EFFECTS OF MODULAR LEARNING TO THE ACADEMIC PERFORMANCE

OF STUDENTS IN A FACE-TO-FACE CLASSES

CHAPTER I
INTRODUCTION

Modular Distance Learning (MDL) is a way of learning in the Philippines'

basic education that allows students to access printed self-learning modules

(SLM) and modules that can be accessed digitally or via electronic devices such

as laptops, computers, tablets, and smartphones

Modular distance learning and face to face classes are some of the mode

of learnings, implemented in the Philippines. Each mode of learning has different

approaches that may affect to the cognitive and empirical aspects of the learners

these changes affect to the academic performances of the learners due to they

are undergoing recovery from it. Modular learning used printed modules

generated by the school to the students. The learners are studying while they

were on their houses. The parents contributed to the learning outcomes of the

students. The main problem of the modular learning approach. The learners rely

too much on the internet like Chrome and Brainly and it mainly cause students to

be careless about their academic performance. Students can be highly addicted

to online games and it causes them to rely in their parents to answer their

modules and it may cause of difficulties in reading and unable to understand the

module sheets and they cannot able to submit on time in school. The difficulty in

face to face approach is their routine every day to get to school early in the

morning, struggle in participating in class and much pressure in terms that they

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have an adjustment of the environment that they have wanted in 2 years staying

at home doing modular learning.

For teachers have new learning methods to introduce to students so they

can catch up on the lessons, step by step until they can get use to the daily

routine of having face to face classes and slowly losing the addiction in online

games and develop their confidence have faith on themselves and becoming

self-aware of their academics while slowly participating in activities and

developing new learning skills while becoming more prone at socializing to other

learners and they can adjust what is necessary to becoming competitive to

others that’s how face to face is better at training students at their academics.

STATEMENT OF THE PROBLEM

1. What are the problems encountered by the students during modular

distance learning that affects their academic performance in face to face?

2. What interventions done by the school to address the problems of the

students as part of the adjustments from modular distance learning to face

to face classes?

3. Are there a significant relationship to the problems encountered by the

students and the intervention done by the school to address the problems

encountered by the students?

SIGNIFICANCE OF THE STUDY

This study is significant to the following end users:

Students

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 The students will understand and provide them with learning opportunities

and give them the opportunity to explore areas they are interested in.

Teachers

They teachers may adjust or improve their intervention and strategies to

help the students to fully recover from the problems in terms of academic caused

by the pandemic for the past 2 years.

Parents

The parents will help their children by supporting the program conducted

by the school to help their students to fully adjust from the effects of modular

distance learning.

Future researcher

They will use the results of this study as a reference for future researches.

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 EFFECTS OF MODULAR LEARNING TO THE ACADEMIC PERFORMANCE
OF STUDENTS IN A FACE-TO-FACE CLASSES
CHAPTER II
REVIEW OF RELATED LITERATURE

According to Jou, Yung-Tsan et.al (2022) The COVID-19 epidemic

presented K–12 pupils employing modular distant learning with extremely difficult

obstacles. The current study builds a theoretical framework to measure student

satisfaction and Bloom's Taxonomy Theory (BTT) to measure students'

academic achievements in accordance with Transactional Distance Theory

(TDT), which is defined as understanding the effects of distance learning in the

cognitive domain. In light of this novel phenomena, this study seeks to assess

and identify the potential cognitive factors influencing K–12 students' academic

success and happiness with modular remote learning.

According to Capinding, Andie Tangonan (2022). This study looked at how

students' motivation, interest in and attitude toward learning, anxiety, and math

achievement were affected by modular remote learning. This was carried out in

the first and second grades of the academic year 2021–2022, at the Gabaldon,

Nueva Ecija, Philippines. Both a descriptive-comparative and a descriptive-

correlational research strategy were used in the study. Stratified sampling was

used to choose the 207 high school pupils. The results show that pupils' ratings

of mathematics are quite good. The majority of students state that they are

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passionate, driven, and motivated to learn mathematics. By year level, there are

notable differences in the motivation, anxiety, and achievement of students.

According to Micah A. Ramirez et.al (2022). The Covid-19 epidemic has

had an influence on a number of global educational issues. The study described

in this article was primarily concerned with how the pandemic affected students'

production levels in the Philippines at both its beginning and end. As a metric of

productivity during the epidemic, work sampling was used to quantify and

analyze the time spent by undergraduate industrial engineering students on their

academic and extracurricular activities. The time spent on academic activities by

students after a year of remote learning was found to be higher than it had been

during the emergency transition to remote learning at the start of the epidemic.

This phenomenon is known as productivity recovery.

According to Abdur Rehman, M. et.al (2021). This research attempts to

discuss and emphasize the difficulties with e-learning encountered by university

students amid the worldwide pandemic emergency. Additionally, it sketches e-

learning alternatives via the theoretical lens of emergency management theory

(EMT). The paper makes a case for improving the current e-learning platforms in

order to help higher education institutions, particularly those in developing

nations, make up the losses and raise the standard of education.

According to Dargo, J. & Dimas, M. (2021) Schools, particularly

those in remote areas, used Modular Distance Learning (MDL) to ensure

educational continuity due of the Covid-19 pandemic. This study aims to

determine whether there is a discernible difference in learners' academic

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performance prior to and following the deployment of MDL. In this study, a

mixed-method approach was used to compare learners' GWA quantitatively

using a T-test and to discover more about how 15 parents, 10 students, and 7

teachers felt about MDL's effects qualitatively using semi-structured interviews.

The study found that after the installation of MDL, learners' GWA decreased by

2.25%, which indicates a considerable improvement in their academic

performance.

According to Christian Fischer et.al (2020) For students who might

otherwise be unable to attend in-person summer classes, online summer courses

give the chance to catch up or maintain current course credit levels. While there

may be some benefits to online learning, little is known about how summer terms

affect student achievement and participation patterns. A huge public research

university with 72,441 course enrollments totaling 23,610 students in 433

courses across four years was the subject of this quantitative analysis. According

to multi-level logistic regression models, factors like gender, in-state residency,

admission test scores, prior enrollment in online courses, and course size,

among others, can affect a student's choice of course modality.

According to Alghamdi, Ahlam, et al (2020). According to research,

multitasking in the classroom has a negative effect on students' academic

achievement. This study looked at how self-efficacy for self-regulated learning

(SESRL) affects academic performance (i.e., grade point average [GPA]) in both

males and females (i.e., by gender). University students were given assessments

of multitasking behaviors in both traditional (i.e., face-to-face [F2F]) and online

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classroom settings, as well as SESRL. Two types of straightforward mediation

and moderated mediation were examined. In F2F classes, SESRL fully mediates

the association between multitasking behaviors and GPA, whereas in online

classes, it somewhat mediates this relationship, according to the simple

mediation analysis.

According to Rienties, Bart, and Lisette Toetenel (2016). Pedagogically

informed designs of learning are increasingly of interest to researchers in

blended and online learning, as learning design is shown to have an impact on

student behaviour and outcomes. Although learning design is extensively

researched, many of these studies focus on specific courses or programs, and

there are few empirical studies that link learning design to learning behavior

across a significant number of courses.

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 EFFECTS OF MODULAR LEARNING TO THE ACADEMIC
PERFORMANCE OF STUDENTS IN A FACE-TO-FACE CLASSES

CHAPTER III
METHODOLOGY

This chapter discusses the research design, sampling technique, data

gathering instrument, data gathering procedure, locale of the study, data

gathering technique, statistical analysis and respondents of the study.

RESEARCH DESIGN

There are three questions prepared by the researcher to determine from

the respondents of the study. The first statement of the problem contains the

problems encountered by the students during modular distance learning that

affects their academic performance in face to face. This part will be answered by

the senior high school students. In addition, the second statement of the problem

contains interventions done by the school to address the problems of the

students as part of the adjustments from modular distance learning to face to

face classes. This will be answered by the teachers. Finally, the researcher

wanted to determine the significant relationship to the problems encountered by

the students and the intervention conducted by the school to address the

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problems encountered by the students. This part will be answered by the

researcher based on the empirical data given by the respondents.

SAMPLING TECHNIQUE

This study will be used a Systematic Sampling. All senior high school

students of Senator Ninoy Aquino College Foundation are listed in alphabetical

order. Selection of samples can be done via draw lots. The first 10 students in

each class and section are the samples.

DATA GATHERING INSTRUMENT

Interview, checklist and survey questionnaire will be used to gather the

data from the respondents of the study. Rating scale will be used to determine

how often the students experienced the problems during modular learning.

DATA GATHERING PROCEDURE

The researcher will personally conduct this study via face to face.

Checklist and or survey questionnaire will serve as the guide of the respondents

to answer the questions. The researcher may do a follow up questions to the

respondents if needed. A photo documentation is required during the conduct of

the study.

LOCALE OF THE STUDY

This study will be conducted to the school campus of Senator Ninoy

Aquino College Foundation. Specifically, this study will be conducted to the

Senior High School classrooms of the school.

DATA GATHERING TECHNIQUE

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 Each class adviser of the senior high school students of Senator Ninoy

Aquino College Foundation will informed by the researcher before the study will

be conducted. The researcher will conduct the study in Monday where most of

the students are present. Draw lots of names of the students will be done in the

classroom. Those selected 10 students will answer and participate with the

survey/interview.

STATISTICAL ANALYSIS

This study will be used a descriptive statistics to solve and describe the

mean, frequency and percentage of the data. Inferential statistics will be used to

describe the inferences what the data means.

RESPONDENTS OF THE STUDY

The respondents of the study re the senior high school students of

Senator Ninoy Aquino College Foundation in the school year 2023-2024. They

are shown in the table below.

Table 1. Respondents of the study

Grade level Respondents

Grade 11 1O

Grade 12 (HUMMS) 10

Grade 12 (TVL) 10

Total 30

EFFECTS OF MODULAR LEARNING TO THE ACADEMIC

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 PERFORMANCE OF STUDENTS IN A FACE-TO-FACE
CLASSES SURVEY QUESTIONNAIRE

Direction: Rate the following based on the scale as described below: The

highest number is 5 and the lowest is 1.

Numerical Value Description

5 Always

4 Frequently

3 Sometimes

2 Seldom

1 Never

I. What are the problems encountered by the students during modular

distance learning that affects their academic performance in face to face?

Ineffective Time Management

Lack of Instant Communication

Not Receiving Timely Feedback

Lack of structure

External distractions(Examples: A doorbell ringing, someone making lunch,

people or pets moving around. There are sights, smells, and sounds at home that

make it hard to focus on schoolwork.)

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 Internal distractions(you are distracted to focus due to your emotions like

you miss seeing your friends attending events, getting, sick, etc.)

Less support for time management

No in-person help for refocusing

Not enough sleep

Long, written communication

No change in scenery or built-in breaks

Others

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

II. What interventions done by the school to address the problems of

the students as part of the adjustments from modular distance learning to

face to face classes?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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III. Are there a significant relationship to the problems encountered by

the students and the intervention done by the school to address the

problems encountered by the students?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

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