Learners’ Interests, Attitudes and Compliance to Modular Distance Learning During

Pandemic

Theresa Y. Pasa
ORCID ID: 0000-0002-7698-8401
Corresponding Email: [email protected]

Alvin B. Alfonso
ORCID: 0000-0001-9943-7779
Corresponding Email: [email protected]

Zamboanga Peninsula Polytechnic State University

Zamboanga City, Philippines

Abstract

Suspended Face-to-face learning engagement of students and teachers has transitioned to adopting
the Basic Education Learning Continuity Plan (BE – LCP), where most schools implemented the
Modular Distance Learning modality where learners undergo a self-guided learning approach. Thus
this study investigates the learners' interests, attitudes, and compliance to modular distance learning
of 100 Senior High students who took the modular distance learning. Deductive thematic analysis
and survey were employed as a research instrument. They were asked to answer an original survey
questionnaire to assess their study habits to extract responses on the interest, attitudes, and
compliance of learners with the learning modules. The research findings showed that
understandability, difficulty, and presentation of the lessons of the modules keep the respondent
interested. The parental support and environmental setting of the learners enable them to maintain a
positive mindset throughout the process. The learners were compliant in accomplishing their
requirements with less supervision and to the point of neglecting sleep when certain tasks require
immediate completion. Results dictated that students have to adjust to a whole new way of learning,
instead of complaining students always did their best to accomplish their task. Each student is an
individual with his/her special aptitude and interest, intending to help each student to think for
himself, and allow individuality to each learner. This informs the parents of the undertakings of their
children and can provide support, encouragement, and availability of resources. The government can
support the students by intensifying and making existing programs available virtually and tapped the
different agencies for collaborative events in enriching the current modality. This study is important
to serve as a springboard for future improvement of the schools' existing programs and guidelines on
implementing modular distance learning.

Keywords: Interests, Attitudes, Compliance, Modular Distance Learning, Learners, COVID-19

Pandemic.
Introduction

Education in this modular learning during a pandemic is a great transition that’s learners'
adaptability needs to take value of. The situation gives a mirror to the teachers on how to work and
collect learner’s interests, attitudes, and compliance to ensure that learning never stops. This study
investigates these unparalleled new learning styles that would gather how learner’s performances
walked through towards this modular distance learning during the pandemic to assess learner’s
interests, attitudes, and compliance.

COVID-19, a novel coronavirus illness, first appeared in December 2019 in Huanan Seafood
Market in Wuhan, China , and within a few months, it had evolved into a worldwide health
emergency (Wikipedia, 2020). Many of people have been affected, and thousands more are sick or
dying as a result of the disease's spread. Travel restrictions, school closures, and a global economic
crisis were among the effects of the COVID-19 outbreak. Most countries have temporarily closed
educational institutions to limit the spread of the virus and avoid infections (Tria, 2020). Due to the
large amount of activities, diversions, and lack of focus, the students' primary problems have been
self-studying, bad internet connection, lack of sleep, and time to answer all of the modules. During
the epidemic, face-to-face involvement of students and teachers made a significant difference in
terms of interest, attitudes, and compliance with modular distance learning.

Fidalgao (2020) published an article that explains the  students' attitudes toward distant
education. Some Institutions of Higher Education (IHE) that do not provide Distance Education (DE)
find it challenging to navigate the procedures required to deliver such courses and programs,
according to their research. Students' main worries about such programs, according to their research,
were time management, motivation, and English language abilities. Despite their reservations,
several students expressed an interest in attending Distance Education classes.

One of the study's objectives is to emphasize student needs by using a student-centered

approach to evaluating attitudes about online learning. Part of this is understanding that individual
variations among students, as well as internal factors, will play a role in forecasting satisfaction. To
this aim, a number of research in this field have discovered the same thing. Sun, Tsai, Finger, Chen,
and Yeh (2008) discovered that learner computer fear was a key component in predicting e-learning
satisfaction. Computer anxiety was defined in this survey as emotions of worry and discomfort when
using computers, and contentment with e-learning was defined as students' overall satisfaction with
the e-learning course in which they were enrolled. Furthermore, Holley and Oliver (2010)
investigated students' accounts of online learning using a biographical narrative method. Students'
capacity to control technology, as well as their educational experiences and expectations of directing
their "learning environments," all had a part in their engagement with online learning, according to
the student narratives.

Teachers at the school have also been suspended. The Philippines is currently transitioning to
a new normal in education, with educators' continual innovations and active engagement from other
stakeholders serving as the driving factors behind its success. To maintain educational continuity and
for each school to continue to accomplish its objective and vision of providing excellent education to
every Filipino learner, the Department of Education established Modular Distance Learning. The
teacher is in charge of keeping track of the progress of the students. Learners can contact the teacher
through e-mail, phone, text message, or instant messaging, among other methods. If as all
practicable, the instructor will make home visits to students who require remediation or support
(Llego, n.d.). Printed Modules will be distributed to children, parents, and guardians by instructors or
local government officials. Because education is no longer confined to the classroom, parents have
become educators' collaborators. As home facilitators, parents play a critical role. In modular
learning, their major duty is to develop a relationship with the kid and to lead them. (2020,
FlipScience). The usage of modules facilitates self-directed learning. One of the advantages of
employing modules for education is that pupils develop stronger self-study or learning abilities.
Students actively participate in understanding the topics taught in the module. They get a sense of
responsibility as they complete the activities in the module. The students progress on their own with
little or no help from others. They are learning how to learn and are becoming more self-assured
(Nardo, M.T.B, 2017). Other benefits of modular teaching include improved adaptation of
instructional materials, more choice and self-pacing for students, and more diversity and flexibility
for instructors and staff.

Maria Isabelle Climaco-Salazar, the mayor of Zamboanga City, has written to Education
Secretary Leonor Briones, asking a review of the blended modular learning method, citing parents'
worries about the scheme's mental and psychological effects on kids. According to Salazar, the
absence of social connection has a negative impact on the children. The Department of Education
(DepEd, 2020) now provides self-learning modules with alternate learning delivery modalities to
guarantee that basic education is available in the face of the current epidemic of coronavirus disease
2019 (Covid-19). The modules are given in printed format to schools in places without internet
connection, but they may be accessed online or offline by homes with gadgets and devices.
According to Salazar, most parents are concerned that their children are being harmed as a result of a
lack of social connection or opportunities to engage with classmates and teachers. The mayor went
on to say that some pupils are affected because they are unable to keep up with the requirements or
homework. (Zamboanga SunStar, 2021) As a result, all students in Zamboanga City, The Covid-19,
struggled to maintain their interests, attitudes, and conformity to modular distance learning during
the epidemic. Pandemic has become a worldwide health concern with significant educational
implications. The purpose of this study is to look at the difficulties that participants experience
during modular distance learning in terms of interest, attitudes, and compliance. This study's findings
might be utilized to improve present educational programs and offer recommendations for
implementing modular remote learning.

Research Questions

1. What is the demographic profile of the respondents?

A. Age
B. Gender
C. Grade Level

2. What is the level of interest of students in modular learning approaches?

3. What is the attitudes of students towards modular learning approaches?

4. What is the level of compliance of learners on modular distance learning?

5. Is there a significant difference in terms of the level of interests, attitudes, and level of compliance
on the modular distance learning when respondents are group according to their demographic
profile?

Literature

DepEd (2020) reported that for the school year 2020-2021 the number of students enrolled in
public and private schools was 21,344,915. This is 76 percent more than last year's enrolment. For
the school year, 201-2020 88% or 20,147,020 enrolled in public school. DepEd expressed its
gratitude to the general public particularly to the learners’ parents, who believe that the institution
can safely offer learning opportunities through various learning delivery modalities despite the
obstacle created by COVID- 19 pandemic.
 
Level of interest of student’s academic performance in modular learning
In the study of Lukwekwe's (2015) Performance on Open and Distance learning, he conclude that
social presence was important in boosting student interest, through the use of social presence
instructors could clarify the topics and can encourage students to raise their academic performance.
Lack of guidance, unfamiliarity of the study system, and difficulty in changing over from
conventional classroom teaching to self-learning are the factors in failing the student’s academic
program. 

Identifying student attitudes and learning styles in distance education.

           Therriault et. al. (2019) in their studies titled Identifying Student Attitudes and Learning
Styles in Distance Education reveals that that Time and Structure are important to students that they
can work at home when they want to and at their place. Learners are aware that it requires self-
discipline and active learning and initiative. Findings reveal that social interaction is important for
instructor observation, speech inflection, and initiate feedback. In terms of time management and
flexibility, technology will help the learners in delivering educational content. 

Factors affecting the attitudes of students towards learning.

Esther Smidt et. al. (2014) in their study Student Attitudes about Distance Education:
Focusing on Context and Effective Practices find out to Consider blended courses. These courses
may be the best of both worlds, although more data is required before this conclusion can be
definitively drawn. However, students do think very positively of these courses. Distance education
must focus on interaction and rapport to make up for the lack of face-to-face interaction, cultivate
instructor-student and student-student online interaction and rapport. Encourage students to connect
with the instructor and one another as individuals. Synchronous audiovisual communication can
feature greatly in this regard. In this way, it is hoped that students would move away from a
preference for agreeing with their peers’ posts in asynchronous discussion. Be very organized in
explicit and clear guidelines for assignments and tasks are critical. Prompt feedback and e-mail
response are crucial.

Factors that affect the compliance on modular distance learning.

 According to Albor et. al. (2021), the most appropriate way to enforce the Learning
Continuity Plan (LCP) of the DepEd is to utilize modules for those schools and households that are
not equipped with technology. In the survey of Dangle and Sumaong (2020), 79% of the parents do
not have difficulties with the set schedule of retrieval and submission of their children’s modules.

Conceptual Framework

Figure 1 Conceptual Framework

Demographic Profile

Level of Interest

Level of Attitudes

Level of Compliance

Research Methodology

This chapter systematically demonstrates the quantitative research design, research

instruments, population and sampling techniques, research procedures, and statistical treatment of
data that will be used to conduct the study.

1. Population and Sampling Design

Quantitative research was used to elicit data for the learner’s interests, attitudes, and
compliance to modular distance learning during the pandemic. The study included a total of 100
respondents from senior high school students for the research purpose aspect of the study, broken
down with 55 respondents were female student respondents with ages 16-18 years old and ages 19-
22 years old, and the remaining 45 of the sample were male student respondents with ages 16-18
years old and ages 19-22 years old from School A and selected schools.

2. Instruments
The research used in Learners Interests, Attitudes and Compliance to Modular Distance
Learning during Pandemic Survey with 18 statements using the scale of Always (4), Often (3),
Sometimes (2), and Never (1). The researchers conducted a validity test before data collection and
processing, resulting in a 0.748 Chronbach’s Alpha for the questionnaire.
The research used an original instrument, Learners Interests, Attitudes, and Compliance to
Modular Distance Learning during Pandemic Survey with 3 categories and 18 statements.

3. Data Gathering procedure

The researcher constructed a survey questionnaire for the selected respondents. After the
validation of the instrument, the researchers made a letter for approval from the good office of the
selected schools to survey online google forms. After being given permission, the respondents
answer the survey questionnaire online. All participants were registered and sign in to the google
forms given by the researcher. The researcher explains to the respondents the importance of their
response to the study, the researcher requested the respondents to answer with all honesty. The
researcher uses quantitative data, the sampling units are selected subjectively by the researcher. In
the study since the researcher's goal is to determine the Learners Interests, Attitudes, and Compliance
to Modular Distance Learning during Pandemic, the researcher believes that this method is the most
appropriate in choosing a sample for the research. The researchers collected the data utilizing a
survey questionnaire that comprises their age, gender, and year level, and student status, the
problems encountered by the respondents will be identified through the second, third, and fourth
parts of the survey questionnaire. After the respondents answered the survey questionnaire, the
researchers will be checked, tailed, interpreted, and analyzed the data gathered, based on the data the
researcher comes up with a conclusion and recommendations for the study.
4. Data Analysis
Data gathered were analyzed using frequency distribution, Mean, Standard Deviation, t-test,
and ANOVA for all descriptive data.

Results

1. Results on the demographic profile of the respondents based on age, gender, and
grade level of the Respondents.
Table 1.0
Demographic Frequency Percentage
Age 16-18 60 60%
19-22 40 40%
Gender Male 45 45%
Female Female 55 55%
Grade Level 11 27 27%
12 73 73%

Table 1.0 shows that the age of learners from 16-18 responded 60% out of 100 respondents and 40% for
19-22 years old. For the gender, there are 45% of males and 55% of females responded. With regards to the
grade level, only 27% from grade 11 responded and 73% from grade 12.

2. What is the level of interests, attitudes, and compliance of students in modular distance
learning approaches?
Table 2.0

Category Mean Score Remarks

Interest Male 2.5371 Low
Female 2.4758 Low
Attitudes Male 2.8373 Moderate
Female 2.7847 Moderate
Compliance Male 2.8593 Moderate
Female 2.9033 Moderate
 Table 2.0 shows the level of interest, attitudes, and compliance of student’s academic
performance in modular learning. Remarks of interest show that the respondents are experiencing
difficulties with concentration concerning their studies. The mean score of 2.5371 and 2.4758 male
and female respectively indicates that the respondents more likely don’t feel like doing the module or
got no time in reading and answering their modules.

The level of attitudes with the mean score of 2.8373 and 2.7847 male and female
respectively, shows the respondents moderately agree to the situation that this pandemic measures
their attitudes towards learning during a pandemic. It has been observed in the population or to the
respondents that their positive mindset in doing their tasks is not normally distributed which gives
significant responses in their studies.

The level of compliance for learners appears the mean score of 2.8893 and 2.9033 male and
female respectively shows that respondents moderately agree on the level of undertaking their
requirements. This shows that understanding their lesson with less supervision, finish the tasks with
minimum quality, willing to sleep at night just to accomplish the tasks, and is responsible for the
tasks given indicates that respondents moderately adhere to their obligations.

3. Is there a significant difference in terms of the level of interests, attitudes, and level of compliance
on the modular distance learning when respondents are group according to their demographic
profile?

Table 3.0

Results on the Demographic Profile Responses. (Significant at 0.05)

Demographics Significant Remarks

Age Interest 0.173 Not significant
Attitudes 0.256 Not significant
Compliance 0.845 Not significant
Gender Interest 0.002 Significant
Attitudes 0.198 Not Significant
Compliances 0.846 Not Significant
Grade Level Interest 0.234 Not Significant
Attitude 0.302 Not significant
Compliance 0.139 Not Significant

Table 3.0 shows the result on the demographic profile responses of the learners in terms of the level
of interests, attitudes, and compliance on the modular distance learning when respondents are group
according to their demographic profile. The table shows that there is no significant difference in
terms of age and grade level in the level of interest, attitudes, and compliance. However in terms of
gender, the table shows that there is a significant difference in the level of interest which makes the
responses of their interest is real or does not attribute to the chance however, the students still give
attention to their modular tasks and able to accomplish despite the heavy load tasks given by their
teacher that they have persevered towards their studies amidst pandemic.
 Data suggested different difficulties when the respondents were grouped according to their
demographic profile. It shows that all of these difficulties were encountered and observed regardless
of the age of number, gender, and grade level of the respondents.

Discussion

What is the level of interests, attitudes, and compliance of students in modular distance learning
approaches?

Studies have demonstrated that level of interests, attitudes, and level of compliance marks
low from interest and moderate from attitudes and compliance based on their age, gender and grade
level. The level of interest responds that learners might show learning disabilities which makes their
enthusiasm low. To explicate the results, it tends to be close to the mean. There are changes in the
response of the respondents where it is statistically distributed. These findings explain that there is
such factor that would affect the respondents in adapting to the new situation in their studies, their
thoughts drive their interest to become active to respond to the new mode of learning.
The study habit is one of the factors that could also largely influence students’ performance.
If this is not given attention by the persons concerned, its effect could become more damaging to
students’ performance (Ebele & Olofu, 2017). Students need to possess good study habits to excel in
life because it is the study habits of the students that aid in obtaining relevant and applicable
knowledge Thus, the absence of these skills would lead the students to poor performance in school
(Kaur & Pathania, 2015).
The Self-Perception Theory by Bem (1972) supports this study. The theory states that
individuals’ actions are interpreted by the way he or she interpret others and ones’ actions are most
of the time influenced by others and not of ones’ own free will as he or she would expect. In these
findings, it shows that the level of attitudes and compliance reflected somehow on the attitudes of the
environments or others therefore, moderate remarks for the attitude and compliance from the
respondents reflected

Results on the Demographic Profile Responses. (Significant at 0.05)

The result on the demographic profile responses based on age and grade level shows not
significant based on interest, attitude and, compliance was learning with enthusiasm, having positive
mindset and sincerity in answering the modules still take a value of. It also indicates that they are
responsible in their assigned obligation as a student where modular distance learning features to
them. On the other hand, based on gender, the level of interest appears significant that makes sense
that they are lazy answering and reading the modules, don’t feel like doing the modules. Along with
this, it is evident on this level that they are experiencing difficulties in this modular distance learning
that marks their interest low. Therefore, possible treatment and recommendations will take at hand to
boost their level of interest towards modular distance learning.

Conclusion

Due to the Covid-19 Pandemic, students need to adjust to a whole new way of learning.
Especially in this modular distance learning where adjustments and adaptation to the new situation
are still in process. Students experiencing different difficulties in terms of modular distance learning
especially in the level of interest based on gender. Therefore, we concluded on this matter to have
some suggestions and recommendation to intensify such remarks and makes their learning
meaningful and achievable. Furthermore, on the level of attitudes and compliance, based on age and
grade level, the individual learning may help in developing many notable and self-reliant characters,
and in much more modern ways, students enjoy periods in which they pursue their interest and
satisfy their curiosities. Thus, it can be concluded, that despite the shift of learning modality, their
willingness to continue their education did not drawback instead carry on with more possibilities. For
these reasons, it can be seen little things to lift just to add more improvements in their academic work
at home. Indeed, the results of this study will help the school in any programs as well as the
stakeholders and the community in the pursuit of nurturing their students to surpass their level of
interests, attitudes and compliance in the new normal settings to uphold better education.

Recommendations

For Interest

1. Social Presence. While the development of online education has been progressing rapidly,
due to Covid 19 pandemic, teachers are encouraged to socialize students online. It is needed
on the experiences of students in online courses. One concept that has been explored
concerning the quality of the online learning experience is social presence, the degree to
which a person is perceived as “real” in mediated communication. To gain the interest of the
students in participating in the online class.
2. Motivations. Teachers should give external rewards to those students who participated and
comply with their activities or modules. These can be in form of giving an A+ grade or either
a giveaway. Through these, students will be motivated in complying and participating in
educational platforms.
3. Sincerity. Learners should be responsible for answering their modules, with honesty, true and
real. Parents should guide their children in answering modules. These can be in a form of
reminding their children of their tasks or activities and being observant of their children's
acts.

For Attitudes

1. A frame of Mind. Learners should feel about their life or current life situation at any given
moment. Teachers and Parents should work hand in hand with the mood or mental state
of their son/daughter so that they can set whatever learning styles have to be undertaken.
2. Life Perspective. Learners should know how to find their perspective in life. The way
people see life, including the way they approach life and all there is in their personal
experience. They should have set the worth of studying and value its fruit after
difficulties.
3. Disposition. The teacher should know what is their mood or general attitude in life,
especially in these trying times. Are they facing financial setbacks that is why his/their
mood about life is reflected in his/their studies?
For Compliance

1. Time Management. Planning and organizing how to handle our time between specific
activities enables us to work smarter not harder. Learners are encouraged to set their time
on attending modular learning and complying with their activities and requirements.
2. Open Communication: With the help of technologies we can easily chat, text, and call our
students to monitor the given tasks.
3. Home Visitation: Act is very important visiting their homes can feel that they are
remembered and encouraged them to learn. Through consistent home visitation, the
strength, weaknesses of student’s performance can easily identify.

REFERENCES
Google. (2021). Retrieved from sociology guid.com: https://www.sociologyguide.com/interest-and-
attitude/

al., A. V. (2019). Google. Retrieved from Online Learning:

https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1882

al., E. S. (2014). google. Retrieved from Attitudes about Distance Education:

https://files.eric.ed.gov/fulltext/EJ1080350.pdf

al., R. c. (2019). GOOGLE. Retrieved from Attitudes, Study Habits and academic performance of
junior high school student in mathematics: https://files.eric.ed.gov/fulltext/EJ1227082.pdf

DepEd. (2020). Google. Retrieved from Official Statement on the Enrolment Data:
https://www.deped.gov.ph/2020/07/17/official-statement-11/

Fidalgo, P. (2020). Students’ perceptions on distance education: A multinational study. International

Journal of Educational Technology of Higher Education, 18.

langat, u. a. (2015). Google. Retrieved from Factors affecting attitudes of students towards learning:
https://www.grin.com/document/450284

Lukwekwe, S. A. (2015). Google. Retrieved from Factors Affecting Students' Performance in Open
and Distance Learning: A Case Study of Kinondoni Regional Centre:
https://core.ac.uk/download/pdf/44684772.pdf

Olofu, E. &. (2017). Study habit and its impact on secondary school students academic performance
in biology in the Federal Capital Territory, Abuja. Academic Journals.

Pathania, K. &. (2015). Study Habits and Academic Performance among Late Adolescents. Studies
on Home and Community Science.

Sun, T. F. (2008). Google. Retrieved from Science Direct:

https://www.sciencedirect.com/science/article/abs/pii/S0360131506001874

Tria, J. Z. (2020). The COVID-19 Pandemic through the Lens of Education in the Philippines: The
New Normal. International Journal of Pedagogical Development and Lifelong Learning, 1-4.
 THERESA Y. PASA, LPT
Research Profile

The researcher is a student of Zamboanga Peninsula Polytechnic State

University (ZPPSU). She is currently studying Master of Arts in Education major In Supervision and
Administration. She graduated Bachelor of Science in Business Administration major in Financial
Management (BSBA-FM) at Universidad De Zamboanga (UZ) then took Teacher Certificate
Program (TCP) for her teaching Career. She is employed at the Department of Education (DepEd)
assigned at Curuan National High School (CNHS) teaching Senior High School Students. She is the
Grade 11 Curriculum Chair in the said department.

ALVIN B. ALFONSO, LPT

Research Profile

The researcher is a student of Zamboanga Peninsula Polytechnic State

University (ZPPSU). Took Master of Arts in Teaching Vocational
Education (MATVE) Major in Technology Livelihood Education (T.L.E)
and a graduate of BTTE (Bachelor in Technical Teacher Education)
Major in Automotive Technology. He is currently an Automotive
Contract of Service Instructor of Zamboanga Peninsula Polytechnic State
University (ZPPSU). He is the Adviser of the Course Diploma of Technology – Automotive
Engineering Technology (DT-AET).