Department of Education: Republic of The Philippines

Republic of the Philippines
Department of Education
REGION VI - WESTERN VISAYAS
SCHOOL DIVISION OF ILOILO
PERCEPTIONS OF SENIOR HIGH SCHOOL LEARNERS ON MATHEMATICS AND SCIENCE
MODULES
A Quantitative Research
Presented to the
Faculty of Ajuy National High School
Senior High School Department
San Antonio, Ajuy, Iloilo
In Partial Fulfillment of
The Requirements in Science Technology Engineering and Mathematics
By
ARELLADO, KISHA JOY P. BISCAY, JULIANA MARIE B.
ARISTOKI, JENY BABE C. ESTRELLA, KATHLEEN DENISE S.
AYUYON CHARLYN LUV C. GUILLERMO, JOHN MARK
BEJOS, JHAN ROSE G. ORTIZ, JOHN ALPHE
BELICANO, ALRUD B. PINEDA, EUSHEILA MAE S.
March 2021
AJUY NATIONAL
HIGH SCHOOL
ajuynationalhs@gmail.com
CHAPTER I
INTRODUCTION TO THE STUDY
Chapter one, Introduction to the study, provides the overview of the study. It consists of
seven parts namely: (1) Background of the Study; (2) Conceptual/ Theoretical Framework; (3)
Statement of the Problem; (4) Significance of the Study; (5) Scope and Delimitation; (6)
Definition of Terms.
Part Two, Conceptual/ Theoretical Framework; shows the relationship of the variables in
the study.
Part Three, Statement of the Problem; present the problem investigated and enumerates
the corresponding.
Part Four, Significance of the Study; specifies and describes the benefits that was taken or
derived from the findings.
Part Five, Scope and Delimitation of the Study; sets the scope and limits of the study.
Part Six, Definition of Terms; clarifies and defines the meaning of the terms as used in the
study.
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BACKGROUND OF THE STUDY
The concept of “module” is strictly linked to the idea of a flexible language curriculum,
which should provide all those concerned with education (primarily learners and teachers, but
also, parents and administrators, as well as society at large) with a framework to establish clear
and realistic language learning objectives (Modular Method of Teaching, vol. 2 2013).
Modular learning is the educational system used in this school year. As an alternative to
the usual face to face education. Due to the crisis we all are undergoing right now. It is hard for
everyone in the institute of education to cope up with the changes made by the higher ups.
Changes to fight against COVID-19 that has affected education in many ways. Schools are
restricted, students are at home and teachers are alone inside the school premises.
Because of this, education is gravely in danger. Few of the students can learn on their
own. But most of them cannot. Teachers are not capable of doing house to house teaching. Not
just because of the limited number of teachers, but also if done so, it will be time consuming. If
education will stop just because of the pandemic, the rating of our country in terms of
education will decrease. The number of productive young people will be lesser than it already
is. That’s why the department of education is finding ways to deliver education as effective as
possible.
In order to deliver education in every home, the department of education created a way
to do so. Ways like online class, broadcast education, blended learning and modular learning.
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These educational systems are ways our department could think of so that physical contact will
be limited and the spreading of COVID-19 virus will be stop.
Thus, this research aims to know the Perceptions of Senior High School Learners on
Mathematics and Science Module.
THEORETICAL FRAMEWORK
This theory is anchored to the article of 1Ysthr Rave Pe Dangle, 2Johnine
Danganan Sumaoang, SY 2020-2021, about “The Implementation of modular distance learning
in the Philippine Secondary Public School.”
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 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 Modular Distance Learning.
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
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Learning (ODL), and TV/Radio-Based Instruction. (Quinones, 2020)
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).
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
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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.
RESEARCH PARADIGM
Independent Variable Dependent Variable
Sex Perceptions of Senior

High School Learners
Strand
on Mathematics and
Section Science Module
Figure 1. Showing the relationship of the dependent and independent variables of the
study.
STATEMENT OF THE PROBLEM
Generally, this research study aims to know the Perception of Senior High School Learners on
Mathematics and Science Module. How they faced the challenges and they’re over all
view in this type of learning modality.
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Specifically, it aims to answer the following questions.
1. What is the Perception of Senior High School Learners on Mathematics and Science module
when group according to:
a. Sex
b. Strand
c. Section
2. Is there a significant difference on the Perception of Senior High School Learners on
Mathematics and Science Module when group according to:
a. Sex
b. Strand
c. Section
NULL HYPOTHESIS
There is no significant difference between the Perception of Senior High School Learners on
Mathematics and Science Module of Ajuy National High School, Senior High School
Department.
SIGNIFICANCE OF THE STUDY
This study will be significant to the following:
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Students. This study will help them to give their opinions and ideas regarding to the
learning method they had.
Teachers. This study will help them evaluate their students if they truly learned
something from modular learning method.
School. This study may help to know and give the students an enough time in answering
their modules.
Parents. This study will give them ideas on how to deal with their children in terms of
modules.
Researchers. This study may help them gain ideas and insights that they can apply in real
life situations.
Future researchers. This may serve as their guide to their future researches, and expect
that the result will give a big help to them.
SCOPE AND DELIMITATION OF THE STUDY
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This quantitative research aims to know the Perceptions of Senior High School Learners
on Mathematics and Science module. This study will mainly know how grade 11 SHS learners
view modules as medium of learning. This study will be with limited setting, where we can
conduct and perform the said study. This study will be conducted online due to the strict
implementation of limited social gathering.
DEFINITION OF TERMS
For purposes of clarity and precision, important terms used in this study were given
their conceptual and operational meanings.
Perception. A result of perceiving (Meriam dictionary, 2021).
In this study, perception refers on how SHS learners view mathematics and science
modules.
Science. The intellectual and practical activity encompassing the systematic study of the
structure and behavior of the physical and natural world through observation and experiment
(dictionary.com).
In this study, science refers to chemistry, biology and physics taken by grade 12 STEM
and ABM strand students.
Mathematics. the abstract science of number, quantity, and space. Mathematics may be studied
in its own right (pure mathematics), or as it is applied to other disciplines such as physics and
engineering (applied mathematics), (dictionary.com).
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In this study, mathematics refers to Physics and Chemistry taken by grade 12 STEM
strand students.
Senior High School Learners. the final year of secondary school after which student usaully
graduated at age 17 or 18. (freedictionary.com).
In this study, senior high school learners refer to the students of Ajuy National
High School-Senior High as respondents of this study.
Modules. An educational unit which covers a single subject or topic (Meriam dictionary,
2021).
In this study, modules are mediums in which learners use to learn.
CHAPTER II
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REVIW OF RELATED LITERATURE
This chapter presents local and foreign studies about the “modular learning method“.
Results of the studies were cited to prove that all data gathered came from reliable sources and
were strengthened by the proponent to create a complete series of studies. The information’s
presented serve as support in reaching goals of this study.
The Implementation of Modular Distance Learning in the Philippine Secondary Public Schools
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.
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).
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
AJUY NATIONAL
HIGH SCHOOL
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
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.
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.
Effectiveness of Modular Approach in Teaching at University Level
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In the course of last fifty years the education of third level enlarged and diversified the
requirements and wait being put on the establishments of higher education are consequently
great, with changes in the body of the pupil and a pressure augmented by the government on
expenses, procedures and results. For academic staff, there are incremented pressures through
incremented teaching loads, growing reporting and administrative requisites and pressure to
develop and invigorate their research profile. Amongst academic staff surveys consistently
report that edifying is a source of reward but staff verbally express that they are working longer
hours and dealing with a more diverse student group. McInnis (2000)
Barnett et al (2004) argued that the curriculum receives scant regard in current debates
about teaching and learning in higher inculcation but suggests that this may vicissitude in the
context of quality assurance mechanisms and benchmarking. In teaching there are many
methods which are being used. Some of them are assignment method, discovery method,
lecture method, discussion method, programmed learning, project method, field trip, case study
method, demonstration method, modularized instruction. Modular teaching is a new approach
in classroom settings, for experience taking in encounters in instruction also it has been getting
much consideration. The system of taking in modules has turned into a piece of all level of
instructions. Teaching through module is a self - taking in bundle managing one particular
topic/ unit. It could be utilized within any setting helpful to the learner and may be finished at
the learner's own particular pace. Sufficient hypotheses further more practices are accessible
for the useful requisition of secluded educating in our classrooms. Consequently a study was
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directed so as to check the adequacy of modular teaching. Got information was investigated,
analyzed and results were drawn.
It’s clear that many university students with a certain level of interactive technology
embraced, but at the same time continually demanding more to fulfill their diversified needs of
learning. Embrace the technology demands of their own class. According to the curve can be
applied to today's generation of time university use technology every day and classes. The real
challenge faced by university students is that higher inculcation is different from school and
students cannot expect spoon-feeding. Increasingly, university heads are keen to verbalize
about a partnership between institution and students. Knight (2002) points out that material on
design work for edifiers orchestrating Programmes in higher inculcation are insubstantial. He
suggests that there is a desideratum for advice on programme design and argues for texts to
be developed to target concrete learning skills. The focus is the design of modules which form
part of Programmes in higher inculcation. This study was focused to find out the effectiveness
of modular approach in teaching in order to assess the student learning, performance and
achievement.
The Effects of an Engineering Design Module on Student Learning in a Middle School Science
Classroom
Using design-based learning experiences in middle school STEM classrooms can provide
real-world context to otherwise abstract and difficult STEM concepts, potentially helping
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students retain what they learn more effectively (NRC, 2009). Current research studies
regarding hands-on learning experiences have shown improvement in student learning and
achievement in mathematics and science (Akinoglu & Tandogan, 2007. Design-based learning
has also proven to enhance students' interest in STEM subjects (NRC, 2009).
Educators and administrators are interested in this hypothesis because of the lack of
significant improvements from other means to improve STEM achievement and interest in K-12
education (NRC, 2009). Engineering Design. Engineering design is an open-ended
problemsolving process with specific constraints and goals. Over several iterations, students
create, test and refine solutions until they have satisfactorily met the required specifications.
This process provides key relevance because most realworld problems are not well defined
(Dym, Agogino, Eris, Frey, & Leifer, 2005).
The ratification of the Next Generation Science Standards (NGSS) is indicative of the
emerging view of national education leaders that engineering design is an integral and
complementary part of scientific literacy (Cajas, 2001). In fact, the NGSS place engineering
design on the same level as scientific inquiry. The rationale emphasizes the value of
engineering in solving meaningful problems and providing opportunities for students to deepen
their understanding of science by applying the knowledge they gain in a real-world context
(NGSS, 2013). These national standards indicate teaching science through engineering design
may be a worthwhile endeavor.
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Enabling students to reason scientifically is one of the key elements in successful science
teaching (Chinn & Malhotra, 2002). Traditionally however, science teaching has used
pedagogical methods such as lectures, readings, worksheets, and demonstrations to impart
facts and rudimentary skills to the science student (Silk, Schunn, & Cary, 2009).
Theoretical knowledge alone does not provide students with the skills necessary to
translate that knowledge into solving real-world problems (Horwitz, 1995). High school students
who scored well on question-and-answer tests of electrical circuits could not build or
troubleshoot physical circuit models. Building, testing, and refining real models can close the
gap between theoretical and applied knowledge and increase scientific understanding. The
National Research Council (2009) purports that a classroom should be an environment in which
more emphasis is given to knowledge that is useful. Engineering design is an approach that
offers the ability for teachers to implement the NRC’s recommendation. It provides students the
opportunity to explore science concepts through the construction of models in a relevant
context (Silk et al., 2009).
The Implementation of Modular Distance Learning in the Philippine Secondary Public Schools
According to the Department of Education (DepEd), parents or guardians' perform the
various rules in Modular Learning such as Module-ator, Bundy-clock, and as Home Innovator. As
AJUY NATIONAL
HIGH SCHOOL
schedule or workweek plan. Because of the numbers of the subjects or activities to be done,
they must see that it is being followed accordingly to avoid cramming or delays in submission,
which may affects the child's performance. Lastly, as a Home Innovator, they provide their child
The use of modules encourages independent study. One of the benefits of using modules
for instruction is the inquisition 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 task provided in the module. With little or no assistance from
the 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 of students; more variety and flexibility for teachers and staff; and increase
adaptivity of instructional materials.
Modular Approach in Teaching Mathematics: Quadratic Function
The use of self-instructional program plays an important role in the teaching of
mathematics, particularly lesson involving “Quadratic Function”. Self-instructional program is
useful not only to the fast learner group of students but also to the remedial teaching for low
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achievers as well. It may help the low-achievers catch up in learning the lessons with their
classmates. In the Solana Fresh Water Fishery School, there are students enrolled with varied
learning abilities. Some are fast learners, others are average learners and most students are
poor academic background, slow readers who could hardly understand the materials that they
read. The group of students is large enough for the teacher to teach in a forty- minute time. In
order to help the teacher in particular as well as the school in general, solve this situation, there
is a need for the implementation of a self-instructional programmed to cater to the needs of
these group of students.
The self-instructional program when implemented will give a liberal mean for the students
to achieve knowledge and skills in learning mathematics because the students are allowed to
choose his own time in learning and minimizing any imposition of the school authorities
regarding what is to be learned and under what circumstances. Students are given opportunity
to learn based on his own choices and where more moderate approach is widely
According to Cooper and Hornback [3], the self-instruction program is the created lesson
for students to learn on his own and make advance with his personal ability step-by-step from
easy parts to harder ones containing facts for students to answer one questions, then feedback
to let him know whether his answer is right or wrong. This self-instructional program may be
called “Programmed Lesson”, “Programmed Instruction”, “Auto Instruction Device”, “Teaching
Machines”, or “Self-Teaching Materials”.
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CHAPTER III
METHODOLOGY
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This Chapter presents the research design, the respondents, research, procedure, the
research instrument, the data gathering procedure and the data analysis procedure.
RESEARCH DESIGN
This study uses a descriptive quantitative research design. As a descriptive type of

research, it
aims to describe and determine the Perception of Senior High School Learners on Mathematics
and Science Module. According to McCombes (2019), descriptive research is an appropriate
choice when the research aims to identify characteristics, frequencies, trends, correlations and
categories. It is useful when not much is known yet about the topic or problem. Before you can
research why something happens, you need to understand how, when and where it happens.
Descriptive research aims to accurately and systematically describe a population, situation or
phenomenon. It can answer what, when, where and how questions but not why questions. A
descriptive research design can use a wide variety of quantitative and qualitative methods to
investigate one or more variables.
RESEARCH LOCALE
This study was conducted in Ajuy National High School – Senior High School
Department located in Barangay San Antonio Ajuy, Iloilo with the approximate coordinates of N
9’ 53.744; E123 0’49.702’’.
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a) b)
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Figure 2. Showing the aerial view of the research locality; (a) Map of the Municipality of Ajuy,
(b) Ajuy National High School Map of the Municipality of Ajuy (Google Maps, 2019).
RESEARCH PARTICIPANTS/RESPONDENTS
The number of respondents from the STEM 11, ABM 11, HUMSS 11 and GAS 11 of Ajuy
NHS was determined using stratified random sampling. Stratified random sampling is a method
of sampling that involves the division of a population into smaller groups known as strata. In
stratified random sampling or stratification, the strata are formed based on members shared
attributes. Stratified random sampling is also called proportional sampling or quota random
sampling.
RESEARCH INSTRUMENT
The research instrument being used in this study is a researcher’s made survey
questionnaire. A questionnaire is a research instrument consisting a series of questions and
other prompts for the purpose of gathering information from respondents that benefits a single
individual. The responses are not aggregated to draw a conclusion. A survey, on the other
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hand, is the process of gathering information for statistical analysis to benefit a group of
individuals. The responses are aggregated to draw a conclusion a validated questionnaire will
be distributed to the STEM 11- A and ABM 12- A learners of Ajuy National High School. The
questionnaire is made out of two parts, the first part is the personal background of the
respondents composed of name, grade level, section and sex. While the second part is
composed of survey-questions regarding the effectiveness of modular learning method in
science and mathematics among selected SHS learners. The respondents checked the answer
of their choice. The choices in the questionnaire were column (4) strongly agree (3) agree (2)
disagree (1) strongly disagree.
INSTRUMENT VALIDITY AND RELIABILITY
For validation , the researchers employed face and content validity the researchers will
ask for help of three (3) English Teachers from Ajuy National High School who will validate the
said survey – questionnaire.
DATA GATHERING PROCEDURE
As followed allotted time listed for schedule of activities, necessary permission will be
obtained from the respondents to answer the survey – questionnaire.
Before
The researchers made a letter of request to conduct the study. The researchers used a
questionnaire or indirect method online in gathering information due to inability to conduct
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research face-to-face during the pandemic. The researchers constructed a questionnaire
checklists, validated by the professor of the subject. The survey was created using suitable
questions modified from individual questions and related research prepared by the researchers.
During
As soon as the letter's approval, the researchers informed the participants and introduce
the context of study. The researchers clarified some terms to the respondent so that the
respondent can answer with full knowledge of their responsibility as the subject of the study.
The questionnaires were distributed to the selected respondents via e-mail and ask the
respondent to answer with all honesty regarding to the effectiveness of using modular learning
method in science and mathematics in this time of global threat. The researchers had also
allotted vigorous time, effort and cooperation to discuss and share their thoughts and Ideas
through online messaging in order to establish a smooth flow of collecting data and questions.
The researchers consulted in the internet and news that are applicable in developing the study.
The respondents were requested to answer each question by putting a check in the column (4)
strongly agree (3) agree (2) disagree (1) strongly disagree.
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After
After the respondents answered the questionnaire, the researcher reviewed, collected and
tallied the data for the interpretation. The researcher asked the help of statistician in
determining the appropriate tools to be used and in interpreting the data. The researcher
comes up with conclusion and recommendation based on the data they have acquired.
DATA ANALYSIS PROCEDURE
Frequency Count and Percentages. These were used to determine the profile of selected senior
high school academic learners towards “Perception of Senior High School Learners on
Mathematics and Science module” when grouped according to section, sex and strand.
Mean. Mean were used to determine the profile of selected senior high school academic
learners towards “The Effectiveness of Modular Learning Method” when grouped according to
section, sex and strand.
T-Test. T-Test were used to determine if there is significant difference in the attitude selected
senior high school academic learners towards “The Effectiveness of Modular Learning Method”
when grouped according to sex.
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One Way ANOVA (Analysis of Variance). Were used to determine if there is significant
difference in the reaction of selected senior high school academic learners towards “The
Effectiveness of Modular Learning Method” when grouped according to section and strand.
Level of Significance. Denoted as alpha or a, is the probability of rejecting the null hypothesis
when it is true. A significance level of 0.05 indicates 5% risk of concluding that a difference
exist when there is no actual difference. This will determine the attitudes of selected senior high
school academic learners towards The Effectiveness of Modular Learning Method when grouped
according to section, sex and strand.
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PERCEPTIONS OF SENIOR HIGH SCHOOL LEARNERS ON MATHEMATICS AND SCIENCE

Faculty of Ajuy National High School

Senior High School Department

San Antonio, Ajuy, Iloilo

The Requirements in Science Technology Engineering and Mathematics

ARELLADO, KISHA JOY P. BISCAY, JULIANA MARIE B.

ARISTOKI, JENY BABE C. ESTRELLA, KATHLEEN DENISE S.

AYUYON CHARLYN LUV C. GUILLERMO, JOHN MARK

BEJOS, JHAN ROSE G. ORTIZ, JOHN ALPHE

BELICANO, ALRUD B. PINEDA, EUSHEILA MAE S.

INTRODUCTION TO THE STUDY

derived from the findings.

BACKGROUND OF THE STUDY

be limited and the spreading of COVID-19 virus will be stop.

Mathematics and Science Module.

This theory is anchored to the article of 1Ysthr Rave Pe Dangle, 2Johnine

Danganan Sumaoang, SY 2020-2021, about “The Implementation of modular distance learning

in the Philippine Secondary Public School.”

Education implemented the Modular Distance Learning.

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

rural areas where internet is not accessible for online learning.

guardians by the teachers or through the Local Government Officials.

lighted and well-ventilated space in the house, with little or no distraction.

Independent Variable Dependent Variable

Sex Perceptions of Senior

STATEMENT OF THE PROBLEM

view in this type of learning modality.

Specifically, it aims to answer the following questions.

when group according to:

2. Is there a significant difference on the Perception of Senior High School Learners on

Mathematics and Science Module when group according to:

SIGNIFICANCE OF THE STUDY

This study will be significant to the following:

learning method they had.

something from modular learning method.

that the result will give a big help to them.

SCOPE AND DELIMITATION OF THE STUDY

implementation of limited social gathering.

their conceptual and operational meanings.

Perception. A result of perceiving (Meriam dictionary, 2021).

and ABM strand students.

engineering (applied mathematics), (dictionary.com).

graduated at age 17 or 18. (freedictionary.com).

High School-Senior High as respondents of this study.

In this study, modules are mediums in which learners use to learn.

REVIW OF RELATED LITERATURE

presented serve as support in reaching goals of this study.

rural areas where internet is not accessible for online learning.

learning is to establish a connection and guide the child. (FlipScience, 2020).

lighted and well-ventilated space in the house, with little or no distraction.

adaptability of instructional materials.

administrative resources needed to track students and operate multiple modules.

Effectiveness of Modular Approach in Teaching at University Level

method, demonstration method, modularized instruction. Modular teaching is a new approach

analyzed and results were drawn.

education (NRC, 2009). Engineering Design. Engineering design is an open-ended

(Dym, Agogino, Eris, Frey, & Leifer, 2005).

may be a worthwhile endeavor.

pedagogical methods such as lectures, readings, worksheets, and demonstrations to impart

opportunity to explore science concepts through the construction of models in a relevant

context (Silk et al., 2009).