SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY

NATIONAL HIGHWAY, TUPI, SOUTH COTABATO

MASTERY TEST FOR PRE-CALCULUS

Name: ___________________________Learning Modality: _____________

School: _______________________________________________________

Analytic Geometry

1. point that divides a line segment into two equal line segments
a. Midpoint b. right bisector c. altitude d. median
2. a series of points that satisfy an equation of the form y=mx+5
a. Line b. circle c. median d. line segment
3. If A (-7 , 2) and B(3 , 8) are points on a grid, the coordinates of the
midpoint of segment AB are:

a. (4 , 6) b. (-4 , 6) c. (2 , 5) d. (-2 , 5)

4. Line segment AB has endpoints A(5 , -3) and B(-7 , -5) . What are the
coordinates of the midpoint of segment AB?
a. (-1 , -4) b. (1 , -4) c.(2 , 5) d. (-2 , 5)
5. What is the shortest distance from the point at (5 , -3) to the line

1
represented by the equation y= x+2?
2
a. 9 b. 7 c.√ 45 d. √ 6
6. Which one of the following points lies within the circle represented by
the equation x2+y2=9?
a. (3,0) b. (-2,-2) c.(2,-4) d.(-1,3)
 7. 26. A skateboard retailer has two locations in a city that are identified
on a map by the coordinates (23,7) and (1-3). If the owner opens a
new store halfway between the two locations, what are the coordinates
of the new store?

Lightning starts a forest fire at a point with map coordinates (23,25). The
nearest towns have coordinates (15,19) and (23,17). Each unit on the map is
1 km.

8. Which town is at greater risk from the fire?

9. Describe any assumptions you made for your answer in number 8

10. At a campground midway between the two towns, a camper learns

about the fire from a newscast. The camper estimates that he is about 9 km
from the fire. Is the camper correct?Justify your response
Series and Mathematical Induction
1. Which of these is the first step in mathematical induction?

a. Prove the statement is true for the first element in the set.
b. Prove that the problem you are working on is the base to all proofs.
c. Show that if the statement is true for the first k elements, then it is true
for the (k+1)st case.
d. None of these are correct.

2. Which of these questions should you ask yourself to help determine if

mathematical induction is a good method to prove a given statement?

a. All of these are questions that could be asked when determining if

mathematical induction is a good method of proof to use to prove a
statement.
b. Am I trying to prove something is true for an infinite set of elements?
c. If the statement is true for the first k elements, can we use that to show
it is true for the (k+1)st element?
d. Can I prove the first few cases easily?

3. Suppose we wanted to use mathematical induction to prove that for each

natural number n, 2 + 5 + 8 + … + (3n - 1) = n(3n - 1) / 2. In our induction
step, what would we assume to be true and what would we show to be true?

a. None of these are correct.

b. Assume: 2 + 5 + 8 + … + (3k - 1) = k(3k - 1) / 2

Show: 2 + 5 + 8 + … + (3k - 1) + (3(k +1) - 1) = (k + 1)(3(k+1) - 1) / 2

c. Assume: 2 + 5 + 8 + … + (3k - 1) + (3(k +1) - 1) = (k + 1)(3(k+1) - 1) / 2

Show: 2 + 5 + 8 + … + (3k - 1) = k(3k - 1) / 2

d. Assume: 2 - 3 - 8 - … - (3k + 1) = 3k / 2

Show: 2 - 3 - 8 - … - (3(k - 1) - 1) = 3(k + 1) / 2

4. The fourth term in an arithmetic sequence is -20, and the eighth term is -10.
What is the hundredth term in the sequence?

a.105 b. 220 c. 150 d. 55

5. What is the lowest value of k where the sum of the arithmetic sequence
ak=1+2k where a0=1 will exceed 200?

a. 13 b. 15 c. 25 d. 99

6. Find the next term in the series: 2, 5, 14, 41, x.

a. 105 b. 122 c. 153 d. 63

7. What type of series is indicated below?

2+6+18+54+...

a. Geometric b. P-series
c. Constant d. Arithmetic

7
1
8. Find the value of the sum:  ∑ .
i=3 i

8 153 47 1
a. b. c. d.
3 140 60 3

9. What type of series is listed below?

1+5+9+13+17+...

a. Fibonacci b. P-series c. Arithmetic d. Geometric

10. What type of sequence is the following?

{1,2,4,8,16,31,64,...}

a. Geometric b. Both c. Neither d. Arithmetic

Trigonometry

1.Find the least positive coterminal angle to −1140∘.

a. −780∘ b. 300∘ c.60∘ d.420∘

10 π
2. What quadrant contains the terminal side of the angle ?
3

a. IV b. I c. II d. III

3. Find the angle that is supplementary to 179∘

a. −180∘ b. 180∘ c. 1∘ d. 181∘

4. Find the length of the missing side. The triangle is not drawn to scale.

a. 28 b. 100 c. 10 d..48
 LEARNING MODALITY AND MASTERY
LEVEL IN PRE-CALCULUS OF GRADE-11
S.T.E.M. STUDENTS IN SELECTED HIGH
SCHOOL IN THE MUNICIPALITY OF
POLOMOLOK
Statement of the Problem

The study will compare the mastery level in Pre-Calculus of the Grade-
11 S.T.E.M. students using the Modular Learning in Silway-8 National High
School.

and The Online Learning Modality in Poblacion Polomolok National High

School.

Specifically, the researcher will answer to the following sub-questions:

1. What is the Mastery Level in Pre-Calculus of the Grade-11 S.T.E.M.

students who is using online learning in Poblacion Polemology National High
School?

2. What is the Mastery Level in in Pre-Calculus of the Grade-11 S.T.E.M.

students who is using a modular learning in Silway-8 National High School?

3. Is there a significant difference on the mastery level in Pre-Calculus of the

Grade-11 S.T.E.M. students who are using modular learning modality in
Silway-8 National High School and Online-Learning modality in Poblacion
Polomolok National High School?
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of related literature and studies.

Together with the legal basis, conceptual framework and theoretical
framework, hypothesis and definition of terms which helped the researcher in
conceptualizing the variables to be undertaken.

RELATED LITERATURE

Mastery Level

Mastery is defined as "complete knowledge" according to Oxford

English Dictionary. Students who concentrate on mastery are more likely to
succeed in school. Jobs, especially those that are exceptionally difficult to put
it another way, mastery is a construct that cannot be directly seen but may be
inferred from observable performance on a collection of things or tasks
connected to a specific concept, skill, or topic. To put it another way, mastery
is a concept that can't be seen immediately but can be felt. Can be deduced
based on observed performance on a collection of objects or
activities, pertaining to a certain notion, talent, or subject.

As per Yudkowsky, (2015), authority learning is an instructional

approach in which instructive advancement is based on demonstrated
execution rather than curricular time. Students train and retest until they reach
a predetermined level of dominance; the final level of achievement is the
same for everybody, however the chance of authority varies. Given the unique
characteristics of dominance learning assessments, a thoughtful approach to
constructing the presentation levels and metrics that determine whether a
student has demonstrated authority is essential. When used in authority
learning settings in medical care, standard-setting procedures must be
adjusted, particularly in terms of the use of proof-based execution information,
the guarantee of appropriate benchmark or correlation gatherings, and the
consideration of patient security outcomes. Data on student results and
historical execution information of students who were successful at the next
level of preparation can be more relevant than traditional test execution data
from previous examinees.
 Rosenberg (2012) cited four distinct stages of mastery which are:
Novice, Competent, Experienced and Master or Expert.

The novice (or apprentice) is someone who is brand new to a job.

Novices know very little about the job, and certainly not enough to execute to
any reasonable quality. Before novices may be productive, they must be
taught (or shown) the fundamentals of what has to be done. Here, the
learning technique is almost entirely instructional. They ask, "Show me (teach
me) how to perform my work."

Second, competent (or journeyman) employees are capable of doing

fundamental occupations and tasks. They've completed their basic training
and are now looking for more instruction and practice to improve their skills.
Their main request is to "assist me in doing it better."

The third category is "experienced." This is when things start to get

interesting. Experienced employees are more than just competent. They
might change their behavior depending on the occasion. They require on-
demand access to knowledge and performance resources, as well as the
capacity to explore those resources in ways that are adaptable and adjustable
based on the scenario, because they face a diverse and often unforeseen
collection of work difficulties and challenges. "Assist me in finding what I
need," they say as they sift through data from sophisticated web systems to
their peers.

Finally, there's Master/Expert. New knowledge is created by masters

and specialists. They may come up with new and better methods to execute a
task and teach others how to do it as well. They are genuinely one-of-a-kind
individuals that strive to learn in unconventional and personal ways,
particularly via collaboration, research, and problem-solving. They reply, "I'll
make my own learning."

Even disregarding the fact that people may be at two or more levels at
the same time, depending on what they are doing, the distinction between
these four levels is hazy.
 It will be difficult to pinpoint exactly when someone progresses from
beginner to competent, or from experienced to master/expert, but that's fine;
we can live with some uncertainty as long as we focus on job performance
(how individuals execute their jobs) rather than learning gain (how people
score on a test). The more information (even anecdotal evidence) we have,
the better.

Furthermore, while not everyone will achieve mastery, we do know that

when people work their way up the corporate ladder, they improve their skills.
They demonstrate growing performance fluency, agility, and the capacity to
impart knowledge as they do so. The fluidity with which they accomplish their
tasks is referred to as fluency. As workers go up the mastery ladder, their lack
of reluctance and ease with which they do tasks increase. As people progress
through the four phases, their agility, or capacity to adapt and respond to new
situations, or "shift on the fly" depending on new knowledge, improves.
According to Rosenberg, when people gain more knowledge and experience,
they grow better at sharing it with others through cooperation, coaching,
mentoring, and teaching (2012).

Zimmerman and Dibenedetto (2008) questioned students at a

Tennessee high school after they had been or were presently being taught
mastery learning approaches in arithmetic. "A strong level of confidence or
self-efficacy for" these kids said. "A high level of self-efficacy or confidence in
math, as well as a high level of self-evaluation of their progress and high goal
standards" (Zimmerman & DiBenedetto, 2008, p. 215). Additional benefits of
mastery learning teaching include increased self-efficacy and a shift in the
sorts of objectives students set, both of which frequently carry over into other
classes, even those not employing the mastery approach.

Benjamin Bloom developed one method for mastery learning. Bloom

devised a teaching style to fulfill the demands of his students. Bloom came up
with his hypothesis in the mid-1960s after spending time in classrooms
observing instructors and pupils. He stated that instructors should vary their
instruction for pupils to learn, and that learning takes time, thus students
should be given enough time. He established his Learning For Mastery (LFM)
teaching technique, a student-paced group-based learning method, in 1968.
In terms of both instruction and evaluation, the topic gave some tenets for
instructors to adopt in their classrooms (Guskey, 2007). Bloom's approach
has remained in use over the years.

Bloom's technique, according to Schunk (2000), entails four steps:

identifying mastery, preparing for mastery, teaching for mastery, and grading
for mastery. (as cited in Zimmerman & DiBenedetto, 2008, p. 208). Usually, a
score between 70% and 80% are considered a standard of mastery prior to
the implementation of the subject, and those who attained such scores
(average) have surely mastered such concept. The teacher will give a
formative assessment with feedbacks to students, and those students who
weren’t able to pass or attained the defined mastery level, they will be given
specific correctives based on the items they answered correctly.

McGuire and McDonald (2009) discovered that the mastery learning

technique has several distinct features that contribute to its effectiveness.
McGuire and McDonald (2009) highlighted that, according to mastery theory's
instructional methodologies, students who go through a cycle of studying,
testing, and feedback will learn the most. This practice is continued until the
learner has attained mastery, allowing him or her to advance to the next step.
Students who did not achieve mastery level, on the other hand, will be
subjected to extra remedial measures, while students who did achieve
mastery level would participate in enrichment activities such as doing
complicated problem-solving tasks and even peer-tutoring (Guskey, 2007).
Unlike conventional teaching approaches such as rote learning, teacher-
driven time periods, and teaching to a middling performance level, mastery
learning allows for individualized training (Eyre et al., 2009).

Overall, the mastery learning, regardless of the method used to

implement it, seems to be effective in improving student academic
achievement, motivation, subject satisfaction, and academic self-concept. If
there's enough time, appropriate and quality instructions and materials used
to help them, surely and with no doubt they will attain mastery level or
mastered a certain concept. Moreover, it's seemed to be overwhelmingly
positive for the most part, and with proper implementation, mastery learning
seems to be a legitimate answer to meeting the needs of nearly all students in
the classroom effectively, especially when combined with other cooperative
learning strategies.

New Normal Education

Nearly 75% of the world's student population has been affected by

school closures due to the COVID-19 pandemic (UNESCO, 2020). Of 91.3%
of the total enrolled students in 188 countries, which is a rough total of
1,576,021,818 students. This was similar when China first witnessed Extreme
Acute Respiratory Syndrome in 2003 (SARS). In Hong Kong, for example,
1,302 schools have closed, 1,000,000 students remain at home, and about
51,000 teachers are scrambling, all while keeping them and their family’s safe
throughout the outbreak (Toquero et al., 2020).

Enrollment for elementary and high school declines by seven million in

the Philippine education system alone (Jorge, 2020). Although out of the 27.7
million students in public and private schools, this still leaves 74.6 percent, the
remaining 25.4 percent is still a massive drop in the ocean.

Meanwhile, private higher education institutions (HEIs) and public

universities and colleges (SUCs) are expected to see a 70% decline from last
year's 3.2 million enrollees (CHED, 2020; Romero, 2020). Access to the
necessary technologies needed for remote learning, teacher preparation, and
instructional materials and online curricula for modular approach are among
the key concerns of this virtual opening of classes (Altbach and De Wit, 2020).

The Department of Education (DepEd) is addressing the challenges of

basic education for the school year 2020-2021 through its Basic education
Learning Continuity Plan (BE-LCP) under DepEd Order No. 012, s. 2020. As
the country continues to face numerous problems caused by 2019
coronavirus disease (COVID-19) pandemic.

The BE-LCP is consistent with the mandate laid down in Section 1,

Article XIV of the 1978 Constitution, for the State to safeguard and encourage
the right of all people to quality education at all levels and to take reasonable
measures to make it available to all. Chapter 1 of the Republic Act No. 9155,
or the Governance of Basic Education Act of 2001; pursuant to Section 6
states that, the jurisdiction, accountability, and responsibility for ensuring
access fostering equality and enhancing the standard of basic education was
entrusted to DepEd.

It aims to ensure the health, safety, and well-being of the learners,

teachers, and personnel in the time of COVID-19, while at the same time
seeking ways to continue education during the crisis. In particular, the BE-
LCP has been crafted with a “new normal” legal structure, bearing in mind the
constitutional obligation to always uphold the right to quality education for all
people.

In line with this, depending on the local health conditions, the

availability of services and the background of the learners in the school or
locality, the learning delivery modalities that schools may implement could be
one or a combination of the following:

Modular Learning Modality

The module is a self-contained, self-contained unit of teaching

designed to meet educational objectives. It is usually self-directed since it
contains directions on how to conduct the various investigations as well as a
list of materials and other resources that should be used in conjunction with
the module text. Self-pacing is a term used to describe classroom education
utilizing modules, in which the learner proceeds through learning exercises at
his own speed (Salandanan, 2001). According to Salandanan, modular
materials (2009), are those defined as self-contained, and the manner of
presentation is such that learning tasks can be done independently or in small
groups. These materials are more effectively used in individualized instruction
programs. The Self-Training Module helps provide remedial guidance for slow
learners and enrichment content for fast learners. Topics can better be
discussed by these self-instruction content. Through the use of one, the
student is given enough time and assistance to complete the assigned
learning task at his or her own pace. The lesson and the experience will
surely be enjoyed, and the experience gained will be satisfying.
 Dochy, (2020) was exploring the role of modular learning as the
cornerstone of higher learning from first implementations in American higher
education and implementation of optional training and the credit system.
Modular instruction advantages include increased student options and pace;
increased diversity and versatility for teachers and staff; and improved
adaptability of teaching materials. The downsides include increased self-
discipline and self-motivation, more preparedness and the lack of substantive
incentives for teachers and employees, and higher institutional resources for
students to track and maintain several modules. Lastly, the paper explores the
value of prior knowledge and reveals that students in the modular education
environment will require an education of a kind that is more thoroughly in line
with their personal characteristics and prior knowledge and resulting in
improved and more effective training according to the evolving ideas of
contemporary society. Students may also miss or work through a module
more easily based on their previous experience.

Modular learning in many countries and other Western and asian areas
is one of the most common and understands teaching teaching techniques.
The modular approach is applied in almost all subjects such as natural
science, especially biological, medical, social and computer science
education. It takes account of the variations between the students that enable
the preparation to follow the right teaching methods to help them learn and
evolve at their own rhythms. When evaluating the modular teaching approach,
we can realize that in the modern area of education this method of teaching is
more efficient, modern and technologically based. The consent of the modular
curriculum was debated in high schools in recent years. The modular
approach brings more consistency both to learners and to distance learning
(Sejpal, 2013).

Modular teaching is one of those strategies in which students would

study everything in the module at their own speed through their own efforts.
This technique varies from the conventional system by which an instructor
delivers the lecture, and the students listen to the given principles. A flexible
approach can be a good solution to address the challenges encountered by
students in the classroom situation since it is student-centric, self-paced and
requires no marking, this is according to Gonzales (2015).

Modular learning organizes knowledge in a way that intelligently

addresses points and can be adapted to the needs of learners. Traditional
course structures typically address knowledge sequentially, and the
experience of the learner is that of monotony. Traditional courses also
intersperse quizzes after any prescribed reading or reading is given. Modular
courses tend to use learning objects that are more closely connected to a
holistic approach to knowledge, often having a problem-oriented approach
(Tseng, 2008).

Khan (2011) has found success in creating and offering modular

packages to help students to become a master in multitude of subjects.
Students do not complete the learning objectives until they can demonstrate
100% mastery. In a pilot program offered in California, teachers in elementary
grades used the Academy's resources to help children to master their math
skills. In the pilot, as well as other venues, students can learn specific subject
matter, to get tutoring, to see how they are doing in their objectives along the
way, to understand how their knowledge base integrates with the subject
matter in a larger picture and earn badges in areas they have mastered. The
use of the learning modules allowed students to proceed at their own pace
while receiving help at critical junctures through online or on-ground tutors
who have already mastered the knowledge areas. The Khan Academy offers
modules in three forms which are through formal programs, often involved
with public schools; through supplements to formal educational offerings; or
as stand-alone, self-paced tutorials.

Gahutu (2010) studied modular learning as it applied to a physiology

course at the National University of Rwanda. Students reported that they
learned best when the teaching was less theoretical, and they could work
through material using practical classes and demonstrations. However, to
make the problem-based approach successful, they need a greater access to
outside materials that might be available through the library and the Internet.
Overall, the Rawandan students reported greater satisfaction with the
modular, self-directed approach to learning than with the more traditional style
previously used in the classroom.

Aggabao (2002) carried out a study aimed at creating individualized

self-instruction modules on chosen subjects in basic mathematics for
instructional use at the Teachers College in Isabela State University. He
concluded, after using the experimental approach, that the teaching materials
used at the Basic Mathematics College are insufficient and not meant for self-
instruction; that instruction by self-instruction materials is as successful as the
prevalent teaching method; and that both students and teachers usually have
a positive attitude towards the use of the individual.

The research of Madriaga (2004), "Effects of Modular Instruction in

Teaching Physics," showed that the use of modules allows teachers more
time to deal with students on a one-on-one basis. She observed that the
outcome was higher for the experimental community subjected to modular
teaching. In his work "A Comparative Study of the Effects of Modular
Instruction and Lecture Discussion Method on the Achievement of Grade VI
Students in Mathematics," Lacdao (2004) observed that the experimental
group in his study, which was taught using instructional modules, performed
better than the test group, which was taught using the conventional teaching
method.

The study of Delgado (2006), "Effects of the Use of Computers,

Integrated in an Instructional Module on the Functions of Attitudes towards
Mathematics and Function Achievement in the Pre-Calculus of College
Students" shows that, at the end of the study, the averages of students
increased significantly in the experimental group. The conventional treatment
of pre-calculus education for university students compared to that where
technology is used as an instructional module on computer-integrated
functions, has shown substantial results in the statistical research, which
enable one to infer that this is an effective method.

Cappetta (2007) in his dissertation, "Reflective Abstraction and the

Concept of Limit: A QuasiExperimental Study to Improve Student
Performance at College Calculus By Promoting Reflective Abstraction
Through Individual, Peer, Instructor and Curriculum Initiates," the pre-test
scores revealed that students in the experimental group scored substantially
higher than students in the commercial group.

Salandanan (2001) defined self-instruction materials as self-contained

materials whose manner of presentation is such that learning experiences can
be performed individually or in small groups. They are more effectively used in
individualized training. The module is one type of self-instruction content. The
module is a self-contained, individual unit of instruction prepared for the
purpose of achieving specified educational objectives. Characteristically, this
is self-directed as guidelines on how the different inquiries are to be followed
are included. Modular approach is characterized as self-pacing because the
student performs the specified learning activities at his or her own pace. The
module offers remedial guidance for late learners and enrichment content for
fast learners. As a result, he appreciates the lecture and has a satisfying
experience.

The Bedaure (2012) research looked at the effect of modular teaching

on the success of freshman fishing students in biology. The pre-test post-test
control group was used to design laboratory testing. There was a substantial
gap between the pre-tested findings of the two groups in favor of the control
group. A substantial disparity between the findings of the post-test was found
in favor of the study community. Modular teaching was also greater than
lecture-discussion in the success of students in biology.

Another Valderama research (2013) described the acceptability and

usefulness of the Instructional Module (IM) and the Programmed Learning
Sequence (PLS) in Plane Geometry teaching. The counterbalance with the
accompanying quasi-experimental configuration of the party was used. One
community was taught to use IM for the first set of subjects, then PLS for the
second set. The other category was first introduced to PLS, followed by IM.
Improvements in math performance among students subjected to IM and PLS
have been observed. Yet the disparity between the two methods of teaching
was not important.
Online-Learning Modality/ E-learning modality

E-learning in Tertiary Education (2014), the term e-learning came into

use in the mid-1990s along with developments in the World Wide Web and
interest in asynchronous discussion groups. The goal of e-learning described
here is to create a community of inquiry independent of time and location
through the use of information and communications technology. An
educational community of inquiry is a group of individuals who collaboratively
engage in purposeful critical discourse and reflection to construct personal
meaning and confirm mutual understanding. This perspective, of course,
reflects a particular educational approach using the possibilities of new and
emerging technologies to build collaborative constructivist learning
communities. E-learning is formally characterized as electronically facilitated
asynchronous and synchronous correspondence for the purpose of creating
and verifying information. The technical basis of e-learning is the Internet and
related networking technology. Beyond the basic definition of e-learning, the
two main e-learning implementations are online and mixed learning.
Completely online learning is a form of distance learning that has its roots
away from conventional distance learning. However, because of its immersive
nature, online learning is somewhat different from conventional distance
learning, with its historical emphasis on content delivery and individual
learning. Meanwhile, computer-assisted curriculum is transforming the
pedagogical environment as a growing number of students are pursuing
online education. Colleges and universities are now embracing the efficiency
of web-based curriculum and are quickly introducing online courses to satisfy
student demands worldwide. One study found that "increases in the number
of online courses offered by universities have been quite dramatic over the
last few years" (Lundberg et al., 2008). Think tanks also disseminate statistics
on web-based teaching. "In 2010, the Sloan Consortium found a 17 per cent
increase in online students over the previous year and a 12 per cent increase
over the previous year" (Keramidas, 2012).

With technological development, learners now want quality services

that they can access from anywhere and at any time. As a result of these
demands, online schooling has become a feasible, enticing choice for
business practitioners, home-parents and other related communities. In
addition to versatility and connectivity, a variety of other face value
advantages, including curriculum preference and time performance, have
enhanced the appeal of distance learning (Wladis et al., 2015).

First, prospective students want to be able to pursue quality education

without compromising work time, family time and travel expenses. Instead of
needing to be at a particular place at a specific time, online education
students can connect with teachers, address peers, study materials, and
complete assignments from any internet-accessible point (Richardson and
Swan, 2003). This form of versatility allows students much-needed agility
which, in turn, helps to make the learning experience more attractive.
According to Lundberg et al. (2008), "a student may prefer to take an online
course or a complete online degree program as online courses offer more
flexible hours of study; for example, a student with a job could attend a virtual
class watching an instructional film and streaming videos of lectures after
hours of work." Through online instruction, students who normally do not take
part in class can now share their thoughts and concerns. Since they are not in
a classroom setting, quieter students may feel more comfortable participating
in class dialog without being recognized or judged. This, in turn, may increase
the average class score (Driscoll et al., 2012).

The vast existence of the Internet and the usability of technology have
contributed to an increase in demand for web-based teaching and learning
(Chaney, 2010). Distance learning is a rapidly evolving platform that enables
users to work in a versatile manner beyond time and space constraints.
Online learning can be described as "learning that takes place partially or
entirely on the Internet" (U.S. Department of Education, 2010). Online learning
appeals to a wide variety of learners and is becoming more popular in settings
ranging from elementary to high school and post-secondary education. Online
learning appeals to diverse populations of students with ranging academic
needs that traditional education classes are deficient or incapable of meeting.
The demand for online courses is derived from a push “to provide quality
education to all students, regardless of location and time” (Chaney, 2010,
p.21). The need for flexible learning environments for potential learners who
are hospitalized, have phobias linked to school environments, are single
parents, have been expelled, are dropouts seeking to gain a diploma and
many other specific cases have led to a growth in the amount of distance
learning courses and programs that are offered Online learning has the
potential to create educational opportunities for individuals who may have
faced unsurpassable barriers prior to the expansion of online educational
programs.

The Office of Educational Technology in the U.S. Department of

Education conducted the “Distance Education Courses for Public Elementary
and Secondary School Students” survey in 2002-03 school year to gain
insight into the prevalence of distance learning in public school districts. The
study defined distance education as “courses that are credit-granting,
technology delivered, have either the instructor in a different location than the
students and/or have the course content developed in, or delivered from, a
different location than that of the students” (Institute of Educational Sciences,
2014). The findings revealed that approximately one-third or 5,500 out of a
total of 15,040 public school districts had at least one student enrolled in a
distance learning course during the 2002-03 school year (Setzer & Lewis,
2005). In 2009-10, the number of public-school districts offering distance
education courses rose to an estimated 53 percent (Institute of Educational
Sciences, 2014). During 2004-05 there were slightly over 300,000 distance
learning enrollments which spiked to over 1.3 million high school enrollments
in 2009-10, an increase in over 1 million enrollments (Institute of Educational
Sciences, 2014). The pervasiveness of the Internet and technology has
spurred the infiltration of distance learning into public school districts across
the United States.

It provides a radically new learning experience for students, requiring a

distinct ability set to be effective (Romiszowski, 2004). Critical thinking,
analysis and interpretation skills are becoming increasingly important, as
students have growing amounts of knowledge from a range of outlets to work
through (New Media Consortium, 2007). Often, in classes that are completely
electronic, students are far more autonomous than in the conventional
environment. This needs a high degree of dedication and dedication to
teaching (Huynh et al., 2003), and less social contact with colleagues or
teachers.

Students of online classes prefer to do the same thing in schools, but

there is a greater rate of removal or missing marks (Zhang et al., 2006). It can
be seen as computer-aided learning and pedagogy for student-centered and
interactive learning. Early advances in e-learning based on computer-aided
learning, where some or more of the learning material is accessed online.
More recently, the pedagogical component of e-learning has been more
popular. E-learning encompasses all aspects of computer learning and
teaching. Knowledge and networking networks, whether networked or not, act
as a basic mechanism for the execution of the learning process.

This learning modality was characterized in contrast to F2F learning

(e.g., Ryan et al., 2016). The most influential characteristic is the lack of a
physical classroom, which is replaced using web-based technology that
provide opportunities for out-of-class learning regardless of time, location and
speed (Bernard et al., 2014).

(Ryan et al., 2016) point out that "in higher education, the phrase "distance
learning" is often interpreted as referring to courses that are offered entirely
online; " (p. 286). Usually, online learning settings are launched by so-called
learning management systems (LMS) or interactive learning environments
(VLE) such as Moodle and Blackboard (Pellas and Kazanidis, 2015).

The advantage of versatility in online courses cannot be overstated due

to its prevalence in the reasons why students are drawn to online learning.
Online learning allows students to work at a time and location that is
consistent with their learning needs. Several teachers and students reflected
on their willingness to concentrate more attention on the content of the course
and less on problems such as parking, traffic, and other issues that may occur
while attending a typical classroom setting. One secondary school teacher
explained, "I don't miss the gigantic vision of wasted time that will eventually
become a fact in a face-to-face school setting," and further explained, “No
schedule restricts us... We meet and stay as long as needed in the virtual
space” (Thomson, 2010,).
 E-learning has changed the thinking of higher education educators in
the sense of integrated learning to transformative classes and curriculum
overhaul. As has already been said, e-learning is not an industrial method of
distance learning. E-learning in higher education is largely about delivering
quality learning experience. Although e-learning has an aspect of distance
learning, it has developed from a separate field of theory and experience.
Distance has been a comparatively minor systemic limitation in delivering
high-quality, highly immersive learning experience. E-learning represents a
true paradigm shift with regard to distance education. It reflects a change from
the ideal of control and mass development of pre-packaged research
materials typical of conventional distance learning. E-learning is a separate
instructional branch with its origins in computer conferencing and interactive,
constructive learning methods. This transition of pedagogical assumptions
and methods expressed in e-learning theory and implementation is a new age
in distance learning. E-learning in the form of online learning is a post-
industrial age of distance learning, characterized by a return to a craft
paradigm of context-specific shared learning environments (Garrison &
Cleveland-Innes, 2010). Online learning combines freedom (asynchronous
online communication) with connection (connectivity) that overcomes time and
space limitations in a way that emulates higher education principles. In
specific, online learning goes beyond technologies and resources for
accessing content. Focus is moved to an educational transaction in the
context of a shared learning community that is viable over time (Garrison,
2010). At the same time, in order to completely bring e-learning into the
mainstream of higher education, the immense importance of face-to-face
learning experience must not be diminished or dismissed. E-learning should
not be used as a replacement for these interactions. However, we cannot
neglect or resist the clear benefits of e-learning technology in terms of access
to information and the preservation of educational debate. Integrating e-
learning systems should not be seen as having winners and losers. The
potential of e-learning to incorporate verbal and written dialogue, without time
constraints, has driven educators to reconsider the potential for involving
campus-based students in face-to-face and online contexts. This thoughtful
blending of complementary face-to-face and online approaches to achieving
instructional objectives has been referred to as blended learning (Garrison &
Vaughan, 2010).

Online Learning Modality

Online courses have been found to be conducive to students

who favor self-regulated learning. Self-regulated learners tend to use various
“cognitive and metacognitive strategies to accomplish their learning goal”.
Learners who are able to home in on their self-regulated learning skills
frequently utilized time management, reviewed material regularly, sought help
from professors or peers, meet deadlines, and had the skill of metacognition
in order to reflect upon their own learning. Therefore, non-self-regulated
students tended to demonstrate academic procrastination, increased
disorganization, and used less cognitive and metacognitive strategies to
accomplish their learning goals (You & Kang, 2014).

A study conducted by Dana Thomson during the 2008-2009 academic

year produced qualitative findings that emphasized the significance and
appeal of flexibility and expanded opportunity for students enrolled in online
courses: “I can take classes that my school doesn’t offer, and I can work when
I have free time or a lighter homework load in my school classes” (Thomson,
2010).

A study conducted by Kirtman revealed survey responses from online

learners that “were so overwhelmingly positive that the issue of student’s
satisfaction cannot be ignored. Not only are environmental factors such as
course structure important to analyze, but it is important to examine intrinsic
motivational factors as components for a successful online course and
experience for the learner. In his study, a student responded to online
coursework by stating, “It is more self-guided so I can spend more time on the
concepts that I need help with and less on concepts that I can pick up quickly”
(Kirtman, 2009).

Self-regulation and motivation have been identified as two critical

factors for determining success in online courses. Self-regulation can be
defined as the “ability of students to plan, monitor, and evaluate their own
behavior, cognition and learning strategies”. Self-regulation alone is not
enough for success, students must be intrinsically or extrinsically motivated to
use self-regulatory strategies effectively in order to succeed in the academic
realm of online courses. As noted, self-regulation is a key component to
success in online courses.(Matuga, 2009).

Valderama (2012) evaluated the effectiveness of the online-modular

instruction to mathematics achievement of high and low math ability group of
students. The randomized pretest-posttest control group design using
matched group subject was utilized. It was observed that the achievement
level of the low math ability group exposed to online modular instruction
declined. On the other hand, there was neither improvement nor decline in
mathematics achievement of students in the high math ability group. As a
result, the online-modular method in teaching mathematics is not advisable for
use to low math ability groups. However, it could be adopted in teaching
students with high math ability.

In a study done at an American Community College and a regional

university, demonstrated that students did better in remedial math courses
when the math was taught using the context of application to geoscience. The
researchers compared two types of remedial math courses, one that used a
traditional approach, and one using the applied math typical in a modular
course. Wenner et al. found the modular approach in a remedial math course
was successful, but that the success “hinges less on institution type, course
characteristics, number of quantitative concepts covered, or grading stakes
and more on instructional methods that lead to higher levels of student
participation and completion”. Beneficial instructor participation included
appropriate introduction to the modules and instructions on how to navigate
testing sites and the learning management system. It was also shown to be
important that instructors reinforced the adequacy of the modules in helping
the students pass the post module quizzes. This positivity helped students
feel better about themselves, their performance, and their chances for
success; thereby motivating them to complete the modules. Finally, when
instructors made the connection between the math being learned and its
relevancy to real problems, students tended to complete modules more
readily. (Wenner et al., 2011).

Innovations in Education and Technology it Cross (1998) strongly

suggest that emergence into the 21 century is a watershed moment in
Educational Technology that provides an abundance of predictions that offer
optimism for new directions and innovations in teaching and learning. Cross
believes that “the power to drive education will shift back onto the campus and
away from outside sources like legislatures and accrediting agencies. People
will conclude that good, strong education is run from inside—not from outside
the institution”. This precept adds credibility and relevance to the purpose of
this paper for two reasons. The first is that current technology is highly
advanced, accessible, user friendly, and cost effective. The evidence is
obvious to see when an ever-increasing number of today's students are digital
natives who intrinsically see electronic computing devices as a desirable way
to explore, discover, and learn.

Additionally, the adult learner is now accustomed to computer-based

training and the motivational advantage of learning in an asynchronous mode.
Secondly, the power in the promise that changes will be fostered and
embraced from within the educational organization. Creative thinking,
collaboration, and decision making will be conducted by the educators who
will also be responsible for the implementation and delivery of new
educational platforms. This is becoming more evident in higher education and
the shift to a growing online learning delivery system that is responsive to the
needs of the learner. The mere notion of equipping students with a laptop
computer falls short of delivering a sound approach to learning. It is the task
of educators to create active learning activities so that students can meet
benchmarked outcomes, strengthen specific competencies, and it became
prepared to address the demands of the 21st century workplace.

Educators must heed the advice from noted researchers Shepard,

(2003) who argue that students watching a computer video presentation does
not ensure that the learner is engaged and properly interacting with the
medium in order to reinforce the learning process. Just because the
technology teaching tool is used does not mean that the student is actively
learning. Innovations in educational technology are not the singular answer.
Rather a thoughtful learning approach is required that enables learners to
engage in a variety of different learning styles which increases an individual's
ability to transfer information to long term memory. Indeed, is the intent of this
paper being to demonstrate the importance of leveraging electronic delivery of
education based on sound concepts and theory on how adults learn. The
technology is present and evolving. What is missing from the profession of
teaching?

Cross (1998), technology is “the ability to advance the teaching

profession through a shared base of knowledge about human learning”. The
purpose of paper is designed to meet this challenge and develop a sound
foundation based on understanding what modular learning is and how this
approach can best serve adult learners.

Learning modalities are channels via which students can receive

knowledge or information. Online learning, self-learning modules, modular
learning, and blended learning are all examples of learning modalities. Under
DepEd Order No. 012, s. 2016, the Department of Education (DepEd) is
tackling the issues of basic education for the school year 2020-2021 through
its Basic Education Learning Continuity Plan (BE-LCP). 2020. The institution
brought the educational system to a new normal as the country continues to
be affected by the pandemic's shifts and uncertainty.

As a result, all schools today use various learning modalities such as

online learning, modular learning, and blended learning, among others.
Modular learning is usually self-directed, with students being able to study on
their own with the help of module texts. Digital resources are used to facilitate
online learning.