A comparative study on Modular learning and Online Learning as Learning Modalities in

the Implementation of Distance Learning among SHS Chemistry Students

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 topics are generally related to or based on the matter, chemistry seems to be
a 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.
It is in this premise that this action research is conducted to determine whether the
use of modular learning as learning modality is better improving the performance of
students in learning Chemistry than the online learning. The participants of the study
were the 75 STEM students of Filamer Christian University 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.
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

students in the control group?

5. Is there a significant difference between the pretest and posttest performance of

students in Chemistry in the experimental group?

6. Is there a significant difference the posttest performance of students in Chemistry

both in the experimental and control group?

7. Which among learning modalities, Modular Learning and Online learning, have

highest improvement in terms of the students’ performance in Chemistry?

III. LITERATURE REVIEW

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.
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).
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
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
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, Brown
and Liedholm (2002) 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.

IV. METHODS
A.) RESEARCH DESIGN
This research was conducted to determine whether the use of Modular Learning
as learning modality is better improving the performance of students in learning
Chemistry subject than the online learning. The participants of the study were the 75
Grade 12 STEM students of Filamer Christian University 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.
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 Culasi National High School for the school year 2019 – 2020. The 75
participants was divided into two groups – the control and experimental group. The
experimental group were consists of 42 students while the other 33 students were in the
control group. Both groups were consists of heterogeneous set of students. There was
no randomization of participants. However, a representative of the sections Pascal and
Galileo 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

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 Physics

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 Culasi 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.
The selected students will be divided into two: experimental group (with
intervention) and control group (without intervention). The experimental 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 self- learning modules.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.
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.
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

VIII. Implications

Theoretical Implications
The possible outcome of the research was found in agreement with the results of the
studies conducted by several researchers cited in this section. Sylvia Charp (1994) noted in her
study that with greater autonomy, student characteristics such as active listening and the ability
to work independently in the absence of a live instructor become crucial for success. David
Godfrey (personal communication, June 17, 1994) found that at most 80 percent of his former
students at the University of Victoria may possess such characteristics. As a result, frequent,
supportive teacher-student interaction and student-student networking take on increased
importance for the remaining 20 percent, as well as facilitating the learning process for all
students involved in the program.
Bernt and Bugbee’s study (as cited in Schlosser & Anderson, 1994), examined two types
of study strategies used by distance students: Primary, cognitive strategies, such as active
listening, and secondary, affective strategies, such as ability to work independently of the
instructor. As expected, the researchers found that students who passed their courses differed
significantly in primary strategies from those who failed: In testwiseness, concentration, and time
management skills. In contrast to Charp, they found little difference among them in secondary
strategies: Active learning, diligence, and positive attitude.
 Like Charp and Godfrey, Porter (1994) found that teacher mediation increases the
completion rate for distance education courses. Neither can we assume that all students have
sharpened their primary study skills to the same extent, nor that a positive attitude will make the
difference between success and failure. Students need support and direction to enable them to
make the transition from traditional classroom environments to self-directed learning—
particularly tools to help them monitor their progress and obtain timely feedback on their
activities.
Porter‘s (1994) NDDL study incorporated insights from the site facilitators concerning
their students’ experiences in adapting to distance education. Students need guidance in putting
information together, and completing and submitting assignments. They also need tools to help
them monitor their progress and obtain timely feedback on their activities. Therefore, it is
essential that students get the right facilitation from teachers in their lessons most especially
when it requires laboratory and outdoor work. Thus, online learning brings a wider perspective
for students with difficulty studying and understanding concepts in different subject areas.

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. Synchronous teaching method was found to be effective
for content delivery, active learning, and increasing student’s engagement. Synchronous class
attendance was monitored and compared with typical face-to-face class attendance. Synchronous
problem-solving exercises had a positive effect on student’s attendance rate and learning.

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, television sets, tablets, internet connection, educational
software and such is highly recommended.

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

Strategies Activities Time Data to be Data analysis

frame collected

1. Use of technology-
based communication/   Chemistry  To improve
Video
instruction in daily August lessons students’
documentatio
distance learning class 2021 involving mastery in
ns of laboratory chemistry, this
in chemistry. laboratory onwards work/
work/ intervention will
activity be implemented.
activities in
chemistry The teacher will
provide the
students with
 Chemistry technology-
 PowerPoint based activities
lessons
presentations which will
from first
of chemistry increase their
semester
lessons from mastery and
first semester learning on
chemistry
concepts.
 Teach  
cognitive  Provided short,
2. Application of strategies in  Activity simple, and
Cognitive Strategies in small steps, sheets sequential
online distance explaining and Flash directions one
learning. when to use cards at a time.
and how to
use them. August
2021  Used visual
onwards  PowerPoint cues and
presenta- modeling to
 Guide
tions and reinforce oral
student
video clips directions and
practice
explanations.
 
 Activity  Grouped
 Provide
materials information into
instructional
and chunks that
scaffolding
Evaluation reduced
sheets potential
overload to
 Provie
 procedural students.
prompts

 Self-monitor  Giving
and evaluate students a
the strategy constructive
used
feedback on their
work to improve
 Include their performance.
feedback
sessions in
online class.