Addressing Learner’s Lukewarm Attitude in Modular-Distance Learning Through

MK-KaSuSy Program

Krystel A. Dayoc
Teacher III
Bogo Calabat Integrated School
Department of Education, Division of Zamboanga del Sur
[email protected]
09163516467

Melanie C. Ferrer
Teacher III
Bogo Calabat Integrated School
Department of Education, Division of Zamboanga del Sur
[email protected]
09606661077

Abstract

With distance learning, schools and teachers face a whole new set of challenges as they
aim to make learning equitable in this new environment. Despite the pandemic, the
Secretary of Education, Leonor Magtolis Briones, reiterated that the DepEd maintains
its commitment to provide quality education to all Filipinos and makes education
accessible to all Malipot (2020). Since this is a new learning environment, teachers will
have to rethink how to meet learner’s needs. Some pupils and students who had been
doing well are now falling behind, they might be struggling with social and emotional
issues related to the coronavirus pandemic or they might be struggling to adjust to
distance learning and some of the learners who struggled in classroom are thriving in a
distance learning environment. This study determined the attitudes of the select Grade-
5 and Grade-7 learners in answering the modules before and after employing the MK-
KaSuSy Program. In this study, the researchers utilized the descriptive survey method
further, an interview was conducted to get the responses of the respondents on how the
program helped them in improving their lukewarm attitudes in answering the given
modules. This study reveals that before employing the intervention, there are parts of
the modules left unanswered and some just merely copy the answer key of the modules.
On the other hand, after employing the intervention, all of the activities in the modules
were answered completely though there were some did not answer some parts but at
least most of it were answered and improvement were noticeable. In addition, by
teacher’s modelling and showing empathy by having a self-monitoring guide and
feedback form to the learners through home visitation helped them do better and
understand the activities in the modules. A home visit is another way to expand the
partnership among teachers and parents to increase the learner’s chances for
achievement (Emily Kilgore, 2014). Furthermore, it is recommended that teachers
should utilized MK – KASUSY Program in all grade levels.

KEYWORDS
MK-KaSuSy Program, lukewarm attitude, SLM, empathy, self-monitoring guide
 2

Acknowledgment

The researchers would like to thank and acknowledge the support, inspiration
and encouragement of the people behind who contributed much for the fulfillment and
success of this study namely, to the learner-respondents in this research, to the
supportive parents who serve as mentors during this pandemic, to the Josefina District
Public Schools Supervisor Dr. Jason C. Cajote, to the District Research Coordinators
Mrs. Jezreel Jumaway and Mr. Al Duerme , to our Division Research Coordinator and
Senior Education Program Specialist, Dr. Lito P. Bahian for guiding the teachers and
helping in completing the research, to the BCIS School Head Mrs. Jessiebel Cana, to
BCIS teachers in giving time and ideas, to the family and love ones of the researchers
and above all, to the Almighty Father for the guidance and wisdom.
 3

Context and Rationale

With distance learning, teachers face a whole new set of challenges aiming to
make learning equitable in the new environment. According to Mark Antony Llego
(2020), Modular Distance Learning is learners are learning at their own pace in their
own way using Self-Learning Modules (SLMs). Checking of the learners’ submitted
modules, teachers found out that some shows lack of interest in handling the modules
by not answering all the activities in it.
The teachers gently asked the learners’ parents/ guardians to give substantial
time to assist the learners in answering the modules. However, there are some modules
returned without answers. Most of the learners hop some of the activities and returned
without answers or just merely copied the answers found in the last part of the modules.
The aim of this research is to recognize learners’ struggles in answering modules
and to give wholesome support to avoid lukewarm behavior in modular-distance
learning through utilization of MK-KaSuSy Program.
Lukewarm behavior refers to students lacking of eagerness and interest in
reading and answering the activities found in their modules.
Researchers’ found out that there are learners of Bogo Calabat Integrated School
have a lukewarm behavior in answering their modules during modular-distance
learning. Through feedbacking with the parents and guardians, the researchers
identified some reasons; lack of interaction with parents, and siblings, peer-influence,
habitual use of social media and video games, and the lack of knowledge of parents
academically to guide the learners. According to Bijeesh (2017), without the presence of
the faculty and classmates to remind about assignments, the chances of getting
distracted and losing track of deadlines are high. Applying MK-KaSuSy Program helps
the learners to have interest in answering the modules.
Thus, the researchers emphasize to the teachers that aside from giving feedback
to the learner’s activity should go deeper to the learner’s personality to address the gap
and use MK-KaSuSy Program to bridge the sharing moment between the learner and
teacher. The BCIS teachers are encouraged to use the program in reaching out learners
with difficulty in answering the activities in the modules. So, this study was conducted.

Innovation, Intervention, and Strategy

The researchers devised an intervention that called MK-KaSuSy Program and

teacher’s modeling and showing of empathy to address learner’s lukewarm behavior in
modular-distance learning.
Modeling is showing the teacher’s dedication in keeping track of their output by
keeping in touch with the learners and somehow influence them to be dedicated to
their works too.
Empathy is, put simply, thinking about one’s thinking. The researchers, go into
the life of the learners by conducting a home visitation and assess through MK-KaSuSy
Tool.
MK-KaSuSy Tool is a 3D miniature house. Three-dimensional object is solid
rather than flat, because it can be measured in three different dimensions, usually,
length, height and width. So, an abbreviation 3D can be used. Miniature is much
smaller size than normal. House is being used as an object in the tool to emphasize that
the learning takes at home. After a series of question-answer talk about any topic
between the teacher and learner, the teacher will then present the prepared 3D
 4

miniature house to enable the learner to share a more serious topic about the learner's
challenges or experiences during modular-distance learning. The learner will pull the
inserted paper with written questions for discussion. The questions are as follows:

1. How are you? (Focus on the learner’s emotional stability while answering the module)
2. What are your hobbies? (Emphasize the module-time)
3. Who are you living with? (Recognize the people around the learner’s environment)
4. How strong are you? (Highlight the challenges encountered in modular distance
learning and the importance on overcoming it)
5. How can you be at your BEST? (Stress out that to read and answer dedicatedly the
modules and finish all the activities are ways to show of being at the best.)

Subsequently, answering all the questions pulled in the pop-up house, the
learner received a thanksgiving item to recognize the time and whole-hearted answer.
Through applying the MK – KaSuSy Program or the Melanie Krystel –
Kamustahan Support System, teacher’s modeling and being metacognitive about one’s
state of empathy, learners will optimistically confident to finish answering the modules
because teacher leads individuals to care for the feelings during home visitation. They
will construct meaning from information, experience and their own thought and
understanding of the activity given in the modules. Current research findings support
the continued use of teacher home visit programs as a tool to encourage learners’
academic success and parent involvement in the classroom, with many studies also
noting teacher home visit programs’ improvement of students’ classroom behavior (Lin
& Bates, 2010; Meyer & Mann, 2006; Meyer, Mann, & Becker, 2011; Simington, 2003;
Stetson, Stetson, Sinclair, & Nix, 2012)

Action Research Questions

This action research endeavor to inquest that Melanie-Krystel-Kamustahan

Support System could address the learners lukewarm behavior in answering activities
during modular-distance learning in this new normal time in Bogo Calabat Integrated
School, Josefina District, Division of Zamboanga del Sur, School Year 2020-2021.

This study sought to answer the following questions:

1. What are the reasons on learner’s lukewarm behavior in answering the
modules?
2. How do the intervention help the learners to answer all the activities in the
modules?
3. Based on the results of this study, what is its implication on the implementation
of modular distance learning?

Action Research Methods

Research Design

In this study, the researchers utilized the descriptive survey method. This method
was preferred for this kind of study because this method is more of fact-finding with
adequate interpretation.
 5

The descriptive method was designed for the purpose of investigation a certain
topic to gather information about existing condition or situation. This kind of method is
most appropriate tool on the nature of a situation or condition as it exists at the time of
occurrence to the present phenomena.
Sevilla (1992:94) stressed that descriptive survey method involves collection of data in
order to answer the questions concerning the current status of the subject of the study.
It determines and qualifies the attitudes and opinions of the group of learners that
provide information need for the research.
In purposive sampling the group is selected beforehand as it is much easier to
understand a small group rather than a whole population. In this type of sampling
method, the researchers can reject those learners who do not fit into the sampling
group.
This study will apply the MK – KASUSY Program of the researchers by utilizing
teacher’s modeling and being metacognitive about one’s state of empathy by having a
self-monitoring guide and feedback form to the learners through home visitation.

Participants and/or Other Sources of Data Information

The researchers used purposive sampling as the technique to choose the sample
of population. According to Sugiyono (2014, p. 122) stated that purposive sampling is a
sampling technique where the researcher take into a certain consideration in deciding
the sample. The subject of this research involved 7 of 16 Grade –5 pupils and 10 of 32
Grade-7 students of Bogo Calabat Integrated School as the principal respondents of this
investigation after assessing their outputs in Quarter 1 Module 3.
.

Research Instrument

Used submitted weekly modular outputs of the students as basis for the study.
With the supervision of some experts in school, these instruments were checked and
validated. Interview-guide questions were scrutinized before utilization to ensure the
smooth flow of conversation during the process of in-depth interview with the subject

Data Gathering Procedure

To ensure the integrity of the research conduct, the researcher secured

permission from the office of the school head on her consent allowing the researcher to
conduct this study that aims to address the learner’s lukewarm attitude in answering
the modules during this pandemic time.
Upon approval, a set of participants was purposively identified to inquest the
impact of "MK-KaSuSy" on their learning. As an imperative step in the data collection
aspect, the research partakers were utterly informed about the purpose and significance
of the study and their involved commitment and protection of confidentiality. Howbeit,
informed consent was requested first from them.
This research involves collecting data in order to test hypotheses or to answer
questions about the opinions of people about the specific topic or issue. This study will
use the self-made tool as the main instrument in determining the behaviors of the
learners in answering the modules activities. The learner-respondents will use the MK-
KaSuSy tool. Then the researchers will check the output of the learners and see the
effectiveness of the intervention being introduced thus recording, analyzing, and
interpreting the results of the said assessment.
 6

Data Analysis
In this research, the researchers derived qualitative data. The qualitative data
were processed using the qualitative data analysis methods which is the narrative
analysis.
To interpret the data in determining the behavior of the learners in dealing with
the modules, outputs of Quarter 1 Module 3 and Quarter 3 Module 3 of the identified
learners were collected and evaluated by the researchers and noted the unanswered
parts of the module.
Narrative analysis is a method used to analyze content from various sources,
such as interviews of respondents, observations from the field, or surveys. It focuses on
using the stories and experiences shared by people to answer the research questions
(Bhatai, 2018)..
Moreover, this study will utilize a qualitative approach in a form of an interview
to the respondents. The results of those interviews were analyzed qualitatively and
themes from narrative analysis were classified into different theme according to the
research questions (Bogdan & Biklen, 2007) In analyzing and presenting the needed
information that has been acquired from the accumulated sources and data of the
study, the researchers revisited the research question to logically organize the ideas
along with the collected information. Interpretation involved the discussion and analysis
of the themes that emerge.

Results and Discussion

This section presents the results and discussion of the study.

Problem 1. 1.What are the reasons on pupil’s lukewarm behaviour in answering

the modules?
Table 1 shows the emerging themes of reasons on learner’s lukewarm behaviour
in answering the modules.

Table 1. Emerging Themes

Reasons of learner’s lukewarm  Comprehension Skills
behaviour in answering the  Printed Materials are of Poor Quality
modules?  Family Related Problems

Comprehension Skills

Theme 1 is all about the comprehension skills, the learners found difficulty in
learning some activities that need comprehension. According to them it affects their
interest in answering the activities in the modules. 4 of the students said:

“Dili kaayo ko kasabot sa mga questions og ubang buhatonon sa modules”. [I

cannot comprehend and understand some of the questions and activities in the
modules.] s1
 7

“Usahay dili nako mag-answer sa mga activities kay wala ko kasabot sa

topic”. [Sometimes, I skip to answer the activities because I didn’t understand the
topic.] s2

“Dili tanang activity sa modules naay example gihatag nga mabasa sa

discussion.”. [Not all of the activity in the modules have its example that can be read
in the discussion part.] s3

“Dili ko familiar sa mga words sa mga activity mao dili nalang nako
answeran.”. [ I am not familiar of the words used in the modules that is why I didn’t
answer it.] s4

From the statement of the students, it was found that some learners lack the
skills in reading comprehension. With this, the students find it hard in answering their
learning activity sheets and skip in making the outputs. It is found out that some
students lack of a solid foundation in comprehension. Studies have shown that students
who visualize while reading better recall than those who do not (Pressly, 1977).

Printed Materials are of Poor Quality

Theme 2 is all about the poor quality of printed materials. According to them,
Printed photos on the xerox copier are not crystal clear. Accordingly:

“Dili kayo klaro ang ubang pictures sa ubang object sa mga activities mao
maglisud mi og sabot”. [The Printed photos are not cleared and are difficult to
understand in some of the activities.] s5

“Usahay ang mga words sa activity kay dili kayo masabtan og maklaro mao
dili ko mag answer”. [Sometimes, I find it difficult to understand the words that’s
why I didn’t answer the activity.] s6

“Dali ra kaayo magisi ang module og activity sheets maskin hinayon og abli
ang pages maong laktawan nalang nako pag answer ang module”. [Modules and
other activity sheets are easily rent although I slowly scan its pages that why I skip in
answering.] s7

The lines mentioned by the students above indicate that they are having a poor
performance because of modules and learning activity sheets quality. In the study of
Surya (2019) stated that learning activity sheets is a learning resource needed and is a
stimulus for students in the learning process.The blurry pictures and text prevent them
from answering some of the activities in the module. According to (Kaymakci 2006),
instructional materials play an important role in ensuring the effectiveness of teaching
and learning activities. Hence, it is evident that there are struggles associated with the
use of modular distance learning (Sumaong et.al, 2020).

Family Related Problems

Theme 3 indicates the family related problems. Some students have lack of
interest in answering modules. 5 of the students articulated:
 8

“Tungud daghan kaayong trabahoon sa amoa mao kulang ang oras para
makompletog answer ang activity sa modules”. [Because so many errands at
home that’s why I only have limited time to complete anwering the tasks in the
modules.] s8

“Wala koy masabtan sa modules. Wala usab makatudlo nako kay busy akong
ginikanan sa pagpanarbaho para mabuhi mi. ”. [I didn’t understand the module.
No one also can help me because my parents were busy in working for our living.] s9

“Patabangun ko sa ako ginikanan sa uma gikan buntag taman hapon maong

dili nako makabasa og maka answer sa modules kay kapoy na akong lawas”.
[I help my parents in farming from morning until sunset that’s why I have no time in
anwering the modules because I’m already tired.] s10

“Akong mga egsoon, parente og barkada wala pud ikatudlo sakoa kay dili pud
daw sila kahibalo sa topic maong dili nalang ko mag answer”. [My siblings,
relatives and friends doesn’t teach me because they don’t understand the topic, that’s
why I didn’t pursue to answer the modules.] s11

“Wala na na discuss sa teacher ang topic sa modules mao galisud kog sabot og
makawala gana sa pag answer ”. [The topic in the modules doesn’t discuss by the
teacher that’s why I don’t have interest in answering it.] s11

Respondents emphasized their family related problems that cause their

lukewarm behaviour or lack of interest in answering the lesson because no one will
guide them and no teachers teaching them to let them understand the lesson. In
addition, international studies by Attwood (2014 cited n Sa’ad, et al., 2014) parental
attitude attribute poor performance of the child. Karue and Aukowa(2013) found that
home environment factors and family background as well as little participation of
parents in education of their children were main cause of lukewarm behaviour of
children in answering their activities.(Cascio,2013), family-related factors also play a
critical role in learner’s performance According to Bijeesh (2017), without the presence
of the faculty and their classmates who remind them of their assignments the chances
of getting distracted and losing track of deadlines are high. It showed that the main
challenges that emerged were students struggle with self-studying and answering their
tasks on their modules and the lack of knowledge of parents academically to guide their
child/children According to Dangle et.al (2020).

Problem 2. How do the intervention help the learners to answer all the activities
in the modules?

Table 2. Emerging Themes

How do the intervention help the  It helps me to improve my

learners to answer all the activities in grades in different subjects.
the modules?  It makes me more prepared in
learning lessons and doing my
learning task.
 9

 It increases my attention to
learning my lessons.
 It improves my relationship with
my teachers, parents and
siblings.
 It serves as our avenue of
sharing concerns relative to
learning and schooling.

Table 2 shows how the intervention program is effective. As they openly gave their
feedbacks that teachers gave additional information about the topic in the modules and
teachers clarified the activities in the module, elaborate the taught presented in the
activity sheets, simplified the complicated concepts in SLM, giving the step by step ways
in solving mathematical equations as well as to other subjects and give detailed concepts
about the discussion in the modules .moreover, the learners grasp the idea being
presented in the activities in the modules The first theme intend that the students
improve their grades because they completed the activity in the modules. The second
and third theme implies that the intervention done increases their interest and make
them more motivated in answering different learning tasks and activities. The fourth
theme point out that intervention help them to have better relationship with their
teachers and families in collaborative learning to finished their learning task completely.
The fifth theme affirm that the program help the students optimistically confident to
finish answering the modules because teacher leads individuals to care for the feelings
during home visitation confide. Thus, teacher’s modeling and being metacognitive about
one’s state of empathy help children to construct meaning from information, experience
and their own thought and understanding of the activity given in the modules. Current
research findings support the continued use of teacher home visit programs as a tool to
encourage students’ academic success and parent involvement in the classroom, with
many studies also noting teacher home visit programs’ improvement of students’
classroom behavior (Lin & Bates, 2010; Meyer & Mann, 2006; Meyer, Mann, & Becker,
2011; Simington, 2003; Stetson, Stetson, Sinclair, & Nix, 2012

Problem 3. Based on the results of this study, what is its implication on the
implementation of modular distance learning?

Table 3 Emerging Themes

Based on the results of this  Allow teachers see the real-life
study, what is its implication on scenario of every learner and their
the implementation of modular families.
distance learning  Discover new things and learn on my
own.
 Bridge the gap between the school to
learners
 It gives more time to answer some
questions that needed to ask
 Decreases discipline problem and
make students more comfortable in
completing the activity.
 10

Table 3 shows the impact of the study. In the first theme the respondents learned
so much in one-on-one session of the teachers and student. Teachers’ social and
emotional interactions with students, their ability to organize and manage them, and
their instructional support in the delivery of content help the students to do more on
their activities (Hafen et al., 2015Hamre et al., 2013). The second merge theme
respondents discover new things, and they experience their knowledge on their own.
They learn to learn; they are empowered. In addition, the students participate in real
experiences, students learn to reflect on their own experiences, thus developing new
skills, learning through modular direct students to oversee their own learning (Nardo
et.al, 2017).The third theme describes the link between teachers’ content knowledge,
delivery and students own understanding (Blazar, 2015; Kae and Staiger,2012), sort of
teaching practices and students outcome beyond test scores (Bandura et al.,1996;
Lampert,2001;NCTM,1989,2014; Usher & Pajares, 2008; Wigfield & Meece, 1988). The
fourth theme implies that the students are giving opportunity to ask their concerns, in
recent study, development and use of observation instruments that capture the quality
of teachers instruction have provided a unique opportunity organized around
meaningful patterns of teacher behaviour tied to underlying developmental process in
students (Pianta & Hamre, 2009, p.112.The last theme implies that it decreases the
problem of their lukewarm behaviour in answering the modules, the factors analyses of
data collected by instrument have identified several unique aspects of teachers
instruction:. In their conceptualization of high-quality teaching, Pianta and Hamre
(2009) describe a set of emotional supports and organizational techniques that are
equally important to learners as reaches instructional methods, they posit that, by
providing “emotional support and predictable, consistent and safe environment” (p.113),
teachers can help students become more self-reliant, motivated to learn, and willing to
take risks. Others have pointed to teachers important role in developing students self-
efficacy and decreasing their anxiety (Bandura et al., 1996; Usher Pajares,2008; Wigfield
Meece,1998).

Conclusion and Recommendations

The study revealed that before the MK-KaSusy Program was implemented, there
were parts of the modules left unanswered. Which signifies student’s lukewarm behavior
in answering the activities in the modular distance learning. However, after employing
the said intervention the children are optimistically confident to finish answering the
modules because teacher leads individuals to care for the feelings during home
visitation. They will construct meaning from information, experience and their own
thought and understanding of the activity given. Therefore, this intervention improved
the attitudes of the students in this modular learning
 11

Republic of the Philippines

Department of Education
Division of Zamboanga del Sur
Bogo Calabat Integrated School
Bogo Calabat, Josefina, Zamboanga del Sur

Action Plan

Information Dissemination About Addressing Learner’s Lukewarm Attitude in

Modular-Distance Learning Through MK-KaSuSy Program

Activities
Goals/ Persons Resources Time Success
/
Objectives Involved Needed Frame Indicator
Strategies
To address Introduce Students Printing Quarter I Modules
learner’s the MK- Researcher Materials activities
lukewarm KaSuSy has
attitudes in Tool to Snacks improved
modular learners from
Distance skipping to
Learning answer it to
completely
answer.

To share this Conduct Researcher, Soft copy of Quarter I Class

intervention to LAC Kinder-Grade the advisers/
all advisers and Session 12 advisers intervention and subject
subject and subject teachers
teachers teachers utilized this
interventio
n in their
teaching.
To be able to Conduct Researcher, Soft copy of Quarter I All
utilized the MK- an advisers, and the activities in
KaSuSy assessmen students intervention, the
Program t to the bond paper modules
students and snacks answered
completely
and
correctly.
 12

References

Acero, Victoria O, (2001,p 6) , Principles and Strategies of Teaching, Manila: Rex

Bookstore

Anthony, M. (2020). DepEd Learning Delivery Modalities for School Year 2020-2021.
https://www.teacher.com/deped-learning-delivery-modalities/

Bhatai, Manu (2018), Your Guide to Qualitative and Quantitative Data Analysis
Methods, Retrieved on October 26, 2021 from
https://humansofdata.atlan.com/2018/09/qualitative-quantitative-data-
analysis-methods/

Chin, M. (2020, October 11) Students‟ New Normal: Modular Distance Learning.
https://www.uniquephilippines.com/students-new-normal-modular-distance-
learning/

Dangle, P., Sumaoang, D. (2020) The Implementation of Modular Distance Learning in

the Philippine Secondary Public Schools.

Deped Order No.008 s. 2020, “Guideline on Enrollment for School Year 2020- 2021 in
the Context of the Public Health Emergency Due to COVID-19 p. 2021, Retrieved
on May 28, 2020 from https://www.deped.gov.ph

Kusmaryono, Jupriyanto, Kusumaningsih (2021). A Systematic Literature Review on

the Effectiveness of Distance Learning: Problems, Opportunities, Challenges, and
Predictions. https://ejournal.upi.edu/index.php/ije/article/view/29191

Llego, M.A. (n.d.). DepEd learning delivery modalities for school year 2020-2021.
TeacherPH. Retrieved from: https://www.teachers.ph.com/deped-learning-
delivery-modalities. (Accessed 24/05/2021)

Magsambol, B. (2020). Mistakes were mad: Errors in DepEd distance learning materials.
Rappler. Retrieved from: https://www.rappler.com/newsbreak/iq/distance-
learning-mishaps-errors-instances-deped-failed-students-school-year-2020-
2021. (Accessed 06/07/2021)

Martin, F., & Furey, H. (2018). Al Education Matters: A Modular Approach to Al Ethics
Education. http://sigai.acm.org/static/aimatters/4-4/AIMatters-4-4-06-Furey.pdf

Malipot, H. (2020, July 3) DepEd: Most students prefer „modular‟ learning over online.
https://mb.com.ph/2020/07/03/deped-most-students-prefer-modular-learning-over-
online/No Child Left Behind Act (NCLB), 20 U.S.C. 70 § 6301 et seq. (2002).

Sadeghi (2019, March 20) A Shift from Classroom to Distance Learning: Advantages and
Limitations http://ijreeonline.com/article-1-132-en.pdf
 13

Sevilla , Consuelo G.et al (1992) Research Methods and Statistics, Manila pp. 94, 190
Retrieved on May 4, 2018 from https://nanopdf.com/download/chapter-iii-
methodology-of-reserch-method-of-research-in-this_pdf#

Sumaong, J. (2020). The Implementation of Modular Distance Learning in the Philippine

Public Schools. Retrieved May 31, 2022 from
https://www.dpublication.com/abstract-
of-3rd-icate/27-427/pdf

Yazon, D. (2017) Validation and Effectiveness of module in Assessment of Students

Learning https://www.ijsr.net/archive/v7i11/ART20193221.pdf
Amjah, Dk Yusimah Pg H. 2014. "A study of teachers’ strategies so develop students’
interest towards learning English as a second language." Procedia-Social and
Behavioral Sciences 134: 188-192.
 14

Financial Report

The table below shows the cost estimates expended before, during, and after
conducting this action research.

Activities Quantity Unit Estimated Total

cost estimated
cost
SUPPLIES AND MATERIALS

Short Bond paper 80 GSM 2 Ream 110 220

Long Bond Paper 80 GSM 2 Ream 125 250

T664 printer ink Cyan 1 refill bottle 360 360

T664 printer ink yellow 1 refill bottle 360 360

T664 printer ink magenta 1 refill bottle 360 360

T664printer ink black 1 refill bottle 360 360

SUBTOTAL: 1,910

Reproduction and Binding cost

Binding of documents 7 Instance 150 1050

SUBTOTAL: 1050

Food expenses during surveys and FGDs

Snacks during FGD and 25 Pax 75 1,875

validation
SUBTOTAL: 1,875
GRAND TOTAL: ₱5,885.00
 15

Appendix A

INFORMED CONSENT

Title of the Study:

Addressing Learner’s Lukewarm Attitude in Modular-Distance Learning Through
MK-KaSuSy Program

Principal Investigator:
_______________________________

I agree to participate in this study, I understand that the focus of the study is to
document and analyze the effect of Addressing Learner’s Lukewarm Attitude in
Modular-Distance Learning Through MK-KaSuSy Program

1. Confidentiality: I understand that the information provided by this study may be

used for research purposes, including publications in a research journal. All personal
information, however, will be coded, and at no time will my personal identity be revealed.
2. Voluntary participation: The nature and purpose of the study has been explained
to me. I understand that participation in this study is voluntary, and refusal to
participate will involve no penalty or victimization. I may terminate my participation at
any time I choose, without penalty. I understand that I may withdraw from participation
at any time I choose, without penalty. I understand that I may withdraw from
participation at any point in the study with no penalty whatsoever.
3. Termination of Participation: My participation in this research may be terminated
without my consent if the investigator believes that any part of the study may put me
at undue risk. My participation may also be terminated if I do not adhere to the study
protocol.
4. Persons to contact with questions: I understand that the principal investigator in
this study is: ____________________________. I also take note of the contact persons as
indicated in the information leaflet that accompanied this letter which I will file for
safekeeping and later reference.
5. Consent to participation: I certify that I have read all of the above and received
satisfactory answers to any questions that I may have had. I, therefore, willingly give my
consent to participate in the study. (I will be provided with a copy of this signed informed
consent)

______________________________ _____________________
Participant’s Signature Date
 16

In-Depth Interview Guide

A. Engaging Question

1. What are can you say about the abrupt shift of educational system?
2. How does this new learning system effect you?

B. Exploratory Questions

1. What is the essence of having a Kamustahan Support System in your

learning?
2. How does the Kamustahan Support System bridge the gap of learning in this
pandemic time?
3. How does the Kamustahan Support System affect you in dealing with
struggles in modular learning?

C. Exit Question

1. Can you share some insights about Kamustahan Support System during
this new educational system change?