Republic of the Philippines

Division of Iloilo
Region VI-Western Visayas
Schools Division of Iloilo
ESTANCIA NATIONAL HIGH SCHOOL
Senior High School Department
Estancia, Iloilo

PADAYON: LIVED EXPERIENCES TOWARDS MODULAR LEARNING AMONG SENIOR

HIGH SCHOOL STUDENTS

A Research Proposal Presented to the

Faculty of the Senior High School Department

Estancia National High School

In Partial Fulfillment of the

Requirements for the Subject

Practical Research I

By

Ray Ian Mahinay

Chydel Loraine Delfin
Ellah Faith Fuentes
Jay Diaz
Jessa Rey Dela Cruz
Richelle Ann Bagaforo
Lyka Arceo Gallardo
Jonabelle Faith Minguez
Maria May Flores
Fritz Bensurto
Bea Dela Cruz

JUNE 2020
 Republic of the Philippines
Division of Iloilo
Region VI-Western Visayas
Schools Division of Iloilo
ESTANCIA NATIONAL HIGH SCHOOL
Senior High School Department
Estancia, Iloilo

TABLE OF CONTENTS

CHAPTER Page

I INTRODUCTION 1

Background of the Study 1

Statement of the Problem 3

Assumption 4

Theoretical Framework 4

Significance of the Study 6

Scope and Delimitation of the Study 7

Definition of Terms 8

II REVIEW OF RELATED LITERATURE 9

Advantage and Disadvantage of Modular Learning 9

Students’ lived experiences during Pandemic 11

III METHODOLOGY 12

Research Purpose and Design 12

Participants of the Study 12

Locale of the Study 12

Data Gathering Instrument 13

Data Gathering Procedure 13

Data Analysis 15
 Republic of the Philippines
Division of Iloilo
Region VI-Western Visayas
Schools Division of Iloilo
ESTANCIA NATIONAL HIGH SCHOOL
Senior High School Department
Estancia, Iloilo

Ethical Consideration 16

Researchers’ Positionality 17

REFERENCES 18
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Division of Iloilo
Region VI-Western Visayas 1
Schools Division of Iloilo
ESTANCIA NATIONAL HIGH SCHOOL
Senior High School Department
Estancia, Iloilo

CHAPTER I

INTRODUCTION OF THE STUDY

Background of the Study

Face to face learning engagement of students and teachers within the school

has been suspended due to the COVID-19 pandemic. This pandemic has paved the

way to the implementation of the Modular Distance Learning as an urgent response

to ensure continuity of education. The Philippines is in the process of adapting to the

new normal form of education at present, and continuous innovations of educators

and active involvement of other stakeholders are the driving force of its success.

Modular Learning is the most popular type of Distance Learning. In the

Philippines, this learning modality is currently used by all public schools because

according to a survey conducted by the Department of Education (DepEd), learning

through printed and digital modules emerged as the most preferred distance

learning method of parents with children who are enrolled this academic year

(Bernardo, J. 2020). Estancia National High School adapts this Modular form of

learning in order to continue delivering learning and knowledge for the students

amidst these pandemic challenges. This is also in consideration of the learners in

rural areas where internet is not accessible for online learning.

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Division of Iloilo
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Thus, the focus of the study is centered to the Senior High School students of

Estancia National High School who are currently experiencing difficulties on Modular

Learning. Where, the teacher takes the responsibility of monitoring the progress of

the learners. The learners may ask assistance from the teacher via e-mail, telephone,

text message/instant messaging among others. Printed modules will be delivered to

students, parents or guardians by the teachers or through the Local Government

officials.

The use of modules encourages independent study. One of the benefits of

using modules for instructions is the acquisition of better self-study or learning skills

among students. Students engage themselves in learning concepts presented in the

module. They develop a sense of responsibility in accomplishing the tasks provided

in the module. With little or no assistance from others, the learners progress on their

own. They are learning how to learn; they are empowered. Other advantages of

modular instruction include more choice and self-pacing for students; more variety

and flexibility for teachers and staff and increased adaptability of instructional

materials (Pe Dengle, Ysthr Rave, 2020)

The disadvantages include greater self-discipline and self-motivation required

for students. Modules are for formality cause and not internalize by the students.

Students are supposed to understand their module but the opposite reigns. It is
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more difficult if students rely to their classmates for answers. And because the

modules are answered in home where a lot of tension build, the students develop

stress and anxiety because of peace in their studying environment, especially those

students that are occupied with other obligations other than school works. There are

also students that are lacking parental support and have to go through with studying

on their own (Sumaoang, Johnine Danganan, 2020).

This study will focus on determining the lived experiences encountered by

the Senior High School students in Estancia National High School in the

implementation of Modular Distance Learning and the difficulties they face in this

new learning modality.

Statement of the Problem

The purpose of this study is to examine the lived experiences towards

modular learning among Senior High School students.

Specifically, it will seek to answer the following questions:

1. What are the experiences of Senior High School students towards modular

learning?

2. How students managed their time in school works and obligations at home?
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3. What aspects of a dual-career responsibilities does the students find most

challenging and why?

Assumption

Based on the foregoing research objectives, this assumption will be

formulated:

There are varying lived experiences or reaction towards modular learning of

senior high school students of Estancia National High School.

Theoretical Framework of the Study

Keegan (1986) identifies three historical approaches to the development of a

theory of distance education. Theories of autonomy and independence from the

1960s and 1970s, argued by Wedemeyer (1977) and Moore (1973), reflect the

essential component of the independence of the learner. Modular learning is the

approach where the focus is on learning outcomes, and its success relies on

connecting outcomes to student learning and course design. These areas combine to
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make a course constructively aligned as discussed by Biggs (1999). According to the

Department of Education (DepEd), parents and guardians perform the various

roles in Modular Learning such as Module-ator, Bundy-clock, and as Home Innovator.

As a Module-ator, they are the ones to get and submit the printed Self-Learning

Modules (SLMs) from and to schools or barangay halls at the beginning and end of

the week, depending on the agreement between the parents and the school.

According to Dochy (1989) modular learning's most important consideration is the

student. The author explained that learners want a more individualized approach to

the course content so that his/her prior knowledge and personal characteristics are

taken into account. Further, modularization will generally allow a student to learn at

his or her own pace. By definition, an appropriate pace may allow the learner to skip

modules if they already know the material. Offering pre-tests for each module is

therefore a critical element to modularization. If the student achieves a passing

score, they may skip the section. If he or she does not take the section, a post test is

administered. Modular learning is a form of distance learning that uses Self-Learning

Modules (SLM) based on the most essential learning competencies (MELCS) provided

by DepEd. The modules include sections on motivation and assessment that serve as

a complete guide of both teachers' and students' desired competencies. The struggle

and pressure due to time management of student in Modular learning.

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Significance of the Study

The result of this study will benefit the following:

Students. This study will inform them about the lived experiences of the

students towards this modular learning approach.

Teachers. This study will give them an information about the experiences of

their students among this modular approach. Also can give them an idea about the

situations of their students, so that, they can monitor their students if their students

have a difficult situation in this modular approach.

Parents. This study will arouse them to monitor their children experiences

among this modular approach. This study will also help them to observe their

children experiences so that it can give them an idea on what difficulties that their

children experiences.

School. This study will be a big help to the school, especially on SHS students

for them to be aware on what circumstances they have been through towards this

modular learning approach.

DepEd. This study will be helpful to inform the faculty and school

administrators the additional information in relation to this matter.

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Researchers. This study will give them erudition to ascertain themselves if

they were also aware on what experiences they have been through in this modular

learning.

Future Researchers. This study will serve as a resource material for future

researcher to give them understanding and background about Lived Experiences of

SHS students among this modular approach which is related to their study.

Scope and Delimitation of the study

This study will focus in finding out the lived experiences towards modular

learning among the senior High School students of Estancia National High School

The participants of this study will be only the Senior High School students of

Estancia National High School, enrolled for the S.Y 2020-2021, who underneath

struggles and hardships by modular learning amidst COVID-19 Pandemic.

The data needed for this study will be collected through an interview method.
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Definition of Terms

For purpose of clarification the following terms are defined conceptually and

operationally:

Lived Experiences is defined by given as representation and understanding of

participants and how these factors influence one’s perception of knowledge. (Igi-

global. 2015)

In this study, lived experiences refers to the experiences of Senior high school

student in taking modular learning

Modular Learning is a form of distance learning that uses Self-Learning Modules

based on the most essential learning competencies. (Flipscience.ph. 2020)

In this study, modular learning is the style of learning which is now used by

the teachers to continue the studies in this time of Pandemic.

Senior High School Student are the students attend in the three or four highest

grades before college. (yourdictionary. 2020)

In this study, Senior High School Students are the Respondents of the Study

who answers the questions to gather the data.

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Chapter II

REVIEW OF RELATED LITERATURE

Advantage and Disadvantage of Modular Learning

Modular Learning is a student-centered, an andragogical approach where

outcomes are achieved by breaking down a body of knowledge into its individual

components. Learners are able to utilize prior knowledge to assess what information

is known and complete modules related to areas that still need to be learned.

Students must demonstrate mastery over relevant outcomes and competencies

within each module in order to move forward, which shifts greater responsibility to

the students as their learning becomes self-initiated, self- paced, and self-monitored.

Technological advances, combined with a modular learning approach, helps students

prepare, practice, and perform appropriate skills and become more insightful

decision-makers and leaders in both academic and professional settings (Friestad-

Tate, Hancock, McCoy, 2013).

Also, modules permit instructors to organize content to assist control the

flow of the course. Modules are utilized to organize course content by weeks, units,

or a diverse organizational structure. Modules basically make a one-directional direct

flow of what students ought to do in a course. Each module can contain records,
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discussions, assignments, tests, and other learning materials. Module things can be

included in the course from existing context or modern context shells inside the

modules. Course context can be included in different modules or iterated several

times throughout a person module (Anthony, 2015).

In the study of Aladwan (2018), students had a positive attitude towards

modular learning and indicated that it was useful. The results also pointed out that

the students find modular learning more efficient than the traditional method when

it comes in improving their knowledge and skills and their ability to take the

responsibility for their self-learning.

A similar opinion about using module for instruction is the acquisition of better self-

study or learning skills among students. Students engage themselves in learning the

concepts presented in the module. They develop a sense of responsibility in

accomplishing the tasks provided in the module. With little or no assistance from

others, the learners progress on their own. They are learning how to learn; they are

empowered (Nardo, M.T.B., 2017).

However, in the study of Mellaretal (2018), was conducted to explore the

higher education teacher’s perception of the prevalence and types of cheating that

possibly occur in their courses. Using student authentication and authorship

checking systems to address cheating and plagiarism, the result revealed that both
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face-to-face and modular assessments recorded cheating in the form of plagiarism

and ghostwriting, followed by copying notes from other students, and lastly is

impersonation.

Students’ lived experiences during pandemic

Some students struggle to work on their papers and having a hard time to

finish the modules. Based on the statement of (Chin, 2020) in her blog, proper time

management and discipline will be the most engaging tools for the students to pass

through this experiences in their style of learning in this time of pandemic, this is

very helpful advice to those students who are encountering difficulties in answering

modules.

On the other hand, (Ferlazzo, 2020) in his study it has been even busier

compared to attending regular classes on campus in person.

Moreover, (Mean, 2020) implies that coexisting with this Pandemic is one of

the best defenses and might be the only choice for us to move forward.
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Chapter III

METHODOLOGY

Research Purpose and Design

The purpose of this study is to determine the lived experiences of senior high

school students of Estancia National High School in modular learning.

A qualitative research design using phenomenological research will be

utilized in this study to determine the lived experiences of Senior High students of

Estancia National High School in modular learning.

Participants of the Study/ sampling

The participants of this study will be purposively selected Grade 11 students

of Estancia National High School enrolled for the S.Y. 2021-2022. They will be the

Grade 11 learning experiencing modular learning.

Locale of the study

This study will be conducted at Barangay Tacbuyan, Estancia, Iloilo Estancia

National High School (ENHS) Estancia National High School operated as a public

secondary institution and the 5th district of Iloilo in 1996

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Division of Iloilo
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Figure 1: Map of Estancia National High School

Data Gathering Instrument

In this study the researchers will conduct an actual interview with the Senior

High School students of Estancia National High School. The researchers will prepare

questions focus on the lived experiences in modular learning of senior high school

students in Estancia National High School. The research instrument will include an

actual interview guide questions, video camera, and an audio recorder.

Data Gathering Procedure

The research will personally conduct an interview to the SHS students. It will

involve collection and analysis of data about the live experiences towards modular
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learning among SHS students. The data can be collected as a story or in a different

manner. It will focus on live experiences towards modular learning among SHS

students. The researchers will assure the participants on the confidentially of their

identities, thus pseudonyms will be used. The procedure of the study will include

three phase, namely: a) research preliminaries b) research properly c) data

interpretive reflection.

Phase I: Research Preliminaries.

In phase I off the study, the researchers will focus on:(1) identifying the

probable participants of the study;(2) securing approval from the authorities to

conduct study;(3) informing the participants about the conduct of the study;(4)

setting interview and gathering preliminary information ;(5) gathering preliminary

information regarding the live experiences towards modular learning among SHS

students.

Phase 2: The Research Proper.

In phase two, the researchers will focus on (1) conducting preliminary

interview with SHS students of Estancia National High School (2) conducting

preliminary observation with the participant;(3) knowing about the life history of the
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participants;(4) conducting follow-up observations; and conducting actual focused

group interview.

Phase 3: Data Interpretive Reflection.

In the phase three, the researchers will focus on making series of collected

data the summative and interpretative reflection on the collection area.

Data Analysis

The data qualitative phenomenological research will be analyzed through the

following steps:

CODING: This involves generating pithy labeling important features of the

data with regards to relevance of the research question guiding the analysis. Coding

is not simply a method of data reduction, it is also analytic process, so code capture

both a semantic and conceptual reading of the data. The researchers will code every

data item and will end this phase by gathering all their codes and relevant data

extracts (Clarke and Braun, 2013).

Searching for Theme: A theme is a coherent and meaningful pattern in the

data relevant to the research questions. In this phase, the researchers will construct
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themes and will end this phase by gathering all the coded data relevant to each

theme (Clarke and Braun, 2013).

Reviewing Themes: The researchers in this phase will reflect on whether the

themes tell convincing and compelling story about the data and will begin to define

the nature of each individual theme, and the relationship between the themes. It

may be necessary to collapse two themes together or to split a theme into two or

more themes, or to discard the candidate themes altogether and begin again the

process of theme development (Clarke and Braun, 2013).

Defining and Naming Themes: In this phase, the researchers will conduct and write a

detailed analysis of each theme by analyzing what story dies the theme tell, and how

such theme fit into the overall story about the data. The researchers will then

identify the essence of each theme and will construct a concise and informative

name for each theme.

Ethical Consideration

This research will follow the ethical standards set by the generic research

ethics. In so doing, voluntary participation of the respondents in the research is

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important. Moreover, the participants will have rights to withdraw from the study at

any stage if they wish to do so. The respondents of this study will participate on the

basis of informed consent. The researchers will provide sufficient information and

assurance to the participants to allow them to understand the implications of

participation and to reach a fully informed, considered and freely given decision

about whether or not to do so without the exercise of any pressure or coercion. The

use of offensive, discriminatory or other unacceptable language will be avoided in

the formulation of questioner interview focus group questions.

Privacy and anonymity of respondents is of paramount importance.

Adequate level of confidentiality of the research data will be ensured.

Researchers’ Positionality

This study will consider the researchers' positionality and its influence on the

research process.

The researchers' interest is to examine the lived experiences towards

modular learning among Senior High School students. Their goal is to have

information about the lived experiences towards modular learning among Senior

High School students.

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This research will give a clear understanding a researchers' personal

perspectives of the study. Through a deep evaluation, the result of this study may be

useful to the students, teachers, parents, and school.

The researchers believe that this study will focus on determining the lived

experiences encountered by the Senior High School students in Estancia National

High School in the implementation of Modular Distance Learning and the difficulties

they face in this new learning modality.

REFERENCES

Akkoyunlu, B. (2011). Techological developments in education. In B. Özer

(Eds.), New technologies in contemporary education(p. 3). Anadolu University

Publication.

Aladwan, F. (2018) in Mag-aral ay Di 'Biro: A Phenomenological Study on the

Lived Experiences of the Students on Blended Learning Amidst COVID-19. Retrieved

June 28, 2020 from https://www.researchgate.net/publication/349043102_Mag-

Aral_ay_Di_'Biro_A_Phenomenological_Study_on_the_Lived_Experiences_of_the_St

udents_on_Blended_Learning_Amidst_COVID-19
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Anthony, E. (2015) in Effect of Modular Learning to the Academic

Performance to the Academic Performance of Senior High School Students. Retrieved

July 15, 2019 form https://www.coursehero.com/file/79938985/EFFECT-OF-

MODULAR-LEARNING-TO-THE-ACADEMIC-PERFORMANCE-OF-SENIOR-HIGH-

SCHOOL-STUDENTS

Husmann, D., & Miller, M. (2013). Improving distance education: Perceptions

of program administrators. Online journal of distance learning administration, 4, 1.

Kezar, A. (2012). The importance of pilot studies: Beginning the hermeneutic

circle. Research in Higher Education, 41(3), 385-400.

Kuh, G. D., & Hu, S. (2017). The effects of student-faculty interaction in the

1990s. Review of higher education, 24(3), 309-332.

Lebaron, J., & Miller, D. (2015). The potential of jigsaw role playing to

promote the social construction of knowledge in an online graduate education course.

Teachers college record, 107, 8, 1652-1674.

Malik, K. (2012). Effects of modular and traditional approaches on students'

general comprehension. Elixir Social Studies, 42, 6228-6231. Retrieved from

https://www.researchgate.net/publication/332741014_The_practice_of_modularize

d_curriculum_in_higher_education_institution_Active_learning_and_continuous_as

sessment_in_focus
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Mellaretal, A. (2018) in Cheating and Plagiarism in E-Assessment Students'

Perspectives. Retrieved September 2, 2020 from

https://openpraxis.org/index.php/OpenPraxis/article/view/873/481

Sejpal. 2013. Modular method of teaching. International journals of Research

in Education, 2(2), 1-13. Retrieved from

https://www.researchgate.net/publication/332741014_The_practice_of_modularize

d_curriculum_in_higher_education_institution_Active_learning_and_continuous_as

sessment_in_focus

Villanueva, J. (2020) in The Social Isolation Triggered by COVID-19: Effects on

Mental Health and Education. Retrieved September 22, 2020 from

https://www.intechopen.com/books/health-and-academic-achievement-new-

findings/the-social-isolation-triggered-by-covid-19-effects-on-mental-health-and-

education

Yoseph, G., & Mekuwanint, T. (2015). The suitability of the modular

curriculum to offer/learn skill in EFL under-graduate classes. International journal of

Current Research 7(4), 14686-14696. Retrieved from

https://www.researchgate.net/publication/332741014_The_practice_of_modularize

d_curriculum_in_higher_education_institution_Active_learning_and_continuous_as

sessment_in_focus
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CHAPTER I

Background of the Study: Jessa Rey Dela Cruz, Chydel Loraine Delfin

Statement of the Problem: Richelle Ann Bagaforo,

Assumption: Bea Dela Cruz

Theoretical Framework: Jay Diaz

Significance of the Study: Lyka Gallardo

Scope and Delimitation of the Study: Jonabelle Faith Minguez

Definition of Terms: Ray Ian Mahinay

CHAPTER II

Advantage and Disadvantage of Modular Learning: Richelle Ann Bagaforo, Jonabelle

Faith Minguez, Lyka Gallardo

Students’ lived experiences during Pandemic: Ray Ian Mahinay

CHAPTER III

Research Purpose and Design: Ray Ian Mahinay

Participants of the Study: Ray Ian Mahinay

Locale of the Study: Ray Ian Mahinay

Data Gathering instruments: Ray Ian Mahinay

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Data gathering Procedure: Jessa Rey Dela Cruz, Chydel Loraine Delfin

Data Analysis: Ella Faith Fuentes, Bea Dela Cruz

Ethical Consideration: Fritz Bensurto, Maria May Flores

Researchers’ Positionality: Jay Diaz

References: Jay Diaz, Chydel Loraine Delfin, Richelle Ann Bagaforo, Jonabelle Faith

Minguez, Jessa Rey Dela Cruz

Encoder/ Typist: Ray Ian Mahinay