CHAPTER 1

INTRODUCTION

Background of the Study

The pandemic ushers in a “new” normal, in which digitization enforces ways of

working and learning. It forces education further into technologization, a development

already well underway, fuelled by commercialism and the reigning market ideology.

Many institutions had plans to make greater use of technology and modular approach in

teaching, but the outbreak of Covid-19 has meant that changes intended to occur over

months or years had to be implemented in a few days. We all know that new normal

teaching is the only way for the student to continue studying in the midst of pandemic. In

addition, collaborative efforts of teachers and parents in guiding students play a vital role

towards effective transfer of learning.

The immediate solution to the closure of schools is distance learning, the new

teaching method integrate like modular and online class and the learning space becomes

disembodied, virtual not actual, impacting both student learning and the organization of

schools, which are no longer buildings but websites. The students are still recovering to

the new normal learning process but it affects their own learning development, long

distance learning maybe the answer to the pandemic but it changes the learning

perspective of the students. Hence, this study.

 Statement of the problem

This study will be conducted to determine the Effectiveness of Modular Learning

Modalities among Teacher Education Students of CapSU-Dumarao. Specifically, this

study seeks to answer the following questions:

1. What is the Socio demographic profile of the respondents?

2. What is the level of effectiveness of modular learning modalities as perceived by

Teacher Education students?

3. Is there a significant difference on the level of effectiveness of modular learning

modalities when it grouped according to socio-demographic profile of the

respondents?

Hypothesis

Base on the given problem presented, the following hypothesis was to be tested;

1. There is no significant relationship between the respondent’s socio-demographic

profile and the Effectiveness of Modular Learning Modalities among Education

Students.

Theoretical Framework.

This study is anchored to the theory of A modular theory of learning and

performance, the theory initially referred to the basic principles of scalar timing that is,

the proportional relationship between the mean time of response and physical time, the

linear relationship between the standard deviation of the time of response and physical
time, the constant coefficient of variation (Weber’s law), and the superposition of

behavioural functions at different times. Later on it referred to a process model that

included modules for temporal perception, memory, and decision processes. However,

scalar timing theory was developed as a model of timing, and so does not account for the

acquisition and extinction of response strength.

Conceptual Framework

Independent variable dependent variable

Socio-Demographic profile

Age
Effectiveness of Modular
Sex Learning Modalities
Major

Fig 1. A conceptual framework showing the relationship between dependent and

independent variables.

Significance of the Study

The study will be beneficial for the following:

Student. The result of this study will inform the students about the Effectiveness

of Modular Learning Modalities.

Parents. The result of this study will make the parents aware of their child’s

learning development in this Modular Learning Modalities.

Faculty. The result of this study can help the teachers in evaluating the Modular

Learning Modalities.
 School administrator. This study will inform the administrator about the

possible way to improve the Modular Learning Modalities.

Future Researcher. The result of this study will serve as a reference for the

future researcher in making related study.

Scope and Limitations of the Study

This study will be limited only to the Modular Learning Modalities among

Education Students of CapSU-Dumarao.

Definition of Terms

For better understanding of the study, the following terms were defined.

New Normal. “new normal”, meaning a new way of living and going about our

lives, work and interactions with other people.

(https://www.thestar.com.my/lifestyle/health/2020/05/21/covid-19-what-does-the-

039new-normal039-mean)

Technologization. The process of integrating technology into teaching-learning

practices within and outside classroom. (https://www.igi-

global.com/dictionary/technologization/61143#:~:text=1.,means

%20%E2%80%9Cteaching%20through%20technology%E2%80%9D.)

Modular. Is a form of distance learning that uses Self-Learning Modules (SLM)

based on the most essential learning competencies (MELCS) provided by DepEd.

(https://www.flipscience.ph/news/features-news/tagapagdaloy-modular-distance-learning
 CHAPTER II

REVIEW RELATED LITERATURE

MODULAR APPROACH

Acccording to Dejene, W. (2019), that by Considering the participants’ views on

the implementation of modularization, it would be fair to conclude that though the

modularized program emphasized the utilization of student-centered pedagogies and

continuous assessment methods, currently these curricular reforms appear to have been

undermined by the dominance of traditional lecture-based instruction and continuous

testing.

It is obvious that for effective implementation of any new perspective, positive

attitude to the issue, and sound knowledge and skills in the area are very important.

Particularly, instructors and students should clearly understand the underlying ideas,

concepts, merits, a hus, the application of active learning approach largely depends on the

perception that instructors and students adhere. In addition, this is also according to

Dejene, W. (2019) instructors may often be scared of trying new ways of teaching, hence

resorting to the traditional teacher-centered teaching approach. Such fear could simply be

fear of the unknown. Instructors should really be innovative and be willing to try out new

teaching strategies in an attempt to improve their professional practice in general and

enhance students’ learning.

On the other hand, instructor thought that it is impossible to engage students

actively in the teaching–learning process using lecture method. However, the lecture

method shall be transformed from the traditional thrust where the instructor was the
dominant and all-knowing figure in the teaching–learning process with students viewed

as passive listeners and demerits of the new approach.

As Carpenter (2006) stressed, class size doesn’t matter in participating students in

the teaching–learning process. Instructor’s competency, concern for students, energy

level, speaking ability, organization, and clarity are the factors that matter most in helping

students learn in large class sizes. For instance, Maphosa and Kalenga (2012), while

stating how to modify the traditional lecture method, contend that pausing for two or

three times during teacher’s presentation and inserting a brief demonstration or short

ungraded writing exercises followed by class discussion help students to involve in the

teaching leaning process. Similarly, Frederick (1987) and Ndebele and Maphosa (2013)

explained that when beginning a new topic, for instance, instructors may start with a

participatory lecture by asking students brainstorming questions. A variation of an

interactive lecture is to ask students at the beginning of class to call out one concrete

visual image that stands out from a text, scene, laboratory experiment, event, art object,

or personal experience.

RELATED LITERATURES

Foreign Literature

According to Piestrak, S. J. (1994). The modular approach uses programmed

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

advances at his/he own space with each of his responses confirmed or corrected

immediately. 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 in the individual instruction

which is a strategy in the modular approach has started individual uniqueness which is

the extent to which persons in the group are similar to one another is measured by

thinking of it as collective expression of individualized learning. Several advantages of

the used of instructional materials using the modular approach which are as follows (1)

self-instructional units allows the teacher to focus on the student’s 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 (Mercedes, 2009).

According to Jenkins and Walker (1994), the basic principles of modular courses

involves the division of the curriculum into limited units or modules of learning which

are assessed at the end of that unit, with the student building up a degree or award

through such learning being credited. Modular approach has three basic boundaries, these

are: the modular course, where an Individual course is modularized without any formal

relationship to other courses; the modular field, where groups of related courses are

modularized within a common framework and allow for cross-access; and the modular

degree, where all courses operate within a common set of modular regulations.

Modular approach also develops learner autonomy, if capability means anything it

means being able to control your own learning, set your own goals and be responsible for

your own achievements knowing your strengths and weaknesses as a learner

Local Literature

Heyneman & Ransom (1990). believes that the instructional materials were the

answer the needs of developing countries lie 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.

Teaching school children to read and to learn without the necessary books and

others instructional materials is like teaching them how to swim without giving them the

benefit of actual experience to swim in a body of water. 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.

The article Modular Distance Learning: Education Without Borders" written by

Ime Morales (2016), emphasized the idea of modular education, Modular

Distance L earning is not a revolutionary idea. On the contrary, it is a return to what is

natural, a back-to-basics approach where the child's natural learning tendencies, interests

and passions are respected as much as the prescribed curriculum. It addresses

the observed disadvantages found in traditional schooling: too many students, too few

mentors, lack of focus and time for each child, difficulty in addressing individual needs

and development and the cookie-cutter teaching solutions that are failing on so

many levels.

Formoso (2014) mentioned in his article that the idea of Modular Distance

Learning made Anant Argawal, CEO of edX; a modular learning platform developed by

Harvard University and Massachusetts Institute of Technology to spark the interest of the

executives of Philippine Higher Education to push OED to students with the interest of
acquainting them more and diminishing the poor-quality education that produces low

quality education in return.

RELATED STUDIES

Foreign studies

According to the study conducted by Alebaikan (2012) at Saudi Higher

Education, he explored the perceptions of the Saudi Female lecturers and

under graduate students to learn from their experience and become a participant in

blended courses. This was recognized by the ministry of Saudi Higher Education as a

solution for the rapid growth of student population. This study showed that the quality of

learning and teaching experience affects the students and lecturers. The objective of this

study is to identify the female undergraduate students and lecturers' perception of the

advantages. The researcher used qualitative method to obtain rich descriptive data to

facilitate the grow of this phenomena. The research later concluded that Distance

Learning made the Saudi women still pursue their degrees despite their traditions and

personalities, Furthermore, the result of the study indicated that Modular Distance

Learning has promising modalities that enhance student engagement and learning.

In the study conducted by Kim (2012) regarding the inter-relational effects of

the tradition and personality traits and modular distance learning, he probed into

the influence of personality types and situational factors on public speaking Also, it

examined the effect of communication apprehension on students’ academic achievement

in a modular learning environment As Reem Abelaikan found out on his study

that modular learning was beneficial to the timid personality and tradition of the Saudi

women; this study implies that the Big Five personality traits indeed affected the
performance of the students but the indicator of his final average was his rehearsal and

attendance to the classes.

Local Studies

According to the studies of Ambayon (2020), That the Modular instruction is

more operative in teaching learning method as equated to usual teaching approaches

because in this modular approach the students learn at their own stride. It is unrestricted

self-learning panache in which instantaneous reinforcement, comment is provided to

practice exercise, which stimulate the students and build curiosity in them. Modular

approach helps to maximize the chances of student involvement in classroom in respect

to accomplish the given tasks at the spot. This research substantiated that the modular

teaching is more operational approach in order to teach university students. Modular

approach is an inimitable way of teaching so the teachers should be provided adequate

training about how to strategize and implement a module in classroom setting.

Based on the study of Acala (2021), teachers encounter different challenges in the

implementation of modular distance learning modality. These challenges were identified

based on how teachers plan and prepare the modules, deliver, collect, monitor students’

performance, check and evaluate students’ outputs, as well as on how they provide

feedback to students. Time management, innovating teaching strategies, adapting to the

changes brought by the new normal trend in education, being flexible, providing

alternative plans, being optimistic and patient, and equipping oneself with the necessary

skills are some of the ways on how teachers cope with the challenges that they encounter

in modular distance learning modality.

 In a study conducted byRobles (2012) can be found many presentations of

instructional strategies, on how to effectively integrate content, pedagogy and modules to

enhance the teaching and learning of education courses. This provided the most effective

and efficient learning experiences on both teachers and learners with its practical

applications against retailed software which often burden many universities.

Finally, some implications on how to effectively blend pedagogy and technology which

inevitably ad to significant enhancement of the curriculum, were also discussed. In view

of the findings and conclusion of the study, it is recommended that modular distance

learning be utilized by faculty members in teaching education subjects. However, despite

its importance, this study's limitations are apparent. Modular Distance learning

needs effective planning and upgrading for educators to address critical issues such as

establishing appropriate assessments and rubrics.

 CHAPTER III

METHODOLOGY

Research Design

This study will be using descriptive research design particularly the associational

design.

Locale of the study

This study will be conducted at Capiz State University Dumarao Satellite College,

Dumarao, Capiz.

Respondents of the study

The respondents of this study are the 4th year education students of Capiz State

University Dumarao Satellite College and composed of 58 students.

Sample size

Stratified random sampling is use to get the sample size.

A sample size is determined by using the formula use by Slovin indicated as follows:

n= __N__
1+Ne²

Where:
 n= sample size
N= population size
e= margin of error (5%)

The computed sample size was proportionally allocated to each Fourth year
education student of Capsu Dumarao as shown in table 1.
Table 1. Distribution of the respondents per education student majors.

EDUCATION STUDENTS

Education N n %
Student’s IV

BSED 20 18 35.29%
Sci. IV

BEED IV 13 11 21.57%

BSED 25 22 43.14%
Soc. IV

TOTAL 58 51 100%

Sampling techniques

Stratified random sampling will be used in choosing the respondents.

Research Instruments

The data will be gathered using survey questionnaire. The first part is the socio-

demographic profile of the respondents; the second part is the Effectiveness of Modular

Learning Modalities among Education Students.

Data Gathering Procedures

 The researchers will gather all the information about the socio-demographic

profile and Effectiveness of Modular Learning Modalities of the respondents using

survey questionnaire.

Data Analysis Procedure

Data will be analyzed using descriptive statistics such as Mean, frequency counts

and percentage. Chi-square of independence will be used to determine the association

between socio-demographic profile and the Effectiveness of Modular Learning

Modalities among Education Students of Capsu Dumarao.

REFERENCES

Books

Carpenter, J. (2006). Effective teaching methods for large classes. Journal of Family and

Consumer Sciences Education, 24(2), 13–23. 
Dejene, W. (2019). The practice of modularized curriculum in higher education
institution: Active learning and continuous assessment in focus. Cogent
Education, 6(1), Research-Article.
Frederick, P. (1987). Student involvement: Active learning in large classes.
In M. Weimer (Ed.), Teaching large classes well: New directions for teaching.
Heyneman, S. P., & Ransom, A. W. (1990). Using examinations and testing to improve
educational quality. Educational Policy, 4(3), 177-192.
Maphosa, C., & Kalenga, R. (2012). Displacing or depressing the lecture system:
Towards a transformative model of instruction for the 21st century university. The
Anthropologist, 14(6), 555–563.
Mercedes, A. (2009). Evaluation of Proposed Set of Modules In Priciples and Methods of
Teaching. Journal E-international Scientific Research, 1(1), 1-88.
Ndebele, C., & Maphosa, C. (2013). Promoting active learning in large class University
teaching: Prospects and challenges. Journal of Social Science, 35(3), 251–262. 
Piestrak, S. J. (1994). Design of residue generators and multioperand modular adders
using carry-save adders. IEEE Transactions on Computers, 43(1), 68-77.
Torres, M., & Mercado, M. (2006). The need for critical media literacy in teacher
education core curricula. Educational Studies, 39(3), 260-282.

Internet Sources
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039new-normal039-mean

https://www.igiglobal.com/dictionary/technologization/61143#:~:text=1.,means
%20%E2%80%9Cteaching%20through%20technology%E2%80%9D.

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