I.

INTRODUCTION

The COVID-19 pandemic has impacted education at all levels  in various ways.

Administrators, faculty, and students are adapting themselves to an unexpected and

‘forced’ transition from face-to-face to 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 Learning

(ODL), and TV/Radio-Based Instruction. Distance education is often seen as a bridge

to the solution in this crisis that impact education.

Modular learning is the most popular type of Distance Learning. In the Philippines,

this learning modality is currently used by all public schools. Students are expected to

complete the task and submit their outputs. 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.

On the other hand, online learning is education that takes place over the Internet. It

is often referred to as “e-learning” among other terms. It emphasizes an interactive

learning environment, designed to stimulate dialogue between instructor and students

and among students themselves. The online process requires both instructor and

students to take active roles.

As one of the specialized subjects of SHS STEM students under K to 12 program,

Chemistry subject are generally related to or based on the matter which seems to be a

1
difficult subject for many students. Chemistry courses commonly incorporate many

abstract concepts which are central to advanced learning in the rest of the natural and

physical sciences. Typical high school chemistry instruction and assessment involves

quantitative problem solving and symbolic manipulations assuming the students learn

core concepts through these fashions. The importance of experiments in chemistry

class can be seen in stimulation of interest in learning, experiencing the exploration,

improving and testing the existing structure of knowledge. Now, it is still a constant

challenge for both teachers and learners on how to engage in Chemistry class given

these modalities.

It is in this premise that this action research will be conducted to determine whether

the use of online learning as learning modality is better improving the performance of

students in learning Chemistry than the modular learning. The participants of the study

were the 75 STEM students of Cuartero National High School for the school year 2020-

2021. The research instrument used in the gathering of data was the teacher-made

Performance Evaluation Test in Chemistry.

The result of the study is utmost beneficial to the researchers for they are also

teachers and they will be able to determine what would be the best teaching modality

they should employ in teaching Chemistry. The study is also beneficial to educators who

are committed to a critical, investigative process of improving the teaching – learning

process. Also, this study benefit the administrators and policy makers. The result of this

study may give them insights in developing policies and program that would improve the

quality of education.

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II. STATEMENT OF THE PROBLEM
The study sought to answer the following questions:
1. What is the performance level of control and experimental group in pretest?
2. What is the performance level of control and experimental group in posttest?
3. Is there a significant difference in the pretest performance of the students in
Chemistry both in experimental and control group?
4. Is there a significant difference between the pretest and posttest performance of
Chemistry students in the control group?
5. Is there a significant difference between the pretest and posttest performance of
Chemistry students in the experimental group?
6. Is there a significant difference in the posttest performance of Chemistry students
both in the experimental and in control group?
7. Which among the learning modalities, Modular Learning and Online learning, has
the highest improvement in terms of the students’ performance in Chemistry?

III. LITERATURE REVIEW

Distance Learning
Different countries worldwide have introduced various solutions during the
pandemic to continue education progression. Each education division at the regional
and national levels took protective measures and steps to create flexible and innovative
programs, which can be accessed anytime and anywhere, and find smart methods to
overcome this problem. At the national level, distance learning has been suddenly
implemented to face the dramatic changes due to the coronavirus pandemic. However,
the requirements for this nationwide project have not been assessed. The challenge
today is to determine certain modalities to deliver the necessary knowledge effectively.

Distance learning refers to the 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.
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 Among the benefits of distance education for school-age children are increases in
enrollment or time in school as education programs reach underserved regions, broader
educational opportunity for students who are unable to attend traditional schools,
access to resources and instructors not locally available, and increases in student-
teacher communication. Students in virtual schools showed greater improvement that
their conventional school counterparts in critical thinking, researching, using computers,
learning independently, problem-solving, creative thinking, decision-making, and time
management (Barker & Wendel, 2001).

In terms of student achievement outcomes, research on the efficacy of distance

education and e-learning applications in distance education have concluded that both
distance education and distance e-learning can be an equivalent, or in some instances,
a superior alternative to traditional classroom-based educational delivery. (Abrami et al.,
2006). However, an extensive meta-analysis conducted by Bernard et al. (2004) has
suggested that the positive impacts of distance learning on achievement are most
attributable to issues of pedagogical effectiveness and efficiency as opposed to the
delivery mode or technology used in delivery.

According to Abrami and Buras (2006), learning at a distance is seldom superior to

traditional instruction, particularly for promoting higher level achievement and complex
skills. These weaknesses may stem from social and intellectual isolation. Improved
distance education practices have the potential to enhance educational outcomes,
especially when the amount and kind of learner interaction is increased using
technology-supported collaborative learning. Additionally, previous research has spread
across grade levels, content areas, and technologies. Distance education program
developers have paid less attention to the appropriate blend of media, content, learner,
and gain; instead defining effectiveness in terms of the number of students served or
student satisfaction (Eiserman & Williams, 2004).

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Modular Learning

Modular learning is a form of distance learning that uses Self-Learning

Modules (SLM) based on the most essential learning competencies (MELCS) provided
by DepEd. The modules include sections on motivation and assessment that serve
as a complete guide of both teachers' and students' desired competencies.

Modules are increasingly being used in many countries as a way of organizing a

language curriculum. As a consequence, many course books are now structured on the
basis of “modules” rather than “units”. The concept of “module” is strictly linked to the
idea of a flexible language curriculum. Module as a unit of work in a course of
instruction that is virtually self-contained and a method of teaching that is based on the
concept of building up skills and knowledge in discrete. A module is a set of learning
opportunities organized around a well - defined topic which contains the elements of
ordinate dictation, categorical objectives, edifying cognition activities, and evaluation
utilizing criterion - referenced measures (UNESCO (2000).

Investigating the impact of the use of the teaching modules in teaching the
science in the achievement study and the creative thinking for high school, and to
achieve that the researcher prepared an achievement test and applied the creative
thinking for Mr. Khair Allah, the sample consists of (68) male and female students were
evenly distributed tow groups experimental and control, the results showed that there
was a grow in the ability of the members of the experimental group (who were trained
by using the teaching modules) in creative thinking more than the students who studied
in the conventional method.

Another study was to investigate the strategic impact of the modules based on
perfection and investigation of the chemical concepts for the students of the secondary
level, the sample consists of (90) students distributed into three groups: the first
experimental group whose students study with the perfection teaching modules, the
second experimental group whose students study with the investigation study and third
group studied in the conventional method. The analysis result showed differences with
statistic significant for the level (á≤0.05) among the average of the students marks for

5
the three groups (modules, investigation, ordinary) to understand the chemical concept
post-test and the differences were for the favor of the modules. Rababeh Study (2007)

According to Johnson (2000), businesses are complaining that students coming

out of high school or college have little skills or knowledge of materials and how to
process them. Loveland (2002) stated that modules sold by vendors appear very nice
but some educators are not sure how effective or appropriate they may be. Students
follow directions or a plan of procedures with modules, making them less likely to
develop critical thinking skills (Loveland, 2006). Petrina (2010) says that individualized
instructional modules are “ground to be covered concepts of education,” or a “cycle
through” process.

Online learning

Online learning, also referred to as e-learning or electronic learning, is the

acquisition of knowledge which takes place through electronic technologies and media.
In simple language, online learning is defined as “learning that is enabled electronically”.
Typically, e-learning is conducted on the Internet, where students can access their
learning materials online at any place and time. E-Learning most often takes place in
the form of online courses, online degrees, or online programs. https://e-student.org

In an online environment, the role of the teacher changes from “the sage on the
stage” to “guide on the side”. Such new roles for online instructors require training and
support. Faculty training and support is a key component of quality online education.
Participants’ satisfaction towards the learning environment is a critical factor in online
learning.

Hong (2002) and Hong, Liau, and Lee (2006) reported that participants tend to
perceive flexibility in course structure as strength of online courses, and they found their
learning experiences in these courses to be motivated. In fact, they stated that positive
attitudes towards learning, self-discipline and high self-motivations were the basis for
their success in online courses. According to Krebs (2004), participants of online
courses tend to view online learning environment as enabling them to study at their own
pace, be actively involved in the learning activities, improve their intrinsic motivation to

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learn and practice self-study compared to those attending traditional face-to-face
classes. They appreciate the flexibility and the structures in online classes where
learning can be carried out individually and independently (Pedone, 2003)

In a methodologically rigorous study conducted at Ithaka (Bowen & Ithaka, 2012),

students were randomly assigned to the traditional format (control) and a hybrid
interactive online learning format that met once a week where students did most of the
work online (treatment). The researchers found that there are comparable learning
outcomes for both groups and that there was the promise of cost savings and
productivity gains over time for the hybrid course. Furthermore, these learning
improvement and cost saving gains are expected to increase as new tools and software
for online learning are being developed and tested continually.

In a study that compares student learning outcomes in a chemistry course, it was

found that students in the online format performed significantly worse on tests than the
students in the traditional format even though they had better GPA and ACT scores.
This difference was most pronounced for complex questions and least pronounced for
basic questions. One possible explanation was that half of the online students reported
to spend less than three hours per week and none claimed to spend more than seven
hours per week, while half of the students in the traditional format attended every class,
a minimum of three hours per week (Brown and Liedholm, 2002).

IV. METHODS
A.) RESEARCH DESIGN
This research was conducted to determine whether the use of online learning as a
learning modality is more effective in improving the performance of students in learning
Chemistry subject than the modular learning. The participants of the study were the 75
Grade 12 STEM students of Cuartero National High School for the school year 2020 –
2021. They were divided into two groups, the control and experimental group. The
intervention lasted for two weeks or 10 school days. The students’ level of performance
was determined using the 30 – item Performance Evaluation Test constructed by the
researcher and duly validated by experts.

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 This study employs the pretest – posttest non-equivalent group quasi –
experimental design. In the words of Best and Khan (1998), quasi – experimental
design provides control of when and whom the measurement is applied, but because
the random assignment to experimental and control treatment has not been applied, the
equivalence of the group is not assured. The pretest – posttest nonequivalent group
design is often used in classroom experiments wherein experimental and control groups
are such naturally assembled groups.

The statistical tools used in the analysis of data were mean, standard deviation,
and t-test for independent samples. All statistical computations were computer-
processed via the SPSS software, and the level of significance for all inferential tests
were set to .05 alpha.

B.) PARTICIPANTS OF THE STUDY

The target participants of the study were the 75 selected Grade 12 STEM students
of Cuartero National High School for the school year 2020 – 2021. The 75 participants
were divided into two groups – the control and experimental group. The experimental
group consists of 42 students while the remaining 33 students were in the control group.
Both groups consist of heterogeneous set of students. There was no randomization of
participants. However, a representative of the sections Aristotle and Einstein draw lots
of who were in the control group and experimental group. Table 1 shows the distribution
of participants.

Table 1: Distribution of Participants

Category Male % Female % Total
Control 23 30.67% 10 13.33% 33
Group
Experimental 27 36.0% 15 20.0% 42
Group
Total 50 66.67% 15 33.33% 75

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 C.) INSTRUMENTATION
The data needed for the study were gathered using the 30 item teacher – made
Performance Evaluation Test in Chemistry. The test was content validated by three
secondary teachers teaching Chemistry subject. Their suggestions, corrections and
recommendations were incorporated in the modification of the instrument.

The validated instrument was pilot tested to 50 Grade 11 STEM students. Data
gathered in the pilot test were used in item analysis. Through item analysis, the
discrimination indices and difficulty indices of every test items were identified. Only the
test items that were deemed to be “good items” will be included in the final construction
of the Performance Evaluation Test in Chemistry.

The scores obtained in the Performance Evaluation Test in Chemistry served as

the basis in describing the performance of the students in Chemistry. The table 2 below
served as the basis in describing the students’ performance.

Table 2: Description of Students’ Performance in Chemistry

Scale Description
25-30 Very High
19-24 High
13-18 Moderately High
7-12 Low
0-6 Very Low

D.) DATA GATHERING PROCEDURE

After determining the number of participants and the validity and reliability of the
research instrument are ascertained, approval for the format conduct of the research
instrument to Cuartero National High School was secured from the office of the
Principal. After acquiring the permission, the researchers administered the pre-test
questionnaire to the respondents via Google Form. The students will answer the
questionnaire in 30 minutes and strict test rules will be followed by them. The answers
to the test will be encoded ready for data processing; the Microsoft Excel will be used.
The scores will be gathered and recorded for data analysis.

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 The selected students will be divided into two: experimental group (with
intervention) and control group (without intervention). The control group will experience
modular learning wherein respondents are given self-learning modules in as a mode in
learning Chemistry. On the other group, they will experience online learning wherein
respondents need to attend the online class set by the teacher. The teacher for this
group will be allowed to use any teaching methods and strategies but explicitly teaching
Chemistry concepts similar to the self-learning module.10-days was the whole duration
for the treatment of both group.

After 10 days, the teacher will administer to the students of both groups a post-test;
the same test given in the pre-test. The result of this test will be gathered and compared
to the pretest. Thereafter, the gathered data were tabulated, analyzed and interpreted
using the appropriate statistical tools.

E. LOCALE OF THE STUDY

Cuartero National High School (CNHS) is a DepEd Managed partially urban
Secondary Public School located in Cuartero, Capiz. The school was established in
1969 to cater students by providing curriculum-based quality and affordable education.

The school is currently implementing a K-to-12 basic education program offering

both junior and senior high school in accordance with the resolution that was ordered by
the Department of Education (DepEd).

F. DATA ANALYSIS
The researcher used quantitative method in analyzing the gathered data. The
researcher compared the pretest and posttest scores of students in control and
experimental group. To analyze the data, the researcher employed the following
statistical tests: mean, standard deviation, and t-test for independent samples. The 0.05
alpha level was set for all inferential tests.

The research used SPSS statistical software in analyzing the gathered data.

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 The statistical result was reported using descriptive statistics. The data was
summarized using a combination of tabulated description, graphical description and
statistical commentary (discussion of the results).

G. ETHICAL CONSIDERATIONS
The researcher conducted an orientation both on the control and experimental
group explaining the nature and purpose of the study. The researcher also seek written
approval from the office of the Principal and the participants is purely voluntary in nature
as long as they have an access in the internet. The participants who will join both in
experimental group and in control group will sign a parent’s consent form to be provided
by the researchers. If they do consent, students and their parents will be informed that
they can withdraw from the research without their grades being affected. Researchers
will explains to the control group what benefits they could gain if the research was found
to be successful via google meeting online.

The students in the experimental group may feel deprived because they won’t have
the same privileges as with the students in control group in terms of access in
technology. This may lead to disinterest in the part of students in the experimental
group.

On the other hand, the students in control group may abuse the use of technology.
In this regard, the researcher monitors closely the online activities of the participants in
the control group.

Furthermore, the pretest and posttest results were treated with utmost
confidentiality.

V. RESULTS AND DISCUSSIONS

VI. SUMMARY AND FINDINGS

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VII. CONCLUSIONS

These are conclusions based from the possible result of this study.

1. Online learning, as a mode of learning Chemistry concepts, brings new

challenges to chemistry learning in the COVID-19 outbreak. Like two different sides of a
coin, online chemistry learning has challenges and opportunities. Using this modality,
students can actively look for information to build their own knowledge. Also, they do not
only depend on the teacher, but they can also learn to do their own research through
the Internet. It also makes the teacher more creative to use various kinds of technology.
It teaches students to learn independently, this is in line with the results of other studies
stating that online learning with lower teacher attendance makes students think of
searching their own knowledge. It also increases their technological knowledge, and
trains their discipline and honesty, and learning without time and space limits. These
factors can contribute to positive attitude of students in learning Chemistry concepts.

On the contrary, limited device and Internet access in some areas can be link to
student getting low performance in Chemistry. Also, it is difficult to conduct lab –work
activities for teacher and student. For teachers, it is difficult to assess chemistry learning
outcomes. There is also a greater chance of misconceptions because teachers cannot
control their students’ understanding. The decreased teacher-student interaction
reduces the teacher's role in instilling character education.

2. Modular learning has also pros and cons in learning Chemistry concepts. Using
this modality, students can set their own schedule in finishing the tasks in the module.
Since the accomplishment of tasks is self-paced, students learn to have a sense of
responsibility. It allows the student to choose his own learning mode. Choice among
different learning modes is desirable, if we assume that learners solve problems and
learn, using different techniques based on unique behavioral repertoires or prior
knowledge. It also allows students to identify their strengths and weaknesses and to
"recycle" through remedial modules, repetition, or a change in learning mode.

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 Furthermore, self-pacing nature of modular instruction may have a delicate side-
effect. Since some of the students will be fast and others slow learners and students will
have more or less prior knowledge, learning efficiency and student output will be totally
different among students. Most students also do their modules for formality
purposes and teachers don’t have the ability to foresee their students in the
premises of their homes. The great number of activities in each module is one of the
main problems that emerged in the implementation of Modular Distance Learning. One
of the concerns of the students is that they do not have enough time to answer all the
modules within a week resulting to low performance in their Chemistry subject.

VIII. IMPLICATIONS

Theoretical Implications

If the outcome of this study found out that online learning is better than modular
learning, it will agree to the results of the studies conducted by several researchers. In a
chemistry course (n=134), online learning was found to be more effective than modular
learning because students earned higher grades and were more successful at passing
an exam on the first attempt (Pereira et al., 2007). In a study by Chandra and Watters
(2012), students in the treatment group utilized a teacher-created website to
supplement their in-class learning of chemistry while the control group did not use the
website (n=80). An assessment instrument showed the treatment group to have a
significant increase in chemistry knowledge from pretest to posttest while the control did
not. The online portion of blended learning allows students to learn content in their own
time, organize themselves for self-directed learning, and then reflect on the meaning of
their learning. Students reported that this positively enhanced their overall learning
experience when they were engaged and stimulated by the ideas and processes
included in the online module (Bliuc et al., 2007). However, Chandra & Sharma (2018)
identified three major challenges in deploying chemistry teaching online, these are
selecting a suitable learning resource for the target group, presenting essentially
demonstration experiments and difficulty in extraction students’ communication of their
learning, application and understanding of chemistry.

13
Chandra & Sharma (2018)
identified three major
challenges in deploying
chemistry
teaching online, these are
selecting a suitable learning
resource for the target group,
presenting
essentially demonstration
experiments and difficulty in
extraction students’
communication of
their learning, application and
understanding of chemistry.

14
Chandra & Sharma (2018)
identified three major
challenges in deploying
chemistry
teaching online, these are
selecting a suitable learning
resource for the target group,
presenting
essentially demonstration
experiments and difficulty in
extraction students’
communication of
their learning, application and
understanding of chemistry.

15
Chandra & Sharma (2018)
identified three major
challenges in deploying
chemistry
teaching online, these are
selecting a suitable learning
resource for the target group,
presenting
essentially demonstration
experiments and difficulty in
extraction students’
communication of
their learning, application and
understanding of chemistry.
On the other hand, if the outcome shows that modular learning is better improving
than online learning it will agree to the results of the studies conducted by researchers.
Student experiences provided with the self-learning modules can be considered higher

16
level. All students can follow directions. They really have an opportunity to develop and
use creative problem-solving skills, or to demonstrate a true understanding of the
various concepts being addressed (Paullias, 2003). A similar viewpoint stated that self-
learning modules allow for a wider scope in the study of technology. Jensen also felt
that “…if one views our system of technology as content, it is the methodology of
modular instruction that helps to model the aspects of management that we need to
include in our instruction of technology as content (Jensen, 2000).

Practical Implications
With a sudden move to modular and online teaching due to COVID-19 pandemic,
Chemistry became more challenging for both students and educators with the
emergence of new technological challenges and instructional strategies. The Chemistry
class at Cuartero National High school was shifted to modular and online distance
learning model in an attempt to mimic face-to-face teaching as well as maintaining
active learning. This communication highlights the instructor’s perspectives on the
challenges and insights gained for teaching Chemistry (lecture component) in the time
of COVID-19. Several research studies have showed the advantages and
disadvantages of having online learning and modular learning in Chemistry subject. It
can be inferred that there is no best learning modality to employ in learning Chemistry.
Both of these are important and by having both modular and online learning in the realm
of Chemistry can provide way for effective content delivery, active learning, and
increasing student’s engagement.
For more effective online learning, instructors must be directly involved in the
creation of online content and resources for their students. As teachers design and edit
the online layout they can also differentiate for learning styles and abilities by providing
a wide variety of learning tools. The online lessons must provide more than just reading
material for the students and teachers should be able to edit the content in accordance
with student needs.

To enhance both student learning and engagement, the design of self-learning

modules should especially capitalize on the use of simulations and games with instant

17
feedback. Interviews with students indicated those were the most effective components
of the online content and many research studies have shown online simulations to
encourage student learning. While teachers may not be able to design their own
simulations, many are already available online and could be added as links within the
course content.

IX. RECOMMENDATIONS

Based on the possible findings and conclusions drawn from the study, the following
recommendations were presented:
For the students. As the primary beneficial of this scientific inquiry, the students
are encouraged to develop positive attitude towards information and computer
technology that could help improve their intellectual capability and technical skills. They
should take advantage of the benefits that the new technology can offer to improve
academic performance. Students are also encouraged to be independent and
explorative, as learning is not confined in the four corners of the classroom or on the
pages of the textbooks.

For the teachers. Continuous improvement is the key to perfection. Teachers

should continually seek self-improvement by upgrading their knowledge on latest trends
in technologies that could aid them in providing effective teaching approach. Teachers
are encouraged to integrate the use of computer technology in the classroom so as to
improve the effectiveness of the teaching-learning process. It is strongly recommended
to use the enhanced (technology-based) discovery learning together with teacher-
directed instruction, to complement the strengths and weaknesses of each method.

For the administrators. Administrators is encouraged to keep abreast with latest

trends in education for them to provide opportunities to the teachers in enhancing their
skills and knowledge in teaching methodologies by providing or sending them to
seminars, trainings and workshops as regards latest trends in education. Administrators
should also consider upgrading school facilities that could accommodate these latest
technologies. Procurement of facilities such as computers, overhead projectors,
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television sets, tablets, internet connection, educational software and such is highly
recommended. Teachers training workshops and seminars may be held to train
teachers in how modules could be developed in their respective subject areas and they
can be offered special incentives for this purpose. Such measures can encourage and
promote the practices of the modular teaching approach.

For the policymaker and curriculum developers. Policymakers and curriculum

developers should formulate a policies and curriculum that would encourage the use of
technology in the classroom. This is to address the need of students and society in this
information age.

For the future researchers. Researchers are encouraged to undertake

researches of similar in nature to verify or disprove the findings of this study. Similar
study with longer treatment period is also encouraged.

X. PROPOSAL ACTION PLAN

19
 Strategies Activities Time Data to be Data analysis
frame collected

1. Use of
technology-based  Video August  Chemistry  To improve
communication/ documentati 2021 lessons students’
instruction in daily ons of onwards involving mastery in
laboratory laboratory chemistry,
distance learning (Once in
works/ works/ this
class in chemistry. a week) activities intervention
activities in
chemistry. will be
 Powerpoint implemented
 Use of files of The teacher
PowerPoint Chemistry will provide
presentation lessons the students
for chemistry from first with
classroom semester technology-
based
 Use of online  Result activities
games to sheet of which will
assess and online quiz increase
support from excel their mastery
learning. file and learning
on chemistry
concepts.

2. Application of  Teach  Activity  Provided

Cognitive Strategies cognitive sheets short,
in online distance strategies in and Flash simple, and
learning. small steps, cards sequential
explaining directions
when to use August one at a
and how to 2021 time.
use them. onwards  PowerPoint
presentation
and video  Used visual
clips cues and
 Guide
modeling to
student
reinforce oral
practice
directions
 Activity and
materials explanations.
and
 Provide

20
 instructional Evaluation  
scaffolding sheets
 Grouped
information
into chunks
 Provide
that reduced
procedural
potential
prompts
overload to
students.
 Self-monitor
and evaluate
the strategy
 Giving
used
students a
constructive
feedback on
 Include their work to
feedback improve their
sessions in performance.
online class.

3. Strengthen the  Identify Before  Result of Ensure that the

technological specific the start evaluatio use of
support for students needs of and n form technologies
in their use of students within during can only bring
learning especially the the minimal problem
technologies. those who school conduct to the teaching
live in rural year of survey and learning
and remote process.
areas

 Recruit a
full time
Learning
Technologi  Work
es reports
Developer made by
on every IT
school specialist
possible to

21
 support
academics
to use
currently
available
technology
and identify
new

The tutor can

4. Establish  Facilitate Once in Photos during consolidate
organization like and guide every the conduct of what students
Community students week home have learned in
Learning Facilitators through visitation the module and
(CLF) modular then ask them
lessons to complete
anything that
 Responsible has not been
community done.
stakeholder
may be
assigned to
do house
visitation

5. Enhancement of
Self-Learning  reduction  Self-  To ensure
Modules of learning the
activities modules in acquisition of
 take out Chemistry better self-
the Before study or
unnecess the start learning
ary and skills among
exercises within students.
 give each the Avoid
student school misconceptio
ample year n and
time to confusions

22
 complete and to
the promote
module positive
 provision attitude in
of learning
coloured Chemistry
printed using
modules modules.

XI. LIST OF REFERENCES

https://www.education.vic.gov.au/Documents/school/principals/governance/strategicpla
nningph.pdf
https://www.boisestate.edu/ctl-idea/teaching-with-tech/primer/using-a-modular-
approach-to-course-design/
https://edu.rsc.org/how-to-teach-practical-chemistry-remotely/4011361.article
https://blog.planbook.com/remote-chemistry-lesson-plans/
https://web.learningupgrade.com/2020/03/18/learning-upgrades-remote-learning-action-
plan/

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