Bibliographic Information

Naval, Shiela Ramoyan. (February 2021). Rainbow Bridge: Project-Based Learning in developing the
unmastered skills of Grade 7 students in English

Rationale of the Study

The COVID-19 pandemic has brought a major impact on the global education system particularly in the
Philippines. Consequently, face to face learning engagement of students and teachers has been suspended
this school year 2020-2021. This paved the way of implementing the printed modular distance learning in
response to the learning continuity plan of the Department of Education. The printed modular distance
learning delivery allows learners to use the self-learning modules in print or digital format whichever is
applicable in the context of the learners commonly adapted to public schools. This type of distance
learning is being adapted by San Ramon High School because according to a survey conducted by the
school, learning through printed modules emerged as the most preferred distance learning method of
parents with children enrolled this school year. This also in consideration to the locality which the internet
is not accessible.

Modular learning provides the acquisition of self-study learning wherein students engage themselves in
learning the concept presented in the modules, give them a choice of self-paced study and develop sense
of responsibility to accomplish the tasks.

The disadvantages include greater self-discipline and self-motivation required for students, increased
preparation time and lack of concrete rewards for teachers and staff, and greater administrative resources
needed to track students and operate multiple modules (Dangle, 2020). Dangle, et.al, (2020) found out in
his study that 27 out of 30 students or 90% were having difficulty in answering the modules. As a result,
there are unmastered most essential learning competencies (MELCs) especially in English.

The result is upsetting that they were not able to learn the most essential skills needed at their grade level.
If the problem would not given immediate action, the problem would affect student’s learning and level
of achievement in English. Though students can comply the answers given the answer keys at the
modules, it is evidently missing out their answers in every question that were asked them provide their
own ideas. These circumstances can be narrowed down to lack of mastery of the subject matter.

Research Questions/Hypotheses

1. What are the factors that affect the student’s performance in printed modular distance learning in
English 7?
2. What teaching strategies can be applied in using Rainbow Bridge to improve the unmastered skills of
the learners?
3. How do Rainbow Bridge activities improve the unmastered skills of Grade 7 students?
4. How effective Rainbow Bridge activities in improving students’ performance achievement?

Framework of the Study

The conceptual framework described in this study is based on my perception of reality as an educator. A
primary interest is designing, developing, and delivering quality learning materials in this pandemic that
will result in high student achievement and meaningful learning outcomes in English. This study has
relevant connection with Piaget’s theory of learning, Vygotsky’s theory of interactional learning, and
Ausubel’s concept of meaningful learning. Cognitive science and cognitive psychology confirm that the
process of constructing knowledge is dependent on existing knowledge, the context or situation, and
internalization of information in an organized cognitive structure (Bruce, Klopper, & Mellish, 2011).

Constructivist approach interrelates with Kolb’s experiential learning theory, which postulates that
knowledge is created from understanding and transforming experience (Kolb & Boyatzis, 2000). On the
basis of these viewpoints of learning it is clear that the focus of learning outcomes has shifted from
content to competence (Braband, 2008; Brandon & All, 2010). Problem-based learning addresses the
need to promote lifelong learning through the process of inquiry and constructivist learning. PBL is
considered a constructivist approach to instruction because it emphasizes collaborative and self-directed
learning while being supported by tutor facilitation. In the modular distance learning, parents, guardians
and/or any authorize relatives serve as the support to assist the child in doing the tasks.

Yew and Schmidt, Schmidt, and Hung elaborate on the cognitive constructivist process of PBL that
follows a constructivist perspective in learning as the role of the instructor is to guide and challenge the
learning process rather than strictly providing knowledge. From this perspective, feedback and reflection
on the learning process and group dynamics are essential components of PBL.

Methodology

This research is a quantitative correlational study determining the relationship of Rainbow Bridge
Activities to the level of academic achievement of the unmastered skills of Grade 7 students in English.
The study will be conducted at San Ramon High School, Bula, Camarines Sur. The data will be obtained
from the results of learning activity sheets of at least 50 students particularly made to determine the level
of understanding for each Most Essential Learning Competency (MELC) for their grade level. A post-test
will be given to determine the effectiveness of the Rainbow Bridge Activities in developing the
unmastered skills of students. The distribution of the activity sheets will be given every Monday as
scheduled day of release and retrieval of modules in our school.

The researcher will use descriptive statistical method to study the relationship between the variables.
After collecting the data, she used the analytical statistical method to test the hypotheses to explain and
interpret the results.
References

Alelaimat, A. R. (2012, April 25). The Effect of Educational Modules Strategy on the Direct and
Postponed Study's Achievement of Seventh Primary Grade Students in Science, in Comparison with
the Conventional Approach. https://files.eric.ed.gov/fulltext/EJ1081470.pdf

Botma, Y. (2021, March 11). A conceptual framework for educational design at modular level to promote
transfer of learning. ResearchGate. https://www.researchgate.net/publication/272591664

Bradley, Wray E. A Conceptual Framework for the Design and Evaluation of Online Learning Modules
in Professional Training and Academic Education in Business.
http://asbbs.org/files/2011/ASBBS2011v1/PDF/B/BradleyW.pdf

Pe Dangle, Y. R. (2020, November 27-29). The Implementation of Modular Distance Learning in the
Philippine Secondary Public Schools. ICATE. https://www.dpublication.com/wp-
content/uploads/2020/11/27-427.pdf

Petersen, C. (2008, September 5). Project-based Learning through the Eyes of Teachers and Students:
Investigating Opinions of PBL in Adult ESL. https://dspace.library.uvic.ca/handle/1828/1114