MODULAR APPROACH AND ACADEMIC PERFORMANCE OF MONCHING

SENIOR HIGH SCHOOL STUDENTS: BASIS FOR PROGRAM

INTERVENTION

Research Proposal Presented to the Faculty

Zamboanga Polytechnic Institute
Kabasalan, Zamboanga Sibugay

In Partial Fulfillment to the Requirement

in Research 1
Subject

By:

ABREGOSO, JOHNREN
LIMBAGA, ARMANDO
ROMERO, JESSA BELLE
SARMAGO, JONNA MARIE
TULIO, SHEILA MAE

January 2022

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 TABLE OF CONTENTS

LIST OF TABLES

Table 2 Respondents of the Study.......................................................................................................15

Table 3 LEVEL OF DISTRIBUTION/RELEASE AND RETRIEVAL OF MODULES..........................................19

Table 4 Level of correct answers provided on the submitted modules...............................................19

LIST OF FIGURES

Figure 1 Schematic Diagram on the Interrelationship of the Variable.................................................10

CHAPTER I INTRODUCTION....................................................................................................................4

Background of the Study...................................................................................................................4

Theoretical Framework......................................................................................................................6

Conceptual Framework...................................................................................................................10

Statement of the Problem...............................................................................................................11

Significance of the Study.................................................................................................................12

Scope and Delimitation....................................................................................................................12

Operational Definition of Terms......................................................................................................13

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CHAPTER II RESEARCH METHODOLOGY.............................................................................................14

Research Design..............................................................................................................................14

Research Locale...............................................................................................................................14

Population and Sampling Design.....................................................................................................14

Data Gathering Tools.......................................................................................................................15

Ethical Considerations.....................................................................................................................15

Voluntary Participation:...................................................................................................................15

Informed Consent:...........................................................................................................................16

Privacy and Confidentiality:.............................................................................................................16

Data Gathering Procedure...............................................................................................................17

Statistical Treatment.......................................................................................................................17

Bibliography.........................................................................................................................................18

Instrument.......................................................................................................................................21

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 CHAPTER I INTRODUCTION

Background of the Study

The COVID-19 pandemic took the education system by surprise. As such,

Philippines education sector is one of the most affected in the society as schools and

community learning centers shut down for physical conduct of classes. Thus, face to face

learning engagement of students and teachers within the school has been suspended

further transforming the life of all learners since March of 2020.In this context, as

per DepEd Secretary Leonor Briones, amidst of the COVID-19 crisis, the education

must continue. With health risks that the pandemic is imposing to teachers, the

department of education provided guidelines and policies regarding various modalities and

approaches in teaching to provide quality education to learners amidst pandemic.

This ensures the health, safety and well-being of the learners and the teachers. With

this, the „new normal‟ of education is introduced, focusing on the mode of the delivery of

instruction, with the distinctive rise of online learning. Since the conduct of face-to-

face classes is prohibited, the DepEd announced that the adoption of various learning

delivery options such as but not limited to blended learning, distance learning, and

home schooling and other modes of delivery shall be implemented depending on the local

COVID Risk Severity Classification and compliance with minimum health

standards (Briones, 2020).

With this, since the teaching and learning process is undertaken remotely

and on digital platforms, the students are asked to accomplish and submit answer sheets

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at own pace, place, and time. In line with the above discussion, the key purpose of this

research is to find out the Modular Approach and Academic Performance of Monching

Senior High School Students: Basis for Program Intervention.

This study aims to ascertain the methods, interventions or solutions of

every educational institution as well as the government in providing assistance to

students, parents and teachers who are difficulty in this new learning modalities

amidst pandemic.

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Theoretical Framework

This study is anchored on Bruner Constructivism theory. Constructivism as cited by

Fonsnot (2005) emphasize the active role of the learner in building understanding and making

sense of the information. The constructivist teaching is learner centered where students are

actively involved in knowledge construction rather than passive learners.

A major theme in the theoretical framework of Bruner is that learning is an active

process in which learners construct new ideas or concepts based upon their current and

previous knowledge. The learner selects and transform information, constructs hypothesis,

makes decisions, and rely on their own understanding. Cognitive structure (schema) provides

meaning and organization to experiences and allows the individuals to go beyond the

information given.

In other words, the teacher should try and encourage learner to discover principles by

themselves. With the use of the module the learner will be able to process new ideas that they

read from the module. From there they can depend on their own understanding and develop

their problem-solving skills.

Dr. Friestad-Tate, Dr. Schubert and Dr. Mccoy (as cited in Biggs, 1999) claimed

modular learning is the approach where the focus is on learning outcomes, and its success

relies on connecting outcomes to student learning and course design. These areas combine to

make a course constructively aligned. In order for curriculum to be constructively aligned, it

is important to defined learning outcomes, to determine learning and teaching outcomes that

lead to successful realization of appropriately assessed student outcomes.

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 Guilhardi et al. (2007) developed the modular theory of learning and performance.

This modular theory of learning and performance contains parts that may be labeled,

perception, memory, and decision. This modular theory is a development of packet theory

that adds a distinction between pattern and strength memories, as well as contributing closed-

form equations. The name packet theory derives from a focus on the decision module, which

provides the basis for bouts of responses. The perception and memory modules, however, are

just as important as the decision module.

In the study of Botman, Van Rensburg, Coetzee, & Heyns (2015), “Conceptual

Framework or Educational Design at Modular Level to PromoteTransfer of Learning”, they

mentioned learning theories have reshaped themselves from behaviourism to information

processing to constructivism. Cognitive science and cognitive psychology confirm that the

process of constructing knowledge is dependent on existing knowledge, the context or

situation, and internalisation of information in an organised cognitive structure cited in

(Bruce, Klopper, & Mellish, 2011). This constructivistic approach interrelates well with

Kolb’s experiential learning theory, which postulates that knowledge is created from

understanding and transforming experience. Kolb’s model postulates that observations and

reflections occur upon concrete experiences. These reflections are internalised and abstract

concepts are formed with associated possible consequences of action. The possible associated

consequences can be actively tested for validity and inform future actions in similar situations

cited in (Kolb & Boyatzis, 2000). On the basis of these viewpoints of learning it is clear that

the focus of learning outcomes has shifted from content to competence cited in (Braband,

2008; Brandon & All, 2010). With the constructivist approach the educator becomes a

facilitator of learning. For this reason the responsibility of the educator-facilitator is to create

learning opportunities for students to process new information and link it to existing mental

frameworks through individual or social activity. However, prior knowledge needs to be

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retrieved before the student is able to link the new knowledge to it. Through this process the

new information is comprehended and meaning making occurs or knowledge is constructed.

Learning opportunities are created within a complex system that consists of the educator,

student, teaching context, teaching and learning activities, outcomes, and student assessment

tasks and should take the clinical environment into consideration. The starting point for

creating learning opportunities is to clarify the learning outcome or competence cited in

(Biggs, 1996) that the professional person must demonstrate. Kouwenhoven defined

competence as the capacity to demonstrate up to a predetermined standard the key

occupational tasks that characterise a profession cited in (Kouwenhoven, 2010.). According

to Braband (2008) cited by (Botman, Van Rensburg, Coetzee, & Heyns, 2015), students are

competent when they have the capacity to apply their knowledge and skills with an

appropriate attitude in various environments and circumstances. In other words, when

foundational knowledge (content), procedural knowledge (how to do), and conditional

knowledge (when to do) become functional knowledge cited in (Biggs, 1996). The elements

of learning opportunities that promote competence are activation of existing knowledge to

serve as a foundation for new knowledge application of knowledge in real-world settings;

active engagement of students in real time and real-world situations; practicing of

assessment, critical thinking, communication, and leadership skills through collaborative

learning processes; multiple authentic formative assessments to ensure mastery of the

complete competence; and objective assessment measures that are clearly aligned with

expected competencies cited in (Carraccio, Wolfsthal, Englander, Ferentz, & Martin, 2002;

Merrill, 2002). It is the responsibility of the educator to ensure that all teaching and learning

activities are aligned with the outcome, reality, and assessment tasks while it is students’

responsibility to actively engage with the learning material in order to internalise the theory

and skills and in this way construct new knowledge cited in (Reaburn & Strategy, 2009).

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 According to McIsaac & Gunawardena as they cited Moore’s (1990) concept of

"transactional distance" encompasses the distance that, he said, exists in all educational

relationships. This distance is determined by the amount of dialogue that occurs between the

learner and the instructor, and the amount of structure that exists in the design of the course.

Greater transactional distance occurs when an educational program has more structure and

less student-teacher dialogue, as might be found in some traditional distance education

courses. Education offers a continuum of transactions from less distant, where there is greater

interaction and less structure, to more distant, where there may be less interaction and more

structure. This continuum blurs the distinctions between conventional and distance programs

because of the variety of transactions that occur between teachers and learners in both

settings. Thus distance is not determined by geography but by the relationship between

dialogue and structure. He discussed three types of interaction essential in distance education.

Learner-instructor interaction is that component of his model that provides motivation,

feedback, and dialogue between the teacher and student. Learner-content interaction is the

method by which students obtain intellectual information from the material. Learner-learner

interaction is the exchange of information, ideas, and dialogue that occur between students

about the course, whether this happens in a structured or nonstructured manner. The concept

of interaction is fundamental to the effectiveness of distance education programs as well as

traditional ones. Learners who do not have the basic skills required to use a communication

medium spend inordinate amounts of time learning to interact with the technology and have

less time to learn the lesson.;

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Conceptual Framework

Modular Method
 Profile of
respondents Academic
 Module Performance
distribution  English Program
 Module  Math Intervention
retrieval  Filipino
 Responses  Science
provided in the
modules

Figure 1 Schematic Diagram on the Interrelationship of the

Figure 1
Variable

Modular learning will be brought three different variables in order to achieve the

result of the study which is to determine the advantages and disadvantages modular approach

and academic performance of Monching Senior High School students: basis for program

intervention.

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Statement of the Problem

Due to the COVID-19 pandemic, face-to-face learning will not be probably available

sue to the risk of the spread of the virus so that the government together with the Department

of Education (DepEd) implemented a contactless learning through distance learning by the

use of modules and online class.

Due to this new normal type of modular approach to the Senior High School students

of Monching: Basis for Program Intervention have several factors that influences them on

what they more prefer on their capability of learning, if they are struggling or benefiting on

the printed modules provided to them. In this problem statement, the following are asked

about:

1. What is the profile of the respondents in terms of:

1.1 Age;

1.2 Gender;

1.3 Parent’s Occupation; and

1.4 Monthly Income?

2. What is the level of distribution and retrieval of modules in the senior high school?

3. What is the level of correct answers provided by the students on their modules?

4. What is the academic performance of the respondents on the following subject area:

English;

Math;

Filipino;

Science?

5. On the basis of the finding, what intervention can be provided?

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Significance of the Study

The study will be conducted due to the COVID-19 pandemic that primarily affects the

sector of education in the whole country. This study shall provide more relevant results on the

academic benefits, effectiveness, advantages and disadvantages of printed modular approach

to the Senior High School students of Monching: Basis for Program Intervention that relates

other high school students in the country.

This study will benefit the Senior High School students and also the teachers and

facilities of Monching because their opinions will be heard for the improvement of the quality

education provided by the school. In addition, the results of this study will help the future

researchers on conducting similar study on the academic benefits, effectiveness, advantages

and disadvantages of printed modular learning to provide more focus to the conditions of the

students about the system of learning they most prefer.

This research will be focusing on the effects, effectiveness, advantages and disadvantages of

printed modular approach. The study will limited only for the Senior High School Students of

Monching: Basis for Program Intervention

Scope and Delimitation

The study is all about the student’s preference on the type of approach they want in

accordance to their capability and interests, and also their benefits and struggles in a printed

modular approach system. The study will be conducted to determine the important factors of

the senior high school students of Monching: Basis for Program Intervention.

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Operational Definition of Terms

The following terms used in the study are defined conceptually and /or operationally

to ensure clarity and better understanding.

Modular Approach: An instructional program in which modules are being use by the

students contained package dealing with one specific subject in convenient form so that

learner can complete it at his own space independently for small groups. (Forum for

Commerce Education)

Students’ Academic Performance: The outcomes of the teaching and learning process in

terms of knowledge and skills in students acquires from schools as measures by scores

obtained in Certificate for Secondary Examinations (CSEE)

Students: Is a learner, or someone who attends an educational institution.

Intervention: Is a program that provides targeted instruction in specific skill or set of skills

to students who are at risk for poor learning outcomes.

Academic Performance: To perform is to take a complex series of actions that integrate

skills and knowledge to produce a valuable result.

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 CHAPTER II RESEARCH METHODOLOGY

The methodology describes and explains about the different procedures including

research design, research locale, population and sampling design, data gathering tools,

ethnical consideration, and data gathering procedure as well as the statistical treatment.

Research Design

The descriptive method will be used in this study. Descriptive research involves

collecting and analyzing non-numerical data such as text, video, or audio to understand the

concepts, opinions, or experiences. Hence, Qualitative Research Method is defined as a

scientific research method to obtain non-numerical data that can be used to gather approaches

and generate new ideas in MODULAR APPROACH AND ACADEMIC PERFORMANCE

OF MONCHING SENIOR HIGH SCHOOL STUDENTS: BASIS FOR PROGRAM

INTERVENTION.

Research Locale

The setting of where this study will be conducted at the premises of Monching

National High School, Monching, Siay, Zamboanga Sibugay. This place was selected for

knowing the modular approach and academic performance of Senior High School students

which is the basis for program intervention.

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Population and Sampling Design

The population of the study were the senior high school students of Monching, Siay,

Zamboanga Sibugay. The study made use of the senior high school students, regardless of

certain characteristics such as age and gender. This study selected the inside premises of

Monching, Siay, Zamboanga Sibugay. This has selected and have at least twenty (20) senior

high school students. Thus, this study will be used Purposive Sampling under the Non-

Probability Sampling Design.

Table 1 Respondents of the Study

Senior High Gender Population Sample Percentage

Students
Grade 11 Male 23 23 100%
Female 47 47 100%
Grade 12 Male 29 29 100%
Female 27 27 100%

Data Gathering Tools

The researchers will use questionnaires as tools to gather specific data of the

respondents. The questionnaires will compose of ten (10) questions that would determine the

approaches and academic performance of the senior high school student.

Ethical Considerations

Ethical considerations are necessary for research projects, as all participants will have

moral and legal rights. For this study, the researchers will ensure that they interacted with the

participants in a personal way, that the researchers will not invade their privacy without

consent from the participants, and that all information will receive from participants will

acknowledge and accurately represented. Ethical considerations in this study will:

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Voluntary Participation:

 The researchers will ensure that the participant’s contribution will completely

voluntary and that they may withdraw from the research at any time.

 Participation in this study will absolutely voluntary and that the students will be free

to discontinue participation at any time.

Informed Consent:

 Each participant will receive a consent letter that will explain some of the key

elements of this study as well as the participation of the respondents and the

researchers. A consent form will also supplied with the letter which participants

signed if they agree to take part and understood their participant in the research.

Privacy and Confidentiality:

 Guaranteeing that the information provided will be unidentifiable by anybody other

than by the researchers.

 Confirming that they will well informed that the results will be presented in the thesis

and they will be seen by the researcher’s supervisor, a second marker and the external

examiner.

 Guaranteeing that all data will be stored in a password encrypted laptop for 5 years

and will then destroyed.

 The protection of the privacy of researcher participants has to be ensured.

 Confirming that the research is not harmful for participants and certifies proper use of

information.

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 To conclude, in order for the data of this research to be analyzed a lot of considerations

have been made. This research study aims the modular approaches and academic

performances of Monching Senior high school students in which the basis for program

intervention, it will necessary to acquire Qualitative Research. Ethical factors were also taken

into consideration and the importance of them for not only the participants but also the

researchers.

Data Gathering Procedure

After establishing the validity and reliability on how to gather-data,

formulating appropriate questions for the study and doing all the necessary modification to

the chosen respondents. Ten (10) copies of questionnaires distributed to the respondents and

will be successfully completed and returned. Thus, their corresponding answers to the

questions will be kept in accordance with the agreement of the respondents and the

researchers.

The data gathered from this research instrument were collected and organized

according to the answers responded by the participants.

Statistical Treatment

Responses to the questionnaires by the senior high school students were statistically

analyze with the data requirements and data instruments of the study. The researchers will

use the following:

Percentages – This will be used to determine the level of preparation among senior

high school students in the synchronous learning.

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 Weighted Mean- This will be used to determine the relative frequency of survey

responses and other data that specifies the percentage of observation in the synchronous

learning among senior high school students.

Bibliography

Abaidoo, A. (2018). Factors contributing to academic performance of students in a Junior High

School.

Anthony, M. (2020). DepEd Learning Delivery Modalities for School Year 2020-2021. Retrieved from

https://www.teacher.com/deped-learning-delivery-modalities/

Aksan, Jainalyn A. (2021). 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 Vol 4 Issue 4, 1-24.

https://doi.org/10.37275/OAIJSS.v4i4.64

Bem, D. J. (1972). Self-Perception Theory. Retrieved from https://www.learning-theories.com/self-

theory-bem.html

Dangle, Y. R., & Sumaoang, J. D. (2020, November 27-29). Retrieved from

https://www.dpublication.com/wp-content/uploads/2020/11/27-427.pdf

Dember, W. N. (n.d.). Perception. Retrieved from https://www.britannica.com/topic/perception

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Deslandes-Martineau, M., Charland, P., Arvisais, O., & Vinuesa, V. (2020, September 14). Education

and COVID-19: challenges and opportunities. Retrieved from

https://en.ccunesco.ca/idealab/education-and-covid-19-challenges-and-opportunities

Dochy, F.J.C. and others (n.d.). Modularization and Students Learning in Modular Instruction

in Relation with Prior Knowledge. Retrieved from https://eric.ed.gov/?id=ED386434

Elger, D. (n.d.). Theory of Preformance. Retrieved from

https://www.pcrest2.com/fol/1_2_1.htm

Russell, J. D. (1974). Modular Instruction.

Sejpal, D. K. (2013, February 2). Modular Method of Teaching. Retrieved from

https://raijimonlineresearch.files.wordpress.com/2017/07/29_169-171-dr-kardarp=sejpal.pdf

Shuja, A., Qureshi, I. A., Schaeffer, D. M., & Zareen, M. (2019). Effect of m-learning on

student's academic performance mediated by facilitation discourse and flexibility. Knowledge

Mnagement & E-Learning: An International Journal (KM&EL) , 158-200

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Instrument

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Part I – Basic Information

Name:_________________________
Age:__________________________
Parent’s Monthly Income_____________________
Gender:___________________________

Part II – Level of distribution and retrieval of the modules

Using the scale and description provided below, kindly honestly evaluate the level of
distribution/release and retrieval of modules to the senior high school?
1-Very low 4- High
2- Low 5-Very High
3-Moderate

Table 2 LEVEL OF DISTRIBUTION/RELEASE AND RETRIEVAL OF MODULES

No Indicators 5 4 3 2 1
1 Modules for all learning areas are complete for release
2 Modules are complete for all the quarters
3 Distribution of modules follows the set schedules
4 All parents get the modules in all learning areas
5 Modules release are well-prepared
6 Modules retrieved are complete
7 Modules retrieved do not contain any turn / damage pages
8 Modules returned contains answer
9 Modules retrieved do not lapse the schedule
10 Modules returned were completely answered

Part III- Level of correct answers provided on the submitted modules

Table 3 Level of correct answers provided on the submitted modules

No Indicators All Majority 50% Majority All

Correct Correct correct/wrong wrong Wrong
Answer answer (3) answer Answer
(5) (4) (2) (1)
1 Answers provided in all
the questions on what I
know
2 Answers provided on
what I have learned
3 Answers provided on
Assessment
4 Answers on what’s in
5 Answers on what can I
do?

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Part IV- Academic Performance
Ask for the first quarter grades of the grade 11 and 12 students who are your
respondent in the following areas:
English,
Mathematics,
Filipino,
Science

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