Chapter 1

THE PROBLEM AND ITS RESEARCH DESIGN

INTRODUCTION

Rationale of the Study

Towards the end of 2019, last year, the world never expected to face

a kind of problem which somehow ended everyone’s way of living. There

was a sudden hit of not just simply a disease nor epidemic, but a pandemic

brought by a virus which was formerly named as 2019 Novel Corona Virus

(NCOV) but eventually named as Corona Virus Disease 2019 (COVID-19).

With this, a lot of people’s lives, whether of private individuals’ or public

civilians’, ended in just a blink of an eye. Although recently we were

already recovering, we cannot deny the fact that the world stops and our

normal lifestyle before changes. However, life must move on as most of us

say, and so as the educational system.

This school year of 2020-2021 creates conflict between those who

believe in continuity of education despite of the current situation and of

those who believe that for the meantime, it is better to have an academic

freeze. The former outweighs through the Department of Educations’

Order No. 018, s. 2020, authored by the secretary of education Leonor

Magtolis Briones. It issues the enclosed “Policy Guidelines for the

Provision of Learning Resources in the Implementation of the Basic

Education Learning Continuity Plan (BE-LCP)”. It also establishes the

guidelines on the release, utilization, and liquidation of support funds for

the printing and delivery of self-learning modules and other learning

resources. Because of it, the entire public institutions under the

Department of Education here in the Philippines are utilizing the Modular

Learning. The focus of this paper is on ensuring effectiveness of the

Modular Learning setting here in Manatad National High School, Sibonga

District. More specifically, this research aims to evaluate the level of

student engagement whether there is actually a transfer of learning despite

of this distance learning that we have. Moreover, the objective of this paper

is to identify the practices and challenges in teaching and learning process

in this kind of learning modality. Ten (10) teachers and five (5) students per

grade level from the Junior High and Senior High School of Manatad,

Sibonga, Cebu have been selected randomly to complete this quantitative

study’s survey questionnaire.

Theoretical Background

The concept of “module” is strictly linked to the idea of a flexible

language curriculum, which should provide all those concerned with

education (primarily learners and teachers, but also parents and

administrators, as well as society at large) with a framework to establish

clear and realistic language learning objectives (Dr. Kandarp Sejpal /

International Journal for Research in Education, 2013). Modularization of

courses involves the packaging of course content, either theory or

practical, into shorter, logically self-contained units which together cover

the content which would be covered by a conventional, longer course. To

its proponents this presents the ideal of being able to assess learning and

performance before moving onto a new topic or unit for which the initial

module is prerequisite knowledge. When failures occur in modular

courses, those who have failed will not be required to waste time covering

units which they have already passed, as happens with more traditional

courses. Instead they can concentrate upon those modules in which they

have not been able to demonstrate competence (Finch & Crunkilton,

1984).

The modular approach lends itself particularly well to short courses

and courses which have been developed for specific training purposes

such as to provide specific training in skills relating to specific occupations

or industries, for the most part being driven by local demand (Ainley,

1993). In such cases, the course content tends to be clearly defined and is

used to provide a specific service rather than to be part of long-term

training for broader professional development. That is to say, it tends to be

used to effectively ‘top up’ already existing skills and knowledge. Currently,
however, there is ample evidence that modular courses are being widely

used to develop skill and knowledge bases. With block-release and

students in distance education, modularization often has been used in the

recent past.

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”, and most

teachers, when faced with this innovation, wonder whether this is really a

new development, opening up new paths for learning and teaching.

Modular courses have been widely implemented as part of the

competency-based training agenda. However, there is emerging concern

that modular courses are not promoting effective learning although

pragmatic considerations indicate they will continue to be widely used

since there appear to be numerous advantages associated with their

employment. A major inherent weakness of modularization as a method of

content organization is it tends to fragment knowledge. The cognitive

psychology and skill learning literatures, largely ignored in the

development and implementation of competency-based training, indicate

principles, which if followed, will help to ensure effective learning from

modular courses (Cornford, 2007). Particularly salient are the needs to

ensure adequate practice and the integration of modules if effective

problem solving is a desired objective. Stressed are the need for the
teaching of ‘learning-to-learn’ strategies before modular courses are

commenced and the importance of assessment to integrate knowledge

gained from modules. Bruner’s spiral curriculum concept, it is argued, is

particularly useful in ensuring adequate practice and effective integration in

modular course design.

Much of the research into human learning from cognitive and skill

learning perspectives indicates that learning does not always or often

follow a strictly linear, rational logical analysis or proceed quickly. The

complexity of human learning, as for example, with retention and

forgetting, and the development of plateaux in skill learning, precludes

nice, neatly packaged solutions. Modular courses, because they tend to be

intensely concentrated particularly in terms of time and content, rarely

have enough time allocated to ensure adequate practice and feedback.

There is a multiple-indicators evaluation of innovative approach, using self-

paced learning modules accompanying computerized exercises as an

adjunct to teaching quantitative concepts and skills (Mak & Georges 2007).

Students prefer for learning from self-paced workbooks compared to

learning from textbooks. However, there is a need to assess the

implementation of the modularization with particular reference to the

instructional process (active learning and continuous assessment). The

teaching and learning process of modularization found to be predominately

teacher-centered (Dorothy Chen, 2019). Students were still found as an

outsider in the process of knowledge construction playing a recipient role.

It was also found that continuous assessment has continued to be

perceived and practiced as continuous testing in which students sat for

tests and quizzes frequently with no written and/or oral feedback. The

author frequently encounters teachers of modular courses who complain

about the number of students who have not securely learned skills from

previous modules which are essential prerequisites for success on the

current module. Adequate practice and feedback are elements absolutely

essential to ensure retention in long-term memory and refinement of initial

schemas to more sophisticated levels to assist in later problem-solving and

use with difficult skill applications.

There are practices and challenges in modular or block teaching. It

was found that modular or block teaching helps students to concentrate on

subject at a time but does not place emphasis on practical skills; this

means that the theory and the practice of the theory stay separate, which

does not make learning credible (Diale, 2019). Additionally, it was found

that due to limited time given, it was difficult to implement active learning.

Generally, instructors and students faced challenges in the practice of

modular or block teaching.

The physical and temporal separation of tutor and student, and

between students themselves, can lead to feelings of isolation (Croft,

Dalton & Grant, 2015). The lack of interaction and discussion between
students lessen the richness of the learning experience. Thus, it is being

recommended to provide service level agreements to clarify expectations;

designating ‘staging points’ to encourage and motivate; developing student

generated content as footprints ‘buried’ in the material; humanizing the

material; and introducing mechanisms to provide students with their peer’

thoughts or views on course material.

Student engagement is essential for learning - even the best teacher

cannot succeed without it (Willmont & Perkin, 2011). The present study

poses questions and generates possible solutions to how greater numbers

of students might engage more completely with their studies, while

recognizing that many students already do so to a very pleasing extent.

There appears to be a lack of consensus regarding definition of the term

student engagement in the academic literature and how different

organizations and individuals interpret it (Trowler, 2010). For the purposes

of this work student engagement is primarily seen as signifying students’

personal engagement with and/or participation in the learning process.

Information and communication technology (ICT) is an aid in

modular learning. ICT is used to provide students with practical experience

and to support an active and collaborative approach to learning (Kear,

Williams, Seaton & Einon, 2010). These include design and modelling

tools, computer-mediated communication, and use of the Web for

resource-based learning. In order to improve on methods for student

learning, technology is now being developed for use in both the classroom

and the distance education. Learning modules are more fine-grained

‘chunks’ of learning materials (Zahorian, Swart, Lakdawala, Leathrum &

Gonzales, 2010). By carefully designing these learning modules -

ensuring, for example, well-defined learning objectives, and a precedence

relationship with other modules, assessment measures, and structural

consistency among modules - the modules can easily be reorganized to

satisfy a variety of learning objectives. Once produced, a module can be

used in a synchronous environment to support student learning in a

traditional context, or be part of an asynchronous delivery system such as

the Web. The key advantage of this modular structure lies in its flexibility.

The investment made to produce the modules may now be recouped by

using the modules in both on-campus and distance learning degree and

non-degree learning activities, or by using the modules for performance

support. Other advantages include the ability to easily update information

in the curricula and the ability to use the best experts for a specific area.

A conceptual framework was developed that can serve as

foundation to design for learning transfer at modular level. The framework

is based on an adopted and adapted systematic model of transfer of

learning, existing learning theories, constructive alignment and the

elements of effective learning opportunities. The final conceptual

framework consists of two- principles: establishing a community of learning

and the primacy of the learning outcome (Coetzee & Heyns, 2013). The

four steps entail the following: (1) activation of existing knowledge; (2)

engaging with new information; (3) demonstrating competence; and (4)

application in the real world. It is envisaged that by applying the

framework, educators will design for transfer of learning resulting in quality

of care and optimal patient outcomes.

Figure 1. Theoretical Framework of the Study (Donovan & Darcy, 2011)

The unifying aim of all educators is to enable students to render

quality works or outputs and to apply what they have learned in the

classroom and simulation to real-world situations (Lauder, Sharkey, &

Booth, 2004). This process of application in the real world is known as

“transfer of learning” or “theory-practice integration”. Holton, Bates,

Bookter and Yamkovenko (2007) state that transfer of learning is the

degree to which students apply to their jobs the knowledge, skills,

behaviors, and attitudes they have gained in training. Transfer of learning

is demonstrated by a competent student. Goudreau et al. (2009)

summarize competency as follows “… thus allows one to deal with

different situations by drawing on concepts, knowledge, information,

procedures, and methods. It incorporates many elements, mobilizes

knowledge, and strategically marshals capabilities in accordance with the

specific nature of the situation” (p.3). Facilitation of problem solving,

reflection, decision making, critical reasoning and relevant other skills is

necessary to give students the opportunities to become competent

(Jerlock, Falk, & Severinsson, 2003). However, transfer of learning does

not always occur. Many organizations have found that about 10% to 20%

of training is ever applied in the real world (Ford, 2009; Kirwan & Birchall,

2006). Failure to transfer learning occurs for several reasons and these

may be grouped as factors within the student, design of the learning

sessions, and organizational climate or workplace environment. The

relationship of these factors is illustrated in Figure 1. Student

characteristics, educational design, and workplace culture influence

students’ motivation to learn and to transfer learning and, in this way,

performance of the given tasks.

 THE PROBLEM

Statement of the Problem

This research aims to ensure effectiveness of the Modular Learning

setting and evaluate the level of student engagement whether there is

actually a transfer of learning despite of this modular (print) distance

learning in Manatad National High School, Sibonga District.

Specifically, the researcher seeks to answers the following questions:

1. What is the profile of the selected teachers from Manatad National

High School, Sibonga District utilizing the modular (print) distance

learning in their teaching perspective in terms of: gender, marital

status, distance of home to school and stability of internet connection

1.1 Gender,

1.2 Marital Status,

1.3 Distance from Home to School, and

1.4 Stability of Internet Connection?

2. What is the profile of the selected students from different grade levels

in Manatad National High School, Sibonga District undergoing the

modular (print) distance learning in terms of: age, gender, size of the

family where they belong, living with parents or guardians, distance of

home to school, availability of gadgets and stability of internet

connection
 2.1. Age,

2.2. Gender,

2.3. Size of the family,

2.4. Living with Parents or Guardians,

2.5. Distance from Home to School,

2.6. Availability of Gadgets, and

2.7. Stability of Internet Connection?

3. Based on findings of the study, what action plan could be proposed?

Null Hypothesis

Ho: There are no significant relationship between the profiles of the teachers as

to their teaching process using modular (print) distance learning; and that there

are also no significant relationship between the profiles of the students as to their

engagement on their modular (print) distance learning and the visibility that there

is really a transfer of learning to them.

Significance of the Study

The result of this study will provide valuable information and are very

beneficial to the following:

Students – The outcome of this study will give them a clearer view as to

how they are going to manage their time in dealing with their modules.

Teachers – This will serve as their basis for knowing the concerns of their

students undergoing this modular (print) distance learning. This will help them to

find ways on how to lighten up the struggles of their students. At the same time,
this will also help the teachers who are also parents in their respective homes, on

how to come up a ‘time table’ or ‘to do lists’ in order to avoid compromising our

two both important roles.

Students’ Parents – The result of this study will serve as an eye opener

for them as to how they are going to motivate their children in this time of

pandemic and for them to realize also that this is not a turning over or passing of

obligations of the teachers to them, but rather, everyone must work hand in hand

to cope up with this kind of setting in our educational system.

Curriculum/Educational Planners – It shall support the New Normal

method of teaching for the whole school year in terms of achieving the required

or needed competencies for the specific time period. It shall also be a

collaborative effort for all teachers to contribute for the betterment of the school

and their students.

School/Administrators – It shall serve as a factor for the quality of

instruction at this time of COVID 19 pandemic to assist students continue to

apprehend school teaching- learning activities.

Researcher - The findings of the study will serve as guide for the

continuing quest of Modular Learning in teaching learning process.

Other Researchers – The result of this study may serve as a guide to the

researchers who may have a similar topic.

RESEARCH METHODOLOGY
 This part dealt on the research methodology, flow of the study,

environment, respondents, instruments, procedures, the data scoring and

definition of terms.

Methods Used

This study utilizes the descriptive method of research which utilized

questionnaires in gathering data. This method focused on the current condition of

subject on this study. A questionnaire will be used to collect evidence from

teachers in both Junior High and Senior High School on the factors affecting their

effectivity on teaching; and from the selected students from Grades 7 to 12 in

Manatad National High School on the factors affecting their learning or their

engagement on modular (print) distance learning.

Section I: Respondents’ Demographic Background. In the first part, for

teacher respondents: gender, marital status, distance from home to school, and

stability of internet connection; for student respondents: age, gender, size of the

family, living with parents or guardians, distance from home to school, availability

of gadgets, and stability of internet connection of the said respondents will be

studied. These questions will looked at in order to ascertain the socio-

demographic level of the respondents in the research.

Section II: Factors Affecting Teachers’ Effectivity on Teaching and

Students’ Engagement. In the second part, the respondents will be asked to

check the reasons behind their struggles on this modular (print) distance

learning.
 Section III: Action Plans To Be Initiated. This section entails the action

plans that we can initiate in order to address the different concerns with regard to

modular (print) distance learning.

The data obtained will be collected from the respondents themselves and

the relevancy of data are reliable as the researcher herself engaged in the

collection of data.

Flow of the Study

The study will be based on Input-Process-Output technique to arrive at the

expected result of the study. The input contains the profile of the teachers like

gender, marital status, distance from home to school, and stability of internet

connection; and also the profile of the selected students like age, gender, size of

the family, living with parents or guardians, distance from home to school,

availability of gadgets, and stability of internet connection as shown in Figure 1.

There was an interview of the teachers, especially the principal down to

the different advisers. Then, the distribution of questionnaires to the selected

students and teachers, collection of the questionnaires, tabulation of the

gathered data, interpretation and analysis of data or statistical treatment using

simple percentage and ranking using the weighted mean, in order to categorize

the common factors affecting the effectivity on teaching and students’

engagement.

Research Procedures
 The research procedure was done according to the following schemes:

preliminary preparation, interviews, distribution of questionnaires, gathering of

data and scoring of the test results.

INPUTS
1. Profile of the PROCESS
Respondents:
(Teachers)
 Gender,
OUTPUT
 Marital Status,
 Distance from
Home to
School,
 Stability of 1. Formulation
Internet of
Connection Questionnaire

(Students) 2. Gathering of
Data A
 Age,
 Gender, C
 Size of the  Classified
T
Family,
 Living with  Tabulated I
Parents or O
Guardians,  Computed
 Distance from N
Home to  Interpreted
School,
 Availability of  Applied
Gadgets, Using the: P
 Stability of L
-Simple
Internet
Percentage A
Connection
-Average
2. Factors affecting Mean N
Teachers’ S
effectivity on
Teaching and
Student’
Engagement
 Figure 2

Flow of the Study

Research Environment

The study will be conducted in Manatad National High School, Manatad,

Sibonga, Cebu among the 10 teachers from both Junior High and Senior High

School, ang selected 30 students from Grades 7 to 12 (five students per grade

level).

(Insert map)
 Figure 3

The Research Locale

Respondents

The respondents of the study composed of teachers and students of

Manatad National High School, Sibonga District. The percentage distribution of

respondents are reflected in Tables 1 and 2.

Table 1

The Percentage Distribution of the Teacher Respondents (n=10)

Teachers Frequency Percentage

Male
Female
Total 10 100

Table 2

The Percentage Distribution of the Student Respondents (n=30)

Students Frequency Percentage

Male
Female
Total 30 100

Data Gathering Procedure

 Preliminary Preparation. A letter was given to the Principal of Manatad

National High School asking permission to conduct a study and a personal

appearance of the researcher to discuss the rationale of the study as well as the

arrangement of the schedule for the distribution and the retrieval of the

questionnaires.

Distribution of Questionnaires. With the approval communication and the

agreement of schedules, the teacher and student respondents were asked

regarding their vacancies for the pursuance of answering questionnaires. Then

the researchers explained the main objectives of the study and the process of

accomplishing the questionnaires. They were all given enough time to

accomplish the questionnaires.

Retrieval of the Questionnaires. Upon the accomplishment of the

questionnaires, the researcher collected them. Then the data were subjected for

statistical treatment, tabulation, analysis and interpretation. There were also a

formal interview to enhance the validity and strength of the gathered information.

DEFINITION OF TERMS

To provide a deep and clear understanding, the following terminologies

used in the study were hereby operationally defined:

Module is a unit of work in a course of instruction that is virtually self-

contained and a method of teaching that is based on the building up skills and

knowledge in discrete units.

 Conceptual frameworks can be abstract, broad or skeletal in order to

provide tapered information on a specific theme.

Learning is an active process according to which learners construct their

own knowledge.

Learning Activities are presentation, demonstration, drill, simulation,

discovery problem solving etc. may be useful. A wide variety of learning activities

increase student interest and cater student needs.

Transfer of learning is demonstrated by a competent student. It is

applying the learnings to the real-world scenario.

Student Engagement is primarily seen as signifying students’

personal engagement with and/or participation in the learning process.

References

DO 18, s. 2020 – Policy Guidelines for the Provision of Learning Resources in

the Implementation of the Basic Education Learning Continuity Plan

Ian R. Cornford, School of Adult Education, University of Technology, Sydney,

P.O. Box 123, Broadway, New South Wales 2007, Australia.

Dr. Kandarp Sejpal / International Journal for Research in Education Vol. 2,

Issue: 2, February 2013 (IJRE) ISSN: 2320-091X

Yvonne Botma, School of Nursing (99), P.O. Box 339, University of the Free

State, Bloemfontein, South Africa, 9300. botmay@ufs.ac.za

https://doi.org/10.1080/13636829700200014

https://doi.org/10.11120/ened.2011.06020057