STUDENTS’ FEEDBACK AND CHALLENGES

ENCOUNTERED ON MODULAR DISTANCE

LEARNING: ITS RELATIONSHIP TO THEIR
ACADEMIC PERFORMANCE INSCIENCE

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 9
Pages: 29-55
Document ID: 2023PEMJ731
DOI: 10.5281/zenodo.7964068
Manuscript Accepted: 2023-23-5
Psych Educ, 2023, 9: 29-55, Document ID:2023 PEMJ731, doi:10.5281/zenodo.7964068, ISSN 2822-4353
Research Article

Students’ Feedback and Challenges Encountered on Modular Distance Learning: Its

Relationship to their Academic Performance in Science
Nathanie M. Flores*, Evelyn A. Lopez
For affiliations and correspondence, see the last page.
Abstract
This study aimed to determine the students' feedback and challenges encountered on modular distance
learning and its relationship to their academic performance in Science from the different schools of
Alamada North Cotabato during the Covid-19 pandemic. The study used the descriptive-correlational
research design. The respondents of the study were grade 8 students of Alamada. The data gathered
from the survey questionnaire were analyzed using appropriate statistical tools. Based on the findings
of the study, it is found that the respondents have positive feedback on the use of modular distance
learning in terms of the module content, strategies, learning activities, and assessments; they
Sometimes experienced challenges like a lack of internet connection to supplement their readings, too
many household chores and difficulty in staying motivated on the use of Modular Distance Learning.
There is no significant difference in the feedback in utilizing modular distance learning when
categorized according to age, sex, and monthly income. There is no significant relationship between
feedback and the academic performances of the respondents in terms of strategies, learning
activities, and assessments. However, module content is significantly related to their academic
performance.

Keywords: students, feedback, challenges, modular distance learning, academic performance,

coping mechanisms

Introduction In the Philippines, learning remotely is challenging

because aside from the existing problems on access
and affordability, the emerging concerns on financial
The health crisis's profound and global impact has stability and affective support contributed to
affected students' lives psychologically and interrupting learning engagement. Moreover, exposing
academically ( Miller, 2020). It has caused an culturally face-to-face learners in the context of
emergency shift to modular learning, which has modular distance learning can cause additional
created unprecedented disruptions for both students learning pressure. Nevertheless, the need to listen to
and faculty across the globe. The shift of the teaching- the stakeholders' lived experiences in a modular
learning delivery to modular distance learning made it
distance learning setup provided a lending ear to be
more challenging for school personnel, to deliver
heard and a voice for building a pedagogy of
primary quality education. That is why DepEd leaders
understanding about their learning journey in this time
are constantly finding avenues to solve the problems
of pandemic crisis (Abel, 2020).
and capacitating their teachers and school heads to
become more effective in the field of modular distance
In Alamada, using Modular Distance Learning in this
learning (Bagood, 2020).
critical period has created different issues and
Modular distance learning is one of the most concerns regarding students' experiences. With these,
widespread and recognized teaching-learning the researcher has seen the need to gather the students'
techniques in the United States, Australia, and Asia. It feedback and challenges encountered on modular
effectively promotes reflective learning rather than distance learning that affected their academic
focusing on marks or grades (Sejpal, 2013). Also, Ali performance in Science from the different high schools
et al. (2010) have proven in their studies that modular in Alamada, Cotabato. The gaps and issues prompted
learning in primary education is a more effective mode the researcher to investigate this problem.
of instruction than traditional teaching because it
allows individuals to learn more at their own pace. Research Questions
Similarly, Karthikeyan and Kumar (2014) found that
undergraduate students need more exposure to This study aimed to determine the students’ feedback
dermatology. However, it was found that students in a and challenges encountered on modular distance
dermatology class generally favored modular learning learning and its relationship to their academic
as a more exciting and valuable learning experience performance in Science. Specifically, it sought to
than conventional learning. answer the following questions:

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Research Article

1. What is the profile of the respondents in terms of is learners' learning at their own pace, in their way,
age, sex, and family income? and using self-learning modules (SLMs). It can be
2. What are the feedback of the students on the use of printed, digitized format, or electronic copy
Modular Distance Learning in terms of module appropriate to learners, and other learning resources
content, teaching strategies, learning activities and like learners' materials, textbooks, activity sheets,
assessment? study guides, and other learning materials.
3. What are the challenges experienced by the
respondents in the use of Modular Distance Learning? With modular distance learning, the teacher monitors
4. What are the coping mechanisms used by the learners' progress while the learners may ask for help
respondents to address the challenges experienced? via email, telephone, text messaging/instant
5. What is the academic performance of the messaging. Teachers shall do home visits to learners if
respondents in Science? the learners need remediation or assistance in their
6. Do the respondents’ feedback on the utilization of module. Any family member or other community
Modular Distance Learning differ when categorized stakeholders can aid (Manlangit, Paglumotan, &
according to selected demographic profile? Sapera, 2020).
7. Is there a significant difference between the
academic performance of male and female The success and effectiveness of distance learning
respondents? depend on the study materials (Jayaram & Dorababu,
8. Is there a significant difference on the challenges 2015). Therefore, to cater to the needs and abilities of
experienced on the use of Modular Distance Learning each student, DepEd focused on self-study modules as
between male and female respondents? the primary learning tool that can serve all students,
9. Is there a significant relationship between feedback which can be combined with other modalities of
and academic performances of the respondents? delivery learning that students have access to. Self-
study materials depend on harnessing the various
means and channels of communication to adapt them
Literature Review to the needs of learners. In distance learning, like
modular learning, teachers and students are apart. Thus
SLMs must serve as teachers (Malipot, 2020).
Modular Distance Learning
Further, Gahutu (2010) studied modular learning as it
The secretary of the Department of Education in the applied to a Physiology course at the National
Philippines has stated that aside from the online University of Rwanda. Students reported that they
method of delivering education, modular learning is learned best when the teaching was less theoretical and
also established as an alternative, especially for those they could work through the material using practical
without internet access (Hernando-Malipot, 2020). classes and demonstrations. However, to make the
Distance learning was highlighted in the DepEd Basic problem-based approach successful, they need greater
Education Learning Continuity Plan (BE-CLP). It aims access to outside materials available through the
to demonstrate resilience in countering adversities and library and the internet.
upholding its duties and responsibilities towards the
stakeholders (Department of Education, 2020). Modular distance learning is about surviving in a crisis
with all resources available, including offline and
Bagood (2020) explained that the shift of the teaching- online modalities. The term modular distance learning
learning delivery in schools to modular distance was recommended to be used to describe the mass
learning made it more challenging for school changes made during COVID-19 and other similar
personnel to deliver primary quality education. That is crises (Bozkurt et al., 2020). Hodges et al. (2020)
why DepEd leaders are constantly finding avenues to described modular distance learning as a temporary
solve the problems and capacitating its teachers and shift of instructional delivery to an alternate mode due
school heads to become more effective in the field of to crisis circumstances. It involves using fully remote
modular distance learning. He also added that teaching solutions for instruction and education that
identified teaching personnel and the Education would otherwise be delivered face-to-face or as
Program Supervisors prepared modules starting in blended courses.
May 2020 in all subjects for all grade or year levels
across four quarters following the "Most Essential Further, Pe'rez-Villalobos et al. (2021) characterized it
Learning Competencies." as presenting a fast and transitory solution to the
impossibility of keeping up face-to-face work due to a
According to Llego (2020), modular distance learning pressing problem and hoping to return to the prior

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Research Article

mode after that. Its purpose is to keep up formation academic meritocracy and students' performance as
going even if it could deplete quality, mainly because opposed to the traditional physical class system where
the abrupt change makes it quite probable that the each learner's survival is tempered in collective
institutional resources capacity, geared to face-to-face friction and degenerated by bullying, equal to a
work, would be exceeded, including the support survival-of-the-fittest scenario (Hodges, 2020).
personnel for teachers and students, support systems
and the control of the teachers themselves on the Many countries like South Korea, Japan, Australia,
operation of the course. and South Africa have focused on providing digital
"content" or "materials" at K12 and higher education
Toquero (2021) explained that modular distance levels, particularly those with an existing lecture or
learning makes use of fully remote teaching for content-centric practices. In addition to online
delivering instruction with the primary objective of technology-centric solutions, some countries also used
providing temporary access to instruction and technologies popular from earlier generations of
instructional supports in a manner that is quick to set distance education i.e. printed materials (e.g.,
up and is reliably available during an emergency or activities, workbooks, and textbooks), radio, and TV to
crisis and not to re-create a robust educational system. d eliv er ed u catio n al con ten t. These mass
It offers fast, practical, and reliable access during a communication systems were critical in many
crisis for learning to continue. countries to deal with digital divides and access issues
and to address concerns that all learners are included.
Similarly, modular distance learning is a feasible In the Philippines, the agency considered collaborating
alternative amongst learning students unconventionally with the state-run television network and regional
dispersed, either locally or abroad, with limited contact television networks for the use of TV and radio-based
with educational facilities and instructional materials education. Likewise, correspondence or modular
for their learning needs. It is the transmission of instruction was implemented to cater to learners in far-
curricular content which deemphasizes person-to- flung areas as part of the new normal in primary
person contact. This contact involves both educators education (Bozkurt et al., 2020).
and learners, therefore, it is transmitted overboard
beyond the limit of space or number through an online According to Schleicher and Reimers (2020), countries
medium (employing electronic networks and devices) used various resources to support students' learning
and through correspondence, promoting interactive when they could not come to school, including
scholarship at the most efficient and realizable rate ( instructional packages (textbooks, worksheets, and
Masuku, 2021). printouts), radio education, educational television, and
online instructional resources. Countries usually used
In addition, they observed that whether modular several tools to reach the most significant proportion
distance learning is conceptualized as open learning, of students possible. Online platforms were the most
online learning, or distance education, based on famous tool used during school closures.
respective individual or institutional perception, this
phenomenon enhances unlimited and unrestricted The students were provided with learning materials
access for all students to meet their higher education like modules, workbooks, worksheets, and textbooks
needs, not within the four walls of institutions, but at that aided in their independent learning process. This
the comfort of their homes and their nearest library. It type of learning is independent learning, where
also entails delivering curricular content, instructional students learn at their own pace. Its premise is learning
material, or educational resources to the target learning in different times and spaces (Finol, 2020).
audience physically away from the center or institution
of learning. Modular distance learning during Amid the pandemic, most students chose a hard copy
COVID-19 became exceptionally inevitable in areas of the modules. It is essential to ensure they have the
with the most challenging terrain where physical necessary resources to continue their education. For
access to educational centers and resources is students who are more auditory learners and prefer in-
hampered. person interaction, it may be helpful to provide
opportunities for them to participate in small group
With modular distance learning, students study at their discussions (Cabual, 2021). The study by Ambayon
own pace, and their lecturers will have limited (2020) found that the students assessed the module as
physical contact, which invariably reduces incidents of highly acceptable, reliable, and usable in this crisis.
abuse, blackmail, exploitation, and gender-based The result implies that the module is suitable for
violence. Modular distance learning emphasizes teaching literature to students.

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Module Content Distance education should also include courses such as

music or physical education. Delivering only core
The recent switch to modular distance learning courses improves their child in one way: academic, not
happened rapidly, impacting educators and school social. Distance education needs to improve sports and
planning. Suppose schools and education sectors set music courses; these types of activities should be
out to deliberately plan for learning that can be added for creative and kinesthetic children.
transferable across the school and non-school settings.
In that case, the first step might be to examine Furthermore, in Turkey, parents and children mostly
different learning approaches and pedagogical models used technological devices such as personal laptops,
(Mitchell & Guy, 2020). desktop computers, and tablets (81.6 percent) to access
distance education lessons; 40 percent of those
Due to the sudden shift to modular distance learning, participating in distance education stated that they
many teachers' time was likely devoted to building used mobile devices during the process; and 33.4
content and providing feedback on submitted learning percent stated that they used TV broadcasts to access
tasks, representing the initiation of the learning task lessons and educational materials (Misirli & Ergulec,
and feedback for task completion. The time and 2021).
skillset to support the process of completing the
activity or providing real-time support through an Strategies Employed
online mode, such as meeting virtually with
individuals and groups, and using questioning As a result of the interruption of education due to the
techniques to assist students in grappling with global health crisis, nations responded in many
concepts and understandings to reach proficiency, was different ways. For instance, some countries like
likely new to many teachers and appeared as a struggle Japan, South Korea, Ghana, Kenya, Ireland, Australia,
noted by survey participants. As a result, parents and and Romania, to name a few, provided multiple entry
other adults within the physical proximity of the points, technology/media choices, and different paths
learner provided this responsive, on-the-fly learning for learners to follow and relied heavily on
support (Garbe et al., 2020). synchronous and asynchronous online technologies
(Bozkurt et al., 2020).
Dayagbil et al. (2021) disclosed that most of the
student respondents reported that the teachers adjusted In the Philippines, Dayagbil et al. (2021) also
course outcomes and syllabi. The nature and content of presented the new setting, and students are expected to
the alternative tasks provided were suited to the read, understand and comply with the tasks without the
remaining concepts to be addressed in their guidance of the teachers. They are forced to assume
coursework. Despite that, several students still self-directed independent learning. On the other hand,
reported that these alternative tasks needed to be the teachers affirmed that the use of face-to-face
improved to enable them to acquire the remaining delivery would no longer work in the new learning
competencies required at the end of the semester. environment. With concerns about access to online
services, faculty members considered using a non-
According to Misirli and Ergulec (2021) and Garbe et online approach and explored the necessary
al. (2020), parents critiqued the hidden curriculum on modifications that can be applied. Hence, in the
13 occasions in the survey. They revealed a concern narrative, several faculty members said they had
for the quality or quantity of content and a general prepared modules as an option for pure online learning
concern about the rigor of the curriculum. Some delivery.
assignments could be structured to hit cross-curricular
standards. Some participants approved of the Misirli and Ergulec (2021) explored parents' views on
curriculum delivered on an online platform. Parents students' experiences of modular distance learning
also believe only some of the screen time is helping during the COVID-19 pandemic, and their experience
basic skills like writing and communication. Parents and perspectives toward remote teaching during the
want high-quality education for their children. They lockdown of the COVID-19 pandemic in Turkey. They
expect instructional level material and appropriate found that in modular distance learning process, both
pacing because the student's academic progress will students and parents experienced different challenges
only be as significant if these factors are present. which are considered unsuitable for young children
and students with special needs; the parents complain
In addition to the above statement, parents expressed about social isolation, lack of interactivity, and
their opinions about the lack of course variety. increased screen time; and remote teaching has placed

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a heavy burden on parents. However, parents also 2021).

stated that their children had acquired self-regulated
learning skills and digital socialization during modular Assessment Strategies
distance learning.
Assessment of student learning outcomes is critical. A
Kugamoorthy (2017) postulated that the activity-based concern on how to assess learning outcomes and how
learning approach has motivated and increased student to answer assessment tasks emerged as a significant
participation in learning activities and improved self- concern as reflected in the narratives of the teacher and
learning practices and higher cognitive skills. Student student respondents. The teachers found it difficult to
participation in the activity-based learning model assess the performance-based tasks, as well as the
encourages students to think critically and develop tracking, and checking of students' outputs. In the
their practical skills when learning actively and assessment of learning, the teacher respondents agreed
comprehensively involving cognitive, affective, and that they have to think of innovative ways of assessing
psychomotor domains. students in the context of their situation and home
environment so the outcomes expected of the course
Activities Used will be manifested by the students (Dayagbil et al.,
2021).
As a result of the COVID-19 pandemic in the
Philippines, the challenges and issues in teaching and Assessments of learning outcomes in knowledge,
learning of public higher education continue, and skills, attitudes, and values are significant measures of
found that during school lockdowns, the teachers made teaching and learning in primary education. This part
adjustments in teaching and learning designs guided needs a clear statement that the assessments are still in
by the policies implemented by the institution. Due to compliance with the DepEd's standard indicating the
limited internet connectivity, most students needed required percentage in each component, including
help complying with the learning activities and written work, performance tasks, and quarterly
requirements (Dayagbil, 2021). assessments (Ancheta & Ancheta, 2020).

Parents stated their concerns about the curriculum and Ho, Cheong, and Weldon (2021) suggested reviewing
indicated dissatisfaction with the amount of work the quality and quantity of modified assessments
accommodated for modular distance learning and
being assigned. Parents submitted responses indicating
structured class delivery with a suitable amount of
that the teachers needed to assign more work and more
interactive learning according to the learning culture
work. Parents who are tasked with an overwhelming
and program nature.
amount of other responsibilities might interpret the
work sent home as too much or the teacher could
Challenges faced by Teachers
simply be sending too many assignments home. If the
state limits the number of standards teachers cover, Various challenges have been attributed to modular
this could provide a more appropriate amount of work. distance learning at the technological, pedagogical,
Having optional enrichment work appeases families and social levels. Technological challenges relate to
struggling to complete remote learning activities while the quality and availability of internet connections and
balancing other responsibilities. However, it also students' access to the necessary hardware.
meets the needs of students who believe more work Pedagogical challenges include teachers' and students'
should be assigned (Garbe et al., 2020). limited digital competencies, teachers' inability to
manage online resources and design digital learning
Moreover, some parents emphasized the inadequacy of
environments, a lack of interaction and motivation,
homework and exams in modular distance learning.
and teachers' difficulty in ensuring social and cognitive
One parent expressed that the exams should not have presence. Finally, social challenges include the need
been done online because it injures the children's sense for more interaction among students or between
of justice. While some parents expressed their opinions students and teachers, the physical conditions for
about the excess of homework, a group of parents learning at home, and parents' availability and support
found the homework's poor quality and the (Ferri, Grifoni, and Guzzo, 2020).
expectations of teachers from the students insufficient.
One parent explained that it would be much better to They also conducted a similar study in Portugal, and
encourage children to research culture, history, and they found out that teachers frequently had difficulty
handicrafts rather than always asking them to complete separating their concerns from the ones of their
academic-related assignments (Misirli & Ergulec, students, which is exciting and significant in terms of

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how powerful and intense this experience was for utilization of contextualized teacher-made activity
educational communities. The teacher perceived that sheets is effective in developing the learners' academic
students' conditions and difficulties experienced in performance.
modular distance learning include unequal access to
computers and the internet at home, lack of digital Pradas et al. (2021) analyzed the move to modular
competencies, and excessive workload and burnout. distance learning at the School of Telecommunication
Engineering in Madrid, Spain. The results showed an
Jelińska and Paradowski (2021) analyzed Teachers' increase in students' academic performance in modular
perceptions of Student Coping with Modular Distance distance learning and supported the idea that
Learning during the COVID-19 pandemic revealing organizational factors may contribute to a successful
several factors that influenced teachers' perception of implementation of modular distance learning; the
how their students were coping with modular distance analysis does not find differences across courses with
learning, given the lack of an easy and foolproof way different class sizes or delivery modes.
of ensuring student integrity outside of commercial
automated proctoring software. Teachers who felt their Problems Encountered by the Students on the Use
students were coping worse were at once more likely of Modular Distance Learning
to have introduced significant adjustments to their
instruction. Perceptions of student coping differed The shift to modular distance learning significantly
substantially depending on the education level promotes healthy academic competition among
handled. Parents and guardians may not always be students with no social or physical cost. Modular
around to help with technology, ensure that the distance learning ensures learners' responsibility by
children stay on task and submit their work promptly, placing them in control of their studies with their
and help out in other ways necessary. Younger academic and professional destinies in their own hands
(Masuku, 2021).
c h i l d r e n a r e l e s s l i k e l y to h a v e a
computer/tablet/smartphone to access remote classes
Due to the pandemic, institutions worldwide are
in real time; it is also much more difficult for them to
embarking on using modular distance learning since
spend long hours stationarily in front of the screen.
online education poses a challenge for the said
The findings also emphasized the importance of a
institutions because a comprehensive curriculum is
supportive and reassuring attitude.
also needed to implement quality education through
alternative delivery (Palvia et al., 2018).
Telli, Yamamoto, and Altun (2020), who conducted a
study on the coronavirus and the rise of online
Furthermore, modular distance learning, however, still
education in Turkey, found that technological levels
provides a similar challenge to implementing an online
also influenced parents and children. Parents and
learning system. Modular distance learning is more
students accustomed to face-to-face education need the
relaxed than online learning. However, the same
technological equipment, knowledge, and skills, and challenges can be encountered by a country that has
they find it challenging to follow lessons conducted in never tried transitioning to a similar distance education
distance education. delivery. Issues and challenges arise since institutions
should establish the quality of learning. Some
Academic Performance of the Students
stumbling blocks to advancement have to deal with
inadequate technological equipment (Abel, 2020).
The findings of Li, Marsh, Rienties, and Bart (2016)
emphasized that the long-term goals of learners are In the Philippine setting, the country needs to prepare
essential predictors of learner satisfaction. If a module for the advent of the implementation of modular
needed to be sufficiently linked with broader distance learning. During this crisis, the country is still
qualification aims, the results indicated that learners struggling to offer alternative delivery education since
were less likely to have positive learner satisfaction. numerous schools were in a conventional classroom
They further revealed that the module characteristics setting before COVID-19. The time though is
(i.e., number of credits, level, type of exam, maturity inevitable as the educational system in the country
of module design) significantly influenced learner must face its most significant challenge to date, that of
satisfaction and academic performance. groping in an emergency remote education (Toquero,
2021).
Sambayon (2020) also discovered a significant
difference in the learners' academic performance in Among the challenges of modular distance learning
favor of the experimental group, indicating that the are the technological literacy and pedagogical

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knowledge for first-time distance learning teachers instead of just delivering the best lectures.
(Bhaumik & Priyadarshini, 2020). The challenges also
include the need to stimulate and sustain innovative However, the higher authorities in charge have
practices among the teachers, particularly on prioritized communication and dialogue for learning,
contextualized concepts in the Philippine setting not just online content transmission. The onus of
(Talidong, 2020). assessment lies on the module leader as they must
assess the students as individuals and groups covering
Moreover, the teachers revealed in their study that the necessary outcomes as required for the study
their greatest challenge is the connections with their compared to previously arranged assessments
students and how to achieve a productive learning (Mohmmed et al., 2020).
environment where students engage in the teaching-
learning process (Abel, 2020). Regarding students' experiences during Covid-19,
Robertson et al. (2020) discovered that students were
Many academics navigated "shifting sands" in disappointed because what they experienced was not
teaching responsibilities and personal lives. These aligned with their plans. Furthermore, Terenko and
challenges include conflicting communication from Ogienko (2020) found that students' concerns in
the university, non-standard access to IT resources, a learning during Covid-19 were as follows: uncertainty
lack of dedicated space to work from home, and related to the complete transition to online learning,
excessive screen time, all of which contributed to lack of stability of the internet, technical issues such as
disruptions in work-life balance. More positively, the accessing the application in use, and the transfer of the
pivot to remote teaching encouraged flexibility, information. However, students had positive attitudes
creativity, and an opportunity to reflect on what and motivation to learn online as the sole solution for
academics do and how this might be best achieved continuing their academic journey.
(Erlam et al., 2021).
According to Hodges et al. (2020), transitioning to
Many students, parents, and teachers said that modular distance learning disrupted the life of
education during Covid-19 was only advantageous to learners, teachers, and staff. Most students needed
those with reliable internet connectivity and a digital more time to be ready for immediate and abrupt course
device. As a result, most higher education institutions attendance. With this, flexibility will be needed
regarding deadlines for course requirements, course
in the country shifted to asynchronous delivery and
rules, and instructional policies.
offline learning activities to accommodate and respond
to social inequality in access to education. Moreover,
According to the parents, the biggest challenge they
the Commission on Higher Education proposed the
experienced during the modular distance learning
need to not simply resort to synchronous instructional
process was the increased time spent in front of the
delivery but a combination of different approaches, screen (71.7 percent). In addition, parents stated that
such as asynchronous and synchronous modular during remote teaching, the children could not
instruction, to augment stakeholders' concern about the communicate well with their peers and teachers. They
digital divide in access and promote inclusivity in the were reluctant to learn, and there was a lack of
new normal in higher education context (Bozkurt et technological infrastructure. The school activities
al., 2020). disrupted their day; there was a communication
breakdown with their children. The children surfed on
With modular distance learning worldwide in the
the Internet while in class, had concerns regarding the
Higher Education Sector due to COVID-19, several
platform on which the lessons were held, and had
challenges emerged along three perspectives:
insufficient technological skills. Parents also stated
educators, students, and content. Educators should
that their workload increased, and their children got
have the tools and skills to deliver modular distance
bored and had problems with discipline and
learning efficiently. They should attain pedagogic concentration (Misirli & Ergulec, 2021).
creativity to engage the learners and stimulate their
interest in learning. Meanwhile, they should also focus In summary, the reviewed related literature and studies
on the technical skills for modular distance learning about modular distance learning present another
since educators have to spend their time planning a alternative learning modality for the new normal. The
series of learning activities using the thousands of researcher has found sufficient knowledge to support
freely available learning resources (YouTube, this current study, and it was formed in response to the
FutureLearn, OpenLearn, Open Educational pandemic. The situation was different from the well-
Resources, etc.) and provide direct support to students planned traditional method to online learning or

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modular method for teachers, students, and parents. It selected profiles.

allows learners to use self-learning modules (SLMs) in
print or digital format or electronic copy, whichever is Locale and Respondents of the Study
applicable to the learner. Usually, teachers are the ones
who deliver the learning materials and take This study was conducted in the Municipality of
responsibility for monitoring the progress of the Alamada, Cotabato, where the known Asik-Asik Falls
learners. If possible, they will have to conduct home is situated. The samples were taken from Alamada,
visits to check on each student's progress and North and West Districts, particularly Alamada High
performance. School, Dado High School, and Pigcawaran High
School. The study's respondents were 200 grade 8
Likewise, learners may ask for assistance from the students of Alamada who were enrolled in the School
teacher via email, telephone, text message, etc. Parents Year 2021-2022.
or any member of the family, on the other hand, play a
vital role as facilitators to guide their children in Sampling Technique
answering their modules. Noting the results of the
studies conducted by the previous researchers, they The samples for this study were taken from the
have determined the effectiveness of modular distance combined number of 750 grade 8 students from the
learning. However, some studies have shown the selected high schools of the two districts of Alamada.
negative impact of modular distance learning which Alamada High School, Dado High School, and
resulted in a decreased rate of students' academic Pigcawaran High School have 350, 325, and 75
performance. Amidst the pandemic, learning should students, respectively. In determining the sample size
not stop so students can still learn. from the total number of participating students,
Slovin's formula was used, where n = is the sample
This study is unique since its focus was on the use of size, N = is the Population size, and e = is the level of
modular distance learning in Science subject, and its significance (for the confidence interval of 95%, equal
exploration of the relationship between students' to 5%). When the formula was applied, the study's
feedback and challenges encountered during modular sample size was 200 students (93, 20, and 87). There
distance learning and their academic performance in are only 200 respondents because of the limited
Science. This study was conducted in the Municipality number of students that were present during the
of Alamada North Cotabato. conduct of the study.

Instrumentation
Methodology
The study adopted the DepEd Regional Handbook in
This chapter contains the research design, the locale the Context Evaluation of Supplementary Materials,
and respondents of the study, sampling design, IMCS (2008). The first part of the questionnaire
instrumentation, validity and reliability of the contained questions about the profile of the
instrument, data gathering procedure, and statistical respondents in terms of age, sex, and family income.
tools and treatment of data.
The second part of the questionnaire required
Research Design descriptive answers to the students' feedback on
modular distance learning regarding content,
The study used the descriptive-correlational research strategies, activities, and assessment. The respondents
design. It was descriptive because it described the rated the items in each question using the Likert scale
profile and feedback of the students on the utilization ranging from 5- Strongly Agree, 4-Agree, 3-
of Modular Distance Learning in terms of content, Moderately Agree, 2-Disagree, and 1-Strongly
strategies, activities, and assessment, as well as the Disagree.
academic performance, challenges experienced, and
coping mechanisms of students in using the Modular The third part consisted of questions on the challenges
Distance Learning in the delivery of instructions. It encountered by the respondents using Modular
was also correlational since it examined or tested the Distance Learning. The respondents rated the item in
significant difference and relationship between each question using the Likert scale ranging from 5-
variables and students' feedback on using modular Always a problem, 4- Often a problem, 3- Sometimes
distance learning regarding content, strategies, a Problem, 2- Rarely a Problem, and 1- Never a
activities, and assessment when grouped according to Problem.

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The last part of the questionnaire contained the coping Table 1. Profile of Respondents
mechanisms to address the problems experienced. The
respondents rated the item in each question using the
Likert scale ranging from 5- Always, 4- Often, 3-
Sometimes, 2- Rarely, and 1- Never.

Validity and Reliability of Instrument

The researcher submitted the adapted questionnaire to

the adviser, reader, and panel members for scrutiny.
Regarding face and content validity, the adviser,
reader, and panel members looked into the correctness
of the instrument, grammatical construction, clarity of
instruction, and the appropriateness of content about
the study's objectives.

The instrument was pilot-tested on 20 high school

students of Dado High School who were not
participants in the study to determine the reliability of
the questionnaire. The Cronbach alpha was used, and
the obtained r- value of .84 showed that the instrument
is reliable.
Shown in Table 1 are the characteristics of respondents
Data Gathering Procedure in terms of age, sex, and family income. Out of 200
student respondents, 107 or 53.50 percent were 14
In gathering data, the researcher first asked permission years old. Thirteen (13) years old got a frequency of
from the Graduate School Dean of Notre Dame of 79 which is equivalent to 39.50 percent. The least is
Midsayap College to conduct the study and also from 17 years old and above with a frequency of 2 or
the School's Division office of Cotabato. After the equivalent to 1 percent of the total respondents. The
approval, arrangements were made with the principal minimum age is 13 years old, while the maximum is
or school heads of the three secondary schools of 17 years old and above.
Alamada districts for the schedule of administration of
As regards to the sex of the student respondents,
the instrument.
majority are males having the frequency of 108 or 54
The researcher did the instrument's distribution and percent, while the females registered only 92 or 46
retrieval personally, and the data gathered were coded percent. For the family income of the student
and submitted to the statistician for analysis using an respondents, the income bracket of Php1,000-Php
appropriate statistical program. 5,000 got a frequency of 102 with a percentage of
51.00. It is followed by the income bracket of Php
5,001 – Php10,000 with a frequency of 74 or 37
Results percent. The least is income bracket Php 30,001 – Php
35,000 with 1 or .50 percent.

This chapter presents the results of the study. The data Feedback of Students on the Use of Modular
are presented in tabular form and cover the profile of Distance Learning
respondents, assessment of feedback and challenges
encountered on modular distance learning and its The students’ feedback on the use of modular distance
relationship to their academic performance in Science, learning is contained in Table 2a. Ten items were rated
and the respondents' recommendations. by the student respondents about their feedback on the
use of modular distance learning in terms of module
Profile of the Respondents content based on their agreement or disagreement of
the items. The items with highest means are items 7, 5
Table 1 presents the profile of the respondents in terms and 1.
of age, sex and family income.
The highest mean of 4.09 is Item 7 which states that

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Table 2b. Feedback of the Students on the Use of

Modular Distance Learning in Terms of Strategies

The contents in Science modules are free of biases and

prejudices described as Agree with a standard
deviation of 0.91. The second highest mean of 4.03 is
Item 5, the contents in Science modules are suitable to
the learners’ grade level of development described as
Agree with a standard deviation of 0.93.

Table 2a. Feedback of the Students on the Use of

Modular Distance Learning in Terms of Content

Table 2b deals with the feedback of the students on the

use of modular distance learning in terms of strategies.
There are ten items which were rated by the
respondents as to their agreement or disagreement of
each item. The results revealed that the respondents
are Agreeable in all items. The first item which gained
the highest mean of 4.04 is Item 5, The strategies
Item 1, the contents in Science modules are presented employed by teachers in Science subject develop my
ability to think critically, described as Agree with a
in a clear, logical, and orderly manner got a mean of
standard deviation of 0.96. The second highest mean
3.96 described as Agree with a standard deviation of
is Item 2 which states The strategies employed by
0.81. However, the item with the lowest mean of 3.78 teachers in Science subject are appropriate to my
is Item 2 which states that The contents in Science learning needs described as Agree with the mean of
modules are simple and comprehensive described as 3.92 and a standard deviation of 0.89. The third
Agree. The overall mean is 3.92 with a description of highest mean of 3.88 was obtained by items 3, 8 and
Agree and with a standard deviation of 0.89. The 10. The strategies employed by teachers in Science
standard deviation of 0.89 means that the responses of subject are effective to facilitate learning described as
the respondents are almost similar. Feedback of the Agree with a standard deviation of 0.94. Similarly, The
strategies employed by teachers in Science subject
Students on the Use of Modular Distance Learning in
allow me to collaborate with my classmates described
Terms of Strategies, Activities, and Assessment are
as Agree with a standard deviation of 0.92 and The
reflected on Table 2b.
strategies employed by teachers in Science subject are
interactive and innovative with a description of Agree

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Table 2c. Feedback of the Students on the Use of

and a standard deviation of 0.89. However, the item
Modular Distance Learning in Terms of Activities
with the lowest mean of 3.75 is Item 4 which states
The strategies employed by teachers in Science subject
are interesting and exciting described as Agree with a
standard deviation of 1.02.The overall mean is 3.86
described as Agree, and with an overall standard
deviation of 0.93. The sd of .93 means that the
responses of the respondents are almost similar.

Feedback of the Students on the Use of Modular

Distance Learning in Terms of Activities

Feedback of the students on the use of modular

distance learning in terms of activities are shown in
Table 2c. Table 2c shows the feedback of the students
on the use of modular distance learning in terms of
learning activities. Generally, the students are
Agreeable in all items. Out of the ten items, two (2)
items obtained the highest means of 3.90 with a
description of Agree and standard deviation of 0.82
and 0.83 respectively.
The third highest mean of 3.84 is Item 8, The learning
Presented in Table 2d are items on the feedback of the activities employed in my Science class challenge me
students on the use of module distance learning in to think critically with a description of Agree and a
terms of Assessment. The highest mean of 4.00 is standard deviation of 0.93. However, the item which
obtained by Item 1 which states The assessment used got the lowest mean is Item 6, The learning activities
in my Science class is congruent to the objectives, employed in my Science class are compatible with my
described as Agree and a standard deviation of 0.84. It motor skills with a mean equal to 3.55 described as
is followed by Item 5, The assessment used in my Agree and a standard deviation of 0.91. The overall
Science class provides clear and unbias questions with mean is 3.83 described as Agree and a standard
a standard deviation of 0.87 described as Agree. These deviation of 0.90. This shows that the responses of the
items are The learning activities employed in my respondents are almost the same.
Science class are adequate and appropriate to my
learning needs and experiential (hands on activity). Feedback of the Students on the Use of Modular
Item 2 which states The learning activities employed in Distance Learning in Terms of Assessment
my Science class are easy to follow obtained the
Feedback of the students on the use of modular
second highest mean of 3.88 described as Agree with a
distance learning in terms of assessment are contained
standard deviation of 0.92.
in Table 2d.

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Table 2d. Feedback of the Students on the Use of

Modular Distance Learning in Terms of Assessment Table 3. Summary of the Feedback on the Use of
Modular Distance Learning

Table 3 shows the summary of the feedback of the

students on the use of modular distance learning in
terms of content, strategies, activities, and assessment.
The highest mean of 3.92 is obtained by the area on
content described as Agree with a standard deviation
of 0.89. It is followed by the area on assessment with
the mean of 3.87 described as Agree with a standard
deviation of 0.88. Similarly, strategies also got a mean
Similarly, Item 3, The assessment used in my Science score of 3.86 described as Agree and with a standard
class is allotted with enough time also got a mean deviation of 0.93. The lowest mean score is 3.83
score of 3.90 described as Agree and with a standard obtained by learning activities but it is still described
deviation of 0.98. However, the lowest mean score of as Agree with a standard deviation of 0.90. Generally,
3.71 is obtained by Item 2 which states The assessment the overall mean is 3.87 described as Agree with a
used in my Science class is done comprehensively standard deviation of 0.90 which means that the
described as Agree with a standard deviation of 0.86. responses of the respondents are almost the same.
Generally, the overall mean is 3.87 described as Agree
with a standard deviation of 0.88. Challenges Experienced by the Respondents on the
Use of Modular Distance Learning
Summary of the Feedback on the Use of Modular
Distance Learning Challenges experienced by the respondents on the use
of modular distance learning are reflected in Table 4.
Summary of the Feedback on the Use of Modular
Distance Learning is shown in Table 3.

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Table 4. Challenges Experienced by the Respondents 1.33. Item 7, I find time to do my household chores
on the Use of Modular Distance Learning before doing my learning activities and assignment
obtained the second highest mean score of 3.60
described as Often with a standard deviation of 1.22.

The third item that got the highest mean is Item 6, I

find time to unwind or relax before answering my
Science modules again which earned a mean score of
3.41 with a standard deviation of 1.17 described as
Sometimes. However, the respondents Rarely go to the
internet café to cope with the challenges brought by
the modular distance learning, as shown by its mean
score of 2.24 and a standard deviation of 1.44. The
overall mean is 3.05 described as Sometimes with a
standard deviation of 1.30.

Table 5. Coping Mechanisms Used by the Respondents

to Address the Challenges Experienced

Table 4 reflects the challenges experienced by the

student respondents on the use of modular distance
learning. Results revealed that the respondents’ most
challenging experience in the use of modular distance
learning is the Lack of internet connection to
supplement readings which has the highest mean of
3.43 with a description of Sometimes a Problem and a
standard deviation of 1.12. It was followed by Item 3,
which states that Too many household chores, has a
mean score of 3.24 and a standard deviation of 1.25
described as Sometimes a Problem. The third highest
mean score of 3.19 is obtained by Item 2, Difficulty in
staying motivated with a standard deviation of 1.05
described as Sometimes a Problem. The least
challenging experience is obtained by Item 5, No
available study area at home, with a mean score of
2.60 described as Rarely a Problem and a standard
deviation of 1.36. The overall mean is 2.98 with a
description of Sometimes a Problem and a standard
deviation of 1.24.

Coping Mechanisms

The coping mechanisms used by the student

respondents to address the challenges experienced in
using modular distance learning are presented in Table
5. Reflected in Table 5 are the coping mechanisms
utilized by the respondents to address the challenges
they experienced. The highest mean score of 3.64 is
obtained by Item 10, I look for a space in the house
where I feel comfortable to study and do my learning
tasks described as Often with a standard deviation of

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Academic Performance reflects the computed difference between the

respondents feedback in the utilization of modular
Results on the respondents’ academic performance in distance learning when grouped according to Age.
Science are presented in Table 6.
Using the Kruskal Wallis test, the following indicators
Table 6. Academic Performance of the Respondents in are noted. For the module content, the computed
Science chi—square is 1.08 and with the degrees of freedom
equals to 4, the obtained p-value is 0.89. Since the p-
value is greater than 0.05 level of significance, the
result revealed that the feedback of students in the
utilization of modular distance learning when grouped
according to their age does not differ. Thus, the null
hypothesis which states that there is no significant
difference between the feedback in terms of content,
strategies, learning activities, and assessment of
respondents when grouped according to age is not
rejected.

Table 7. Difference on the Feedback in the Utilization

of Module Distance Learning when Categorize
Shown in Table 6 are the data about the students
According to Age Using Kruskal Test
respondents academic performance in Science for first
and second grading periods. The data shows that
majority of the respondents have a grade interval of
82-85 in the first grading period with a frequency of 92
or 46 percent interpreted as Fairly Satisfactory, while
the least frequency of 7 or 3.50 percent falls under
grade interval of 94-97 with an interpretation as
Outstanding. In the second grading period, a grade
interval of 86-89 got a frequency of 92 or 46 percent,
interpreted as Satisfactory. The lowest frequency of 5
is the grade interval of 78-81 which is equivalent to
2.50 percent with an interpretation of Did not meet
expectation.

For the first grading period, the minimum grade is 78

and the maximum is 97 with a mean grade of 85.87
and standard deviation of 3.36. For the second grading
period, the minimum grade is 79 and the maximum is
97 with a mean grade of 87.65 with a standard
deviation of 3.53.

Difference Between the Feedback of Students in

Terms of Contents, Strategies, Learning Activities
and Assessment when Grouped According to Age

The results of measuring the difference between the

feedback of students in terms of contents, strategies,
learning activities and assessment when grouped
according to age are presented in Table 7. Table 7

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When Categorized According to Sex

The results of measuring the significant difference

between the feedback of students according to sex is
presented in Table 7b below.

Table 7b reveals the difference on the feedback in the

utilization of modular distance learning when
categorized according to sex. The mean rank are the
following: on module content (male 96.37, female –
107.64); on strategies (male – 91.78, female – 113.12);
learning activities (male – 95.44, female – 108.75);
and on assessment (male – 94.75, female – 109.57).

Data show that the p-values of module content (0.17),

learning activities (0.11) and assessment (0.07) are
higher than 0.05, the arbitrarily chosen level of
significance. Consequently, the null hypothesis which
states that there is no significant difference on the
feedback in the utilization of modular distance
learning in terms of contents, strategies, learning
activities, and assessment when categorized according
to sex is not rejected. On the other hand, the p-value
on strategies is 0.01 which is lower than 0.05,
therefore, the hypothesis which states that there is no
significant difference between the feedback in the
Shown in Table 6 are the data about the students
utilization of Modular Distance Learning in terms of
respondents academic performance in Science for first
and second grading periods. The data shows that strategies when grouped according to sex is rejected.
majority of the respondents have a grade interval of
82-85 in the first grading period with a frequency of 92 Difference on the Feedback in the Utilization of
or 46 percent interpreted as Fairly Satisfactory, while Modular Distance Learning in terms of Contents,
the least frequency of 7 or 3.50 percent falls under Strategies, Learning Activities, and Assessment
grade interval of 94-97 with an interpretation as when Categorized According to Sex
Outstanding. In the second grading period, a grade
interval of 86-89 got a frequency of 92 or 46 percent,
Table 7b. Difference on the Feedback in the
interpreted as Satisfactory. The lowest frequency of 5
is the grade interval of 78-81 which is equivalent to Utilization of Modular Distance Learning in terms of
2.50 percent with an interpretation of Did not meet Contents, Strategies, Learning Activities, and
expectation. Assessment when Categorized According to Sex

For the first grading period, the minimum grade is 78

and the maximum is 97 with a mean grade of 85.87
and standard deviation of 3.36. For the second grading
period, the minimum grade is 79 and the maximum is
97 with a mean grade of 87.65 with a standard
deviation of 3.53.

Difference on the Feedback in the Utilization of

Modular Distance Learning in Terms of Contents,
Strategies, Learning Activities, and Assessment

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Table 7c. Difference on the Feedback in the Utilization

of Modular Distance Learning in Terms of Contents,
Strategies, Learning Activities, and Assessment when
Categorize According to Monthly Income of their
Parents

Difference on the Feedback in the Utilization of

Modular Distance Learning in Terms of Contents,
Strategies, Learning Activities, and Assessment
when Categorized According to Monthly Income of
their Parents

The results of measuring the difference between the Table 7c presents the mean ranks on the difference on
feedback of students according to monthly income is the feedback in the utilization of modular distance
presented in Table 7c below. learning when categorized according to monthly
income were the following: on module content with
the two highest mean ranks of 129.30 and 123.00 and
with the lowest mean rank of 22.50. For strategies
which has the highest mean rank of 170.00, 133.70 and
with the lowest mean rank of 62.25. Learning activities
of 152.10, 145.50 and with the lowest mean rank of

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41.00. For assessment of 140.00 and 138.10, with the Results show that there is a significant difference on
lowest mean rank of 39.50. the first grading academic performance of male and
female respondents since the p-values of first grading
Data show that the p-values of module content (0.52), is 0.005 and second grading is 0.000 which are lower
strategies (0.57); learning activities (0.16) and than 0.05 level of significance. Thus, the null
assessment (0.38) are higher than 0.05 level of hypothesis which states that there is a significant
significance, hence, the null hypothesis which states difference between the first grading and second
that there is no significant difference on the feedback grading academic performance in Science when
in the utilization of modular distance learning when grouped according to sex is rejected.
categorized according to monthly income is not
rejected. Difference on the Challenges Experienced on the
Use of Modular Distance Learning Between Male
Difference Between the Academic Performance of and Female Respondents Using Mann-Whitney
Male and Female Respondents When Grouped Test
According to Sex
The result of the difference on the challenges
The results of measuring the difference between the experienced between male and female respondents on
academic performance of male and female respondents the use of modular distance learning is presented in
when grouped according to sex are presented in Table Table 9. Table 9 displays the mean ranks on the
8. difference on the challenges experienced on the use of
modular distance learning between male and female
Data depicted in Table 8 revealed that the mean ranks respondents using Mann-Whitney Test were the
on the difference between the academic performance following: male is 109.88 and female is 91.48.
of male and female respondents when grouped
according to sex are the following: for the first Table 9. Difference on the Challenges Experienced on
grading, male is 85.13 and female is 86.80, while for the Use of Modular Distance Learning Between Male
the second grading male is 86.85 and female is 88.64.
and Female Respondents Using Mann-Whitney Test
Table 8

Difference Between the Academic Performance of

Male and Female Respondents When Grouped
According to Sex

Data show that the p-value 0.02 is lower than 0.05,

considered significant and therefore, the null
hypothesis which states that there is no significant
difference on the challenges experienced on the use of
modular distance learning between male and female
respondents is rejected.

Relationship Between Feedback and Academic

Performance of the Respondents

The result of the significant relationship between

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feedback and academic performances of the the majority are 14 years old, which means that
respondents using Spearman’s Rho is presented in students are at the appropriate age for their grade level.
Table 10. This implies that most respondents started schooling at
the right age. Moreover, most of the respondents are
Table 10. Relationship Between Feedback and male, which indicates that more male students are
Academic Performances of the Respondents Using enrolled in Grade 8 than female students. This gives an
Spearman’s Rho implication that male students dominate the school.
Furthermore, fifty-one percent of the respondents have
a family income of ₱1,000-₱5,000, meaning their
families receive a meager monthly income. This
implies that most of them belong below the poverty
line category. The respondents also confirmed these
results during the FGD. They affirmed that the actual
family income of their parents ranges from ₱1,000-
₱5,000 because most of them are farmers, and often, it
cannot sustain the needs of their family.

The data revealed that there is a significant Feedback from the Students on the Use of Modular
relationship between feedback and academic Distance Learning in Terms of Content, Strategies,
performances of the respondents in terms of the Learning Activities, and Assessment
module content. The p-value of 0.047 is lesser than the
arbitrary chosen 0.05 level of significance. Therefore, Content
the null hypothesis which states that there is a
significant relationship between feedback in terms of Concerning the feedback of the students on the use of
content and academic performances of the respondents modular distance learning, results revealed that the
is rejected. students Agree that The contents of the Science module
are free of biases and prejudices, which got the
However, the p-values on strategies is 0.163, learning highest mean which indicates the content of the
activities is 0.309 and assessment is 0.217 yielded no module is free from negative opinion and partiality.
significant relationship between feedback and This implies that the module was carefully prepared
academic performances of the respondents since the p- and has been checked by experts. The result of the
values are greater than the 0.05 level of significance. study supports the findings of Lazo and de Guzman
Therefore, the null hypothesis which states that there is (2021), who found that the development of Strategic
no significant relationship between feedback in terms Intervention Material (SIM) can improve the
of strategies, learning activities, assessment, and development of positive values and traits. Similarly,
academic performance of the respondents is not
Were et al., ( 2022), states that learning materials as
rejected.
well as learning processes that are free from gender
biases ad promote gender equality are both a good
Discussion practice in education and may contribute to more
inclusive and cohesive societies in the long run .

This chapter discusses the present findings of the The item with the second highest mean is The contents
investigation based on the problem statements of the in Science module are suitable to the learners' grade
study, which consists of the profile of respondents, level of development described as Agree. This shows
assessment of the feedback, and challenges that the module's content is aligned with the expected
encountered by the respondents on the use of modular competencies to be mastered by the students. This
distance learning and its relationship to their academic implies that the module's content is suitable for the
performance in Science. grade level of the respondents. The study's results
support the findings of Salandan (2011), who revealed
Profile of the Respondents
that for modules to be interesting, they should have
content relevant to the lesson and self-pacing to allow
The Grade 8 students have a minimum age of 13, and
every learner to progress at his rate. The third highest
mean is that The contents in Science are presented
clearly, logically, and orderly, described as Agree,

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which indicates that the contents of the modules are think critically and develop their practical skills when
organized and easy to understand. This implies that the learning actively and comprehensively involving
contents were crafted and presented consecutively to cognitive, affective, and psychomotor domains.
avoid confusion and aid students in quickly
understanding the lesson. The result of the study Similarly, the students Agree that The strategies
supports the study of Elliot et al. (2020), who cited that employed by teachers in Science subject are
the learners are provided with modules, worksheets, appropriate to facilitate learning. This means teachers'
and textbooks that can aid in their independent strategies suit students' learning styles and multiple
learning process. This further supports the intelligences. This implies that teachers have
constructivism theory, where learners actively employed innovative and differentiated instruction
construct their knowledge through experiences. where students actively engage in all activities. The
result of the study supports the findings of Christenson
However, the item with the lowest mean is the item et al. (2012), who found that students' engagement
that states that The Science module contents are simple allows them to have experiential learning by
and comprehensive and described as Agree. This performing academically. They also put forth the
indicates that the learning contents of the modules are effort, persist, self-regulate their behavior toward
unsophisticated and inclusive. This implies that goals, challenge themselves to exceed, and enjoy
students can quickly grasp and understand the learning.
module's content. The study supports the study of
Urbano (2019), who disclosed that the module has In like manner, the items with the third highest means
simple appropriate, and lovely illustrations that are state that The strategies employed by teachers in
logically and correctly sequenced. Furthermore, it Science subject are adequate to facilitate learning,
provides the learner's avenue to think logically and allow me to collaborate with my classmates, and are
critically, which are relevant requirements for students interactive and innovative, described as Agree. This
to learn and eventually improve their academic means that the strategies and techniques the Science
performance. teachers utilize are relevant and significant in
enhancing students' investigative skills. Further, it also
Generally, the overall mean is described as Agree. shows that teachers prepare activities that enable
This means that Science modules in terms of content students to work with others. This gives an implication
were carefully prepared, checked by the experts, that teachers employ activities that provide students to
aligned to the expected competencies, and organized. have meaningful and productive learning experiences.
This implies that the students' feedback on using It also suggests that these strategies develop students'
modular distance learning in terms of content is value of cooperation and how to work well with
positive. others.

Strategies Further, the students agree that teachers' strategies are

interactive and innovative. This indicates that the
Regarding strategies and activities in the modules, the teacher allows the students to develop independent
students Agree that The strategies employed by the learning skills, enabling them to become resourceful
teachers in Science subject are appropriate to their and creative. This implies that students engage in
learning needs. This means that the strategies and critical thinking, problem-solving, teamwork, and self-
techniques utilized by Science teachers suit the diverse management.
learning needs of the respondents and allow them to
maximize their potential through cooperative and The result of the study supported the findings of the
collaborative learning. This implies that Science study of Gasiewski (2012), Gosser (2015), and
teachers employed strategies that hone their skills in Lansiquot et al. (2011), who revealed that academic
searching for and discovering new knowledge. engagement is dependent on the classroom context,
particularly with the interchange of ideas between the
The result of the study corroborates with the findings instructor and the students. On the same note, they
of the study of Kugamoorthy (2017), who postulated identified peer-led instruction as a teaching strategy
that the activity-based learning approach has motivated that improves student learning due to small peer
and increased student participation in learning groups engaging in course material and problem-
activities as well as improved self-learning practices solving. They also found that collaborative problem-
and higher cognitive skills. Student participation in the solving strategies are conducive to meaningful group
activity-based learning model encourages students to discussions, allowing students to discuss their

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understanding of their Science concepts in a non- module activities are appropriate for the student's
threatening environment. cognitive skills and performance.

On the other hand, the item with the lowest mean The item with the lowest mean states that The learning
states that The strategies employed by teachers in activities employed in my Science class are compatible
Science subject are interesting and exciting. Despite with my motor skills, described as Agree. Though the
obtaining the lowest mean, the respondents are item has the lowest mean, students agree that the
Agreeable that they enjoyed learning the subject. This teachers utilize this strategy. This means the activities
implies that Science teachers utilized interactive and are comfortable with students' capabilities in
differentiated strategies that motivate them to learn performing the tasks utilizing their body's muscles.
and love the subject. This implies that students can perform better if the
activities being employed align with their motor skills
The study's findings corroborated with that of and abilities.
Kugamoorthy (2017), who postulated that the activity-
based learning approach has motivated and increased The study's result supports the constructivist theory
student participation in learning activities and developed by Jean Piaget (1896–1980), states that
improved self-learning practices and higher cognitive students mental patterns to guide behavior or
skills. cognition, and interpret new experiences or material in
relation to existing schemes. Their cognitive
Generally, the overall mean is described as Agree. development is not just acquiring knowledge but to
This implies that in terms of strategies and techniques develop or construct a mental model of the world.
utilized by Science teachers, the modules are suitable, Similarly, Ministry of Education .
relevant, and significant in enhancing students'
investigative skills. This implies that the students' Generally, the overall mean is described as Agree.
feedback on using modular distance learning in terms This means that Science teachers employ Science
of strategies is positive. modules in learning activities that are suitable,
relevant, and significant in enhancing students'
Learning Activities investigative skills. This implies that the students'
feedback on using modular distance learning in terms
Regarding learning activities, data disclosed that The of strategies is useful.
learning activities employed in their Science class are
adequate and appropriate to their learning needs and Assessment
are experiential (hands-on activity). This means that
the activities employed in their Science class are The respondents stated that The assessment used in
sufficient and satisfy the respondents' learning needs. their Science class is congruent with the objectives and
This implies that the learning activities are enough and provides clear and unbiased questions. This means
suitable to the diverse learning needs, enabling them to that the students are Agreeable that the formative and
experience how to do the learning tasks. This further summative tests and other evaluative tools are
implies that these activities develop students' self- anchored with the learning outcomes. This implies that
confidence, increases creativity skills and enable them teachers prepared assessments that described what
to execute tasks based on their capabilities. students are expected to achieve as a result of
instruction. The study's results align with the findings
Similarly, the students Agree that The learning of the study of Maki (2012), who revealed that in
activities employed in Science class are easy to follow. designing a learning experience, course, or program,
This means the learning activities in their Science class there is essential that there is conformity between the
are easy to follow and understand. This implies that learning outcomes, assessments, teaching, and learning
the activities in the module are crafted to help students activities. In other words, the three components must
easily understand the lesson's activities. be aligned.

The third highest mean is The learning activities Similarly, The assessment used in my Science class is
employed in my Science class challenge me to think allotted with enough time described as Agree. This
critically described as Agree. This means that the means that the students were given adequate time to
learning activities of the module were prepared and answer the test. This implies that teachers see that the
well-designed and allowed the development of higher number of items is sufficient for the required hours
cognitive skills of the students. This implies that the stipulated in the student handbook or DepEd manual.

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The study's results are similar to the findings of Wyss study of Tugano, Trina, and Tonio (2022), who found
et al. (2013), who revealed a positive relationship that students were satisfied with the learning outcomes
between allocated instructional time and student set to be achieved for each chapter of the course. They
achievement. Furthermore, they also found that agreed that the outcomes were specific and attainable.
regardless of quality instructional practice, students The students were delighted in terms of the flexibility
demonstrated higher levels of achievement when more provided in the course contents. They found the
excellent instructional time on task was provided. language used easily understood, their sequencing very
organized, and the number of learning activities
The assessment used in my Science class is done adequate.
comprehensively described as Agree. This means the
examination was prepared exhaustively considering Challenges Experienced by the Respondents in the
the learning contents and expected outcomes. This Use of Modular Distance Learning
implies that teachers see that students can effectively
use knowledge, processes, and resources to achieve The results on the challenges faced by the respondents
higher performance. on the use of modular distance learning revealed that
the respondents struggled with the Lack of a stable
The results of the study support the findings of Fan internet connection to supplement their readings, Too
and Yu (2017) that the students' higher-order thinking many household chores and Difficulty in staying
skills and 21st-century skills should be the focus of the motivated, are described as Sometimes a Problem.
evaluation process. For this reason, assessment and This means most students need help finding a solid
evaluation processes are essential in STEM education. internet connection to gather information for their
research activity. This implies that the students
Generally, the overall mean is described as Agree. experienced problems every time they performed their
This implies that Science modules in terms of research activities. The result of this study validates
assessment are anchored with the learning outcomes, the findings of the study of Fabito et al. (2020),
students were given adequate time to answer the test, Cleofas and Roca (2021), and Ahmed et al. (2017),
and modules were prepared exhaustively considering who revealed that one of the three barriers and
the expected outcomes covered. This implies that the challenges that students encountered in online learning
students' feedback on using modular distance learning was having unstable internet connection. Moreover,
in assessment is positive. they discovered that poor students must own laptops
and desktop computers and need more internet
Summary of the Feedback on the Use of Modular connections, especially in rural areas. In the FGD, one
Distance Learning of the respondents shared that because of the poor
internet connection, she could not search for the topic
The results of the summary of the feedback on using in the module and added that she could not
modular distance learning in terms of content, communicate with her teacher.
strategies, activities, and assessment are all described
as Agreeable. The areas with the highest means are Similarly, the challenges the respondents experienced
Content, Assessment, and Strategies. This means that in using modular distance learning is Too many
the respondents are optimistic about using the modular household chores described as Sometimes a Problem.
approach. This implies that the students receive This means that students perform many tasks in their
specific guidance and skill development and achieve homes, which hinders them from complying with their
the learning intentions or goals. The lowest mean was academic requirements. During the FGD, one of the
obtained by learning activities but was still described respondents said that allocating time to answer the
as Agree. Generally, the overall mean is described as module is challenging as she has too many household
Agree. This means that the respondents are Agreeable chores, such as cleaning the house, cooking food,
that the teachers have fully utilized the four areas in taking care of siblings, washing their clothes, washing
the delivery of instruction using the modular approach. the dishes, and mopping the floor. This implies that
This implies that the students have maximized parents' support is vital in children's learning
performing all the tasks included in the modular development and in enhancing their academic
distance learning. This further suggests that modular performance. The result of this study confirms the
learning enhances students' capability to explore and findings of the study of Dellazzana-Zanon, Zanon, and
discover new things through the scientific process. Feritas (2014) that household chores may negatively
affect learning development because, in addition to
The result of the study supports the findings of the having little time for leisure, adolescents who perform

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household chores have their school performance do my learning tasks described as Often. During the
affected, more frequently misses classes, experience FGD, the respondents verbally expressed that they
school failures, and have less time to do school work. look for a space in their houses or outside where they
feel comfortable studying and answering their
Furthermore, Difficulty in staying motivated is modules. This means the respondents find a
described as Sometimes a Problem. This means that convenient place to answer their modules and comply
the students may suffer from physical, mental, or other with other tasks. This implies that the students are
personal problems affecting their interest in studying determined to overcome their struggles in answering
their lesson. During the FGD, similar answers were their modules. The study's findings corroborate the
generated from the respondents who sometimes felt findings of Baticulon et al. (2020), who revealed that
bored and lazy to answer their modules. This implies establishing a positive and conducive learning space
that the students should be given all the support they has long been a problem in distance education,
need, and parents should never cease inspiring their especially in most poor households.
children to study hard despite the difficulties they have
experienced. The finding supports the findings of the Similarly, the second highest mean score is I find time
study of Shuck et al. (2014) and Rachmat and to do their household chores before my learning
Simamora (2020), who found that students who lack activities and assignment, described as Often. This
motivation were significantly affected by external means the respondents give time to do their household
factors like learning environment, learning time, and chores before answering their modules. During the
instrumental supports, which in turn affected the FGD, one of the respondents shared that he finds time
achievement. In addition, motivation is associated with to do his household chores before answering his
an individual's cognitive and affective processes in learning activities and assignments. It is difficult to
situated and interactive interaction between learners answer the module task if there are many tasks,
and their learning environment according to contextual especially helping their parents on the farm. This
and social factors as enablers or barriers. implies that the students can multitask by doing their
learning activities and assignments while doing their
On the other hand, the item with the lowest mean is the household chores. Furthermore, multitasking can lead
item that states that No available study area at home to a more organized and balanced lifestyle, which can
describes as Rarely a Problem. This means having a positively affect overall well-being and balance
space for study and do modular requirements at home household responsibilities and academic pursuits,
is acceptable for the respondents. This implies that which is essential to succeed in both areas.
students can do their modular requirements at any
place in their home that they consider conducive and The result of the study supports the findings of the
comfortable for study. The study's findings contradict study of Poncian (2017), Amali, Bello, and Adeoye
Baticulon et al. (2020), who revealed that establishing (2018), who revealed that students voiced out the
a positive and conducive learning space has long been challenge that remote learning schedules conflict with
a problem in distance education, especially in most their home responsibilities. This disruption usually
poor households. happens in remote learning because students must
participate in household chores. The problem
Generally, the overall mean of the challenges the influences university students' academic performance,
respondents experienced in using modular distance as shown by previous studies where students'
learning is described as Sometimes a Problem. This involvement in household responsibilities negatively
means that students consider it okay to do their affects their academic achievement.
modular requirements. This implies that students can
meet their modular requirements despite the challenges The third highest mean score is that I find time to
they experience. unwind or relax before answering my Science
modules, again described as Sometimes. Respondents
Coping Mechanisms Used by the Respondents to need to relax to manage stress before answering their
Address the Challenges modules. This implies that the students need to give
their minds and body a chance to recharge to approach
Regarding coping mechanisms used by the the task with greater focus and accuracy. The result of
respondents to address the challenges of modular the study supports the findings of the study of
distance learning, three items have the highest mean Saklofske et al. (2012), who suggested that relaxation,
scores. The item with the highest mean is I look for a exercises, maintaining good mental health, and time
space in the house where I feel comfortable studying to management are some ways of managing stress in

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distance learning. Difference in the Feedback on the Utilization of

Modular Distance Learning When Categorized
On the other hand, the item with the lowest mean score According to Profile
of coping mechanisms is I go to the internet café
described as Rarely. This means that students Age
sporadically go to the internet café. This implies that
spending time in the internet café is not possible due to The findings disclosed that the feedback on using
the distance of the café, and it is also an added burden modular distance learning in terms of content,
to them. strategies, learning activities, and assessment is the
same when categorized according to age. This means
The findings of the study corroborate the finding of the that regardless of age, the respondents' comments on
study of Basar et al. (2021) and Salleh (2020), who using the module in Science in the four areas are
found that with the widespread availability of mobile similar since the p-value is more significant than the
phones, computers, laptops, tablets, and other devices, arbitrarily chosen significance level. This implies that
more students and parents should be able to access the the students have similar learning experiences
internet in their local area. In addition, they found that regarding content, strategies, learning activities, and
online learning is effective but inefficient and assessment.
understands that online learning is effective as a
response to the urgency of the pandemic. However, The finding supports the study of Ambayon (2020),
learning outcomes cannot be met, as it requires high who disclosed that regardless of age, the modular
costs to purchase suitable internet packages. approach promises learner-centered, flexibility,
accessibility, simplicity, and cost-efficiency modalities
Generally, the overall mean of coping mechanisms to save a lot of transportation and accommodation.
used by the respondents to address the challenges is
described as Sometimes. This means that the Sex
respondents can comply with the module requirements
with the coping mechanisms they possess. This Results revealed no significant difference in the
implies that the students can cope with their module feedback regarding the utilization of module distance
requirements despite the challenges they experienced learning regarding content, learning activities, and
in using modular distance learning. assessment when categorized according to sex. This
shows that the remark of both male and female
Academic Performance in Science respondents on the use of modules in Science in the
three areas are similar since the p-values are more
Regarding the academic performance of the students in significant than the level of significance. This implies
Science, most of them got a grade of 82-85 during the that both male and female respondents have everyday
first grading, described as Fairly Satisfactory, then learning experiences in the three areas considered. On
during the second grading, a grade interval of 86-89 the contrary, there is a significant difference in the
was obtained by the students, which was described as feedback on the use of modules in Science in terms of
Satisfactory. This means that the respondents are strategies since the p-value is lesser than the arbitrarily
striving hard to perform well and comply with all chosen significance level. This indicates that in terms
activities in modular distance education, and of strategies, male and female respondents' remarks,
improvement can be noted in their Science grades. and learning experiences differ. This implies that they
This implies that the respondents' efforts paid off and have distinctive learning experiences with the
can further motivate them to strive for good academic pedagogies or methods employed by the teacher in the
performance. delivery of instructions.The study's results support
Nistor's (2013) statement that female learners tend to
The finding supports the study of Gossenheimer be more perseverant and engaged than males.
(2017), Agarin (2021), and Mutya et al. (2022), which
revealed that students perform very satisfactorily in Difference in the Feedback on the Utilization of
modular distance learning. Further, they found that Modular Distance Learning When Categorized
students' average grades for distance modality are According to Monthly Income
higher than that of face-to-face classes. This entails
that even in distance learning, students are learning Findings show no significant difference in the
and obtaining new knowledge with the guidance of feedback on the utilization of module distance learning
their parents and good teacher communication. when categorized according to monthly income since

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the p-values on the four areas are more significant than Cortes et al. (2022), who revealed that the challenges
the significance level. This shows that whatever the experienced by students in modular distance learning
monthly income of the parents, it does not have a are not entirely negative. Each facet of experience
direct effect on giving feedback on the utilization of contributes to the effectiveness of distance learning
modular distance learning. The statements of the and depends on how the learning modality is managed.
respondents also confirm this during the FGD. They
affirmed that the actual family income of their parents Relationship between Feedback and Academic
ranges from ₱1,000-₱5,000 because most of them are Performances of the Respondents
farmers, and sometimes it cannot sustain the needs of
their family. This implies that whether one has a lower Results revealed a significant relationship between
or higher income does not matter. feedback in terms of content and academic
performances of the respondents in terms of module
Difference Between the Academic Performance of content since the p-value is lesser than the level of
Male and Female Respondents When Grouped significance. This means that their positive comments
According to Sex on module content affect the academic performances
of the respondents. It further shows that the more
Data revealed a significant difference between the positive feedback they have, the better their academic
first-grading and second-grading academic performance is. This implies that if the students
performance in Science when grouped according to understand the lesson and know how to perform the
sex. This indicates that the academic performance tasks, they are more motivated to study hard and earn
differs between male and female respondents on excellent academic performance.
modular distance learning since the p-value is lesser
than the level of significance. This implies that female These results are similar to the findings of the study of
students perform their learning tasks and focus more Barlow (2022), who revealed that students have
on their studies than male students, leading to higher different learning experiences, and the majority of the
academic performance. feedback is positive. Students also showed improved
academic performance when module distance learning
The study's findings are congruent with Ghazvini and was introduced.
Khajehpour's (2011) findings, who disclosed that
gender difference exists at the level of cognitive
Conclusion
functioning in the academic environment. Girls are
likely to be more adaptive in learning in a different
environment. Based on the findings of the study, it can now be
concluded that the respondents have positive feedback
Difference in the Challenges Experienced in the Use on the use of modular distance learning in terms of the
of Modular Distance Learning between Male and module content, strategies, learning activities, and
Female Respondents assessments and that they Sometimes experienced
challenges like lack of internet connection to
Data revealed a significant difference in the challenges supplement their readings, too many household chores,
experienced in using modular distance learning and difficulty in staying motivated on the use of
between male and female respondents. This indicates Modular Distance Learning.
that the struggles and difficulties experienced by male
and female respondents towards modular distance There is no significant difference in the feedback on
learning vary since the p-value is lesser than the level the utilization of modular distance learning when
of significance. During the FGD, the male respondents categorized according to age, monthly income, and
shared their different difficulties and struggles sex, except for strategies. Moreover, there is a
experienced in doing their modular tasks like too many significant difference between the academic
household chores, feeding their animals in the farm, performance of male and female respondents when
taking care of their siblings, poor internet connection grouped according to gender and the challenges
in searching the lessons, they cannot communicate experienced in the use of modular distance learning.
with their teachers and classmates because of lack of Furthermore, there is no significant relationship
gadgets. They cannot answer the modules because they between feedback and the academic performances of
need help understanding the questions or activities. the respondents in terms of strategies, learning
activities, and assessments. However, there is a
The study's findings are congruent with the findings of significant relationship between module content and

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academic performance. Bagood, J. B. (2020). Teaching-learning modality under the new

normal. Philippine Information Agency.
h t t p s : / / p i a . g o v . p h / fe a t u r e s / a rt i c l e s / 1 0 5 5 5 8 4
In light of the findings and conclusions, the following
recommendations are drawn: Basar, Z. M., Mansor, A. N., Jamaludin, K. A., & Alias, B. S.
(2021). The effectiveness and challenges of online learning for
A. For possible courses of action: (1) School secondary school students–A case study. Asian Journal of University
Principals should initiate programs that can provide a Education, 17(3), 119-129.

stable internet connection so that students can Baticulon, R. E., Sy, J. J., Alberto, N. R. I., Baron, M. B. C.,
supplement their readings in making their Mabulay, R. E. C., Rizada, L. G. T., ... & Reyes, J. C. B. (2021).
investigatory projects and other tasks. (2) The school Barriers to online learning in the time of COVID-19: A national
heads should call the attention of the parents to sustain survey of medical students in the Philippines. Medical science
educator, 31, 615-626.
their support and encourage their children to focus on
their studies specifically in doing their modular tasks. Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in
(3) The teachers should closely monitor the a time of global crisis due to CoronaVirus pandemic. Asian journal
performance of the students and conduct intervention of distance education, 15(1), i-vi.
program to those students who belong to the needs
Cabual, R. A. (2021). Learning styles and preferred learning
improvement category. modalities in the new normal. Open Access Library Journal, 8(4), 1-
14.
B. For further studies: (1) The Effects of Alternative
Delivery Mode Program: Its Relationship To The Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012).
Handbook of research on student engagement. Springer US.
Academic Performance in Science. (2) Students’
https://doi.org/10.1007/978-1-4614-2018-7
Feedback and Challenges Encountered in the
Implementation of Alternative Delivery Mode Cleofas, J. V., & Rocha, I. C. N. (2021). Demographic, gadget and
Program internet profiles as determinants of disease and consequence related
COVID-19 anxiety among Filipino college students. Education and
Information Technologies, 26(6), 6771-6786.
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