COLEGIO DE SAN JOSE

Member: Daughter of Charity

St. Louise de Marillac Educational System

E. Lopez St. Brgy. Our Lady of Fatima Jaro, Iloilo City

INTEGRATED BASIC EDUCATION DEPARTMENT

LEARNING MODALITIES AND ACADEMIC PERFORMANCE OF GRADE 12

STUDENTS OF COLEGIO DE SAN JOSE

A PAPER SUBMITTED TO:

DR. MA. LUZPERCY ABULUCION

In partial fulfillment of the requirement

of the subject Practical Research 2

SUBMITTED BY:

DUENAS, ELMIE ROSE

MALONES, KIANA MARIE
ROSAURO, NOVEE GRACE
CATEDRAL, AL YITZHAK
FLORES, ANN GENEVIEVE
DIAZ. MARIECAR

12 - ABM - 1
 CHAPTER I

INTRODUCTION

Chapter One consists of five parts: (1) Background and

Theoretical Framework of the study, (2) Statement of the
Problem and Hypotheses, (3) Significance of the Study,
(4) Definition of Terms, and (5) Delimitation of the
Study
Part one, Background and Theoretical Framework of the
study presents the justification for choosing the delimma
as well as the theoretical framework of the study.
Part two, Statement of the Problem and the Hypotheses,
presents the objective and the theories to be evaluated
to perform the study.
Part three, Significance of the Study, discuss the
benefits of the result from the analysis of this study.
Part four, Definition of Terms, define the important
terms used in this study.
Part Five, Delimitation of the Study, sets the
boundaries and the coverage of the study.

Background and Theoretical Framework of the Study

The outbreak of the new coronavirus infection known as
COVID-19 has first occurred at Huanan Seafood Market in
Wuhan city of China in December 2019 (Wikipedia, 2020),
and within a couple of months it has turned out to be a
global health emergency. It has rapidly affected
thousands of people, who are sick or being killed due to
the spread of this disease. The COVID-19 pandemic also
resulted in a widespread disruption such as travel
restrictions, closure of schools and global economic
recession.
Most countries around the world have temporarily
closed educational institutions to contain the spread of
the virus and reduce infections (Tria, 2020). Face to
face engagement of students and 2 teachers within the
school has also been suspended. 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. For the continuity of education
and for every school to still attain its mission and
vision which is to provide quality education to every
Filipino learner, the Department of Education implemented
the Blended and Modular Learning.
Modular learning is the most popular type of Distance
Learning. In the Philippines, this learning modality is
currently used by all public schools because according to
a survey conducted by the Department of Education
(DepEd), learning through printed and digital modules
emerged as the most preferred distance learning method of
parents with children who are enrolled this academic year
(Bernardo, J). This is also in consideration of the
learners in rural areas where internet is not accessible
for online learning.
The teacher takes the responsibility of monitoring the
progress of the learners. The learners may ask assistance
from the teacher via e-mail, telephone, text
message/instant messaging among others. Where possible,
the teacher shall do home visits to learners needing
remediation or assistance (Llego, n.d.). Printed Modules
will be delivered to students, parents or guardians by
the teachers or through the Local Government Officials.
Since education is no longer held within the school,
parents serve as partners of teachers in education.
Parents play a vital role as home facilitators. Their
primary role in modular learning is to establish a
connection and guide the child. (FlipScience, 2020).
 The term blended learning involves technology in the
classroom. More specifically, it refers to the use of
online sites and apps to deliver a portion of the
curriculum while the teacher facilitates instruction
(Smith, 2015). In an early review of blended learning,
Garrison and Kanuka (2004) defined blended learning as
more than just adding-in technology but providing a
“thoughtful integration of classroom face-to-face
learning experiences with online learning experiences (p.
96).” The key difference, according to Garrison and
Kanuka, is that teachers cannot just repackage old
material and throw it online. Instead, teachers must
rethink how to deliver and receive content in order to
encourage students to think more creatively and more
critically. Instead of a classroom that is taught purely
by a face-to-face teacher or purely in an online setting,
blended learning combines online content with face-toface
instruction and guidance. The intention is to allow
students to get help from the expert, the teacher, while
working on applying the concepts that they are learning
via online apps and educational websites.
Blended learning does not come out of nothing but has
a solid theoretical foundation. In addition to the
theoretical bases of constructivism and other learning
theories, the first principles of instruction, which are
advocated by Merrill, also give rise to blended learning.
According to him,“ learning is promoted when learners are
engaged in solving real-world problems when existing
knowledge is activated as a foundation for new knowledge
demonstrated to the learner applied by the learner and
integrated into the learner’s world” (pp. 44-45).
Briefly speaking, effective learning can happen when
the learner is given the right task (problem-centered
tasks) to accomplish by informing them of the right
method (such as activation, demonstration, application,
and integration) to use. As the goal of blended learning
is to optimize learning outcomes and cost of program
delivery, which is indicated by Singh & Reed, effective
learning can be undoubtedly achieved because blended
learning enables effective instruction to come into play
as learners are not only presented with real-world
problems to solve but also provided with how to solve the
problems.
The key purpose of this study is to find out the
challenges encountered by the Grade 12 students in the
implementation of Blended and Modular Learning of Colegio
de San Jose. Also, this study aims to ascertain the
methods, interventions or solutions of every educational
institutions as well as the government in providing
assistance to students, parents and teachers who are
having difficulty in this new learning modality.

Conceptual Framework

Independent Variable Dependent

Variable

Learning Modalities
Academic
 Blended Learning
Performance
 Modular Learning

Figure 1
Paradigm of the Research Study
 Statement of the Problem

General Statement:

This study seeks to describe the impact of learning

modalities to academic performance of grade 12 students.

Specifically, the study will answer the following

queries.

1. What is the academic performance of the grade 12

students who are attending blended modality of learning?

2. What is the academic performance of the grade 12

students who are participating in the purely modular

modality of learning?

Hypothesis

There is no significant difference between the

learning modalities on the academic performance of grade

12 students of Colegio de San Jose.

Significance of the Study

The findings of the study may benefit the following:

 STUDENTS. This research may help them decide which

learning modalities they will participate in that could

improve their academic performance.

TEACHERS. It could help them encourage students to

choose the most optimal learning modality that can help

the students excel academically.

CURRICULUM PLANNER. They will be guided in the

revision, enrichment, and modification of the curriculum

to meet the needs of the students.

FUTURE RESEARCHERS. They may find this material a

good source of information and serves as basis for future

studies.

Definition of Terms

Blended Learning. Blended learning (or mixed or hybrid

learning) emerged as a new teaching method for distance

learning through the application of technology and the

internet to improve students' learning and encourage

teachers’ to change their methods of education, and

therefore to shift learning to a more student-centered

model rather than a teacher-centered learning model

(Taylor, 1995).

In this study it is a style of education in which

students learn via electronic and online media as well as

traditional face-to-face teaching.

module is a specific type of learning resource. Modules
are essentially self contained, self-instructional
packages, with learning paced by each student according
to his/her individual needs and ability. A module covers
either a single element of subject matter content or a
group of content elements forming a discrete unit of
subject
matte or area of skill. A module has clearly defined,
objectives; preferably in behavioral form (Daries, 1981
module is a specific type of learning resource. Modules
are essentially self contained, self-instructional
packages, with learning paced by each student according
to his/her individual needs and ability. A module covers
either a single element of subject matter content or a
group of content elements forming a discrete unit of
subject
matte or area of skill. A module has clearly defined,
objectives; preferably in behavioral form (Daries, 1981)
Modular Learning. A module is a specific type of learning

resource. Modules are essentially self contained, self-

instructional packages, with learning paced by each

student according to his/her individual needs and

ability. A module covers either a single element of

subject matter content or a group of content elements

forming a discrete unit of subject matte or area of

skill. A module has clearly defined, objectives;

preferably in behavioral form (Daries, 1981).

In this study it is a form of distance learning that uses

Self-Learning Modules (SLM) based on the most

essential learning competencies (MELCS).

Modular Learning. module is a specific type of learning

resource. Modules are essentially self contained, self-
instructional
packages, with learning paced by each student according
to his/her individual needs and ability. A module covers
either a single element of subject matter content or a
group of content elements forming a discrete unit of
subject
matte or area of skill. A module has clearly defined,
objectives; preferably in behavioral form (Daries, 1981
Modular Learning. module is a specific type of learning
resource. Modules are essentially self contained, self-
instructional
packages, with learning paced by each student according
to his/her individual needs and ability. A module covers
either a single element of subject matter content or a
group of content elements forming a discrete unit of
subject
matte or area of skill. A module has clearly defined,
objectives; preferably in behavioral form (Daries, 1981
Modular Learning. module is a specific type of learning
resource. Modules are essentially self contained, self-
instructional
packages, with learning paced by each student according
to his/her individual needs and ability. A module covers
either a single element of subject matter content or a
group of content elements forming a discrete unit of
subject
matte or area of skill. A module has clearly defined,
objectives; preferably in behavioral form (Daries, 1981
module is a specific type of learning resource. Modules
are essentially self contained, self-instructional
packages, with learning paced by each student according
to his/her individual needs and ability. A module covers
either a single element of subject matter content or a
group of content elements forming a discrete unit of
subject
matte or area of skill. A module has clearly defined,
objectives; preferably in behavioral form (Daries, 1981
Academic performance. Academic achievement among students

generally equates to the effort expended, and is related

to intellectual and environmental factors. Habits

acquired at an early age such as an interest in reading,

or a lack of resources with which to develop elementary

capabilities such as verbal comprehension and production

are also an influence (Lucas, 1998).

In this study the term academic performance refers

to the score or grade point which is attained by distance

learners.
Students. This term refers to the people or individual

who spend most of their time at school who choose to

study at their school and doing their responsibilities as

a student (Galang 2004).

In this study this term is used as the respondents of the

study which are said to be the Grade 12 students who came

from Colegio de San Jose

Delimitation of the Study

This research was undertaken to determine the impact

of blended and modular learning of grade 12 students

during the school year 2020-2021. There will be randomly

selected students and most of them are in Grade 12 Senior

High School Department.

CHAPTER II

Review of the Related Literature and Studies

This chapter contains all the related literature of

the study.

Vaughan and Garrison, (2006a) has reported faculty

satisfaction with blended learning. This is also

consistent with a survey by Marquis (2004) that found

that 94 percent of lecturers believed that blended

learning “is more effective than classroombased teaching

alone.” A survey of instructors from higher education

institutions across Britain found that 85 percent believe

learning technologies are improving access to education

and 94 percent think that a mix of online and classroom-

based teaching is more effective than classroom teaching

alone (Marquis, 2004). According to researchers at

Carnegie Mellon University (2008), “by combining the

openlearning software with two weekly 50-minute class

sessions in an intro-level statistics course, they found

that they could get students to learn the same amount of

material in half the time.” It is the immediate and

targeted feedback that leads to this significant

reduction in the time it takes students to achieve a

desired level of performance (Anderson, Conrad, and

Corbett, 1989).

According to Garrison and Vaughan (2008) blended

learning redesign is a proven approach that can enhance

and expand, and ultimately transform, both the

effectiveness and efficiency of the teaching and learning

experience in higher education. Analysing the data from a

three-year national professional development project

involving 149 schools in the US, Chen et al. (2008)

report that technology also provides capabilities to

complement students’ learning styles and multiple

intelligences. Several other studies (e.g., Eastmond,

Nickel, Du Plessis, and Smith, 2001; Garrison, 2002;

Twigg, 2003; Albrecht, 2006; Vaughan, 2007; Owston,

Wideman, and Murphy, 2008) recommend a hybrid approach to

implementing online courses, retaining some contact,

face-to-face time and gradually increasing online

activities on an incremental basis. This gradual

increment is necessary as most students and instructors

are more used to face-to-face approach and then they need

time to change to the online culture.

According to Bernard et al. (2014), who builds on

Graham’s definition (2005), blended learning can be

defined as “the combination of instruction from two

historically separate models of teaching and learning:

traditional F2F learning systems and distributed learning

systems” (p. 91). In some cases, blended learning is seen

as the more effective counterpart to the other two

formats used separately (Pellas and Kazandis, 2015;

González-Gómez et al., 2016) insofar as it is, e.g.,

characterized as F2F and online learning being “optimally

integrated” (Israel, 2015) or combining their “benefits”

(Adams, Randall and Traustadóttir, 2015). Moreover,

several studies seem to agree that blended learning is

definable according to the relative time spent on

respectively online and F2F instruction in courses. Thus,

at least 50 percent of total course time dedicated to F2F

instruction appears to be the lower limits of in-class

components in the blended learning format (Bernard et

al., 2014). Many studies compare the effect on students’

learning outcome generated by respectively F2F teaching

and/or blended learning. In Bernard et al.’s (2014) meta-

study of blended learning in higher education, students

in blended programs have turned out to achieve slightly

better than students following traditional classroom

instruction programs. Similar findings have been made by

other studies – e.g., Israel (2015), Northey et al.

(2015), Southard, Meddaug and Harris (2015), González-

Gómez et al. (2016) and Ryan et al. (2016). What leads to

a better learning outcome among students in online and

blended learning programs is, however, a question that is

not answered in the same way by all the studies

mentioned. Bernard et al. (2014) conclude that the

element of technology integration in blended learning

courses seems to lead to very low, though significant

improvement in student achievement – particularly when

technology yields cognitive support (e.g., simulations)

or facilitates student interaction (i.e., with other

students, content and teachers). In GonzálezGómez et

al.’s study (2016), it is the adoption of a flipped

classroom model of blended learning in a general science

course that results in higher grades among teacher

training students when compared with those achieved by

students

According to Garrison and Kanuka, is that teachers

cannot just repackage old material and throw it online.

Instead, teachers must rethink how to deliver and receive

content in order to encourage students to think more

creatively and more critically. Instead of a classroom

that is taught purely by a face-to-face teacher or purely

in an online setting, blended learning combines online

content with face-toface instruction and guidance. The

intention is to allow students to get help from the

expert, the teacher, while working on applying the

concepts that they are learning via online apps and

educational websites.

Rushton (2005) stressed that continuous assessment

enhances deep learning if there is plenty of feedback at

regular intervals, and all assessments need to have clear

assessment criteria which are known by the students

before they undertake the assessment activity. When

frequent assessment is combined with regular feedback, it

will improve students’ learning (Rushton, 2005). Well-

designed assessment procedures set clear expectations,

establish a reasonable workload, and provide

opportunities for students to self-monitor, rehearse,

practice, and receive feedback. Learning outcomes that

have been indicated in the modules should be assessed

using applicable and appropriate assessment procedures so

that the outcomes provide evidence of mastery of the

desired learning outcomes.

Moreover, the fundamental principle of assessment in

modular program is that the assessment methods should be

in accordance with the learning outcomes of the module

and should foster a deep approach to learning. In a

modular system, it is important to guard against

overassessing students based on the unit of study. Also

there is a tendency in a modular curriculum to crowd the

assessments with the result that students are handing in

multiple assessments at the midway point and at the end

(Donnelly & Fitzmaurice, 2005). This is an unacceptable

burden for students and it is therefore vitally important

that within a program of study, the timetable of

assessment should be planned thoroughly in advance so

that students do not face this problem (Donnelly &

Fitzmaurice, 2005). In this study, the phrases formative

and continuous assessments are used interchangeably.

Malik (2012) also contend that the teaching approach

in modularized program should allow students to proceed

at their own pace, give opportunity to choose their own

learning style, and allow them to identify their

strengths and weaknesses. Moreover, Manlove and David

(1985) have stressed that modularization should focus on

independent learning which would help the individual

student in developing many notable and self-reliant

characters, and in much more modern ways, learners enjoy

periods in which they pursue their interests and satisfy

their curiosities. Moreover, as explained by Loughran and

Berry (2005), such learning approach permits the student

to work at their own pace (Kain, 2003; Nadeem, 2013).

Moon (1988) describes that the modular studies syllabus

seeks to facilitate an approach to learning, which is

experiential, practical, and related to life in the

community and wider world. The differences can be shown

more systematically by identifying key conditions for

effective learning and comparing how these conditions are

met or not met by conventional teaching and by modular

instruction (Meyer, 1988). Modular approach has proven to

be an effective and efficient tool to help students

learn. Most subjects can be taught with this approach.

(Husen &et.al, 1986).

According to the Department of Education (DepEd), parents

and guardians' perform the various roles in Modular

Learning such as Module-ator, Bundy-clock, and as Home

Innovator. As a Module-ator, they are the ones to get and

submit the printed Self-Learning Modules (SLMs) from and

to schools or barangay halls at the beginning and end of

the week, depending on the agreement between the parents

and the school. As a Bundy-clock, they must check their

child's schedule or workweek plan. Because of the number

of subjects or activities to be done, they must see that

it is being followed accordingly to avoid cramming or

delays in submission, which may affect the child's

performance. Lastly, as a Home Innovator, they must

provide their child with a productive learning

environment to help them focus more on Learning. It must

be a well-lighted and well-ventilated space in the house,

with little or no distraction. The use of modules

encourages independent study. One of the benefits of

using modules for instruction is the acquisition of

better self-study or learning skills among students.

Students engage themselves in learning the concepts

presented in the module. They develop a sense of

responsibility in accomplishing the tasks provided in the

module. With little or no assistance from others, the

learners progress on their own. They are learning how to

learn; they are empowered (Nardo, M.T.B, 2017). Other

advantages of modular instruction include more choice and

self-pacing for students; more variety and flexibility

for teachers and staff; and increased adaptability of

instructional materials.

Ash et al. (2005) relayed that reflection activities

have the potential to improve students’ overall academic
performance as well as allow teachers to “evaluate the
quality of thinking” demonstrated by individual students
by “gaining access to their internal thought processes
about the activities” (p. 49). This is an important
component to consider because it implies the possibility
for teachers to unravel the disparity between students’
perceived and actual ability levels through execution of
reflective interventions.
Ichado (1998) stated that parent’s constant
disagreement affects children emotionally and this could
lead to poor academic performance. Taylor, et al. (1995)
showed that parenting style (nature and control) and
parental involvement significantly predicted academic
outcomes. In Saudi Arabia, Kritam, et al. (2004),
reported that the family financial support, encouragement
and following up have positive impact on students'
performance as measured by their GPA.

Chapter III
Methodology

Chapter Three consists of four parts: Part One,

Purpose of the study, explains the purpose of the study.
Part Two, Research Design, describes the research
design.
Part Three, Methodology, describes the participants of
the study, the data-gathering instruments, and the
research procedure for scoring.
Part Four, Statistical Data Analysis Procedure,
discusses the statistical tool used to answer the problem
and to test the hypothesis.

Purpose of the Study

The key purpose of this study is to find out the

challenges encountered by the Grade 12 students in the
implementation of Blended and Modular Learning of Colegio
de San Jose. Also, this study aims to ascertain the
methods, interventions or solutions of every educational
institutions as well as the government in providing
assistance to students, parents and teachers who are
having difficulty in this new learning modality.

Research Design

Method

Participants

Materials and Instruments

Procedure

Statistical Data Analysis Procedure