CHAPTER II

REVIEW RELATED LITERATURE

FOREIGN LITERATURE

The term “module”, borrowed from computer science, has become firmly established

in the basic vocabulary of pedagogy. There are many derivatives with the word “module”:

modular technology, modular method, modular approach, and modular program, unit-

modular and modular-rating technology. But in all these cases it is referred to the

methodology based on the development of educational modules for different courses

(Kakurina, 2012).

Modular education according to Oleg B., Subal C. et.al (2020) refers to the division of

conventional courses into smaller components or modules. Each module enables students to

obtain a partial certificate that can be combined into a qualification.

Furthermore, modular approach is used almost in all subjects like natural science,

especially in biology and medical education and even in social sciences as well as in

computers education. It considers the individual differences among the learners which

necessitate the planning for adoption of the most appropriate teaching techniques in order to

help the individual grow and develop at her/his own pace. When analyzing the modular

method of teaching, we can understand that this is more effective, recent and more

technology based teaching method in the present educational field. In recent years, the

consent of modular curriculum has been under discussion in secondary schools. Modular

approach provides more flexibility to distance teaching mode as well to learners (Sejpal,

2013).

For the first time ever the modular technology was mentioned in scientific papers at

the end of the 1860s. Then it was called the “Russian system” or the “Russian method”. This
approach to teaching was based on “the identification of clearly described components of

occupational skills (operations and actions) which were studied and brushed up element by

element” (Erofeeva, 2012).

The founder of the modular approach P. A. Juceviciene defines the term as “an

information block, including a logically complete unit of learning material, program of

actions determined by a specific purpose, and a guidance for didactic objectives to be

achieved” (Lapp, 2012).

FOREIGN STUDIES

Using module to teach the students compared to the traditional method of using a

textbook is meant to increase active learning and improve critical thinking, as well as

problem solving skills. It is given the lecturer the opportunity for conducting formative

assessment in the classroom. Standardized textbooks have their own styles, and their

contents, depth of coverage of materials, and organization, may affect the teaching and

learning environment. Thus, the use of a module presents a more flexible learning

environment for both instructors and learners, Cheng and Abu Bakar (2017).

Moreover, French (2015) and Kamakshi (2011) stated that in contrast to the linear

degree program which comprises a sequence of subjects, modularized degrees tend to be

made up of stand-alone, independent units that can be undertaken in different orders and

accumulated at different speeds. It is associated with the notion of delivering knowledge in

“bite-sized” pieces and, therefore, lends itself to time-shortened and intensive modes of

delivery (French, 2015). Modular approach to teaching enables the learner to have control

over his/her learning and accepts greater responsibility for learning.

 Further on, the structure of the module is to be considered. The module comprises two

parts: cognitive (informational) and educational and professional (activities or practice). The

objective of the first part is to equip students with theoretical knowledge, whereas the second

part develops professional skills. The advantage of the modular teaching approach is that

learners can independently study the proposed program, including goals, objectives,

theoretical information, practical exercises and final tests (Bashmakova, 2014)

The objective of the module is to deliver resources to teachers that will let them to

convert their classrooms into dynamic, student-centered learning milieus (Stewart &

Wilkinson, 1999, as cited by Sadiq & Zamir, 2014). The subsequent common features of a

module can be illustrious. Classroom instructional materials serve as springboard or bridge to

develop knowledge, skills, values and its application that would help promote greater

achievements to the individual learner.

In addition, Malik (2012) on her study about the effects of modular and traditional

approaches on students’ general comprehension, her paper addresses the differential effect on

students’ general comprehension taught through modular and traditional teaching approaches

at secondary school level. The study was conducted in one male and one female

secondary school. Sample for conducting experiment was selected randomly from

population of grade 9students. Conclusions showed that there were significant differences

between modular and traditional in general comprehension of students’. Findings depicted

that students taught through modular approach gained higher mean score in

teacher made general comprehension-based test than students taught through

traditional approach. Findings reported significant gender difference in general

comprehension of male and female students where male students performed significantly

better than female students on general comprehension based test.

LOCAL LITERATURE

Hernandez, R. (2012) define modular approach as an emerging trend educational

thinking that shifts traditional method of instruction to an outcome-based learning paradigm.

Moreover, Gonzales, (2015) said that modular instruction is one of those teaching

approaches where the students have to learn everything in the module using his own effort at

his own pace. This method differs from the traditional one wherein a teacher presents the

lesson and the students just listen to learn the concepts presented. To surpass the difficulties

faced by the students in the traditional classroom situation, modular approach may be a good

alternative since it is student-centered, self-paced, and requires no note-taking.

Furthermore, distance Learning refers to a learning delivery modality, where learning

takes place between the teacher and the learners who are geographically remote from each

other during instruction. This modality has three types: Modular Distance Learning (MDL),

Online Distance Learning (ODL), and TV/Radio-Based Instruction. (Quinones, 2020)

In addition, Morilla (2017) said that a module is a package of learning activities that

learners have to accomplish. It can be used as part of a course, as complete course, or as a

curriculum design. A module can be a short-segment program interwoven between other

forms of instruction to cover limited, specific units rather than an entire course. She

classified the use of modules, together with programmed instruction, self-learning kits and

correspondence courses, and mastery learning technique, under the self-pacing method

of instruction. She further note that modules as an instructional materials have concretized

pretty well the principle of individual difference, allowing each student to proceed at
his own pace. Moreover, intellectually superior students are separated to finish more modules

while less bright ones only capable of taking up fewer modules.

A module is defined as a set of learning opportunities systematically organized around

a well-defined topic which contains the elements of instruction-specific objectives, teaching

activities and evaluation using criterion-reference measures. It incorporates feedback, the

corrective process, and congruence among learning components (Guskey 2010).

LOCAL STUDIES

Modular approach helps to maximize the chances of student involvement in

classroom in respect to accomplish the given tasks at the spot. This research substantiated

that the modular teaching is more operational approach in order to teach university students.

Modular approach is an inimitable way of teaching so the teachers should be provided

adequate training about how to strategize and implement a module in classroom setting,

Ambayon C. M. (2020)

However, Nardo, M.T.B, (2017) in his study 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. 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.
 Furthermore, literature professors evaluated the acceptability of the module to be

excellent on contents and very highly relevant acceptable. This implies the validity of the

module where students could be able to grasp enriching text and able to approach literary

appreciation. Similarly, Tan-Espinar and Ballado (2017) also validated a module in

Mathematics that has boosted the students’ independent learning. They further underscored

that a module must be acceptable and contents are valid.

The study has similar results to the study of Reyes and De Guia (2017). They

underscored that a module must obtain high acceptability rating as evidence of content

validity and relevance. Hence, it may include but not limited to highly acceptable content,

clarity, appeal, and originality.

Accordingly, the module led to the accomplishment of the subject’s basic goals,

allows for the development of higher cognitive skills, is well-organized and well-designed,

and is appropriate for the students’ vocabulary level and performance (Selga 2013).

SYNTHESIS OF THE STUDY

The foreign and local literature and studies have bearing on the present study in as

much that they focuses on the impact of self- learning on the module system.

Nardo, M.T.B, (2017) in his study 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. 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.

On the other hand, using module to teach the students compared to the traditional

method of using a textbook is meant to increase active learning and improve critical thinking,

as well as problem solving skills. It is given the lecturer the opportunity for conducting

formative assessment in the classroom. Standardized textbooks have their own styles, and

their contents, depth of coverage of materials, and organization, may affect the teaching and

learning environment. Thus, the use of a module presents a more flexible learning

environment for both instructors and learners, Cheng and Abu Bakar (2017).