1

Chapter I

INTRODUCTION

Background of the Study

The spread of Covid-19 has brought a rapid change in our country not only in our

economic stability but also in our education system. The schools have been promptly

locked for personal engagement, transactions and students’ curricular activities following

the order of President Rodrigo Roa Duterte to suspend "face to face" classes in order to

protect and minimize the cases of Covid.

Due to the threat of this pandemic, the DepEd decided to bring Education to the

comfort of their homes as they continuously developed different learning modalities to

ensure that education is accessible to all and to ensure the continuity of education.

The traditional education, also known as back-to-basics, conventional education or

customary education, refers to long-established customs that society has traditionally used

in schools. Some forms of education reform promote the adoption of progressive education

practices, and a more holistic approach which focuses on individual students' needs and

self-control. In the eyes of reformers, traditional teacher-centered methods focused on rote

learning and memorization must be abandoned in favour of student-centred and task-based

approaches to learning.

The sudden transition from the traditional to the new normal situation in teaching and

learning process leads to the one of the modalities offered by the DepEd, the Modular

Distance Learning (MDL).

 2

Modular Learning is a distance learning that uses Self-learning Modules (SLM) based

on the most essential learning competencies (MELCs) developed by the teachers with the

aid of curriculum developers. It can be in printed or digital format.

According to Mark Antony Llego (2020), modular distance learning is learner's

learning at their own pace, in their own way and using self-learning modules (SLMs). In

other words, modular learning uses learning modules that facilitate student's learning by

themselves. It teaches the student's values, not only the lessons which is sometimes

repetitive. There are actually lessons which are not found in the modules but discovered

and learned by the students in the midst of pandemic. These are the values of making an

effort, time management, discipline, and experimentations.

The study only focused on the Modular Distance Learning Approach (MDLA) since

this educational undertaking is new and evident in the Philippine Education System during

the existence of the COVID-19 pandemic. This study also explores how MDLA is

perceived by students who are the prime experience and involved in this kind of

educational setup. Moreover, previous studies about Modular Distance Learning

experience that we're conducted mainly focused on senior high and this study gives

attention to high school or primary level of education.

 3

Conceptual Framework

The following figure presents the conceptual framework that covered the major

variables in this study. It encompassed two, the independent variable is the student's

demographic profile in terms of sex, age, and grade level taught. The dependent variable

is the perception on Modular Distance Learning in terms of learning experience.

Figure 1. Conceptual Framework on the Perception of Students on Modular Distance

Learning at San Miguel National High School

Student's Demographic
Profile in terms of: Perception on Modular
• Sex Distance Learning in terms of:
• Age • Experience
• Academic
Performance

In this study, the researchers have determined the demographic profile of the students and

their perceptions. The results from both variables we're used to examine the hypothesis of this study

that dealt with the significant difference between the student's demographic profile and the

Perception on Modular Distance Learning.

 4

Statement of the Problem

This study magnified into the perception of students on Modular Distance Learning

at San Miguel National High School for the school year 2021-2022. Specifically, the study

answered these following questions:

1. What is the demographic profile of the students in terms of

1.1. age

1.2. gender

1.3. Academic Performance

2. What are the perceptions of the students in Modular Distance Learning in their

experience?

3. Is there a significant difference between the student's demographic profile and the

perception on Modular Distance Learning?

Hypothesis

Alternative hypothesis

There is a significant deference between student's demographic profile and the

perception on Modular distance learning

Null hypothesis

There is no significant deference between student's demographic profile and the

perception on Modular distance Learning.

 5

Significant of the Study

The results or the data gathered on this study will benefit the following:

Students - this study will help the students to know if this modality, an effective type of

learning in order for them to know where to improve their academic performances

Teachers-the outcome of the research will help the teachers to know what is happening to

their students in this new normal distance learning and for them to assess their students to

improve also their performances.

School Administration-This study will help the school administrators to consider the

result of the research in terms of gathering data if ever a school policy involving the usage

of the gadget will be allowed inside the classroom.

Future researchers -by the moment that the results will be seen, they will be benefit and

gain a lot of information about the said research topic. They can gather all and even the

new ideas that will surely help them to come up with a good and presentable research.
 6

Scope and Delimitations

The investigation was conducted to determine the significant difference between the

student's demographic profile and the perception on Modular Distance Learning. The factor

that would be considered in this study is the cooperation of some grade 11 senior high

school HUMSS students that are greatly involved in conducting this study.

There will be limitation in this study base on the researcher selection of specific

location and respondents. The researcher will conduct the study in San Miguel National

High School. The respondents of this study would be the grade 11 senior high school

HUMSS students, who are enrolled for 3rd grading this month of January of the school

year 2021-2022.

Definition of Terms

Modular Learning- is a form of distance learning that uses self-learning modules

based on the most essential learning competencies developed by the teachers with the aid

of Curriculum Developers.

Learning- the acquisition of knowledge or skill by studying, practicing, being

taught, or experiencing something.

Perception- It pertains to the views and understanding of the respondents on

Modular Learning.

Academic Performance- Academic achievement or academic performance is the

extent to which a student, teacher or institution has attained their short or long-term

educational goals. Completion of educational benchmarks such as secondary school

diplomas and bachelor's degrees represent academic achievement.

 7

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the collected relevant related literature and studies from

credible authors to enrich the knowledge and understanding of the study.

The existence of COVID-19 pandemic tested the Philippine Government with its

private and public sectors. It has been greatly affected by the changes brought about by the

health crisis, particularly the education sector (Cuaton, 2020). Now, the Philippine

education system's capacity is being challenged by the existing situations in the country.

However, both the Department of Education (DepEd) and the Commission on Higher

Education (CHED) strongly believes in educational continuity by adhering to the "New

Normal" program called Distance Learning Approach (DLA).

Distance Learning Approach

As defined by Berg & Simonson (2016), Distance Learning Approach (DLA) is

characterized by the physical separation between teachers and learners during instruction

with the aid of various instructional materials to enhance the educational process. This type

of approach to education was initially intended for working students who are

geographically remote. However, in these trying times of the global COVID-19 pandemic,

the Distance Learning Approach (DLA) became a part of the world of pedagogy which

ultimately opened inclusive learning opportunities to all people. This kind of educational

approach has three different types namely: Modular Distance Learning (MDL), Online

Distance Learning (ODL), and Television or Radio-based Instructions (Jayani, 2021). Of

all the types of learning modality under the Distance Learning Approach (DLA), the
 8

educational mode of instruction that is widely practiced in the Philippines is the Modular

Distance Learning (MDL).

Modular Distance Learning

In the article by Manlangit et al., (2020), Modular Learning is defined as a type of

distance learning that uses Self-Learning Modules (SLMs) that are highly based on the

provided Most Essential Learning Competencies (MELCs) by the Department of

Education (DepEd). As stated in the article by Magsambol (2020), the majority of public

secondary schools in the Philippines uses printed modules as their learning format to

comply with the problems with the technology and Internet connectivity in the country.

The printed modules cover all the core subjects such as English, Mathematics, Science,

Filipino, Araling Panlipunan, Music, Arts, Physical Education and Health (MAPEH),

Edukasyon sa Pagpapakatao (ESP) and Technology and Livelihood Education (TLE). The

distribution of the modules in all subject areas are done weekly and the retrieval of the said

learning materials is done by their respective teachers under safety COVID-19 procedures

such as physical distancing. And to ensure that there is learning progress, the students

undergo two kinds of assessment: summative exercises and performance tasks

(Magsambol, 2020). Generally, the use of modules as a mode of learning highly encourages

independent study and self-responsibility. Nardo, M.T.B. (2017) stated that one of the

benefits of using modules for instruction is the acquisition of better self-study or learning

skills among the learners. They develop a sense of responsibility in accomplishing the tasks

provided in the module. By the use of the modules they are learning how to learn. . Modular

instruction include more choice and self-pacing for students; more variety and
 9

flexibility for teachers and staff; and increased adaptability of instructional materials

(Dangle & Sumaoang,(2020).

According to Annong Aksan (2021) in the idea of Dr. Kardarp Sejpal (2013), the

concept of "module" is strictly linked to the idea of flexible language curriculum,

which should provide all those concerned with education framework to establish dear

and realistic language learning objectives. In addition to Alelaimat & Ghoneem

(2012) said that module contains specific objectives, experience, and certain teaching

activities carried unit sequence and logical completion to help the learner to achieve

the goals and develop sufficiency according to the speed of self-learning.

According to Sam Duker (1972) cited by Balderas (2021) he stated that modular

instructions catered to the individual learning differences so that learners are prompted to

actively participate in determining what they need to learn. The amount and the pace of

their learning must match with their ability, motivation and interest, not in comparison with

other learners.

Based on the study by Lordian V. De Leon Faculty (7 July, 2021). Modular

Distance learning is the most popular type of Distance Learning. In the Philippines, this

learning modality is currently used by all public schools. . Based on the survey conducted

by the Department of Education (DepEd), learning through printed and digital modules

emerged as the preferred learning modality who enrolled this academic year due to some

instance and to those learners who is in the rural areas who cannot access to online learning.

Despite the advantages of the "New Normal" instructional setup, Modular Distance

education still demands adjustment from the public secondary schools (Tria, 2020). Most
 10

of the secondary school teachers are well-informed about the COVID-19 pandemic and

how it would affect their student's learning through the Modular Distance Learning

Approach (MDLA). A study by Alvarez (2020), have shown that one of the challenges of

Modular Distance Learning (MDL), as perceived by the teachers, is miscommunication.

As a result, it raised major instruction-related concerns to the teachers themselves; many

of them have a variety of perceptions towards MDLA which are integrated into different

areas of instructional concern namely readiness and challenges (Lapada et al., 2020).

According to De Claro (2021) from a study made by Dangle & Sumaoang (2020)

on the implementation of Modular Distance Learning in Balbalayang National High School

(BNHS) and Baguio City National High School (BCNHS) during the School Year 2020-

2021, they found out that the main challenges that emerged were lack of school funding

in the production and delivery of modules; students struggle with self-studying, and

parents' lack of knowledge to academically guide their child/children. Their study

was able to determine the prevailing challenges of the participants in terms of

resources, preparedness, and communication.

Mahlangu (2018) stated that other challenges of distance learning can be related to

the psychological state of students. Among others, this can include: (a) problems caused

by the lack of direct contact between student and lecturer; (b) problems associated

with feeling of alienation and isolation from the student community; and (c) problems

associated with anxiety and concerns regarding the education process and learning

results (Mahlangu,2018).
 11

According to Lapada et al., (2020) in a study conducted by Ventayin (2018) on the

readiness of DepEd Teachers to online teaching, showed that despite the limited experience

in distance education such as technical skills, time management, knowledge and attitude in

online education, they were still able to cope with the trends in distance learning.

According to Fedina et al., (2017) said that, furthermore, another study on distance

education readiness found 90% of the total special education and preschool teachers

surveyed got motivated to implement distance education despite having diverse students,

lack of specialists, home-schooled, under long medical treatment, attending short stay with

group or family and private school. Movkebayeva et al., (2018) stated that, likewise, in

another study, higher education mentors show a positive attitude and motivation to teach

university students special needs like hearing and visually impaired despite the risk and

challenges in learning materials, pedagogy, monitoring, implementation and 130

psychological understanding.

The aforementioned related literature and studies gave a clear picture of the

implications of the Modular Distance Learning Approach that is currently adhered to by

public secondary schools in the Philippines. Moreover, it was implied that the new

educational setup raised major concerns to the teachers relative to their students' learning.
 12

CHAPTER III

METHODOLOGY

This section presents methodological processes undertaken in the study. It outlines

the procedures and methods which we're utilize in collecting and analyzing data. It consists

of description of the research design, the subject of the study, the research instrument, the

data gathering procedures and the statistical tools to be used in the treatment of called data.

Research Design

This study is quantitative in nature and used the causal-comparative as the research

design; a design that aims to uncover the relationship between independent and dependent

variables. (Salkind, 2010). The causal-comparative design was appropriate for this study

since it determined the demographic profile of teachers and their perception on Modular

Distance Learning. The researchers’ goal revolved around testing the aforementioned

independent and dependent variables to determine if there is a significant difference which

was the main hypothesis of this study. Further, as stated by Salkind (2010), the causal-

comparative research design compare groups and identifies whether the independent

variable influenced the outcome, or the dependent variable.

 13

Research Locale

This study will be conducted in San Miguel National High School, Brgy. Cayare,

San Miguel, Leyte.

Research Respondent

The respondents of this study will be the grade 11 senior high school HUMSS students

in San Miguel National High School from the municipality of San Miguel. These students

are about 60 in total respondents.

Population sampling

Using the Raosoft online calculator, from 305 of all Grade-11 Humss the Sample

size 171 but our target total respondents only 60 students for this study. The probability

sampling technique used by the researcher is simple random sampling.

 14

Research Instrument

The instrument used in gathering the data is composed of series of closed-ended

questions which is Adapted from the University of Oxford Student Course Experience

Questionnaire. This is in a form of a survey questionnaire, in which the respondents choose

from a list of given options, and fill-out the personal information for the respondent’s

profile if it is necessary. This set of question will conduct and distribute through a survey.

Validation of Research Instrument

This research survey questionnaire undergoes of pilot testing to check its reliability

of its corresponding item through survey form to 20 students from Grade-12 STEM of

San Miguel National High School on January 25, 2022.

Methods of Scoring

For the distribution of the General average the grading system for academic performance

is interpreted below

Percentage equivalent Qualitative equivalent

90-100% Outstanding
85-89% Very satisfactory
80-84 Satisfactory
75-79 Fairly satisfactory
Below 75 Did not meet expectation
 15

The methods of scoring that was utilized in the survey questionnaire was 5-point

and 4-point Likert Scale. The scales used were suitable for this study since the Likert Scale

assesses opinions, attitudes, behaviors and perceptions (Bhandari, 2020).

Scale Range Description Interpretation

5 4.21-5.00 Strongly Agree

4 3.41-4.20 Agree Positive

3 2.61-3.40 Neutral Neutral

2 1.81-2.60 Disagree

Negative
1 1.00-1.80 Strongly Disagree

Gathering Procedures

Through survey form questionnaire the questions were prepared by the researchers.

A quantitative research questionnaire was use to gather the data and information to

determine the difference between the student's demographic profile and the perception on

modular distance learning. Each respondent observed the following instructions and

provided their honest answers from the given questionnaires of the researchers.

Statistical Treatment

This research survey questionnaire undergoes of pilot testing to check its reliability.

The result of reliability test were accepted for passing its Cronbach alpha's 0.7 above.

When the test statistic follow a normal distribution, the value of a scaling term in the

test statistic were known. T-test is used to determine if there is a significant difference
 16

between the means of two groups, which may be related in certain features. The t-test is

the tests used for the purpose of hypothesis testing in our study.

Ethical Consideration

The research first sought permissions through a letter to the chosen students of San

Miguel National High School if we can conduct our survey for our research purposes by

answering the question through a survey form. Coordination was done establish the

appropriate time to administer the questionnaire to the students for an instance if the

students are free or if they can buy time for answering the questionnaires.

Safety considerations for research participants, as well as researchers, are paramount

while we were conducting our survey. Researchers and respondents were required to

adhere some preventive measures including physical or social distancing, covering coughs

and sneezes, hand washing, and the use of face masks or coverings.
 17

CHAPTER IV

Presentation, Analysis, and Interpretation of Data

This chapter presents the statistical data that was gathered which are presented

under the specified research questions posted in the Statement of the Problem. Further, this

section of the study includes the corresponding data analysis and interpretation.

Demographic Profile

The following tables present the statistical summary of the demographic profile of

respondents in terms of their sex, age and the academic performance.

The table shows the demographic profile of the student respondents in terms of sex:

Table 1. The Sex of the Respondents

Sex Frequency Percentage

Female 37 61.6 %
Male 23 38.3%
Total 60 100%

Table 1 presented the distribution of the sex category. The female respondents have

a total frequency of 37 at a percentage of 61.6% On the other hand, the male respondents

have a total frequency of 23 at a percentage of 38.3%. Table 1 presented that the highest

frequency belongs to the female sex; this implies that the student respondents are mostly

composed of females.
 18

The following table shows the demographic profile of the student respondents in

terms of age:

Table 2. The Age of the Respondents

Ages Frequency Percentage

19-21 years old 2 3.33%

16-18 years old 58 96.67

Total 60 100%

Table 2 presented the distribution of the age category. The respondents that belong

to the first age group of 19-21 years old have a total frequency of 2 at a percentage of

3.33%. On the other hand, the respondents that belong to the second age group of 16-18

years old have a total frequency of 58 at a percentage of 96.67%. The highest frequency

belongs to the age group 16-18 years old; this implies that the majority of the student

respondents are young teens (Horng et al, 2001).

 19

The following table shows the demographic profile of the student respondents in

terms of academic performance:

Table 3. The Academic performance of the Respondents

Gen average Frequency Percentage

90-100 16 26.67%

85-89 21 35%

80-84 11 18.33%

75-79 10 16.67%

Below 75 2 3.33%
Total 60 100%

The table 3 shows the distribution of the General average. The highest frequency is Gen.

average 85- 89 and the lowest frequency is Gen. average below 75. This implies that majority of

the respondents are with Gen. Average 85-89.

Modular Distance Learning Approach

The following tables present the Modular Distance Learning Approach based on

the constructs posted in the survey questionnaire. The data gathered are summarized and

interpreted with the use of the average mean.

The following table shows the students respondents on their perceptions on the

modular distance learning with the use of the weighted mean. Moreover, it shows the

following legend for the range and its description: 5.00-4.21 = Strongly Agree; 4.20-3.41

= Agree; 3.40-2.61 = Neutral; 2.60-1.81 = Disagree; 1.80-1.00 = Strongly Disagree.

 20

Modular Distance Learning Approach

Statement Mean Description

This module is intellectually stimulating 3.16 Agree

There is a lot of unwanted academic pressure on me as a student 3.61 Agree

My lecturer normally gives me helpful feedback on my progress 3.16 Neutral

The workload in this module is too heavy 3.6 Agree

This module has helped me develop my ability to work as part of a 3.23 Neutral
group
Had a clear idea of where I was going and what was expected of me 3.05 Neutral

Have found this module motivating 3 Neutral

The lecturer in this module motivated me to do my best work 3.38 Neutral

This module has helped sharpen my analytical skills 3.31 Neutral

Since doing this module, I feel more confident about tackling 3.13 Neutral
problems
My module has stimulated my enthusiasm for further learning 3.18 Neutral

It was always easy to know the standard of assignments expected 3.08 Neutral

The tests and exams assessed what I memorized and not what I 3.23 Neutral
understood
felt a part of students who are committed to learning 3.16 Neutral

was generally given enough time to understand the things I had learnt 3.43 Agree

My lecturer made a real effort to understand any difficulties I had 3.35 Neutral

This module has stimulated my interest in the field of study 3.36 Neutral

This module has improved my communication skills 2.98 Neutral

The lecturer in this module is extremely good at explaining things 3.08 Neutral

Too many purely factual questions were asked 3.36 Neutral

The lecturer worked hard to make this subject interesting 3.31 Neutral

The academic expectations of me on this module were too high 3.43 Agree

This module has helped me to develop the ability to plan my own 3.41 Agree
work
 21

The volume of work in this module is too much to thoroughly 3.2 Neutral
understand it
It was made clear right from the start what is expected from me 3.4 Neutral

Total 3.26 Neutral

Note: Adapted from the University of Oxford Student Course Experience Questionnaire

Based on Table 4, the highest mean was 3.61. It implied that the students have

agreed that there is a lot of unwanted academic pressure on them as a student. The second

highest mean was 3.6 and that commensurate with the students’ agreement that the

workload on this module is too heavy. The third is with the mean of 3.43, the students

agreed that they we're given enough time to understand the things to learn and that the

academic expectations of them on this module were too high. And furthermore, with the

mean of 3.41, the students agreed that this module has helped them to develop the ability

of their own work. And with the mean of 3.4, they agreed that it was made clear right from

the start what is expected from them. The next is they agreed that the lecture in this module

motivated them to do their best work (3.38); This modules has stimulated their interest in

the field of study and the module has too many purely factual questions were asked (3.36);

The lecturer made a real effort to understand any difficulties the had (3.35); This module

has helped sharpen their analytical skills and the lecturer worked hard to make this subject

interesting (3.31); This module has helped them develop their ability to work as a part of a

group and the test and exams assessed what they memorize and not what they understood

(3.21), The volume of work in this module is too much to thoroughly understand it (3.2);

Their module has stimulated their enthusiasm for a further learning (3.18); The lecturer

normally gives them helpful feedbacks on their progress, this module is intellectually

stimulating and felt a part of the students who are committed to learning (3.16); Since

doing this module, they feel more confident about tackling problems (3.13); it was always
 22

easy to know the standard of assignments expected and the lecturer in this module is

extremely good at explaining things (3.08); This module help them to had a clear idea of

where they were going and what was expected from them (3.05); Have found this module

motivating (3) and this module has improved their communication skills (2.98).

Table 4 presented the perception of students on the Modular Distance Learning

Approach. As shown above, the grand mean was 3.26 with the Agree description. This

highly means that the student respondents agreed with the statements of view included in

the perception of the Modular Distance Learning Approach.

Table 5. The Significant Difference in the Perception on Modular Distance Learning

Approach between Female and Male Student

Sex N Mean SD P (2-tailed)

Female 37 3.2916 .1854
.185
Male 23 3.3713 .21593

Table 5 findings shows that there is a significant difference in the mean scores for

female (M = 3.3713, SD = .1854) and male (M = 3.2916, SD = .21593) respondents; P

=.185. The data results that are indicated above suggested that there is a significant

difference of perception on Modular Distance Learning Approach when the respondents

are grouped according to sex.

The following table presents the result on the significant difference in the

perception on Modular Distance Learning Approach when the respondents are group

according to age. Further, following the statistical data presented in Table 8 was derived

by using the 2 Independent Samples T-test.

 23

Table 6. The Significant Difference in the Perception on Modular Distance Learning

Approach between Age

Age N Mean SD P (2-tailed)

.
19-21 years old 2 3.35 0.042
0.42
16-18 years old 5 0.905
2.88
8

Table 6 findings shows that there is a significant difference in the mean scores for

19-21 years old (M = 3.35, SD = 0.042426) and 16-18 years old (M = 2.88, SD = 0.905097)

respondents; P =0.42. The data results that are indicated above suggested that there is a

significant difference of perception on Modular Distance Learning when the respondents

are grouped according age

Table 7. The Significant Difference in the Perception on Modular Distance

Learning between academic performance of students

Grades N Mean SD P-value

90-100 16 3.24 0.226
85-89 21 3.65 0.353
80-84 11 3.49 0.077 .581
75-79 10 3.38 0.169
Below75 2 3.42 0.084

Table 7 findings shows that there is a significant difference in the mean scores for

90-100 (M = 3.24, SD = 0.22627417); 85-89 (M = 3.65, SD = 0.353553391); 80-84 (M =

3.49, SD = 0.077781746); 75-79 (M = 3.38, SD = 0.169705627) and the below 75 (M =

3.42, SD = 0.084852814) respondents; P =.185. The data results that are indicated above
 24

suggested that there is a significant difference of perception on Modular Distance Learning

when the respondents are grouped according academic performance.

 25

CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

This chapter presents the summary of findings, conclusion, and recommendation

derived from the gathered data during the conduct of the study which dealt with the

perception of students on Modular Distance Learning at San Miguel National High School,

San Miguel Leyte in the School year 2021-2022.

Summary of Findings

Based on the data gathered and analyzed, the following results correspond to the

research questions posed in the Statement of the Problem under Chapter 1.

Demographic Profile

Sex. The first category result has shown that out of 60 students, there were 37

females which covered the majority of the students in the school.

Age. The second category result has shown that there were more students in the

first age group of 16-18 years old than the second age group of 19-21 years old. Out of 60

students, there were 58 students aged between 16-18 years old.

Academic performance. The third category result has shown that out of the 60

students, there were 21 of them got a general average of 85-89 and 2 of them got a general

average of below 75.

 26

Perception of Students on Modular Distance Learning

The result revealed that the students utilized their time on having advance and

additional information from their situation. Also, students were agreed on the idea that

things get easier in the Modular Distance Learning. In general, the students agreed with the

statements of view and they have positive perceptions on the Modular Distance Learning

Approach.

Students also agreed that one of the challenges in Modular Distance Learning is

with plagiarism and credibility issues. Students’ inappropriate approaches when they do

not understand the modules.

Students prefer were very much to use the printed modules as a tool for learn at

home. Also use online learning materials during the COVID-19 pandemic. In general, the

students are ready in Modular Distance Learning.

The Significant Difference between the Student’s Demographic Profile and

the Perception on Modular Distance Learning

Sex. The data result suggested that there was a significant difference of perception

on the Modular Distance Learning when the respondents are grouped according to their

sex.

Age. The data result has shown that there was a significant difference of perception

on the Modular Distance Learning when the respondents are grouped according to their

age.
 27

Academic performance. The result has shown that there was a significant

difference in the perception on the Modular Distance Learning when the respondents are

grouped according to their grades.

Conclusions

Based on the findings of the study, it was concluded that:

1. The HUMSS students have positive perceptions on the Modular Distance

Learning as the main learning approach during the existence of the COVID-19 pandemic.

2. The HUMSS students have acknowledged that in Modular Distance Learning,

one of the challenges in the learning setup are issues involving plagiarism and credibility

among students.

3. The HUMSS students are ready on the approach of Modular Distance Learning

with the utilization of printed modules as the primary learning tool.

4. Despite their differences in educational experiences, the high school students

shared mutual perceptions on the initial implementation of Modular Distance Learning.

Recommendations

This study revealed the perception of Teachers on the Modular Distance Learning

Thus, the following recommendations are hereby presented:

1. Students must extend their academic capacities for further learning through

printed modules.

2. Teachers should establish a good connection with their students to promote

effective learning in the distance learning setup.

 28

3. Students should widen their understanding and patience to further promote

education during the COVID-19 pandemic.

4. Students should have moral support from parents to motivate them to keep on

learning independently despite the challenges in the Modular Distance Learning setup.

5. School administrators should prioritize and monitor the well-being of the

teachers and students to support the distant instructional process.

6. Future researchers who wish to conduct a study similar to this one, they may

consider these following factors: a larger sample size; include the field of specializations

and years in teaching service under teachers’ demographic profile; select high school

institution in urban areas as the research locale.

 29

REFERENCES

Abuhassna, H. & Yahaya, N. (2018). “Students’ Utilization of Distance Learning

through an Interventional Online Module Based on Moore Transactional
Distance Theory”.https://www.ejmste.com

Alvarez, M. Y. (2021). Issues and Concerns Of Teachers In Mindanao State

University-Sulu Towards Modular Distance Learning Approach: An Analysis.
Indonesian Community Empowerment Journal.

Annong Aksan, J. (2021). View of Effect Of Modular Distance Learning Approach To

Academic Performance In Mathematics Of Students In Mindanao State
University-Sulu Senior High School Amidst Covid-19 Pandemic. Open Access
Indonesia Journal of Social Sciences..

Balderas, D. (2021, May 26). Modularized Instruction in Philippine Schools. HubPages.

http://discover.hubpages.com/education/Modularized -Instruction-in-Philippine
Schools

Berg, G. A. & Simonson, M. (2016, November 7). Distance learning. Encyclopedia

Britannica. https://www.britannica.com/topic/distance-learning

Bhandari, P. (2020, Octorber 12). Designing and Analyzing Likert Scales. Scribbr.
https://www.scribbr.com

Bornt, D. (2011, August 22). Moore’s Theory of Transactional Distance-Instructional

Design Models, Theories & Methodology. CI 484 LTech.

https://k3hamilton.com/LTech/transactional.html

Cariño, S. R. (2018, June 30). Young Professionals as the New DepEd Teachers.
PressReader. https://www.pressreader.com

Cuaton, G.P. (2020). Philippine's Higher Education Institutions in the time of

COVID-19 Pandemic. CEEOL. https://www.ceeol.com
 30

Dangle, Y. R., & Sumaoang, J. D. (2020, November 27-29). The Implementation of

Modular Distance Learning in the Philippine Secondary Schools. Retrieved from
https://www.dpublication.com

De Claro, W. N. & International Journal of Research in Engineering, Science and

Management Volume 4, Issue. (2021). View of Challenges and Barriers

Encountered by G10-Agoncillo Learners in the Implementation of Modular

Distance Learning at Taal National High School. Https://Www.Ijresm.Com |

ISSN (Online): 2581–5792.

https://www.journals.resaim.com/ijresm/article/view/1125/1090

Gerber, B. (2020). Using Transactional Distance Theory to Explore the Experiences of

Community College Students in Online Developmental Courses - ProQuest.

Gerber, Brian. The University of Memphis. ProQuest Dissertations Publishing,

2020. 27832271.

https://www.proquest.com/openview/c45dcf80bfcdf5c6b75cc9ce5a49f29c/1?pq-

origsite=gscholar&cbl=51922&diss=y

Hernando-Malipot, M. (2020, July 03). DepEd: Most Students prefer ‘Modular’ Learning

over Online. Retrieved from https/mb.com.ph

Jayani, P.G. (2021). View of Teachers' Perception On Modular Distance Learning

Apporach at Mindanao State University-Sulu: Its Readiness and Challenges.
OAIJSS - Open Acess Indonesia Journal of Social Sciences.
http://journalsocialsciences.com/index.php/OAIJSS
 31

Lacap, J. G. P. (2020, June 23). Basic Data Analysis using SPSS[webinar]. Ace It Up
Center for Learning and Development.

Lapada, A., Miguel, F., Robledo, D.A. et al., (2020). Teachers' Covid-19 Awareness,
Distance Learning Education Experiences and Perceptions towards
Institutional Readiness and Challenges. https://www.academia.edu

Lebeničnik, M., Pitt, I., & Starčič, A. I. (2015). Use of Online Learning Resources in the
Development of Learning Environments at the Intersection of Formal and
Informal Learning: The Student as Autonomous Designer. ERIC -
Education Resources Information Center. https://files.eric.ed.gov

Magsambol, B. (2020, May 28). No need to buy gadgets, printed materials will be
given – DepEd. Rappler. https://www.rappler.com

Magsambol, B. (2020, August 18). Is it safe? Teachers fear exposure to coronavirus

in modular learning setup. Rappler. https://www.rappler.com

Manlangit, P., Paglumotan, A. M., & Sapera, S. C. (2021, October 5). ‘Tagapagdaloy’:
How Filipino parents can help ensure successful modular distance learning.
FlipScience - Top Philippine Science News and Features for the Inquisitive
Filipino. FlipScience. https://www.flipscience.ph

Mbwesa, J. K. (2014, March 31). ERIC - EJ1055516 - Transactional Distance as a

Predictor of Perceived Learner Satisfaction in Distance Learning Courses: A Case
Study of Bachelor of Education Arts Program, University of Nairobi, Kenya,
Journal of Education and Training Studies, 2014-Apr. Eric.
https://eric.ed.gov/?id=EJ1055516

Moore, M. "Theory of transactional distance". Keegan, D., ed. "Theoretical

Principles of Distance Education” (1997). http://www.c3l.uni-oldenburg.de
cde › moore93
 32

Nardo, M. T. B. (2017, October 20). Modular Instruction Enhances Learner Autonomy.

American Journal of Education Research.

http://pubs.sciepub.com/education/5/10/3/index.html#:%7E:text=The%20use%20

of%20modules%20is,in%20doing%20their%20individual%20tasks.&text=It%20

directs%20students%20to%20practice%20or%20rehearse%20information.,-

To%20gain%20mastery

Novi Sad, S. (2006, December 16). Distance Learning: Practice and Dilemmas. ERIC -
Institute of Education Sciences. https://files.eric.ed.gov

Palma, A. (2021). Homeschooling and the Learning Modalities in the Philippines During

COVID-19. Academia Letters, Article 923. Https://Doi.Org/10.20935/AL923.

https://www.academia.edu/46910834/Homeschooling_and_the_Learning_Modalit

ies_in_the_Philippines_During_COVID_19

Quinones, M. T. (2020, July 3). DepEd clarifies blended, distance learning modalities
for SY 2020-2021. Philippine Information Agency. https://pia.gov.ph/news

Rhini, F. (2018). Teaching Practice in Distance Education Context. SHS Web of

Conferences.

Salamuddin, A. (2021, June 15). Comparative Analysis Of Students’ Perceptions In

Modular Distance Learning Approach Versus Face-To-Face Learning Approach

Of Mindanao State University – Sulu | Open Access Indonesia Journal of Social

Sciences. Open Access Indonesia Journal of Social Sciences - Faculty of Social

 33

Science and Political, Universitas Sriwijaya, Palembang, Indonesia.

http://journalsocialsciences.com/index.php/oaijss/article/view/57

Salkind, N. J. (2010). Encyclopedia of research design (Vols. 1-0). Thousand Oaks, CA:
SAGE Publications, Inc. doi: 10.4135/9781412961288

Sejpal, K. (2013). Modular Method of teaching. International Journal for Research in

Education. https://raijmronlineresearch.files.wordpress.com

Tašner, V., Mihelič, Ž. M., & ČEplak, M. M. (2017). Gender in the teaching profession:
university students’ views of teaching as a career. peDOCS.
https://www.pedocs.de

Tria, J. (2020) The COVID-19 Pandemic through the Lens of Education in the
Philippines: The New Normal. International Journal of Pedagogical
Development and Lifelong Learning. https://www.researchgate.net
 34

Appendix
 35

APPENDIX A.

Survey Questionnaire

PERCEPTION OF THE GRADE 11 HUMSS ON MODULAR DISTANCE

LEARNING AT SAN MIGUEL NATIONAL HIGH SCHOOL

Name: ___________________________________________________(Optional)

Part I. Students’ Profile: Please put a check (/) mark in the parenthesis that best

corresponds to your answers.

1. Gender

( ) Male ( ) Female ( ) Others, specify:_______________

2. Age

( ) 16-18 years old ( ) 19-21 years old

3. Academic Performance

( ) 90-100 ( ) 80-84

( ) 85-89 ( ) 75-79

( ) Below 75
 36

Modular Distance learning (MDL) 5 4 3 2 1

Statement
1. This module is intellectually stimulating
2. There is a lot of unwanted academic pressure on me as a student
3. My lecturer normally gives me helpful feedback on my progress
4. The workload in this module is too heavy
5. This module has helped me develop my ability to work as part of a
group
6. had a clear idea of where I was going and what was expected of
me
7. have found this module motivating
8. The lecturer in this module motivated me to do my best work
9. This module has helped sharpen my analytical skills
10. Since doing this module, I feel more confident about tackling
problems
11. My module has stimulated my enthusiasm for further learning
12. It was always easy to know the standard of assignments expected
13. The tests and exams assessed what I memorized and not what I
understood
14. felt a part of students who are committed to learning
15. was generally given enough time to understand the things I had
learnt
16. My lecturer made a real effort to understand any difficulties I had
17. This module has stimulated my interest in the field of study
18. This module has improved my communication skills
19. The lecturer in this module is extremely good at explaining things
20. Too many purely factual questions were asked
21. The lecturer worked hard to make this subject interesting
22. The academic expectations of me on this module were too high
23. This module has helped me to develop the ability to plan my own
work
24. The volume of work in this module is too much to thoroughly
understand it
25. It was made clear right from the start what is expected from me
Adapted from the University of Oxford Student Course Experience Questionnaire
37
 38

APPENDIX B.

Dear Respondents,

Good Day!

The undersigned Grade 12 STEM - Archimedes, Bahay Group of San Miguel National

High School are presently conducting a study entitled “Perception of Grade 11 HUMSS

on Modular Distance Learning at San Miguel National High School”. They are now in the

process of data gathering and you are selected as one of their respondents.

With this, they are humbly requesting your participation in the said study. Rest assured that

whatever information gathered from you in this study will be kept strictly confidential and

will be used for this study only.

Thank you in advance. Stay safe and God bless.

Respectfully yours,

Aboque, Nonilyn Obado, Maebelle

Aguirre, Jake Carlo Garciso, Ranchie

Asis, Risha Mae Garciso Aldrian

Encomio, Cristy

Noted by:

Maria Agnes Adizas

Research Adviser
 39

APPENDIX C.
January 14, 2022
Mr. Ariel O. Bague
Grade 12-STEM Adviser
San Miguel National High School
San Miguel, Leyte

Dear Ma’am,

Greetings!

The undersigned are Grade-12 STEM students, Bahay Group who are currently enrolled in
Research 2. They are now in the process of collecting data for their study entitled “Face to
Face Learning to Modular Distance Learning of the Grade-11 HUMSS Students of San
Miguel National High School”. As part of the procedure, they will need the list of the
Grade-11 HUMSS students officially enrolled in the current semester to determine and
identify who will be the respondents. With this, they are humbly requesting for a copy of
the said document (list of students enrolled in Grade-11 HUMSS Strand, School year 2021-
2022) to be used for their study. Rest assured that the document will only be used for their
study.
Thank you so much in advance. Stay safe and God bless us all.

Respectfully yours,
Nonilyn Aboque Ranchie Garciso
Cristy Encomio Aldrian Garciso
Risha Mae Asis Jake Carlo Aguirre
Maebelle Obado

Mrs. Maria Agnes Adizas

Research Adviser
 40

Appendix D.
Pilot Testing
 41

Appendix E.
Raosoft Online calculator