Title:

EFFECTIVENESS OF DISTANCE LEARNING MATERIAL IN ENGLISH FOR HIGH

SCHOOL STUDENTS

Statement of the Problem:

The researcher teaching English at Caba National High School has observed that most of his
students are turning their class outputs in English beyond the deadline most of the time, affecting
their grades. Through interviews with other English teachers in high school, their class records
manifested the same problem. This study attempted to investigate the effectiveness of the distance
learning material (DLM) in English used by high school students at Caba National High School. As
part of implementing the flexible learning program during the COVID-19 pandemic in the school year
2021- 2022.

Specifically, it sought to answer the following questions:

1. What is the teacher and student respondents’ evaluations of the DLM in English in
terms of:
a. content quality; and
b. Usability?
- The respondents rated the quality of the content of the DLM in English with 2.60, which is
described as "agree," based on teachers and students' evaluations on the module’s quality
of content. This indicates that the content of the DLM in English is of good quality and can
be used to implement modular distance learning.
- The usability has an average rating of 2.62, described as “agree.” implies that the DLM in
English are usable and it delivers the learning requirements of the students.

2. What are the teachers’ interventions in implementing the DLM in English?

- Teacher interventions are activities carried out to ensure that the learner benefits from
using distance learning material (DLM). Teachers do interventions to augment the DLM to
become a more effective learning tool. Establishing communication channels, developing,
or harvesting materials from both DepEd and non-DepEd sources, and providing various
instructional support were all interventions made to improve the DLM's effectiveness as a
teaching and learning tool. While these interventions vary by class and grade level, they
are all based on the needs of the students on a particular subject and rely on the students'
ability to comply with or meet the necessary technological infrastructures for the teachers to
implement or carry out the activity, such as conducting online classes.

3. What is the perceived effectiveness of the DLM in English based on the students’
evaluation?
- The overall mean of 2.74, which is described as “agree”, implies that the distance learning
material in English effectively delivers the lessons intended to facilitate the student's
acquisition of the competencies and development and enhancement of their skills.
Significance of the Study

This study will not only yield data that will be helpful for his as a part of the education workforce and
one of the implementers of the flexible learning program, more so for the following groups of people:

Department of Education (DepEd). this study may be used as a reference for improving distance
education and the development of distance learning material for the success of the Basic Education
Learning Continuity Plan (BE-LCP) as a guide for the department on how to provide education in the
face of the COVID-19 pandemic.

Curriculum Developers/Planners. this study may be used as a reference in developing the

curriculum in secondary education, especially in English, which includes developing effective DLM.

School Administrators and Leaders. this study may provide them with insights on the development
of the 'new normal in education regarding the effectiveness of distance learning in English for high
school students. It may also give them the idea of conducting training/webinars that will equip their
faculty members to develop new strategies and methodologies in teaching-learning English,
especially in distance learning modality.

Teachers. this study will help English teachers to improve the DLM in English. It will also help them
create appropriate interventions and implementations of the DLM in English to ensure their students'
learning even in a distance learning modality.

Students. this study can help students to develop themselves holistically. The quality and usability of
the DLM can help them be more critical thinkers creative and develop their communication and
collaborative skills.

Parents. This study's result can help them have peace of mind that their children can still learn in the
distance learning modality.

Future Researchers. this study may be a basis of further studies related to the "Effectiveness of
Distance Learning Material in English for High School Students" and can be used as related literature.

Chapter 2: METHODOLOGY

Research Design

This is descriptive research that used elements of a quantitative research design. Descriptive
research is a type of study that focuses on describing a population, situation, or phenomenon.

This study is more interested in what happened rather than how or why. As a result, observation and
survey methods are frequently used to collect data (Gall, Gall, & Borg, 2007).

The data may be collected qualitatively in such research, but it is often analyzed quantitatively,
using frequencies, percentages, averages, or other statistical analyses to determine relationships.
The researcher used descriptive research that gathered and analyzed data quantitatively. Assessing
the content of the distance learning materials was treated quantitatively using a questionnaire to
obtain the opinions and assessment of respondents.

This study was conducted from March 2022 to July 2022 at Caba National High School as approved
by the principal. The questionnaire was given to a sample of 30 students and 10 English teachers.

Purposive sampling, a qualitative research sampling technique, selected the respondents.

Purposive sampling, also known as purposeful and selective sampling, is a qualitative analysis
technique that involves recruiting participants who can provide in-depth and quantitative
information about the phenomenon under investigation. It is highly subjective, with the researcher
determining the criteria that each participant must meet to be considered for the study (Rubenstein,
2017).

Instrumentation and Data Collection

Sets of questionnaires were created to examine the effectiveness of the DLM in English.

The effectiveness of teachers' interventions was assessed using a four-point Likert scale: 1-Never, 2-
Rarely, 3 - Often, and 4 - Always.

The agreement of teacher respondents on the given statements with a 4-point Likert scale of 1-
Strongly Disagree, 2-Disagree, 3-Agree, 4-Strongly Agree was used to assess the quality of content,
usability, and teachers' implemented intervention.

The learner questionnaire includes an assessment of DLM's effectiveness as a teaching and learning
aid. The instrument was graded on a 4-point Likert scale: 1-Strongly Disagree, 2-Disagree, 3-Agree,
4-Strongly Agree, and 5-Strongly Agree.

To determine the instrument's reliability and validity, it was tested with 10 teachers from Caba
National High School. All high school students using the DLM in English, which the researcher is
teaching, were the respondents.

Tools for Data Analysis

Descriptive statistics, were utilized to describe the DLMs' content quality, usability, and
instructor intervention. At the same time, the success of the DLM as a teaching and learning tool
was determined by the mean score of teachers' and learners' evaluations of the DLM as a teaching
and learning tool.

Table 1. The 4-point Likert scale used to assess the quality of content and usability of
the DML in English

RANGE DESCRIPTION

3.40-4.00 Strongly Agree

2.60-3.39 Agree
 1.80-2.59 Disagree

1.00-1.79 Strongly Disagree

Table 2. The 4-point Likert scale used to assess the effectiveness of teacher interventions

RANGE DESCRIPTION

3.40-4.00 Always

2.60-3.39 Often

1.80-2.59 Rarely

1.00-1.79 Never

The students' assessment of the DLM's perceived effectiveness was based on their agreement with
a set of questions related to their ability to learn using the DLM.

Table 3. The 4-point Likert scale used to assess the effectiveness of the DLM

RANGE DESCRIPTION

3.40-4.00 Strongly Agree

2.60-3.39 Agree

1.80-2.59 Disagree

1.00-1.79 Strongly Disagree

Chapter 3: RESULTS AND DISCUSSIONS

Quality of Content and Usability of Distance Learning Material (DLM) in English

The respondents rated the quality of the content of the DLM in English with 2.60, which is
described as "agree," based on teachers and students' evaluations on the module’s quality of content.
This indicates that the content of the DLM in English is of good quality and can be used to implement
modular distance learning.

Quality of Content

Table 4 presents the Quality of Content of DLM in English.

Table 4. Quality of Content of DLM in English

Indicators Mean Description

Quality of Content

The Distance Learning Material (DLM)…

1. has clear and concise directions on how to

complete the module. 3.38 Agree

2. has complete parts. 3.20 Agree

3. is properly sequenced. 2.34 Agree

4. has relevant content. 3.18 Agree

5. has complete details and is suitable to the

learning capacity and development of the

level or grade of the students. 2.13 Disagree

6. provides a complete discussion of the concept

with illustrations and examples. 2.27 Disagree

7. provides sufficient exercises for mastery

before quizzes and summative tests are given. 1.82 Disagree

8. has appropriate and useful lessons for

the students’ enhancement of affective skills. 3.12 Agree

9. has appropriate and useful lessons for

the students’ enhancement of cognitive skills. 1.89 Disagree

10. has appropriate and useful lessons for

the students’ enhancement of motor skills. 2.34 Disagree

11. has content that follows a logical sequence leading

to the student's holistic development. 1.92 Disagree

12. has content that is written in readable font

(size, color, and style.) 3.89 Strongly Agree

13. has content that is free of errors and wrong spelling. 2.16 Disagree

14. has graphics, pictures, and illustrations that match

the lesson or topic. 3.16 Agree

15. includes references and supplemental materials

that are accessible. 2.14 Disagree

 Average Weighted Mean 2. 60 Agree

Usability

Table 5 shows the usability of DLM in English.

Table 5. Usability of DLM in English

Indicators Mean Description

Usability

The Distance Learning Material (DLM)…

1. is designed to the capacity or level of the learner. 3.88 Strongly Agree

2. uses words that learners easily understand. 2.14 Disagree

3. has lessons that have available supplemental

materials and references. 3.42 Strongly Agree

4. has lessons that the students can learn and comprehend

without any teacher support. 1.80 Disagree

5. provides activities that the learners can accomplish

by themselves. 1.65 Strongly Disagree

6. does not require teacher or parents’ support to

accomplish the tasks. 1.68 Strongly Disagree

7. can be accomplished at a given time. 2.82 Disagree

8. provides activities that are aligned with the

lessons. 3.92 Strongly Agree

9. contains sentences, paragraphs, and discussions

suitable to the learners’ capacity level. 2.33 Disagree

10. uses vocabulary that learners easily understand. 2.52 Disagree

Average Weighted Mean 2.62 Agree

Table 6 shows the summary of the content of quality and usability of DLM in English.

Table 6. Summary of the Content of Quality and Usability of DLM in English

Indicators Mean Description

Content of Quality 2.60 Agree

Usability 2.62 Agree

 Overall Mean 2.61 Agree

The content of quality and usability of the DLM in English got an overall mean of 2.61, which is
described as “agree”, as shown in Table 6. This implies further that the module is has a good quality
and is usable despite its flaws.

Table 7 presents teachers’ intervention on DLM in English.

Table 7. Teachers’ Intervention on DLM in English

Parameters Mean Description

1. I conducted online classes to help my students

understand the lessons better. 3.89 Always

2. I provide additional learning materials like

video lessons that I downloaded/made. 4.0 Always

3. I chat, text, call or email my students to

address their questions/concerns about the lessons. 3.28 Often

4. I used synchronous and asynchronous methods

to facilitate my discussions. 3.18 Often

5. I design a flexible schedule for my students’

submission of their activities and assignments. 3.92 Always

6. I provide my students with references, links, and

materials as supplemental resources. 4.0 Always

7. I communicate to the parents/guardian to ask about

students’ condition and report their academic progress. 3.87 Always

8. I call the attention of students and their parents

for any concerns related to flexible learning. 3.52 Often

Average Mean 3.71 Always

As shown in Table 7, the average weighted mean of the teachers’ intervention is 3.71, which is
described as “always.” It is remarkable to note the parameters that got the highest ratings and were
described as “always”.

This finding implies that the teachers always practice and perform their interventions to
facilitate students’ learning and achieve the competencies and skills that they are expected to achieve
using the modules.
Students’ Evaluation on the Effectiveness of the Distance Learning Material

Table 8 reveals the students’ evaluation of the DLM’s effectiveness. The overall mean of 2.74,
which is described as “agree”, implies that the distance learning material in English effectively
delivers the lessons intended to facilitate the student's acquisition of the competencies and
development and enhancement of their skills.

Table 8 shows Students’ Evaluation on the DLM’s Effectiveness.

Table 8. Students’ Evaluation on the DLM’s Effectiveness

Parameters Mean Description

1. I can understand the lessons in the DML

on my own. 2.62 Agree

2. I can answer the questions on my own

after reading the lessons in the module. 1.61 Strongly Disagree

3. The lessons and activities in the module

can be accomplished in the given period. 2.43 Disagree

4. I can learn the competencies and skills

using the module. 3.40 Strongly Agree

5. I can learn and study independently

with the module. 2.58 Disagree

6. Learning using a module is easier

than in school with my teachers. 2.55 Disagree

7. The instructions in the modules are clear

and can be understood. 3.49 Strongly Agree

8. The activities in the module are just

interesting. 2.57 Disagree

9. I have developed self-confidence and

learned independently because of the module. 3.79 Strongly Agree

10. I have accomplished all the activities

in the module by myself. 2.45 Disagree

11. It is not hard to study using a module. 2.65 Agree

Average Weighted Mean 2.74 Agree

 Chapter 4

SUMMARY, CONCLUSION AND RECOMMENDATION

Summary

The main objective of this study was to investigate the effectiveness of the distance
learning material (DLM) in English used by high school students at Caba National High School as part
of the implementation of the flexible learning program during the COVID-19 pandemic in the school
year2021- 2022. Specifically, it sought to answer the following questions: 1) What is the teacher and
student respondents’ evaluation of the DLM in English content quality; and usability? 2) What are the
teachers’ interventions in implementing the DLM in English? 3) What is the perceived effectiveness of
the DLM in English based on the students’ evaluation?

This study is descriptive, and it used the elements of quantitative research designs. Descriptive
research is a type of study that focuses on describing a population, situation, or phenomenon. It is
more concerned with the how, what, when, and where of a research issue than the why (Combes,
2019). The researcher used descriptive research that gathered and analyzed data
quantitatively. Assessing the content of the distance learning material in English was treated
quantitatively using a questionnaire to obtain the opinions and assessment of respondents. Thirty
(30) students and ten (10) high school teachers were polled for information. They were the students
enrolled during the first semester of the school year 2021- 2022 at CABA NATIONAL HIGH
SCHOOL. Purposive sampling, a qualitative research sampling technique, selected the respondents.
Purposive sampling, also known as purposeful and selective sampling, is a qualitative analysis
technique that involves recruiting participants who can provide in-depth and quantitative information
about the phenomenon under investigation. It is highly subjective, with the researcher determining the
criteria that each participant must meet to be considered for the study (Rubenstein, 2017). A
questionnaire was created to examine the effectiveness of the DLM in English in implementing
modular distance learning in high school at Caba National High School. The questionnaire was
constructed for teachers and students as the respondents. It used a 4-point Likert scale to describe
the items on the respondents' perceptions.

The study's findings revealed that the DLM in English was rated an overall mean of 2.61
described as “agree” on its quality of content and usability. This implies that the module is of good
quality and usable, and it delivers the learning needed by the respondents. The teachers’
interventions were rated 3.71 and described as “always”, which means that the teachers were
always practiced or performed to ensure that they employed other means and methods to assist
and guide the students learn and acquire the needed competencies. The student respondents
rated the DML in English with 2.74 and described it as “agree”. This implies that the DLM in
English effectively delivers the lessons expected to develop the students to become self-confident
and have the ability to learn independently.

Conclusion
 Based on teacher and student evaluations, the study analyzed the effectiveness of the DLM in
English in the implementation of modular distance learning in high school at Caba National High
School. The DLM’s content quality and usability may help to improve the success of the Distance
Learning Modality during this epidemic. Teachers' implementation of interventions supports learning.
Students perceived that the DLM in English is effective in acquiring competencies and skills that they
need to progress in education. However, there were identified parameters with low ratings, which
means that the DLM needs enhancement in specific areas.

Recommendation

The following recommendations are suggested:

1. For the curriculum developers/planners to examine the readiness of the learning materials
appropriateness of teaching-learning methodologies and include distance teaching-learning
programs to ensure the quality, usability, and effectiveness of the distance learning materials.
2. For the school administrators to provide training and workshops to help teachers enhance their
skills in creating high-quality and valuable learning materials appropriate in flexible learning
modalities (face-to-face and distance learning).
3. For the teachers to develop distance learning rules. Facilitate students’ lessons/activities and
monitor their academic progress through assessments anchored to their DLM. Welcome feedback
and provide necessary interventions to address students’ challenges using the DLM. Feedback
and observations can be used as a reference for enhancing the material to ensure its quality,
usability, and effectiveness that will lead to quality teaching-learning even in distance learning
modality.
4. For future researchers to further research related to the effectiveness of distance learning material
in English for high school students is still necessary to investigate the effectiveness, efficacy, and
improvement of DLM. Based on the findings and conclusion presented, these are the
recommendations so far. Hence, future research should focus more on in-depth analysis of
distance learning modality practices, step-by-step implementation, and the most effective practices
for design and instruction.
 Distance learning, also called distance education, e-learning, and online learning, form
of education in which the main elements include physical separation of teachers and students during
instruction and the use of various technologies to facilitate student-teacher and student-student
communication. 

Questions:

1. Would you explain your intervention?

The intervention is all about the Enhancement of Distance Learning Material in English- this
enhancement will cater the needs of every learner, not just the ones who needed it but also to those
learners who are average or in the higher-level knowledge and skills.

This enhancement DLM in English will surely help and guide the learners’ learning and boost
their confidence to love and learn English. The DLM also provide new learnings that a learner will
surely develop the knowledge and skills he/ she needed. In other words, this DLM in English helps
learners to master lessons, and competencies.

2. How did you choose that intervention?

As, I observed that most of my learners are turning their class outputs in English beyond the
deadline most of the time, and it is greatly affecting their grades. Through interviews also with other
English teachers in our school, their class records manifested the same problem. With those
problems I encountered, I come- up with realization that there is something wrong with the material.
So, I purposely think with an intervention on how to help learners to make their learnings easy. Then
that’s the time that this intervention was made up.

3.How long did you perform your study? When did you start?

4.What are the questions you asked to the learners/ teachers during the interview?
1. What is the teacher and student respondents’ evaluations of the DLM in English in terms of:
a. content quality; and
 b. Usability?
2. What are the teachers’ interventions in implementing the DLM in English?
3. What is the perceived effectiveness of the DLM in English based on the students’
evaluation?

5.What is the purpose of your research?

The purpose of my research is to implement a Enhance DLM in English that would help
learners and teachers to attained a quality teaching- learning amidst the threat of the covid- 19.
The Enhance DLM is helpful not only for the time of pandemic but more so in the following years.
The Enhance DLM is can be used as learning material to supplement learning needs of the
teachers and students. It can be used also as a remediation material during the conduct of a
remedial class.

Department of Education (DepEd). this study may be used as a reference for improving
distance education and the development of distance learning material for the success of the Basic
Education Learning Continuity Plan (BE-LCP) as a guide for the department on how to provide
education in the face of the COVID-19 pandemic.

Curriculum Developers/Planners. this study may be used as a reference in developing the

curriculum in secondary education, especially in English, which includes developing effective DLM.

School Administrators and Leaders. this study may provide them with insights on the
development of the 'new normal in education regarding the effectiveness of distance learning in
English for high school students. It may also give them the idea of conducting training/webinars
that will equip their faculty members to develop new strategies and methodologies in teaching-
learning English, especially in distance learning modality.

Teachers. this study will help English teachers to improve the DLM in English. It will also help
them create appropriate interventions and implementations of the DLM in English to ensure their
students' learning even in a distance learning modality.

Students. this study can help students to develop themselves holistically. The quality and
usability of the DLM can help them be more critical thinkers creative and develop their
communication and collaborative skills.

Parents. This study's result can help them have peace of mind that their children can still learn
in the distance learning modality.

Future Researchers. this study may be a basis of further studies related to the "Effectiveness
of Distance Learning Material in English for High School Students" and can be used as related
literature.

6.How did you group your respondents?

Thirty (30) students and ten (10) high school teachers were polled for information. They were
chose through Purposive sampling- also known as purposeful and selective sampling, is a
qualitative analysis technique that involves recruiting participants who can provide in-depth and
quantitative information about the phenomenon under investigation. It is highly subjective, with the
researcher determining the criteria that each participant must meet to be considered for the study
(Rubenstein, 2017).