Perceptions of HUMSS 12 Students Toward the New Learning Modalities

of Agusan del Sur College, Inc.

A Research Study as Final Requirement of the Course

Inquiries, Investigations, and Immersion (3I’s)

Presented by:
Algopera, Clyde Joseph Q.

Andres, John louie J.

Balsa, Shenel Mae S.
Bucani, Jerico A.

Carido, Micheal John C.

Catigan, Diana Bella G.
Enad, Darlyn P.

Gadiano,Jimarie O.
Garzon, Russel T.
Juntilla, Jecah Jane G.

Llanos, Angel P.
Mamogay, Nicole
Marcellones, Angeline M.

Molo, Me Anne B.
Nadera, Alberto M.
Talisic, Aljie C.

Tormis, Remalyn V.

March 2021
Perceptions of HUMSS 12 Students Toward the New Learning Modalities

CHAPTER 1

PROBLEM AND ITS BACKGROUND

1.1 Introduction

Amidst the current situation of the society due to the existence of the pandemic

brought by Corona Virus Disease 2019 (COVID-19), education is extremely affected not

only in the Philippines but all the countries over the world. The closure of schools around

the globe reached over 150 countries affecting the education of nearly one billion children

(Sahu, 2020). This has created an unprecedented crisis in the education sector for students

as well as educators about continuing educational services, conducting assessments, and

providing to the needs of special education and vocational rehabilitation.

Moreover, Alea et.al on 2020 pointed out that the outbreak of the said pandemic

has caused huge trepidation in terms of education. However, despite its devastating effects,

education should remain. As Department of Education (DepEd) Secretary Leonor Magtolis

Briones has said “Learning will continue.” This is the reason why there is a sudden shift in

the education system in the implementation of new learning modalities. These new

different modalities in learning can continually deliver quality education to every learner.

The Department of Education introduced three learning modalities that shall be

delivered in “new normal.” These are Distance learning, Blended learning, and

Homeschooling respectively. To define each, distance learning is the education of students

who may not always be physically present at school. It has three forms, the modular

distance learning, online distance learning, and the Television and Radio-Based Instruction

(TVBI and RBI).

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Perceptions of HUMSS 12 Students Toward the New Learning Modalities

According to KeleŞ and Özel (2016), Distance Modular Learning Modality is a

form of education in which students and teachers need not meet in a physical classroom

for lessons, rather, printed or written modules are disseminated and/or teleconferences are

being conducted to bridge physical. Song et al. (2004) also claimed that the capability of

distance education depends on students’ experience with online learning, a view shared by

DiSlavio (2008), who argued that users’ perceptions of online courses would shape the

future of distance education. The second form is online distance learning. Online Distance

learning allows learners to interact with learning materials, with or without the physical

presence of peers and the instructor associated only with the web (Al-Qahtani & Higginst,

2013). The third form is Television and Radio-Based Instruction, which refers to the use

of television or radio programs on channels or stations dedicated to providing learning

content to learners as a form of distance education.

On the other hand, blended learning modality allowed students to communicate

with their peers and lecturers while in their online or offline modes (Allen & Seaman,

2003). This is commonly tagged as “hybrid learning” since this is effective at serving

varied student bodies. Osgathorpe and Graham (2013) defined blended learning approach

as the combination of face-to-face (f2f) with distance delivery systems so that the benefits

of face-to-face and online methods can be maximized.

Lastly, is the homeschooling modality. This states to the education of children take

place at different places other than school. It is classed by a parent, tutor, or online teacher

or provides learners access to formal education not in school. This kind of modality is

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Perceptions of HUMSS 12 Students Toward the New Learning Modalities

effective if the learner has an available tutor or parent who is qualified and always available

to facilitate the learning of the child.

All of the above mentioned new modalities are called by the DepEd as Basic

Education Learning Continuity Plan (BE-LCP) under DepEd Order No. 012, s. 2020 to

address the challenges in the basic education for the school year 2020-2021. The BE-LCP

is consistent with the mandate of Section 1, Article XIV of the 1987 Constitution for the

state to ensure and advance the privilege, everything being equal, to quality instruction at

all levels, and to find a way to make such schooling available to

all.

Rendering to Llego (2020), in his article entitled “DepEd Learning Delivery

Modalities for School Year 2020-2021,” presented that there are four learning delivery

modalities that the Department of Education has been considered. These include traditional

Face to face, modular learning, online learning and, homeschooling. Face to face learning

is not a good choice of learning modality as recommended by the Inter-Agency Task Force

(IATF), hereafter, most of the remote areas where schools are located determined to have

modular distance learning as their modality. Hernando and Malipot (2021) reported that

most students prefer to use the “modular” distance learning option among all the alternative

learning modalities offered by the DepEd this upcoming school year because it’s the most

convenient way of learning.

Nevertheless, online learning and blended learning are also ideal for students.

Online learning modality has been the fastest growing division in higher education, but in

the delivery of basic education, classroom-based instruction has them a traditional way of

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Perceptions of HUMSS 12 Students Toward the New Learning Modalities

learning (Carol and Burke, 2010). Blended learning as described by Dzuiban, Hartman &

Moskal (2004) as a method that has proved to be not only effective in terms of learning

outcomes, but ranks high in ratings of satisfaction with students as well as the instructors.

Sharpe R. (2006) explored that the students make regular and frequent use of electronic

resources with few reported problems to access, and particularly they value flexible access

both from home and campus.

The researchers are doing this to investigate the perceptions of Humanities and

Social Sciences (HUMSS) students toward the new learning modalities of Agusan del Sur

College, Inc. (ADSCO). This will enable them to recognize and examine the different

insights of each student as to the new learning modalities implemented by the Department

of Education. With the foregoing claims, the researchers are eager to assess the perceptions

of HUMSS 12 students toward the new learning modalities of ADSCO.

1.2 Theoretical and Conceptual Framework

This study is anchored on the Self-Regulation Theory (SRT) since the goal of this

study is to investigate the perceptions of HUMSS 12 Students towards the new learning

modalities by regulating their thoughts, behaviors, and feelings. Specifically, the

researchers examined whether the learners’ self-regulation correlates to their learning

outputs in various modalities.

According to Jansen et al., 2017, Self-Regulation Theory involves controlling one's

behavior, emotions, and thoughts in pursuit of long-term goals. More precisely, emotional

self-regulation refers to the ability to manage disruptive emotions and impulses (Jansen et

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Perceptions of HUMSS 12 Students Toward the New Learning Modalities

al., 2017). The leading expert psychologist who specialized in this theory is Roy

Baumeister. Further, SRT indicates that behavior is determined by one’s standards of good

performance, motivation to meet these standards, degree of conscious awareness of the

circumstances, and extent of one’s willpower in repelling temptations to attain total

regulation of oneself.

There are several known components of SRT coming from different scholars.

However, to capture these diverse components of self-regulation in the context of online

leaning, it is rational to adopt the contextualized components from the study of Jansen et

al. (2017). Through their research findings, a new set of SRT components emerged from

the four other models of SRT through the use of Exploratory Factor Analysis (EFA) and

Confirmatory Factor Analysis (CFA). Their version of self-regulation components

common to other SRT models are Metacognition, Time Management, Environmental

Structuring, Help Seeking, and Persistence.

. To capture diverse components of self-regulation in the context of online leaning,

it is rational to adopt the contextualized components from the study of Jansen et al. (2017)

In the context of online learning, the Self-Regulation Theory is supported by the study of

Adeyinka and Mutula (2010) who authored the Content Management System Success

Model which illustrates that the Learning Management System (LMS) of students is

capable of improving the teaching-learning process if the technical infrastructure is

available to the users of technology. Further, the learning management system has the

potential to support the Self-Regulated Learning (SRL) if it meets the learning

requirements and provides motivation. Likewise, Pollard et al. (2010) suggested that

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Perceptions of HUMSS 12 Students Toward the New Learning Modalities

contemporary approaches to systems development, including LMS, are extending focus by

adopting a service-oriented view. Furthermore, they claimed that the Strategic E-learning

Model, particularly online learning technologies, have four elements which differ from

traditional (face-to-face) environments, namely flexibility of time and space; indirect social

interactions; abundance of information; and dynamic learning interfaces. With these E-

learning models, SRL can be enhanced when instructional strategies are integrated in the

use of the technology by boosting the learners’ comprehension of the tasks, developing a

plan and selecting strategies to complete the tasks, and evaluating the effectiveness of that

plan with instructional strategies.

The research paradigm is as shown in Figure 1.2. The researchers will determine

the respondents. The chosen students will answer the given research questionnaires through

the use of online platform. Inside the research questionnaires are the following: the

observations of students towards the new learning modalities and the effects and benefits

of the said learning modalities. As an output, the researchers will find out the perceptions

of students to the new learning modalities.

Determining the Respondents

Giving of Research Questionnaires via Online

Observations on the New Effects and benefits of New

Learning Modalities Learning Modalities

Perceptions of students to the New

Learning Modalities.

Figure 1.2 Paradigm of the Study 7

Perceptions of HUMSS 12 Students Toward the New Learning Modalities

1.3 Statement of the Problem

This study aims to explore the insights of HUMSS 12 Students toward the new

learning modalities of ADSCO.

Specifically, it determined the following:

1. The respondents’ demographic factors

a. Age, and

b. Gender

2. The perceptions of the respondents to the new learning modalities

1.4 Significance of the Study

The study focuses on the perceptions of HUMSS 12 Students toward the new

learning modalities of ADSCO. Furthermore, the result of this study will be beneficial to

the following:

Future Researchers. The result of the study would serve as reference material for

the future researchers who will be conducting research related to the perceptions of students

towards the new learning modalities.

Institution. The result of the study would help the institution to know the

perceptions of students towards the new learning modalities they provided amid COVID-

19 Pandemic.

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Perceptions of HUMSS 12 Students Toward the New Learning Modalities

Students. The findings of the study would be able to know the effects of common

stressors to students. This study will help them to determine and evaluate the effects of

various learning modalities and what modality will suit to them.

Teachers. The result of the study would help the teachers on making an effective

method to help students acquire the same learning even in different learning modalities.

This would also assist them in planning and designing their activities in different learning

modalities they distribute to students.

1.5 Scope and Delimitation

The study will be conducted in the institution of Agusan del Sur College, Inc.

(ADSCO) for the school year 2020-2021. The school is located at P-24 Narra Avenue,

Poblacion, Bayugan City, Agusan del Sur. It is limited to the students who are senior high

school specifically to grade 12 who are studying in the campus. The respondents of the

study are composed of students from selected Humanities and Social Sciences (HUMSS).

The main focus of this research is to find the perceptions of HUMSS 12 Students

toward the new learning modalities of ADSCO. Data are gathered through research

questionnaires to be answered by the participants via online.

Respondents may not be able to answer some of the questions due to personal

reasons which may affect the results of the research and may compromise the interpretation

of the results.

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Perceptions of HUMSS 12 Students Toward the New Learning Modalities

1.6 Definition of Terms

The researchers seek at all variables and aspects related to the perceptions of

HUMSS 12 Students of ADSCO towards the new learning modalities. For clearer

understanding of the terms used in the study, the following are defined operationally:

Blended Learning. It refers to a learning delivery that combine face-to-face with

any or a mix of online distance learning, modular distance learning, and TV/Radio-Based

Instruction.

Distance Learning Modality. It alludes to a learning modality where learning

happens between the educator and the students who are geologically distant from one

another during instruction.

Face-to-face Learning Modality. It is a learning delivery modality that requires

physical appearance of a teacher and learners wherein they ca interact with each other in

the same place.

Homeschooling Modality. It aims to provide learners with quality education that

is helped by qualified parents, guardians, or tutors who have undergone relevant training

in a home-based environment.

Modular Learning Modality. It involves individualized instruction that allows

learners to use learning materials in print or digital format or electronic copy.

New Learning Modalities. It refers to the methods as to how learnings shall be

delivered in to students in the new normal.

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Perceptions of HUMSS 12 Students Toward the New Learning Modalities

New Normal. It is the sudden shift of the learning methods of student’s education

due to the COVID-19 pandemic.

Online Learning Modality. It refers to a learning modality where the teacher

facilitates learning and engages learners’ active participation using various technologies

connected to the internet while they are geographically remote from each other.

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Perceptions of HUMSS 12 Students Toward the New Learning Modalities

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A distance learning education experiences and perceptions towards institutional readiness

Aland challenges. International Journal of Learning, Teaching and Educational Research,

Al19(6), 127-144. https://doi.org/10.26803/ijlter.19.6.8

Allen, E., & Seaman, J. (2003). Sizing the opportunity: The quality and extent of online

Aleducation in the United States, 2002 and 2003. Retrieved from http://www.sloan-

Alc.org/resorces/sizing_opportunity.pdf

Al-Qahtani, A. A. Y. & Higginst, S. E. (2013). Effects of traditional, blended and elearning

Alon students’ achievement in higher education. Journal of Computer Assisted Learning,

Al29: 220-234.

DiSlavio, P. (2008). Aligning faculty incentives with shifting modes of delivery. Academic

DiLeader Magna Online Seminar.

Dziuban, Charles D., Hartman, Joel L., &Moskal Patsy D. Educause Centre for Applied

DzResearch. (Volume 2004 Issue 7, pp.3)

Jansen, R. S., van Leeuwen, A., Janssen, J., Kester, L., & Kalz, M. (2017). Validation of

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JaEducation, 29(1), 6–27. https://doi.org/10.1007/s12528-016-9125-x

Osgathorpe, R.E.& Graham, C.R. (2013). Blended learning environment: Definitions and

Osdirections. The Quarterly Review of Distance Education, 4(3), 227-223.

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Perceptions of HUMSS 12 Students Toward the New Learning Modalities

Sahu, P. (2020). Closure of universities due to Coronavirus Disease 2019 (COVID-19):

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Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning:

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