CANDUMAN NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL DEPARTMENT

Practical Research 2

AMAD ADAMS ARCILLA

ALLEAH JANE G. DANTE

JANICE B. ADOLFO

JERRY FERNANDEZ

JOHN LORENZ CATAMPONGAN

KENNETHEARL L. CODIZ

12 B – General Academic Strand (GAS)

STUDENTS PERCEPTION ON THE DIFFERENCES BETWEEN FACE TO FACE AND

MODULAR LEARNING

Research Adviser:

Maria Ivana M. Mayol

 CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction

Rationale

Face-to-face learning is an instructional method when course content and

learning material are taught in person to a group of student. This enables real-time

communication between a learner and a teacher. It is the oldest style of educational

instruction. A higher level of interaction among students is helpful to learners. In

face-to-face interaction, students are responsible for their development during the

scheduled meeting time for the class. All of the student in the classrooms are

simultaneously learning and interacting every day. Every students meets every day

from Monday to Friday.

On the other hand, in the Philippines, all schools were closed following the

imposition of the government on the total lockdown in March 16, 2020 known as

the Enhanced Community Quarantine (ECQ). The Department of Education (DepEd)

developed a termed as the Basic Education Learning Continuity Plan (BELCP) which
provides guidance on how the country deliver education during the time of crisis

while ensuring the, safety, and the welfare of learners, teachers, and the DepEd

personnel. Modular Distance Learning is the use of modules made by teachers with

different tasks and learning activities based from the essentials learning

competencies.

The purpose of this study is to know the viewpoints of students perception on

the differences between face-to-face and modular distance learning.

Theoretical Background

Related Theories

Modules are increasingly being used in many countries as a way of

organizing a language curriculum. As a consequence, many course books are now

structured on the basis of “modules” rather than “units”. The concept of “module” is

strictly linked to the idea of a flexible language curriculum. Taneja (1989) defined

module as a unit of work in a course of instruction that is virtually self-contained

and a method of teaching that is based on the concept of building up skills and

knowledge in discrete. A module is a set of learning opportunities organized around

a well - defined topic which contains the elements of ordinate dictation, categorical

objectives, edifying cognition activities, and evaluation utilizing criterion referenced

measures (UNESCO, 2003).

Modular teaching is one of the most widespread and recognizes teaching learning

techniques in many countries including other Western countries and Asian region.

Modular approach is used almost in all subjects like natural science, specifically in

biology and medical education and even in social sciences as well as in computers

education (Manlove and David, 1985). It is considering the individual differences

among the learners which necessitate the planning for adoption of the most

appropriate teaching techniques in order to help the individual grow and develop at

her/his own pace (Kandarp Sejpal, 2013)

According to Ainley (2002) the modular approach lends itself particularly well to

short courses and courses which have been developed for specific training purposes

such as to provide specific training in skills relating to specific occupations or

industries, for the most part being driven by local demand. In such cases, the course

content tends to be clearly defined and is used to provide a specific service rather

than to be part of long-term training for broader professional development. That is

to say, it tends to be used to effectively ‘top up’ already existing skills and

knowledge. Currently, however, there is ample evidence that modular courses are

being widely used to develop skill and knowledge bases. With blockrelease and

students in distance education, modularization often has been used in the recent

past.

Hazem M El-Bakry, Nikos Mastorakis (2009) said distance learning is one of

the important fields in which computers and Internet applications are widely used

and playing a great role in that trend. Distance education program does not make

the learning process related to a specific building or a classroom. It extends the

learning process to be available at homes, offices and in any other place in the

world. The distances are not frustrating anymore if the virtual classes are used. With

the efficient use of advanced technologies, teaching and studying at distances

can be effective as the traditional instruction method. Therefore, there is a

motivation for developing E-learning system. In this paper, a new approach for

evaluating e-learning is presented. Learning is a modular network relation: it is a

transaction, an exchange between class web as one person teaches and another

learns; it is a shared experience as colleagues explore a new area together, define

terms and create common ground; and it is a common experience as students

attend classes and lectures together gaining a similar view of subject areas. A

modular network approach provides methods and measures to allow

examination of what is exchanged, shared, delivered and received among

members of a network, and to examine outcomes such as interpersonal ties,

common knowledge, and community.

Joy and Garcia (2000) suggested that studies comparing delivery media should

consider the following variables in the research: sampling, size of sample, prior

knowledge, ability, learning styles, media familiarity of the participants, teacher

effects, time on task, and instructional method. The challenge of this study then was

to design it in such a way as to address some of the criticisms of prior studies and at

the same time provide a series of effective learning activities and assessment

methodologies, identical for both sections, using a convenience sample of self

selected students for both groups. This study was conducted by the author, who

taught two sections of a Principles of Management undergraduate course, one

section online and the other FTF. This course was selected because it attracts both

business and nonbusiness students, is a 200-level course, some learning outcomes

are measurable by standardized means, and the FTF section is offered in the

evening, the perfect section for working adults, as was the online section. Metrics
included test grades, final grades, level of participation, number of discussion

postings, and quality of assignments, student ratings of effectiveness to learning,

learning preferences and styles, and media knowledge.

Related Literature

Teaching approach gives significant to the teaching-learning process for both

teachers and students. Thus, the students’ learning depends on what the school’s

application of most effective and attainable teaching approach especially in the time

of covid-19 pandemic. With the implementation of the new normal education, the

difficulties encountered among stakeholders because of an alternative learning

delivery – modular distance learning being applied in order to facilitate and to

continue to serve the good education in different schools in the country Philippines.

With this, the study sought to determine the perceptions of the students in

Mindanao State University –Sulu regarding their experiences during face-to-face

learning approach and modular distance learning approach, to ascertain the factors

that can affect face-to-face learning and modular learning as perceived by the

students of Mindanao State University-Sulu. This also aimed to find out the

significant difference of students’ perceptions in the two learning approach. This

study utilized random sampling technique through launching a survey

questionnaire in assessing the perceptions of the students in Mindanao State

University –Sulu by at least ten percent of the total number of enrollees from the

seven departments existing in the university campus academic year 2020-2021. The

findings of this study revealed that students agreed that face-to-face learning

approach gives significant and had much contribution to their learning while they

have disagreed on modular distance learning approach. They also believed that
there are factors can affect their learning either in face-to-face and during modular

learning. There is a significant difference of students’ perceptions in face-to-face

learning approach and modular distance learning approach that resulted to the

rejection of the null hypothesis. This study recommended that principal/director

should encourage and motivate the subordinates to achieve a certain task for the

good of their school. He/she should conduct an orientation program to inform

parents that they are partners of teachers in education in time of crisis.

Principal/director should also be responsible for interacting with teachers,

representative of other school, and other stakeholders to acquire the various

materials and resources for the teachers and students. There should be a

training/seminar programs for the benefits of his/her subordinates in achieving

school’s goals. He/she should also give clear instructions to the teachers, parents

that their primary role during Modular is to establish a connection and guide the

students. Lastly, he/she should encourage teachers to adopt modular even during

face-to-face classes.

Education in the new normal is a challenging task in the Philippines in an attempt to

push through education amidst the deadly pandemic caused by covid-19. The

Department of Education (DepEd) and Commission on Higher Education (CHED)

adopted and implemented the flexible model of blended learning despite many

oppositions because of the risk to open classes because of the virus. The different

learning modalities are the following: Modular (Printed), Modular (Digitized),

Online, Educational TV, Radio-Based Instruction, Home Schooling and Blended

Learning. For the cities where modern living is adapted and students and learners

have the privilege of having internet connection at home, Online learning is

implemented especially for the high schools and colleges but for those living in rural

areas or provinces where internet connection is only available for only few, Modular

Distance Learning is implemented. Modular Distance Learning is the use of Modules

made by teachers with different tasks and learning activities based from the

essential learning competencies.

Related Studies

According to Amiti (2020) Numerous reforms in education have taken place as a

result of the Covid-19 epidemic. The government made a number of judgments

regarding how pupils should be taught online; there are two types of online

teaching: asynchronous and synchronous. Since the students were required to

complete their coursework at home, it is crucial to understand their opinions of

online learning. Many comments from the research investigations in which students

participate have been obtained. The overall study findings indicate that even if there

may be a preference for one or the other, synchronous and asynchronous e-learning

techniques can be successfully blended to benefit both professors and students and

provide successful courses and outcomes.

In the study the impact of online learning during COVID-19: students’ and teachers’

perspective by Deepika (2020) The findings show that the following areas are

important for teacher and student satisfaction with online classes, these areas are:

quality and timely interaction between student and professor, technical support

availability, structured online class modules, and modifications to accommodate

conduction of practical classes.

According to Adnan (2020) The study's findings showed that in developing nations

like Pakistan, where the great majority of students lack internet connection due to

technical and financial difficulties, online learning cannot yield the intended results.

Other difficulties raised by college students included the instructor's lack of face-to-

face engagement, response times, and the lack of typical classroom socialization.

In the study, Students Perspective towards Online Learning Barriers and

Alternatives Using Moodle/Google Classroom during COVID-19 Pandemic A

descriptive mixed-method survey methodology was used in the study.25 students

from the English Education Department took part. The questionnaires and

interviews pertaining to the themes were the instruments utilized to collect the

data. According to the findings, there were three difficulties that students had when

learning online: a lack of familiarity with electronic learning, a slow internet

connection, and physical difficulties like eye strain. As alternatives, they suggested

offering LMS implementation training before to the actual class, compressing large

or high-definition files into smaller ones, and offering breaks throughout the online

course. In order to overcome learning obstacles, students must be innovative and

creative, which includes maintaining open lines of communication with their

instructors and recognizing each student's preferred learning preferences.

(Octaberlina et al., 2020)

Hypothesis of the Study

(Null H-O)

There is no significant relationship between the profile and perception of

students on the differences between face-to-face and modular distance learning.

Significance of the Study

In this study, the researchers need to know on how the students think about

face-to-face and modular learning. The data, discussions and results of this study

would be beneficial to the researchers and to the following people:

Respondents - would be able to know the students perception on the differences

between face to face and modular distance learning.

Teachers - be aware that the student perception on the differences between face to

face and modular distance learning have a significant to manage their time to

students based on the result of the study.

Researchers students or scholars interested in the field will be aware of the

students perception on the differences between face to face and modular distance

learning. This study could also be their basis if they are searching for information

related to the study.

Future Researchers would be able to have a reference if they will be pursuing a

research topic related to the study.

Definition of Terms

For further understanding of this study, here are some terms defined according to

its usage in this study.

Face to Face - In face-to-face learning environment, a group of students receive in

person teaching on course material and other learning materials.

Modular Distance Learning - Individualized instruction offered by modular

distance learning enables students to use self-learning modules in print or digital

format/electronic copy, depending on their needs.

Modules - a module is simply described as a type of educational resource, which are

then neatly organized in methodical fashion. Additionally, it will be printed, and the

students and teaching stuff's utilization of the printed results serves as a reference.

Lockdown - A lockdown is a policy that forces people, a community, or a nation to

remain in one place, typically as a result of specific threats (like COVID 19) that may

potentially hurt the people if they moved around and interacted freely.
Perception – In order to represent and comprehend the information or

environment being given, perception involves the organization, identification, and

interpretation of sensory data. Signal that go through the neurological system as a

result of chemical or physical activation of the sensory system underlie all

perception.
 The Problem

Statement of the Problem

The purpose of this study is to know the perception of every students between

the differences of face-to-face classes and modular distance learning.

Particularly the researchers sought to answer the following questions:

1. Does the perception of every students affected in terms of:

1.1 Age; and

1.2 Sex

2. What is the perception of students regarding face-to-face classes and

modular distance learning?

3. Is there a significant relationship between the profile and perception of

students?
References

RELATED THEORIES

Sejpal, D. K. (2013). Effective of Modular Approach in Teaching at University Level. (vol 2,

issue:2, February 2013 (IJRE) ISSN: 2320-091X

Manlove, D., & David, B. (1985). Flexible scheduling. New York: Longmans Green and Company.

[Google Scholar]

Hazem M El-Bakry, N. M. (2009). 9th WSEAS International Conference on Applied Informatics

and Communication.

https://scholar.google.com/scholar Salamuddin, A. (2021). Comparative Analysis of Students’

Perceptions in Modular Distance Learning Approach Versus Face-to-Face Learning

Approach of Mindanao State University – Sulu

https://journalsocialsciences.com/index.php/OAIJSS

Anzaldo, G. (2021) Modular distance learning in the new normal education amidst

Covid-19

International Journal of Scientific Advances 2 (3), 233-266, 2021

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RELATED LITERATURE

Salamuddin, A. (2021). Comparative Analysis of Students’ Perceptions in Modular Distance

Learning Approach Versus Face-to-Face Learning Approach of Mindanao State University

– Sulu

https://journalsocialsciences.com/index.php/OAIJSS
RELATED STUDIES

Amiti, F. (2020). SYNCHRONOUS AND ASYNCHRONOUS E-LEARNING. European Journal Of Open

Education And E-Learning Studies.

Retrived from https://www.oapub.org/edu/index.php/ejoe/article/view/3313

Deepika, N.(2020). The impact of online learning during COVID-19: students` and teachers`

perspective. The International Journal of Indian Psychology .

Retrived from face to face vs modular distance learning - Google Scholar

Adnan, M., & Anwar, K. (2020). Online Learning amid the COVID-19 Pandemic: Students'

Perspectives. Online Submission, Journal of Pedagogical Sociology and Psychology.

Retrived from https://eric.ed.gov/?id=ed606496

Octaberlina, L. R., & Muslimin, A. I. (2020). EFL Students Perspective towards Online Learning

Barriers and Alternatives Using Moodle/Google Classroom during COVID-19 Pandemic,.

International Journal of Higher Education.

Retrived from ERIC - EJ1277897 - EFL Students Perspective towards Online Learning Barriers

and Alternatives Using Moodle/Google Classroom during COVID-19 Pandemic, International

Journal of Higher Education, 2020