Modular Approach: Its Effect on Learners' Reading Attitude and Proficiency

in the New Normal

INTRODUCTION

Moon (1988) defines a module as a unit of teaching and learning which represents several study
hours. Although specific pairings of modules may show a progression through the curriculum, the module
will be self-contained.

According to Sejpal (2013), one of the most prevalent teaching-learning techniques utilized in the
United States, Australia, and many other Western countries, including the Asian region, is modular
teaching. In general, modular education is an advanced shape of instruction in which teachers design and
deploy modules for specific reasons, as opposed to the traditional technique of just teaching the book
(Malik, 2012).

Research done in the Philippines by Marohombsar (2021) found that most students were bored
during the session. According to the author, the majority of the respondent's parents find the modules
challenging to sustain. Aside from that, the results reveal that the modular method is the most
advantageous, with a percentage of 15.6 percent.

Learners encounter a variety of problems in today's educational setup. Reading attitude and
proficiency is an issue among Grade 3 learners. They have a difficult time reading words. Aside from
this, the number of students who don't understand the activities written in the modules is increasing.
Learners will need more self-discipline, motivation, and preparation time.

BACKGROUND

Elementary learners require solid and supportive relationships to take advantage of abundant
learning opportunities in the cognitive, social, and emotional domains. Constant support could also
enhance physical, social, emotional, and academic status by addressing individual circumstances
requiring immediate attention to maintain a positive developmental trajectory. Cantor et al. (2018)
emphasize that learning must be interactive and interconnected and that all of these parts of education
must be structured to operate together seamlessly.

This study on the modular approach that affects learners' reading attitude and proficiency is from
constructivism, Schema Theory, and Spady's theory. Individuals develop knowledge through interactions
with their environment, and each individual's knowledge construction is unique (Perkins, 1991).
However, as students grow, they may experience difficulties with perception, notably in the third and fifth
grades, for which the term "4th-grade droop". There is a shift between learning how to read and learning
to read due to the presentation of new information, diverse types of learning, the range of resources, and
the different reading purposes. Intuitive reading appreciation models must provide the best approach for
investigating ordinary and cluttered reading measures because understanding a written language
necessitates a foundation of word acknowledgment cycles and hierarchical perception measures (Carter,
2012).
Alternatives

A modular approach to reading necessitates inquiries, conversations, or activities that allow

students to create new learning by building on previous information. Learning, according to Lave and
Wenger (1991), should not be viewed as the transmission of abstract and decontextualized knowledge
from one person to another, but as a social process in which knowledge is co-constructed; they argue that
such learning takes place in a specific context within a social and physical environment.

PROPOSED SOLUTION

According to the Constructivism Theory of Perkins (1991), learners specifically in lower grades
need more time and interaction for more significant learning. In this instance, parents could provide a
healthy learning environment for children. Parents may allow their children to have playtime and interact
with other children or adults inside their home. It must give time for active conversation and
communication while implementing reading instruction using a modular approach. Aside from this,
parents could also enhance the learning environment of their homes by providing books and reading
resources for their children. They can also plan daily reading habits and activities that could stimulate the
reading performance of children. Teachers can also increase learners' performance by constantly
monitoring the parent's status and providing regular feedback based on learners' performance in the
modules.

However, students can learn and enhance their reading performance but not on the same day in
the same way. There are lots of factors that may hinder the success of modular instruction at home. It may
be difficult for parents to balance their time in teaching their children. Issues such as the economic status
of the parents are also necessary. Aside from this, some learners can be easily distracted, resulting in
boredom and laziness during modular learning.

The use of the modular approach in the instructive interaction adds to the arrangement of the
accompanying issues: Improving the nature of the informational cycle; Increasing freedom of students
when arranging informative process and execution of preparing programs; Making students gain and
catch up on dynamic abilities during the time spent considering the instructive program (Lopukhovan,
2017). As a result, this study suggests increasing and improving learners' reading proficiency in lower
grades by giving them a clear picture of their expectations and adequate time to accomplish these things.

Recommendations

The study suggests that a modular approach must collaborate between teachers and parents to
improve learners' reading proficiency. School administrators should emphasize modular design and
construction because it can present great opportunities for short- and long-term considerations in pupils'
learning. Additionally, reading coordinators must develop reading programs and activities that will
significantly help the parents and learners using a modular approach. Parents could also give appropriate
praise, encouragement, and rewards to heighten their child's learning motivation. Future researchers may
find other variables to be used in this study to further enhance the English reading module.
Conclusion

Using a modular approach to instruction is a great tool to improve the learners' reading
proficiency level in English. Parents and teachers need to work together to help the learners in attaining
reading successfully. In summary, reading with a purpose helps our learners direct information towards a
goal and focus their attention. Although the reasons for reading may vary, the primary purpose of it is to
understand the text. The modular approach to learning provided learners the chance to see a different
view of the world.