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ABSTRACT
Amidst of the COVID-19 crisis, the education don’t stop, it must continue whether with or without physically going to
school. Face-to-face learning modality is out, modular distance learning is in. At the present moment of situation;
Department of Education made an urgent response to ensure the safety of learners and the teachers. On the other hand,
they also ensure the continuity of quality education.
With health risks that the pandemic is imposing to teachers, the Department of Education provided guidelines
and policies regarding various modalities and approaches in teaching to provide quality education to learners amidst
pandemic. The teaching and learning process is undertaken remotely and on digital platforms, and the students are
asked to accomplish and submit school activities online at own pace, place, and time. This study aimed to ascertain the
methods, interventions or solutions of every educational institutions as well as the government in providing assistance to
students, parents and teachers who are having difficulty in this new learning modalities amidst pandemic.
Based on the gathered data, the significant effect of challenges and status of modular learning as to learners’
academic behavior and performance rejected the null hypothesis “The challenges and status of modular learning have no
significant effect on learners’ academic behavior and performance.”. These implies that there is a significant effect
between the Challenges and Status of Modular Learning as to learners’ academic behavior and performance.
KEYWORDS: Modular Distance Learning, General Comprehension, Independent Learning, Existing Health
Condition, Assessment and Monitoring, Distribution and Retrieval, Physical Interaction with Learners
3. Students acquired necessary knowledge from the module. 3.46 0.99 Agree
4. Students‟ engagement and interest levels remain as instructions from
3.43 1.01 Agree
the module are easy to grasp.
5. Students understand completely the content of the module. 3.27 1.07 Moderately Agree
Grand Mean/SD 3.46 1.00 Agree
Interpretation High
Legend:
Scale Range Remarks Interpretation
5 4.20 – 5.00 Strongly Agree Very High
2 3.40 – 4.19 Agree High
3 2.60 – 3.39 Moderately Agree Average
2 1.80 – 2.59 Disagree Low
1 1.0 – 1.79 Strongly Disagree Very Low
The respondents agree that students can comprehend comprehend the instructions as well as the content of
instructions and learn on their own with their the module in general.
parents’ guidance supported by the obtained highest Thorndike (2017) describes reading
weighted mean of 3.60 and SD of 1.04. On the other comprehension simply as thinking. To comprehend a
hand, the respondents moderately agree that students pupil needs to understand language patterns, to
understand completely the content of the module as recognize the structural elements composing a
implied lowest weighted mean of 3.27 and SD of sentence and to perceive the syntactic inter
1.07. This meant that students were able to relationship of these elements.
Interpretation High
Legend:
Scale Range Remarks Interpretation
5 4.20 – 5.00 Strongly Agree Very High
2 3.40 – 4.19 Agree High
3 2.60 – 3.39 Moderately Agree Average
2 1.80 – 2.59 Disagree Low
1 1.0 – 1.79 Strongly Disagree Very Low
Legend:
Scale Range Remarks Interpretation
5 4.20 – 5.00 Strongly Agree Very High
2 3.40 – 4.19 Agree High
3 2.60 – 3.39 Moderately Agree Average
2 1.80 – 2.59 Disagree Low
1 1.0 – 1.79 Strongly Disagree Very Low
It can be inferred that the respondents of 4.22. This meant that the teachers have the means
strongly agree that The parents provide feedbacks to to communicate with the students on a very high
the student’s experiences in answering the module level, either through their parents or through various
and Parents are the students’ representative in platforms.
expressing their concern regarding the module as Every day, teachers make countless real-
showed by the highest garnered weighted means of time decisions and facilitate dozens of interactions
4.56. Similarly, the respondents strongly agree that It between themselves and their students. Although
is easy for teachers to communicate with their they share this commonality, educators all over the
students as others have the means for other ways to country often talk about these decisions and
communicate as proved by the lowest weighted mean interactions in different ways (Adams, 2017).
Interpretation High
Legend:
Scale Range Remarks Interpretation
5 4.20 – 5.00 Strongly Agree Very High
2 3.40 – 4.19 Agree High
3 2.60 – 3.39 Moderately Agree Average
2 1.80 – 2.59 Disagree Low
1 1.0 – 1.79 Strongly Disagree Very Low
It can be inferred that the respondents agree and the students have the drive to reach out their
that students are persistent to pursue learning even learning goals as proved by the lowest weighted
when faced by obstacles during the teaching learning mean scores of 3.55. This meant that the students still
process as showed by the highest gained weighted exhibit motivation in the modular learning setting.
means of 3.55. On the other hand, the respondents Robbins (2019) mentioned that achievement
moderately agree that Students have a good study motivation energizes and directs behavior toward
strategy and high study effort, the students are highly achievement and therefore is known to be an
motivated to learn the topics presented by teachers important determinant of academic success.
The table above presents the academic on a satisfactory level. The remaining 5.00% of the
performance of the grade 6 learners. Majority of the population, which is equivalent to four (4) students
learners which account to 82.00% of the total performed outstandingly with grades ranging from 90
population of learners performed on a very – 100.
satisfactory level with sixty-eight (68) learners The mean performance of the grade 6
incurring grades between 85 – 89. This is seconded in learners is depicted by the mean score of 86. 43
frequency by the students who incurred grades within which was verbally interpreted as very satisfactory.
the range 80 – 84, with eleven (11) students or We can infer from the above that the
approximately 13.00% of the population performing students are performing very well collectively.
General Comprehension
-0.54 0.592 Not Significant
Level of Motivation
General Comprehension
0.525 Not Significant
Focus and Attention -0.64
General Comprehension
0.033 Significant
-2.17
Self-regulation
General Comprehension
Task orientation 0.037 Significant
2.13
*significant at .05 level of significance
It can be seen that the obtained p-values of However, p-value of 0.005 was gained on
0.779, 0.081 and 0.931 on the effect of pupil‟s the effect of pupil‟s general comprehension to their
general comprehension to their academic behavior in academic behavior in terms of focus and attention
terms level of motivation, self-regulation and task which was lower than the 0.05 level of significance
orientation respectively were higher than the 0.05 which indicated a significant analysis. This meant
level of significance which indicated a not significant that pupil‟s general comprehension on modular
analysis. This further implied that pupil‟s general learning affect their focus and attention behavior
comprehension on modular learning does not affect towards learning.
their academic behavior in terms of level of
motivation, self-regulation and task orientation.
Table 9. Effect of Parents’ Existing health Condition on Modular Learning to Learner’s Academic
Behavior.
It can be observed that the obtained p-values On the other hand, p-values of 0.001 and
of 0.322 and 0.492 on the effect of parents‟ existing 0.020 were gained on the effect of parents‟ existing
health condition to the students‟ academic behavior health condition to the students‟ academic behavior
in terms level of motivation and task orientation in terms of focus and attention and self-regulation
respectively were higher than the 0.05 level of which were lower than the 0.05 level of significance
significance which indicated a not significant which indicated a significant analysis. This meant
analysis. This further implied that parents‟ existing that parents‟ existing health condition on modular
health condition on modular learning does not affect learning affect their focus and attention and self-
their academic behavior in terms of level of regulation behavior towards learning.
motivation and task orientation.
Table 10. Effect of Teachers’ Physical Interaction with Learners on Modular Learning to Learner’s
Academic Behavior
Table 11. Effect of Pupil’s Challenges and Status on Modular Learning to Academic Performance
Variables p-value Analysis
t-value
General Comprehension
18.56 0.000 Significant
Academic Performance
Independent Learning
12.67 0.000 Significant
Academic Performance
*significant at .05 level of significance
It is observed that pupils‟ challenges and respectively which were less than the significance
status as to general comprehension and independent alpha of 0.05. This implies that the academic
learning were revealed to have a significant effect on performance of the students is influenced by the
the academic performance of the students. This is general comprehension and independent learning of
signified by the p-values obtained 0.000 and 0.000 the students.
Table 12. Effect of Parents’ Challenges and Status on Modular Learning to Learner’s Academic
Performance.
Content Knowledge
6.10 0.000 Significant
Academic Performance
Time Management Significant
13.8 0.000
Academic Performance
Existing health Condition
11.20 0.000 Significant
Academic Performance
*significant at .05 level of significance
It is observed that pupils‟ challenges and respectively which were less than the significance
status as to general comprehension and independent alpha of 0.05. This implies that the academic
learning were revealed to have a significant effect on performance of the students is influenced by the
the academic performance of the students. This is general comprehension and independent learning of
signified by the p-values obtained 0.000 and 0.000 the students.
Table 26. Effect of Teachers’ Challenges and Status on Modular Learning to Learner’s Academic
Performance
It is observed that teachers‟ challenges and challenges and status of modular learning have no
status as to distribution and retrieval and assessment significant effect on learners‟ academic behavior and
and monitoring were revealed to have no significant performance.”. These implies that there is a
effect on the academic performance of the students. significant effect between the Challenges and Status
This is signified by the p-values obtained 0.760 and of Modular Learning as to learners‟ academic
0.392 respectively which were greater than the behavior and performance.
significance alpha of 0.05. This implies that the
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