Learners' Adjustments To Modular Distance Learning Modality: Sheryl Rodriguez

LEARNERS’ ADJUSTMENTS TO MODULAR
DISTANCE LEARNING MODALITY
SHERYL RODRIGUEZ
INTRODUCTION
The COVID 19 pandemic has caused numerous changes that
have impacted all social functions. The delivery of the educational
system is greatly affected. The COVID – 19 pandemic posed a severe
and frightening danger to educational institutions. Regardless of the
pandemic, the Department of Education (DepEd) must maintain a
continuous learning environment. To solve current issues regarding
the continuation of school year, different modalities were suggested.
DepEd introduced distance learning on the basic education level in
place of face-to-face lessons. Students may choose from a variety of
learning delivery methods, such as modular (printed or digitized),
online learning, radio and television-based teaching, or a combination
of these (blended learning).
STATEMENT OF THE PROBLEM
This study aims to determine the adjustments of learners to modular distance learning modality.
Specifically, this research sought to answer the following:
1. How may the profile of the respondents be described in terms of:

a. Age;
b. Sex; and
c. Grade Level;
2. How may the learners’ adjustments to modular distance learning be described in terms of:
d. Academic;
e. Relational; and
f. Psychological.
STATEMENT OF THE PROBLEM
This study aims to determine the adjustments of learners to modular distance learning
modality.
Specifically, this research sought to answer the following:
1. Is there a significant relationship between the profile of the respondents and their
adjustments to learning modular distance learning?
2. Is there a significant relationship among the learners’ adjustments to modular distance
learning?
3. What learning intervention plan may be designed based on the results of this study?
RESEARCH METHODOLOGY
This chapter presents the research design, sample and
sampling procedure, data gathering tools, data gathering
procedures and statistical treatment of data.
The main purpose of this study was to determine the learners’
adjustment to modular distance learning.

RESULTS AND DISCUSSION
The findings of the study, data analyses, as well as their interpretations and discussions
are presented in this chapter.
1. Profile of the Respondents
The profile of the respondents is described as to age, sex, and grade level.
1.1 Age
The table below shows the distribution of respondents according to age using
descriptive statistics of frequency count and percentage.

Table 1 shows the total count and percentages of the respondents according to their age group. From the table
above, majority of the respondents belong to 14 – 17 age brackets with 98 or equivalent to 74.2 %. Meanwhile 30
or 22.7% come from 10 – 13 age group while 4 or 3% belong to the 18 – 21 age range, respectively.
The age distribution of the responses also demonstrates that the bulk of the respondents are in the Middle
Adolescence stage, with the remaining percentages in the Early Adolescence and Late Adolescence stages (Allen &
Waterman, 2019).
1. Sex
The table below shows the distribution of respondents according to sex using descriptive statistics of
frequency count and percentage.

Table 2 shows that males accounted for only 54 (40.9%) of the respondents, while
females accounted for 78 (59.1%). The bulk of the students in the study are females,
as may be determined.
This is largely the case in all secondary schools across the country. Female
students outnumbered male students from primary to secondary education, according
to the Philippine Statistics Authority's (2019) report based on the DepEd's Key Statistics
on Education Indicators by Sex. In the 2017–2018 school year, the secondary net
enrolment rate was 68.8% males and 79.9% females.

1.3 Grade Level
The table below shows the distribution of respondents according to grade level
using descriptive statistics of frequency count and percentage.
Most of the responders were from higher grade levels, according to the data.
Grade 10 had the highest number and percentage (47 or 35.6 percent), followed by
grade 9 (35 or 26.5 percent). Respondents in grades 8 and 7 were 20 (15.2%) while
respondents in grades 30 (22.7%) respectively.

The responses of learners to psychological changes to modular distance learning were
presented in the data above. The majority of the indicators had a weighted mean of 3.26 – 4:00,
which was verbally translated as "Always”. The highest weighted mean of 3.61 which was
verbally described as “Always” was reflected in the indicator, “I do not let myself be distracted
by anything while I am studying”. This is a positive response from students in a modular
distance learning setting. In contrast, in the study of Dangle and Sumaoang (2020), when
questioned about the main challenges they faced in modular distance learning, learners from
several national high schools mentioned distraction and lack of focus, among other things.
CONCLUSIONS
This chapter presents the conclusions and recommendations based on the results of this study.
Conclusions:
The following conclusions were reached based on the study's findings and discussions:
a. Majority of the respondents of the study were learners who belong within the 14-17 age bracket, mostly were
females and majority were from Grade 10 level.
b. Learners’ adjustments to modular distance learnings in academic and relational factors were found in the
weighted mean between 3.2 – 4.00 and were verbally interpreted “Always”. Meanwhile, a weighted mean of
3.15 “Often” was derived from the third category of learners’ adjustments to modular distance learning. It can be
concluded that the psychological adaptations of learners were more difficult than the other two categories.
CONCLUSIONS
c. The profile of the respondents and their responses to modular distance learning were found to have significant
correlations. Age was determined to have a medium and weak relevant element in academic and relational
adjustments, respectively. It can be concluded that the respondents' academic and relational changes are higher
as they get older. In addition, there is a medium correlation between grade level and academic adjustments, as
well as a weak correlation between grade level and relational and psychological adjustments. It may be concluded
that the higher the respondents' grade level, the greater their academic adjustments, although only to a medium
extent.
d. Academic and relational adjustments were found to have a significant relationship. A direct correlation implies
that as the other variables increase, so does the other variable. Learners' relational adjustments increase in
conjunction with their academic adjustments.

RECOMMENDATIONS
With these findings, the following recommendations are presented:
1. Module contents must be gender-responsive, notwithstanding the fact that the majority of students are
female. This is in accordance with the Department of Education's Gender-Responsive Basic Education
Policy (DepEd Order No. 32, s. 2017), which states that the Department of Education commits to
incorporating the values of gender equality, equity, sensitivity, non-discrimination, and human rights in the
provision and governance of basic education.
2. In this time of epidemic, learners need psychological support to help them cope to the new normal of
education. Since it was shown that the psychological adaptations of learners were more difficult than the
other two categories. This may include counseling, seminars on good study habits and time management.
RECOMMENDATIONS
3. Educators should also consider how they can better support students in lower grade levels and age groups because
they needed more help. As this research shows that the higher the learners' age and grade level, the better they can
transition to modular distance learning. While using modules for instruction promotes independent learning, it is essential
that strengths and limitations be highlighted during the module's implementation. That instance, more exercises or
activities should be developed in lessons/tasks where students did not perform well.
4. Psychological challenges in modular remote learning or any unfamiliar environment may result in even more issues,
such as worry and stress among students. The school shall devise and implement programs to help learners adjust to
their new circumstances and educate them how to incorporate learning into their daily routine without suffering
psychologically.
5. Teachers and other researchers should conduct relevant research on learners' adaptations to include other relevant
subjects in the study as well as increase the number of respondents to acquire a broader perspective on the topic.

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LEARNERS’ ADJUSTMENTS TO MODULAR

DISTANCE LEARNING MODALITY

Specifically, this research sought to answer the following:

1. How may the profile of the respondents be described in terms of:

Specifically, this research sought to answer the following:

adjustments to learning modular distance learning?

2. Is there a significant relationship among the learners’ adjustments to modular distance

This chapter presents the research design, sample and

sampling procedure, data gathering tools, data gathering

procedures and statistical treatment of data.

The main purpose of this study was to determine the learners’

adjustment to modular distance learning.

are presented in this chapter.

1. Profile of the Respondents

descriptive statistics of frequency count and percentage.

frequency count and percentage.

students outnumbered male students from primary to secondary education, according

enrolment rate was 68.8% males and 79.9% females.

1.3 Grade Level

using descriptive statistics of frequency count and percentage.

respondents in grades 30 (22.7%) respectively.

The responses of learners to psychological changes to modular distance learning were

by anything while I am studying”. This is a positive response from students in a modular

females and majority were from Grade 10 level.

conjunction with their academic adjustments.

With these findings, the following recommendations are presented:

provision and governance of basic education.

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