International Journal of Business, Law, and Education

Volume 4, Number 1, 2023

THE USE OF MODULAR DISTANCE LEARNING IN RELATION TO

THE PROBLEM-SOLVING SKILLS IN STATISTICS AND
PROBABILITY OF GRADE 11 STUDENTS

Mary Grace Villagracia Arada,1,1; Elda Beniegas Avila1,2; Jenny Ramas Balares1,3;
Natividad Carillo De Leon1,4; Maila Acompañado Quiaño1,5,*; Gina Castroverde
Somobay1,6; Julie Ann Cadicoy Suarilla1,7, Maria P. Dela Vega(PhD) 1,8
1School of Graduate Studies and Research, University of Northeastern Philippines, Iriga City, Philippines,
Doctor of Education
1Cabutagan Elementary School, Lupi, Camarines Sur
2Macalelon Central Elementary School Annex, Luctob, Macalelon, Quezon
3Sto. Niño Integrated School, Bula, Camarines Sur
4Quipayo National High School, Calabanga, Camarines Sur
5San Roque High School, Bato, Camarines Sur
6San Isidro Elementary School, Iriga City
7Del Gallego Central School, Del Gallego, Camarines Sur
8High School Department, University of Northeastern Philippines, Iriga City, Philippines

*Corresponding author’s email: [email protected]

ABSTRACT
This study determined the use of modular distance learning (MDL) in relation to
the problem-solving skills in statistics and probability of Grade 11 students in Keywords:
Bula National High School, the School year 2021-2022. It drew out the profile Modular
of the Grade 11 learners’ pre-test scores of the problem-solving skills in Distance
Statistics and probability utilizing modular distance learning in terms of Learning;
Analysis, Estimation and Approximation, Hypothesis Testing, and Applied Grade 11
math; the profile of the learners' post-test scores after their exposure to the Students;
modular distance learning; tested the significant change in the improvement Problem
brought by the utilization of MDL, and the uses of findings to apply in the Solving
lesson content and subject matter in Statistics and Probability. The study used Skills;
the descriptive-evaluative correlational method to determine the data needed Statistics Probability;
under the present investigation. Purposive and quota sampling was used. The Bula
research Subjects were the (30) Grade 11 learners of Bula National High National HS
School. Weighted Mean, frequency count, percentage, mean and MPL, and t-
test were used to treat the data statistically. The significance level was set at
0.05. It revealed that the profile of the learners' post-test scores after their
exposure to modular distance learning is satisfactory and significant
improvement existed, implying that the utilization of modular distance learning
in statistics and probability is effective.

INTRODUCTION
Education is one of the most significant factors in producing vital human
resources in nation-building. It gives light on developing the cognitive skills and
attitudes of any individual. Also, it is composed of various disciplines, which should be
taught and learned by everyone. One of the most established disciplines and is part of
every curriculum around the world is mathematics. For educators, the top priority is the
quality of students' performance to academic standards. Students' attitudes towards
mathematics education can significantly impact their engagement with math learning
and their subsequent learning and achievement of the expectations. All students must
take responsibility for their learning as they progress through elementary and
secondary school. Understanding the skills and concepts connected with learning in
the mathematics curriculum requires a commitment to learning.
Students engage in their learning and have opportunities to solve interesting and
applicable. Meaningful problems within a helpful, safe, and inclusive learning

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Volume 4, Number 1, 2023

environment are likelier to adopt practices and behaviors that support mathematical
thinking. More importantly, they are more likely to enjoy mathematics and pursue their
desire to learn maths beyond the classroom.
Face-to-face learning engagement of students and teachers within the school
has been deferred due to the COVID-19 pandemic. This pandemic has given way to
the implementation Modular Distance Learning as an urgent response to ensure
continuity of education without compromising the health of everyone. The Philippines
is in the process of adapting to the new normal form of education at present, and
continuous innovations of educators and active involvement of other stakeholders are
the driving force for its success. The fundamental purpose of this research is to find
out the challenges encountered, opinions, and recommendations of teachers, parents,
and students in implementing Modular Distance Learning in the Philippines. The
reiteration of the asynchronous and synchronous educational approach has been
widely used for modular distance learning to ensure the quality of education.
(Sumaoang 2020). According to Alcantara (2015), education is vital in everyone's life;
therefore, studying mathematics is significant in man's everyday life. To assist
students in grasping the lessons, teachers who support learning should plan and
utilize many tactics and approaches. She said that creating a learning module is a
significant amount of work a teacher would put in to help pupils learn. With this,
Alcantara (2015) also stated that modules are the most frequently accepted learning
resources. Thus, it is critical to plan ahead of time. It influences learning because the
usage of this material has already spread around the world, and its use affects the
learning process of students worldwide, particularly in the field of mathematics.
Marcelo (2021) states that as part of effective teaching practice, teachers
communicate with parents, using multiple ways and both formal and informal means to
meet the diverse needs of families and better understand students' mathematical
experiences outside of the school. In addition, teachers discuss with parents what their
children are learning in mathematics at school. Communication enables parents to
work in partnership with the school, leading to stronger connections between the
home and school to support student learning and achievement in mathematics.
(Marcelo 2021)
In Mathematics, the students' perspectives agreed on employing a modular
distant learning technique. They agreed on several advantages of this method
(Dangle, 2020). The students acknowledged that using a modular remote learning
strategy in mathematics poses minimal difficulty. Students' academic performance
improved due to mathematics's modular distance learning technique. The kids'
academic achievement was outstanding based on the percentage grade indicators.
Different studies reported the factors that influenced the achievement of distance
modular learning in mathematics education students. The results of these studies
served as focal points for improving online mathematics teaching. The study of
Wadsworth et al. (2007) disclosed that four learning strategies (motivation,
concentration, information processing, and self-testing) and self-efficacy predicted
online mathematics grade achievement. They suggested that online mathematics
educators provide real-world examples and conduct student meetings regarding
learning strategies. In a similar study, Glass and Sue (2008) showed that assignments
were the most preferred learning object and had the most impact on learning. Thus,
good practice drills and timely feedback were necessary for online mathematics
education. The findings of Wadsworth et al. (2007) and Glass and Sue (2008) are
consistent with the guidelines of Herrington et al. (2004).

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The teacher takes the responsibility of monitoring the progress of the learners.
The learners may ask for assistance from the teacher via e-mail, telephone, or text
message/instant messaging, among others. Where possible, the teacher shall do
home visits to learners needing remediation or assistance (Llego, n.d.). Printed
Modules will be delivered to students, parents, or guardians by the teachers or through
the Local Government Officials. Further, MDL involves individualized instruction that
allows learners to use Self-Learning Modules (SLMs), whether printed or in digital
format, which are centered on the Most Essential Learning Competencies (MELC)
provided by DepEd (Martinez, 2020). Teachers provide learners with the SLMs, which
include distribution and retrieval, as well as giving assessment tools to check for
understanding and provide immediate and appropriate feedback.
This study generally aims to determine the use of modular distance learning in
relation to the Problem-Solving skills in Statistics and Probability of Grade 11 Students
in Bula National High School. It would also present supporting information related to
the topic as it is an additional suggested modification in the learning content in the
problem presented. (1.) What is the profile of the Grade 11 learners’ pre-test scores of
the Problem-Solving skills in Statistics and Probability utilizing the modular distance
learning in terms of Analysis, Estimation and Approximation, Hypothesis Testing, and
Applied Math.? (2.) What is the profile of the learners' post-test scores of the problem-
solving skills in Statistics and Probability after their exposure to the modular distance
learning? (3.) What are the significant change/s in the improvement of problem-solving
skills brought by the utilization of modular distance learning among Grade 11
Learners? And lastly, (4.) How can these findings be used to apply to the lesson
content and subject matter in Statistics and Probability?

METHOD
The researcher studied the Problem-Solving skills in Statistics and Probability
of Grade 11 Students in Bula National High School, Schools Division of Camarines
Sur. The researcher used the descriptive-evaluative-correlational method to determine
the data needed under the present investigation.
Respondents
The respondents were the thirty (30) Grade 11 Students in Bula National High
School, Bula Camarines Sur. These respondents were taken for the School year
2021-2022.
Data gathering instrument
A structured teacher-made test was employed to collect the information.
Part I dealt with analysis, Part II dealt with estimation and approximation, Part III
with hypothesis testing, and Part IV with applied mathematics. This research
covered a total of 30 exam papers. Several master teachers from Bula National
High School's Mathematics Grade 11 proofread and approved the test. If the test
was gathered for the enhancement of the instrument, the instrument's
dependability was assessed after the validation, suggestions, and
recommendations on each item.
Data analysis
Mean and mean proficiency level was used to generate the level of
participation of Grade 11 Students in Bula National High School. It was interpreted
using the following scale:
Mean Proficiency level Rating Scale. This was used to evaluate the pre-
test and post-test of the learners developed. The following rating scale was used:

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Scale Interval Verbal Interpretations

5 90 and above Outstanding (O)
4 80-89 Very Satisfactory (VS)
3 74-79 Satisfactory (S)
2 66-73 Fairly Satisfactory (FS)
1 65 and below Needs Improvement (NI)

The researchers sent a letter of approval to the school head of Bula

National High School for permission to conduct the test for the Use of Modular
Distance Learning in Relation to Problem-Solving Skills in Statistics and
Probability of Grade 11 Students in Bula National High School. In addition, the
researchers wrote a letter to the Superintendent of Public Schools in the district,
requesting that the test for the Use of Modular Distance Learning in Relation to
Problem-Solving Skills in Statistics and Probability be conducted.
Sampling Technique
The purposive and quota sampling were used in the choice of the locale of
the study, which is the Bula National High School. A total enumeration was
employed in selecting the Grade 11 learners as respondents under study.

RESULTS AND DISCUSSION

Part 1. The Profile of the Learners' Pre-Test Scores of the Problem-Solving Skills
Utilizing the Modules

At this premise, the researcher determined the profile of the learners’ pre-test
scores of the problem-solving skills utilizing the modules along with analysis,
estimation and approximation, hypothesis testing, and applied math. The mean and
mean proficiency levels were determined. The performance levels were interpreted as
outstanding, very satisfactory, satisfactory, fairly satisfactory, and need improvement.
Table 1 shows the results.

TABLE 1: The Profile of the Grade 11 Students in Problem Solving Skills Pre-Test Scores
Skills Bula National High School
Mean MPL INT
1. Analysis 9.50 63.33 NI
2. Estimation & Approximation 7.37 73.67 FS
3. Hypothesis Testing 6.53 65.33 NI
4. Applied Math 9.73 64.88 NI
Average Mean 66.02 FS
As viewed in the tabular presentation, the pre-test scores of the 30 Grade 11
learners of Bula National High School obtained the mean for analysis of 9.50 while the
mean proficiency level was 63.33, for estimation and approximation, the obtained
mean was 7.37, and the proficiency level was 73.67, for hypothesis testing the
obtained mean and proficiency level were 6.53 and 65.33 respectively and the last
skill which was applied big math schools got 9.73 as the mean and 64.88 as the mean
proficiency level. Based on the school's data, the average mean for the pre-test
obtained by the Grade 11 senior high school students of Bula National High School in
problem-solving skills was 66.02 or "Fairly Satisfactory."

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As disclosed by the table, it can be seen from the preceding data that most of
the respondents of the School were good in Estimation and Approximation. But since
the group did not meet the desired level of performance of 75%, there is a need to
impose programs or strategies to improve the problem-solving skills in statistics and
Probability of the Grade 11 students in Bula National High School. Further, this was
supported by the research report of Alcantara (2015) that materials usage has already
spread worldwide. Its use affects students' learning process worldwide, particularly in
the field of mathematics. To assist students in grasping the lessons, teachers who
support learning should plan and utilize many tactics and approaches.

Part 2. The profile of the learners' post-test scores of the problem-solving skills in
Statistics and Probability after their exposure to the modular distance learning

Table 2 discloses the test results of the 30 Grade 11 Students as the

respondents in Bula National High School on the given problem-solving skills post-
test.

Table 2: The Profile of the Grade 11 Students in Problem Solving Skills Post-Test Scores

Skills Bula National High School

Mean MPL INT
1. Analysis 11.73 78.22 S
2. Estimation & Approximation 8.00 80.00 VS
3. Hypothesis Testing 8.07 80.67 VS
4. Applied Math 11.43 76.22 S
Average Mean 78.78 S

For Analysis skills, the mean and proficiency levels were 11.73 and 78.22. At
the same time, for estimation and approximation, they had 8.00 and 80.00,
respectively. For hypothesis testing, there were 8.07 as the mean and 80.67 as the
proficiency level; for applied math, the obtained mean was 11.43 and the proficiency
level 76.22. It can be noted that the average mean of the whole test for the post-test
results was 78.78, which was marked as "satisfactory."
Gleaned from the data, it is worth noting that the problem-solving skills in
statistics and probability of the Grade 11 students in Bula National High School had
improved significantly. This is a valuable achievement of the said group of learners to
raise their ability to solve problems and make sound judgments. Indeed, the utilization
of modules plays an important role in helping learners to solve problems
mathematically by enhancing their background knowledge and fostering their ability
and commitment to quality thinking.
The module is a complete and independent unit and consists of any learning
activities organized to help learners in order so they can get their goals that are
formulated specifically and clearly. Supported by Marcelo (2021) and (Dangle, 2020),
as part of effective teaching practice, teachers communicate with parents, using
multiple ways and both formal and informal means to meet the diverse needs of
families and to better understand students' mathematical experiences outside of the
school and students should acknowledge that the use of a modular remote learning
strategy in mathematics poses minimal difficulty. Students' academic performance
improved due to mathematics's modular distance learning technique.
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Part 3. The significant changes in the improvement of problem-solving skills brought

by the utilization of modular distance learning among Grade 11 Learners

To determine if there is a significant change in the improvement of problem

skills brought about by utilizing the modules based on the pre-test and post-test
results. Hence, the t-test for the independent correlated sample was utilized. The
results are presented in Table 3.

TABLE 3: Test of Significant Change in the improvement of problem-solving skills

brought by the utilization of modular distance learning among Grade 11 Learners

Indicators Bula National High School

Analysis Estimation & Hypothesis Applied
Approximation Testing Math
Mean 11.73 8.00 8.07 11.43
Mean Performance Level 78.22 80.00 80.67 76.22
Degrees of Freedom 29
t-computed value -5.3982
t-tabular value 2.045
Decision on H1 accepted
Level of significance 0.05

Contained in the table were the Mean and Mean Proficiency level of the
different abilities among the grade 11 learners of Bula National High School, the
degrees of freedom, and the Computed and tabular t values at 0.05 level of
significance.
Consequently, the data revealed that the computed t-Test value of -5.3982 was
beyond the tabular t value of 2.045 at a 0.05 level of significance with 29 degrees of
freedom. Thus, the researcher's alternative hypothesis was accepted, indicating that
significant improvement existed. This further implies that the utilization of modular
distance learning in statistics and probability is effective. When the role of teachers is
to facilitate rather than to teach, learners are expected to be independent, self-control,
and assess their thinking. Learners are taught to be able to identify and analyze the
information in a situation, especially when the situation is complex and ambiguous,
and learners can analyze the information to assess the justification. Therefore, there is
a significant change in the improvement of problem-solving skills in statistics and
probability brought about by the utilization of modular learning among Grade 11 Bula
National High School learners.
These findings agreed with the results of Cassibba (2020) that besides relaying
mathematical information, students must become independent learners, critical
thinkers, and problem solvers; through the use of a modular approach, those are skills
that students can transfer to other areas of their life outside of the classroom it can
also support the development of the ability to think creatively, critically, and logically,
the ability to structure and organize and the ability to process information.

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Part 4. Application of findings in the content and subject matter In Statistics and
Probability

In the light of the study's findings, the following applications were arrived at: (1)
The students' performance in Statistics and Probability, particularly in problem-solving,
should be monitored and evaluated by their teachers to determine their strengths and
weaknesses. (2.) All students take responsibility for their learning as they progress
through elementary and secondary school. Understanding the skills and concepts
connected with learning in the mathematics curriculum requires a commitment to
learning. (3.) Students who are engaged in their learning and have opportunities to
solve interesting, applicable, and meaningful problems must adopt practices and
behaviors that support mathematical thinking. (4.) Teachers who support learning
should plan and utilize many tactics and approaches to assist students in grasping the
lessons. (5.) The use of modular distance learning in this pandemic creates intellectual
inquiry, allowing learners to form ideas, take risks, make mistakes, critically think, fix
mistakes, and learn how to solve those mistakes. (6.) Module writers must be provided
with adequate training to produce self-learning modules that give an ideal opportunity
for learners to learn and practice problem-solving skills. (7.) School heads and
Department heads should implement policy changes designed to improve schools
through their facilities, learning materials, and equipment while aiming to improve
students' performance.

CONCLUSION
The findings show that the 30 Grade 11 learners of Bula national high school
have the general average mean proficiency level of 66.02 on the pre-test scores in
problem-solving skills of the Grade 11 students utilizing the modular distance learners,
which is marked as fairly satisfactory. However, after their exposure to modular
distance learning, they obtained 78.78, which was marked as satisfactory and
indicated a significant improvement. This is a valuable achievement of the said group
of learners to raise their ability to solve problems and make sound judgments. The
utilization of modules plays an important role in helping learners to solve problems
mathematically by enhancing their background knowledge and fostering their ability
and commitment to quality thinking. In the light of the Hypothesis testing indicating that
significant improvement exists, the alternative hypothesis is accepted. There is a
significant change in the improvement of problem-solving skills brought by using
modular distance learning among Grade 11 Learners. Through the use of the modular
approach, those are skills that students can transfer to other areas of their life outside
of the classroom. It can also support the development of the ability to think creatively,
critically, and logically, structure and organize, and process information. This will imply
that using modular distance learning in statistics and probability is effective. And
Lastly, in the application of the findings to be used in the subject matter, it is highly
marked that role of the teacher is to facilitate rather than to teach; learners are
expected to be independent, have self-control, and assess their thinking. Learners are
taught to identify and break down the information in a situation, especially when the
situation is complex and ambiguous. Learners can analyze the information to assess
the justification.
Furthermore, in the light of the findings and conclusions, it is highly
recommended that the learners' problem-solving skills utilizing the modules be further
enhanced; teachers and module developers should plan and prepare holistically to

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facilitate learners in analysis, estimation approximations, hypothesis testing, and

applied math, Teachers should Continue to monitor students’ performance in order to
ensure that their skills are progressing, Teachers and module developers should
integrate into the modules learning activities based on inquiry method, etc. that are
consistent with the development of problem-solving skills of learners and the findings
to be used should be considered and adopted by the teachers in order to ensure that
the problem-solving skills of the students will be enhanced.

Acknowledgment
The researchers would like to extend their sincere gratitude and appreciation to the
following people to whom they are indebted for the realization of this research. Dr.
Ernie Avila for imparting to use his expertise in the field of research and his confidence
in the researcher's ability to undertake this study, for his time and unselfish extension
of his professional skills and expertise in order to make this research worthwhile; Dr.
Maria P. de la Vega, editor for helping them finalize these papers, for their criticism
and honest suggestions, which made this study a success. The principal of Bula
National High School, Dr. Fe F. Peralta, SP II, to the Grade 11 Advisers for letting
them respond to this study. To the groupmates, for their kindness and compassion,
and always being willing to listen and support through ups and downs; And above all,
to the Almighty God, for giving them perseverance, talent, and determination to
complete this research.

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