CHAPTER I

IMPACT OF MODULAR MODALITIES TO THE SELECTED GRADE 9

STUDENTS OF DATU MOLOD INTEGRATED SCHOOL

Introduction

Education and learning are thought to be most crucial foundation of

growing economy, yet the academic systems needs transformation and major
technology reforms. In the course of last fifty years the education of third level
enlarged and diversified the requirement and wait being put on the establishment
of higher education are consequently great (mclnnis 2000).

Modular teaching is a new approach, according to UNESCO on April 6,

2020 188 countries have in forced interim closure for the education institutions,
and 1,576,021,817 affecting learners. The school year 2020-2021 shifted to
distance learning delivery, distance education is not a good idea if you tend to
procrastinate and cannot stick to deadline (India education.net.)

Most countries around the world have temporarily closed education

institutions to contain the spread of the virus and reduce infections (Tria, 2020).
Learning through printed and digital modules immerged as the most preferred
distance learning method of parents with children who are enrolled this academic
year (Bernardo, J).
According to U.S department of education issued a report conclusion the
hybrid modalities are more effective then to face-to-face instruction (U.S.N.D).
According to Garma, distance learning is delivered through what is called
Modular modalities home study ev. Not all learners are equipped for online
learning. Modular modalities allows for better evaluation and more focused
revision and improvement. As we researches we informed the situation of those
students educational institutions and education system due to the impact of
modular modalities to the students school year 2020-2021.
Statement of the problem

The research paper Generally, will provide information about the Impact
of Modular Modalities to selected Grade 9 Student of Datu Molod Integrated
School Lumatil, Maasim, Sarangani, Province S.Y 2020-2021

The study aims to answer the following:

1. What are the Impact of Modular Modalities to Student?

2. Does modular learning modality effective?
3. What are the advantages and disadvantages of modular instruction to
student?
Hypothesis
There is a significant between the modular modalities and selected Grade
9 student of Datu Molod Integrated School year 2020-2021.
Objective of the study
1. To be able to know the Impact of Modular Modalities to the Selected Grade 9
Student of Datu Molod Integrated School.
2. To determine the advantages and disadvantages of modular instruction for
student.
Significant of the study
The main focus of the research was to provide factual information on the
Impact of Modular Modalities to the selected Grade 9 Student of Datu Molod
Integrated School, Lumatil, Maasim, Sarangani, Province.School Year 2020-
2021.The results of this research may be benefit to the following :
To the Students, to acquire knowledge about this research, and
background due to this study.
To the Parents, they will be able to know the Impact of Modular
Modalities on their children’s. They will be able to help their students on their
study, specifically on their module.
 To the Readers, they will be able to understand the content on this
research and how students deals on this study.
To the Teacher, for them to be able to understand and aware of what
students experience in this study.
To the Researchers, this research help us and give us knowledge due to
the Impact of Modular Modalities.

Scope and Delimitation of the study

The core point of this study was to survey the perceptions of Grade 9
students regarding the Impact of Modular Modalities of the selected Grade 9
students of Datu Molod Integrated School, Lumatil, Maasim, Sarangani Province.
School Year 2020-2021 the survey respondent’s minimum of ten (10) selected
Grade 9 students.

Theoretical Framework
In this research, Modular Modalities (as independent variables) has a big
impact to the selected Grade 9 students of Datu Molod Integrated School.
In which students actively involved on this research to discover principle
by themselves. To process new ideas that they read or acquired from the
module and depend on their own understanding.
Definitions of Terms
For Perspicuity and definition of meaning, the following terms are defined
operationally as used in the study.
Modular Learning-
Operationally, the term refers is a form of distance learning that uses self-
learning modules (SLM) based on the most essential learning
competencies.
Modules Teaching-
Operationally, the term refers is concerned for each students as an
individual with his/her own special attitude and interests, and allowing the
individuality to each learner.
Modular Modalities-
Operationally, defined the term refers to a learning delivery, where
learning takes place between the teacher. A learning Modalities are the
pathways through which individuals give, receive and store information.
Modules- Operationally, the term refers can be defined as a unit, chapter, topic,
or segment of instruction. An educational unit which covers a single subject or
topic.

Conceptual Framework
This research investigated the “THE IMPACT OF MODULAR MODALITIES
TO THE SELECTED GRADE 9 STUDENT OF SCHOOL YEAR 2020-2021 OF
DATU MOLOD INTEGRATED SCHOOL, LUMATIL, MAASIM, SARANGANI
PROVINCE”.

The following presents the framework of study

Statement of the problem

the research paper Generally, will provide information about the Impact of
Modular Modalities to selected Grade 9 Student of Datu Molod Integrated School
Lumatil, Maasim, Sarangani, Province S.Y 2020-2021

The study aims to answer the following:

1. What are theIimpact of modular modalities to student?

2. Does modular learning modality effective?

3. What are the advantages and disadvantages of modular instruction to

student?

Hypothesis

There is a significant between the modular modalities and selected Grade

9 student of Datu Molod Integrated School year 2020-2021.

Objective of the study

1. To be able to know the Impact of Modular Modalities to the Selected Grade 9
Student of Datu Molod Integrated School.

2. To determine the advantages and disadvantages of modular instruction for

student.

Significant of the study

The main focus of the research was to provide factual information on the
Impact of Modular Modalities to the selected Grade 9 Student of Datu Molod
Integrated School, Lumatil, Maasim, Sarangani, Province.School Year 2020-
2021.The results of this research may be benefit to the following :

To the Students, to acquire knowledge about this research, and

background due to this study.

To the Parents, they will be able to know the Impact of Modular Modalities
on their children’s. They will be able to help their students on their study,
specifically on their module.

To the Readers, they will be able to understand the content on this

research and how students deals on this study.

To the Teacher, for them to be able to understand and aware of what

students experience in this study.

To the Researchers, this research help us and give us knowledge due to

the Impact of Modular Modalities.

Scope and delimitation of the study

The core point of this study was to survey the perceptions of Grade 9
Students regarding the Impact of Modular Modalities of the selected Grade 9
Students of Datu Molod Integrated School, Lumatil, Maasim, Sarangani Province.
School Year 2020-2021 the survey respondent’s minimum of thirty (30) selected
students on every section of Grade 9.
Theoretical Framework

In this research, Modular Modalities (as independent variables) has a big

impact to the selected Grade 9 students of Datu Molod Integrated School. In
which students actively involved on this research to discover principle by
themselves. To process new ideas that they read or acquired from the module
and depend on their own understanding

Definitions of Terms

For Perspicuity and definition of meaning, the following terms are defined
operationally as used in the study.

Modular Learning- Operationally, the term refers is a form of distance learning

that uses self – learning modules (SLM) based on the most essential learning
competencies.

Modules Teaching- Operationally, the term refers is concerned for each

students as an individual with his/her own special attitude and interests, and
allowing the individuality to each learner.

Modular Modalities- Operationally, defined the term refers to a learning delivery,

where learning takes place between the teacher. A learning Modalities are the
pathways through which individuals give, receive and store information.

Modules- Operationally, the term refers can be defined as a unit, chapter, topic,
or segment of instruction. An educational unit which covers a single subject or
topic.
Conceptual Framework

This research investigated the “THE IMPACT OF MODULAR

MODALITIES TO THE SELECTED GRADE 9 STUDENT OF SCHOOL YEAR
2020-2021 OF DATU MOLOD INTEGRATED SCHOOL, LUMATIL, MAASIM,
SARANGANI PROVINCE”.

Dependent Inverting Independent

Variables Variable Variable

Impact  Female
 Hard  Male Modular Modalities
 Normal  Tiredness
 Easy

Respondent
Grade 9
Student

Figure 1. Conceptual framework the study

 CHAPTER II

This chapter present the different literature and studies both foreign and
local which have significantly guided the researchers to the development of the
theoretical foundation.

Historical Overview

School opening will not necessarily mean traditional face to face learning
in the classroom. The learning delivery modalities that schools can adopt
depending on the restriction and the particular context of the learners. Modular
education refers to the division of conventional courses into smaller components
or modular. Each module enable student to obtain a partial certificate that can be
combined into a qualification. A module has placidly defined objectives preferably
in behavior form (Daries, 1981). Module is a Greek origin and means piece of
music and in Arabic means piece of methodology, the module approach is known
as modern education mead way of teaching in the 1960s. The division of
conventional courses into smaller components or modular. Each module enables
students to obtain a partial certificate that can be combined into a qualification.
This article evaluates weather modular education, which is widely used in
secondary and tertiary education, has been effective in reduce school dropout.
The study exploits a policy change in the Flemish community of Belgium, which
recently introduced modular education for some programmers. Modular
education is the most popular type of distance learning (Quinones, 2020).
Parents' Perceptions of Distance Learning during Covid-19 Pandemic in Rural
Indonesia modular education refers to the division of conventional courses into
smaller components or modules. Each module enables students to obtain a
partial certificate that can be combined into a qualification. Modular learning is
the approach where the focus is on learning outcomes, and its success relies on
connecting outcomes to student learning and course design. These areas
combine to make a course constructively aligned as discussed by Biggs (1999).
With the new approach to guide the learning process of students with a model
based on the development of competences, and in comparison with the
traditional lecture-based learning, it is necessary to start working with the
teaching modalities that help to achieve this objective. With that in mind, the aim
of the study reported in this article was to show that through the use of active
teaching methods focusing on the development of competences we can improve
the writing, speaking and research competences in English of the students who
nowadays take university subjects in a foreign language in Colombia. The results
showed that the support provided by the platform promotes student motivation in
carrying out their self-learning, which contributes to the development of the
mentioned competences.For that purpose, the Colombian Ministry of National
Education (MEN) has been following the impact of the evaluation of competence-
based programs in other countries such as Denmark, where Hans Peter
Christensen, a Danish professor and teacher trainer, is widely recognized for his
great knowledge and experience in the field of competences.

Indeed, the major concern of our educational community is to determine

key competences and review curricula to fortify Colombian education. That is the
reason why teachers also have the responsibility to create learning environments
and communicative situations to encourage self-learning, research activities and
collaborative work.A contents component of a given ability in the form of
knowledge, skills and aptitudes (Zimnyaya&Evdokimova, as cited in
Lobanova&Shunin, 2008). An ability to successfully meet complex requirements
in a certain context (Rychen, as cited in s Schultz and Christensen (2004) have
stated, realizing that traditional lectures and exercises did not provide the
expected learning, other teaching methods were sought. Therefore, here I
present the modalities for the development of educational activities to let others
know how to renew and innovate their teaching methods.

Those modalities are important because the relationship between the

study strategy and the learning outcome calls for a change in the paradigm in the
teaching-learning process. Then, with the new methods, teachers may plan their
activities and experiences according to the established competences of the
curricula as student learning objectives. Moreover, French (2015) and Kamakshi
(2011) stated that in contrast to the linear degree program which comprises a
sequence of subjects, modularized degrees tend to be made up of stand-alone,
independent units that can be undertaken in different orders and accumulated at
different speeds. It is associated with the notion of delivering knowledge in “bite-
sized” pieces and, therefore, lends itself to time-shortened and intensive modes
of delivery (French, 2015). Modular approach to teaching enables the learner to
have control over his/her learning and accepts greater responsibility for learning.
It demands greater maturity on the part of the learner, the modules is more
appropriate for more mature students. In modular approach, all the capabilities
required to perform are closely related. Sets of tasks are grouped together. For
instance, capabilities required managing an institution’s finances which includes
generation of finances, allocation, accounting, and monitoring can be grouped
together and form a module called financial management (Sejpal, 2013;
Goldschmidt & Goldschmidt, 1973).

A modular system of higher education curriculum, according to Ali, Ghazi,

Khan, Hussain, and Faitma (2010), is largely a response to the very growing
sectors of business, industry, and consumers’ choice in general. It emphasizes
more explicate outcomes in relation to each small part of the degree, rather than
the more broadly defined “course” in general. As opposed to most traditional
curriculum designs, modular design gives greater student autonomy in
constructing the programs and greater range of entry gates and exit points (Ali et
al., 2010). These authors further explained that modularity enables the design of
the curriculum to meet students’ needs, thus moving the curriculum from the
supply side (what universities want to deliver) to the demand side (what students
and their employers identify as what they want). M 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 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. In other words,
the implementation modularized curriculum shall ensure the realization of active
learning and continuous assessment in higher education institutions of Ethiopia.
Moreover, the fundamental principle of assessment in modular program is that
the assessment methods should be in accordance with the learning outcomes of
the module and should foster a deep approach to learning. In a modular system,
it is important to guard against over assessing students based on the unit of
study. Also there is a tendency in a modular curriculum to crowd the
assessments with the result that students are handing in multiple assessments at
the midway point and at the end (Donnelly & Fitzmaurice, 2005). This is an
unacceptable burden for students and it is therefore vitally important that within a
program of study, the timetable of assessment should be planned thoroughly in
advance so that students do not face this problem (Donnelly & Fitzmaurice,
2005). In this study, the phrases formative and continuous assessments are used
interchangeably. In the Philippines, this learning modality is currently used by all
public schools because according to a survey conducted by the Department of
Education (DepEd), learning through printed and digital modules emerged as the
most preferred distance learning method of parents with children who are
enrolled this academic.

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. These include different learning delivery modalities that
the department will look into such as Online Learning, Modular Distance
Learning, Blended Learning, Radio-Based Instruction, and TV-Based Instruction.
Face to face learning engagement of students and teachers within the school has
been suspended due to the COVID-19 pandemic. This pandemic has paved the
way to the implementation of Modular Distance Learning as an urgent response
to ensure continuity of education. The Philippines is in the process of adapting to
the new normal form of education at present, and continuous innovations of
educators and active involvement of other stakeholders are the driving force for
its success. The key purpose of this research is to find out the challenges
encountered, opinions, and recommendations of teachers, parents, and students
in the implementation of Modular Distance Learning in Balbalayang National High
School (BNHS) and Baguio City National High School (BCNHS) during the
School Year 2020-2021.

These challenges, opinions and recommendations were identified through

a mixed quantitative and qualitative approach by conducting surveys to the 37
participants in the selected schools through quota and purposive sampling.
Deductive thematic analysis was used in the interpretation and coding of data.
The main challenges that emerged were lack of school funding in the production
and delivery of modules; students struggle with self studying, and parents' lack of
knowledge to academically guide their child/children. In conclusion, the study
was able to determine the prevailing challenges of the participants in terms of
resources, preparedness, and communication. The result of this study may serve
as a springboard for the future improvements of the schools' existing programs
and guidelines on the implementation of modular distance learning. Modular
learning is the most popular type of Distance Learning. In the Philippines, this
learning modality is currently used by all public schools because according to a
survey conducted by the Department of Education (DepEd), learning through
printed and digital modules emerged as the most preferred distance learning
method of parents with children who are enrolled this academic year (Bernardo,
J). This is also in consideration of the learners in rural areas where internet is not
accessible for online learning. The teacher takes the responsibility of monitoring
the progress of the learners. 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 (Llego, n.d.). Printed Modules will be delivered to students, parents or
guardians by the teachers or through the Local Government Officials. Since
education is no longer held within the school, parents serve as partners of
teachers in education. Parents play a vital role as home facilitators. Their primary
role in modular learning is to establish a connection and guide the child. (Flip
Science, 2020). According to the Department of Education (DepEd), parents and
guardians' perform the various roles in Modular Learning such as Module-ator,
Bundy-clock, and as Home Innovator. As a Modulator, they are the ones to get
and submit the printed Self-Learning Modules (SLMs) from and to schools or
barangay halls at the beginning and end of the week, depending on the
agreement between the parents and the school. As a Bundy-clock, they must
check their child's schedule or workweek plan. Because of the number of
subjects or activities to be done, they must see that it is being followed
accordingly to avoid cramming or delays in submission, which may affect the
child's performance. Lastly, as a Home Innovator, they must provide their child
with a productive learning environment to help them focus more on Learning. It
must be a well-lighted and well-ventilated space in the house, with little or no
distraction. The modular approach situates Filipino students to learn in the
comfort of their homes. Limited contact with teachers will place parents or
guardians as the learners’ model or the “More Knowledgeable Other” (MKO).

Impact of Modular Modalities

Using the difference- in –difference framework with diverse adoption date per
school, the results indicate the modular education may significantly reduce
school drop out by 2.5 percentage points, with the largest effective on foreign
origin students. The comfort of study at home with less or no supervision at all.
Parents become teacher but do not see to be as one. This article evaluates
whether modular education, which is widely used in secondary and tertiary
education, has been effective in reducing school dropout. For this purpose, the
study exploits a policy change in the Flemish Community of Belgium, conclusions
showed that there were significant differences between modular and traditional in
general comprehension of students'. Findings depicted that students taught
through modular approach gained higher mean score in teacher made general
comprehension-based test than students taught through traditional approach.
The level of achievement of the students taught using modular instruction and
lecture-discussion based on the results of the paired t-test between the mean
pretest and mean posttest scores of the experimental and control groups
suggests that the mean posttest score is significantly higher than the pretest
score in both the control group and experimental group.

According to the Department of Education (DepEd), parents and

guardians' perform the various roles in Modular Learning such as Module-ator,
Bundy-clock, and as Home Innovator. As a Module-ator, they are the ones to get
and submit the printed Self-Learning Modules (SLMs) from to schools or
barangay halls at the beginning and end of the week, depending on the
agreement between the parents and the school. As a Bundy-clock, they must
check their child's schedule or workweek plan. Because of the number of
subjects or activities to be done, they must see that it is being followed
accordingly to avoid cramming or delays in submission, which may affect the
child's performance. Lastly, as a Home Innovator, they must provide their child
with a productive learning environment to help them focus more on Learning. It
must be a well-lighted and well-ventilated space in the house, with little or no
distraction. Effect of modular Use of self learning modules in teaching is another
form of individual used instructions. This is called modular approach of teaching
and learning (k.Jaya sree,2004) if self learning modules are available on some
topics they can be given to the students as assignments for self learning.
Scientific attitude refers to an individual’s outlook towards life.“A teaching
strategy is a plan for learning, and it includes the presentations which the teacher
might make, the exercises and learning activities designed for students, av-aids
which will be supplied or suggested for students to work with, in which they show
of their growing understanding and capability will be collected.”

Modular Learning Modality Effective

Modular teaching is more effective in teaching learning process as

compared to ordinary teaching methods. Because in this modular approach the
students learn at their own pace. Modality is more effective that the other with
regard to student achievement or their perceptions of course effectiveness. And
included reducing school dropout and reduce the ethnic attainment gap. Flexible.
Students can set their own schedule in finishing the tasks in the module. Student-
centered. Students have their own way of learning that would work for them.
Since the accomplishment of tasks is self-paced, students learn to have a sense
of responsibility. Accessibility. Resources within the locality are available not
always in the form of online resources, but the help from the community. In this
way, they become inquisitive and creative in looking for answers to their
questions prior to the activities. Simplified. The contents of the module are easier
to grasps than those in the books. Key points are included as supplements to the
books as reference. Cost-efficient, Parents and guardians can save a lot of
transportation and accommodation. The only expense is in the printing of
modules which are shouldered by schools. . It is a recent development based on
programmed learning; a well established and universally recognized
phenomenon. It considering the individual differences among the learners which
necessitate the planning for adoption of the most appropriate teaching
techniques in order to help the individual grow and develop at her/his own pace.

Advantages

1. LEARNING CONTINUES DEPENDING ON THE STUDENTS

WILLINGNESS TO ACCEPT CHANGE
2. PARENTS REALIZE THEIR ROLE AS IT IS VERY IMPORTANT IN
EDUCATION
3. STUDENTS LEARN TO VALUE THEIR TIME
4. MODULAR LEARNING TEACH THE STUDENTS VALUES, NOT
SPECIFIC LESSONS WHICH IS REPETITIVE
5. TEACHERS AMIDST THE BUSY SCHEDULE FIND THEIR WAY TO
CHALLENGE
6. NO BUS OR COMMUTE
7. LEARN ON YOUR OWN SCHEDULE
 8. THE HOME ENVIRONMENT MAY BE LESS
9. DISTANCE LEARNING TEACHES TIME MANAGEMENT AND OTHER
SKILLS
10. COMFORTABLE LEARNING CONDITION AND SELF EVALUATION

DISADVANTAGES

1. LEARNING BECAME MORE EFFECTIVE

2. IT ESTABLISHES A SYSTEM OF ASSESSMENT OTHER THAN MARKS
OR GRADE
3. USERS STUDY THE MODULEEAS IN THEIR OWN WORKING
ENVIRONMENT
4. USERS CAN STUDY WITHOUT DISTURBING THE NORMAL DUTIES
AND RESPONSIBILITIES
5. MODULE CAN BE ADMINISTERED TO SINGLE USE, SMALL GROUP
OR LARGE GROUP
6. MODULES ARE FLEXIBLE SO THAT IMPLEMENTATION CAN BE
MADE BY A VARIETY OF PATTERNS
7. IT IS MORE APPROPRIATE TO MATURE STUDENT
8. IT ENABLES THE LEARNER TO HAVE A CONTROL OVER HIS
LEARNING
9. ACCEPT GREATER RESPONSIBILITY FOR LEARNING
10. IT ALREADY GOT WIDER ACCESSIBILITY IN THE PRESENT
EDUCATIONAL SCENARIO
11. MODULES ARE ECONOMICAL IN THEIR USE
12. APPROPRIATE ONLY FOR MATURED STUDENTS DISADVANTAGES
OF MODULAR LEARNING
13. NOT ALL STUDENTS DO THEIR MODULES WHOLEHEARTEDLY
14. SOME PARENTS SPOIL THEIR CHILDREN AND DO THE DEED
INSTEAD OF THEIR CHILDREN
15. SOME STUDENTS TEND TO COPY THEIR ANSWERS FROM OTHERS
WITHOUT READING THE MODULE
 CHAPTER III

In this chapter, we discuss the research design, area of study, population,

sample of population, sampling technique, and instrument for data collection,
validation of the questionnaire, administrative of the instrumental and method of
data analysis.

Research Design

The impact of Modular Modalities to the selected Grade 9

students school year 2020-2021 at Datu Molod Integrated
school, Lumtil, Maasim, Sarangani, Province

What are the Impact of Modular

Locale
Modalities to Student?

Datu Molod
Integrated
School
Does Modular Modalities
effective? Problem

Impact of Modular
Modalities
What are the advantages and
disadvantages of Modular Respondent
instruction to student?
Grade 9

Data Gathering

Survey
Questionnaire

Statistical Tool

Percentage = F/Nx100
 The respondents agreed that they having difficulty with self Learning
Modules. They agreed that self – Learning Modules (SLM) is effective. The
students agreed that they having difficulty in answering their modules. From
the researcher respondents, most of them agreed they have enough time to
answering that all of their module can answer by their own.

In having this Modular Modalities the researchers found out that more
students having difficulty with the set schedule of the retrieval and
submission of their module. The respondents access to a Modular Learning
Modality. The common statement that the respondents experienced they
feel stressful in answering the SLM. Researcher also found out that the
respondents understand the topic / lessons to all their module.

Figure 2: Research Design

Locale of the study

 Lumatil Maasim, Sarangani Province is the location of a secondary
Integrated School, Datu Molod Integrated School. In this School the researcher
administered the questionnaire to the selected grade nine student in different
sections.

Respondents of the study

The respondents of the study are the grade nine (9) high school
student from Datu Molod Integrated School; the grade (9) level has three section;
population of 95 respectively. But our respondents are 10 person only due to the
global pandemic

This study used the sloven’s formula to determine the number of

respondents.

N where: n = number of respondents

n=
1+ Ne2 e = constant variable

N = Total population

Percentage of
Section Total of Needed Number of
Respondents Respondents Respondents

Grade 9 30 100% 30

Total 30 100% 30

Table 1: Distribution of Respondents from the One Section

Sampling Technique
 The Researcher use the systematic random sampling technique the
researcher. The researcher used the ff. formula to determine the sampling
interval.

N where: I = sampling interval

I=
(Number of needed respondents) N= total number of
Respondents

Research Instrument

One of the most Important components of a research design is the

research instrument because it is used to gathered and collect both data and
information. These instruments are useful ways gathering data. Without them,
data would be impossible to put in hand.

The questionnaire method was used as the primary instrument in

gathering the data that would support the Impacts of Modular Modalities to the
selected Grade 9 student year 2020-2021 at Datu Molod Integrated School.

Statistical Treatment

As soon as all materials were in, all data and information gathered. To test
the hypothesis, statistical tool and technique were used to compare the
respondents and identify the distribution of respondents of variable.
 The study used the ff. formula to determine the percentage
distributions.

F
Percentage= X 100% where F = frequency
N
N = Number of respondents

Validation of the Instrument

The researcher asked for the permission of authorities in validating

the test tool for the researcher. They were ma’am Ann Jhy G. Gimena and Helen
B. Sabellano the validators encountered some problems with the test tool, and
them some revisions were done.

Data Gathering Procedure

With regards to data gathering, the researcher asked permission from

the Researcher 2 adviser of SHS –Grade 12, Green Valley College Foundation
Inc. Ma’am Ann Jhy G. Gimena then the researcher limited a study due to this
conduct COVID – 19 global pandemic.

The researcher distributed the set of questionnaire to the 10 selected

randomly students in Datu Molod Integrated School. The researcher formulated
questionnaire that were application to Grade 9 high school students and could be
easily understood by them.
 PRESENTATION, ANALYSIS AND INTEPRETATION OF DATA

This chapter includes the presentation, analysis, and interpretation of

the data gathered in the study.

100
90
80
70
60
50 90
40
30
20
10 10
2 3 4
4
0 1 2 3
Yes No

Figure 3.1: Student having difficulty with Self Learning Modules

Figure 3.1, presents the students having difficulty with Self Learning
Modules. Among the 10 respondents, 10% had said no and 90% said yes.

90
80
70
60
50
8000%
40
30
20
2000%
10
0
Yes No

Figure 3.2: Self – Learning Modules / Modular Distance Learning is effective

(in student.)

Figure 3.2 presents, Are Self – Learning Modules / Modular Distance

Learning is effective? Among 10 respondents. 20% said no and 80% said Yes
self Learning Modules is effective.
 90
80
70
60
50
8000%
40
30
20
2000%
10
0
Yes No

Figure 3.3: Are you having difficulty in answering your modules?

Figure 3.3 presents, Are you having difficulty in answering your

modules? Among 10 respondents. 20% said no they are not having difficulty in
answering their modules and 80% said yes they having difficulty in answering
their modules.

100
90
80
70
60
50 90
40
30
20
10 10
3 4
1 2
2 3 4
0
Yes No

Figure 3.4: Do you have enough time to answer all your module

Figure 3.4: Do you have enough time to answer all your module?
Among 10 respondents, 10% said no and 90% said yes they have enough time
to answer all their module.
 90
80
70
60
50
8000%
40
30
20
2000%
10
0
Yes No

Figure 3.5: Can you answer all your modules on your own?

Figure 3.5 present, can you answer all modules on your own? Among
10 students, 20% said no and 80% said yes.

90
80
70
60
50
8000%
40
30
20
2000%
10
0
Yes No

Figure 3.6: Students having difficulty with the set of the retrieval and
submission of your module.

Figure 3.6 presents, students having difficulty with the set of the
retrieval and submissions of your module. Among 10 students, 20% said no and
80% said yes.
 60

50

40

30 50
50

20

10

0
Yes No

Figure 3.7: Did you complete any of these modules through assessment?

Figure 3.7 present, Did you complete any of these modules through
assessment? Among 10 students, 50% said no and 50 said yes.

120

100

80

60
100
40

20
0
0
Yes No

Figure 3.8: (Do you feel stressful in answering your SLM / Self- Learning
Modules) Do you have an access to a modular learning modality?

Figure 3.8 presents, (Do you feel stressful in answering your SLM /
Self-Learning Modules)? Among 10 students, 0% said no and 100% said yes
(they teal stressful in answering their SLM / Self-Learning Modules).
 90
80
70
60
50
8000%
40
30
20
2000%
10
0
Yes No

Figure 3.9: Do you feel stressful in answering your SLM / Self- Learning
Module?

Figure 3.9: presents, Do you feel stressful in answering your SLM /

Self- Learning Module? Among 10 students, 20% said no and 80% said yes they
feel stressful in answering their SLM / self- Learning Module.

60

50

40

30 50
50

20

10
4
3
0 2 3 4
1
1 2
Yes No

Figure 3.10: Do you understand the topic / lessons to all your module?

Figure 3.10 presents, Do you understand the topic lessons to all your
module? Among 10 students, 50% said no and 50% said yes they understand
the topic / lessons to all their module.
 90
80
70
60
50
40 80
30
20
10 10
10 0
0 3 4
1 2
2 3 4
Agree Strongly Agree Disagree Strongly Disagree

Figure 3.11: Students will continue to learn on SLM.

Figure 3.11 present, students will continue to learn on SLM, Among

10 students. 80% said Agree, 10% said Strongly Agree, 0% said Disagree and
10% said Strongly Disagree to learn on SLM.

70

60

50

40
60
30

20 40

10 0
0 4
2 3 4
0 1 2 3
1
Agree Strongly Agree Disagree Strongly Disagree

Figure 3.12: Students learn to value their time in answering SLM.

Figure 3.12 present, Students learn to value their time in answering

SLM: Among 10 students. 40% said Agree, 60% said Strongly Agree, 0% said
Disagree and 0% said Strongly Disagree to value their time in answering SLM.
 45
40
35
30
25
40 30
20 30
15
10
0
5 4
3
0 2 3 4
1
1 2
Agree Strongly Agree Disagree Strongly Disagree

Figure 3.13: Modular learning teach the students values, not specific
lessons which is repetitive.

Figure 3.13 presents, Modular learning teach the students values,

not specific lessons which is repetitive. Among 10 students, 40% said Agree,
30% Strongly Agree, 30% Disagree and 0% Strongly Disagree.

90
80
70
60
50
40 80
30
20
20
10 0
0 4
0 2 3
3 4
1 2
Agree Strongly Agree Disagree Strongly Disagree

Figure 3.14: Students amidst the being schedule find their way to learn by
their own pace.

Figure 3.14 present, Students amidst the being schedule find their
way to learn by their own pace. Among 10 students, 80% said Agree, 20%
Strongly Agree, 0% Disagree and 0% Strongly Disagree to learn by their own
pace.

90

80

70

60

50

40 80

30

20

10 10 0
0 4
0 2 3 4
1
1 2 3
Agree Strongly Agree Disagree Strongly Disagree

Figure 3.15: The way the module materials were presented helped me to
maintain my interest.

Figure 3.15 present, The way the module materials were presented
helped me to maintain my interest. Among 10 students, 80% said Agree, 10%
said Strongly Agree, 0% Disagree, 0% Strongly Disagree.
 THE IMPACT OF MODULAR MOLADITIES TO THE SELECTED GRADE 9
STUDENT OF DATU MOLOD INTEGRATED SCHOOL.

General Direction: Please read carefully all the questions given below in every
sub test. Answer is very big help in accomplishing the study. Please rest assured
that you will answer it honestly.

PART I. Please supply the information being asked.

Name: Grade Level of Section:

Sex: Age:

PART II. Personal Experience in Answering SLM.

1. Are you having difficulty with Self Learning Modules?

Yes No
2. Are Self – Learning Modules / Modular Distance Learning is effective?
Yes No
3. Are you having difficulty in answering your modules?
Yes No
4. Do you have enough time to answer all you module?
Yes No
5. Can you answer all you modules on your own?
Yes No
6. Are you having difficulty with the set schedule of the retrieval and
submissions of your module?
Yes No
7. Did you complete any of these modules through assessment?
Yes No
8. Do you have an access to a modular learning modality?
Yes No
9. Do you feel stressful in answering your SLM / Self – learning module?
Yes No
10. Do you understand the topic / lessons to all your module?
Yes No
PART III. Learning Factor in Answering SLM

STRONGLY STRONGLY
QUESTIONS AGREE AGREE DISAGREE DISAGREE
1. Students will continue
to learn on SLM.

2. Students learn to value

their time in answering
SLM.

3. Modular learning teach

the students values, not
specific lessons which is
repetitive
4. Student amidst the
being schedule find their
way to learn by their own
pace.
5. The way the module
materials were presented
helped me to maintain my
interest.
 CURRICULUM VITAE

SAHIRA D. IBRAHIM
Address: Lumatil, Maasim, Sarangani Province
Contact No: 0965-146-0534
Email Address: sahira31ibrahim@gmail.com

PERSONAL INFORMATION
Home Address : Lumatil, Maasim, SaranganiProvince
Provincial Address : Lumatil, Maasim, Sarangani Province
Date of birth :Dampilan,Lumatil, MaasimSarangani Province
Gender : Female
Age : 17 years old
Height : 5'1
Weigh t : 42kls
Civil status : Single
Nationality : Filipino
Religion : Islam
Dialects : Maguindanaon,Samal

EDUCATIONAL BACKGROUND

Senior High School

2019-2021 Green Valley College Foundation, Incorporated

Poblacion,Maasim, Sarangani Province.

Junior High School:

2008-2012 DatuMolod Integrated School

Maasim Sarangani Province
Elementary:

2002-2008 Datu Molod Integrated School

Lumatil, Maasim Sarangani Province

SKILLS AND COMPETENCE:

 Ability to work hard

 Playing Volleyball
 Playing Badminton
 CURRICULUM VITAE

NAME: NORLAILA T. CALABANIT

Contact no: 09513151958
Email Address: Norlailacabanit@gmail.com

PERSONAL INFORMATION
Home Address : Daliao, Maasim, Sarangani, Province.
Provincial Address : SARANGANI, PROVINCE.
Date of Birth : August, 01 2003.
Place of Birth : Taluya, Glan, Sarangani, Province.
Gender : Female
Age : 17 years old
Height : 5’4
Weight : 45kls
Civil Status : Single
Nationality : Filipino
Religion : Islam
Dialect : Maguindanon

EDUCATIONAL BACKGROUND

Senior High School

2019-2021 Green Valley College Foundation Inc.

Poblacion, Maasim, Sarangani Province

Junior High School

2015-2019 DatuMolod Integrated school

Lumatil, Maasim, Sarangani, Province
Elementary

2009-2014 Daliao Elementary School

Daliao, Maasim, Sarangani, Province

SKILLS AND COMPETENCE:

 Playing Badminton
 CURRICULUM VITAE

ZULKEPLE I ESMAEL
Address: Lumatil, Maasim, Sarangani Province
Contact No: 0926- 498- 0346
Email Address: zulkepleesmael@gmail.com

PERSONAL INFORMATION
Home Address : Lumatil, Maasim, Sarangani Province
Provincial address : Sarangani Province
Date of Birth : April 22, 2003
Place of Birth : Lumatil, Maasim, Sarangani Province
Gender : Male
Age : 18 years old
Height : 5’6
Weight : 59 kls
Civil status : Single
Nationality : Filipino
Religion : Islam
Dialects : Maguindanaon

EDUCATIONAL BACKGROUND

Senior High School:

2020-2021 Green Valley College Foundation Inc.

Poblacion, Maasim, Sarangani Province

Junior High School:

2015-2019 DatuMolod Integrated school

Lumatil, Maasim, Sarangani Province

Elementary:

2009-2015 DatuMolodIntegrated school

Lumatil,Maasim,Sarangani,Province

SKILLS AND COMPETENCE:

 Computer Literate
 Playing Badminton
 Painting and Drawing
 CURRICULUM VITAE

Rico O. Ambay
Address: Lumatil, Maasim, Sarangani Province
Contact No: 0997947383
Email Address: ricoambay8@gmail.com

PERSONAL INFORMATION

Home Address : Lumatil Maasim Sarangani Province

Provincial Address : Sarangani
Date of Birth : July 23,2000
Place of Birth : Lumatil Maasim Sarangani Province
Gender : Male
Height : 4,9
Weight : 45kls
Civil Status : Single
Nationality : Filipino
Religion : Islam
Dialect : Maguindanaon

EDUCATIONAL BACKGROUND

Senior high:

2019-2021 Green Valley College foundation Incorporated

Poblacion Maasim Sarangani Province

Junior high:

2015-2019 Datu Molod Integrated School.

Lumatil Maasim Sarangani Province
Elementary:

2009-2015 Datu Molod Integrated School

Lumatil Maasim Sarangani Province

SKILLS AND COMPTENCE

 Playing Volleyball
 Playing Badminton
 CURRICULUM VITAE

Datu-ali M. Hadji-ali
Address: Poblacion, Maasim, Sarangani Province
Contact No: 09463499081
Email Address: datualihadjiali@gmail.com
PERSONAL INFORMATION
Home Address : Daliao, Maasim, Sarangani Province
Provincial Address : Daliao, Maasim, Sarangani Province
Date of Birth : August, 10, 2002
Gender : Male
Age : 18
Height : 73 kg
Civil Status : Single
Nationality : Filipino
Religion : Islam
Dialects : Maguindanon, Filipino, and English
EDUCATIONAL BACKGROUND

Senior High School:

2019-2021 Green Valley College Foundation Incorporated

Poblacion, Maasim, Sarangani Province

Junior High School:

2014-2019 Datu Molod Integrated School

Lumatil, Maasim, Sarangani province

Elementary:

2009-2014 Daliao Elementary School

Daliao, Maasim, Sarangani Province

SKILLS AND COMPOTENCE

 Playing Basketball
 CURRICULUM VITAE

AHMAD M. SABAN
Contact No: 0951-502-0853
Email Address: ahmadsaban872@gmail.com

PERSONAL INFORMATION

Home Address : Daliao, Maasim, Sarangani Province

Provincial address : Sarangani Province
Date of Birth : April 11, 2002
Place of birth : Daliao, Maasim, Sarangani Province
Gender : Male
Age : 18 years old
Height : 5’9
Weight : 59 kls
Civil status : Single
Nationality : Filipino
Religion : Islam
Dialects : Maguindanaon

EDUCATIONAL BACKGROUND

Senior High School:

2020-2021 Green Valley College Foundation

Poblacion, Maasim, Sarangani Province

Junior High School:

2015-2019 DatuMolod Integrated school

Lumatil, Maasim, Sarangani, Province

Elementary:

2009-2015 DaliaoElementary School

Daliao, Maasim, Sarangani, Province

SKILL AND COMPETENCE

 Computer Literate
 Playing Basketball/Track and field
 CURRICULUM VITAE

Kovey Bryan L. Maguid

Address: Daliao,Maasim,SaranganiProvince
Contact No: 0950 523 6709
Email Address:ricoambay8@gmail.com

PERSONAL INFORMATION

Home Address :Daliao, MaasimSarangani Province

Provincial Address : Sarangani Province
Date of Birth : June 12, 2002
Place of Birth : Daliao,MaasimSarangani Province
Gender : Male
Height : 5’7
Weight : 46kls
Civil Status : Single
Nationality : Filipino
Religion : Islam
Dialect : Maguindanaon

EDUCATIONAL BACKGROUND

Senior High School:

2020-2021 Green Valley College Foundation

Poblacion, Maasim, Sarangani Province

Junior High School:

2015-2019 DatuMolod Integrated school

Lumatil, Maasim, Sarangani, Province

Elementary:

2009-2015 DaliaoElementary School

Daliao, Maasim, Sarangani, Province

SKILL AND COMPETENCE

 Playing Basketball/Swimmer