DIFFICULTIES EXPERIENCE BY GRADE VI

LEARNERS IN SANTA CRUZ DISTRICT, DIVISION OF

LAGUNA UNDER MODULAR DISTANCE LEARNING

A Research

Presented to the

Faculty of Graduate Studies, PHINMA Union College

Santa Cruz, Laguna

In Partial Fulfillment of the

Requirements for the Methodology of Research

Master of Arts Major in Admin and Supervision

MARJORIE B. BRIONES

September 2022

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 TABLE OF CONTENTS
Page

Title Page………………………………………………………………………………....... 1

Table of Contents…………………………………………………………………………2-3

Chapter 1

THE PROBLEM AND ITS SETTING

Introduction………………………………………………………………………………..4-5

Background of the Study……………………………………………………………….…..6

Conceptual Framework……………………………………………………………. …… 7

Research Paradigm ………………………………………………………………………..7

Statement of the Problem……………………………………………………………….…8

Null Hypothesis……………………………………………………………………………...8

Scope and Limitation……………………………………………………………….………9

Significance of the Study……………………………………………............…………….9

Definition of Terms…………………………………………………………………. …10-11

Chapter 2

REVIEW OF RELATED LITEARATURE

Foreign Literature………………………………………………………………………12-15

Foreign Studies …………………………………………………………………….....15-17

Local Literature…………………………………………………………………………17-19

Local Studies……………………………………………………………………………19-20

Chapter 3

RESEARCH METHODOLOGY

Research Design………………………………………………………………………….21

Research Method…………………………………………………………………………21

Research Instrument………………………………………………………………….21-22

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Research Locale…………………………………………………………………………..22

Subject of the Study……………………………………………………………………….22

Sampling Technique……………………………………………………………………….22

Research Procedure……………………………………………………………………….23

Statistical Treatment of Data………………………………………………………….24-25

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 Chapter 1

THE PROBLEM AND ITS SETTING

INTRODUCTION

Following the first detection of Coronavirus (Covid-19) in December 2019, the

World Health Organization (WHO) proclaimed Covid-19 to be a global pandemic in
March 2020, warning of the virus's high contagiousness ( WHO, 2020).It has quickly
touched thousands of individuals, who are sick or dying as a result of the disease's
spread. The COVID-19 epidemic also caused considerable disruption, including
travel restrictions, school closures, and a global economic downturn. This pandemic
struck hard and disrupted many aspects of our lives, including education. As a result
of the Covid- 19 outbreak, education was disrupted. To slow the spread of the virus
and prevent infections, most countries have temporarily closed educational facilities
(UNESCO, 2020). In the educational context, the new normal should be considered
in the formulation and execution of the "new normal educational policy" in order to
maintain and offer excellent education despite lockdown and community quarantine
(Tria, 2020). Modular Distance Learning has been introduced as an expedient
solution to ensure educational continuity as a result of the pandemic. The most
common type of distance learning is modular learning. According to a survey done
by the Department of Education (DepEd), learning through printed and digital
modules emerged as the most desired distance learning mode among most Filipino
parents and students. This also takes into account learners in remote locations who
do not have access to the internet for online learning.

As encountered in to day-to-day delivery of basic education services. Distance

education is defined as “any educational process in which all or most of the teaching
is conducted by someone removed in space and/or time from the learner, with the
effect that all or most of the communication between teachers and learners is
through an artificial medium, either electronic or print” (UNESCO, 2002). Not all
learners have the opportunity to acclimate to the new regular educational approach.

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 Although it may appear that practically everyone has access to the internet, a
staggering proportion of families do not have fast or dependable internet connections.
In the Philippines, around 60% of households do not have access to the internet.
That means millions of students are being left behind ( Santos, 2020).

Despite the fact that Oogong Elementary School’s learning modalities

program is modular, learners still require internet access for incomprehensible
lessons, teacher updates/meetings to guide learners’, research, and other objectives.
Not all learners can learn on their own; they require more discipline, self-motivation,
and time management. Nearly 4 million kids were unable to enroll for the current
school year, according to data from the Department of Education (DepEd). "Many of
the children who were not able to enroll last year could end up missing even more
time out of school or worse, drop out completely for one reason or another” (Angara,
2021). Due to financial inability, a lack of technology equipment, family obligations, a
lack of personal desire, and the high expense of education or financial concerns,
many students are losing hope of acquiring an education now that there is a
pandemic.

The goal of this research was to see how the pandemic affected students' life
on a daily basis. Here you may discover how much Covid-19 has impacted learners'
lives. It also demonstrates the difficulties that teachers, parents, and students
experience when utilizing Modular Distance Learning.

In addition, to assess the tactics, interventions, or solutions utilized by

educational institutions and the government to aid students, parents, and teachers
dealing with emerging learning modalities.

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BACKGROUND OF THE STUDY

As the Pandemic arises, there are changes fulfilled to adapt with the situation.
One of the changes is the operation of learning system or the way how a learner can
learn. Distance learning has grown into an important global strategy in resolving
problems of access to education. Different learning modalities were implemented
and one of those is the modular distance learning modality. The learners entered the
alternative learning system including asynchronous and synchronous learning
strategies. The expansive nature of the internet and the accessibility of technology
have generated a surge in the demand for web-based teaching and learning.

Despite that the school implementing modular distance learning, it does not
mean that they are not going to use internet on their studies. The learners still
require to access in the internet so that can be able to understand the lesson well.
That is why this study also focuses on what the Grade VI learners do and how they
can adapt to sudden change in learning system and how it affects positively and
negatively

Regarding this matter, the researcher took her interest about the life that had
of the learners studying under modular distance learning. She wants to find out the
experiences that the learners felt during that time. She also wanted to know if those
experiences brought them lessons that they can apply under New Normal Education,
where most of the learners are having their face to face classes.

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 CONCEPTUAL FRAMEWORK

The research paradigm below shows the relationship of the variables included
in this study.

INPUT PROCESS OUTPUT

Profile of the Analysis of Feedback

respondents in terms about Modular Distance
of: Learning
 Age
 Gender Interview of the
 Have gadgets or
Teacher and Learners PROPOSED
internet to be used ACTION PLAN
Administration of the
Questionnaire
Difficulties
Experienced by the
Selected Grade VI
Learners Under Analysis of the
Modular Distance Information Gathered
Learning

Research Paradigm

The research paradigm describes the variables being investigated in this

research. The study uses the system approach in presenting the relationship of the
variables wherein all the parts are said to be interested, thus on the left side of the
figure, the input shows the profile of the respondents as to age, gender and if they
have gadgets or internet used at home. The process indicates the data on the
following: analysis of feedback about modular distance learning, interview of
teachers and learners, administration of the questionnaire and analysis of the
information gathered.

The output shows the expected outcome of the study which refers to the
proposed action plan

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 THE PROBLEM

Statement of the Problem

The study will look look into the difficulties by Grade VI learners face while
using modular distance learning modalities in Public Schools in Santa Cruz District,
Division of Laguna.

Specifically, it will seek answers to the following questions:

1. What id the profile of the respondents in terms of;

1.1Gender

1.2 Age

1.3 Have gadgets or internet

2. What are the difficulties they experienced under modular distance learning?

3. What are the value/life lessons that they experienced on modular distance
learning during the time of pandemic?

4. Is there a significant relationship between the profile of the grade six

learners and the difficulties experience under Modular Learning Modalities?

Null Hypothesis

Ho1. There is no significant relationship between the profile of the respondents and
the difficulties experienced under Modular Distance Learning.

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Scope and limitations of the Study

The study deals with the difficulties experienced by the selected Grade VI
learners in Santa Cruz District, Division of Laguna under Modular Distance Learning.
It would like to find out the perceptions and difficulties that the learners experience
under modular distance learning and how did they manage. It also would like to look
for the life lessons brought by pandemic.

The respondents of the study are the selected

Significance of the Study

This study entitled "DIFFICULTIES EXPERIENCE BY GRADE VI LEARNERS

IN SANTA CRUZ DISTRICT, DIVISION OF LAGUNA UNDER MODULAR
DISTANCE LEARNING" is being created to benefit the following:

Grade VI Learners: the study will benefit the elementary learners because they are
the subject of this research and will lead them to an advise if there's a negative
implication.

Teachers: This research will benefit the teachers for the purpose of having
knowledge about challenges of grade VI learners on modular distance learning
modalities. They are expose to students everyday online, they can make an advice
after the result was concluded.

Parents: This research will benefit the parents for them to know if they need to be
patient, focus, and acknowledge their children’s effort.

School Programs: This research will benefit the school programs for potential
changes and recommendations for implementing modular distance learning

Potential Teachers/Students: This research could be used as a tool to educate

potential teachers/students so that they are trained and know what to do in the event
of another pandemic.

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Definition of Terms

The following are the conceptual and operational definitions of significant

terms used in this study.

Change - to become different some things never change. 2 : to undergo

transformation, transition, or substitution winter changed to spring.

Experience - the process of doing and seeing things and of having things happen to
you. : skill or knowledge that you get by doing something. : the length of time that
you have spent doing something (such as a particular job)

Coronavirus disease ( COVID-19) - any of a family (Coronaviridae) of large single-

stranded

RNA viruses that have a lipid envelope studded with club-shaped spike proteins,
infect birds and many mammals including humans, and include the causative agents
of MERS, SARS, and COVID-19.

Pandemic - occurring over a wide geographic area (such as multiple countries or

continents) and typically affecting a significant proportion of the population.

Perception - awareness of the elements of environment through physical sensation.

Disruption - the act or process of disrupting something : a break or interruption in the

normal course or continuation of some activity, process, etc.

Challenge - to arouse or stimulate especially by presenting with difficulties.

Time management - the process of organizing and planning how to divide your time
between specific activities. Good time management enables you to work smarter –
not harder – so that you get more done in less time, even when time is tight and
pressures are high.

Discipline. the practice of training people to obey rules or a code of behavior, using
punishment to correct disobedience.

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Gain - obtain or secure (something desired, favorable, or profitable).

Distance - an amount of space between two things or people.

Alternative - offering or expressing a choice

Education - the process of facilitating learning, or the acquisition of knowledge, skills,

values, morals, beliefs, and habits. Educational methods include teaching, training,
storytelling, discussion and directed research.

Module - a unit, chapter, topic, or segment of instruction. It is a standard unit or

instructional section of your course that is a “self-contained” chunk of instruction.

Impact - have a strong effect on someone or something.

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 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides several literature and studies that have to the present
study. It also gives information that substantiates the study undertaken

Before beginning the investigation, the researcher gathered reviews of

relevant literature and studies in order to gain a better understanding of the subject.
The output's elements or variables are elaborated and explained in this section of the
research. This primarily focuses on the frequent obstacles that Grade VI students
have when it comes to modular distance learning, how the pandemic has changed
people's life on a daily basis, and the difficulties that teachers and parents face while
putting modular distance learning into practice.

FOREIGN LITERATURE

The COVID-19 pandemic has altered the course of history. The virus's nature,
particularly how it spreads, has changed human behaviour, relationships, and
lifestyles, as well as the economic, political, and cultural landscapes of societies all
over the world. It has also exacerbated poverty, discrimination, and inequalities in
many parts of the world, not only because COVID-19 appears to be affecting poorer
communities more than richer communities, but also as a result of the measures
taken by states to control the virus's spread, primarily by restricting freedom of
movement through the imposition of community quarantine, lockdowns, and curfews
in parts of the world (Simbulan, 2020).

Modular instruction was first introduced by American educators. It is described

by John L. Hughes (2000) as an individualized instruction that provides bases
forcloseinteraction between the learners and the subject matter. With the
modules,the learners are expected to respond frequently in the interaction with an
instructional program at their learning rate. Assessment of Students Learning is a
three-unit professional education subject taken by Education students. It involves
concepts and principles on what and how our future teachers assess their future

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learners. Though there are existing references in this subject, there is a limited book
that contains all the lessons stipulated in the course design or learning program used
in the University. As instructor of this Assessment of learning for almost 8 years, the
researcher had seen the relevance of having a module in delivering the content of
this subject. Aside from the fact that it will offer individualized instruction, the module
blends the theory and practice which are vital to students learning experiences
(Good,2000). Researched the “individualization” of the modules because learners
proceed with the instructions at their own pace, also stated that modular instructions
catered to the individual learning differences so that learners are prompted to
actively participate in determining what they need to learn ( Duker ,2000).

The amount and the pace of their learning must match with their ability,
motivation and interest, not in comparison with other learners. Gibbons (2001)
believed that individualized instruction is one of the multi-media approaches
providing the development of coherent instructional programs that prepare learners
for complete control of their education. Good (2000) cited modular approach to be
modernizing the teaching process suited to learners to advance at their own best
rate through passing unnecessary instruction and satisfying their needs, thus in
individual cases, will be able to earn their degree in considerably shorter period of
time. Lardizabal, (2001) said that it is a package of learning activities that learners
have to accomplish. It can be used as part of a course, as a complete course, or as
a curriculum design. Students can find the following advantages: Working at their
own pace; Assuming responsibility for learning; Students find that textbooks are not
the only source of learning; They know exactly what they have to learn; Learners are
encouraged to master the module; and Competition for grades is reduced,
Lardizabal, (2001).

Modular instruction promises a more efficient mass education by offering

more effective individual instruction at a time when a teacher is faced with a problem
of producing learning in a large group all at the same time. It is a technique of self-
instruction that involves the presentation of instructional materials to demonstrate
their skills and comprehension, Deterline, W.,(2002).It is described that modular

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instruction provides the basis for a close interaction between the learner and the
subject matter, that the learner is called upon to respond actively in the interaction
with an instructional program, and that the rate at which the interaction proceeds are
governed individually by each learner’s response, Hughes J. L.,(2005).

The advantage offers to the teacher who uses the modular approach. These
are: it provides the opportunity for organizing numerous sequences to reflect special
interests of the teacher and students; it allows the teacher to focus on the
deficiencies of students in the subject matter; it serves to eliminate the necessity of
covering the subject matter already known to students. With the use of modules, the
progress of a student is assessed and the routine aspect of instruction is reduced
giving the teacher a chance to enjoy her personal contact with the students, Greager,
J. And Murray, D (2005 ). The instructional modules form an important educational
innovation and teaching technique. Aside from proposing a solution to the problems
of teaching instruction, modules are more efficient mass education by giving more
effective individual instruction, Acelejado, (2007).

The preparation of self-instructional modules includes careful analysis of the

course plan or syllabus,preparing preliminaries and designing of the learning
activities. The design of the learning activities includes the objectives, directions, pre-
test and key, activity proper, self-evaluation exercises and post-tests, Johnson, D.
W., & Johnson, (2009). The modular system has been considered as an alternative
to traditional teaching for a long time. The modules in the principles and methods of
teaching include lessons and topics which meet the requirements of authorities in
teacher education. The contents of the modules reflect the most important aspects of
what is being taught. The modules provide evaluation activities which relate to the
content and objectives of the lessons; however, there is no provision for pre-test and
post-test activities in each module. There is highly significant difference between the
students’ and theteachers’ assessment of the characteristics of the modules with the
teachers’ assessment higher than that of the students. The principles and purpose of
modularinstruction, its advantages for both students and instructors, and a
comparison between the conventional and modular approach are presented. Present
evidence suggests that modular instruction meets the needs of today’s students
more learning and the content, Reiser, B. J, (2007).

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 The instructional cycle and intensive coaching enabled most instructors to
change their practices, shift their focus from teaching to learning, and enhance their
knowledge of student learning difficulties, Gallos, M., Zagn, (2005). Information and
educational modules of the multimedia electronic textbook require a choice of topics,
a set number of hours and study forms, learning specific concepts and terms in each
topic, acquiring concrete knowledge and learning activities Serysheva & Shchitov,
(2014).

FOREIGN STUDIES

The pandemic that forced us to stay indoors is starting to take its toll on our
mental health (Keziel, 2020). In a generation where many people have died as a
result of depression, younger students are considering giving up and taking their own
lives. Many posts on social media about students committing suicide because they
can't bear the pressure that the new normal has placed on them were seen by the
researcher. They are having difficulty answering their modules because their
lecturers are not at their side. When students complete their modules at home, a lot
of strain can build up. Because of the lack of tranquillity in their surroundings,
students may acquire anxiety. Especially those pupils who have other duties besides
schoolwork, and those who do not have parental assistance and must study on their
own.

Researchers of virtual learning environments confirm the popularity of Moodle

among various institutions (Berzins & Hudson, 2011). This electronic information-
educational system (EIES) was launched in National Research Tomsk Polytechnic
University (TPU) in 2010, and today teachers have created more than 400 textbooks
on the LMS Moodle platform. Users benefit from various modifications of digital
educational resources, traditional technologies, and methods to improve learning
outcomes (Sitnikova et al., 2014).

The innovative training model has been successfully used in the teaching of
engineering and the humanities. In our opinion, the pedagogical conditions for
successful use of the educational resource LMS Moodle are the following: 1)
students’ motivation and teachers’ educational activity; 2) a set of

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didacticrecommendations (the modular structure of the curriculum, the multimedia
training course, and the examination of teaching materials); 3) a set of creative
personnel decisions (teachers’ commitment to work in a multimedia environment;
teachers’ experience and students’ learning activity); 4) technical and technological
requirements (a tutorial, available technology, and training system maintenance).
Approval of our assessment of the training program created on the basis of LMS
Moodle «The Language of Business and Professional Communication» is given by
our colleagues (Polonskaya & Aylazyan, 2014). The analysis of pedagogical
conditions for using various educational packages and systems is traditional for
pedagogy, so we exclude a detailed description with the reference to the work of A.A.
Khusainova (Khusainova, 2013).

Let us dwell on the structural description of training modules as the main

didactic unit of the electronic textbook. According to its position, the module is
situated between learning objectives and the student’s personality. The module
content must comply with the training program. The module must be adapted to the
conditions of the program use (and even to multimedia means) and provide quality
education. Information and educational modules of the multimedia electronic
textbook require a choice of topics, a set number of hours and study forms, learning
specific concepts and terms in each topic, acquiring concrete knowledge and
learning activities (Serysheva & Shchitov, 2014). When completing academic work
with an electronic tool, students acquire different skills from new learning activities as
well as general cultural and professional competencies. The activity module is
regulated by learning objectives, topics, methods of achieving the objectives and the
specific types of training activities. An evaluative and resultative module plans the
interim and final tests taking into account substantive and activity modules: quality
assessment summaries, tests (graded and practice), a dictation, a test, teamwork,
monitoring, public speaking (a conference, a workshop, a report followed by a
discussion), and phased implementation of the work.

Creating the electronic textbook on the Russian language involved two

educational areas: 1) the proper, linguistic one – the creation of the theoretical basis
for the tutorial, exercise, and glossary development, and 2) the technological one –

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 converting training materials into the tool LMS Moodle. Creating an electronic
textbook on the Russian language and culture of speech has become of vital
importance over recent years; the literacy problem has been discussed in the media
and by the government several times. As a result, the idea of a nation-wide annual
dictation has appeared. Professors and writers are sounding the alarm. This module
ensures a predetermined level of subject knowledge. The named requirements are
installed in the educational LMS Moodle-complex as the substantive, activity,
estimative, and resultative modules.

LOCAL LITERATURE

According to Lev Vygotsky (2000), Modular learning is a form of distance

learning that uses Self-Learning Modules (SLM) based on the Most Essential
Learning competencies (MELCS). The modules include sections on motivation and
assessment that serve as a complete guide of both teachers’ and students’ desired
competencies. Teachers will monitor the learners’ progress through home visits. The
modular approach situates Filipino students to learn in the comfort of their homes.
Limited contact with teachers will place parents or guardians as the learners’ model
or the “More Knowledgeable Other” (MKO). Someone has a better understanding or
higher ability level than the learner, concerning a particular task, process, or concept.
Human learning is a social process. Parents are partners of teachers in education.
They are ‘home facilitators,’ the ‘tagapagdaloy‘ means channel, but they will not
teach the subject matter. It is the teacher’s duty to teach, Dr. Lourdes Servito,(2001).
A Filipino author, cited that a module is a self contained and independent unit of
instruction with a primary focus on a few well-defined objectives. A handout
distributed during the Workshop in the Application of Educational Technology –
DECS-UNESCO referred to it as a set of learning opportunities
systematicallyorganized around a well-defined topic containing the elements of
instruction that cover specific objectives, teaching-learning activities and evaluation
using criterion-referenced measures, Morallo,(2000).

As Fe C. Nepomuceno, (2000) cited, a module can be a short segment

programmeinterwoven between other forms of instruction to cover limited, specific
units rather than an entire course. Another Filipino author, classified the use of
modules, together with programmed instruction, self-learning kits and

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 correspondence courses, and mastery learning technique, under the self-
pacing method of instruction, Garcia,(2015). Nepomuceno described the modules in
the following statements: It focuses on a distinctive, identifiable skills or set of skills
or outcomes other than skills; It is fairly short so as to make students use their study
time efficiently; It is essentially self-teaching, even though it may encourage group
work; It blends theory and practice, and combines doing with reading and reflecting;
It provides a list of further readings or sources related to the skill being promoted; It
provides suggestions to students for participating in the design of their own projects,
explanatory activities, and evaluation criteria; It is reality-oriented in the sense that it
involves the students in real situation if not possible, tried to use stimulation
technique; and It provides feedback for improvement and redesigning. a module can
be advantageous for students and teachers because: It provides opportunity
fororganizing numerous sequences of experience to reflect special interests of the
teacher or student; Self-instructional units allow the teacher to focus on student
deficiencies in subject matter that must be corrected and also serve to eliminate the
necessity of covering subject already known to the student; It provides a way of
assessing students‟ progress in learning; It reduces the routine aspects of instruction
learning. The teacher is free to engage in personal contact with the student; the
independent nature of self instructional units facilitated the updating of study
materials without major revisions; and It serves as model for teachers who wish to
develop their own materials and insert their own personality.

Higher education institutions (HEIs), both public and private, have also had to
adjust to the new situation where face-to-face interaction and mass gatherings are
prohibited. According to (Deped, 2021) the most prevalent form of distance learning
for K- pupils is "modular learning," in which students print out class modules to study
on their own and submit to teachers for marking. Despite the time and effort spent
printing materials, Grade VI students and teachers are expected to be available for
consultations online (typically via Facebook Messenger) or by SMS. This
necessitates the use of a laptop and access to the internet, both of which are out of
reach for many public school teachers and students. Many students still use the
internet to complement their research for more difficult tasks. Given that nearly 20%
of the 6.5 million students who have access to the internet utilize computer cafes or

18
other public venues, this is an issue, according to a DepEd survey. Worse, 2.8
million students have no access to the internet.

This is especially prevalent in rural areas, which account for 53% of the
population and where both internet connection and speed can be difficult to come by
(Santos, 2020). The shift to self-learning modules and remote or distance learning,
combined with the country's expensive but slow internet connectivity, puts a strain on
families' ability to afford the additional costs of this type of education. While there
have always been evident educational inequalities, the pandemic has brought to light
a new one: access to education for those who can afford it vs those who can't
(OECD, 2020). Because they lack financial assistance and must prioritize
employment for their families, many young people are unable to study during the
pandemic. Poor time management is one of the most serious problems that online
students face. Poor time management can be caused by a lack of a timetable, too
many distractions, and multitasking. Lack of a specific work space is another factor
that might lead to poor time management (Sellers, 2021). Due to a lack of sleep and
time to answer modules as a result of poor time management, many students are
late in passing outputs and frequently drop grades.

LOCAL STUDIES

According to the studies done by the ,Geraldine D. Anzaldo Talisay

Elementary School, Talisay Calatagan, Batangas, Philippines ( 2021) there are
advantages, there is the opposite of it which is the disadvantages of modular
distance learning. Here are some of the disadvantages cited by helpline: 1. NOT ALL
LEARNERS DO THEIR MODULES COMMITTEDLY Yes, this is 100% true as per
survey. Most students and learners do their modules for formality purposes only and
just to simply comply with the requirements. It is very devastating in the part of the
teacher to know that students are taking modules for granted. Teachers can only
monitor their learners’ academic progress through text messaging and phone calls,
unlike, the usual face to face classes that they can supervise and facilitate their
learning. 2. SOME PARENTS PAMPER THEIR CHILDREN AND DO THEIR TASK
INSTEAD OF THEM There are parents who are the ones answering the modules in
place of their children for different reasons. There are some who are doing their work

19
from home in an online working set-up, some are busy with the chores and other
household tasks that instead of teaching their children with the modules, because
they don’t have the time to do so, they are the one answering it. 3. PARENTS ARE
HAVING A HARD TIME TEACHING THEIR CHILDREN WITH MODULES There are
parents who are having a hard time teaching their children at home especially those
in the higher grades and the secondary students whom the lessons are more
complicated and no one is better to teach than the teacher. There are also parents
who do not know how to read and write, making it more difficult

Administrative issues, academic skills, social interactions, technological skills,

learner encouragement, time and support for studies, expense, and internet access
and technical problems are among the common challenges students face while
studying during the COVID-19 pandemic, according to the aforementioned literatures
and studies.

Furthermore, these difficulties have a negative impact on students'

psychological, emotional, behavioural, and social well-being, which has an impact on
their academic performance. These were helpful to the researcher because they
made intelligible connections between Grade VI Learners' experiences while
studying during the COVID-19 pandemic.

The researcher believe that this research may serve as a springboard for
potential changes to existing school programs and recommendations for
implementing modular distance learning. It could be used to instruct future students
and teachers so that they are prepared and know what to do in the event of another
pandemic. It can also be utilized to broaden one's horizons, solve difficulties, and
make learning more accessible, regardless of the type of distance learning used.

20
 Chapter 3
RESEARCH METHODOLOGY

This chapter discusses and provides justification for the chosen methodology,
describes the participants, the data gathering procedure and statistical treatment of
data.

RESEARCH DESIGN

Research Method

The method of research which concerns itself with the present phenomena in
terms of conditions, processes, relationships or trends invariably is termed as
“ descriptive method’. According to Dr. Y.P. Aggarwal ( 2008 ) descriptive research is
devoted to the gathering of information about prevailing conditions or situations for
the purpose of description and interpretation. This type of research method is not
simply amassing and tabulation facts but includes proper analyses, interpretation,
comparisons, identifications of trends and relationships. It is concerned not only with
the characteristics of individuals but with the characteristics of the whole sample
thereof.

Since the present study will be undertaken to find out the difficulties
experience of Grade VI learners in the selected public schools in the District og
Santa Cruz, Division of Laguna, descriptive research will be considered as the
method to be used in gathering the needed data.

Research Instrument

The questionnaire is designed and will be used to gather large quantities of

data from a diversity of respondents. It has several benefits over other forms of data
collection in that it can be simply and quickly analyzed once completed, and is
usually inexpensive

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 In this study, the respondents will accomplish a survey questionnaire. To
obtain quantitative data. LIkert-style question will be used. Part I of the said research
tool will provide information about the profile of the respondents in terms of: age,
gender and if they have gadgets to be used and internet access.

Part II requires responses of grade six learners on the difficulties experienced

under modular distance learning. The construct of these questions were distilled
from the literature and from my fellow co workers. The respondents will refer to the
given scale below for their choice of response

Scale Interpretation Numeric

Weight
ALWAYS The difficulty is always experienced in modular distance 5
learning

OFTEN The difficulty is often experienced in modular distance 4

learning especially in answering most of the modules

SOMETIMES The difficulty is sometimes experienced to the subject 3

which is hard like ENSCIMA( English, Math and Science)

SELDOM The difficulty is experienced but not all the time 2

NEVER The difficulty is not present or not feel at all. 1

Part III explores information concerning the value/life lessons that they
experienced on modular distance learning during the time of pandemic. The
respondents will use the given scale below for their choice of response

Scale Interpretation Numeric

Weight
STRONGLY The value or life lesson had a great impact to the learners 4
AGREE
AGREE The lesson learned from the experience had a quite 3
impact for the learners
DISAGREE The value or life lesson did not experienced by the 2
learners
STRONGLY The life lesson had no impact at all to the learners 1
DISAGREE

22
Research Locale

This study will be conducted in the Selected Public Schools( Bubukal

Elementary School, San Juan Elementary School, San Jose Elementary School and
Oogong Elementary School or OSANBU) or the schools under Cluster III in the
District of Santa Cruz, Division of Laguna. It is located at the southern part of
Santa Cruz, Laguna. It is about 15 minutes to travel to reach the selected
schools. The schools are composed 4 sections of Grade VI learners at Bubukal ES,
containing 145 learners, 4 sections in San Jose ES containing 123 learners, San
Juan ES with one section containing 43 learners and Oogong Elementary Schools
with 2 sections containing 88 learners. The respondents of the study are composed
of 299 learners from the selected schools in Santa Cruz District, Division of Laguna.

Subjects of the Study

The study involves Grade VI learners in the selected public schools namely
( Bubukal Elementary School, San Juan Elementary School, San Jose Elementary
School and Oogong Elementary School or OSANBU) or the schools under Cluster III
in the District of Santa Cruz, Division of Laguna.

SAMPLING TECHINIQUE

Purposive sampling will be used in this study because of the decision to study
is only the Grade VI learners in the selected public schools. According to Silverman
( 2000) , researchers select a purposive sample because of certain characteristics.
Silverman believes that purposive sampling provides opportunities to the
researchers to seek out individuals where the process being studied are most likely
to occur. For this reason, selected grade six learners in Cluster III from public
schools from the municipality of Santa Cruz will be included as respondents of the
study.

23
RESEARCH PROCEDURE

A letter through channel addressed to the Schools Division Superintendents is

prepared requesting to conduct the study to the intended subjects. The school heads
and teachers are informed of the purpose and process of the research. The issuance
and retrieval of the questionnaire will be done by the researcher in order to clarify
thoughts and doubts on the items that are found highly technical in nature like in
instructions given in the questionnaire regarding the choice of options. On the
succeeding days, the researcher will distribute the questionnaire to the grade six
learners in the selected public schools in the District of Santa Cruz, Division of
Laguna. To assure the confidentiality of the information, the name of the learner-
participant are not included an all questionnaire to reduce the like hood of individual
respondents being identified by the researcher or records being kept at the school
level as to who completed each questionnaire. Respondents will be further assured
that they have the authority to refuse or accept the chance of being interviewed.

STATISTICAL TREATMENT OF DATA

Data from the semi-structured interviews will be entered in a computer and

Statistical Package for Social Scientist ( SPSS ) program for analysis. The
percentage number of respondents according to variables such as age of the
respondents, gender of the respondents and if they have gadgets or internet used at
home will be computed and presented using tables. Qualitative data will be
organized according to themes identified from research questions.

For sub problem 1, the data to be collected about the profile of the
respondents will be treated with the use of percentage.

Percentage is computed using the formula:

% = ƒ x 100

Where, % = percentage

24
 ƒ = frequency

N = total number of respondents

For sub problem 2 and 3 , the responses of the respondents on the difficulties
that they experienced and the value that they have learned from it, will be described
by the application of weighted mean.

Weighted Mean:

WX = Ʃƒw

where , W X = weighted mean

Ʃƒw = sum of the product of frequency and rating

N = total number of respondents

The relationship between the profile of the respondents and the difficulties
experienced by them will be analyzed using chi square test for independent
samples

Computation of chi-square test ( X² ) follows the following steps:

X² = Ʃ (oƒ - eƒ )²

Eƒ

Where, X = chi-square value

of = observe frequency

ef = expected frequency

25
 QUESTIONNAIRE

“DIFFICULTIES EXPERIENCE BY GRADE VI

LEARNERS IN SANTA CRUZ DISTRICT, DIVISION OF
LAGUNA UNDER MODULAR DISTANCE LEARNING”

Part I. Profile of the Respondents ( Grade VI Learners )

Direction: Please check ( / ) or supply the needed information on the space

provided for. Kindly leave no item answered.

1. Name ( Optional ) __________________________________

2. Age: __________
3. Gender: ______________
4. Have gadgets and internet used at home: Yes ____ No ______

Part II. Difficulties Experienced by the Respondents under Modular Distance

Learning.

Directions: Please tell the difficulties experience under modular distance learning.
You may refer to the given scale below for your choice of response.

Scale Interpretation Numeric

Weight
ALWAYS The difficulty is always experienced in modular distance 5
learning
OFTEN The difficulty is often experienced in modular distance 4
learning especially in answering most of the modules
SOMETIMES The difficulty is sometimes experienced to the subject 3
which is hard like ENSCIMA( English, Math and Science)
SELDOM The difficulty is experienced but not all the time 2
NEVER The difficulty is not present or not feel at all. 1
 Scale

Difficulties Experience 5 4 3 2 1

1. Lack or limited access to information

2. Lack of economic resources

3. Time management concerns

4. Communication with the teachers and classmates

5. Inability to submit on time

6. Difficulty in reading comprehension

7. Poor internet connection

8. Inability of parents to assist in the modules

9. Self-studying

10. Inability to comprehend the lesson

11. Lack of sleep and time to answer all the modules due
to the great number of activities

12. Lack of focus

13. Distractions ( example: having family problem)

Part III Value or Life Lessons that they Experienced on Modular Distance
learning during the time of Pandemic

Directions: Please rate the value or life lesson had experienced on modular
distance learning using the described interpretation.

Scale Interpretation Numeric

Weight
STRONGLY The value or life lesson had a great impact to the learners 4
AGREE
AGREE The lesson learned from the experience had a quite 3
impact for the learners
DISAGREE The value or life lesson did not experienced by the 2
learners
STRONGLY The life lesson had no impact at all to the learners 1
DISAGREE

Scale

Value or Life Lessons 4 3 2 1

1. Increase discipline and activity of learners

2. Inevitably of mastering new technologies

3. Increase independence and general outlook of

learners

4. Increase interest in learning

5. Had an ability to study independently

6. Gives value to education