Leon National High School

Leon National High School
SENIOR HIGH SCHOOL

F. Cabarles St., Leon, Iloilo
SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMICS STUDENTS
EVALUATION OF EFFECTIVENESS OF MODULES IN THE SPECIALIZED
SUBJECTS
A Senior High School Thesis
Presented to the Faculty of
Leon National High School – Senior High School
F. Cabarles, St., Leon, Iloilo
In Partial Fulfillment
of the Requirements for the Subject
Research Capstone
Science, Technology, Engineering and Mathematics Strand
by
Deza, Francine Melea
Cabilitasan, Karl Jay
Canonicato, Erickson
July 2021
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Approval Sheet
In Partial Fulfillment
of the Requirements for the Subject
Research Capstone
Science, Technology, Engineering, and Mathematics Strand
by
Deza, Francine Melea
Cabilitasan, Karl Jay
Canonicato, Erickson
Approved:
PAUL ANBEN C. CAELIAN, Adviser
PAUL ANBEN C. CAELIAN, Subject Group Head (STEM)
JOSE ROLANDO RAFAEL C. CABANIG, Ph.D.
School Principal II
July 2021
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Acknowledgement
The researchers would like to extend their profound and genuine gratitude to the
following persons who have shared their knowledge, assistance, time and resources for
the completion of the study:
The researchers’ parents, Mr. and Mrs. Felix D. Deza, Mr. and Mrs. Jose Eric B.
Canonicato, Mr. and Mrs. Michael C. Cabilitasan , and Mr. Joshua C. Montefrio, for acting
as our adviser and sharing his time, intelligent advises, suggestions, recommendations,
and keeping us on the right track until the study is completed;
Ms. Zerah Lee A. Celino and her research team, for allowing us to use their
research study as our guide and their research questionnaire;
And above all, to the all-powerful God almighty, who gave us wisdom, strength
and perseverance to complete the study.
The Researchers
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Modular Distance Learning Outcomes: Assessment of Delivery and the Academic
Performance of Science, Technology, Engineering and Mathematics Students
in the Specialized Subjects
Chapter 1
Introduction
This introductory chapter presents the background of the study, statement of the
problem, hypothesis, significance of the study, conceptual framework, scope and
limitation and definition of terms.
Part One, Background of the Study, gives the overview or rationale of the
research problem.
Part Two, Statement of the Problem, mentions the general and specific problems.
Part Three, Hypothesis, wherein stated the main idea of the study.
Part Four, Significance of the Study, gives the importance of the results of the
study to different persons, organizations and institutions that directly or indirectly will
benefit from it.
Part Five, Conceptual Framework, explains the following concepts and illustrates
some of the different approaches to research and the relationship between the major parts
of the research.
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Part Six, Scope and Limitation of the Study, cites the coverage and limitations of
the study.
Part Seven, Definition of Terms, discusses the terms used in the study, which are
defined conceptually and operationally.
Background of the Study

From the time of the outbreak of the coronavirus disease 2019 (COVID 19),
people have been impacted in one way or the other. Countrywide lockdowns have
strongly impacted the lives of people of all occupations and all ages. It has a big impact
to the global economic and also to the capability of people to do outside their home such
as to observe so many health protocols including social distancing.
The flare-up has also affected the education system across the world and has
altered the lives of 1,576,021,818 learners in 188 countries (UNESCO, 2020). The
COVID-19 pandemic has become a global health issue and has had a major impact on
education and it is impossible for having face-to-face classes. After that the virus spreads
throughout the country and the Department of Education (DepEd) shutdown all schools
effectively in March 13, 2020. Division of Iloilo responded about this cancellation of
classes in all schools in all levels both public and private schools to ensure the safety of
the students and the whole community. Wherein it follows effectively in the approval of
President Rodrigo Roa Duterte which is the suspension of classes from March 11-
14,2020 and directed the Department of Interior and Local Government (DILG), the
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Philippine National Police (PNP), and the Barangays to serve as truancy officers to keep
students at home and away from crowded places. Because of this pandemic the face-to-
face classes has been postponed this school year 2020-2021 and it is pursued by the
modular, online and blended classes to continue amidst of the circulating issues about
Covid-19.
Many has changed in terms of the methods that are used in order to continue the
educational program. Covid-19 has occupied the minds and thoughts of the people
nowadays. The secretary of the DepEd Leonor Briones passes the memorandum that
every school needs to continue the classes in modular, online, or in blended learning. It
has been recognized by the national government under Article XIV, Section 2 of the 1987
Philippine Constitution, that “the state shall establish and maintain a system of free public
education in the elementary and high school levels. Without limiting the natural right of
parents to their children…” and that “the state shall encourage non-formal, informal, and
indigenous learning systems, as well as self-learning, independent, and out-of-school
study programs…” (Malaya, 2020).
Consequently, half way through the second semester of the pandemic year 2019-
2020, learning methods were delivered through distance learning (Amir et al.,2020).
Leon National High School Senior High School continue to practice the classes in
modular distance learning. Modular learning is a form of distance learning that uses self-
learning modules as a medium for learning.

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This method is created to meet the concerns of the parents and also the teachers to
ensure the safety of every learners and experience comfort studying at home. In line with
this most of the modules are adopted by the teachers from the existing teachers guide in
different schools or it is teachers-made modules that are being distributed for every
student because there is no modules that is being provided by the Division of Iloilo. In
Leon National High School, there is a situation wherein modules are lacked or
insufficient.
The researchers conducted this study to find out the evaluation in self-learning
modules in specialized subjects of STEM (Science, Technology, Engineering and
Mathematics) students.
Statement of the problem
This study will be conducted to find out the evaluation in self-learning modules in
specialized subjects of STEM (Science, Technology, Engineering and Mathematics)
students.
Specifically, this study sought to answer the following questions:
1. What are the modular learning outcomes by its assessment of delivery and the
academic performance of STEM students in specialized subjects when taken as an
entire group?
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2. How does assessment of delivery in modular modality affects the academic
performance of Science, Technology, Engineering and Mathematics (STEM)
Students in the Specialized Subjects.
3. Is there any significant difference in the modular learning outcomes by its
assessment of delivery and academic performance of STEM students in specialized
subject?
Significance of the Study

The main rationale of this study is to widen the perspective of people about the
modular distance learning outcomes: assessment of delivery and the academic
performance of STEM students in specialized subjects.
Thus, helping them improve and understand more with the help of this study, it
may be beneficial to the following:
Students. These study will benefit them as they are the main focus of this study.
They might get insights from the findings about their knowledge and assessment of
modular distance learning materials, also be able to improve their short comings and
struggles about understanding their lessons and know the satisfaction of their academic
performance in specialized subjects.
Parents. This study will benefit them as they may help to improve their child’s
way of being productive in learning in their homes to increase their academic
performance and understand the modality of learning of their child.

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Teachers. This study will benefit the teachers who are in charge of the specialized
subjects. They might get insights that may help them to improve the learning and
academic performance of the learners in modular distance learning.
Future Researchers. This study may give them an idea and information that they
can use for their own study. And it may serve as guideline for improving the nature of the
same study in the future.
Conceptual Framework
The dependent variable is the academic performance of the STEM students while the
independent variable in the study are the specialized subjects and as well as the modular
distance learning.
Scope and Limitation
This research will focus to investigate the modular distance learning outcomes:
assessment of delivery and the academic result of science, technology, engineering and
mathematic students in the specialized subjects. This study will be conducted in Leon
National High School, with the estimated respondents of 30 randomly selected STEM
students in Grade 11 and 12 that have already finished their first semester for the
academic year 2020-2021.
Definition of Terms
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The following terms are defined conceptually and operationally to fully
understand the study.
Academic Performance--is the knowledge gained which is assessed by marks by a
teacher and/or educational goals set by students and teachers to be achieved over a
specific period of time. (Narad and Abdullah, 2016)
In this study, academic performance refers to the final grades of the STEM
students in their specialized subjects under modular distance learning.
Modular Distance Learning--involves individualized instruction that allows
learners to use self-learning modules (SLMs) in print or digital format/electronic copy,
whichever is applicable in the context of the learner, and other learning resources like
Learner’s Materials, textbooks, activity sheets, study guides and other study materials.
(DepEd, 2020)
In this study, modular distance learning is referred to the learning approach for
students in respond to the COVID-19 pandemic. It also involves individualized
instruction that allows learners to use self-learning modules (SLMs).
Outcome-–something that follows as a result or consequence (Merriam Webster
Dictionary, 2021)
In this study, outcome is referred to result from the data gathered in the study.
Specialized Subject --takes care of the even more specific needs of students going
into a particular occupation immediately after graduation. Specialization subjects offers
different content and different competencies, depending on the track that the student
takes. (DepEd, 2014)

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In this study, specialized subjects refers only to the specialized subject of STEM
students namely General Biology 1 and General Physics 1.
STEM Learners --STEM is a curriculum based on the idea of educating students
in four specific disciplines - science, technology, engineering and mathematics in an
interdisciplinary and applied approach. (Elaine J. Hom, 2014)
In this study, STEM students refers to the respondents of this study and as the
main beneficiaries of this research.
Assessment—is the process of gathering and discussing information from multiple
and diverse sources in order to develop a deep understanding of what students know,
understand, and can do with their knowledge as aresult of their educational experiences.
In this study, assessment refers to the information about the outlook of learners in
delivery of modular distance learning.
Chapter 2
Review Of Related Literature
Chapter Two presents literatures such as: Foreign Literature, Local Literature,
Related Studies, and Synthesis.

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Part One, Foreign Literature, discusses related studies from the other countries.
Part Two, Local Literature, contains related studies that are from the Philippines
and also around the locality.
Part Three, Related Studies, explains other articles which are related to the study.
Part Four, Synthesis, discusses the whole and brief content of the literatures.
Foreign Literature
As cited from the Turkish Online Journal of Educational Technology written by
Kazu, Ibrahim Yasar; Demirkol, and Mehmet about Effect of Blended Learning
Environment Model on High School Students' Academic Achievement, the study analyze
academic performance by comparing the blended learning environment and traditional
learning environment, it was observed whether there is a significant difference between
the academic achievement grade dispersions. The study was carried out in Diyarbakir
Anatolian High School in 2010-2011 academic year first semester biology courses. For
the study, two quantitative courses sections have been selected among the classes formed
by secondary school senior students. Cluster analysis has been conducted to provide the
objectivity when forming the experiment and control groups. The study was conducted
with 54 participants, 19 males and 8 females for the experiment group and 18 males and
9 females for the control group. The experiment group continued its education in blended
learning environment and the control group continued its education in traditional learning
environment. The created learning environments have focused the genetics topic of the
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biology course and lasted for 6 weeks. During the study, pre-test and final-test have been
used for the academic achievement analysis. And according to the results acquired at the
end of the study, a significant difference hasn't been found between the two groups at the
end of the pre-test applied to experiment and control groups. Besides, in accordance with
the averages of the final test grades, the experiment group has been found more
successful than the control group.
The Southeast Asian Ministers of Education Organization (SEAMEO) recognizes
that conventional school and higher education alone will not be able to meet growing
educational needs in the region and beyond. In the last decade, the number of distance
education and open learning programmes offered by both public and private institutions
has increased as a viable solution to address these needs. As an intergovernmental
organization dedicated to promote regional cooperation in education, science and culture,
SEAMEO has taken steady steps to make use of its resources and further strengthen its
capacity to promote distance education and open learning in the region. The SEAMEO
Regional Open Learning Centre (SEAMEO SEAMOLEC), located in Ciputat, Indonesia,
was established in 1997 with a vision to become the centre of expertise in open and
distance learning in the region by the year 2010. Its mission is to assist SEAMEO
Member Countries in identifying educational problems and finding alternative solutions
for sustainable human resource development through the dissemination and effective use
of open and distance learning. Overall, within the Organization, the SEAMEO Centre’s
have initiated activities to promote distance education and open learning through in-
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country and regional training courses, research, learning materials development and
making available their training courses in their areas of expertise.
From a research article by WondifrawDejene, about the practice of modularized
curriculum in higher education institutions: active learning and continuous assessment in
focus, the purpose of his study was to assess the implementation of modularization in
Ethiopian higher education institutions with particular reference to the instructional
process (active learning and continuous assessment). The approach has drawn a special
attention in most nations’ education system particularly in technical and vocational
education and higher education (Malik, 2012). MoE [Ministry of Education] (2013) of
Ethiopia asserted that there has been an increasing focus on modular approach of learning
in higher education institutions. Modular approach is an emerging trend educational
thinking that shifts traditional method of instruction to an outcome-based learning
paradigm. According to Hornby, as cited in Yoseph and Mekuwanint (2015) and Malik
(2012), 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 of skills and knowledge in
discrete units. Therefore, a module is a course that together with other related courses can
constitute a particular area of specialization. Each unit or module is a measured part of an
extended learning experience leading to a specified qualification(s) “for which a
designated number, and normally sequence, of units or modules is required.” Moreover,
the very essence of modularization is that students are at center of the teaching–learning
process. It calls for a classroom environment in which students are actively engaged in
knowledge construction process and a shift in the role of instructor from knowledge
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transmitter to a facilitator of students’ learning. Not only that, modularization requires
continuous follow-up and assessment of students’ progress throughout the
module/course. The practice of effective continuous assessment allows instructors
making adjustments to teaching and learning in response to assessment evidence. This
also helps students receive feedback about their learning with advice on what they can do
to improve.
The modern national higher education system of the Republic of Kazakhstan is
developing in the context of the Bologna process. In this context, the realization of such
parameters of the Bologna process as the integration the national education into the
international educational space, synergy of unified educational and unified research
space, expansion of academic mobility of students and teachers, the introduction of the
European Credit Transfer and Accumulation System (ECTS – European Credit Transfer
System), the introduction of credit technology, a modular design of educational programs
in terms of the competency approach requirements. According to the State obligatory
standard of higher education of the Republic of Kazakhstan, the educational program is
understood as a professional training program of higher and postgraduate education
directed at training of specialists with the assignment of a qualification and (or) an
academic degree (State obligatory standard, 2012). The modular educational program is
developed by a higher educational establishment according to the Dublin descriptors
(Joint Quality Initiative, 2004) in coordination with the European frame of qualifications
(European University Association, 2005) on the basis of the modular system of discipline
studying. The modular educational program is a set and sequence of the modules directed
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at mastering the trained competences necessary for the assignment of a qualification and
(or) an academic degree (State obligatory standard, 2012).
As cited from a research article by Matthias Pilz, Junmin Li, Roy Canning and
Sarah Minty about modularisation approaches in initial vocational dducation: evidence
for policy convergence in Europe?, one response to challenges of national vocational
training systems has been a move towards greater flexibility within vocational training
systems. The article focuses on an investigation of modularisation as a tool for achieving
flexibility. Many European countries have introduced modular forms into their vocational
training system. They investigated whether the global trends set out are producing policy
convergence in modularisation in differing countries. The study selected seven European
countries to make a detailed analysis and entailed an analysis of each country’s Initial
Vocational Education and Training programmes. The findings demonstrate policy
convergence that can be attributed to similar challenges at national level. Modularisation
in some countries takes a ‘radical’ form. Other countries have followed a mixed
approach. It is clear that no two countries have adopted the same form of modularisation,
although some countries have cited common challenges in the modularisation process.
Local Literature
As cited from an article from AP News about remote learning in the Philippines,
grade school and high school students in the Philippines began classes at home after the
coronavirus pandemic forced remote-learning onto an educational system already

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struggling to fund schools. The shift to distance learning has been a logistical nightmare
for the poverty-stricken Southeast Asian country that has long lacked enough classrooms,
teachers and educational equipment. Nearly 25 million students enrolled this year, mostly
in 47,000 public schools nationwide that would have to be replicated in homes and enlist
the help of parents and guardians as co-teachers. Majority of families, especially from
poor and rural communities, opted to use government-provided digital or printed learning
materials or “modules,” which students will read at home with the guidance of their
elders before carrying out specified activities. Most lack computers and reliable internet
connections. Teachers can answer questions by telephone. Other families preferred for
their children to get lessons online or through regional radio and TV educational
broadcasts. “The system may not be perfect presidential spokesman Harry Roque said
there may be issues as we shift to flexible learning but we are confident that the
Department of Education would address these challenges,”
On an article from Rappler about DepEd’s Modular Learning, to make sure that
learning remains unhampered, DepEd will be implementing a distance learning approach
– a learning delivery mode where interaction takes place between the teacher and the
students who are geographically remote from each other during instruction. This means
lessons will be delivered outside the traditional face-to-face setup. As technology and
internet connectivity remain a problem for most students, DepEd will be providing
printed module materials for them. Under DepEd's printed modular learning system,
students will be provided with self-learning materials (SLMs). Teachers will be giving
students SLMs per quarter. That will mean students will be receiving 4 sets of SLMs for
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one whole academic year. The SLMs will be distributed to parents before the opening of
classes. For students whose parents are not available to get these from schools, there will
be designated pick up points in their barangays. The distribution will be done at least 4
times for the school year.
As Aside from SLMs, work plans will also be distributed to students. But unlike
SLMs, this will be given to students weekly as this indicates the schedule of lessons and
activities the students will have to do every week. Again, parents or anyone who will
guide the students at home will be the ones to get this from teachers or in designated
pick-up points. Students' learning progress will be assessed through summative exercises
and performance tasks. DepEd said schools will not be holding periodical examinations
for this school year to prevent "distance cheating."While DepEd acknowledges the
importance of periodical tests in assessing students' understanding of the lessons,
Education Undersecretary Diosdado San Antonio said that the pandemic compelled them
to be "more creative and flexible in implementing summative assessment schemes
without sacrificing assessment’s credibility."
Modular instruction is one of the latest innovations in the educational system.
This innovation in the modular approach contains a series of activities each of which start
with teaching instructions addressed to the learners, explanation, exercises and
generalizations. A module is defined as a self-contained, independent unit of a planned
series of learning activities designed to help the student accomplish certain well-defined
objectives. The learner is able to proceed at this own rate and recycle if necessary.
Modules emphasized analysis and application of concepts and techniques and gives
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concrete style of concepts. It also provides active participation of students in responding
and a wait to meet areas of individual interest and helps the teacher extend more
individualized instruction in school and at home. The findings of the study show that the
instructional module in materials science and engineering are effective for students’
knowledge adaptation and shows suitability to the level of the students and acceptability
to the faculty evaluators. This reveals that the evaluators trusted that the module is very
valuable to the course which makes students learning experience well stimulated. The
instructional module affirms that the realization of appropriateness, development and
comprehension of competency of the module are well identified as it helped students’
progress in cognitive abilities and understanding of the concepts.
There is no significant difference in the evaluation between the student
respondents, and between the faculty and student respondents in the effectiveness of the
module. Moreover, there is a significant positive relationship between the faculty and
student respondents’ evaluation. The instructional module is found to be effective in
teaching and stimulates the critical thinking in a coherent academic pursuit as it enhances
students’ understanding and critical thinking. The relevance of the self-assessment per
chapter and the mastery test in the instructional module may be utilized for the
determination of the academic achievement of the student.
Academic performance depends on the level of motivation of students. Koh, Tan,
Tan, and Fang (2010) conducted a study to find out the effect of motivation of students
and academic performance. The aim of this study was to investigate the effect of SBL on
learners' motivation and their academic performance. In assessing students' motivation,

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the researchers adopted a framework based on the Self-determination Theory (SDT),
chosen on account of its comprehensive treatment of the relationship between students'
perceived needs satisfaction and their motivation. The study hypnotized that SBL, which
provides learners with interactive learning experiences, will enhance students' motivation
and performance. The findings suggest that the students perceived their psychological
needs to be satisfied and had high levels of self-determined motivation. Students who
undertook SBL had higher mean performance test scores, although SBL may have
differential effects on learners depending on factors such as gender, educational
backgrounds, and IT knowledge.Pursuing the same interest on the relationship between
motivation and academic performance.
Ayub (2017) conducted a study on the effect of intrinsic and extrinsic motivation
on academic performance. Samples of 200 students of selected university in Karachi
were taken. The aim of the study was to explore the relationship between intrinsic and
extrinsic motivation on academic performance. Results of the study suggest that intrinsic
and extrinsic motivation and academic performance were positively correlated.
Furthermore, the study concluded that motivation improves academic performance of the
students and there is a gender difference in motivation type and academic performance.
Kitsantas, Winsler and Huie (2008) in their study on self-regulation and academic
success, supported the idea that self-regulation affects the academic performance of
students. They argued that differences in low- and high-achieving students are closely
linked to an individual’s level of self-regulation. Self-regulation refers to the degree to

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which students are “metacognitively, motivationally, and behaviorally active participants
of their own learning process” (Zimmerman, 1989).
Dent (2013) conducted a study on self-regulation and academic achievement
across childhood and adolescence. The study found that self-regulatory capacities had
direct effect on academic achievement as a whole. In similar effort, Agustiani, Chayad,
and Musa (2018) undertook a study on self-efficacy and self-regulated learning as
Predictors of Students’ Academic Performance. The study revealed that there is a
correlation between self-efficacy, self-regulation of learning and academic achievements
of students. This is also found in the study of McClelland and Cameron (2011) who
investigated self-regulation and Academic achievement in elementary education. Based
on their investigation, they confirm the correlation between self-regulation and academic
achievement of elementary children. Such correlation also found across discipline of
studies such as medical schools that self-regulation affects academic performance in
medical education (Lucier, Jonker, Rikers&Themmen, 2016). Similar study was also
carried out by Cobb (2003) on the relationship between self-regulated learning behaviors
and academic performance in web-based courses in Virginia. His study is similar to the
findings of Kitsantas, Winsler and Huie (2008) that self – regulated learning affect the
academic performance of students who took the web-based course. Intrinsic goal
orientation was used as predictors in the development of a mathematical formula used to
predict academic success in a web-based course. In the same interest, Pintrich and De
Groot (1990), prior to Cobb and others, had conducted the similar study on the effect of
motivational and self-regulated learning components to classroom academic

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performance.His study found that elf-efficacy and intrinsic value were positively related
to cognitive engagement and performance. Self-regulation, self-efficacy, and test anxiety
emerged as the best predictors of performance. Intrinsic value did not have a direct
influence on performance but was strongly related to self-regulation and cognitive
strategy use, regardless of prior achievement level.
Related Studies
As cited to an article by Catherine S. Cavanaugh about the effectiveness of
interactive distance education technologies in K-12 learning, she summarizes a
quantitative synthesis of studies of the effectiveness of interactive distance education
using video conferencing and telecommunications for K-12 academic achievement.
Effect sizes for 19 experimental and quasi-experimental studies including 929 student
participants were analyzed across sample characteristics, study methods, learning
environment, learner attributes, and technological characteristics. The overall mean effect
size was 0.147, a small positive effect in favor of distance education. Effect sizes were
more positive for interactive distance education pro-grams that combine an individualized
approach with traditional classroom instruction. Programs including instruction delivered
through telecommunications, enhancement of classroom learning, short duration, and
small groups yielded larger effect sizes than programs using videoconferencing, primary
instruction through distance, long duration, and large groups. Studies of distance
education for all academic content areas except foreign language resulted in positive
effect sizes. Her synthesis supports the use of interactive distance education to
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complement, enhance, and expand education options because distance education can be
expected to result in achievement at least comparable to traditional instruction in most
academic circumstances.
On an article by John Butcher, Anactoria Clarke, Carlton wood, Elaine PcPherson
and Wendy Fowle about how does a STEM access module prepare adult learners to
succeed in undergraduate science? In their article they explored the impact of a science,
technology, engineering and mathematics (STEM) Access module on the progression of
students to undergraduate Science. Drawing on the Widening Participation (WP)
literature, the research investigated the experience of adult learners from disadvantaged
backgrounds taking their first steps into higher education (HE). A mixed methods
institutional case study was conducted, drawing on extensive survey data and interviews
with students and tutors. Key findings included: enhanced student understanding of how
to use tutor support; improvement in the skills and confidence of students in relation to
math, as a result of an embedded interdisciplinary curriculum; and an uplift in student
study skills. This study was undertaken in a distance learning context, addressing issues
in entry-level STEM, but the conclusions are applicable to other HE settings.
Synthesis
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It is common knowledge that education is the key to become productive citizens
in our country education is very important in developing young minds and enhancing our
skills. The present education system has encountered challenges in delivering basic
education caused by the COVID-19 pandemic, where holding of classes in schools is
compromised due to prohibitions following the implementation of General Health and
Safety Protocols such as convergence and face-to-face contact. Thus, the School Year
2020-2021 shifted to distance learning delivery. Face to face classes are being replaced
with books, modules and other learning materials and resources taken from school.
Various e-learning platforms enable interaction between teachers and students, and, in
some cases, national television shows or social media platforms are being used for
education. 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. Specialized subjects
of STEM students includes Calculus, Chemistry, Physics, Biology, Research & Science
Investigatory project (SIP). COVID-19 pandemic has impacted on the academic
performance of the STEM students who take Modular learning. In the new normal,
learning on the part of the students is a drastic change be it online class using a platform
or offline classes through independent learning. Since students are used to face to face
interaction with the teacher, it will be quite difficult for them to suddenly adjust to the
new system. It requires proper orientation and familiarization of the new normal. The
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learners need to be encouraged to adapt the new learning modality and understand the
lessons at their own pace with the assistance of their parents and or guardian.
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Chapter 3
Methodology
This chapter includes the research methodology of the study. This section for
methodology presents research approach and design considered for current study. It will
be an endeavor towards the process of elucidating as well as justifying mode of research
design in terms of apprehending the problem of the research. It is the source to imply the
collection of data as well as techniques to attain analysis of the data. And the research
methodology allows the readers to critically evaluate a study's overall validity and
reliability. This chapter presents the following parts: locale of the study, purpose of the
study, respondents of the study, research design, research instrument, data gathering
procedure, and data analysis procedure and interpretation procedure.
Locale of the Study

This study will be conducted in Leon National High School, Leon, Iloilo for the
Academic Year 2020-2021.
Purpose of the Study

The researchers will conduct this study because modular distance learning has
been one of the most used method of teaching that guide the learners during this time of
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pandemic. And to determine what is the assessment of learners to the delivery of modular
distance learning and their academic performance of STEM students in specialized
subjects.
Respondents of the Study
The respondents for this study will be the selected Grade 11 and 12 STEM
students of Leon National High School. In order to determine the number of respondents
the researchers will use convenience sampling. Convenience sampling is a type of non-
probability sampling in which people are sample simply because they are "Convenient"
of sources data for researchers. With this, the researcher will target at least 30 respondent
that will be chosen on availability. To randomly select the (30) respondents the
researchers applied convenience sampling. The aforementioned school that is included in
this study is only the Leon National High School, which is subjected from Grade 12
STEM students who have finished their first semester in the Academic Year 2020-2021.
Research Design
This study will be conducted with use of descriptive design Descriptive research
aims to accurately and systematically describe a population, situation or phenomenon. It
can answer what, where, when and how questions, but not why questions. A descriptive
SENIOR HIGH SCHOOL
research design can use a wide variety of research methods to investigate one or more
variables.
Research Instrument
In this study the researcher will use adopted research instrument to collect specific
data needed in the study. A questionnaire is a research instrument that consists of a set of
questions or other types of prompts that aims to collect information from a respondent.
Adopted questionnaire on STEM Students’ modular distance learning outcomes:
assessment of delivery in specialized subject. The researcher will also use google forms
as one of their research instrument. Because of this pandemic the researchers will collect
the data needed for their study through google forms or via messenger by sending the
link.
Data Gathering Procedure

The researchers will first ensure the validity and reliability of the research
instrument is ascertained, then the approval for the formal conduct of the research
instrument to Leon National High School will be secured from the office of the principal.
SENIOR HIGH SCHOOL
After acquiring the permission, the researchers will administer the questionnaire to the
respondents through online including via messenger. When all the respondents are able to
finished answering the questionnaire, retrieval of the same will be done immediately by
the researchers. Thereafter, the gathered data will be tabulated, analyzed and interpreted
using the appropriate statistical tools.
Data Analysis Procedure and Interpretation Procedure
The researchers will collect, secure and organize the data first. Then data from the
questionnaires will be tabulated carefully and thoroughly, the data from the questionnaire
will be tabulated again two to three times to ensure its accuracy and it will be using a
frequency count.
SENIOR HIGH SCHOOL
References
Academic performance Retrieved from:
https://www.grin.com/document/450284#:~:text=Academic%20performance
%20have%20been%20defined,a%20specific%20period%20of%20time.
Asia Today: Remote learning begins in virus-hit Philippines available from
https://apnews.com/article/virus-outbreak-pandemics-education-philippines-asia
9eed0f28ae8955940aa3aba73b2c644f
Back-to-School: Challenges for the Philippines and responses from around Asia available
from https://asiasociety.org/philippines/asian-perspective
Cavanaugh, C.S. (2001). The Effectiveness of Interactive Distance Education
Technologies in K-12 Learning: A Meta-Analysis. International Journal of Educational
Telecommunications, 7(1), 73-88. Norfolk, VA: Association for the Advancement
of Computing in Education (AACE). Retrieved January 28, 2021 from
https://www.learntechlib.org/primary/p/8461/.
Effect of Blended Learning Environment Model on High School Students' Academic
Achievement. Retrieved from: https://eric.ed.gov/?id=EJ1018177
How does a STEM Access module prepare adult learners to succeed in undergraduate
science? Available from
https://www.tandfonline.com/doi/abs/10.1080/0309877X.2018.1476679
SENIOR HIGH SCHOOL
Modern Approaches to the Pedagogical Designing of Modular Educational Programs of
Higher Professional Education in the Republic of Kazakhstan available from
https://files.eric.ed.gov/fulltext/EJ1114608.pdf
Modular Distance Learning. Retrieved from: https://www.teacherph.com/deped-learning
delivery-modalities
Modular Instruction. Retrieved from: (http://pubs.sciepub.com/education/2/11/20)
Modularisation approaches in Initial Vocational Education: evidence for policy
convergence in Europe? Available from
https://www.tandfonline.com/doi/abs/10.1080/13636820.2017.1392994?journal
Code=rjve20
SAMEO Distance Learning available from
https://www.seameo.org/vl/library/dlwelcome/publications/paper/distance02.htm
Specialized subjects. Retrieved from: https://www.philstar.com/other-sections/education
and-home/2014/05/29/1328524/contextualized-subjects
Stem Education. Retrieved from: https://www.britannica.com/topic/STEM-education
STEM Integration in K-12 Education. Retrieved from:
https://www.nap.edu/read/18612/chapter/3
SENIOR HIGH SCHOOL
Stem is a curriculum (What is STEM Education). Retrieved from:
https://www.livescience.com/43296-what-is-stem-education.html
STEM; Science, Technology, Engineering, Mathematics. Retrieved from:
https://christtheking2017.wordpress.com/2017/01/13/stem-science-technology
-engineering-mathematics/#content-wrapper
The practice of modularized curriculum in higher education institution: Active learning
and continuous assessment in focus available from
https://www.tandfonline.com/doi/full/10.1080/2331186X.2019.1611052
Walberg's theory of educational productivity. Retrieved from:
http://www.iapsych.com/acmcewok/Walberg'stheoryofeducationalproductivity.
html
Outcome (Merriam Webster Dictionary,2021). Retrieved from:
https://www.merriamwebsterdictionary.com
Assessment (What is assessment?). Retrieved from:
https://www.westminster.edu/about/accreditation-assessment/definition.cfm
Llego, M.A.(2021). DepEd Learning Delivery Modalities for School Year 2020-2021.
Modular Distance Learning. Retrieved from: https://www.teacherph.com

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Leon National High School

SENIOR HIGH SCHOOL

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMICS STUDENTS

EVALUATION OF EFFECTIVENESS OF MODULES IN THE SPECIALIZED

A Senior High School Thesis

Presented to the Faculty of

Leon National High School – Senior High School

F. Cabarles, St., Leon, Iloilo

of the Requirements for the Subject

Science, Technology, Engineering and Mathematics Strand

Deza, Francine Melea

Cabilitasan, Karl Jay

of the Requirements for the Subject

Science, Technology, Engineering, and Mathematics Strand

Deza, Francine Melea

Cabilitasan, Karl Jay

PAUL ANBEN C. CAELIAN, Adviser

PAUL ANBEN C. CAELIAN, Subject Group Head (STEM)

JOSE ROLANDO RAFAEL C. CABANIG, Ph.D.

the completion of the study:

and keeping us on the right track until the study is completed;

research study as our guide and their research questionnaire;

and perseverance to complete the study.

Modular Distance Learning Outcomes: Assessment of Delivery and the Academic

Performance of Science, Technology, Engineering and Mathematics Students

in the Specialized Subjects

problem, hypothesis, significance of the study, conceptual framework, scope and

limitation and definition of terms.

benefit from it.

defined conceptually and operationally.

Background of the Study

as to observe so many health protocols including social distancing.

indigenous learning systems, as well as self-learning, independent, and out-of-school

study programs…” (Malaya, 2020).

learning modules as a medium for learning.

modules in specialized subjects of STEM (Science, Technology, Engineering and

Statement of the problem

specialized subjects of STEM (Science, Technology, Engineering and Mathematics)

Specifically, this study sought to answer the following questions:

academic performance of STEM students in specialized subjects when taken as an

2. How does assessment of delivery in modular modality affects the academic

performance of Science, Technology, Engineering and Mathematics (STEM)

Students in the Specialized Subjects.

3. Is there any significant difference in the modular learning outcomes by its

assessment of delivery and academic performance of STEM students in specialized

Significance of the Study

modular distance learning outcomes: assessment of delivery and the academic

performance of STEM students in specialized subjects.

may be beneficial to the following:

performance in specialized subjects.

way of being productive in learning in their homes to increase their academic

performance and understand the modality of learning of their child.

academic performance of the learners in modular distance learning.

same study in the future.

Scope and Limitation

academic year 2020-2021.

The following terms are defined conceptually and operationally to fully

understand the study.

Academic Performance--is the knowledge gained which is assessed by marks by a

specific period of time. (Narad and Abdullah, 2016)

students in their specialized subjects under modular distance learning.

Modular Distance Learning--involves individualized instruction that allows

learners to use self-learning modules (SLMs) in print or digital format/electronic copy,