THE EFFECTS OF MODULAR DISTANCE LEARNING TO THE

PERFORMANCE OF SENIOR HIGH SCHOOL LEARNERS

 Dedication
 
This work is dedicated to all our loved ones.
To our family,
To our classmates,
To our friends,
To our mentors and especially to god.
 
 CHAPTER 1: INTRODUCTION AND BACKGROUND

INTRODUCTION

People are still in the middle of the Covid-19 pandemic, many people get suffer specially the
learning process of the learners but the department of education (DepEd) imposed an alternative
learning modality which is the modular learning. Modular distance learning features individualized
instruction that allows learners to use self modules (SLMS) in print or in digital format (ecopy).
Learners under modular distance learning can also use another resources such as learner's
materials, textbooks, activity sheets, study guides and other study materials. Usually teachers will
have to deliver appropriate learning materials.
The teachers takes the responsibility to give clear instructions to the learning materials,
students progress and performance. Learners may ask for assistance from the teachers via email,
telephone, text messaging and etc. Parents or any member of the family can also serve as guide to
learners at home. According to DEpEd order no. 007, s. 2020 titled "School Calendar and Activities
for School year 2020-2021, schools and community learning centers (CLCs) under the supervision of
ROs and SDOs are authorized to decide on the specific distance learning delivery modality which
may be deemed appropriate in their context. One of the modalities that will be implemented in
Division for the school year (SY) 2020-2021 is the Modular Distance Learning (MDL) Modular
teaching is more effective in students learning process as compared to ordinary teaching methods.
Because of modular approach can help students to learn at their own pace. Modular learning can be
preferred by learners due to the lack of electronic gadgets such as mobile phone, computers and
other high technologies. Moreover, modular learning had a advantages and disadvantages on the
learning process of the learners upon choosing. The purpose of the study is to assess the learners
towards its academic performance and improvements of having a modular Distance Learning as
modality.
THEORETICAL FRAMEWORK

The disruptive effects of the COVID-19 outbreak have impacted almost all
sectors of our society. Department of education ( Deped ) is no exception
most especially those students in urban area who caters thousands of
students paints a bleak picture for both their parents and school. According
to the Department of Education, enrollment is likely to drop by 15% in the fall
of 2020, while at the same time many institutions may have to confront
demands for large tuition cuts if classes remain virtual. In a similar vein,
students face an increasingly uncertain environment, where financial and
health shocks (for example, lack of resources to complete their studies or
fear of becoming seriously sick, lack of any access in electronic devices due to
geographical location and the seperation of school and responsibility in their
perspective home), along with the transition to online learning may have
affected their academic performance, educational plans, current labor
market participation, and expectations about future employment.
CONCEPTUAL FRAMEWORK
 
In the current days, modular distance learning is a new style
of learning especially on this pandemic. It is an alternative mode
of learning over actual or face to face. Modular approach have
not just become an object but it is serve as a tool for the
learning process. This study wants to address the performance
of senior high school students.

Independent Dependent variable Expected outcome

variable

* Choosing a *advantage and *propose action

modular approach disadvantage regarding the
performance of
learning; poor or
execellent
STATEMENT OF THE PROBLEM

The purpose of this study is to know the effects of having a

modular distance learning of the Senior High School Students,
the study sought to answer the following questions.

1. What is the profile of the respondents regarding the

following variables.
a.) Age
b.) Sex
c.) Grade level

2. What are the advantages of modular distance learning?

3. What are the disadvantages of modular distance learning?

SCOPE AND DELIMITATION

This study focus on the effects of Modular Distance Learning to the

performance of Senior High School learners. It will be gathered through
checklist instruments. The respondents will be the Senior High school
Students who will be randomly selected.

SIGNIFICANT OF THE STUDY

This study will benefit the following:

Students - For them to be know on the possible effects or benefits of
having a modular approach.
Teachers- To be able to know the performance of the learners
Parents- For them to be aware on the performance of their child to fulfill
guidance if needed.
Future Researchers – the research can help the future researchers by
making this research as a part of their basis or reference for their future
study regarding the effects of modular distance learning.
DEFINITION OF TERMS

Effects - An outcome of an action or activity

Modular Distance Learning- An alternative modality over

online or actual learning

Senior High School- students are the respondents.

Performance- The possible effect of having modular approach

to the learners.

CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES

 
2.1 FORIEGN LITERATURE
 
2.2 LOCAl LITERATURE
 
2.3 FOREIGN LITERATURE

For the purposes of college education, practices include a module and

competence approach that builds a model for teaching Russian language and
language culture. Modular systems have long been seen as an alternative to
traditional education (Jerry et al., 1972; Modular Education System as an
Educational Learning Strategy at Indonesian Development Schools, 1977;
Mariani, 1981; Langlois & Robertson, 1991; GhilicMicu et al.; 2005; Sonek, 2006;
Louwa et al., 2008; Isaila, 2011). It represents the link between theory and
practice and is considered a system that combines innovative and traditional
teaching methods. Therefore, the model, which uses electronic resources to
teach Russian, is considered very promising. " Electronic tools can make
education more efficient. More attractive, informative and diverse lectures.
Reading tasks are broader, more interesting and more accessible. Discussions
are more free. And it becomes more challenging, and students do more original
and well-studied work "(Brinkley et al., 1999). The learning program of Russian
colleges of technology focuses on strengthening the semantic relationship
between engineering and humanitarian subjects, taking into account the
professional characteristics of each subject.
 Thematic presentations that have come to show a stable learning
environment, modular test programs, and distance learning systems are
actively used. The technical elements of e-learning are considered to be very
important, but they must meet the state's requirements for education
(State Education Standard 3). The educational environment at universities is
heterogeneous: Russian and foreign students, full-time, distance learning,
non-university and hybrid education-such diversity is the rigorous criticism
and review of learning content and presentations to its students. Leads to
(Kurowsky & Shchitov, 2015). Joint and simultaneous training of Russian and
international students are a new challenge in the modern educational
process. When developing doctrine tasks, such training takes into account
student language differences (history, grammatical features, culture). This is
a special and interesting topic with many educational features and
limitations. The students differ in the age, geography, quality and content of
their pre-university education. Student body heterogeneity is the reason
that the educational program needs to be revised annually and the
educational materials updated significantly. Heterogeneity is systematic in
nature and should be taken into account when performing Educational Task
of the State Education Standards.
 2.4 LOCAL STUDY
 
According to the Rave Pe Dangle, Johnine Danganan
Sumaoang Montessori Class Directress, British International
School of Cambodia, Phnom Penh, Cambodia College Instructor,
University of the Cordilleras, Baguio City, Philippines, the
numerous activities in each module are one of the main issues
that arise in the implementation of modular distance learning.
The Ministry of Education should take this issue into account,
reduce activity, remove unnecessary subjects and become as
proficient as possible. As some of my parents said, less is better.
One of the concerns Students do not have enough time to
answer all the modules within a week. Therefore, if DepEd
cannot extend the implementation period of the module,
activity should be reduced. Everyone knows that mistakes can
be unavoidable
 Activities meet the needs of the learner. Both parents and students are
correct. The instructions for each exercise should be clear enough for the
learner to understand. The subject needs to be simplified and teachers need to
give more examples. In addition, all printed images in the module should be
crisp. Face-to-face learning is not yet possible, as there are still so many cases
of COVID 19 in the Philippines. However, researchers believe that blended
learning is possible even in areas that are not infected with the virus. This
applies to some rural schools such as BNHS. The online approach to learning
can be implemented in urban areas like BCNHS, as most learners have an
internet connection. This is especially considered for students who do not yet
have internet access, for example through a home phone call. Social media
apart from SMS and phone Messenger in particular is one of the most common
means of communication between teachers, parents and students. Therefore,
teachers are recommended to be online in most cases. We need to be able to
respond to the feelings of parents and students. This means that you need
patience to meet your needs and answer your learning questions quickly. The
Ministry of Education and the Government must work together to make the
Philippine Education System successful, despite the COVID 19 pandemic. It is
imperative that all schools be supported and well funded.
 
 
The Ministry of the Education and the Government must work
together to make the Philippine Education System successful,
despite the COVID 19 pandemic. It is imperative that all schools
be supported and well funded. The Ministry of Education needs
to give each school's teachers the autonomy and freedom to
complete their own modules. However, the module needs to be
validated for quality assurance and progress monitoring.
 
2.5 SYNTHESIS AND RELEVANCE OF THE RELATED LITERATURE
AND STUDIES
 
This chapter focus on the effects on the student in modular
distance learning. Modular distance learning is a problem for
the student that difficult to answer because of the pandemic
many students can’t online learning. Modular distance learning
is difficult to learn properly and late submission because of
house work or work. Students can’t focus to answer on the
module, much annoying noise. Among the parents, can’t help
their child because they did not finish studies and our busy their
work to find the money for daily expenses. Modular distance
learning (MDL) is a learning method that uses printed self-
learning modules and modules that can be accessed digitally or
through electronic devices such as laptops, computers, tablets,
and smart phones
 
 CHAPTER 3. RESEARCH METHODOLOGY

3.1 RESEARCH METHODS USED

In this study, the researcher used Quantitative

method, specifically the Survey Research Method.
Survey research is defined as “the collection of
information from a sample of individuals through
their responses to questions” (Check & Schut, 2012, p.
160). This type of research allows for a variety of
methods to recruit participants, collect data, and
utilize various methods of instrumentation
3.2 POPULATION, FRAME AND SAMPLE SIZE
 
The respondents will be Senior High School students with a
total of 51 students. The researchers will have stratified random
sampling 26 females, 25 males from different strand ( ABM,
EIM)

3.3 SAMPLING TECHNIQUE

3.4 DESCRIPTION OF RESPONDENTS

3.5 INSTRUMENTION

The researchers used mixed methods quantitative for this

study. We will use survey questionnaires for quantitative. The
reason for using the survey questionnaire as the research
instrument is that event though it is time-consuming, the
researchers think it would be easy for the respondents to
produce and provide good data and information for the study.
The questionnaire items were taken from related literature that
aimed to elicit responses regarding the impact of pandemic in
the academic performance of senior high school students. It is
composed of two demographic profiles in terms of age and
section and 51 item statements with four option like scale,
strongly disagree, disagree, agree, and strongly agree.
 The initial version of the survey questionnaire was given to the adviser to
check the accuracy and completeness of items. The adviser’s suggestion was
strictly followed in revising the said questionnaire. Hence, it underwent
expert validation in format and design, content, clarity, and usefulness to
establish the face and content validity. Three experts in the field of education
carefully examined the questionnaire. Their suggestions were strictly
followed for the second version of the questionnaire, such as adding the
highest educational attainment. Then, it was a pilot test to 30 non-
respondents to determine its reliability using cronbach’s alpha. The said
questionnaire has a reliability index of 51 which means a good instrument.

To complement the quantitative method, interview guide questions were

formulated to elicit qualitative data. The interview guide questions composed
of 6 questions formulated based on the review of related literature aligned to
the research questions to determine the effects of modular distance learning
modality to the performance of senior high school learners of Lalawigan
National High School. The said questions were formulated with the help of
the adviser to ensure that interview questions directly got necessary data.
The pupils were asked about the difficulties they experienced in answering
their modules while in the middle of the pandemic .
 
3.6 DATA GATHERING PROCEDURE

The researchers gave the survey questionnaire to the grade 12

students. The survey questionnaires were attached. To each module so
that when the students came to school, they would also get the survey
questionnaire. The survey questionnaires were retrieved after a week,
together with their submission of modules. For the interview, we sent the
questions to the adviser of one the grade 12 advisers and they are the one
who contributed the questions to the student. Their responses on the
provided questionnaires were gathered and used as a primary data
gathering instrument for the researchers’ evaluation, analysis, and
interpretation. In addition, interviews were conducted to elicit qualitative
data from the pupils by asking one by one about the challenges they
experienced in answering the activities modules or challenges they
experienced in this pandemic.

3.7 STATISCAL TREATMENT

 CHAPTER 4: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

4.1 DATA PER VARIABLE

PROFILE: SPECIFICS FREQUENCY PERCENTAGE

GENDER MALE 25 50%

  FEMALE 26 50%

AGE: 17-18    60%

  19-20    25%

  21-22   25%

GRADE LEVEL: 12    

       
 Table 1: ACADEMICS

CONTENTS MEAN INTERPRETATION

1. I’ve learned a lot in modular learning. 3.7 ABSOLUTELY

AGREE

2. With the help of modular learning my 3.7 ABSOLUTELY

knowlegde has intensified. AGREE

3. Modular learning helped a lot in my 3.7 ABSOLUTELY

studies. AGREE

4. I had no trouble figuring out what to do 1.5 NOT AGREE

or answer in the lesson.

5. Through modular learning my mind has 3.5 ABSOLUTELY

been sharpened. AGREE
 Table 2: EMOTIONAL
CONTENTS MEAN INTERPRETATIO
N
1. Through modular 3.5 ABSOLUTELY
learning a students AGREE
emotions was change.
2. No experiencing 3.7 ABSOLUTELY
depression are to piles of AGREE
work.
3. Answering even piles of 3.5 ABSOLUTELY
tasks did not affect my AGREE
mental health. 
 
 Table 3: COMMUNICATION

CONTENTS MEAN INTERPRETATIO

N
1. There was no communication 3.7 ABSOLUTELY
complication in contacting the AGREE
teacher to ask questions. 
2. There was good interaction 3.8 ABSOLUTELY
with the teachers regarding the AGREE
lessons. 
 
3. . There was a good 3.5 ABSOLUTELY
communication with my AGREE
classmates.
CHAPTER 5: SUMMARY, CONCLUSION, RECOMMENDATION.

SUMMARY:

The purpose of the study was to determine the effects of

modular distance learning modality to the performance of senior
high school learners. Particularly it sought to the following; a.)
advantages of distance learning b.) disadvantages of modular
distance learning.

It made use of quantitative research employing descriptive

method. The study was carried out at senior high school using a
stratified random sampling method. Data were gathered through
survey method using results were interpreted using frequency
count, mean and percentage.
5.2 CONCLUSIONS
 
1. What is the score/rating in the effects of modular distance
learning modality to the performance of Senior High School
learners.

a.) The rating of the advantage of modular distance learning is

3.7 (strongly agree) which means that the respondents are
satisfied with the modular distance learning.

b.) The rating of the disadvantage of modular distance

learning is 1.48 (strongly disagree) which means that they are
not satisfied with the negative effects of modular distance
learning.
 
5.3 RECOMMENDATIONS
 
1.) The study shows that the respondents
are actively having a modular learning but
we as a researchers, we are still encouraging
students to give their best time, effort and
full dedication to study hard because
modular approach can still be considered as
an actual classroom to insert their
intelligence and hardwork to study very well.
 
THANK
YOU!!