Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Modular learning has been around for a few years now, with its purpose varying
from one another, such as whom and what it is intended for. Its aims depend on the
expected learning outcomes, be it in developing a skill or an understanding about a
specific area of knowledge. An example is an Interactive Qualifying Project by the
students from Worcester Polytechnic Institute which was carried out with the Maria Amor
Foundation in Cuenca, Ecuador. This foundation desires to help women who escaped
domestic violence. In their branch, Mujeres con Exito, with the aim of reinforcing women
with skills which could better their opportunities, put up a computer center. But they
unfortunately didn’t know how to use computers. So the students from Worcester
Polytechnic Institute were asked to create a module about digital literacy which can be
distributed in future workshops. (Bimonte et al., 2018)

With this on-going pandemic, face-to-face learning can’t be made possible, though
there is another method that is online learning. But with the case of everyone not having
or having limited access to the internet, Department of Education proposed other
modalities, and one of which is modular learning. In this, students will have the module
delivered to their homes or be handed out to the parents or guardian of the students.
These modules contain the lessons, activities and tasks they need to do and are given
once a week.

Modular learning teaching works by providing printed materials like modules and
activity sheets which will be provided by the teachers and will be given to the parents or
guardians of students once a week. And a week is a common module length, but it can be
shorter or longer depending upon the content and your teaching style. These contain
different activities, discussions, and performance tasks which the students need to
accomplish on their own. Modular learning works by also involving individualized
instructions that learners use self-learning modules (SLMs) in print or digital format,
whichever is applicable in the context of the learner. CDs, DVDs, USB storage, and,
computer-based applications can all be used to deliver e-learning materials, including
offline E-books. The modular approach is that parts of the course can be used and reused
elsewhere in other courses. Courses that are already in a modular format are ultimately

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more flexible and easier to convert for delivery in other formats. The teacher takes the
responsibility of monitoring the progress of the learners. Any member of the family or other
stakeholder’s community needs to serve as para-teachers.

In the Curriculum and Instructional Materials Centre’s Guide to Developing

Modules for Self-Paced Learning (2018), it was stated that to be really effective, self-paced
learning modules should have the characteristics of being logical, self-contained,
comprehensive and cohesive.

According to an essay written by Merlina-Hernando-Malipot and published on the

Manila Bulletin; of all the alternative learning systems that the Department of Education
has put out, the most preferred way of learning was actually modular distance learning.
Based on the fractional results of the Learner Enrolment and Survey Forms (LESFs)
distributed during the enrolment period of students in the Philippines, it stated that around
7.2 million enrolees preferred to use modular distance learning, TV & Radio broadcast
guidelines and other modalities. Meanwhile only 2 million enrolees favoured online school
learning for the school year 2020-2021. To break down the info gathered from the survey,
around 3,885,427 learners opted to or gave more praise to the idea of modular learning.
While 2,074,010 learners leaned towards the idea of online schooling. Then there were
the remaining 1,940,054 students who liked the concept of a combination mode of learning
which was to be done both on face to face basis and other modalities. A total of 744,648
learners however, said that they wanted to use their television as a way of learning.
Whereas 358,270 preferred radio-based instruction.

But the problem that this research is really aiming to answer is if the students
themselves are actually learning from the Modular Program. It’s already hard enough that
they do not have a teacher to guide them anymore. The only aid that they are getting is
from the teachings and instructions found in their modules. We hope to determine if the
students are really learning by studying the topics inside of these modules all by
themselves. This is our number one query; which will hopefully be answered and
determined by this research.

Statement of the Problem

The study aims to determine if the senior high school students of Merry Child
School S.Y. 2020-2021 are learning from the Modular Distance Education. Moreover, it
also focuses on answering the following questions:

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 1. What is the profile of the respondents in terms of the following:
a) Age
b) Gender
c) Grades in the First Semester
2. Are the students able to manage their time whilst studying remotely with modular
distance education?
3. Is there a significant relationship between modular learning and its effect in terms
of the academic performance of the senior high school modular students?

Significance of the Study

The results of the study will be of great benefit to the following:

School Administration. They will gain insight on what is lacking in modular learning and
how to deal with it in the future. And to also avoid the mistakes they did on this current
school year.

Students. The results will provide the students with some knowledge of how effective
modular learning really is, and whether they should take on modular learning.

Parents. The research benefits the parents of the children who are planning to enrol their
children with Modular Distance Learning; and to those who are questioning the
effectiveness of this mode of learning.

Teachers. The given data will provide the teachers with information on their activities in
the modules over whether it is effective the modular students. And what they can improve
on their part.

Future Researchers. This research will be a useful reference for the researchers who
would plan to make any related study precisely on Modular Distance Learning and its
Effectiveness to students’ Academic Performance.

Scope and Delimitation

The data collection of the researchers will start in January 21 2021 up to January
28 2021. The study will be conducted in Merry Child School, Zone 7 Bulua, Cagayan de
Oro City. The respondents of this research are limited only to Grade 11 and Grade 12
students of Merry Child School who are currently taking modular learning for the S.Y.
2020-2021 and it will only focus on the academic performance on the first semester. This

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research aims to determine the effectiveness of Modular Learning Education (in Merry
Child School) in terms of the students’ current grades; and by taking into account their
academic performance and other factors that might hinder their understanding of their
strand.

Definition of Terms

For better understanding of this study, the following terms are defined in the
context of this research.

Academic performance - Means the knowledge, grades and skills that students have
mastered in a subject or a course.

Age - This variable applies to the years of existence of the participant.

Compact disc (CD) - A disc used to store and retrieve data wherein the data can be
read using reflected laser light.

Curriculum – This refers to an interactive learning system with a collection of lessons,

assessments and academic content. This serves as a central guide to educators.

Digital video disc (DVD) - A disc that is capable of storing larger amounts of data
compared to the typical compact disc.

E-learning - This refers to electronic learning where knowledge is acquired through

electronic devices and media. E-learning materials include electronic books and
educational videos.

Gender - This variable refers to the femininity or masculinity of the respondent.

Modular learning - It is quite opposite of the face to face class. Its aim focuses more
on aiding students with a module from the school, which contains topics and activities.

Pandemic - It refers to a worldwide occurrence of a disease outbreak.

Para-teacher - This refers to an educational worker who is not licensed to teach, and
instead helps out in providing support to students and assisting a teacher.

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Senior High School – This refers to the last two years of the K to 12 program that has
been implemented by the Department of Education here in the Philippines since 2012
namely, grades 11 and 12.

Strand – A system where senior high students are aligned according to their chosen
field of study and expertise. There are currently 3 strands to choose from in Merry Child
School, which are ABM, STEM and HUMSS.

Universal Serial Bus storage (USB) - This is an external data storage device that
uses flash memory and is plugged into a USB port.

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 CHAPTER 2

RELATED REVIEW LITERATURE AND STUDIES

This chapter aims to presents the different literatures that are all vital to our

research.

The topic of modular learning and its purpose as a whole is actually not that new.

It may be jarring considering what we are facing right now with the pandemic and all; but

the process of which when it comes to teaching students in this manner, has actually been

tackled already. Here are some of the review of related literature regarding on our topic.

Related Studies in Foreign Setting

Modular Technology Education or MTE is defined as a “self-contained instructional

system for self-directed, individualized instruction.” To put it simply, modular learning was

initiated as a way for students to achieve the act of self-learning and comprehension. It

was demarcated as a curriculum provided by a commercial vendor in which students learn

about an area of technology by: participating in interactive media presentations, following

instructions in workbooks, writing responses in student journals, and experimenting and

building projects. But to truly determine the prevalence of modular teaching, a number of

strategies was ensued in the public schools. Namely monitoring the relative marks of the

modular students and their subsequent performance in terms of academic tasks.

(Weymer, 2002)

Weymer (2002) observed that a variance in the students' ability to master the

learning tasks was subjected even through modular learning. Some students still excelled

in modular programs while others particularly struggled with it. Especially on the academic

ability of the students, which pertained more on the verbal and quantitative scores of the

students’ tests. More so, the research brought into light the idea that some students

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actually had prior knowledge before taking up the class. Which may have been the reason

as to why a number of the selected respondents excelled more than the others.

Barnett et.al (2004) argued that the curriculum receives scant regard in current

debates about teaching and learning in higher inculcation but suggests that this may cause

vicissitude in the context of quality assurance mechanisms and benchmarking. Modular

teaching is a new approach in classroom settings. The system of taking in modules has

turned into a piece of all levels of instructions. Teaching through modules is a self - taking

process; wherein the student manages one particular topic/ unit per subject. It could be

utilized within any setting helpful to the learner and may be finished at the learner's own

particular pace.

According to Salandanan (2009), self-instructional assets are those which are

described to be self-contained, and the manner of presentation is such that getting to

recognize things can be undertaken individually or in small groups. These elements are

most efficacious in individualized practice programs. The self-instructional module helps

in supplying remedial training for gradual newcomers; and enrichment substances for

quick learners. With the use of one, the scholar is allowed sufficient time and help to finish

the prescribed activity to recognize ventures at his personal pace. The lesson will surely

be enjoyed and the experience gained will be satisfying.

In the study of Sadiq and Zamir (2014), they determined the effectiveness of

modular approach in teaching to evaluate the performance of the students and to ascertain

if it is more effective than the traditional ways of teaching. The data was collected from 30

university students who were taking Masters in Educational Planning and Management.

They were divided into two groups, which consisted 15 each, the experimental and control

group. The data was then analysed and interpreted using mean, standard deviation and

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t-test. From the results, it was seen that the modular approach is more effective compared

to the usual way of teaching, adding the fact that students can learn at their own pace. It

was also said in their study that modular approach is capable of satisfying the diversified

needs of students in all levels when it comes to learning.

The study investigated about the strategic impact of modules based on perfection

and investigation, if it affected a student’s achievements and whether it had a positive or

negative impact on understanding chemical concepts. The sample consisted of 90

students which were divided into three groups: the first experimental group studied with

the perfection teaching modules, while the second studied with investigation study, and

lastly, the third group studied in the conventional method. (Rababeh, 2007)

The data analysis that was conducted in the research displayed variances with

the statistical significance over the level amongst the students’ marks from the three

groups. Meaning that each and every individual that was subjected in the study had

showed immense difference over their marks based on what mode of education they

employed. (Rababeh, 2007)

Research also shows that students have different preferences and strengths in

how they take in, and process, information. These preferences are sometimes referred to

as learning styles and are used to describe and help us understand the different ways in

which different students learn. Some learners may be very receptive to visual forms of

information such as pictures and diagrams, whilst others prefer written and spoken

explanations. Some people prefer to learn actively and interactively, while others work

better on their own. The idea of learning styles usually refers to a preferred way of learning.

It implies that each individual has a natural inclination toward learning of some kind and,

that if that preference can be identified, teaching and learning experiences can be

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provided to help that person learn more effectively. It is important that learners are able to

make use of all their senses when gathering, processing and recalling information. Despite

mixed reactions to modules from both instructors and students, the module-based

sections reported other salutary outcomes, including (on average) greater student

enthusiasm, less absenteeism, and greater retention of content knowledge in subsequent,

advanced courses (Cheng & Abu Bakar, 2002).

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Related Literature in Local Setting

A study conducted by Dimausay (2009) stated that MOODLE or Modular Object

Oriented Dynamic Learning Environment, which is a free and open-source e-learning

software platform that is a type of a Course Management System (CMS), Learning

Management System (LMS) or Virtual Learning Environment (VLE) was introduced in a

university in the Philippines. It was designed to help educators create online courses with

opportunities for rich interaction. Its open source license and modular design mean that

people can develop additional functionality. Development is undertaken by globally

diffused network of commercial and non-commercial users particularly streamlined by the

MOODLE Company.

In the study, it was actually pertained that the use of MOODLE was not that

effective. Except of course with the freshmen who had previous lessons that did not

consist of modular learning. The freshmen students excelled quite impressively. But other

than that, those who were at the higher level struggled with understanding the discussion

based on the test scores they were displaying. (Dimausay, 2009)

Yazon (2018) conducted a research which sought to validate and determine the

modules effectiveness. The researcher had 45 randomly selected second year College of

Teacher Education's students as the respondents, who used module in their Assessment

of Students' Learning 1 class. In the whole semester, they were given pre-test and post-

test in every lesson that was included in the module. They were also given questionnaires

checklist in order to validate the developed module with the criteria according to Specific

Objectives, Content, Language Used, and Evaluation Activities. The findings were mostly

positive with objectives being realistic, the content being well explained, the language

used being grammatically correct, and evaluation activities being congruent to the

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objectives. It was also seen from the results that the students’ post-test scores were higher

than their pre-test scores. And because it showed that they performed better in the post-

test, the study then concluded that the module in Assessment in Students' Learning 1 was

effective.

Aggabao (2002) also made a study aimed at developing individualized self-

instructional modules on selected topics in Basic mathematics for instructional use at the

Teachers College in Isabela State University. After making use of the experimental

method, concluded that instructional materials used at the college for Basic Mathematics

are adequate and were excellently designed for self-instruction. And that instruction

through self-instructional materials is as effective as the prevailing teaching method of

instruction. The students as well as teachers generally had a positive attitude toward the

use of individualized, self-instructional materials as a mode of instruction in Basic

Mathematics.

Riasat (2005) averred that modifying instruction by using a variety of

techniques – tutorial, group, text, module and media – can benefit students’

comprehension and thus, increasing their performance. Modular instruction allows

students to learn at their own pace and according to their individual capacities. In spite of

the fact that students are now facing in this pandemic; there are still factors to be

considered on the performance of students like their background regarding the basic

knowledge of the subject. The module relies on their knowledge and patience to teach the

student whatever concept they don't understand. Modular learning was the Band-Aid

solution to these economic shortcomings. But what they failed to consider (or refused to

acknowledge) is that every student's home life is different. Once modules have been

answered and delivered to the teacher, students only have to worry about the next

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modules coming in. Therefore, the modular approach becomes an endless stream of

paperwork for both the student and the teacher with no way of knowing its effectiveness.

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 CHAPTER 3
RESEARCH METHODOLOGY

This chapter presents and discuss the research design, its subject and the
methods used in conducting the research.

Research Design
This study will use a quantitative research design and will primarily subjugate the
set of questions by the use of a case study. And the purpose of this study will be to gain
insight into the academic performance of the Senior High School Modular Students of
Merry Child School in their First semester for the School Year 2020-2021.
Source of the Data
The data was collected from the 29 respondents selected from the Senior High
School students of Merry Child School under the Modular Learning for the School Year
2020-2021.
Locale of the Study
The research was issued in Merry Child School, Zone 7 Bulua, Cagayan de Oro
City.
Research Methodology
This study used the universal sampling method. Meaning that only a set number
of students answered our survey; i.e. the senior high school modular students. We then
used google forms to create our survey form, and issued it out accordingly to the set
targeted individuals.
Research Instruments
The research pertains using survey questions as a way to collect data from the
respondents. The study will use google forms to issue the sets of questions towards the
respondents. Sets of questions are posed to each interviewee and responses are then
recorded afterwards.
Statistical Tool
In order to answer the first question which is primarily about the profile of the
students, simple percentage is used to analyse the data.
Wherein;

P= Percentage

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T= Total number of sample space
R= Raw number
N = total number of respondents
Additionally; we also used and employed the mode of correlation, in order to
determine if there is a significant difference in terms of the academic performance of the
modular senior high school students, in studying their modules.

Sample Survey Questionnaire

Name:
Gender:
Age:
Grade Level:
1. How do you feel overall about distance education?
 Poor
 Below Average
 Average
 Good
 Excellent
2. How much time do you spend each day on an average on distance education?

 1-3 hours
 3-5 hours
 5-7 hours
 7-10 hours
 10+ hours
3. How helpful has your [School or University] been in offering you the resources to learn
from home?

 Not at all helpful

 Slightly helpful
 Moderately helpful
 Very helpful
 Extremely helpful
4. How well could you manage time while learning remotely? (Consider 5 being extremely
well and 1 being not at all)

 1

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  2
 3
 4
 5
5. How would you rank how well the activities helped you to better understand the
technology you were studying? (Consider 5 being extremely well and 1 being not at all)

 1
 2
 3
 4
 5
6. Did the activities in the modules improve your skill?

 Yes
 No

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 CHAPTER 4
PRESENTATION AND INTERPRETATION OF DATA

This chapter focuses more on explaining the data that the researchers gathered in
their survey. The respondents that participated are the Grade 11 and 12 modular students
of Merry Child School.
This chapter deals with the number and percentage, analysis and interpretation of
the gathered data about; the effectiveness of modular learning in terms of the academic
performance of the senior high school modular students.
The respondents, who are part of this research, are the grade 11 and 12 modular
students from section, Aquinas, Descartes, Socrates and Confucius of Merry Child School
S.Y. 2020-2021.

Table 1.1: The Profile of the Respondents in terms of Gender

GENDER # OF RESPONDENTS PERCENTAGE

MALE 20 69%

FEMALE 9 31%

TOTAL 29 100%

Table 1.1 flaunts the total number and percentage of the male and female

respondents from the senior high school modular students in Merry Child School. There

are 20 male and 9 female respondents for a total of 29 respondents. Amongst our

respondents; Male has the highest percentage (69%) compared to the percentage of

female (31%). This table implies that majority of the respondents are male.

Table 1.2: The Profile of the Respondents in terms of Age

AGE # OF RESPONDENTS PERCENTAGE

16 2 6.9%

17 18 62%

18 7 24.1%

19 1 3.4%

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 24 1 3.4%

TOTAL 29 100%

Table 1.2 presents the profile of the respondents in terms of their age. Based on
the table, there are 2 respondents who are 16 years old, 18 of the respondents who are
17 years old, 7 respondents who are 18 years old and there are is 1 person who fell on
19-24 years old sector. Respondents who are 17 years old are the majority with a
percentage of 62%, it is followed by respondents who 18 years old, which comprises
24.1% of the total population, and respondents who are 19-24 years old are the minority
within the group, they comprise 3.4% of their total population.

The data implies that majority of the respondents are in the age range of 17 years
old.

Table 1.3 The Number of Respondents in terms of their Grade in the first semester.

Description Grades Percentage

Outstanding 0 0
(90-100)
Very Satisfactory 2 6.90%
(85-89)
Satisfactory 21 72.41%
(80-84)
Fairly Satisfactory 6 20.69%
(75-79)
Below 0 0
(75)
Total: 29 100%
Table 1.3 shows the academic performance of the respondents in their first
semester, based on the table it is shown that most of the respondents got a “Satisfactory”
grade in the first semester which comprises 72.41% of the total population, it is followed
by respondents who got “Fairly Satisfactory”, they comprise 20.69% of the total population,
and the least are the respondents who got “Very Satisfactory”, they comprise 6.90% of the
total population.
This table implies that majority of the respondents got a “Satisfactory” grade in
their first semester.

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 Table 2: Respondents answers on How They Feel about Distance Education

Description Grade Poor % Below % Avera % Goo % Excellent % Total

Avera ge d
ge
Outstanding 0 0 0 0 0 0 0 0 0 0 0 0
(90-100)
Very 2 0 0 1 50% 1 50% 0 0 0 0 100
Satisfactory %
(85-89)
Satisfactory 21 2 9.52 7 33.33 9 42.86 3 14.29 0 0 100
(80-84) % % % % %
Fairly 6 0 0 5 83.33 1 16.67 0 0 0 0 100
Satisfactory % % %
(75-79)
Below 0 0 0 0 0 0 0 0 0 0 0 0
(75)
Total 29 2 6.90 13 44.83 11 37.93 3 10.34 0 0 100
% % % % %

Table 2 showcases the results of the answers of the respondents with regards to
how they overall feel about distance education. As you can see in the table, there are zero
respondents who fit the category of being outstanding in terms of their grade; however
there are 2 who fit the category of very satisfactory. One of them answered in the clause
of “below average” while the other answered with “average”, which perfectly curtains with
a 50-50 percentage division. Meanwhile, on the satisfactory side, there are actually 21
respondents who fit the criteria. 2 of which answered with “Poor” which adds up to 9.52%,
7 answered with “below average” which suffices to 33.33%, 9 answered with “average”
which sums up to 42.86% and finally, 3 of the respondents actually answered with “good”
which equates to 14.29%. In the fairly satisfactory section; 6 of our respondents actually
fit the criteria, with 5 of them answering with “below average” which equals to 83.33% and
1 of them answering with “average” which pertains to 16.67%. Lastly, there are no
respondents who fit the category of below in terms of their grades in our research.
This implies that a majority of the respondents fall on the “below average” category
in terms of how they feel about distance education.

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 Table 3: Respondents’ responses towards how much time they spend each day on

average with Distance Education

Description Grade 1-3 % 3-5 % 5-7 % 7-10 % 10+ % Total

hours hours hours hours hours

Outstanding 0 0 0 0 0 0 0 0 0 0 0 0

(90-100)

Very 2 0 0 1 50% 1 50% 0 0 0 0 100%

Satisfactory

(85-89)

Satisfactory 21 9 42.86% 9 42.86% 3 14.28% 0 0 0 0 100%

(80-84)

Fairly 6 4 66.67% 2 33.33% 0 0 0 0 0 0 100%

Satisfactory

(75-79)

Below 0 0 0 0 0 0 0 0 0 0 0 0

(75)

Total 29 13 44.83% 12 41.38% 4 13.79% 0 0 0 0 100%

Table 3 shows the result of the answers of the respondents about how much time

the respondents allocate each day on average with distance education.

In this table, it shows that there are “0” outstanding respondents. However “1” of
the very satisfactory respondents answered 3-5 hours that comprises to 50% and the other
“1” answered 5-7 hours which also comprises to 50% which is equivalent to 100%. “9”
satisfactory respondent answered 1-3 hours that comprises to 42.86%, “9” answered 3-5
hours also comprises to 42.86% and “3” answered 5-7 hours that comprises to 14.28%
which is equivalent to 100%. “4” of the fairly satisfactory respondents answered 1-3 hours

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 that comprises to 66.67% and “2” answered 3-5 hours that comprises to 33.33% which is
equivalent to 100%. Lastly there “0” below respondents.
This implies that a majority of the students only spend 1-3 hours in studying.
Table 4: Respondents’ responses towards on how helpful has your (School or

University) been in offering the resources to learn from home

Description Grad No % Slightl % Moderatel % Very % Extrem % Total

e t at y y ely
All
Outstandin 0 0 0 0 0 0 0 0 0 0 0 0
g
(90-100)
Very 2 0 0 1 50% 0 0 1 50% 0 0 100%
Satisfactor
y
(85-89)
Satisfactor 21 0 0 9 42.86 11 52.38 0 0 1 4.76 100%
y % % %
(80-84)
Fairly 6 0 0 2 33.33 3 50% 1 16.67 0 0 100%
Satisfactor % %
y
(75-79)
Below 0 0 0 0 0 0 0 0 0 0 0 0
(75)
Total 29 0 0 12 41.38 14 48.27 2 6.90 1 3.45 100%
% % % %

In this table, it shows that there are “0” outstanding respondents. However “1” of the
very satisfactory respondent answered slightly helpful that comprises to 50% and the other
“1” respondent answered very helpful that is also comprises to 50% which is equivalent to
100%. On the other hand, “9” satisfied respondents answered slightly helpful that
comprises to 42.86%, “11” answered moderately helpful that comprises to 52.38% and
only “1” satisfied respondents answered extremely helpful that comprises to 4.76% which

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 is equivalent to 100%. “2” of the fairly satisfactory respondents answered slightly helpful
that comprises to 33.33%, “3” of the respondents answered moderately helpful that
comprises to 50% and “1” answered very helpful that comprises to 16.67% which is
equivalent to 100%. Last but not the least there are “0” below respondents.
This implies that majority of the students think that the school has been moderately
helpful in terms of providing resources to learn from home.
Table 5: Respondents answers on How Well they Manage time whilst Learning at
Home (Consider 5 being extremely well and 1 being not at all)

Descripti Grades Option % Option % Option % Option % Option % Total

on 1 2 3 4 5
Outstan 0 0 0% 0 0% 0 0% 0 0 0 0 0
ding
(90-100)
Very 2 0 0% 0 0% 1 50% 1 50% 0 0 100%
Satisfact
ory
(85-89)
Satisfact 21 1 4.76 5 23.81 11 52.38 4 19.05 0 0 100%
ory % % % %
(80-84)
Fairly 6 0 0% 3 50% 3 50% 0 0 0 0 100%
Satisfact
ory
(76-79)
Below 0 0 0% 0 0% 0 0% 0 0 0 0 0
(75)
TOTAL 29 1 4% 8 28% 15 51% 5 17% 0 0 100%

Table 5 shows the result of the answers of how they manage time while learning
remotely.

In this table, it shows that the very satisfactory respondents each answered “Option
3” and “Option 4” respectfully for a total of 100%. Meanwhile, majority of the satisfactory
students answered with option 3 which comprises to 52.38%. The remaining 10
satisfactory students answered accordingly to the data on the table; 5 of them answering
with option which comprises to 23.81%, 4 of them answered with option 4 which equates
to 19.05% and finally the last satisfactory student answered with option one with a
percentage of 4.76%. The remaining fairly satisfactory students cleanly voted on both

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 option 2 and 3 which ties to a 50-50 outcome. Lastly there are 0 below 75 students to
calculate.

This table implies that majority of the respondents answered that they manage
time to an average or adequate extent whilst learning remotely.

Table 6: Respondents answers on how well the Activities helped them understand
their strand better (Consider 5 being extremely well and 1 being not at all)

Description Grade 1 % 2 % 3 % 4 % 5 % Total

Outstanding 0 0 0 0 0 0 0 0 0 0 0 0
(90-100)
Very 2 0 0 0 0 1 50% 1 50% 0 0 100%
Satisfactory
(85-89)
Satisfactory 21 2 9.52% 3 14.29% 11 52.38% 4 19.05% 1 4.76% 100%
(80-84)
Fairly 6 0 0 2 33.33% 3 50% 1 16.67% 0 0 100%
Satisfactory
(75-79)
Below 0 0 0 0 0 0 0 0 0 0 0 0
(75)
Total 29 2 6.90% 5 17.24% 15 51.72% 6 20.69% 1 3.45% 100%

Table 8 shows the results of the answers of the respondents on whether or not the
activities in their modules helped them understand their strand better. As you can see
there are zero respondents who fit the criteria of being “outstanding” in terms of their
grades; however there are 2 very satisfactory respondents of ours whom both answered
option “3” and “4” separately which perfectly cuts a 50-50 percentage division. On the
other hand, in the satisfactory side, there are actually 21 respondents who all answered
the following options: 2 answered with option “1” which sums up to 9.52%, 3 replied with
option “2” which equates to 14.29%, 11 answered with option “3” which equals to 52.38%,
4 responded with option “4” which cuts to 19.05%, and lastly, 1 of them replied with option
“5” which equates to 4.76%. Meanwhile in the fairly satisfactory side, 6 of our respondents
answered the question accordingly: 2 of them answered with option “2” which equates to
33.33%, 3 answered with option “3” which equals to 50% and 1 of them answered with
option “4” which cuts to 16.67%. Finally, there are zero respondents of ours who fit the
criteria of being “below” in terms of grades.
This table implies that majority of the students fall on the middle in terms of the
question of determining if the activities ever helped them understand their strand better.

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Table 7: The Respondents Responses whether they improved their skills in
answering the activities in the modules.

Description Grade Yes % No % Total

Outstanding 0 0 0% 0 0% 0%
(90-100)

Very Satisfactory 2 2 100% 0 0% 100%

(85-89)

Satisfactory 21 16 76.20% 5 23.80% 100%

(80-84)

Fairly Satisfactory 6 3 50% 3 50% 100%

(75-79)

Below 0 0 0% 0 0% 0%
(75)

Total 29 21 72.41% 8 27.59% 100%

Table 9 shows the results of the answers of the respondents as to whether they
improved their skills in answering the activities in the modules.

In this table, it shows that there are “0” outstanding respondents. However, 2 of
the very satisfactory respondents answered “Yes” for a total of 100%, while only 16
respondents of the satisfactory answered “Yes” which comprises 76.20% and the rest
answered with no summing up to 23.80%. The remaining fairly satisfactory students
cleanly voted between both options which ties to a 50-50 outcome. Last but not the least,
“0” of below 75 respondents who answered.

This table implies that the majority of the respondents improved their skills in
answering the activities in the modules.

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 CHAPTER 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter inclines more towards presenting the summary of findings,

conclusions and recommendations based on the findings undertaken by the researchers
from the study entitled “Modular Learning: It’s Effectiveness to the Academic Performance
of the Senior High School Modular Class Students in Merry Child School S.Y. 2020-2021”

Findings

Based on the analyzed data, the researchers found out that:

1. There are 20 male senior high school students and 9 female senior high school for a
total of 29 students who are enrolled in Modular mode of learning; and that are
enrolled in Merry Child School.
2. Based on the data gathered, majority of the respondents are 17 years old with a
percentage of 62% from the total population of senior high school modular students.
3. Based on the data gathered, majority of the respondents got a satisfactory grade in
the first semester. And of the selected respondents, majority answered with “below
average” over how they feel about distance education. As for the second question in
the survey; majority responded that they spend at least “1-3 hours” learning with
modular education.
4. Based on the data gathered, majority of the respondents who could manage their
time accordingly whilst studying remotely, had good merit in terms of their grades.
Most of them passed the first semester with a “Satisfactory” grade.
5. Majority of the respondents also answered with “Yes” on whether or not they improved
their skills with modular learning.

Conclusion

Relative to the analysis and interpretation of data, the conclusions were drawn:

Majority of the respondents of this research are male students, 17 years old and
got a satisfactory grade in the first semester.

Majority of the respondents only spend 1-3 hours in studying. On the other hand,
the majority of the respondents answered option “3” in terms of gauging how well they
manage their time whilst studying remotely (Considering 5 being extremely well and 1
being not at all). Based on the result of our research; the modular students of our study
were able to manage their time adequately whilst studying remotely even though they only
spend 1-3 hours studying.

There is a significant relationship between modular distance learning and its effect
in terms of the academic performance of the senior high school students; because even
though most of them feel below average over modular distance learning and learning at
home, they were still able to improve their skills. And it helped them understand their
respective strands to an average extent. Although, adding the fact that the school has only
been moderately helpful in providing resources to learn from home, there could be
improvements in terms of understanding their own strands better.

The result of the correlation showed a positive relationship. Module Distance

learning affects the academic performance of the senior high school students in a way

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that majority received satisfactory grades. Therefore, even though the students were
studying remotely with modular education; their grades still went up to par with school’s
standard in terms of passing.

Based on our research, the respondents who fall in the criteria of very satisfactory
in terms of their grades; had a somewhat good effect on their academic performance
during the first semester.

To the respondents who got a satisfactory grade in the first semester; modular
learning had a moderate effect on their academic performance during the first semester.

To the respondents who got a fairly satisfactory grade; modular learning had an
average effect on their academic performance during the first semester.

Overall, its effect on the academic performance of the senior high school students
has been good considering that all of the respondents passed the first semester. Although
it is not to an extent wherein their grade were Outstanding; they still performed well.

Recommendations

This study revealed the effects of Modular Distance Learning To the academic

performance of the senior high school students. Thus, the following recommendation is

hereby presented.

1. For the students; increase their time studying to further improve their performance

academically.

2. For the Administration and Teachers; Modular distance learning is a unique way of

teaching, so the teachers should be provided enough training in order to improve the

content of their modules and to further better their understanding.

3. For the future researchers, they can conduct a similar study and improve some of the

flaws. They can widen the sample population in order to get a more detailed data

analysis and a more thorough research. They can also use this study for reference.

Another research should be conducted as a follow-up study to further investigate the

impact of Modular Distance Learning.

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 CHAPTER 6

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