1110pm - 64.EPRA JOURNALS 7764

ISSN (Online): 2455-3662
EPRA International Journal of Multidisciplinary Research (IJMR) - Peer Reviewed Journal

Volume: 7 | Issue: 7 | July 2021|| Journal DOI: 10.36713/epra2013 || SJIF Impact Factor 2021: 8.047 || ISI Value: 1.188
THE CHALLENGES AND STATUS OF MODULAR

LEARNING: ITS EFFECT TO STUDENTS’
ACADEMIC BEHAVIOR AND PERFORMANCE
Monica Anna Ladan Agarin

Master of Arts in Education major in Educational Management, Graduate Studies and Applied
Research, Laguna State Polytechnic University,
Santa Cruz, Laguna, Philippines
ABSTRACT
Amidst of the COVID-19 crisis, the education don’t stop, it must continue whether with or without physically going to
school. Face-to-face learning modality is out, modular distance learning is in. At the present moment of situation;
Department of Education made an urgent response to ensure the safety of learners and the teachers. On the other hand,
they also ensure the continuity of quality education.
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. The teaching and learning process is undertaken remotely and on digital platforms, and the students are
asked to accomplish and submit school activities online at own pace, place, and time. This study aimed to ascertain the
methods, interventions or solutions of every educational institutions as well as the government in providing assistance to
students, parents and teachers who are having difficulty in this new learning modalities amidst pandemic.
Based on the gathered data, the significant effect of challenges and status of modular learning as to learners’
academic behavior and performance rejected the null hypothesis “The challenges and status of modular learning have no
significant effect on learners’ academic behavior and performance.”. These implies that there is a significant effect
between the Challenges and Status of Modular Learning as to learners’ academic behavior and performance.
KEYWORDS: Modular Distance Learning, General Comprehension, Independent Learning, Existing Health
Condition, Assessment and Monitoring, Distribution and Retrieval, Physical Interaction with Learners
INTRODUCTION learning. Since the conduct of face-to-face classes is

The COVID-19 pandemic took the prohibited, the DepEd announced that the adoption of
education system by surprise. As such, Philippines various learning delivery options such as but not
education sector is one of the most affected in the limited to blended learning, distance learning, and
society as schools and community learning centers home schooling and other modes of delivery shall be
shut down for physical conduct of classes. Thus, face implemented depending on the local COVID Risk
to face learning engagement of students and teachers Severity Classification and compliance with
within the school has been suspended further minimum health standards (Briones, 2020). With
transforming the life of all learners since March of this, since the teaching and learning process is
2020. undertaken remotely and on digital platforms, the
In this context, as per DepEd Secretary students are asked to accomplish and submit answer
Leonor Briones, amidst of the COVID-19 crisis, the sheets at own pace, place, and time.
education must continue. With health risks that the In line with the above discussion, the key
pandemic is imposing to teachers, the department of purpose of this research is to find out the challenges
education provided guidelines and policies regarding and status of modular learning, Its effect to students‟
various modalities and approaches in teaching to academic behavior and performance in Santo Tomas
provide quality education to learners amidst Elementary School-Annex at Calauan District. Also,
pandemic. This ensures the health, safety and well- this study aims to ascertain the methods,
being of the learners and the teachers. interventions or solutions of every educational
With this, the „new normal‟ of education is institution as well as the government in providing
introduced, focusing on the mode of the delivery of assistance to students, parents and teachers who are
instruction, with the distinctive rise of online
2021 EPRA IJMR | www.eprajournals.com | Journal DOI URL: https://doi.org/10.36713/epra2013

1
having difficulty in this new learning modalities

amidst pandemic.
METHODOLOGY
The descriptive method is used to determine
OBJECTIVES find out the challenges and status of modular
This study aims to determine the Challenges and learning, Its effect to students‟ academic behavior
Status of Learners to the student‟s performance and and performance in Santo Tomas Elementary School-
academic behavior. Annex at Calauan District.. Eighty-three (83)
Specifically, it seeks to answer the following purposively selected respondents composing of grade
questions: six learners from Santo Tomas Elementary School-
1. What is the level of pupils‟ challenges and Annex at Calauan District were used as respondents
status on modular learning in terms of: in this research. The researcher identifies challenges
a. General comprehension; that encountered of grade six learners in modular
2. What is the level of parents‟ challenges and learning and it effect to their academic behavior and
status on modular learning in terms of: academic performances. When the problem is
a. Existing health Condition? identified, the researcher formulates seven questions
3. What is the level of teachers; challenges which the researcher sought to answer after gathering
and status on modular learning in terms of: the data needed. Then, the researcher creates a self-
a. Physical Interaction with learners? made online questionnaire which will served as the
4. What is the level of pupils‟ academic research instrument. The researcher made used of a
behavior as to: self-made questionnaire with regards to the
a. Level of Motivation; and dependent and independent variables to collect
b. Focus and Attention; necessary data in relevance to the study. As such, it
5. What is the academic performance of grade is the primary source and instrument in collecting
6 learners as to 3rd grading period? data. A standard assessment tool in a form of a
6. Do the challenges and status of modular questionnaire were used in gathering data. The
learning significantly affect learners‟ responses were tabulated as basis for statistical
academic behavior? treatment of data.
7. Do the challenges and status of modular
learning significantly affect learners‟
performance?
STATISTICAL DESIGN AND RESULTS

Table 1. Level of Pupils’ Challenges and Status on Modular Learning In Terms of General
Comprehension.
STATEMENT Mean SD Remarks
1. Students can comprehend instructions and learn on their own with
3.60 1.04 Agree
their parents‟ guidance.
2. Students has increased understanding of the lesson. 3.53 0.88 Agree
3. Students acquired necessary knowledge from the module. 3.46 0.99 Agree
4. Students‟ engagement and interest levels remain as instructions from
the module are easy to grasp. 3.43 1.01 Agree
5. Students understand completely the content of the module. 3.27 1.07 Moderately Agree
Grand Mean/SD 3.46 1.00 Agree
Interpretation High
Legend:
Scale Range Remarks Interpretation
5 4.20 – 5.00 Strongly Agree Very High
2 3.40 – 4.19 Agree High
3 2.60 – 3.39 Moderately Agree Average
2 1.80 – 2.59 Disagree Low
1 1.0 – 1.79 Strongly Disagree Very Low

2
The respondents agree that students can comprehend comprehend the instructions as well as the content of
instructions and learn on their own with their the module in general.
parents’ guidance supported by the obtained highest Thorndike (2017) describes reading
weighted mean of 3.60 and SD of 1.04. On the other comprehension simply as thinking. To comprehend a
hand, the respondents moderately agree that students pupil needs to understand language patterns, to
understand completely the content of the module as recognize the structural elements composing a
implied lowest weighted mean of 3.27 and SD of sentence and to perceive the syntactic inter
1.07. This meant that students were able to relationship of these elements.
Table 2. Level of Parents’ Challenges and Status on Modular Learning

In Terms of Existing Health Condition.
1. Parents are healthy enough to assist the student in
answering the modules. 3.48 1.22 Agree
2. Parents have enough energy to guide the students.
3.64 1.01 Agree
3. Parents are well enough which enable them to
assist their children in answering the module. . 3.52 1.05 Agree
4. Parents are free from any form of diseases. 3.58 1.15 Agree
5. Parents have a well condition of body and mind. 3.66 1.17 Agree
Interpretation High
Legend:
2 3.40 – 4.19 Agree High
It can be observed that the respondents As educators, our responsibilities go well

agree that Parents have a well condition of body and beyond lesson planning and instruction (Pereja,
mind as evidenced by the highest gained weighted 2016). Developing and nurturing students into
mean of 3.66 with SD=1.17. Also, the respondents learners takes into account the societal, personal,
agree that Parents are healthy enough to assist the family and other variables children bring with them
student in answering the modules as presented by the to classrooms having an additional consideration that
lowest weighted mean of 3.48 with SD=1.22. This can‟t avoid: an existing health condition.
meant that the parents have a high level of health
which enables them to lead and direct their children
in answering the modules.
Table 3. Level of Teachers Challenges and Status on Modular Learning
In Terms of Physical Interaction with Learners.
1. Reaching the students with matters that needs immediate response is taken
into account by the teachers and parents. 4.11 0.89 Agree
2. It is easy for teachers to communicate with their students as others have the
means for other ways to communicate. 3.92 0.76 Agree
3. The parents provide feedbacks to the student‟s experiences in answering the
module. 4.34 0.66 Strongly Agree
4. Parents are the students‟ representative in expressing their concern regarding
the module. 4.37 0.67 Strongly Agree
5. Various online platforms such as messenger provide direct possible
interaction of students and teachers in the modular approach. 4.24 0.63 Strongly Agree

3
Grand Mean/SD 4.20 0.75 Strongly Agree
Interpretation Very High
Legend:
2 3.40 – 4.19 Agree High
It can be inferred that the respondents of 4.22. This meant that the teachers have the means
strongly agree that The parents provide feedbacks to to communicate with the students on a very high
the student’s experiences in answering the module level, either through their parents or through various
and Parents are the students’ representative in platforms.
expressing their concern regarding the module as Every day, teachers make countless real-
showed by the highest garnered weighted means of time decisions and facilitate dozens of interactions
4.56. Similarly, the respondents strongly agree that It between themselves and their students. Although
is easy for teachers to communicate with their they share this commonality, educators all over the
students as others have the means for other ways to country often talk about these decisions and
communicate as proved by the lowest weighted mean interactions in different ways (Adams, 2017).
Table 4. Level of Pupils’ Academic Behavior In Terms of Level of Motivation

1. Students are interested to learn more and know more. 3.48 1.06 Agree
2. Students have a good study strategy and high study effort.
3.35 1.13 Moderately Agree
3. The students are highly motivated to learn the topics presented
by teachers. 3.35 1.12 Moderately Agree
4. Students are persistent to pursue learning even when faced by
obstacles during the teaching learning process. 3.55 1.08 Agree
5. The students have the drive to 3.35 1.1 Moderately
reach out their learning goals. 2 Agree
1
Interpretation Hig
h
Legend:
2 3.40 – 4.19 Agree High
It can be inferred that the respondents agree and the students have the drive to reach out their
that students are persistent to pursue learning even learning goals as proved by the lowest weighted
when faced by obstacles during the teaching learning mean scores of 3.55. This meant that the students still
process as showed by the highest gained weighted exhibit motivation in the modular learning setting.
means of 3.55. On the other hand, the respondents Robbins (2019) mentioned that achievement
moderately agree that Students have a good study motivation energizes and directs behavior toward
strategy and high study effort, the students are highly achievement and therefore is known to be an
motivated to learn the topics presented by teachers important determinant of academic success.

4
Table 5. Academic Performance of Grade 6 Learners

Descriptors Grading Scale Frequency Percentage
Outstanding 90 – 100 4 0.05

Very Satisfactory 85 – 89 68 0.82
Satisfactory 80 – 84 11 0.13
Fairly Satisfactory 75 – 79 0 0
Did Not Meet Expectations Below 75 0 0
Mean 86.43 Interpretation Very Satisfactory
The table above presents the academic

performance of the grade 6 learners. Majority of the on a satisfactory level. The remaining 5.00% of the
learners which account to 82.00% of the total population, which is equivalent to four (4) students
population of learners performed on a very performed outstandingly with grades ranging from 90
satisfactory level with sixty-eight (68) learners – 100.
incurring grades between 85 – 89. This is seconded in The mean performance of the grade 6
frequency by the students who incurred grades within learners is depicted by the mean score of 86. 43
the range 80 – 84, with eleven (11) students or which was verbally interpreted as very satisfactory.
approximately 13.00% of the population performing We can infer from the above that the
students are performing very well collectively.
Table 7. Effect of Pupil’s General Comprehension on Modular Learning to Learners’

Academic Behavior.
Variables t-value p-value Analysis
General Comprehension
-0.54 0.592 Not Significant

Level of Motivation
General
Focus andComprehension
Attention -0.64 0.525 Not Significant
Self-regulation 0.033 Significant
-2.17
Task orientation 0.037 Significant
2.13
*significant at .05 level of significance
It can be seen that the obtained p-values of However, p-value of 0.005 was gained on
0.779, 0.081 and 0.931 on the effect of pupil‟s the effect of pupil‟s general comprehension to their
general comprehension to their academic behavior in academic behavior in terms of focus and attention
terms level of motivation, self-regulation and task which was lower than the 0.05 level of significance
orientation respectively were higher than the 0.05 which indicated a significant analysis. This meant
level of significance which indicated a not significant that pupil‟s general comprehension on modular
analysis. This further implied that pupil‟s general learning affect their focus and attention behavior
comprehension on modular learning does not affect towards learning.
their academic behavior in terms of level of
motivation, self-regulation and task orientation.

5
Table 9. Effect of Parents’ Existing health Condition on Modular Learning to Learner’s Academic
Behavior.
Existing health Condition

4.88 0.000 Significant
Level of Motivation
Existing health Condition Significant

Focus and Attention 2.81 0.006

Self-regulation
Task orientation
*significant at .05 level of
significance
It can be observed that the obtained p-values On the other hand, p-values of 0.001 and
of 0.322 and 0.492 on the effect of parents‟ existing 0.020 were gained on the effect of parents‟ existing
health condition to the students‟ academic behavior health condition to the students‟ academic behavior
in terms level of motivation and task orientation in terms of focus and attention and self-regulation
respectively were higher than the 0.05 level of which were lower than the 0.05 level of significance
significance which indicated a not significant which indicated a significant analysis. This meant
analysis. This further implied that parents‟ existing that parents‟ existing health condition on modular
health condition on modular learning does not affect learning affect their focus and attention and self-
their academic behavior in terms of level of regulation behavior towards learning.
motivation and task orientation.
Table 10. Effect of Teachers’ Physical Interaction with Learners on Modular Learning to Learner’s
Academic Behavior
Physical Interaction with Learners

Level of Motivation -1.54 0.128 Not Significant

Not Significant
Focus and Attention 0.41 0.684
Physical Interaction with

0.434 Significant
Learners Self-regulation 0.79

Task orientation 0.882 Not Significant
-0.15
*significant at .05 level of
significance
It is observed that physical interaction with This implies that the student‟s level of
learners was revealed to have a significant effect on motivation, focus and attention, self-regulation and
the academic behavior of the students as to level of task orientation are influenced by the physical
motivation, focus and attention, self-regulation and interaction with the learners of the teachers.
task orientation. This is presumed from the p-values
obtained 0.004, 0.000, 0.000 and 0.004 respectively
which were less than the significance alpha of 0.05.

6
Table 11. Effect of Pupil’s Challenges and Status on Modular Learning to Academic
Performance Variables p-value Analysis

t-value
Academic Performance
Independent Learning
It is observed that pupils‟ challenges and respectively which were less than the significance
status as to general comprehension and independent alpha of 0.05. This implies that the academic
learning were revealed to have a significant effect on performance of the students is influenced by the
the academic performance of the students. This is general comprehension and independent learning of
signified by the p-values obtained 0.000 and 0.000 the students.
Table 12. Effect of Parents’ Challenges and Status on Modular Learning to Learner’s Academic
Performance.
Content Knowledge 0.000 Significant

Academic Performance 6.10
Time Management Significant

0.000
Existing health Condition 0.000 Significant

11.20
It is observed that pupils‟ challenges and respectively which were less than the significance
status as to general comprehension and independent alpha of 0.05. This implies that the academic
learning were revealed to have a significant effect on performance of the students is influenced by the
the academic performance of the students. This is general comprehension and independent learning of
signified by the p-values obtained 0.000 and 0.000 the students.
Table 26. Effect of Teachers’ Challenges and Status on Modular Learning to Learner’s Academic
Performance
Distribution and Retrieval

0.578 Not Significant
Assessment and Monitoring
Not Significant
0.22 0.829
Physical Interaction with

Learners
0.10 0.920 Not Significant

7
It is observed that teachers‟ challenges and challenges and status of modular learning have no
status as to distribution and retrieval and assessment significant effect on learners‟ academic behavior and
and monitoring were revealed to have no significant performance.”. These implies that there is a
effect on the academic performance of the students. significant effect between the Challenges and Status
This is signified by the p-values obtained 0.760 and of Modular Learning as to learners‟ academic
0.392 respectively which were greater than the behavior and performance.
significance alpha of 0.05. This implies that the
academic performance of the students is not
BIBLIOGRAPHY
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ISSN (Online): 2455-3662

EPRA International Journal of Multidisciplinary Research (IJMR) - Peer Reviewed Journal

THE CHALLENGES AND STATUS OF MODULAR

Monica Anna Ladan Agarin

INTRODUCTION learning. Since the conduct of face-to-face classes is

2021 EPRA IJMR | www.eprajournals.com | Journal DOI URL: https://doi.org/10.36713/epra2013

having difficulty in this new learning modalities

STATISTICAL DESIGN AND RESULTS

2021 EPRA IJMR | www.eprajournals.com | Journal DOI URL: https://doi.org/10.36713/epra2013

Table 2. Level of Parents’ Challenges and Status on Modular Learning

It can be observed that the respondents As educators, our responsibilities go well

2021 EPRA IJMR | www.eprajournals.com | Journal DOI URL: https://doi.org/10.36713/epra2013

Grand Mean/SD 4.20 0.75 Strongly Agree

Interpretation Very High

Table 4. Level of Pupils’ Academic Behavior In Terms of Level of Motivation

2021 EPRA IJMR | www.eprajournals.com | Journal DOI URL: https://doi.org/10.36713/epra2013

Table 5. Academic Performance of Grade 6 Learners

Outstanding 90 – 100 4 0.05

Did Not Meet Expectations Below 75 0 0

Mean 86.43 Interpretation Very Satisfactory

The table above presents the academic

Table 7. Effect of Pupil’s General Comprehension on Modular Learning to Learners’

Variables t-value p-value Analysis

-0.54 0.592 Not Significant

2021 EPRA IJMR | www.eprajournals.com | Journal DOI URL: https://doi.org/10.36713/epra2013

Variables t-value p-value Analysis

Existing health Condition

Existing health Condition Significant

Existing health Condition

Variables t-value p-value Analysis

Physical Interaction with Learners

Physical Interaction with Learners

Physical Interaction with

Physical Interaction with Learners

2021 EPRA IJMR | www.eprajournals.com | Journal DOI URL: https://doi.org/10.36713/epra2013

Performance Variables p-value Analysis

Variables t-value p-value Analysis

Content Knowledge 0.000 Significant

Time Management Significant

Existing health Condition 0.000 Significant

Variables t-value p-value Analysis

Distribution and Retrieval

Physical Interaction with

2021 EPRA IJMR | www.eprajournals.com | Journal DOI URL: https://doi.org/10.36713/epra2013

2021 EPRA IJMR | www.eprajournals.com | Journal DOI URL: https://doi.org/10.36713/epra2013

2021 EPRA IJMR | www.eprajournals.com | Journal DOI URL: https://doi.org/10.36713/epra2013

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