THE IMPACT OF

MODULAR DISTANCE
LEARNING TO THE
PERFORMANCES OF
ICT STUDENTS
INTRODUCTION:

Distance learning has been around for a long times, even before technology

made it extremely accessible. Traditional schooling is now seeing an increased

proliferation of virtual training materials and online courses. Even in a world of tried and

tested schooling system and curricula, the most successful schools are the ones who

adapt to the changing times, as well as to the expectations of students, parents and the

society. If online education is here to stay, then what are its implications for traditional

learning? Instead of focusing on pros and cons, the conversation we should be having

today is about leveraging online education to make our education systems more

conductive to learning.

The researchers seek to find the solution for this study for the solution for this

study for the purpose of improving one self confidence and the student. The purpose

also of this study is to find it there is a significant different on the assessment of the two

groups of respondent regarding the impact of modular distance learning to

performances of ICT students. Inside the classroom in terms of power of expressing

own idea to present the impact of modular distance learning study, there are certain

students who doesn’t engage in participating because they do not have the confident to

express it.

Online courses call for a greater amount motivation and self discipline than a

classroom based course. A classroom has one or more instruction and peers, who can

hold a student accountable for their course work. In contrast, online courses involve

setting our own goals, tracking progress and meeting deadlines. Ones does not learn
effectively in isolation so online course do offer discussion forums, email and one- on-

one support, technology also adds on their visual experience by incorporating

animations that can be used interacting for effective learning and communication. The

research believe that this research will contribute to the performances of ICT students,

school administration and students there are ideas behind the scenes inside a

classroom that need to be interpreted to be cleared and oriented in the problems of the

student. Online education has gained immense popularity among working professionals

and students pursuing higher education. These categories of online learners find

immense benefit in the autonomy and flexibility that these courses offer. Online courses

can be planned around their schedule which may include full- time employment,

internships and caring for family. Online leraning can also help them take out some

quiet time to study.

THEORITICAL FRAMEWORK:

DISTANCE
LEARNING
BY:OLANDR
IA (2015) The impact of
modular distance
learning to the
performance of
ICT students.
ONLINE
CLASS
BY:KHAN
(2008)
 According to Olandria (2015) it discuss the modular distance learning is very

foundation or rationale why the study is conducted it covers known and long accepted

concepts, theories, laws, policies, and principles which from the legal basis where the

current study is anchored upon.

This online class was based on the study of khan (2008) in education of slow

learners where he stated to determine the problems of slow learners and the methods

of education how to each them so they can be better person of the society “on the of her

hand khan (2008) believed that there where factors for being slow in learning which

needed to be understood in order to help the students.

CONCEPTUAL FRAMEWORK:

The Conceptual Framework of the study illustrates the flow of the concepts

representing how th presenting study was conducted.

INPUT PROCESS OUTPUT

Extend of students the -Assessment of the Proposed program of

impact of modular distance students and the teachers activities to widen the

learning to the on the students impact of awareness and strength

performances in terms of: modular distance learning the modular distance

-modular relations to the performance of ICT learning to the

-modular roles students.

-modular equality -Determining the different performances of ICT

-modular empowerment between the assessment students.

Influence of modular of the two groups of

distance learning between respondents.

of the students. -Determining the influence

of modular distance

learning behavior of the

students.

FEED BACK

FIGURE 1
 CONCEPTUL PARADIGM OF THE STUDY

The input contains the extent of students impact of modular distance learning to the

performances in terms of modular relations, modular equality, and modular

empowerment as well as influence of modular distance learning between of the

students impact of modular of distance learning to the performances of ICT students as

well as determining the different between the assessment of the two groups of

respondents and determining the influence of modular distance learning behavior of the

students. The out put contains the proposed program of activities to widen the

awareness and strength the modular distance learning performances of ICT students.

STATEMENT OF THE PROBLEM:

This study aims to identify the impact of modular distance learning to the

performances of ICT student, this study sought to answers the following questions.

1. What is the impact of the MDL to the performances of ICT students as assessed

by the students themselves in terms of:

1.1. Presenting knowledge and skills

1.2. Processing information

1.3. Online communication and collaboration

2. What is the impact of the MDL to the performances of ICT student as assessed bt

the teachers in the above mentioned variables?

3. Is there a significant different between the assessment of the two groups of

respondents?
4. How do modular distance e-learning affects the performances of ICT students?

5. What recommendation may be proposed to guide the ICT students towards

modular distance learning?

HYPOTHESIS OF THE STUDY

There is no significant different on the assessment of the two groups of

respondent regarding the impact of modular distance learning to the performances of

ICT students.

SIGNIFICANT OF THE STUDY

The result of the research study would facilitate a proficient and a very well

significant to the following.

TEACHERS. Teachers are having a hard a hard time to print all the modules for

hundred or thousands of students, also they risk their health by going to school for the

distribution of the modules. It may cause them stress and also they can catch up virus

by going out every time there is a module distribution. Also, they are having a hard

time to guide their students because it is hard to entertain all the questions of a lot of

students.

STUDENTS. For the students, they are also having a had time answering their

modules specially it is not thought well by a teacher, they are only learning my
 themselves. Not all students can be guided by their parents, some of them don’t really

knew all the lessons some are working and more. Also, students are having a hard

time to finish all their task at the given time.

LEARNERS. The success in learning and in using the module is greatly dependent on

the quality of the module and quality can only be measured with the use ability and

application of the concepts and problem in the module.

CHAPTER 2:
REVIEW AND RELATED LITERATURE

This chapter presents, The review of related literature and studies that are
relevant and pertinent to the present study. The online class used this as guidelines for
firming deep insights and wider perspective as well to the development of the research
questions.

RELATED LITERATURE

According to khan (2010) and knapp (2006). Further explains that it is very
imperative that the course embrases modular for the students. The modular should link
answering with the main text and have drills that matches with the lessons. The
activities in the modular should be though provoking for the students and should be able
to and you, as a student evaluate where they, as for as how well they have immersed
the material and there is a need to review the lesson again with them. By exhausting
modular your faculty will also have enhance inclusive challenging matches.
 Modular learning is one of the most widespread and recognize distance learning
techniques in many countries including other western countries and Asian region.
Modular approach is used almost in all subject like natural science, especially in biology
and medical education and even in social sciences as well as in computer education.

Modular approach provides more flexibility to distance learning made as well to

learners (sespal 2013). Modular instruction is one of these learning approaches where
the students have to learn everything in the module using his own effected at his own
piece. Thus method differs from the traditional one wherein a teacher present the lesson
and the students just listen to the concepts presented to pass the difficulties faced by
the students in the traditional classroom students in the traditional classroom situation.
Modular approach may be a good alternative since it is students centeved, self_paced.
And requires no note taking , Gonzales (2015), cheng and abu bakar (2017).

The result data conform the study of (ornstien, 1992) (rizaldo et al….2007) “
Comparative effects or modular and traditional methods in learning analytic geometry “,
Conclude that student performed better and mastered the subject matter using the
modular method learning. Lock wood (1998) Bowes and Banilower (2004) (Man Love,
1985). Although there is no universal consensus on the origin of distance education,
most researchers trace its roots to the emerge of correspondence education in the mid
– nineteenth century in europe and the united state (Mood, 1995;Matthews, 1999; Peek
2000; Phipps & Mevistos, 1999; Ponzurick, France & Logar, 2000; Sherry, 1996). It was
the English educator Sir Lucas Oitman who foresaw a need to deliver instruction to a
student population that was limitless comparison to the traditional classroom, and reach
out to students in various locations (Phillip, 1998; Matthews, 1999).

In the early years, distance education was dominated be individual entrepreneurs who
worked alone; later, organized formal education institution emerge, such as Sir Lucas
Pitman correspondence colleges. In britian, and a school in berlin to teach language by
correspondence (Holmberg, 1995; Simson, Smaldino, Albright & Zuacek, 2000).
REVIEW OF LITERATURE STUDIES

A seminal article by Keegan (1980) presents key aspects of DE. Some of the
elements are: physical separation of teacher and learner, learning occurs in the context
of an educational institution, technical media are used, teacher and learner
communicate, face to face meetings are possible, and an industrial model of providing
education is used. More recently varying definitions of DE seem to be based on the
perspective of various educators and to reflect the educational culture of each country
and IHE. However, some common descriptors seem to be accepted by most
stakeholders in the field. Distance education is an educational experience where
instructors and learners are separated in time and space (Keegan, 2002) which means
it can happen away from an academic institution and can lead to a degree or credential
(Gunawardena, McIsaac, & Jonassen, 2008). Although there are different types of DE,
this research focuses on online learning. The following types of online learning will be
investigated: synchronous, asynchronous, blended, massive online open courses
(MOOC), and open schedule online courses. In synchronous instruction, teachers and
learners meet (usually online) for a session at a predetermined time. According to Watts
(2016) live streaming video and/or audio are used for synchronous interaction. Although
videoconferencing allows participants to see each other this is not considered a face-to-
face interaction because of the physical separation (Keegan, 1980). Asynchronous
instruction means that teachers and learners do not have synchronous sessions and
that students have access to course content through the Internet at any time they want
or need. Communication among the participants occurs mainly through email and online
forums and is typically moderated by the instructor (Watts, 2016). According to Garrison
(2000) “Asynchronous collaborative learning may well be the defining technology of the
postindustrial era of distance education.” Yet another type of DE is blended learning
(BL). Garrison and Kanuka (2004) define BL as combining face-to-face classroom time
with online learning experiences. Although it is not clear as to how much time is
allocated to online in the blended model “the real test of blended learning is the effective
integration of the two main components (face-to-face and Internet technology) such that
we are not just adding on to the existing dominant approach or method.” In the BL
format different teaching strategies and instructional technology can be used to help
individuals who have different learning styles, needs and interests (Tseng & Walsh Jr.,
2016). Another type of DE is MOOCs (Massive Online Open Courses).

Research on distance education has been subject to long and numerous debates.
Distance education needs a reliable means of communication between students and
lecturers. Therefore, the history of distance education begins at the point where a
reliable communication method is established. Most historians date distance education
to the eighteenth century, when a few lecturers began to offer what were called
correspondence courses. One of the first examples of distance education was observed
in 1728, when “an advertisement in the Boston Gazette named ‘Caleb Phillips’, teacher
of the new method of Short Hand” was searching students for lessons to be sent
weekly]. But technology‐based distance education started after the introduction of some
devices, which are using both sight and sound, into the schools in the early 1900s. In
the late 1960s and early 1970s, microwave technology was developed. So networking
technology costs were reduced, and universities began to use microwave networks to
take advantage of the Instructional Television Fixed Service (ITFS) authorized by the
Federal Communications Commission.

Today, distance education programs have a wide range of approaches. For example,
independent study courses through computer networking, computer‐delivered
instruction, communication between students and instructors through electronic mail,
class sessions, cluster groups, undergraduate and graduate degrees through cable
networks, and video courses with texts and other collateral materials are these
approaches . In summary, the history of distance education shows a constant state of
evolution. In the historical view of distance education, a stream of new ideas and
technologies has been observed. Historical development of distance education shows
that nontraditional education tends to blend with traditional education while meeting the
changing learning theories and developing technologies .

SYTHESIS

This chapter presents the view literature and studies that are relevant and pertinent
to the presents study. Online class as guidelines for firming deep insights and wider
perspectives development and research questions modular distance learning is one of
the most wide spread and recognized distance learning.

CHAPTER 3:

Research Methodology and Procedures

 This chapter contains the methodology and procedures by the researchers in

conducting the study. This chapter present the researchers design research sampling,

respondents of the study, research instrument, preparation of instrument and data

gathering procedures.

Research Design

This study used descriptive qualitative research quantitative is a widely cited

research tradition and has been identified as important and appropriate for research

question focused on discovering the who, what, and where, of events or experience

and gaining insight, from informants regarding a poorly understand phenomenon

(noesgoard et al. 2009)

Research Sampling

The study used to purposive or judge mental method of sampling because this

study just need the persons with rich experiences. Only students who are taking the

ICT are chosen as respondents.

Respondents of the study

This study involves the 38 ICT students in San Luis Senior High School during

the second semester school year 2020-2021.

Profile of the respondents

The profile of the respondents was presented in the following tables for the readers to

have background information on the subject of the study.

Age. Table 1 and 2 presents the distribution of respondents by age.

Table 1

Distribution of Students-Respondents by sex.

SEX FREQUENCY PERCENTAGES

Male 3 33%
Female 6 66%
Total 9 99%

It showed that 33 or 33 percent of the respondent are male and 66 or 66 percent of the

respondents are female.

Table 2

Distribution of the teachers-respondents by sex.

SEX FREQUENCY PERCENTAGES

MALE 2 20%
FEMALE 8 80&
TOTAL 10 100%

It showed that 20 or 20 percent of the respondents are male and 80 or 80 percent of

the respondents are female.

Research Instrument
 The researchers used interview schedule as their data gathering instrument

the interview schedule contains the modular distance learning to the performances of

ICT students in programming.

Preparation and Validation of the Instrument

As the interview schedule has been prepared the researchers ask the advices

to guide you achieve the hundred percentages total respondents used in conducting

this study.

Data Gathering Procedures

As soon as the interview schedule was prepared the researchers made a letter

for the permission of the principal for the approval of the conduct this study at San Luis

Senior High School.

Scoring the Responses

For the statistical treatment of data, the percentages, weighted mean and t- test

were used by the researchers. The responses of the students were tabulated,

analyzed and interpreted using the 5- point scale below:

Weight Interval Verbal Interpretation Symbol

5 4.50-5.00 Very Great Extent VGE

4 3.50-3.49 Great Extent GE

3 2.50-2.49 Moderate Extent ME

2 1.50-1.49 Low Extent LE

1 0.50-1.49 No Extent NE

Statistical Treatment of Data

The following statistical tools were used to give understand meaning to the data

gathered:

Percentage. It was used in frequency distribution in which data is displayed and it

specifies the percentages of observation that exists for each data point or grouping of

data point.

Formula:

Where:

p = percentages

f = frequency

n = number of respondent

100 = constant
Weighted mean. This was used to determine the extent of students perceptions on

gender differences and sensitivity as assessed by the students and teachers.

Formula:

WM= ∑ 𝑓x̅
 𝑛

Where:

WM = Weighted Mean

x = weight point of each option

∑ fx = the sum of the products of frequency and weight

n = total numbers of respondents

t-test. This was used to determine the differences between the assessment of the

two groups of respondents regarding with the perception differences and sensitivity of

the learners.

Formula

t = m1-m2

SEd

Where:

t = t- test

m1 = mean of students perceptions as assessed by the students

m2 = mean of students perceptions as assessed by the teachers

SEd = standard error of difference between two means.

 ` CHAPTER 4

PRESENTATION, ANALYSIS AND INTREPRETATION OF DATA

This chapter presents the analysis and interpretation of data gathered from the

respondents by the means of questionnaire and interview.

1. What is the impact of the MDL to the students to the performances of ICT

students as assessed by the students themselves in terms of:

1.1 Presenting knowledge and skills. Table 1 shows the performances of the

ICT students as assessed by the students themselves in terms of presenting

knowledge and skills.

TABLE 1: PRESENTING KNOWLEDGE AND SKILLS

INDICATORS VM VI RANK
1 .PRESENT ALTERNATIVES

FOR GETTING THE 3.74

EXPANSION OF KNOWLEDGE. GE 4
2. EXPLAIN CONCEPTS,

PRINCIPLE AND PROCESSES 3.94 GE 1.5

IN OWN WORDS, JUSTIFYING

ANSWERS AND SHOWING

REASONING.
3. PREPARE WELL BEOFRE

PRESENTING OR 3.94 GE 1.5

SUBMITTING THE OUTPUT.

4. SHOW THE ESSENTIAL

COMPENTENCY. 3.87 GE 3

AVM 3.88 GE

It can be gleaned that students skill and knowledge will be presented it one of major

aspect that assessed then student perception on knowledge and skills average 3.88.

in presenting knowledge and skills students need present alternatives for getting

expansion of knowledge average of 3.74 and also in explaining concepts, principle and

process in own words, justifying answer and showing reasoning in averaging of 3. 94.

And before the submission of the project we also need to prepared very well that

average in variables mean of 3.94. to make the information very clearly showing the

essential compentency is important which average in variables of 3.88.

 Processing information involves taking new information and making it more useful by

putting it into context averaging variable mean of 3.82. in processing information

learner is need to understand the materials easily which is variables mean of 3.67.

information processing means processing new data and make sure that information

learned is correct that average in variable mean of 3.87. it also important that the

learner is able to follow the procedures of the given tasks averaging of 3.87.

information keep concepts concrete and provide examples to understand the

information carefully that average of 3.87.

1.2 Processing Information. Table 2 shows the performances of ICT

student as assessed by the students themselves in terms of processing

information.

Table 2: Processing Information

INDICATORS VM VI RANK
1. UNDERSTAND THE
LEARNING MATERIALS 3.67 GE 4

EASILY.
2. MAKE SURE THAT

INFORMATION LEARNED 3.87 GE 2.5

IS CORRECT.
3. ABLE TO FOLLOW THE

PROCEDURES OF THE 3.87 GE 2.5

GIVEN TASKS.
4. KEEP CONCEPTS

CONCRETE AND 3.87 GE 2.5

PROVIDE EXAMPLES.
AVM 3.82 GE

Table 3: Online Communication and Collaboration.

INDICATORS VM VI RANK
1. REACH OUT TO

CLASSMATES/GRO 3.74 GE 2

UPMATES

REGARDING

ACTIVITIES EASILY.
2. EXPRESS ALL

AVENUES AND 3.94 GE 1

 IDEAS CLEARLY.
3. UTILIZE ALL

AVENUES FOR 3.4 GE 4

COMMUNICATION.
4. PROVIDES SAFE

WAY FOR 3.8 GE 3

COMMUNICATION

AND

COLLABORATION.
AVM 3.72 GE

TEACHERS RESPONDENTS

TABLE 1: PRESENTING KNOWLEDGE AND SKILLS

INDICATORS VM VI RANK

1 .PRESENT ALTERNATIVES

FOR GETTING THE

EXPANSION OF 3.1 GE 3

KNOWLEDGE.
2. EXPLAIN CONCEPTS,

PRINCIPLE AND PROCESSES 3.4 GE 1

IN OWN WORDS, JUSTIFYING

ANSWERS AND SHOWING

REASONING.
3. PREPARE WELL BEOFRE
PRESENTING OR 3.3 GE 2

SUBMITTING THE OUTPUT.

4. SHOW THE ESSENTIAL

COMPENTENCY. 3 GE 4

AVM 3.2 GE

Table 2: Processing Information

INDICATORS VM VI RANK
1. UNDERSTAND THE

LEARNING MATERIALS 3.6 GE 3

EASILY.
2. MAKE SURE THAT

INFORMATION LEARNED 3.4 GE 4

IS CORRECT.
3. ABLE TO FOLLOW THE

PROCEDURES OF THE 3.7 GE 1.5

GIVEN TASKS.
4. KEEP CONCEPTS

CONCRETE AND 3.7 GE 1.5

PROVIDE EXAMPLES.
 AVM 3.6 GE

Table 3: Online Communication and Collaboration.

INDICATORS VM VI RANK
1. REACH OUT TO

CLASSMATES/GROUPMATE 3.5 GE 2

S REGARDING ACTIVITIES

EASILY.
2. EXPRESS ALL AVENUES

AND IDEAS CLEARLY. 4 GE 1

3. UTILIZE ALL AVENUES

FOR COMMUNICATION. 3.2 GE 4

4. PROVIDES SAFE WAY FOR

COMMUNICATION AND 3.6 GE 3

COLLABORATION.
AVM 3.65 GE
 CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATION

This chapter presents the summary of findings revealed in the study, the conclusions

drawn based from the findings and recommendation offered by the researchers.

Summary

This study aims to identify the impact of modular distance learning to the

performances of ICT student, this study sought to answers the following questions.

1. What is the impact of the MDL to the performances of ICT students as assessed

by the students themselves in terms of:

1.1. Presenting knowledge and skills

1.2. Processing information

1.3. Online communication and collaboration

2. What is the impact of the MDL to the performances of ICT student as assessed bt

the teachers in the above mentioned variables?

3. Is there a significant different between the assessment of the two groups of

respondents?

4. How do modular distance e-learning affects the performances of ICT students?

5. What recommendation may be proposed to guide the ICT students towards

modular distance learning?

Findings

The following findings were revealed from data gathered in this study:

1. What is the impact of the MDL to the performances of ICT students as

assessed by the students

1.1 Presenting knowledge and skills.

1.2 Processing Information.

1.3 Online communication and collaboration.

2. What is the impact of the MDL to the performances of ICT students as

assessed by the teachers in the above mentioned variables.
3. Is there a significant difference between the assessment of the two
group of respondents.
4. How do modular distance e learning affect the performances of ICT
students.
5. What recommendation may be proposed to guide the ICT students
towards modular distance learning.
Conclusions

Based on the findings revealed in this study, the following conclusions were drawn:

1. They have enough time and resources in collecting information. Modular

distance learning also involves learning thru technology and this gives advantages to
ICT students because they can apply the learning they gained.

2. Students improve their conventional schools counterparts in critical thinking,

researching, using computers, learning indepently, problem solving, creative thinking,
decision making and time management.

3. Inside the classroom in terms of power expressing own ideas to present the
impact of modular distance learning study, there are certain students who doesn’t
engage in participating because they do not have the confident to express it.

4. The effect of online learning is they cant share their true talents and sometimes
other students has no internet connection so even of they know the answer or they are
smart they cant show it to the class because of they have no internet connection.

5. Modular distance learning as an urgent response to ensure continuity…

recommendation of teachers, parents, and students in the… The result of this study
may serve as a springboard for the future.

Recommendations
1. Teachers are recommendation to be active inline most in the time. They must be
able to address the sentiments of some parents and students, which is to be patients
enough in attending to the needs and to respond to the queries immediately with
regards to learning

2. Many students who learn and think differently with changes in routine and loss of
structure. Help them use this time as a opportunity to develop new strategies to help
with focus and learning.

3. Online teachers need to be engaging and supporting students right from the start
and for the duration of the course, to maintain an effective learning community.

4. Students with individualized education programs (IEPs) should still get the
accommodations they need during distance learning. Their needs and accommodations
might look different in this new learning environment, though.

5. Modular teaching is more effective in teaching learning process as compared to

ordinary teaching methods because in this modular approach the students learn at own
pace.