THE EFFECTS OF MODULAR LEARNING MODALITIES OF THE STUDENTS IN

PERPETUAL SUCCOUR ACADEMY INCORPORATED, MALABUYOC CEBU

A Research Paper
Submitted to Senior High School Faculty Office
Perpetual Succour Academy, Inc.
Poblacion Dos, Malabuyoc, Cebu

In Partial Fulfillment of the Requirements for Practical Research Grade 12

Students S.Y 2022-2023

By

Andre O. Cardosa
Cleofe Mae O. Dinoy
Eljie D. Mag-aso
Jelly Ann Alsola
Jofred Allera
John Charls E. Cardama
 APPROVAL SHEET

This research project entitled “THE EFFECTS OF MODULAR LEARNING

MODALITIES OF THE STUDENTS IN PERPETUAL SUCCOUR ACADEMY
INCORPORATED, MALABUYOC CEBU” prepared and submitted by Andre O.
Cardosa, Cleofe Mae O. Dinoy, Eljie D. Mag-aso, Jelly Ann Alsola, Jofred Allera, and
John Charls E. Cardama in partial fulfillment of the requirements for the Practical
Research Grade 12 Students, has been examined and recommended for acceptance
and approval for Oral Examination.

PANEL OF EXAMINATIONS

MS. MAY D. CAVADOR, LPT ENGR. KIRBY Y. ARQUIZA

Chairperson Member

MRS. RENALYN R. ABELLA, LPT MS. JONAH MAE CARCEDO,LPT

Member Member

Accepted and approved in partial fulfillment of the requirements for the Practical
Research Grade 12 students S.Y 2022-2023

MS. MAY DINGLASA CAVADOR, LPT

Practical Research Teacher

__________________2022
Date of Research Paper Oral Defense
 DEDICATION

First and foremost, we dedicate this work to our Almighty God, thank you for the
guidance, strength, power of mind, protection and skills and for giving us a healthy life.
All of these we offer to you.

This work is a fruit of countless and arduous sacrifices. We dedicate this research to our
subject teacher in Practical Research, Ms. May Dinglasa Cavador, for her tremendous
effort and patience to guide us throughout the research and help us to better
understand the key points of our research.

A special feeling of gratitude of our panelist teachers, Ms. Jonah Mae Carcedo, Ms.
Renalyn Abella, and Engr. Kirby Y. Arquiza, whose words of encouragement and
push for tenacity ring in our ears.

Our parents, who assist us financially, morally, and physically by believing in our efforts
and giving us their strength.

Our friends and classmates, who shared their words of advice, idea and
encouragement us to finished this research.
 ACKNOWLEDGEMENT

In the name of our Almighty God, the most gracious and the most merciful, we are
thankful for giving us the strength, knowledge, ability, and opportunity to undertake this
study and complete this research.

MS. MAY D. CAVADOR, whose worthy guidance and professional attitude towards our
research project.

Ms. Jonah Mae Carcedo, Mrs. Renalyn Abella, Ms. May Cavador and Engr. Kirby
Y. Arquiza, our panelist teachers, we thankfully acknowledge the support and
inspirations that we received.

Our parents, we are extremely grateful for their non-stop support, for their moral
encouragement, financial assistance as well as their spiritual support in every path that
we take.

Our friends and classmates, who have shared their efforts and knowledges in order to
make this research possible.
 ABSTRACT

Title: The effects of modular learning modalities of the students in Perpetual Succour
Academy Incorporated, Malabuyoc, Cebu

Authors: Andre O. Cardosa, Cleofe Mae O. Dinoy, Eljie D. Mag-aso, Jelly Ann Alsola,
Jofred Allera, John Charls Cardama

Grade Level/Strand:Grade 12 HUMSS,STEM,GAS

Year: S.Y 2022-2023

 TABLE OF CONTENTS
Page
TITLE PAGE
APPROVAL SHEET
DEDICATION
ACKNOWLEDGEMENT
ABSTRACT
TABLE OF CONTENTS
LIST OF GRAPHS/TABLES
LIST OF FIGURES
ABBREVIATIONS

CHAPTER 1 INTRODUCTION
1.0 Introduction
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Significance of the Study
1.5 Assumptions of the Study
1.6 Scope and Limitations of the Study
1.7 Theoretical Framework
1.8 Conceptual Framework
1.9 Operational Definition of Terms
CHAPTER 2 REVIEW OF RELATED LITERATURE
2.0 Introduction
2.1
2.2
2.10 Summary of the Literature Reviewed
CHAPTER 3 METHODOLOGY
3.0 Introduction
3.1 Research Design
3.2 Research Environment
3.3 Population and Sampling
3.4 Research Instruments
3.5 Validity and Reliability
3.6 Data Gathering Procedure
3.7 Treatment of Data

CHAPTER 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

4.0 Introduction
4.1
4.2
4.3

CHAPTER 5 SUMMARY, CONCLUSION AND RECOMMENDATION

5.0 Introduction
5.1 Summary
5.2 Conclusion
5.3 Recommendation

BIBLIOGRAPHY
APPENDICES
Appendix A Transmittal Letter to the Principal
Appendix B Photographs
Appendix C Map (Area of Study)
 Appendix D Curriculum Vitae

LIST OF GRAPHS/TABLES

Graph Description Page

1
2
3
4
5
 ABBREVIATIONS

DepEd Department of Education

 CHAPTER 1

INTRODUCTION

This chapter deals with the background to the study, statement of the problem,
objectives of the study, research questions, basic assumptions, scope and limitations of
the study, conceptual and theoretical framework, significance of the study and definition
of operational terms.

1.1 BACKGROUND OF THE STUDY

Our society had been greatly impacted because of the health dangers associated with
COVID-19, which could be dangerous. Education was one of the areas affected, and as
a result, courses were suspended to stop the virus from spreading. Despite these
difficult circumstances, the Department of Education was nevertheless able to carry on
with the classes thanks to modular learning
.
Modular Learning is one of the modalities of learning offered by the Department of
Education together with online classes as a temporary solution to continue the classes
despite of the pandemic we are facing. This has been effective for students to never
stop learning while in the comforts of their home but just like the online classes, this
modality also had the negative and positive impacts to the students. This study will
further explain and determine what are the effects student usually encounter under the
modular learning.

This study examines the effects of students' use of modular learning modes at
Malabuyoc, Cebu specifically in Perpetual Succour Academy Incorporated. The
researchers’ assumption is that the teaching-learning process in new normal education
have an impact on students' performance, particularly when adopting a modular type of
learning thus they have to dig deeply to prove their hypothesis that the modular learning
really affects the students’ performance at school and to present the data they gathered
to support their claims. . This study examines the impact of students' use of learning
distance modality on their capacity for independent learning.
 THE PROBLEM

1.2 Statement of the Problem

The main purpose of the study is to determine the effects of modular learning
modalities in Perpetual Succour Academy, Inc. SY 2022-2023.This study will specifically
lead to answer of the following questions:

1. What is the socio-demographic profile of the respondents in terms of:

1.1 age;
1.2 sex;
1.3 grade level;
1.4 hobbies; and
1.5 Number of hours spend in answering the module?

2. What are the effects of modular learning to the students in our society as to:
2.1 learning;
2.2 understanding;
2.3 time management; and
2.4 social interaction

3. How does it affect the following factors:

3.1 mental health;
3.2 physical health;
3.3 learning skills; and
3.4 communication
1.3 Purpose of the Study

Due to Covid-19 pandemic, schools, particularly in the rural areas employed Modular
Distance Learning to ensure education continuity. This research shows that modular
learning is the current learning modality of primary education in the Philippines where
traditional teacher-student practice has now been shifted to mother-child since mothers
are the immediate assistants of their child in modular learning. The main purpose of this
study was to ascertain whether modular distance learning was helpful at improving
students' academic performance after more than a year of use. This research read a
number of publications analyzing the impact of modular distant learning on students'
academic performance, the advantages and disadvantages of modular distance
learning, and parents' perspectives on the use of the above-mentioned modality.

1.4 Significance of the Study

The findings of this study would be beneficial to the following people:

Students. Junior high school and senior high school students in Perpetual Succour
Academy Incorporated will be given more pertinent information on the advantages and
downsides of modular learning in relation to academic benefits and effectiveness for
high school students across the nation.

Faculty and Staff. They will benefit from this study since it will give them a voice in
improving the caliber of instruction the institution offers.

The parents would realize their role since it is crucial to education. This is the time
where the parents realize that teaching is never easy. They tend to absorb the feeling
that they become the teachers now that this pandemic is roaming.

Researchers. The findings of this study will also assist future them in conducting
comparable research on the academic advantages, effectiveness, advantages, and
disadvantages of printed modular learning in order to put more emphasis on the
circumstances of students and the type of learning system they prefer.

1.5 Assumption of the Study

The study focused on the effects of modular distance learning in the academic
performance of learners whether there is a significant difference in their performance
before and after the implementation of modular distance learning. The assumptions
were made by the respondents, according to the researchers, would provide reliable
information that would guarantee the success of this study. The researchers assumed
that the respondents would be truthful in their responses. The study is thought to be
timely relevant for the respondents and will produce a conclusion that will provide a
foundation of knowledge for the question. The goal of the study might be thoroughly
explained to the respondents by the researchers. The goal of the study might be
thoroughly explained to the respondents by the researchers.
1.6 Scope and Limitations of the study
This study will concentrate on the outcomes, efficacy, benefits, and drawbacks of
modular learning. The study is not limited for the students in Perpetual Succour
Academy, Incorporated
The focus of the study is on students' preferences for the type of learning they want
based on their abilities and interests, as well as the advantages and disadvantages of a
modular learning system. The purpose of the study is to identify key variables and
student perceptions at Perpetual Succor Academy, Inc.

1.7 Theoretical framework

According to (Garrison, 1990; Hayes, 1990), he have claimed that distance learning is
nothing more than a jumble of concepts and methods pushed on students who merely
happen to be geographically separated from a teacher. Implementation concerns are
crucial as distance education struggles to find suitable theoretical frameworks. The
learner, the instructor, and the technology are all involved in these problems. Distant
educators must study how the student, the teacher, and the modular learning combine
to produce knowledge because distance education is by its very nature learner-centered
instruction.
The development of modules has promoted an astounding growth in distance
education, both in the number of students enrolling and in the number of universities
adding education at a distance to their curriculum (Garrison, 1990). While the
application of modular learning may glamorize distance education, literature in the field
reveals a conceptually fragmented framework lacking in both theoretical foundation and
programmatic research. Without a strong base in research and theory, distance
education has struggled for recognition by the traditional academic community.
The Bruner Constructivism theory is the foundation of this investigation. Fosnot (2005)
cites constructivism as emphasizing the active role of the learner in developing
understanding and making sense of the material. Instead of seeing pupils as passive
recipients of knowledge, constructivist teaching places a strong emphasis on the
learner.The idea that learning is an active process in which students generate new
ideas or concepts based on their existing and prior knowledge is a crucial one in
Bruner's theoretical framework.The learner chooses and modifies knowledge, develops
theories, makes choices, and relies on their own comprehension. Cognitive structure
(schema) gives experiences direction and order and enables the person to think beyond
the facts presented.
In other words, the teacher should try to motivate students to understand concepts
independently. The student will be able to process new concepts they read about in the
module by using the module. They can then rely on their own knowledge and hone their
problem-solving abilities from there.
.
1.8 Conceptual Framework

MODULAR LEARNING

ADVANTAGES AND BENEFITS OF MODULAR FACTORS AFFECTING

DISADVANTAGES OF LEARNING FOR MODULAR LEARNING
MODULAR LEARNING ACADEMICS EFFICACY

Greater Flexibility Reduce the Overall cast Learners Characteristics

No Communicating of school Course Content
Convenient Learning Flexible Percieved Usefullness
Reduce
Lack of Social Interaction Studen t- centered
Complicated Technology Accessibility
High Chances of Distraction Simplified

EFFECTS OF MODULAR LEARNING TO

THE STUDENTS AT PERPETUAL
SUCCOUR ACADEMY INCORPORATED’S
ACADEMIC PERFORMANCE
1.9 Operational Definition of Terms

Education
Education is a planned activity with certain goals in mind, such as knowledge
transmission or the development of skills and character. These objectives might
include the growth of comprehension, reason, kindness, and honesty.

Modular Learning
Modular learning taught the students values, not specific lessons which is
repetitive. There are actually lessons which are not found in the modules but the
students learn this pandemic. These are the values of making an effort, time
management, discipline and experimentation.

Academic Performance
Academic performance/achievement is determined by continuous assessment or
cumulative grade point average and indicates how well a student, instructor, or
institution has met their short- or long-term educational goals.

Learner
The respondents of this study, the people who is trying to gain knowledge or skill
in something by studying, practicing, or being taught.

Instructor
An individual who is in charge of instructing students in a certain subject is known
as an instructor. In addition to creating an instructional plan and the tasks that will
be given to students, instructors also teach courses in their areas of
specialization. At the university, instructors could be expected to conduct both
teaching and research.
 CHAPTER 2
2.0 Introduction
This chapter will give a review of relevant literature and studies on the topic of the effect
of modular learning on Perpetual Succor Academy, Inc. students' academic
performance, including both domestic and international studies.In particular the
literature will be reviewed under the following sub-headings:
i. Evolution of distance education
ii. Modular Distance Learning Advantages and Disadvantages
iii. Difficulties of Modular Learning
iv. Instructional Strategies of Modular Learning
v. Efficiency of Modular Learning
vi.Summary of Literature Reviewed

2.1 Evolution of Distance Education

Distance education is an increasingly common educational alternative as well as a key
contributor to the newly competitive landscape in higher education. Once regarded as
an experimental alternative outside the mainstream university education, distance
education has attained new levels of legitimacy and expansion and has grown into a
higher education industry of its own (Merisotis & Phipps, 1999). This trend is also
reflected in transnational education. According to Jones (2002),the demand for
transnational higher education grew by 26% between 1985 and 1992. By 1995, globally,
there were 1.3 million higher education students; that number grew to 1.42 million in
1998, and nearly 1.7 million in 2001 (Marginson,2004c; Wyatt, 2001). The growth is set
to continue, particularly in South East Asia. It is estimated that the demand for
transnational higher education in Asian countries (excluding China) will reach nearly
500,000 students by 2020 (GATE,2000).

2.2 Modular Distance Learning Advantages and Disadvantages

According to Rodeiro & Nadas (2011).The advantages of modular systems, according
to their proponents, are flexibility in the curriculum (number and scheduling of modular
examinations), short-term evaluation goals, daily input, possibilities for retakes, and
rising student motivation.Modular evaluation is blamed for splintering learning. Over-
teaching for exams, unprepared students doing assessments, and an abundance of
assessments. Furthermore, it is said that students are finding GCSEs to be less and
less challenging as a result of its ease, which has led to a drop in trust in the
qualification as a whole.
According to Alelaimat (2012). The most commonly used small teaching unit (modules)
that is a small teaching unit that adopts the principle of self-education strategy and
individualization. Also, the unit involves unique objectives. And activates as it is done in
a logical sequence to allow the learner to achieve the goals and improve the mastery.
As it is done in a logical sequence and sets a limit of adeptness which is reached
according to the speed of the self-leaner so she/he can learn quickest.
According to Joyce (2020), modular schooling shortens the learning period, enabling
greater quick gains in competence and worth. Working professionals can pick up new
abilities more quickly while still doing their jobs, which results in more skill and
credentials being acquired concurrently rather than simply at the end. It enables you to
customize your education to the specific requirements of your potential careers. To
better prepare yourself for data science jobs, you can add a specific certificate or
portion of a degree to your education. This will make it simpler for you to combine
humanities and technology skills, communication and coding skills, analytical and
design skills, etc.
A modular learning environment is a unit, chapter, subject, or part of instruction,
according to Boise State University. It is a typical unit in your course that is designed to
promote student growth. The substance of the lessons and your teaching methodology
will determine how long a week will be. The presentation and execution of the online
learning process require an online teaching and learning environment with a supported
structure. When students are familiar with the format of the lesson, they spend less time
speculating about the agenda and more time really paying attention to the material.

2.3 Difficulties of Modular Learning

According to Bagood (2020), the transition of education delivery to modular distance
learning has wrought difficulties for the quality of education, on the part of school staff.In
order to address current issues and prepare its teachers and school administrators for
IT-based distance learning, the DepEd is actively looking for new solutions. Instructors
and program supervisors have prepared modules starting in May 2020 in all subjects for
all grade/year levels across four quarters in accordance with the "Essential Learning
Competencies." These self-learning modules frequently include pre-tests, discussion
forums, and assessments; as a result, they qualify as learning packages. All students
receive the class schedule along with the module listings. Students will learn which
subjects to review and practice in the course in preparation for the coming week.
According to Magsambol (2020). Modular learning is the "backbone" on which the
DepEd uses distance education. To help learning online, such as via the internet or text-
based content, we should create another set of modules. The reason the school has
been delayed is presumably because they had a new printer that needed to be shipped.
Having problems with the modules which are due to be used, this can be a common
situation days before the opening of the schools.
As said by Magsambol (2020). Students would have access to self-directed learning
materials within the DepEd's strong, integrated learning system (SLMS). Every quarter,
teachers will hand out a syllabus to the class. In one academic year, students will
receive four sets of textbooks and lab instructions. Before courses start, parents will
receive the vocational credentials. There will be specific drop-off locations for school
materials in barangays without schools. Throughout the academic year, we plan to
distribute the program four times. Parents will turn in completed assignment forms to
teachers. They can deliver their assignments to the teachers at school or to designated
pick-up places. On the summative and evaluation assignments, students' development
will be watched.The Department of Education confirmed the schools won't be
conducting periodical exams this year, causing "distance cheating."
Education cannot be delayed, according to Secretary Briones. To meet the needs of
millions of students, the government adopted a distance learning strategy. also known
as correspondence training or self-study, distance learning is a form of education where
there is little to no face-to-face contact between students and their teachers (Chin,
2020).
The use of self-learning modules (SLMs) in written, digital, or electronic copies,
according on the learner's needs, is permitted by asynchronous e-learning, according to
Malaya (2020). Additionally, textbooks, activity sheets, study guides, and other
materials are available to learners who employ modular distance learning. The delivery
of current teaching materials would require a large number of teachers. These
resources are now available to students on their personal computer, tablet, or
smartphone.

2.4 Instructional Strategies of Modular Learning

According to Malik, S.K. (2012).The modular teaching approach was introduced in 2012
and is an improvement over programmed instruction/learning. In the future, it will likely
become increasingly common to use modules as a teaching-learning strategy. This
method substitutes teaching modules arranged for specific objectives for standard
reading material. A module is a unit of instruction and learning that communicates
learning as roughly a certain amount of study hours. Despite the fact that some
combinations of modules can indicate a progression through the educational programs,
the module will be self-contained. This shift is the result of learning theories shifting from
a stimulus-response point to an information processing point about a decade ago. It
aids students in comprehending challenging and complex ideas.The current movement
in educational settings is from the traditional instructing strategy to the measured
teaching approach.
According to Sadiq, S. (2014).There are several techniques that are used in teaching.
Assignment strategy, discovery strategy, lecture strategy, dialog strategy, programmed
learning, project method, field trip, case study strategy, demonstration strategy, and
modularized instruction are a few of them. Modular teaching is a novel approach in
classroom settings, and it has also been receiving a lot of attention for experience-
based learning in instruction.The module-intake structure has become popular across
all levels of education. A self-learning bundle that supervises one particular topic or unit
may be used for teaching through modules. It can be used in any environment that is
suitable for the student and can be completed at the pace the learner chooses.Sufficient
hypotheses assist more practices are available for the valuable demand of separated
teaching in our classrooms. Thus, this study was coordinated so as to check the
adequacy of modular instructing.
Dejene & Chen (2020) claim that the idea of modularization is to break down the
knowledge into smaller, non-sequential components to make it easier to teach. In order
to qualify for a specific number of credit points, a student must accumulate credits. A
self-contained module is a piece of work or a teaching strategy that is designed to help
students learn skill sets and individual skills in small, manageable chunks. A module is a
course that may be coupled with other courses of a similar nature to create a field of
expertise. Each unit or module is a portion of an extended learning experience that
results in a particular certification, and it takes a certain number of units or modules to
complete the extended learning experience.
According to Mazkeraj & Witte (2019), the modular education is a method that
separates the lessons into smaller pieces. Each module is designed to allow students to
obtain a partial certificate. The study evaluates the impact of modular education on
reducing school dropouts, and whether it is an effective solution. To inform on the
education policy transition, this study exploits the introduction of modular education in
Belgium. With a difference-in-differences design, the findings indicate that modular
education can reduce drop out by 2.5 percent. The greatest effects on foreign-bom
students were observed. Therefore, schools that are modular will prove to be a
successful policy for increasing enrollment and reducing ethnic disparity. With regard to
job rates, students who are enrolled in modular education are more likely to be working
and to esam greater incomes over time.
2.5 Efficiency of Modular Learning
According to Lim (2016),using Mathematic Modules to explicitly teach word problem
solution in mathematics is an effective teaching strategy. The findings of this study
showed effectiveness in that mathematics study subjects fared well without needing to
study as hard as they typically do for the teacher. Respondents said that the sessions
were highly helpful for enhancing their own learning and study habits since they
employed modules and fundamental math language to help better help drive home
those concepts.The study's findings indicated that learning occurred in both groups
when the two teaching approaches were used, but the subjects who were taught using
the modular approach performed noticeably better than the subjects who were exposed
to the traditional lecture method, leading to the conclusion that the modular approach is
a useful and effective teaching strategy that could be used when instructing
mathematics subjects.
According to Ambayon (2020), myth and folklore were long used in the promotion of
literacy. This investigation aimed at validating a myth and folklore curriculum and testing
the effectiveness of the module at teaching the subject. This was a reaction to weak
teaching literature and the demands for appropriate instructional materials. The results
indicated that the developed module was well planned in terms of material, relevance
and mechanics. Also, the module was evaluated by the students as highly effective,
useful and efficient Third-year undergraduate students in the School of Education were
surveyed as participants for the report. The students were put into experimental and
control classes. The classes were graded according to their grades in the previous
semester. The control group didn't use the established module. whereas the
experimental group did. The tests were performed based on the different exercises and
the questions asked at the end of each subject. Based on the tests, the students in the
experimental group performed at a high level, while those in the control group showed
changes in their results. In related ways, the approach should be useful for studying
mythology and folklore.
As stated by Naboya (2019). Inorganic chemistry supplements are a relatively new
invention that are already being used to supplement classroom training. Self-
instructional modules are available in this learning kit, allowing for self-paced study. A
module provides variation to the educational process because it is a single instructional
kit that covers a specific concept. Modules assign the greatest amount of responsibility
to the student and distinguish between various learning styles and demands. The
learner is also encouraged to engage constructively through modules. The idea behind
the modular approach to education is that learning works best when students are
actively involved in and in charge of the learning process.
Yazon (2016) claims that educators in the United States have started using the modular
technique for teaching and learning. The aspiring writer observes the writing subject as
a course in order to provide greater comprehension, which may result in improved
attention to the pertinent facts. Each system module is designed for a particular kind of
individual, who should reply often to each course of action at the learner's pace.
According to Vergara (2017).The Altemative Learning System is focused on making the
most of the available learning modules. These challenging elementary and senior state
exams were created for independent study. The Alternative Learning Framework also
encourages the use of supplemental learning materials, including those created by the
facilitator and those that are tailored to the needs of the student. Contextualizing
learning is crucial because it teaches us how to think. The approved and proven
Altemative Learning System (ALS) will boost students' academic performance and give
them tools for lifelong learning.
2.6 Summary of Literature Reviewed
Distance education programs have evolved considerably from the inception of the first
correspondence courses in 1840 to many types of present distance delivery
modalities.The rapid expansion of distance education offerings is providing students
with more options;good quality programs will be demanded.This great increase in the
number of distance education programs,students and providers has prompted
researchers to investigate the effectiveness of such programs.
The characteristics of effective distance education programs to be used in this research
study emerged from the comprehensive review of literature.Numerous studies have
determined the attributes of effective distance education through the attributes of its
components including; students,instructors,program design,technologies,and
organisational support.Literature sources dealing with predictors of successful distance
students revealed that those students experienced satisfactory levels of communication
with the instructors and good quality teaching.
Knowledge of the characteristics of effective distance education programs may assist
students,staff,and institutions in making informed decisions regarding such
programs;students will be better informed when deciding to enroll;staff,when working on
design and development;institutions when considering deployment of distance
education programs.Development of a model for effective distance programs to provide
a framework upon which decisions about such programs could be made has been the
motivation for this research study.
 CHAPTER 3

METHODOLOGY

3.0 Introduction

In the research methodology chapter, research methods, approaches, and designs are
described in detail, with a focus on those that were used throughout the study. I justify
my choice by describing the benefits and drawbacks of each approach and design,
considering how practically applicable they are to our research. The research design,
sample strategies, data gathering methodologies, and data analysis methods are all
explained.

This research has employed both qualitative and quantitative research approaches.
However, the overall approach will be quantitative because quantitative research design
is aimed at discovering how many people think, act or feel in a specific way. The
standard format in quantitative research design is for each respondent to be asked the
same questions, which ensures that the entire data sample can be analyzed fairly. The
data is supplied in a numerical format and can be analyzed in a quantifiable way using
statistical methods.

Quantitative research design tends to favor closed-ended questions. Providing

respondents with a set list of answers, they will not normally be able to give lengthy
open-ended responses. The design varies depending on the method used, which could
be telephone interviews, face-to-face interviews, online surveys, or surveys by post for
instance.

In our research, we use a postal survey. The research design is presented in the first
section of this chapter. An overview of the experimental process and a thorough
discussion of the measuring tools utilized come next. There is additional discussion of
the sample's population and selection process. The methods utilized for the statistical
analysis of the data are discussed in the chapter's conclusion.
3.1 Research Design

The researchers will be using a descriptive study design with a quantitative

methodology. The information will be gathered utilizing survey-gathering methods to
provide the respondents with a fuller picture of the problem. The data will come through
survey inquiries and other sources that can be used as proof of the methodology used
in this study.

This quantitative research study utilized comparative research design. It sought to

understand the advantages and disadvantages of modular distance learning.
Furthermore, it examined to determine similarities and difference that are related to the
type of learning. Thus, this research design helped the researchers to interpret the
effects of modular distance learning on Junior High School and Senior High School
students in Perpetual Succour Academy, Incorporated.

The researchers will use quantitative design since the study is just knowing the effects
of modular learning to the students as well the effectiveness that takes to their
advantages in coping with the modular learning system. Furthermore, the researchers
sample a large number of users through surveys to indirectly obtain measurable, bias
free data about users in relevant situation.
3.2 Research Environment

This research aimed to gather data on the perceived effects of modular distance
learning on students. This study was guided by the following research goals. First is to
ascertain the perceived effects of modular distance learning on students. The second is
to ascertain whether there is a statistically significant difference between the perceived
effects of modular distance learning on students in junior high and senior high schools.

The researchers’ purpose of this study, one private school in Malabuyoc, Cebu was
selected as the site of interest. The study will be conducted in Poblacion Dos,
Malabuyoc, Cebu, specifically in Perpetual Succour Academy Incorporated wherein the
respondents reside and referred to the researchers. Perpetual Succour Academy,
Incorporated is the only private school in Malabuyoc, Cebu. It is comprised of Junior
High School and Senior High school students. The said locale will also be considered
as highly populated in the province which can be a good basis for Junior High School
and Senior High School students of Perpetual Succour Academy Incorporated, but not a
representative of a whole Junior High School and Senior High School students.
3.3 Population and Sampling

3.3.1 Population
The target population of this study are around 30 students in Junior High School and
Senior High School and that are going to take the survey questionnaires. Fifteen Senior
High School students and around fifteen Junior High School students have been
selected. The students at Perpetual Succour Academy, Incorporated had also used the
modular learning modalities, thus the researchers decided to survey those students.
Only enough population at Perpetual Succour Academy, Incorporated for the
researchers to conduct a survey there.

3.3.2 Sampling
This section describes the procedure used in sampling and gives the sample size for
the final group of students from Malabuyoc, Cebu in Perpetual Succour Academy,
Incorporated. To determine the sample size, both probability and non-probability
sampling techniques were used. The sample size for this study was around 30 students.
Since the population was not homogeneous, the researcher used simple random
sampling. This involved random selection of the respondents provided they were
members of the group under study. Therefore, thirty-four students were randomly
selected from Senior High School and Junior High School in Perpetual Succour
Academy, Incorporated to fill the survey questionnaires.

The sample of this study comprised of only one school. Both Senior High School and
Junior High School were presumed to be appropriate for the study because they are all
involved in this study. The sampling is not based on gender, whether single sex or
mixed. The sampling was based on setting and type of school. Therefore, the
researchers selected the respondents randomly. In grade seven, there are five
respondents that have been selected. In grade ten, there are fourteen respondents that
have been selected. In grade eleven, there are five respondents that have been
selected. In grade twelve, there are nine respondents that have been selected. Total
respondents we had is thirty-four in all.
3.4 Research Instrument
This study will make use of survey questionnaires. The survey questionnaire aims to
make inferences about a population by examining a sample from that population
(Young, 2016). The survey questionnaire is a set of orderly arranged questions carefully
prepared to answer by random respondents to collect data and information. In the part
of the questions to be answered by the respondent, we used the checklist method in the
survey questionnaires to specify the level of agreement of the respondents to the
statement. The research instrument consists of 18 items that will be given to the
respondents. The respondents will be given approximately 45 minutes to an hour to
answer the survey questionnaire.
3.5 Validity and Reliability

3.5.1 Validity

A test's validity refers to how closely it measures the variables it claims to. The validity
of this study was validated through expert advice from college supervisors and course
speakers. The researcher used the face validity, another name for this form of validity.
This validity refers to the potential for an inquiry to be misunderstood or misread. A
good way to increase the possibility that the results are reliable at face value is to
undergo pre-test a questionnaire or survey design.

Pilot research helped to further establish validity. Also, the pilot study was conducted at
Perpetual Succour Academy, Inc. in Malabuyoc, Cebu, which is the designated location
for data collection. The instruments were tested to assess and improve their validity and
reliability. Thirty-four students were given the research tools, which were then randomly
chosen, graded, and analyzed. This allowed the researcher to adapt or modernize the
research apparatus as necessary. The findings helped establish validity.

3.5.2 Reliability

The degree to which a test consistently and steadily measures whatever it is measuring
is known as reliability. The same exam must be given to the same respondents twice
with little time passing between each test to be reliable. The researcher did everything
in their power to minimize random error to increase the reliability of the research tools.
The underlying causes of this were effectively addressed. For instance, the test
participant received instructions that were concise and easy to understand. The test-
retest approach was employed in this study's piloting to determine the reliability, and a
correlation coefficient between the two sets of findings will be obtained.

The impacts of modular learning modalities on the pupils at Perpetual Succor Academy
Inc. were chosen using a random sampling technique, and numerous observations were
done by qualified research assistants to establish inter-observer reliability. In order to
maintain the credibility of the results, a standard data gathering process was also
constantly followed, and any differences or inconsistencies were resolved through
frequent team meetings and discussions.
3.6 Data Gathering Procedure

Before beginning the actual testing, the first step is to create a request letter. When the
request is granted, the researcher gets the letter. The administration will choose the
respondents' parents and other members. The researcher used the time allotted for
"vacant" to administer the questionnaire in order to avoid being distracted by class
discussions. It was enough time for the Grade 12 students to respond to the questions.
After gathering the data, the researcher used it to total up the scores and conduct
statistical analysis for the study.

3.6.1 Survey Questionnaires

The survey questionnaire itself is the crux of any survey research study. Although
coming up with intriguing questions to ask people is simple, creating a solid survey
questionnaire is rather difficult. The issue is that the way the questions are worded, how
they are arranged, how many response alternatives are offered, and many other things
might have an unintended impact on how individuals respond. At best, these influences
add noise to the data. They produce systemic biases and inaccurate outcomes, at
worst. We thus discuss some guidelines for creating survey questionnaires in this
section in order to reduce these unexpected consequences and, as a result, increase
the validity and reliability of respondents' responses.

In order to gather more relevant data about the study, the researcher will use survey
questionnaires to gather the data and the respondent's opinion about the topic. Under
which, the researchers will conduct survey questionnaires amidst the COVID-19
pandemic to collect data from the respondents regarding the study. The survey
questionnaires will be conducted because that will be the only way allowed to gather
data through survey questionnaires in order to prevent the harm of the virus. The survey
questionnaires will obtain the necessary data coming from the respondents they will be
related, have a valid and relevant data align with the topic.
3.7 Treatment of Data
Analysis initially began during the data collection period at Malabuyoc Cebu. The freshly
obtained data was inspected, processed, and documented in order to take meticulous
and complete notes. In order to delve deeper into the issues that developed from the
discussions and to draw attention to particular, intriguing parts of the youth observation
approach, such as the validation of the participants' comments, survey questionnaires
were created. In order to understand the differences and the underlying causes of the
results more thoroughly, quantitative data was used. Given the amount of data gathered
for this study, it was crucial to maintain the focus of the research on the research
questions and theme, which described the aim of the study interpretation. The
responses given by the respondents describe their sociodemographic traits, preferred
methods of modular learning, and anticipated benefits and drawbacks.

Figure 1: Respondent’s Gender

This data reveals that 38% of respondents are male and 62% of respondents are
female.

Respondent's Gender

Male
38%

Female
62%
Figure 2: Respondent’s Hours Spent
This data reveals that 49% of respondents spent one to three hours on listening virtual
or answering modules, 42% of respondents spent three to five hours, 3% of
respondents spent five to seven hours and 6% of respondents spent eight hours and
above.

Respondent's hours spent

8 hrs. above
5-7 hrs. 6%
3%

1-3 hrs.
48%

3-5 hrs.
42%

Figure 3: Respondent’s Thoughts on Modular Learning

This data reveals that 6% of respondents thought that modular is poor on learning, 36%
of respondents thought that modular is less than average on learning, 30% of
respondents thought that modular is average on learning and 27% of respondents
thought that modular is good on learning.

Respondent's thoughts on modular learning

Poor
6%
Good
27%

Less Than Average

36%

Average
30%
Figure 4: Respondent’s Effectiveness on Modular Learning
This data reveals that 6% of respondents answered that the modular learning was
completely ineffective for them, 52% of respondents chose a level of efficiency that was
just marginally efficient for them, 33% of respondents chose a level of efficiency that
was moderately efficient for them, and 9% of respondents chose a level of efficiency
that was extremely efficient for them.

Respondent's EFFECTIVENESS ON MODULAR LEARNING

Extremely Efficient Ineffective at all
9% 6%

Moderately Ef -
ficient
33%

Slightly efficient
52%

Figure 5: Respondent's view regarding the value of the resources for learning at
home
This data reveals that 3% of respondents felt that giving students resources to learn at
home was not at all helpful, 24% of respondents answered slightly beneficial, 46% of
respondents answered moderately beneficial and 27% of respondents answered very
helpful.

Respondent's view regarding the value of the

resources for learning at home

Not at all beneficial

Very helpful 3%
Slightly beneficial
27% 24%

Moderately Beneficial
45%
Figure 6: Respondent’s view on how well they manage their time
This data reveals that 31% of respondents answered the goal-setting decisions when
managing their time while studying using distance learning methods, 21% of
respondents answered prioritize their goal wisely, 24% of respondents answered take a
break between a task and 24% of respondents answered organize their selves.

Respondent’s view on how well they manage their time

Organize Yourself Set Goals

24% Correctly
30%

Take a Break
Between Task Prioritize Wisely
24% 21%

Figure 7: Views of the respondent regarding the value of the teachers

This data reveals that 3% of respondents had no opinion at all about how helpful the
teachers have been when the students studied modular learning, 40% of respondents
answered slightly helpful, 39% of respondents answered moderately helpful and 18% of
respondents answered extremely helpful.

Views of the respondent regarding the value of the

teachers
Not At All
Extremelu Helpful 3%
18%

Slightly Helpful
39%

Moderately Helpful
39%
Figure 8: Views of respondents regarding their preferences for modular learning
This data reveals that 24% of respondents have no doubts about their preference for
learning from a distance, 52% of respondents said they would like to modify a few
things about how they want to learn from a distance, 9% of respondents said they prefer
not to learn online and would like many changes to the way they learn best this way and
15% of respondents said they don't want to learn from a distance since they don't like it
in any manner.

Views of respondents regarding their preferences for

modular learning
No Way
15% Without Doubt
Not Here are 24%
Numerous
Changes
9%

Yes, I'd like to Make Few Changes

52%

Figure 9: The respondent's perception of how frequently they speak with their
classmates
This data reveals that during the modular distance learning, 12% of respondents didn't
talk to any of their classmates at all, 85% of respondents talked to their classmates
sometimes and 3% of respondents always talked to their classmates while learning from
a distance.

The respondent's perception of how frequently

they speak with their classmates

Always Not at All

3% 12%

Sometimes
85%
Figure 10: Respondent’s view of their mental health during the modular distance
learning
This data reveals that 18% of respondents selected excellent when asked to rate their
mental health during the modular distance learning, 61% of respondents selected
average, 12% of respondents selected somewhat poor and 9% of respondents selected
not sure.

Respondent’s view of their mental health during

the modular distance learning

Not Sure Excellent

9% 18%
Somewhat Poor
12%

Average
61%

Figure 11: Respondent’s view of their physical health during the modular distance
learning
This data reveals that 21% of respondents selected excellent when asked to rate their
physical l health during the modular distance learning, 61% of respondents selected
average and 18% of respondents selected somewhat poor.

Respondent’s view of their physical health dur-

ing the modular distance learning

Somewhat Poor Excellent

18% 21%

Average
61%
Figure 12: Respondent’s guider during modular distance learning
This data reveals that 59% of respondents guided their selves while answering
modules, 13% of respondents was guided by their friends and 25% of respondents was
guided by both of their family and friends.

Respondent’s guider during modular distance learning

All
25%

Yourself
Friends 59%
13%
Family
3%

Figure 13: Respondent’s Site

This data reveals that 100% of the respondents answered their module at home.

Respondent's site

Home
100%
Figure 14: Respondents' perceptions on the academic effectiveness of modular
learning
This data reveals that when asked how academically effective modular learning is, 19%
of respondents chose "allow students to take care of their own", 9% of respondents
choose " allow students to research on Google", 59% of respondents chose" allow
students to do their house chores and 13% of respondents had other reasons.

Respondents' perceptions on the academic ef -

fectiveness of modular learning

Allow Students to Take Care

Others of Their own
13% 19%
Allow Students to Research
on Google
9%

Allow Students to do their

house Chores
59%
 CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
4.0 Introduction
The presentation, analysis, and interpretation of the study's data and findings are
presented in this chapter. Only the researcher's data-finding abilities are used to
examine the survey data. Descriptive statistics, such as frequency counts and
percentages, are then used to present the results. Based on the study's objectives, the
findings are arranged and presented systematically. The research findings are
organized into the following subtopics:

i. The level of implementation of modular distance learning among the students at

Perpetual Succour Academy, Incorporated.
ii. Teachers' behavior in assisting learners while undergoing distance learning.
iii. Students' advantages and disadvantages of learning from a distance
4.1 The Level of Implementation of Modular Distance Learning among the
Students at Perpetual Succour Academy, Inc.
This presentation seeks to ascertain the degree of modular distance learning
implementation and its connection to students' academic performance. The researcher
is interested in discovering how far along modular remote learning is in its
implementation. This presentation will also demonstrate how learners' academic
achievement and the degree of modular distance learning implementation are related.
This study will thereby close the knowledge gap regarding the school, teachers', and
students' preparation for the introduction of distant learning.
To establish the level of implementation of modular distance learning among the
students of Perpetual Succour Academy, Inc. The interpretation of the data reveals that
6% of respondents answered that modular learning was completely ineffective for them,
52% of respondents chose a level of efficiency that was just marginally efficient for
them, 33% of respondents chose a level of efficiency that was moderately efficient for
them, and 9% of respondents chose a level of efficiency that was extremely efficient for
them.
Effectiveness of Modular Frequency Percentage
Learning
Ineffective at all 2 6%
Slightly Efficient 17 52%
Moderately Efficient 11 33%
Extremely Efficient 3 9%
Total 33 100%

The effectiveness of the learners' performance and the results shown in the table are
closely related to one another, suggesting that the use of modular distance learning
delivery has a genuine positive effect on the school's overall performance as well as the
performance of the students. In other words, there are tendencies that the students'
performance will still be positive in relation to their skills if they continue to adopt the
many learning modalities that the school has established. This outcome is attributable to
the method's correct use, for which everyone was informed about community
developments prior to its deployment. Since the school was concentrating on the printed
modular distance learning approach for delivering the most important learning
competencies, the teachers made sure that all the self-learning modules were quality
assured before they were distributed to the field so that teachers could provide proper
technical assistance if the parents or guardians had any questions about any of the
modules they had been given.
4.2 Teachers' Behavior in Assisting Learners while Undergoing Distance Learning
This presentation aims to measure how supportive teachers are of their students who
are pursuing remote learning. The researcher is curious to find out how supportive the
teachers are of their students while they engage in modular distance learning. This
presentation will also show how students' academic success and the level of their
teachers' performance change when they ask for assistance while enrolled in a modular
distance learning program. The knowledge gap regarding the school's, teachers', and
students' preparedness for the implementation of distance learning will be filled by this
study.
To establish the teachers' behavior in assisting learners while undergoing distance
learning. The interpretation of the data reveals that 3% of respondents had no opinion at
all about how helpful the teachers have been when the students studied modular
learning, 39% of respondents answered slightly helpful, 39% of respondents answered
moderately helpful, and 18% of respondents answered extremely helpful.
Teachers' ratings of how Frequency Percentage
helpful they are to their
students when taking a
distant learning module
Not at all 1 3%

Slightly Helpful 13 39%

Moderately Helpful 13 39%

Extremely Helpful 6 18%

Total 33 100%

Teachers modify their new lesson plans as they use modular distance learning. The
challenges that come with providing high-quality training and tracking and evaluating
students' progress are the primary elements that teachers encountered when
transitioning from face-to-face instruction to modular distance learning. The lack of high-
quality resources has made it difficult to deploy modular distance learning and
development of learning skills. The duty of keeping track of students' progress falls on
the teachers. The teacher can be contacted by the students via email, phone, text
message, and instant messaging, among other methods. Additionally, they make house
calls to students who require assistance or remediation. This may be extremely very
dangerous for instructors during this pandemic.
Furthermore, teachers who participate in modular distance learning develop and provide
students with learning resources. In addition to this, they also use text messages or
Messenger to keep tabs on the development of their students. Even though they weren't
entirely prepared, they always gave their all to the education of the students. They spent
some time learning how to handle the changes. Researchers found that although
teachers are only disseminating modules, they are still helpful to students since they
occasionally tutor them online when they require assistance. Teachers' have been
discovering strategies to keep students' learning going, although they acknowledged
that teaching was challenging.

4.3 Students' Advantages and Disadvantages of Learning from a distance

The purpose of this presentation is to examine the benefits and drawbacks of modular
distance learning and how they relate to students' academic achievement. The
researcher is curious to know what benefits and drawbacks students who participated in
modular distance learning experienced. Additionally, this presentation will show how,
with advantages and disadvantages, learners' academic success and the degree of
modular distance learning affect them. The knowledge gap regarding the school's,
teachers', and students' preparedness for the implementation of distance learning will
be filled by this study.
To establish the advantages and disadvantages of learning from a distance among the
students at Perpetual Succour Academy, Inc. The interpretation of the data reveals that
during modular distance learning, 12% of respondents didn't communicate with any of
their classmates at all, 85% of respondents communicated with their classmates
sometimes, and 3% of respondents always communicated with their classmates while
learning from a distance.

Students rate how often Frequency Percentage

they communicate with
their classmates while
undergoing modular
distance learning.
Not at all 4 12%
Sometimes 28 85%
Always 1 3%
Total 33 100%

Students may find it advantageous or disadvantageous, depending on how frequently

they communicate with their peers while enrolled in a modular distance learning
program. A few students enjoy talking with their classmates. As long as there is no
interaction, some students don't want to talk to their peers. In other words, the inability
to converse with classmates while participating in modular distance learning may be a
disadvantage for students who value interpersonal interaction. The ability to
communicate while
completing a modular distance learning course may also be advantageous for students
who choose to avoid all social interaction with peers in favor of concentrating solely on
their schoolwork.
The benefits of adopting modules for learning include the ability for students to respond
at a time and location of their choosing, self-pacing, flexibility for teachers, and the
improvement of students' self-study or learning skills. As they complete the tasks
outlined in the module, they grow in responsibility. Students advance autonomously with
little to no help from others. However, not all students complete their assignments
completely, some parents spoil their kids and perform the task instead of them, which
increases the workload for parents, some students tend to copy answers from others,
which is very common online, and someone is being paid to complete their
assignments. Many students claim they have never done this before.

Conclusion
In conclusion, we intend to contribute useful insights into the efficacy of this educational
strategy by investigating the degree of modular distance learning implementation and its
relationship to students' academic achievement. We will gain a better understanding of
the relationship between learners' academic accomplishment and the level of
implementation of modular remote learning through a thorough review of empirical
studies. This study will have a big impact on how educational policies and procedures
are developed, ensuring that all students have successful experiences with distance
learning. In this last section, the researchers provide their findings and analyze the
ramifications of their work. To improve students' academic achievement, they offered
suggestions for implementing modular distance learning more effectively. They
underlined the necessity of supportive structures, educator preparation programs,
student support networks, and fair access to technology. They also outlined the areas
that need further investigation in order to fully understand the effects of modular
distance learning on academic outcomes.