The Effectiveness of Modular Distance Learning Modality to the

English Performance of Senior High School Learners

of Dumalag Central National High School

A Thesis Presented to the

Faculty of the Graduate School

Colegio Dela Purisima Concepcion

Roxas City

In Partial Fulfillment

of the Requirements for the Degree

Master of Arts in Education

Major in English

By

EUNICE GALE F. FANTILANAN

September 2020

Statement of the Problem

 This study will be conducted to determine the Effectiveness of

Modular Distance Learning Modality to the English Performance of

Senior High School Learners of Dumalag Central National High School.

Specifically, this study sought to answers to the following

questions:

1. What is the demographic profile of Senior High School

Learners of

Dumalag Central National High School in terms of age, sex,

parents’ educational background and parents’ occupation?

2. What is the level of Effectiveness of Modular Distance

Learning

Modality on Senior High Learners of Dumalag Central National

High School?

3. What is the English Performance of Senior High School

Learners of Dumalag Central National High School?

4. Are there significant differences in the level of Effectiveness of

Modular Distance Learning Modality of the respondents when

grouped according to age, sex, parents’ educational

background and parents’ occupation?

5. Are there significant differences in the English Performance of

the
 respondents when grouped according to age, sex, parents’

educational background and parents’ occupation?

6. Is there a significant relationship between the effectiveness of

Modular Distance Learning Modality and the English

performance

of the respondents?

Hypotheses

Based on the aforementioned problems, the following hypotheses

will

be considered:

1. There are no significant differences in the level of

Effectiveness of Modular Distance Learning Modality of the

respondents when grouped according to age, sex, parents’

educational background and parents’ occupation.

2. There are no significant differences in the English Performance

of the respondents when grouped according to age, sex, parents’

educational background and parents’ occupation.

3. There is no significant relationship between the effectiveness of

Modular Distance Learning Modality and the English performance

of the respondents.

Theoretical Framework

This study is anchored to the Michael Moore’s (1983)

Transactional Distance Theory. The theory mainly describes the learner

and the educator/teacher relationship. The transactional distance is

essential according to Moore’s understanding, because the perception

is grounded in distance learning within a social structure, not in its

traditional form. It also involves the autonomy of the student, as the

distance between him and his teacher means that the student must

adopt responsibility for his own learning.

Moore summarized distance learning interaction by

describing three forms of interaction: Learner-content interaction

where students can get information from the course contents using this

method. The contents may be in the form of text, video or audio, online

communication, computer-aided programs; Learner-learner interaction,

this kind of interaction is used for the exchange of ideas and

information about the course that arises among students in the

absence or presence of the teacher and Learner-instructor interaction

is related to the instructor and the learner communication. It may

appear in the form of an instructor conveying information, inspiring the

learner, or giving feedback.

In addition, it may incorporate the learner’s interaction with

the teacher by communicating or asking questions related to course

exercises. It is also to summarize the different relationships and

strength of relationship among teachers and students.

The Giossos, Koutsouba, and Lionarakis (2009) theory further

refine this notion in their review of the contemporary relevance of

Moore’s theory. They stated that the particularities of space and time

pertaining to teacher and learner which characterize distance learning,

create particular behavioral models for the teacher and the learner,

psychological and communication distance between them, and

insufficient understanding of each other.

In addition, this theory also linked to theories on

Individualizing Instruction through modules. According to Kemp and

Smelie (1989), individualizing instruction plays a big role in modular

instruction. Its main attributes include the individual assuming

responsibility for their own learning, proceeding with activities and

materials at their own level and studying at their own pace. This

principle is in consonance with Thorndike’s law of readiness and law of

effect where the law of readiness states that when a person is

prepared to respond or act, giving the response is satisfying and being

prevented of doing so is annoying.

Conceptual Framework

This study will assume the Effectiveness of Modular Distance

Learning Modality to the English Performance of Senior High School

Learners of Dumalag Central National High School. The dependent

variable of the study is the English Performance while the independent

variables included in this study are the modular distance learning

modality and socio-demographic profile of the learners. The

demographic profile has four components such as age, sex, parents’

educational background and parents’ occupation. These independent

variables are perceived as factors which can be utilized to influence

the English Performance of the respondents.

This study is based on the concept that the socio-demographic

profile of the respondents and the effectiveness of modular distance

learning modality are perceived to affect their English Performance.

It is also noted in the conceptual framework that the

independent and dependent variables are perceived to have a

significant relationship.

The schematic diagram of the study, Figure 1 is shown below.

INDEPENDENT VARIABLES

DEPENDENT VARIABLES

DEMOGRAPHIC
PROFILE
 Age
 sex
 Parents’
Educational
Background
 Parents’
Occupation
English Performance

Modular Distance
Learning Modality
Figure 1. Shows the relationships of independent and dependent
variables.

Respondents of the Study

The respondents of the study will be the Senior High School

Learners of Dumalag Central National High School. The stratified

random sampling method will be employed in the selection of the final

participants of the study. The number of respondents will be taken from

each strand or stratum of the target population. The desired number of

the sample, will be computed by using the Slovin’s formula, will be

randomly drawn and included in the administration of the final forms of

the questionnaires.

Research Design

This study aims to determine the Effectiveness of Modular

Distance Learning Modality to the English Performance of Senior High

School Learners of Dumalag Central National High School.

The quantitative method of research will be utilized in this

investigation. The quantitative method employed the use of

correlation. The quantitative approach is gathering information that

focuses on describing a phenomenon across a larger number of

participants thereby providing the possibility of summarizing

characteristics across groups or relationships.

Correlation research on the other hand, attempts to determine

whether, and to what degree a relationship exist between two or more

quantifiable variables (Frio, 2019).

The descriptive statistics will utilize the frequency, the means,

and the standard deviation. The inferential statistics employed were t-

test for independent samples, One-way Analysis of Variance (ANOVA)

and Pearson r. The significance level will be set at 0.05.

Data-gathering Instruments

The researcher-made and modified research instruments will be

used to gather data/information. Part 1 will be the researcher-made

questionnaire that includes personal profile of the respondents. Part II

will be the modified questionnaires to determine the level of

Effectiveness of Modular Distance Learning Modality of Dumalag

Central National High School to the learners.

To determine the English Performance of the learners, the grades

of the respondents for the first quarter will be taken from the

Registrar’s office.

Prior to the use of the instrument in gathering data, it will be

subjected to face and content validation by the experts to determine

the appropriateness of each item in measuring the given construct.

Suggestions and recommendations given by the validators will be

 included in the modification of the final instrument. After validation, it

will be pilot tested among the different groups of students who are not

included in the study to establish its reliability coefficient. According to

Gonzaga (2018) as cited by Frio (2019), coefficient reliability of greater

or equal to .70 indicates high reliability.

References

Journals & Encyclopaedia

Frio, R. (2019). Professional Profile, Resiliency to Policy Change,

Personal
Barriers to Creativity and Innovativeness of TESDA trainers in
Region VI. Unpublished Dissertation. Filamer Christian University,
Roxas City, Capiz

Vergara.A.M. (2017). Development, effectiveness and acceptability of

module for the problem solving and critical thinking skills of
alternative learning system in District of Tanay II, Tomas Claudio
Memorial College Morong, Rizal

Web Sources

European Distance and E-Learning Network (EDEN). (2006). Theory and

theorists: Michael G. Moore. Evolution of Theory of Transactional
Distance http://www.eden-online.org Powerpoint presentation
retrieved 28 July 2011 from Google search

Giossos, Y. (n.d.). Reconsidering Moore’s Transactional Distance

Theory. European Journal of Open, Distance, and E-learning
(EDEN). Retrieved August 20, 2011. http://www.eurodl.org/?
article=374

Lim, A.J. ( 2016) .Effectiveness of Modular Instruction in Word Problem

Solving of BEED Students Eastern Samar State University,
Philippines
Moore, M. (1997). Theory of Transactional Distance. In Keegan, D.
(1997). (Ed.). Theoretical Principles of Distance
Education. Routledge, pp. 22-38. Retrieved 28 July 2011.
http://www.aged.tamu.edu/research/readings/Distance/1997MooreTra
nsDistance.pdf