Students' Perception Towards Modular Learning Approach in Teaching Mathematics

Republic of the Philippines
MARINDUQUE STATE COLLEGE

School of Education
Main Campus: Boac / Branches: Santa Cruz • Torrijos • Gasan
Panfilo P. Manguera Sr. Rd., Tanza, Boac, Marinduque 4900
Tel. No.: (042) 332-2028 Email Address: sucpresident.msc@gmail.com
Website: www.marinduquestatecollege.edu.ph
Students’ Perception Towards Modular Learning Approach In Teaching Mathematics
Natasha Clarisse R. Alvarez
Abstract
The outbreak of pandemic COVID 19 brought the biggest change in the Philippine Education
System. It resulted to the switch to Alternative Delivery Modality (ADM), specifically, the
Modular Distance Learning Modality (MDLM) which was the most preferred modality to
continue the delivery of learning, hence it is said to be indispensable. This research aimed to
determine the students’ perception on modular distance learning as to whether they would be
able to learn on this set up, particularly learning mathematics. Additionally, this study also wants
find out the problems and challenges encountered by the high school students on the modular
learning approach and their strategies to cope with those problems and challenges. These
perception, problems, and strategies were identified through convenience sampling technique of
which 44 students from Matalaba National High School of Santa Cruz, Marinduque participated.
Descriptive and non-parametric statistical techniques using the Statistical Package for the Social
Sciences (SPSS) Software V21 were used in determining the level of perception of the students
in modular learning approach in teaching mathematics as well as the problems and strategies.
The findings of this study could be used to improve existing school programs and to provide
suggestions for the adaptation use of modular remote learning in the new normal of delivering
education.
Keywords: Students, Perception, Modular Learning, Mathematics, Problems, Challenges,

Strategies
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INTRODUCTION
The outbreak of the new coronavirus disease 2019 known as COVID-19 was first
identified in Wuhan city, Hubei Province, China in December 2019 as a pneumonia of
unidentified cause and within a couple of months it has turned out to be a global health
emergency. It has rapidly affected thousands of people, who got sick and eventually died due to
the contagious disease (Le Wei & Ping Niu, 2020)
The COVID-19 pandemic also resulted in a widespread disruption such as travel
restrictions, closure of schools and global economic recession. Furthermore, educational
institutions around the world (in 192 countries) have either temporarily closed or implemented
localized closures affecting about 1.7 billion of student population worldwide. Many universities
around the world either postponed or canceled all campus activities to minimize gatherings and
hence decrease the transmission of virus (Tria, 2020)
The current situation poses great challenges to educational institutions not only in the
Philippines, but throughout the world. The restrictions and community quarantine imposed on
many areas particularly in the country have left students with little choice but to attend online
classes (Llego, 2020). 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 (Llego’s, 2020).
Quinones (2020) defined distance learning 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.
Modular approach is an emerging trend educational thinking that shifts traditional

method of instruction to an outcome-based learning paradigm. Modularization is based on the
principle of dividing the curriculum into small discrete modules or units that are independent,
nonsequential, and typically short in duration (Cogent Education, 2019). The Department of
Education will be the one to provide and distribute the self-learning modules to every student
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every week through their respective schools. They will have ample time to study and assess the
modules before the start of weekly class. Students are expected to complete the task and submit
their outputs at the end of the week. Open communication between the teacher to students and/or
teacher to parents/guardians is also part of the norm. This is to ensure and monitor the progress
of the students at home. Just the thought of studying at home gives students the eerie feeling of
freedom and luxury of being less pressured. Conversely, this modular distance learning has
certain adversities to both parents and students (Mean-Chin, 2020).
In the K-12 Curriculum, Mathematics has been restricted to be more meaningful and
useful to students as well as teachers because the subjects offered are well-prepared and relevant
to suit the ability level of students and to the present demands of society (DepED, 2012).
To ensure continuous delivery of education despite the pandemic situation, the

Department of Education (DepEd) developed the Basic Education Learning Continuity Plan
(BE-LCP) to ensure the learning opportunities that provided the learners in a safe manner,
through different learning delivery. Due to these situations, the researcher conducted a study
about the Student’s Perception towards Modular Learning Approach in Mathematics in order to
find out students' perception if they learn more through modular learning delivery or face -to
-face learning especially in teaching mathematics. Moreover, the researcher wanted to find out
the problems and challenges encountered by the high school students on the modular learning
approach and their strategies to cope with those problems and challenges.
Statement Of The Problem
Specifically, the researcher sought to answer the following questions:
1. What is the profile of selected students as to:
1.1. Age
1.2. Gender
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2. What is the perception of the students on the modular learning approach in teaching
mathematics?
3. What are the problems and challenges encountered by the selected high school students on
the modular learning approach and their strategies to cope with those challenges and
problems?
4. What implication can be drawn based on the findings of the study?
CONCEPTUAL FRAMEWORK
The following process were followed in order to find out the Student’s Perception
towards Learning Approach in Teaching Mathematics.
INPUT PROCESS OUTPUT
Modular Learning Prepare letters for the Student’s Perception

Approach in Teaching approval of Principal
Mathematics Strategies to cope up the
Distribution of Challenges
Problems and Questionnaire
Challenges in Modular Implication of the Study
Learning Retrieval of
Questionnaire
Tabulation of answers
FIGURE 1. Conceptual Framework

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SIGNIFICANCE OF THE STUDY
This study focused on the Student’s Perception towards Modular Learning Approach in
Teaching Mathematics. Moreover, the results of the study would give great importance not only
to the researcher but also to the following groups of individuals:
To the Students
This may benefit them to know how important the modules given by the schools to
continue their learning. They may also be enlightened on how these modules would support their
learning despite the temporary suspension of face-to-face classes.
To the Teachers
The result of this study may help them in order to know the perception of the students
towards distance learning especially in modular learning approach. This study would also help
them to be aware of how the students faced the challenges through modular learning approach in
today’s world than face-to-face learning approach.
To the School/Institutions/DepEd Officials
This study may serve as a basis for the improvement of the distance learning to their
students especially in modular learning approach.
To the Future Researchers
The findings of this study will serve as their guide and reference material.
SCOPE AND LIMITATION OF THE STUDY
The focus of this research are the students of Matalaba National High School both Junior
and Senior High School students. The total number of junior high school students is 373 and
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total number of senior high school is 202 with a total of 575. Respondents were including those
who are available on the specific day of data gathering.
DEFINITION OF TERMS
For the purpose of clarity, the following terms are either conceptually or operationally
defined.
Alternative Delivery Modes (ADMs). Instructional learning modalities that do not strictly
follow the typical set-up for regular classroom instruction, but follow the K to 12 curriculums in
content.
Department of Education (DepEd). The executive department of the Philippine government
responsible for ensuring access to, promoting equity in, and improving the quality of basic
education.
Distance Learning. Also called distance education, e-learning, and online learning, form of
education in which the main elements include physical separation of teachers and students during
instruction and the use of various technologies to facilitate student-teacher and student-student
communication.
Face-to-Face Learning. Learning delivery modality where the students and the teacher are both
physically present in the classroom, and there are opportunities for active engagement,
immediate feedback, and socio-emotional development of learners.
Flexible Learning Options (FLOs). Menu of learning interventions and pathways that are
responsive to the needs, context, circumstances, and diversity of learners.
Learning Resources (LRs). Any text-based (print or non-print) or non-text-based material
(devices, tools, equipment, manipulative toys) aligned with the K to 12 curriculum and as
primary bases or supplements to teaching and learning processes.
Modular Learning Approach. Emerging trend educational thinking that shifts traditional
method of instruction to an outcome-based learning paradigm.
New Normal. New way of living and going about our lives, work and interactions with other
people.
Online Distance Learning (ODL). Online Learning courses are 100% online, providing
students an incredible level of flexibility.
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Perception. Being or process of becoming aware of something through the senses.

Problems. A problem is a situation that is unsatisfactory and causes difficulties for people.
Ready to Print Materials. Materials ready for mass printing.
Self-Learning Modules (SLMs). Self-contained, self-instructional, self-paced and interactive
learning resources for public schools intended for learning a specific topic or lesson where the
learner interacts actively with the instructional material rather than reading the material
passively.
Strategies. A plan of action or policy designed to achieve a major or overall aim.
TV/Radio-Based Instruction. Educational materials and instructions will be broadcasted.
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METHODOLOGY
In this chapter, it presents the method of the study to be used; research design, research
locale, population and sampling technique, data gathering instrument, data gathering procedure,
statistical treatment and data analysis.
RESEARCH DESIGN
The researcher used quantitative descriptive method of research. This method was is the
most appropriate because the researcher aimed to obtain facts that could be described and
identified the Student’s Perception towards Modular learning approach in Teaching
Mathematics.
RESEARCH LOCALE
This study was conducted in Matalaba National High School located at Brgy. Matalaba
Santa Cruz, Marinduque. It is a public secondary school in 2 nd District of Marinduque. MNHS
offer both junior and senior high school.
FIGURE 2. Map of Matalaba National High

School
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POPULATION AND SAMPLING TECHNIQUE

Population are the students of Matalaba National High School both junior and senior high
school students. The researcher employed convenience sampling technique on selecting
respondents but only 44 students participated during the conduct of the study. Convenience
sampling is a method of collecting samples by taking samples that are conveniently located
around a location (Thomas and David, 2017).
DATA GATHERING INSTRUMENT
To gather data from the respondents, validated survey questionnaire was prepared.
Part 1 dealt with instructors’ profile in terms of age and gender.
The second part of the instrument dealt with the perception of the students in modular
learning approach in teaching mathematics. All items were measured on a four-point Likert
scale, with 4 indicating “Strongly Agree” and 1 “Strongly Disagree”.
Scale Mean Range Interpretation
4 3.25-4.00 Strongly Agree
3 2.50-3.24 Agree
2 1.75-2.49 Disagree
1 1.00-1.74 Strongly Disagree
DATA GATHERING PROCEDURE

Several procedures were followed by the researcher in gathering data.
First, the researcher prepared letters for the approval by the heads of schools to be the
source of information.
Second, the researcher wrote letter for the respondents. It was personally distributed the
questionnaires to the respondents to collect the data needed in the study.
Third, data were tabulate the data gathered, analyze, and interpret.
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Fourth, the researcher prepared the summary of findings, conclusion, and

recommendations for the study.
STATISTICAL TREATMENT AND DATA ANALYSIS

Data gathered were analyzed with descriptive and non-parametric statistical techniques
using the Statistical Package for the Social Sciences (SPSS) Software V21 to determine the
perception of the students in modular learning approach in teaching mathematics as well as the
problems and challenges encountered by the students in Modular Learning and coping
mechanisms to counteract the problems and challenges.
Profile of the students were obtained using percentage and frequency counts.
Mean was used on the perception of the students in modular learning approach;
Percentage and ranking were also utilized to determine the problems and challenges in
modular learning as well as in strategies.
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RESULTS
The Profile of the Respondents
Figure 1. Distribution of the respondents based on their Age
Figure 1 shows the profile of the selected respondents based on their age. As can be seen,
29.5% or 13 out of 44 respondents are 16 years of age. It was followed by aged of 15 with 22.7%
or 12 out of 44 respondents. Students who are aged 16 ranked third with the frequency of 10 or
23%. Next is aged 15 years old and last is 19 years old.
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21; 48% Male

23; 52% Female
Figure
2.
Distribution of the respondents based on their Gender
Figure 2 presents the gender of the students’ respondents. Data showed that frequency of
male is slightly higher than the female with 23 or 52% against 21 or 48%. Findings indicate that
there are more male students in Matalaba National High School in Santa Cruz, Marinduque.
Perception of the Respondents

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Table 1.
Perception of the students on the modular learning approach in teaching mathematics
Indicator Mean VD
1. Module is a self-instructional set dealing with one specific subject in
appropriate structure.
2.50 Agree
2. Modular approach in mathematics learning has been proven to be an
effective and efficient tool to help students to learn mathematics 2.14 Disagree
themselves.
3. Modular approach provides more flexibility to distance teaching mode. 2.59 Agree
4. In the midst of pandemic, the modular learning approach is the best choice
for teaching mathematics.
2.05 Disagree
5. The aims and learning outcomes of the module in mathematics were clear. 2.02 Disagree
6. Modular Approach in learning mathematics provided timely and helpful
2.61 Agree
information and guidance at the start of the module.
7. The teaching and learning activities in mathematics on the module helped
2.18 Disagree
me to learn.
8. Overall, Modular approach in teaching mathematics subject is the best
2.09 Disagree
approach in the new normal other than alternative modalities.
Total 2.27 Disagree
Legend:
3.25 – 4.00 = Strongly Agree (SA)
2.50 – 3.24 = Agree (A)
1.75 – 2.49 = Disagree (D)
1.00 – 1.74 = Strongly Disagree (SD)
Table 1 shows the perception of the students on the modular learning approach in teaching
mathematics. Three (3) indicators were described “Agree”. This connotes that Modular
Approach in learning mathematics provided timely and helpful information and guidance at the
start of the module with highest mean of 2.61. Modular approach provides more flexibility to
distance teaching mode with a mean of 2.59. No. 1 indicator which is module is a self-
instructional set dealing with one specific subject in appropriate structure with a mean of 2.50.
The remaining indicators were interpreted as “Disagree”. This includes indicator no. 8, that
the aims and learning outcomes of the module in mathematics were clear with a weighted mean
of 2.02. Data revealed also that respondents disagreed that in the midst of pandemic the modular
learning approach is the best choice for teaching mathematics with 2.05 weighted mean as well
as Modular approach in teaching mathematics subject is the best approach in the new normal
other than alternative modalities which reveals 2.09 weighted mean. Indicator no. 2 and 7 which
expose a weighted mean of 2.14 and 2.18 respectively.
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Generally, student’s perception on modular learning approach in teaching mathematics was

described to be “Disagree” in the best approach in new normal with an overall mean of 2.27.
This means students prefer the traditional way of learning (face-to-face) rather than modular
learning especially in teaching mathematics.
This agrees to the statement of Salandanan (2009) that the self-instructional module helps
in providing remedial instruction for slow learners and enrichment materials for fast learners.
Topics can be best presented through these self-instructional materials. With the use of one, the
student is allowed ample time and assistance to finish the prescribed learning activity at his/her
own pace. The lesson will surely be enjoyed and the experience gained will be satisfying.
Similarly, it was supported by the Department of Education (DepEd) which provide Self-
Learning Modules (SLMs) with the alternative learning delivery modalities. The integration of
SLMs with the alternative learning delivery modalities (modular, television-based, radio-based
instruction, blended, and online) will help DepEd ensure that all learners have access to quality
basic education for SY 2020-2021 with face-to-face classes still prohibited due to the public
health situation.
More recently, a number of researchers have reviewed the literature on distance education
and provided support for the effectiveness of instruction delivered to distant learners and
guidelines for teaching and learning at a distance (Orellana et al. 2009; Howell and Baker 2006;
Sorensen and Baylen 2004; Tallent-Runnels et al. 2005). Research dealing with various aspects
of distance education, once characterized as anecdotal, is now more likely to be theory-based and
methodologically sound. Thus, research results are beginning to have a positive impact on the
practice of distance education (Simonson, 2012).
Problems and Challenges of the Respondents
Table 2.
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Problems and challenges encountered by the selected high school students on the modular
learning approach
Frequency Percentage
Indicators
SA A D SD SA A D SD
I cannot answer all my modules 64. 26.
29 12 3 0 6.7 0
independently. 4 7
I have a hard time in answering all the 48. 44.
22 20 2 0 4.4 0
activities in the module. 9 4
I have a poor reliable internet connection. 51. 28. 18.
23 13 8 0 0
1 9 2
I cannot focus and feeling distracted when I 33. 60.
15 27 3 0 4.4 0
am answering all my modules. 3 0
Legend:
Strongly Agree (SA)
Agree (A)
Disagree (D)
Strongly Disagree (SD)
Table 2 presents the problems and challenges encountered of the selected high school
students on the modular learning approach. Data revealed that the selected high school
respondents strongly agreed or 64.4% that students “can’t answer all of the modules
independently”. Respondents also agreed or 60% of the students “cannot focus and felt
distracted when answering all the modules” comes second with frequency of 27. It was followed
by 51.1% and strongly agreed on “having a poor reliable internet connection”. And lastly,
students strongly agreed on “having a hard time in answering all the activities in the module”
with frequency of 22 or 48.9%.
Findings were in contrast to the claim of Chin (2020). Hence, modular distance learning
has certain adversities to both parents and students. Soon after the opening of classes, these
problems and difficulties encountered by students, especially teachers burst into different social
media platforms. (1) Technical Element – this has been the most substantial issue of distance
learning. Technicality involves the availability of devices both for students and teachers. These
are Mobile phones. Computers, Laptops, Printers and Internet Connection. (2) Self Learning
Module’s Reliability – being the pivotal instrument of this new norm, it’s content should meet
the standard learning capacity of a student. Given that these instructional materials will be assess
by students on their own, mostly. (3) Sense of Authority– as mentioned, the luxury of being less
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pressured. Parents become teachers, but do not see to be as one. (4) Focus and Concentration -the
comfort of studying at home with less or no supervision at all. Students tend to divert their
attention instead of focusing on and prioritizing their homeschooling first. (5) Parent’s /
Guardian’s Educational Background- it may sound off but let’s face the reality that not all
parents are well equipped with proper education.
Distance education is defined as ‘‘institution-based, formal education where the learning
group is separated and interactive telecommunications systems are employed to connect learners,
resources, and instructors," according to (Schlosser and Simonson 2009, p. 1).
Strategies to cope with Problems and Challenges of the Respondents
Table 3
High School students’ strategies to cope with modular learning approach’s problems and
challenges
Frequency Percentage
Indicators
SA A D SD SA A D SD
I approach my teacher when I didn't 60.
4 27 7 6 8.9 15.6 13.3
understand the lesson in the module. 0
I ask my parents/siblings to help me 44. 42.
20 19 5 0 11.1 0
answering the activities in the modules. 4 2
I go to a place where the signal was strong. 24. 48.
11 22 10 1 22.2 2.2
4 9
I find a quiet space or use headphones to 31. 51.
14 23 6 1 13.3 2.2
block out noise. 1 1
Legend:
Strongly Agree (SA)
Agree (A)
Disagree (D)
Strongly Disagree (SD)
Table 3 enumerates the high School students’ strategies to cope with problems and
challenges in modular learning approach.
Almost of the respondents “Agreed” on the given indicators. Students approach their teacher
when they didn’t understand the lesson in the module ranks first with 60% Agreed. Students also
find quiet space or used headphones to block out the noise comes next with 51.1% Agreed.
Furthermore, 48.9% Agreed that students go to a place where the signal is strong. And lastly,
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respondents strongly agreed with 44.4% that they ask their parents or siblings to help them
answering their activities in the modules.
As Tarek (2016) emphasized that since distance learning entails high level of interaction
between the teacher and students, the teacher must treat learning problems that students might
encounter taking into account the individual needs of the students in terms of their learning
styles. Teachers must initiate virtual learning activities such as collaborative work to motivate
students to learn. They should be more creative, motivate their students to actively participate in
the virtual learning and engage the students to a deeper learning so that the desired learning
outcomes are met (Tuscano, 2020).
In like manner, Flip Science (2020) affirmed that 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.
Implication of the Study
Based on the findings, students encountered problems in teaching and learning through
modular approach in mathematics. Consequently, students perceived that it was not the
appropriate modality in the New Normal. Hence, it revealed that students still wanted if possible,
the face-to-face classes or transition to limited face to face as the students see the importance of
interaction which was missing in the modular learning approach. Thus, the absence of teachers in
the physical classroom, particularly in teaching mathematics is deemed important. Hence,
Mathematics, is one of the subjects perceived to be difficult by most learners. In this regard, this
subject has to taught in limited face to face or teachers need to supplement another modality like
“online distance learning” if internet connective is available in both location of teachers and
learners to ensure learning will take place in the teaching of Mathematics amidst the pandemic
situation.
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Furthermore, problems and challenges were part of the adjustments that both teachers and
learners faced as the set-up of teaching was switched to modular learning approach. But it is
expected that both teachers and learners will eventually adjust to this learning approach, as no
one knows when the face-to-face set-up will resume. Meanwhile, students must learn to cope
with the challenges of modular learning approach, like being independent learner, hence, this
learning on the students’ own time and self-pace learning are the characteristics of modular
learning approach. This is the trend now, so, students must go with the trends in the new normal.
The above-mentioned implications were anchored on learning theory that suggests that
learning is promoted or enhanced (1) when students are actively involved in the learning, (2)
when assignments reflect real-life contexts and experiences, and (3) when critical thinking or
deep learning is promoted through applied and reflective activities (Bransford, Brown, &
Cocking, 2000; Driscoll 2002).
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Republic of the Philippines

MARINDUQUE STATE COLLEGE

Students’ Perception Towards Modular Learning Approach In Teaching Mathematics

Natasha Clarisse R. Alvarez

Keywords: Students, Perception, Modular Learning, Mathematics, Problems, Challenges,

Modular approach is an emerging trend educational thinking that shifts traditional

To ensure continuous delivery of education despite the pandemic situation, the

Statement Of The Problem

Specifically, the researcher sought to answer the following questions:

1. What is the profile of selected students as to:

4. What implication can be drawn based on the findings of the study?

INPUT PROCESS OUTPUT

Modular Learning Prepare letters for the Student’s Perception

FIGURE 1. Conceptual Framework

SIGNIFICANCE OF THE STUDY

To the School/Institutions/DepEd Officials

To the Future Researchers

SCOPE AND LIMITATION OF THE STUDY

Perception. Being or process of becoming aware of something through the senses.

FIGURE 2. Map of Matalaba National High

POPULATION AND SAMPLING TECHNIQUE

DATA GATHERING PROCEDURE

Fourth, the researcher prepared the summary of findings, conclusion, and

STATISTICAL TREATMENT AND DATA ANALYSIS

The Profile of the Respondents

Figure 1. Distribution of the respondents based on their Age

21; 48% Male

Distribution of the respondents based on their Gender

Perception of the Respondents

Generally, student’s perception on modular learning approach in teaching mathematics was

Problems and Challenges of the Respondents

Strategies to cope with Problems and Challenges of the Respondents

Implication of the Study

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