COMPARING THE EFFECTS OF FACE TO FACE AND MODULAR DISTANCE

LEARNING TO GRADE 8 MAPEH STUDENTS

I. INTRODUCTION AND RATIONALE

The COVID-19 pandemic urges government officials to implement extreme

protocols such as lockdowns that lead to the closure of establishments and schools to
limit or control its transmission. As a result, they cease the face-to-face classes and resort
to the establishment of distance learning.
Face-to-face classes are the traditional form where there is a physical interaction with the
students and teachers. Distance learning is an alternative form where students and teachers do
not meet physically, and learning commences through self-directed learning from online or
through modular. These forms of learning are similar in some ways but still contain differences
that define them from each other.
Face-to-face classes and distance learning, specifically the modular, are forms of
education that involve both students and teachers that gauge the knowledge acquired by students.
It also portrays the willingness of the students to learn and improve as they engage with the
learning activities given.
Both forms may test the attention span of students to learning, especially
those who can be easily distracted, wherein for face-to-face classes, the students may be
subjected to a lot of distractions from their peers, while for modular, the presence of gadgets
and other activities may distract them from studying.
For the differences, the face-to-face classes use two-way learning where there is a
live interaction between students and teachers with ease in the communication.
Furthermore, it is structured as there is a scheduled time for each subject to attend and follow;
therefore, there is uniformity with their pacing.
Modular distance learning, on the other hand, utilizes one-way learning and is more
flexible. The students have the freedom to choose which time they prefer to do and
accomplish their modules, as they are readily available anytime but with a specific deadline to
meet. However, teachers cannot attend promptly to the questions, and they hardly communicate
with each other. In conclusion, face-to-face classes and modular distance learning can be
beneficial to the students and the teachers. Their similarities mainly focus on the learnings or the
knowledge acquired, while the differences emphasize their pros and cons towards the ways of
executing them. Either way, as long as the students get to learn and improve, any of
the two will do.
Despite of this COVID-19 pandemic Ponot National High School opened the school year
2021-2022 using modular distance learning and later welcoming back the expanded traditional
face to face approach to which students could be able to cope up the 2 years gap for not being in
school.
The purpose of this study aims to compare the significant effects of face to face and
modular distance learning approach in Mapeh to academic performance as perceived by grade 8
Students to give significant plan to the teachers to improve the teaching-learning process even
this pandemic vanished and how it can be implemented effectively so the teachers embrace its
use.

II. LITERATURE REVIEW

Perception
Perception (from the Latin perceptio, meaning gathering or receiving) is the organization,
identification, and interpretation of sensory information in order to represent and understand the
presented information or environment (Schacter, 2011). It is not only the passive receipt of these
signals, but it’s also shaped by the recipient’s learning, memory, expectation, and attention
(WIKIPEDIA). William N. Dember (n.d.) said perception, in human, the process whereby
sensory stimulation is translated into organized experience. That experience, or percept, is the
joint product of stimulation and of the process itself.
Smart and Cappel (2006) mentioned if the students perceive some benefits to their
learning (through either a personal interest in or an application of content) they will likely be
more motivated to perform well. He cited McKeachie (2002, pp.19), accordingly students who
are motivated to learn will choose tasks that enhance their learning, will work hard at those tasks,
and will persist in the face of difficulty in order to attain their goals.

Students’ academic performance

According to Anthony Abaidoo (2018) as cited in Narah and Abdullah (2016), academic
performance is the knowledge gained which is assessed by marks by a teacher and/or educational
goals set by students and teachers to be achieved over a specific period of time and they added
that these goals are measured by using continuous assessment or examinations results.
According to Shuja, Qureshi, Schaeffer, & Zareen (2019) in their study entitled “Effect of
m-learning on student's academic performance mediated by facilitation discourse and
flexibility”, as they suggested that a multifaceted phenomenon, influenced by diverse factors
such as meta-reflective learning and cognition, interest, motivation for learning, skills,
engagement, quality of teaching and socio-economic status, characterized by enhance student’s
capability to perform at the desired level (Lewin & Mawoyo, 2014; Moseki & Schulze, 2010).
Tinto (1987) defined students’ academic performance as a longitudinal process that involves
exchanges between students’ characteristics such as resources, intentions, temperaments and
commitments as well as characteristics of the academic institution. Academic performance is
increased by positive students’ experiences that alter their commitments and intentions to
positive encounters.
Don Elger (n.d.) claimed performance, as the adage goes, is a “journey not a destination.”
The location in the journey is labeled as the level of performance. Each level characterizes the
effectiveness or quality of a performance.

Theories
James J. Gibson introduced the cognitive theories of perception that assumed there is a
poverty of stimulus (Gibson, 2002). And from Gibson’s early work derived an ecological
understanding of perception known as perception-in-action, which argues that perception is a
requisite property of animate action. It posited that, without perception, action would be
unguided, and without action, perception would serve no purpose.
 Daryl Bem (1972) stated in his theory (SelfPerception Theory) that Individuals come to
“know" their own attitudes, emotions, and other internal states partially by inferring them from
observations of their own overt behavior and/or the circumstances in which this behavior occurs.
Dr. Friestad-Tate, Dr. Schubert and Dr. Mccoy (as cited in Biggs, 1999) claimed 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 make a
course constructively aligned. In order for curriculum to be constructively aligned, it is important
to defined learning outcomes, to determine learning and teaching outcomes that lead to
successful realization of appropriately assessed student outcomes.
Guilhardi et al. (2007) developed the modular theory of learning and performance. This
modular theory of learning and performance contains parts that may be labeled, perception,
memory, and decision. This modular theory is a development of packet theory that adds a
distinction between pattern and strength memories, as well as contributing closed-form
equations. The name packet theory derives from a focus on the decision module, which provides
the basis for bouts of responses. The perception and memory modules, however, are just as
important as the decision module.
Learner-content interaction is the method by which students obtain intellectual
information from the material. Learner-learner interaction is the exchange of information, ideas,
and dialogue that occur between students about the course, whether this happens in a structured
or nonstructured manner. The concept of interaction is fundamental to the effectiveness of
distance education programs as well as traditional ones. Learners who do not have the basic
skills required to use a communication medium spend inordinate amounts of time learning to
interact with the technology and have less time to learn the lesson.

Module
Alcantara (2015) claimed that education is very important in everyone's life thus, learning
is very relevant in man's daily living, some students with this, teachers who facilitate learning
should prepare and apply different strategies and techniques in order to help students to
understand the lessons. She added that developing a learning module is a great effort a teacher
will do in supporting students learning. Alcantara (2015) also mentioned that modules are the
most widely accepted learning materials so it is important to prepare in intelligently. It has an
impact in learning since using this material has already been spread in the whole and the use of it
has an effect in the learning process of the students all over the world especially in the subject
mathematics.
Based on the students’ opinion they said that course modules are the alternative solution
to provide effective education to all students and at levels in the present scenario under new
education policy (Reddy, 2005).
In accordance with the idea of James D. Russell (1974), module is “an instructional
package dealing with single conceptual units of subject matter." A module, as a self-contained
unit, offers variety and adaptability to the instructional process. It can be used by an individual or
small group of learners in a variety of situations. It cooperates multimedia learning experience so
the learners can see or hear about the concept they're studying. A module may be several minutes
or several hours long. Modules consider individual learning styles, are flexible to meet variable
learner needs, and place maximum responsibility on the learner. Modules also provide for active
participation by the learner, reinforcing the theorem that they learn by doing.
 The role of the concept module is to provide students the opportunity to gain exposure
and experience with a threshold concept by engaging with It from multiple perspective there
behaving greater opportunity to recognize the implicit threshold nature of the associated concept
(Parker & McGills). The modules include sections on motivation and assessment that serve as a
complete guide of both teachers’ and students’ desired competencies. Teachers will monitor the
learners’ progress through home visits (following social distancing protocols) and feedback
mechanisms, and guide those who need special attention. (Manlangit, Paglumotan, & Sapera)
In addition to, Dr. Sejpal (2013) enumerated the following advantages: learning become
more effective; It establishes a system of assessment other than marks or grades user study the
Modules in their own working environment; user can study without disturbing the normal duties
and responsibilities; Modules are flexible so that implementation can be made by a variety of
patterns; Modules can be administered to a single use small group or large group; It is more
appropriate to mature students; It enables the learners to have a control over his learning; accept
greater responsibility for learning; It already economical in their use; appropriate only for
matured students and this method demands smart classroom. And he also enumerates the
following disadvantages: Modules are economical in their use; Appropriate only for matured
students; And this method demands smart classrooms. But modules are not substitutes for
teachers (Estrada, 2021).

Modular distance learning approach

According to Bonz Magsambol (2020), to make sure that learning remains unhampered,
DepEd will be implementing a distance learning approach a learning delivery mode where
interaction takes place between the teacher and the students who are geographically remain from
each other during instruction, this means lesson will be delivered outside the traditional face-
toface setup. Based on (Manlangit, Paglumotan, & Sapera) 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. According to Mark Antony Llego (2020), modular
distance learning is learning in the form of individualized instruction that allows learners to use
self-learning modules (SLM) in print or digital format/electronic copy whichever is applicable in
the context of the learner, and other learning resources like learners’ materials, textbook, activity
sheets, study guides and other study materials. Learners access electronic copies of learning
materials on a computer, tablet PC, or Smartphone, CD'S /DVDs /USB storage and computer-
based application can all be used to deliver e-learning materials, including offline E-Books. The
learners may ask assistance from the teacher via E-mail telephone, text message/instant
messaging etc.
Dr. Sejpal (2013) defined Modular learning as a unit of work that is virtually self-
contained and a method of teaching that is based on the building up skills and knowledge on
discrete units should be independent, self -contained, self-instructional, and well defined and
have clearly defined objectives. He said, modular method of teaching is more effective, recent
and more technology based teaching method in the present educational field. Modular approach
provides more flexibility to distance teaching made as well to learners. Using modular approach,
the students improve the mathematical understanding on the material that is given to them. The
use of module in learning mathematics makes students with high academic ability tended to be
more active in the discussion process (Jazim & Rahmawati, 2017).
 The limitations of the modular approach are mostly related to its short duration- there is
only so much that can be accomplished with only one week of instruction. A modular approach
would be more effective than only or the other (Martin & Furey, 2018).
Despite of its effectiveness many families have experienced challenges because
numerous parents have difficulties in terms of their abilities and availability to support their
children in their learning (Deslandes-Martineau, Charland, Arvisais, & Vinuesa, 2020).
According to Estrada (2021) modular learning might not work at all. Additionally, she said that
there is a lack of feedback and there are a lot more challenges concerning modular learning, but
because we’re still in the middle of pandemic, it’s not the students or the teachers fault. Even
they will have a harder time adjusting to the new normal. She also mentioned that it’s hard to
absorb new information when no one is there to guide you (or at least empathize with you) when
the lessons become too much. Learning is hard when done own our own (you are being left in
the dark). This contribute to them the anxiety and depression.

Coronavirus disease (COVID-19)

According to John Elflein (2021), coronaviruses are a group of viruses that can be
transmitted between animals and people, causing illnesses that may range from the common cold
to more severe respiratory syndromes. In February 2020, the International Committee on
Taxonomy of Viruses and the World Health Organization announced official names for both the
virus and the disease it causes: SARS-CoV-2 and COVID-19, respectively. He said that the
name of the disease is derived from the words corona, virus, and disease, while the number 19
represents the year that it emerged.
Elflein (2021) added that COVID-19 is a novel coronavirus that had not previously been
identified in humans. The first case was detected in the Hubei province of China at the end of
December 2019. The virus is highly transmissible, and thousands of new cases are being reported
around the world each day. Coughing and sneezing are believed to be the most common forms of
transmission, which is similar to the outbreak of the SARS coronavirus that began in 2002 and
was thought to have spread via cough and sneeze droplets expelled into the air by infected persons.
In his article of COVID-19 cases worldwide as of March 11, 2021 by country, the outbreak of the
coronavirus disease (COVID-19) had been confirmed in over 210 countries and territories. The virus had
infected almost 119 million people worldwide, and the number of deaths had reached over 2.6 million.
The most severely affected countries are below:

Table 1. Top ten affected countries: number of coronaviruses (COVID-19) cases and deaths
worldwide
Country Number of cases Number of
(March 11, 2021) deaths
(April 12, 2021)
USA 29,862,124 575,829
India 11,285,561 170,209
Brazil 11,205,972 353,293
Russia 4,351,553 102,986
UK 4,234,924 127,087
France 3,963,165 98,750
Spain 3,178,442 76,328
 Italy 3,123,368 114,254
Turkey 2,821,943 33,939
Germany 2,532,855 78, 964
World 118,648,421 2,949,419

III. RESEARCH QUESTIONS

The effectiveness and efficiency of face to face and modular distance learning
approach will always depend on the willingness of the students to learn. This study
investigates through comparing the effects of face to face and modular distance learning to Grade
8 Mapeh students of Ponot National High School. Specifically, it sought to answer the following
questions:
1. Which Learning Modality grade 8 Mapeh students of Ponot National High School must
prefer?
a. Face to face classes;
b. Modular distance learning
 Online
 Modular Print
2. Which learning approach is more effective to Mapeh 8 Students?
a. Face to face classes
b. Modular Print
3. How does face to face and modular distance learning affects students’ performances?

IV. SCOPE AND LIMITATION

This study will be conducted covering all grade 8 Mapeh students of Ponot National
High. There are 6 sections and a total of 294 grade 8 students who enrolled for this school year
2021 – 2022.
This study aims to compare the effects of face to face and modular distance learning to
grade 8 Mapeh students in relation to their academic performances.

V. RESEARCH METHOLOGY

a. Sampling
This study covers all grade 8 students of Ponot National High School school year 2021-
2022.
b. Data Collection
The data for the determination when comparing the effects of face to face and modular
distance learning using survey questionnaire.
c. Ethical Issues
 This study will be conducted adhering strictly to the ethical standards in the conduct of
research. Necessary permissions will be secured in the collection of data. The researcher will
ensure that all data gathered shall be treated with utmost confidentiality and shall be used for the
purpose of this study only. Health and safety protocol will also be strictly considered.
d. Plan for Data Analysis
This study will employ the frequency count and percentage distribution, weighted mean,
standard deviation and the Spearman Rank – Order Correlation coefficient.
The following statistical methods were used by the researcher in making analysis and
interpretation of the data:
a. Frequency and Percentage Distribution. The frequency and percentage
distribution table will be used to classify the school heads in terms of their profile.
b. Weighted Mean. The weighted mean will be used to determine the level of
disaster preparedness of the schools and learning center.
c. Standard Deviation. The standard deviation will be used to describe the
dispersion of the level of disaster preparedness of the schools and learning centers.
d. Spearman Rank-Order Correlation. This will be used to determine whether
there is a significant relationship between the profile of the school heads and the level

VI. RESEARCH TIMELINES

RESEARCH TIMELINE

May 20, 2022 Submission of Research Title

May 21 – 26, 2022 Crafting of the Research Proposal
May 27, 2022 Presentation of Research Proposal
May Data gathering and data analysis
June
July Research report writing
August
September Presentation to the Schools Research Committee (SRC) and
October District Research Committee
November Presentation to the Schools Division Research Committee
December (SDRC)

VII. COST ESTIMATES

UNIT DESCRIPTION QUANTITY UNIT COST TOTAL

Ream Short Bond Paper 2 500 1,000.00
Pcs Ink for printing 4 300 1,200.00
Pax Data gathering, supervision (travel and 3 5,000 15,000.00
incidental expenses
Grand Total 17,200.00
 IX. DISSEMINATION AND ADVOCACY PLANS

This research will be presented to the Schools Division Research Committee (SDRC) for
approval. After its approval the result will be disseminated to the schools learning committee.
The results may be helpful in crafting policies and standards in the creation for the