Professional Documents
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64-Article Text-443-1-10-20211016
64-Article Text-443-1-10-20211016
A R T I C L E IN F O A B S T R A C T
386
1. Introduction by Sufiana K. Malik (2012). If the students with
COVID-19) pandemic; the schools were shutting negative perception towards Mathematics performed
down and no face-to-face interaction between teachers poorly and vice versa, that performance of
and students. To address these extraordinary mathematics can be improved through enhancing
challenges, the schools in the Philippines shifted positive perception towards Mathematics (Wasike,
traditional face-to-face way of teaching to distance Michael, & Joseph, 2013). According to Antony
learning approach. This is a learning delivery mode Charles that modular approach in Mathematics
where interaction takes place between the teachers learning proved to be an effective and efficient tool to
and students which they are geographically remote help students to learn mathematics themselves.
from each other during instruction and the lesson (Jazim and Rahmawati, 2017) stated students improve
proper delivers outdoors the traditional face-to-face the mathematical understanding on the material that
platform viewed of Bonz Magsambol (2020). is given to them. As they explained, the use of module
According to John Elflein (2021), Coronaviruses in learning mathematics makes students with high
were a group of viruses that can be transmitted academic ability tended to be more active in the
between animals and people, causing illnesses that discussion process. Moreover, this approach is also
may range from the common cold to more severe useful for students with a poor mathematical
respiratory syndromes. Here are the top ten (10) most background and lack of motivation (Abramovits,
affected countries in the world: USA, India, Brazil, Berezina, & Shvartsman).
Russia, UK, France, Spain, Italy, Turkey, and Despite of this COVID-19 pandemic the Mindanao
Merlina Hernando-Malipot (2020) reported that of School Department opened the school year 2020-2021
all the alternative learning modalities offered by the using modular distance learning approach that was to
Department of Education (DepEd) most students adapt well in a new normal classroom or environment,
prefer to use the ‘modular’ distance learning options. and a new development in teaching-learning process.
She added that based on the partial results of the The modular approach placed students to learn in the
Learner Enrollment and Survey Forms (LESFs) comfort of their homes, limited contact to the teachers
distributed during the enrollment period, it showed and their parents or guardians take place as their
learning, TV & Radio based instruction and other The purpose of this study was to examine the
modalities while only 2 million enrollees prefer online significant effect of modular distance learning
for school year 2020-2021. (Anthony, 2020) Modular approach in Mathematics to academic performance as
distance learning is a learning form of individualized perceived by grade 11 STEM strand students. To give
Instruction allows learners to utilize self-learning significant plan to the educators to improve the
modules it's either in printed or digital teaching-learning process even this pandemic
format/electronic copy, learners access the copies of vanished and how it can be implemented effectively so
learning materials on a computer, tablet PC or the teachers embrace its use. This study was also to
Smartphone, CD'S, USB storage, computer-based determine that using module can help and can be
including offline E-Books, with this learners may ask permanently used as teaching-learning material in
assistance from the teacher via E-mail, telephone, text mathematics subject.
message/instant messaging, messenger, etc.
Mathematics is often pointed as a difficult topic
despite of its importance in daily life. Such perception
is due to the abstract nature of Mathematics as said
2. Literature Review
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Perception learning and cognition, interest, motivation for
Perception (from the Latin perceptio, meaning learning, skills, engagement, quality of teaching and
identification, and interpretation of sensory student’s capability to perform at the desired level
information in order to represent and understand the (Lewin & Mawoyo, 2014; Moseki & Schulze, 2010).
presented information or environment (Schacter, Tinto (1987) defined students’ academic performance
2011). It is not only the passive receipt of these as a longitudinal process that involves exchanges
signals, but it’s also shaped by the recipient’s learning, between students’ characteristics such as resources,
memory, expectation, and attention (WIKIPEDIA). intentions, temperaments and commitments as well
William N. Dember (n.d.) said perception, in human, as characteristics of the academic institution.
the process whereby sensory stimulation is translated Academic performance is increased by positive
into organized experience. That experience, or percept, students’ experiences that alter their commitments
is the joint product of stimulation and of the process and intentions to positive encounters.
Smart and Cappel (2006) mentioned if the students goes, is a “journey not a destination.” The location in
perceive some benefits to their learning (through either the journey is labeled as the level of performance. Each
a personal interest in or an application of content) they level characterizes the effectiveness or quality of a
According to Anthony Abaidoo (2018) as cited in been devised and investigated in many forms of
Narah and Abdullah (2016), academic performance is controlled movement, and has been described in many
the knowledge gained which is assessed by marks by different species of organism using the General Tau
According to Shuja, Qureshi, Schaeffer, & Zareen educational outcomes (cognitive, behavioral, and
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their own overt behavior and/or the circumstances in associated possible consequences of action. The
which this behavior occurs. possible associated consequences can be actively
Dr. Friestad-Tate, Dr. Schubert and Dr. Mccoy (as tested for validity and inform future actions in similar
cited in Biggs, 1999) claimed modular learning is the situations cited in (Kolb & Boyatzis, 2000). On the
approach where the focus is on learning outcomes, basis of these viewpoints of learning it is clear that the
and its success relies on connecting outcomes to focus of learning outcomes has shifted from content to
student learning and course design. These areas competence cited in (Braband, 2008; Brandon & All,
combine to make a course constructively aligned. In 2010). With the constructivist approach the educator
order for curriculum to be constructively aligned, it is becomes a facilitator of learning. For this reason the
important to defined learning outcomes, to determine responsibility of the educator-facilitator is to create
learning and teaching outcomes that lead to learning opportunities for students to process new
successful realization of appropriately assessed information and link it to existing mental frameworks
Guilhardi et al. (2007) developed the modular knowledge needs to be retrieved before the student is
theory of learning and performance. This modular able to link the new knowledge to it. Through this
theory of learning and performance contains parts process the new information is comprehended and
that may be labeled, perception, memory, and meaning making occurs or knowledge is constructed.
decision. This modular theory is a development of Learning opportunities are created within a complex
packet theory that adds a distinction between pattern system that consists of the educator, student,
and strength memories, as well as contributing closed- teaching context, teaching and learning activities,
form equations. The name packet theory derives from outcomes, and student assessment tasks and should
a focus on the decision module, which provides the take the clinical environment into consideration. The
basis for bouts of responses. The perception and starting point for creating learning opportunities is to
memory modules, however, are just as important as clarify the learning outcome or competence cited in
(Biggs, 1996) that the professional person must
the decision module.
demonstrate. Kouwenhoven defined competence as
In the study of Botman, Van Rensburg, Coetzee, &
the capacity to demonstrate up to a predetermined
Heyns (2015), “Conceptual Framework or Educational
standard the key occupational tasks that characterise
Design at Modular Level to PromoteTransfer of
a profession cited in (Kouwenhoven, 2010.). According
Learning”, they mentioned learning theories have
to Braband (2008) cited by (Botman, Van Rensburg,
reshaped themselves from behaviourism to
Coetzee, & Heyns, 2015), students are competent
information processing to constructivism. Cognitive
when they have the capacity to apply their knowledge
science and cognitive psychology confirm that the
and skills with an appropriate attitude in various
process of constructing knowledge is dependent on
environments and circumstances. In other words,
existing knowledge, the context or situation, and
when foundational knowledge (content), procedural
internalisation of information in an organised
knowledge (how to do), and conditional knowledge
cognitive structure cited in (Bruce, Klopper, & Mellish,
(when to do) become functional knowledge cited in
2011). This constructivistic approach interrelates well
(Biggs, 1996). The elements of learning opportunities
with Kolb’s experiential learning theory, which
that promote competence are activation of existing
postulates that knowledge is created from
knowledge to serve as a foundation for new knowledge;
understanding and transforming experience. Kolb’s
application of knowledge in real-world settings; active
model postulates that observations and reflections
engagement of students in real time and real-world
occur upon concrete experiences. These reflections are
situations; practicing of assessment, critical thinking,
internalised and abstract concepts are formed with
communication, and leadership skills through
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collaborative learning processes; multiple authentic manner. The concept of interaction is fundamental to
formative assessments to ensure mastery of the the effectiveness of distance education programs as
complete competence; and objective assessment well as traditional ones. Learners who do not have the
measures that are clearly aligned with expected basic skills required to use a communication medium
competencies cited in (Carraccio, Wolfsthal, spend inordinate amounts of time learning to interact
Englander, Ferentz, & Martin, 2002; Merrill, 2002). It with the technology and have less time to learn the
is the responsibility of the educator to ensure that all lesson.
teaching and learning activities are aligned with the Module
outcome, reality, and assessment tasks while it is Alcantara (2015) claimed that education is very
students’ responsibility to actively engage with the important in everyone's life thus, learning
learning material in order to internalise the theory and mathematics is very relevant in man's daily living,
skills and in this way construct new knowledge cited some students with this, teachers who facilitate
in (Reaburn & Strategy, 2009). learning should prepare and apply different strategies
According to McIsaac & Gunawardena as they cited and techniques in order to help students to
Moore’s (1990) concept of "transactional distance" understand the lessons especially in Mathematics.
encompasses the distance that, he said, exists in all She added that developing a learning module is a great
educational relationships. This distance is determined effort a teacher will do in supporting students
by the amount of dialogue that occurs between the learning. Alcantara (2015) also mentioned that
learner and the instructor, and the amount of modules are the most widely accepted learning
structure that exists in the design of the course. materials so it is important to prepare in intelligently.
Greater transactional distance occurs when an It has an impact in learning since using this material
educational program has more structure and less has already been spread in the whole and the use of it
student-teacher dialogue, as might be found in some has an effect in the learning process of the students
traditional distance education courses. Education all over the world especially in the subject
offers a continuum of transactions from less distant, mathematics.
where there is greater interaction and less structure, Based on the students’ opinion they said that
to more distant, where there may be less interaction course modules are the alternative solution to provide
and more structure. This continuum blurs the effective education to all students and at levels in the
distinctions between conventional and distance present scenario under new education policy (Reddy,
programs because of the variety of transactions that 2005).
occur between teachers and learners in both settings.
In accordance with the idea of James D. Russell
Thus distance is not determined by geography but by
(1974), module is “an instructional package dealing
the relationship between dialogue and structure. He
with single conceptual units of subject matter." A
discussed three types of interaction essential in
module, as a self-contained unit, offers variety and
distance education. Learner-instructor interaction is
adaptability to the instructional process. It can be
that component of his model that provides motivation,
used by an individual or small group of learners in a
feedback, and dialogue between the teacher and
variety of situations. It cooperate multimedia learning
student. Learner-content interaction is the method by
experience so the learners can see or hear about the
which students obtain intellectual information from
concept they're studying. A module may be several
the material. Learner-learner interaction is the
minutes or several hours long. Modules take into
exchange of information, ideas, and dialogue that
account individual learning styles, are flexible to meet
occur between students about the course, whether
variable learner needs, and place maximum
this happens in a structured or nonstructured
responsibility on the learner. Modules also provide for
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active participation by the learner, reinforcing the administered to a single use small group or large
theorem that they learn by doing. group; It is more appropriate to mature students; It
In the idea of Dr. Kardarp Sejpal (2013), the enables the learners to have a control over his
concept of "module" is strictly linked to the idea of learning; accept greater responsibility for learning; It
flexible language curriculum, which should provide all already economical in their use; appropriate only for
those concerned with education framework to matured students and this method demands smart
establish dear and realistic language learning classroom. And he also enumerates the following
objectives. In addition to Alelaimat & Ghoneem (2012) disadvantages: Modules are economical in their use;
said that module contains specific objectives, Appropriate only for matured students; And this
experience, and certain teaching activities carried unit method demands smart classrooms. But modules are
sequence and logical completion to help the learner to not substitutes for teachers (Estrada, 2021).
achieve the goals and develop sufficiency according to Modular Distance Learning Approach
the speed of self-learning. As a result, the new According to Bonz Magsambol (2020), to make sure
teaching method (module) attention to learner who that learning remains unhampered, DepEd will be
become the center of activities which aim achieving the implementing a distance learning approach a learning
objectives of the teaching process for the learners, this delivery mode where interaction takes place between
approach makes the teaching materials more the teacher and the students who are geographically
understandable and increase the mental activities for remain from each other during instruction, this means
the learner, strength then the motivation, lesson will be delivered outside the traditional face-to-
consolidating the self-satisfaction and helps to keep face setup. Based on (Manlangit, Paglumotan, &
what they learned, as they organize the Information in Sapera) Modular learning is a form of distance
his way. learning that uses self-learning modules (SLM) based
The role of the concept module is to provide on the most essential learning competencies (MELCS)
students the opportunity to gain exposure and provided by DepEd. According to Mark Antony Llego
experience with a threshold concept by engaging with (2020), modular distance learning is learning in the
It from multiple perspective there behaving greater form of individualized instruction that allows learners
opportunity to recognize the implicit threshold nature to use self-learning modules (SLM) in print or digital
of the associated concept (Parker & McGills). The format/electronic copy whichever is applicable in the
modules include sections on motivation and context of the learner, and other learning resources
assessment that serve as a complete guide of both like learners’ materials, textbook, activity sheets,
teachers’ and students’ desired competencies. study guides and other study materials. Learners
Teachers will monitor the learners’ progress through access electronic copies of learning materials on a
home visits (following social distancing protocols) and computer, tablet PC, or Smartphone, CD'S /DVDs
feedback mechanisms, and guide those who need /USB storage and computer-based application can all
special attention. (Manlangit, Paglumotan, & Sapera) be used to deliver e-learning materials, including
In addition to, Dr. Sejpal (2013) enumerated the offline E-Books. The learners may ask assistance from
following advantages: learning become more effective; the teacher via E-mail telephone, text
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well defined and have clearly defined objectives. He environment, Education Secretary Leonor Briones
said, modular method of teaching is more effective, hopes schools will eventually “reduce dependence" on
recent and more technology based teaching method in modular learning as the country shifts to distance
the present educational field. Modular approach learning approach during the pandemic.
provides more flexibility to distance teaching made as Despite of its effectiveness many families have
well to learners. Using modular approach, the experienced challenges because numerous parents
students improve the mathematical understanding on have difficulties in terms of their abilities and
the material that is given to them. The use of module availability to support their children in their learning
in learning mathematics makes students with high (Deslandes-Martineau, Charland, Arvisais, & Vinuesa,
academic ability tended to be more active in the 2020). According to Estrada (2021) modular learning
discussion process (Jazim & Rahmawati, 2017). might not work at all. Additionally, she said that there
Ma. Theresa Bringas Nardo (2017) claimed is a lack of feedback and there are a lot more
modular Instruction is an alternative instructional challenges concerning modular learning, but because
Design that uses developed instructional materials we’re still in the middle of pandemic, it’s not the
which are based on the needs of the students. students or the teachers fault. Even they will have a
Students are encouraged to work on various activities harder time adjusting to the new normal. She also
that are interesting and challenging to maintain focus mentioned that it’s hard to absorb new information
and attention, thereby encouraging independent when no one is there to guide you (or at least
study. Students engaged themselves in learning empathize with you) when the lessons become too
concepts presented in the module. They developed a much. Learning is hard when done own our own (you
sense of responsibility in accomplishing the tasks are being left in the dark). This contribute to them the
provided in the module. With little or no assistance anxiety and depression.
from the teacher, the learners progressed on their Coronavirus Disease (COVID-19)
own, they learned how to learn; they were empowered. According to John Elflein (2021), coronaviruses are
Moreover, this approach is also useful for students a group of viruses that can be transmitted between
with a poor mathematical background and lack of animals and people, causing illnesses that may range
motivation (Abramovits, Berezina, & Shvartsman). from the common cold to more severe respiratory
They are used as enrichment or supplementary syndromes. In February 2020, the International
instructional materials for learning concepts and Committee on Taxonomy of Viruses and the World
skills, or as remedial instruction is necessary for slow Health Organization announced official names for
learners and as advance instruction for the fast and both the virus and the disease it causes: SARS-CoV-2
highly motivated ones ( Balderas, 2012). and COVID-19, respectively. He said that the name of
The limitations of the modular approach are mostly the disease is derived from the words corona, virus,
related to its short duration- there is only so much and disease, while the number 19 represents the year
that can be accomplished with only one week of that it emerged.
instruction. A modular approach would be more Elflein (2021) added that COVID-19 is a novel
effective than only or the other (Martin & Furey, 2018). coronavirus that had not previously been identified in
(Abramovits, Berezina, & Shvartsman) self- humans. The first case was detected in the Hubei
learning method permits to overcome some challenges province of China at the end of December 2019. The
like the lack of student-teacher interaction. virus is highly transmissible, and thousands of new
(Magsambol, 2020) Insufficient budget allocation and cases are being reported around the world each day.
supplies of bond paper and he is also citing its Coughing and sneezing are believed to be the most
expensive cost and negative impact to the common forms of transmission, which is similar to the
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outbreak of the SARS coronavirus that began in 2002 coronavirus disease (COVID-19) had been confirmed
and was thought to have spread via cough and sneeze in over 210 countries and territories. The virus had
droplets expelled into the air by infected persons. infected almost 119 million people worldwide, and the
In his article of COVID-19 cases worldwide as of number of deaths had reached over 2.6 million. The
March 11, 2021 by country, the outbreak of the most severely affected countries are below:
Table 1. Top Ten Affected Countries: Number of Coronavirus (COVID-19) cases and deaths worldwide
Country Number of cases Number of deaths
(March 11, 2021) (April 12, 2021)
In the study of Dangle & Sumaoang (2020) in their "Modular approach of teaching mathematics for
title ‘The Implementation of Modular Distance selected topics at plus one level", Modular approach in
Learning in the Philippine Secondary Public Schools’ Mathematics learning proved to be an effective and
the key purpose of the research was to find out the efficient tool to help students to learn mathematics
challenges encountered, opinions, and themselves. He also defined that the modular
recommendations of teachers, parents, and students approach is a self-contained package dealing with one
in the implementation of Modular Distance Learning. specific subject convenient form, so that the learner
These challenges, opinions and recommendations can identify the objectives, select materials and
were identified through a mixed quantitative and method and evaluate his own accomplishment. This
qualitative approach by conducting surveys to the 37 provided more flexibility to distance teaching mode as
participants in the selected schools through quota and well as to learners. It was enable the learners to have
purposive sampling. The main challenges that a control over his learning and accept responsibility
emerged were lack of school funding in the production for learning. Since strategy demanded greater
and delivery of modules; students struggle with self- maturity on the part of learner, the modules are more
studying, and parents' lack of knowledge to appropriate for more mature students.
academically guide their child/children. In Edgar Julius A. Lim (2016), this study entitled
conclusion, the study was able to determine the “Effectiveness of Modular Instruction in Word Problem
prevailing challenges of the participants in terms of Solving of BEED Students”, used Quasi-experimental
resources, preparedness, and communication. design to the third year BEED students. Based on the
findings cited, it concluded that modular instruction
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in teaching Math specifically word problem solving, it contexts particularly in learning mythology and
is effective teaching approach. folklore.
According to Dr. Padmapriya P.V. (2015), modules Dochy, F.J.C. and others (n.d.) entitled
helped to develop self-learning capacity among the “Modularization and Students Learning in Modular
learners. The present study implied that this is self- Instruction in Relation with Prior Knowledge”, the
learning style in which immediate reflection of the self study found out the important of prior knowledge,
is possible, which motivated the students to regulate suggesting that in a modular Education environment,
and manage their own learning styles, and thereby to according to the changing ideas in today's society on
create an interest and attitude towards science among personal development, students requested a kind
the students as they are free to learn at their own pace. instruction more fully in accordance to their personal
With the help of modules students learned and characteristics and their prior knowledge stated
interacted which boost their confidence in their own resulting in a more efficient and effective education for
learning. The student’s treated with modular approach the learner. There was also the opportunity for
achieved higher mean scores than those students students to ship a module or to work through it more
teach through activity oriented method. The study quickly on the basis of prior knowledge.
revealed that effectiveness of self-instructional module In the study of Carmen L. Vedal Rodeiro and Rita
on achievement among secondary school students and Ñadas on “Effects of Modularisation”, a modular
the administrators must take necessary steps to give specification was one in which the content divided into
special training to teacher in developing modular a member of units or modules, each of which
packages. examined separately. The study found out
In the study of Edrian E. Gonzalez (2015) entitled mathematics students were more satisfied with their
“A Modular Approach Utilizing Decision Tree in grade reports (most common/from of feedback) and
Teaching IntegrationTechniques in Calculus” stated gained more information from them. Furthermore,
many students failed in Mathematics courses because mathematics students found it easier. However, grade
they did not know on how to arrive at the correct reports were not helpful in identifying student's
decision when doing a mathematical task. This finding learning needs and informing their learning strategies.
led to the conclusion that both modular and Students reported messing the opportunity of going
traditional instructions are equally effective in through their own marked paper or receiving
facilitating the learning of integration by parts. The suggestions about the areas they needed to improve
other result revealed that the use of modular approach on in order to change, it necessary, their focus of
utilizing decision tree in teaching integration by learning and strategies of exam preparation.
trigonometric transformation was more effective than “Structured Module vs. Self-Paced Modular
the traditional method. Approach in Teaching Trigonometry” by Rodin M.
Cristobal M. Ambayan (2020) as stated in his study Paspasan (2015) based on the result it showed that
entitled “Modular-Based Approacch and Stusents' self-passed modular approach helped them also
Achievement in Literature” he used Comparative- improved their level of performance in relation to plane
Experimental research design. The third year Bachelor trigonometry and regardless of their mathematical
of Secondary Education students (BSED major in abilities compared to the structured approach.
English students for school year 2015-2016) were the Ibyatova, Oparina, and Rakova (2018) on “Modular
participants of the study. Based on the results, the Approach to Teaching and Learning English Grammar
performance of the college students in literature in Technical University”, the result of their study
improved from poor to fair achievement. Hence it was entitled “Modular Approach to Teaching and Learning
recommended that the module is used in similar English Grammar in Technical University” showed
394
that the modular approach were found to be effective 5. To determine the significant difference on
in teaching and enhance students' understanding and perception of the students towards modular
critical thinking. distance learning approach in mathematics
According to Victorio B. Duyan (n.d.) in his study when grouped according to their gender and
entitled " Effectiveness of Modular Approach in age.
Teaching and Learning on Chemistry of GASES and 6. To determine the relationship of students’
their Application at University of Perpetual Help perception regarding modular distance
System Laguna (UPHSL)”, modular approach should learning approach to their academic
be applied to other subjects as well as other level of performance in mathematics.
education and teachers would use modular teaching
to improve the academic achievements of the
7. Research Questions
students.
The main purpose of this study was to give answers
Based on the study of (Awodeyi, Akpan, & Udo,
to the following research questions:
2012) entitled “Enhancing Teaching and Learning of
1. What is the perception of the students
Mathematics: Adoption of Blended Learning Pedagogy
regarding modular distance learning
in University of Uyo”, it revealed that the using
approach in Mathematics?
blended learning, improved students’ learning
2. What are the challenges of the students
outcome in Pre-algebra. Also gender did not have any
towards modular distance learning approach
statistically significant effect on the students’
in Mathematics?
achievement in pre-algebra toward the use of blended
3. What is the effect of modular distance learning
learning.
approach to academic performance as
There was a difference in learning outcomes in the
perceived by grade 11 STEM strand students
Pharmaceutical Care Course between face-to-face and
in Mathematics?
distance education in the study of (Gossenheimer,
4. What is the level of academic performance of
Bem, Carneiro, & Silveira de Castro, 2017). Therefore,
students in Mathematics using modular
the student performance was better in the distance
distance learning approach?
education module.
5. Is there a significant difference on perception
of the students toward modular distance
3. Rational And Purpose
learning approach in mathematics when
The following below are the objectives of the study.
grouped according to their gender and age?
1. To determine the perception of the students
6. Is there a relationship of students’ perception
regarding modular distance learning
regarding modular distance learning
approach in Mathematics.
approach to their academic performance in
2. To identify the challenges of the students Mathematics?
towards modular distance learning approach
in Mathematics
7. Methodology
3. To examine the effect of modular approach to
Research Design
academic performance as perceived by grade
This study used descriptive research design in
11 STEM strand students in Mathematics.
order to test the hypothesis and systematically analyze
4. To determine the level of academic
the data about the perceived effect of modular
performance of students in Pre-calculus and
approach to academic performance in Mathematics.
General Mathematics.
According to Dr. Dela Cruz and Dr. Silverio (2019)
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Descriptive Research Design of research illustrates SULU was located at Capitol Hills, Patikul, Sulu near
present characteristics, conditions, images, and the the Provincial Office of Sulu and approximately two
like based on impressions, perceptions or reactions of kilometers away from the town of Jolo.
the respondents. Respondents of the Study
Locale of the Study The respondents of this research were 178
This study was conducted in the premises of students, who were enrolled this school year 2020-
Mindanao State University-Sulu (MSU-SULU) 2021 of grade 11 STEM strand students. The
specifically in Senior High School Department. MSU- researcher chose three out of the five sections.
STEM 1- Freud 60
STEM 2- Jung 59
STEM 4-Adler 59
Total 178
study in order to collect facts and opinions of the regarding modular distance learning approach in
respondents about the study because the researcher Mathematics; and next part was the challenges of the
wanted to know the perceived effect of modular students towards modular distance learning approach
approach of the students. A questionnaire is a set of in Mathematics; and the last was the perceived effect
questions that measures every item by making the of modular distance learning approach to academic
rating scale to check their level of agreement in various performance of grade 11 STEM strand students in
statements about on perception. The questionnaire Mathematics.
made by researcher consist of four parts: the first part
Table 3. Rating Scale and Interval with the Verbal Description
Sampling Procedure questionnaire. Three (3) experts from the field were
The researcher used the sampling design of non- tapped to validate the questions. After which, the
random sampling which was the purposive random researcher secured permission letter from the Director
sampling. The respondents were 178 students from of MSU-Sulu Senior High School Department. The
three sections namely STEM 1-Freud, STEM 2- Jung, advisers of each and every section helped in
In gathering all the data needed in this research, questionnaire from the advisers within one week after
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Statistical Treatment modular distance learning approach in Mathematics
The statistical tools that the researcher used in this when grouped according to their age?” the tool that
study were the following: Mean for the research being used was one-way analysis of variance
statements of “what is the perception of the students (ANOVA). The one-way analysis of variance (ANOVA)
regarding modular distance learning approach in is used to determine whether there are any statistically
Mathematics?”, “what are the challenges of the significant differences between the means of two or
students towards modular distance learning approach more independent (unrelated) groups (although you
in Mathematics?”, and “what is the effect of modular tend to only see it used when there are a minimum of
distance learning approach to academic performance three, rather than two groups).
as perceived by grade 11 STEM strand students in And for “Is there a relationship of students’
Mathematics?”. Frequency counts and percentage perception regarding modular distance learning
and also mean was for answering in the statement of approach to their academic performance in
in Mathematics using modular distance learning correlation was the tool to answer this. Pearson
For the statement of “Is there a significant correlation coefficient, for short) is a measure of the
difference on perception of the students toward strength of a linear association between two variables
independent samples t-test compares the means of With the assistance of the thesis adviser in the
two independent groups in order to determine whether analysis and interpretation of data, the researcher
there is statistical evidence that the associated after collecting the data utilized the computer
population means are significantly different programming called the SPSS to be easy for her to find
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The table 4 presented the perception of the respondents disagreed on the following: they prepare
students regarding modular distance learning modular distance learning approach in learning
approach in Mathematics. As shown in the table, the mathematics; they are more comfortable to answer the
grand mean was 2.56 with description Agree. This activity in math on their own using modules; cheaper;
implied that the respondents agreed with the views they can easily answer the problems; and they prefer
cited along the perceptions regarding modular modular distance learning approach rather than
distance learning approach in Mathematics. traditional face-to-face instruction.
The respondents Agreed on the following The highest perception was the statement of in a
statements that the modular distance learning modular teaching method I have a lot of time to answer
approach helps to explore themselves in mathematics; the activities which had mean of 2.99 indicated agree.
they have a lot of time to answer their activities; it is And the weakest perception was I prefer modular
flexible than other approaches; they are more active distance learning approach rather than traditional
and self-directed; and they can be guided by friends, face-to-face instruction. This had a mean of 2.06 that
parents and relatives on their activities. However, the indicated disagree.
The table 5 showed the challenges of the students was 2.79 indicated Agree that implied the respondents
towards modular distance learning approach in agree with the statements cited.
Mathematics. As shown in the table the grand mean
398
The respondents agreed on the following games, surfing on the internet and others; they cannot
challenges: modular distance learning approach has cope up with the discussion; parents must hire tutors
minimal social interaction; it is boring, painful and to help their children; Some parents cannot guide their
uninterested; it is stressful; it makes the students’ children because some of them are illiterate.
brain drains; it affects the students’ health; there is a On the other hand, the respondents disagreed on
feeling of isolation; students have little support from the statement that students can rely on their parents,
teacher; they require self-motivation in answering siblings, friends, and others to answer their activity.
activities in math; they cannot easily access their The most challengeable part of the students was
teachers should they need explanation for a particular students require self-motivation in answering
topic; they cannot cope up with the discussion; they activities in math that had mean of 3.12 with
can hardly understand of what they are reading in description Agree and the less challenge was students
their modules; they might be depressed to answer can rely on their parents, siblings, friends, and others
their activities; they are being mentally sick; they are to answer their activity with mean of 2.49 and
going to be lazy to solve math problems; they can lose description Disagree.
their self-confidence; students have much time to play
The table 6 presented the perceived effect of respondents agreed in all views cited along the effect
modular distance learning approach to academic of modular distance learning approach to academic
performance by grade 11 STEM strand students in performance in Mathematics.
Mathematics. As shown in table that the grand mean With that the respondents agreed in all statements
was 2.75 that indicated Agree. It means that the that researcher stated above.
399
Frequency Percent
85-89 ( Very Satisfactory) 59 33.1
90-100 ( Outstanding) 119 66.9
Total 178 100
The table 7 presented the frequency and satisfactory level of performance. And 66.9 percent of
percentage distribution values of the respondents’ the respondents achieved outstanding level of
cumulative grades in General Mathematics. 33.1 performance.
percent of the STEM students achieved very
Frequency Percent
75-79 (Fairly Satisfactory) 8 4.5
80-84 ( Satisfactory) 40 22.5
85-89 ( Very Satisfactory) 50 28.1
90-100 ( Outstanding) 80 44.9
Total 178 100
The table 8 presented the frequency and satisfactory level of performance. 28.1 percent of 50
percentage distribution values of the respondents’ students achieved very satisfactory level of
cumulative grades in pre-calculus. 4.5 percent of 8 performance. And 44.9 percent of 80 students
students achieved Fairly Satisfactory level of performed outstanding in pre-calculus.
performance. 22.5 percent of 40 students achieved
Table 9. Level of academic performance in Mathematics
The table 9 showed the mean and standard performed better using modular distance learning
deviation to determine the level of academic approach.
performance of students in Mathematics using The academic mean of the respondents in Pre-
modular distance learning approach based on the Calculus was 4.13 and standard deviation of .917 that
cumulative grades obtained. The academic grade indicated very satisfactory. This implied that the
mean of the respondents was 4.4 and standard respondents’ academic performances in Pre-Calculus
deviation of 0.695 with the level of very satisfactory. classes were very satisfactory. And the data showed
This implied that the students’ rating in Mathematics that the academic mean of the respondents in General
Mathematics was 4.67 and standard deviation of .472
400
with the description level outstanding. This indicated
that the respondents’ academic performances in this
subject performed excellently.
Table 10. Modular distance learning approach when grouped according to gender
Statements Gender
Male (51) Female (127)
Mean Description Mean Description
1. Students can be guided by friends, parents and 2.84 Agree 2.83 Agree
relatives on their activity.
2. It is cheaper. 2.47 Disagree 2.43 Disagree
3. I prefer modular distance learning approach rather 2.12 Disagree 2.04 Disagree
than traditional face-to-face instruction.
4. In a modular teaching method I have a lot of time to 2.92 Agree 3.02 Agree
answer the activities.
5. I am more comfortable to answer the activity in math 2.82 Agree 2.53 Agree
on my own using modules.
6. I prepare modular distance learning approach in 2.33 Disagree 2.53 Agree
learning Mathematics.
7. Modular distance learning approach helps to explore 2.65 Agree 2.82 Agree
myself in mathematics.
8. Students can easily answer the problems in 2.02 Disagree 2.23 Disagree
mathematics. 2.63 Agree 2.87 Agree
9. Students are more active and self-directed. 2.33 Disagree 2.69 Agree
10. It is flexible than other approaches in Mathematics. 2.51 Agree 2.60 Agree
Mean
Legend: 3.50-4.00 (strongly agree); 2.50-3.49 (agree); 1.50-2.49(disagree); 1.00-1.49(strongly disagree)
The table 10 showed that there is no significant grouped according to their gender. Both male and
difference on the perception of the students toward female have the same perception.
modular distance learning approach when they are
Table 11. t-test on modular distance learning approach when grouped according to gender
1. Students can be guided by friends, parents and .067 176 .947 Accept Ho
relatives on their activity.
2. It is cheaper. .307 176 .760 Accept Ho
3. I prefer modular distance learning approach rather .549 176 .584 Accept Ho
than traditional face-to-face instruction.
4. In a modular teaching method I have a lot of time -.779 176 .437 Accept Ho
to answer the activities.
5. I am more comfortable to answer the activity in -1.116 176 .266 Accept Ho
math on my own using modules.
6. I prepare modular distance learning approach in -1.348 176 .179 Accept Ho
learning Mathematics.
7. Modular distance learning approach helps to -1.446 176 .150 Accept Ho
explore myself in Mathematics.
8. Students can easily answer the problems in -1.116 176 .102 Accept Ho
mathematics.
9. Students are more active and self-directed. -2.081 176 .039 Reject Ho
10. It is flexible than other approaches in mathematics. -3.094 176 .002 Reject Ho
401
The sig. (2-tailed) is the probability (p) value which referred to the smallest level of significance for which the observed
sample statistic tells the researcher to reject HO. If p-value is less than or equal to (alpha), then it rejects the null
hypothesis. If p-value is greater than , it accepts the null hypothesis.
The data on the table 11 showed the t-values of the perceptions toward modular distance learning
independent sample test for comparison of means with approach if they are grouped by gender along these
equal variances on the perception of respondents statements: Respondents prepared modular distance
toward modular distance learning approach if they are learning approach in learning Mathematics; they had
grouped by gender. In the statements that modular a lot of time to answer the activities; they were more
distance learning approach is flexible than other comfortable to answer the activity in math on their
approaches in mathematics and students are more own using modules; they could easily answer the
active and self-directed, the null hypotheses were problems in mathematics; they preferred modular
rejected in favor of the alternative hypotheses. Since distance learning approach rather than traditional
the t-values of -3.094 and -2.081 and sig-values of face-to-face instruction; they were guided by friends,
.002 and .039 were lesser than the .05 level of parents and relatives on their activity; modular
significant with degree of freedom 176. These distance learning approach helped to explore
indicated that there exist significant differences on the themselves in Mathematics; and it was cheaper.
respondents’ perceptions when they are grouped Hence, the null hypotheses are accepted since the t-
according to their gender. values and sig-values were greater than the .05 level
The table 11 also presented that there are no of significant with degree of freedom 176.
significant differences among respondents’
Table 12. Modular distance learning approach when grouped according to age
Statements Age
15-16 yrs old 17-18 yrs old 19 above yrs old
(26) (130) (22)
Mean Description Mean Description Mean Description
1. I prefer Modular 1.96 Disagree 2.08 Disagree 2.09 Disagree
Distance Learning
Approach rather than
traditional face-to-face
instruction.
2. It is cheaper. 2.54 Agree 2.42 Disagree 2.45 Disagree
3. In a modular teaching 2.88 Agree 3.00 Agree 3.05 Agree
method I have a lot of
time to answer the
activities.
4. Students can be guided 2.96 Agree 2.82 Agree 2.82 Agree
by friends, parents and
relatives on their
activity.
5. I prepare Modular 2.31 Disagree 2.48 Disagree 2.59 Agree
Distance Learning
Approach in learning
mathematics.
6. I am more comfortable 2.54 Agree 2.52 Agree 2.23 Disagree
to answer the activity in
math on my own using
modules.
2.46 Disagree 2.64 Agree 2.41 Disagree
402
7. It is flexible than other
approaches in 2.77 Agree 2.85 Agree 2.55 Agree
mathematics.
8. Students are more active 2.69 Agree 2.74 Agree 3.05 Agree
and self-directed.
9. Modular Distance
Learning Approach
helps to explore myself 2.00 Disagree 2.26 Disagree 1.82 Disagree
in mathematics.
10. Students can easily
answer the problems in 2.51 Agree 2.58 Agree 2.51 Agree
mathematics.
Mean
The table 12 presented the perception of respondents of 19 above yrs old was 2.51 with
respondents toward modular distance learning description agree. These implied that the respondents
approach when they are grouped according to their agreed on the following statements above cited and
age. It showed the weighted mean of 26 respondents there is no significant difference on the perception of
under 15-16 yrs old was 2.51 with description of the students toward modular distance learning
agree; the mean of 130 respondents at 17-18 yrs old approach when they are grouped according to their
was 2.58 as they are agree; and the mean of 22 age.
Table 13. ANOVA test on modular distance learning approach when grouped according to age
The table 13 presents the ANOVA test to determine respondents toward modular distance learning
the significant differences on the perception of approach when grouped according to their age. The
403
significant values and f-values of all nine (9) But for the statement, students can easily answer
statements cited above were all greater than .05 level the problems in mathematics the p-value was less
of significant. These suggested that the null than .05 level of significant. Hence, the null hypothesis
hypotheses for the variable age were accepted. This was rejected. It indicated that there exist significant
indicated that there is no significant difference on the differences on the perception of respondents toward
respondents’ perception toward modular distance modular distance learning approach when grouped
learning approach when they are grouped according to according to their age.
their age. This implied that the respondents had the
same perceptions with regards to their age.
The sig. (2-tailed) is the probability (p) value which referred to the smallest level of significance for which the
observed sample statistic tells the researcher to reject HO. If p-value is less than or equal to (alpha), then it
rejects the null hypothesis. If p-value is greater than , it accepts the null hypothesis.
The table 14 above showed the relationship of study used descriptive research design and utilized
students’ perception regarding modular distance the research survey questionnaire to get the data.
learning approach to the academic performance in Purposive sampling was used in the selection of
Mathematics. Since the significant value of .827 is respondents. The data analyzed and interpreted using
higher than the level of significant of .05, therefore, the the SPSS computer programming. The perception,
null hypothesis was accepted. This implied that there challenges and the perceived effect to academic
is no a significant relationship of students perception performance of students regarding modular distance
regarding modular distance learning approach to their learning approach were used mean. The level of
academic performance in Mathematics. academic performance was also used frequency
counts and percentage & mean. The hypotheses of
approach, also to determine the level of academic 1. The students’ perceptions agreed on using
performance and significant difference of students’ modular distance learning approach in
perception according to their gender and age. This
404
Mathematics. They agreed for some benefits of 2. Teachers will monitor the learners’ progress,
this approach. feedback mechanisms, and guide those who
2. The students agreed that using modular need special attention. They are also needed
Mathematics had a positive effect to students understand and assess. This module is quite
challenging and interesting in the part of
in their academic performance.
students especially in Math subject.
4. The level of academic performance of the
students was very satisfactory based on the 3. The role of the parents is to give attention to
their children at home while answering the
percentage grades indicators.
activities or any work that is related to their
5. The hypothesis for difference of the perception
schooling. And parents need to give more
regarding modular distance learning
support and motivation and help them in
approach was accepted when the data were
such activities but not to the point they are
grouped according to gender and age. The
going to answer it (just guide them). Any
students had the same perception since the
member of the family can help to guide and
mean difference is not significant at the alpha
serve as para-teachers under this modular
level of .05. Therefore, there is no significant
approach.
difference on their perceptions when they
4. Administration should give attention in
were grouped by gender and age.
preparing the modules to be given to dear
6. The hypothesis was accepted. The data
students that modules are very easy to
indicated there is no enough evidence to
understand and answerable by the students.
conclude that there is significant relationship
of the perceptions to the academic 5. The school director/principal should conduct
performance of the STEM grade 11 students trainings, workshops, and seminars to the
used the new method of teaching (modular teachers to improve themselves in the use of
405
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