriptive and inferential analyses, the results revealed that both quality and

implementation of Printed Module Distance Learning (PMDL) were consistently

excellent, indicating the adherence of the modality to the national standards set by

the Department of Education. However, significantly lower quality of PMDL

among small and medium schools and the encountered challenges of teachers on

assessments, activities, outputs, parents’ incapacity, inconsistent participation, and

compliance established the need for instructional supervision.

Furthermore, according to Castroverde, F., & Acala, M. (n.d.) teachers

used various ways to cope with the challenges encountered in modular distance

learning modality such as time management, innovating teaching strategies,

adapting to the changes brought by the new normal trend in education, being

flexible, providing alternative plans, being optimistic, patient, and equipping

oneself with the necessary skills for the new normal ways of education.
Related Studies

Modular learning has also become a popular approach to education in

many Asian and Western countries due to its flexibility and adaptability to

different learning styles. It involves breaking down lessons into smaller units or

modules that can be completed independently or in groups, allowing students to

progress at their own pace.

Several studies have explored the impact of modular learning on primary

school students in different countries. For example, a study by Ploog and Pfeiffer

(2016) examined the impact of modular learning on the motivation and

engagement of fifth-grade students in Germany. The findings revealed that the

students who participated in modular learning showed higher levels of intrinsic

motivation, task value, and self-efficacy than those who received traditional

instruction.

Furthermore, a study by Setyowati and Prabawanto (2018) examined the

implementation of modular learning in Indonesia and found that it improved

student learning outcomes in science and mathematics. Research has shown that

modular learning can have a positive impact on primary school students in

western countries. A study by Lin and Chen (2018) investigated the effects of

modular instruction on the academic achievement of third-grade students in

Taiwan. The results indicated that the students who received modular instruction

performed better in both mathematics and Chinese language than those who

received traditional instruction.

 Another study by van Veen and Zwart (2019) investigated the impact of

modular learning on the development of critical thinking skills in Dutch primary

school students. The results showed that the students who received modular

instruction demonstrated greater improvements in their critical thinking skills than

those who received traditional instruction.

Moreover, a study by Hwang and Chen (2019) found that modular

learning increased student engagement and motivation in mathematics classes in

Taiwan. Another study by Kim and Lee (2019) examined the use of modular

learning in English language classes in South Korea and found that it improved

students' reading and writing skills.

Additionally, a study by Khan (2020) investigated the use of modular

learning in science classes in Pakistan and found that it increased student

understanding and retention of key concepts.

Finally, a study by Mohd Anuar et al. (2021) found that Malaysian

students who participated in distance learning during the pandemic experienced

some academic and social-emotional challenges. Similarly, a study by Nguyen et

al. (2021) found that Vietnamese students who participated in online learning

during the pandemic had lower levels of academic achievement compared to

students who received in-person instruction prior to the pandemic.

There also have been several studies on the impact of modular distance

learning on primary school students in the Philippines.

 One study conducted by Eralda, et al. (2021) found that modular distance

learning had a significant impact on the academic performance of primary school

students in the Philippines. The study involved 180 students from two public

schools in the municipality of Bongabon, Nueva Ecija. The results showed that

students who participated in modular distance learning had higher academic

performance compared to those who did not.

Another study by Belonio (2021) focused on the experiences of primary

school teachers in the implementation of modular distance learning in the

Philippines. The study involved interviews with 10 teachers from two public

schools in the municipality of Mandaue, Cebu. The results showed that modular

distance learning provided opportunities for teachers to personalize instruction

and cater to the needs of individual students. However, the study also revealed

challenges in the implementation of modular distance learning, such as limited

access to printing facilities and lack of parental support.

On the other hand, a study by Arceo et al. (2021) found that modular

distance learning in the Philippines had some positive impacts on students,

including increased self-direction and time management skills.

Gap Bridge of the Study

Although there are related researchers on the present study, this may be called

as unique among them for it focused on the impact of modular distance learning

for grade 6 pupils along with the perceptions, experiences, and attitudes of the

pupils towards modular distance learning at Impact Learning Center. This study
will examine the effectiveness of MDL by comparing the academic performance

of pupils who experienced this learning method with those who did not.

Furthermore, the research will identify the challenges and opportunities for grade

6 pupils by implementing MDL. Then it aims to provide recommendations to

improve the delivery of this method for pupils in primary grades. This is designed

to fill in that gap with the help of concerned persons in data gathering procedures

for the accomplishment of this study.

1. There is a lack of research about the impact of modular distance learning

specifically in the grade 6 pupils.

Theoretical Framework

The study is anchored on the Transactional Distance Theory by Moore (1993) and

Equivalency Theory by Simonson (1995).

Transactional distance (TD) refers to a separation or "… a psychological

and communications space to be crossed, a space of potential misunderstanding

between the inputs of instructor and those of the learner" (Moore, 1993, p. 22). It

is a separation in the "universe of teacher-student relationships" (p. 22) that is

pedagogical as opposed to geographic. This universe is "shaped around" the

constructs of structure, interaction between teachers and learners, and the self-

directedness of the learner. The extent of TD is determined by the "qualitative

variables" (p. 23) of dialogue, structure, and learner autonomy.

 Dialogue refers to "positive interactions," is "purposeful, constructive, and

valued by each party," and involves "active listeners" as well as "contributors" in

the interaction (Moore, 1993, p. 24). Structure refers to "the extent to which an

education program can accommodate or be responsive to each learner's individual

needs" (p. 26). Learner autonomy or self-direction is the extent that the learner

and not the teacher determines the goals, learning experiences and evaluation

decisions. The specific determinants of dialogue and structure include educational

philosophy and characteristics of teachers or designers; the personalities of

teacher and learners; the subject matter; the interactive nature of the

communications' media; and the constraints imposed by educational institutions.

Moore (1993) put forth a number of hypotheses related to TDT as follows:

high dialogue and low structure result in low TD; low dialogue and high structure

result in high TD; the greater the TD, the more autonomy the learner has to

exercise; the more self-directed the learner, the less dialogue and structure

needed. A change in any of the determinants will result in a change in the TD.

This implies that the nature of the learner can have an important effect on TD. So,

too, can the technologies. Moore hypothesized that dialogue could be increased

and TD decreased by manipulating the communications' media and that highly

interactive media can more likely bridge TD than recorded media as "these media

permit more dialogue and require less structure" (p. 26). As an example, he

referred to how teleconferencing technologies can support "multilateral

relationships" and "dialogues between and among participants" (p. 37)

 Researcher’s Theory
“Transactional Distance Theory”
This study will help to understand the
Michael Moore (1993)
influences of modular distance
learning on pupils’ learning. The result
that will be gathere in this study will
serve as a tool for the development of
“Equivalency Theory” modular distance learning considering
the challenges, advantages, and
Simonson (1995) disadvantages of learners’ experiences.

Figure 1. Theoretical Framework

Conceptual Framework

The framework below shows the variables of the research on the Impact of

Modular Distance Learning. The challenges of students will be identified through

four (4) stages faced by Grade 6 Pupils at Impact Learning Center during Modular

Distance Learning. These the distance of the school from home, lack of modules

in the subject areas, lack of parental involvement during modular learning, and

distraction at home. In addition, it includes the effectiveness of Modular Distance

Learning using the survey questionnaire. The possible result of the research will

also be identified in the study.

 Input Process Output/Result

Challenges faced
by Grade 6 pupils
at Impact Learning
Center during the
modular distance Impact of modular
learning. distance learning to
Data Gathering: Grade 6 pupils at
a. Distance of Impact Learning
school from 1. Prepare survey Center.
home questionnaire.
b. Lack of 2. Validation of The Advantage and
modules in survey Disadvantages of
subject areas questionnaire. modular distance
c. Lack of 3. Conduct of learning to Grade 6
parental survey. pupils.
involvement
during the
modular
mode of
learning
d. Distraction at
home

Figure 2. Conceptual Framework

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 CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the method and procedure that is applied in this

study. It is organized under the following; Research Design, Sources of Data,

Population of the Study, and Data Gathering Procedure and Statistical tools.

Research Method

This section is the presentation of the methodology and designed used in

the study. It also includes the sources of data, the research instruments, the data

gathering procedure and the statistical tools used. Researchers also conducted

surveys to the students. They witness the true meaning of impact of modular

distance learning at Impact Learning Center.

Research Design

This study used descriptive method of research to describe the impact of

modular distance learning to the students at Impact Learning Center. Descriptive

research is defined as a research endeavor and described systematically, factually,

accurately and objectively a situation, problem or phenomenon that seeks to

describes 'what is' Garcia (2010) .

Sources of Data

This study used the primary sources and secondary sources of data. The

primary data were derived from the responses of the students at Impact Learning

Center as shown in the questionnaires that are distributed to the respondents.

The secondary sources of the data are taken from books, thesis, journalist,

encyclopedia, newspaper and the internet. In addition the researchers used a

survey questionnaire to gather data for analysis.

Data gathering procedure

To make the conduct of this study organized and methodical, the

subsequent sets of procedure were followed. Before the actual data gathering, a

letter permission to conduct the study were sent to the Principal in the Impact

Learning Center to allow the researchers to conduct a survey and distribute

questionnaire to the grade 6 pupils. After the request was approved, the

researchers personally administer the questionnaire to the respondents. A

thorough explanation about the study was given so that the respondents would a

better understanding to it's objectives and purposes. The answers of the

respondents to the questionnaire are tailed and are subjected to appropriate

statistics.
Statistical tools

The study findings were evaluated by using the statistical formula.

Percentage = a rate, number, or amount in each hundred, denoted using

percentage symbol (%).

Ranking = refers to the process of arranging or classifying a set of items or

objects and having a specified rank or position in a scale.

Weighted Mean = a type of average that takes into account the relative

importance or weight of each data point in the

calculation.

No. of Responses
Percentage = ------------------------------ x 100
No. of Respondents

F (W)
WM = ------------
N

Where:

WM = Weighted Mean

F = Frequency

W = Weights

N = Number of Respondents
For problem 1, frequency and percentage were used to determine the responses of

respondents to the questions.

Data Gathering Procedure

To get the appropriate data needed, the researcher done with the following

step toward the attainment of the goal. The researchers started with the

formulation of the main objective of the study.

After conducting a research questionnaire, the researchers prepared and

formulated the letter request that ask for a permission and approval of the Dean to

disseminate the survey questionnaire. When the permission is granted, the

researchers will distribute the survey questionnaire to the respondents of the study

the collect it. Subsequently, analysis and the interpretation of the data from a

survey questionnaire will be done.

 Transactional Distance Theory

Michael Moore (1993)

Dialogue Structure Learner’s Autonomy

Impact of Modular Distance Learning

Theory by the researchers

Appropriate
Equivalency Outcomes
application

Learning
Students
experience

Simonson (1995)

Synthesis of the Art

Modular distance learning has become a popular mode of education in

different countries during the COVID-19 pandemic. While there is limited

research on the specific impact of modular distance learning in elementary grades,

several studies have explored the general impact of distance learning in the

context of the pandemic. Furthermore, this type of learning is characterized by

self-paced, asynchronous, and independent instruction where students can

complete modules or assignments at their own time and pace. This learning

approach has shown several impacts on elementary in the Philippines and in

foreign countries.

Base on the gathered literature and studies, Modular distance learning has

both positive and negative impacts on primary school students and teachers in the

Philippines and other countries. While it has provided opportunities for

personalized instruction and improved academic performance, there are also

challenges in its implementation.

The studies generally suggest that modular distance learning has had a

mixed impact on the academic performance of primary school students in the

Philippines. While some students have performed well and even improved their

academic performance, others have struggled with the self-paced nature of the

modular approach and the lack of direct interaction with their teachers and

classmates. Additionally, there are concerns about the readiness of teachers and

parents to facilitate the learning process in a modular distance learning setup.

It appears that the effectiveness of modular distance learning in primary

schools depends on a variety of factors, including the age and maturity level of

the students, the quality of the online resources provided, and the amount of

support and guidance provided by teachers and parents (Robinson, 2020).

 In conclusion, modular distance learning has shown several impacts on

elementary education in Western ans Asian countries, including flexibility,

improved digital literacy skills, and reduced stress. However, it also posses some

challenges such as isolation and the digital divide.