A STUDY ON THE IMPACTS AND EFFECTIVENESS OF MODULAR

DISTANCE LEARNING MODALITY TO THE ENGLISH

ACADEMIC PERFORMANCE OF THE SENIOR
HIGH SCHOOL LEARNERS OF KIBATANG
NATIONAL HIGHSCHOOL

LACPAO, RONA DAISY S.

YBAÑEZ, RUBY P.

UNDERGRADUATE THESIS SUBMITTED TO THE FACULTY OF THE

COLLEGE OF EDUCATION, DON CARLOS POLYTECHNIC
COLLEGE, IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE DEGREE

BACHELOR OF SCIENCE IN SECONDARY EDUCATION

MAJOR IN ENGLISH

JUNE 2021
 CHAPTER I
Introduction

The unexpected crisis brought about by COVID-19, has placed the world
under the “new normal” era. This era had paused the lives of everyone due to
lockdowns and community quarantines. In spite of this, the Department of
Education strived to find a way that the students won’t have to stop learning amidst
the pandemic, although they literally stopped going to school. As DepEd Secretary
Leonor Briones remarked, “education cannot wait for the situation to return to
normal” (Ramos, 2020). This is in line with the statement, “education cannot wait, if
learning stops, we will lose human capital” UNESCO (2017).

The Philippines is in the process of adapting to the new normal form of

education at present, and continuous innovations of educators and active
involvement of other stakeholders are the driving force for its success. With this
determination to keep the education going and committing on protecting health,
safety, well-being of learners, teachers and personnel, DepEd Secretary Briones
implemented the Basic Education – Learning Continuity Plan (BE-LCP)
(Montemayor, 2020). Llego (2020) defined distance learning as “a learning modality
where the teacher and the students are geographically remote from each other
during instruction”. This is the most feasible solution DepEd is seeing for now, to
lessen the risk of the students getting infected by the virus through physical contact
and to continue giving education to them at the same time. The three distance
learning delivery modalities implemented by DepEd for school year 2020 to 2021,
according to Llego (2020), are: Modular Distance Learning (MDL), Online Distance
Learning (ODL), and Blended Learning. As Malaya (2020) explained, MDL
“implements an individualized instruction that allows learners to used self-learning
modules in print or digital/ electronic copy and usually, teachers will have to deliver
these appropriate materials and the electronic copies can be accessed through
computer, tablet PC, or smartphone”.

Distance learning has its fair share on advantages and disadvantages.

Students can study at any place and it in a more cost-efficient manner than the
regular class (Fox, 2020), which is obviously a big advantage. Also, implementation
of modules promotes independent study and acquisition of better self-study learning
skills as students engage themselves more in learning the lessons in the module
(Pe Dangle, 2020). However, communication is lessened and learning through
social interactions has been disabled through this set-up (Enriquez, 2020). This
may lead to students having difficulty in staying motivated, getting immediate
feedback, and staying in contact with instructors and peers (ezTalks, 2021). Despite
these challenges that students under modular learning faces, DepEd exerted efforts
to ensure that students will still learn and stay motivated, even on this situation.
DepEd provided a form of modular learning that uses Self Learning Modules - which
DepEd constructed- which includes motivation and assessment sections that
serves as a guide to both teachers and students, assuring that they will achieve
their desired competencies (Manlangit, 2020).

Modular Distance Learning and its impacts and effectiveness on students’

English academic performance is the main focus of this study. The key purpose of
this study is to identify the impacts and effectiveness of modular distance learning
modality on students’ English academic performance. The results of this study can
provide usable information to the administrators, teachers, students and future
researchers in identifying the impacts and effectiveness of modular distance
learning on students’ English academic performance. Although, few studies have
been carried out in this field, no single study exists which deals about the impacts
and effectiveness of modular distance learning modality on students’ acquisition of
English as a Second Language, which reflects on their English academic
performance. In this context, the investigated study will be beneficial as such
problem have not been addressed that much.
Statement of the Problem

The study attempts to answer questions that will help identify the impacts
and effectiveness of modular learning modality to a specific area of study on the
specific sample population. To efficiently guide the development process, this
study aims to answer the following questions:

1. What are the impacts of modular distance learning modality to the Kibatang
Senior High School learners’ English Academic performance?

2. How motivated are the students to learn on their own with the guide of
modules?

3. How effective is modular distance learning modality in learning English as a

Second Language?

4. What are the struggles that the students encounter in this modality of
learning?
Objectives of the Study
The proponents of the study lined up several objectives to ensure that the
study stays on track towards the desired findings in a smooth-flowing pace. In this
context, the study aims to fulfill the following objectives:

1. Investigate the impacts of modular distance learning modality to the

students.

2. Examine how motivated students to learn on their own with the guide of
modules.

3. Determine the effectiveness of modular distance learning modality in

learning English as a second language.

4. Identify the struggles that the students encounter in this modality of

learning.
Significance of the Study
Aside from its objectives, this study also aims to help several educational
sectors and personnel to understand some more aspects regarding the matter by
identifying the impacts and effectiveness of modular distance learning modality. The
results of this study will be beneficial to the following:

Department of Education. The results of the study lay the facts on students’
struggles, the impact of this modality, and its effectiveness, which could
enlighten the path on what areas of this mode needs more improvement.

Teachers/ Teaching Personnel. This study gives ideas to teachers and other
teaching personnel to think of innovative and creative ways to deliver
knowledge through modules that will keep the students motivated to study and
digest the lessons well.

Students. Students will benefit the most upon the success of this study for this
may serve as their voice to speak out what could their teachers and the
Department of Education do to improve their mode of study to fit more to their
preference and capacities.

Future Researchers. This study may serve as a guide to future researchers who
aims to study further about the subject matter, or anything related to the subject.
Scope and delimitations of the Study

The study entitled “A Study on the Impacts and Effectiveness of Modular

Distance Learning Modality to the English Academic Performance of the Senior

High School Learners of Kibatang National High School”, is imposed on the whole

senior high school population of the aforementioned school, consisting of 58

students, in which age ranges from 17-20 years old. The proponents of the study

limited the sample population to senior high school learners of Kibatang National

High School only, and highlighting the impacts and effectiveness of modular

distance learning modality to the English academic performance of the

respondents, for the S.Y 2020-2021. The study does not include the other distance

learning modalities such as the online distance learning modality and blended

learning, it only focuses on the modular distance learning modality.

Definition of Terms

Different terms relevant to the topic is used and mentioned in the study. In
this chapter, the relevant words used and mentioned throughout the study is defined
operationally for better understanding.

Academic performance. Involving factors such as intellectual level, personality,

motivation, skills, study habits, and self-esteem.

Distance Learning. A method of studying in which lessons were delivered either

electronically or on papers (modules) and is taken remotely, without needing to
physically attend school.

Learning Competencies. These are the skills, knowledge, and attitudes that are
expected to be developed by students throughout their study years which could
be applied to exhibit competence in the future.

Modular Distance Learning. Mode of learning which is designed to cater

students without internet connectivity, consisting of the modules that can be
accessed as printed materials or digital copies such as flash drives, etc.; these
must be delivered to the students' homes or picked up by their parents or
guardians.

Modules. These are materials that is used in distance learning where the
student will engage in a self-study type of learning.

Sample Population. The Kibatang Senior High Shool learners where the data
needed for the study comes from.

Language learning. Learning English as a Second Language

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter highlights the related literatures and studies that the proponent
of the study reviewed and took consideration to build a strong foundation for the
study.
Related Literature

Language acquisition. Language is one of human's distinct identity from

other living creatures that exists in the world, and even from each other. Every
country has its unique language which serves as the common denominator of their
people, and makes them distinct from other nations at the same time. An individual
normally builds the ability to understand a language and use it to communicate with
other people. This process is called language acquisition (Stevie, 2021).

Second Language Acquisition. After some time, children will attend schools
where they will interact and communicate with each other. This is where the second
language acquisition, or sequential language acquisition takes place. Often times,
this exists when a child who speak one or more language other than the native
language goes to school for the first time and interact with other children (Reading
Rockets, 2018). In addition to this, it is also another advantage if the school teaches
another language besides the native language. Best example is the Philippines,
where schools and universities teach English as a subject lesson in class starting
from pre-elementary days to college, making the country one of the most English-
speaking countries as a non-native speaker (Pachina, 2020).

Stages of Second Language Acquisition. Just like learning any other subject
areas, or even like the first language acquisition, the second language acquisition
has stages too. Namely, they are: 1. Silent/receptive 2. Early production 3. Speech
emergence 4. Intermediate fluency, and 5. Continued language
development/advanced fluency. While the first stage occurs from several hours or
months - depending on the student's capabilities- new language learners spend
time learning vocabulary and practicing the pronunciation of new words. Students
usually starts to self-talk despite not having fluency or real understanding of the
words. The second stage, also called the early production stage, students typically
learn up to 1,000 words usually in the first six months of studying the language.
Also, they may learn to speak some words and begin forming short phrases that
are not necessarily grammatically correct. During speech emergence stage, the
vocabulary of the student rises relatively high, possibly up to about 3,000 words,
and will start to communicate through short phrases, sentences, and also start
forming questions. This is the crucial stage where students will start reading and
writing in their second language. In the intermediate fluency stage, the vocabulary
of the students from the previous stage is said to be doubled after a year or more
of learning the language. In this stage, they will acquire the ability to communicate
through more complex sentences. They will also begin to think in their second
language which will help them gain more fluency. And lastly, the continued
language development, or advanced fluency stage, where they seek opportunities
to discuss in their second language to express themselves and maintain fluency in
it (Resilient Educator, 2018).

Krashen's Input hypothesis attempt to explain how the learner acquires a

second language – how second language acquisition takes place. The Input
hypothesis is only concerned with 'acquisition', not 'learning'. According to this
hypothesis, the learner improves and progresses along the 'natural order' when
he/she receives second language 'input' that is one step beyond his/her current
stage of linguistic competence. For example, if a learner is at a stage 'i', then
acquisition takes place when he/she is exposed to 'Comprehensible Input' that
belongs to level 'i + 1'. Since not all of the learners can be at the same level of
linguistic competence at the same time, Krashen suggests that natural
communicative input is the key to designing a syllabus, ensuring in this way that
each learner will receive some 'i + 1' input that is appropriate for his/her current
stage of linguistic competence or acquisition to take place. (Ricardo E. Schütz,
2019)

The affective filter hypothesis, accounts for the influence of affective factors
on second language acquisition. Affect refers to non-linguistic variables such as
motivation, self-confidence, and anxiety. According to the affective filter hypothesis,
affect effects acquisition, but not learning, by facilitating or preventing
comprehensible input from reaching the language acquisition device. In other
words, affective variables such as fear, nervousness, boredom, and resistance to
change can affect the acquisition of a second language by preventing information
about the second language from reaching the language areas of the mind.
Furthermore, when the affective filter blocks comprehensible input, acquisition fails
or occurs to a lesser extent then when the affective filter supports the intake of
comprehensible input. The affective filter, therefore, accounts for individual variation
in second language acquisition. Second language instruction can and should work
to minimize the effects of the affective filter. (The Parenting Patch,2018).

The English Language in the Philippines. It is of no doubt that the Philippines

is not only diverse in biodiversity, but also in cultural aspects, which explains how
vast the varieties of languages exist in the country. Amongst over 120 spoken
languages in the country, English outshined it all by being one of the country's
official languages being spoken by 14 million Filipinos, making the country one of
the largest English-speaking nations (Cabigon, 2015). Filipinos are often
recognized as very literate in terms of learning and speaking in English. This is a
result after America colonized the Philippines, and one thing they had taught
Filipinos is to speak in English (Look Upgrade, 2019). English is said to play a very
important role for Filipinos that it had been legally grounded to be used as a medium
in different forms of communication, including the country's educational system, as
passed in the 1987 Philippine Constitution (Franco, 2017). With the new curriculum
implemented by schools in the country, the learner's first language should be the
primary medium of instruction at least until grade three, despite teaching basics of
English to children. However, in secondary Education, Filipino and English must be
the primary medium of instruction (Portillas, 2021).
Distance Learning. Amidst the pandemic where physical contact is advised
to be refrained, many institutions viewed the value of distance learning again.
Although it has been running for many years prior to the pandemic, this is one of
the most perfect times for its utilization. At first, distance learning is utilized to teach
time management and many other skills to the students as it forces a student to
understand the best way they can learn and implement the things they have learned
at the best times (Emma, 2020). The name itself explains its context but one might
still ask, what is distance learning? Distance learning, as defined by Loveless
(2021), is an educational process where the students receive instruction from their
teachers through online classes, video recordings, video conferencing, modules, or
any other type of audio or visual medium and does not require a physical presence
in a classroom. This is the main reason why distance learning is perceived to be
the most feasible way to continue learning in a time where having physical contact
is quite a risk.

Distance learning in the Philippines. Under the new normal, new method of
learning had also been implemented as the academic year had been delayed, yet,
not stopped. As secretary Briones insisted that "education must not wait", DepEd
laid different blended and distance learning modalities for the current school year,
2020-2021. To refrain from doing face-to-face interactions, which could be very
risky, DepEd implements blended and distance learning modalities through the use
of printed or digital modules, online learning resources, and radio and TV-based
instructions (Quinones, 2020). DepEd assured to give enough choices for the
students, as well as their parents, to choose a modality that will suit their financial
and learning capabilities.
Related Studies
Effectiveness of Blended and Distance Learning. Distance Learning had
been used around by different educational institutions for many years now prior to
the pandemic. Many people might doubt the effectiveness of this mode of learning
for it doesn't require attending physically in a classroom set-up. Another worry that
had been surrounding, especially the parents of the students, is the materials that
will be used to successfully implement this method in its full effectivity. In the study
conducted by Kintu et.al (2017), results show that blended learning environment's
effectiveness depends on how innovative pedagogical approaches are undertaken
through the use of technology, both in teaching and learning. And in this study, it is
inferred that the universities that implemented blended learning has high potential
of producing skilled learners who can be innovative graduates that will, in the future,
will satisfy employment demands through creativity and innovativeness. In another
study conducted by Fidalgo, et.al (2020) to identify the students' perceptions on
distance education from three different countries, results yield to common concerns:
time management, motivation, and English language proficiency. The lack of
experience in this type of educational format drives the students to have difficulty
being motivated upon studying under distance learning. English language
proficiency had also been one of their worries for they perceived the need for better
English language skills upon enrolling in such mode of learning, in which none of
them speaks English as their native language.

Impact of Distance Learning During the New Normal. On a study structured

to identify the impact of distance learning in Georgia State university, specifically to
their School of Public Health (GSU SPH) students, in the midst of pandemic, results
yield to various areas where distance learning had most impacts on. Prior to the
study, faculty members already worry that students might have difficulty on
accessing and participating on online courses due to different technological hazards
outside the campus. As a remedy, GSU SPH provided students with access to the
school's hotspot. However, results showed that many students still could not use
those hotspots to access the internet that they still had to find alternative means.
The students' teaching style preference had been impacted as well by the current
situation and set-up. Majority of the students preferred to have an asynchronous
approach to online teaching, where they will have the ability to learn at their own
pace and do the course work when they are ready. On the other hand, students'
academic workload significantly increased due to the shift to distance learning.
Despite this, students still showed motivation to learn, complete their assignments
on time, and finish the semester with good grades. The faculty is also required to
check the students from time to time and talk with students about their academic
challenges, which is viewed by the students as very helpful. The respondents of
this study had been in a very positive note, as over 50% of students surveyed
indicated strong motivation to learn regardless of the learning environment. Also,
since it is predicted that COVID-19 will result to heightened job losses, GSU SPH
rearranges the lives of their students to fit into the new normal. They also view this
mode of learning in a very positive way, where they can lessen expenses while
being able to manage their own time, and having more time to rest, which is a very
positive outcome of distance learning (Armstrong -Mensah, et.al, 2020). A local
study was also conducted when printer modular distance learning was initially
implemented in Naga-Cebu as a response to COVID-19 pandemic, and the results
are mostly inclined to the positive light. Results showed that since the students have
their own way of learning and the accomplishment of tasks is self-paced, students
develop a sense of responsibility. The contents of the module are also said to be
easier to grasp rather than the books for key points are included to supplement
further comprehension of the lesson. Since the students who chose this mode of
learning do not have stable internet connection, it has been very beneficial for them
for the resources are not always in the form of online resources, but are from the
help of the community and other stakeholders. With the teachers’ Individual learning
Monitoring Plan, the teacher can assess the learners' needs and make some
interventions. And on top of all those, it is considered as less expensive by parents
and guardians for they can now save the money for transportation, in which the only
expense is in the printing of the modules, however, this is shouldered by the LGUs
(Labrado, et.al, 2020). Another study had results that agree with these results. In
the study conducted by Lindog (2021), results showed that the learners engaged
themselves in understanding the concepts in the module as they developed a sense
of responsibility to learn in their own and to accomplish the tasks. The supervision
of the teachers are limited, but then again, the learners progressed on their own.
 Learning a Foreign Language Through Modules. According to Vareckova
and Pavelkova (2018), learning and teaching foreign languages is becoming a
necessity in different countries as the demand for proper communication and
foreign language skills increases in the international labor market. With the result
of this study, there is no doubt that is essential for students to learn at least one
foreign language. In the world's current situation, many educational institutions see
modular approach as a good solution to give education to students while taking
care of their health and well-being at the same time. Many people might doubt the
effectiveness of such approach, but surely enough, there are studies the shows
otherwise. A study by Ibyatova, et.al (2018) justified the relevance of using modular
approach in foreign language classes. It was found that the basic characteristics of
the module were identifies and its structure was determined. The study also yields
to showing that modular approach is found to be effective in teaching for it enhances
students' understanding and critical thinking as the students engage on working on
their own.

Modular Distance Learning in the Philippines. One study about the effectivity
of using modules in teaching mathematics prior to the pandemic could be
associated with this study's main topic for the related study identified the
effectiveness of modules on problem solving, which is in context of English
language. Results showed that it is an effective teaching tool for the students
followed the pace of the teacher and understood the concepts without cramming.
Also, the students were proven to develop individual learning study habits. Another
heightened result in this study is that the subjects taught using modular approach
is displayed to be significantly better than the subjects using traditional lecture
method (Lim, 2016). As an action to Secretary Briones' statement that "education
cannot wait", DepEd laid several options under distance learning for the students
to be able to choose what modality would fit them. One of those modalities is the
modular distance learning modality. While in preparation for the major academic
shift, Lapada (2020) and his team conducted a study to identify the struggles of the
teachers with the shift of modes of learning. One of the major problems that
surfaced is the lack of equipment with the facility and lack of training for teachers to
adapt in the new modality of learning. Due to unstable internet connections on urban
areas, it made way for the rebirth of print-based modules. However, on a study
conducted by Pe Dangle and Sumaoang (2020), one of the disadvantages that
emerged from this modality is the great number of activities. Students are
concerned on the span of time they have to answer all the modules within a week.
One of the recommendations implied in this study is that teachers must re-evaluate
the modules and make sure that the lessons and activities are all appropriate to the
needs of the students, as there are cases that the content of the modules are
irrelevant or the modules contain mistakes.

THEORITICAL FRAMEWORK
 English is the universal language, spoken to almost all countries all over the
world, and serves as the connecting bridge to every human who knows how to
speak it. This is also considered as the Philippines' second language, where it is
formally taught to children at school starting from a very young age. In the country's
learning system, the teacher corrects the language performance of the students
and pushes them to have an actual exchange of conversation rather than just to
understand one party. This system is one of the highlights of Krashen's Input
Hypothesis, one of the most cited theory for learning a second language (Perez,
2018). This theory suggests that in order to learn a second language, one should
strive to increase second language inputs and make sure to receive proper error
corrections. However, due to the nature of modular distance learning modality,
immediate feedback and corrections are disabled, which could be one of the
reasons of the student's struggles. By uncovering both the struggles and good
feedbacks of the students, modular distance learning modality's impact and
effectiveness on English academic performance, is identified. In addition, the study
utilizes Stephen Krashen’s Affective Filter Hypothesis, this hypothesis describes
external factors that can act as a filter that impedes acquisition. These factors
include motivation, self-confidence, and anxiety. For example, if a learner has very
low motivation, very low self-confidence, and a high level of anxiety, the affective
filter comes into place and inhibits the learner from acquiring the new language. On
the other hand, students who are motivated, confident, and relaxed about learning
the target language have much more success acquiring a second language than
those who are trying to learn with the affective filter in place. Both the input and
affective filter hypothesis will be used in this study in order to assess and examine
the factors that may impact students' English language acquisition.

CONCEPTUAL FRAMEWORK
 Impacts and Effectiveness of Modular Distance Learning

Modality on Student’s English Academic Performance

Student’s
Modular Distance
Theory of Second Academic
Learning Modality
Language Acquisition (Input Performance
and Affective Filter
Hypothesis)

CHAPTER III
 RESEARCH METHODOLOGY

The processes, procedures, and techniques in the analysis are detailed in

this chapter. This chapter demonstrates how the proponents choose the

methodology and respondents for the study, taking the study’s information validity

and dependability into consideration.

Research Method

The study utilizes quantitative research design. This type of research

process according to Bhandhari (2020), entails process of collecting and analyzing

numerical data. It is used to quantify behaviors, opinions, attitudes, and other

variables and make generalizations from a larger population. As a result, this

research is well-suited to the application of this method, since it aims to quantify the

impacts and measure the effectiveness of modular distance learning modality to the

English academic performance of the sample population.

This design approach is beneficial for the researchers because it effectively

investigates quantified topics/issues about the impacts and effectiveness of

modular distance learning modality.

Research Locale
 Kibatang National High School is a school in the province of Bukidnon, X—

Northern Mindanao, in the municipality of Don Carlos, specifically located at Purok

1, Kibatang Don Carlos Bukidnon. It was established on June 01, 1974. This school

offers only one strand, the HUMMS strand. There is only one section of grade 11

HUMMS with approximately 31 students, and one section of grade 12 HUMMS with

27 students. Since the target of this study are the senior high school learners, both

grade 11 and grade 12 students are capable of being respondents of the study,

considering the fact that they have English subject. The senior high school students

of this school are chosen as the respondents of the study because one of the

proponents live nearby the school, hence, information about the respondents could

be access easily.

Sampling Procedure
 Kibatang Senior High School department offers only one strand, the HUMMS

strand. Each grade has only one section. Grade 11 HUMMS is consists of 31

students, and Grade 12 is comprised of 27 students, having a total senior high

school population of 58 students. Since the respondents are in the 11th and 12th

grade, their age ranges from 17-21 years old. And, since Kibatang Senior High

School population is very small, the proponents choose to study the whole

population, therefore administers total population sampling, a type of purposive

sampling technique where the entire population (i.e., the total population) that have

a particular set of characteristics is examined.

Data Gathering
 In compliance with the implemented health protocols amidst the pandemic,
the proponents provide digital questionnaires to the respondents, which is
distributed through online platforms, such as Facebook Messenger and Gmail for
link distribution, and Google Forms for questionnaire creation and response
collection. These digitalized procedures allow the proponents to maintain the
prevention of risking both parties (researchers and respondents) being infected by
the virus while still ensuring the validity and accessibility of the questionnaires to
the respondents of the study.

Prior the distribution of the questionnaires to the respondents, the

proponents will send messages to each one of the respondents, asking them to
address the questionnaire with correct understanding of the questions. Moreover,
the proponents ask the respondents to answer honestly, and assure them that their
answers would be kept confidential. Following that, the respondents are ask to
address the questions pertinent to the impacts and effectiveness of modular
distance learning modality to their English academic performance.

Research Instrument
 To provide and collect detailed and descriptive evaluations about the study,

the proponents use quantitative process. A survey is conducted with the use of

questionnaires which is distributed to online platforms available to respondents. The

digital questionnaires are the primary tool for gathering information. These are

adopted from the previous works of Bhat (2020), Springer (2020), and Hawaii Public

Schools (2020) surveys.

The questionnaire is composed of four sections. The first section contains a

brief information about the study. The 3 remaining sections contain 4 close ended

questions, and 1 open ended question each. Moreover, the questionnaires that are

used for data gathering procedure is digitalized for the safe distribution of the survey

materials, and a more lenient analysis of the responses provided by the subjects.

With face-to-face contact currently prohibited due to the COVID-19 pandemic, the

questionnaires are distributed through Google Forms.