CONTEMPORARY ISSUES AND TRENDS IN PHILIPPINE EDUCATION

MIDTERM PROJECT

Experiences in Modular Learning System

among the Junior students in Panan National
High School

Ruby F. Sahoy
Jessa D. Simeon
President Ramon Magsaysay State University


Abstract— This was an exploratory study to determine the and has had a major impact on education. Due to the
experiences in modular learning system among the students in sudden closure of schools, students are greatly affected.
Panan national High School. The research has employed The sudden transformation in the teaching and learning
descriptive design using quantitative research methods. The
activities into modular learning modality was carried out in
study involved collection of data from a pre-defined group of
respondents to gain information. A structured questionnaire was
order to continue the basic education for children.
used as instrument that consists of a set of questions to collect
information from a respondent. Likert Scale was used from
which respondents choose one option that best aligns with their
view. It was used to measure respondents' attitudes by asking
the extent to which they agree or disagree with a particular
question or statement.
There were challenges identified in the delivery of the
modular learning system that greatly affected the experiences of
learners. Self-studying, lack of sleep and time to answer all the
modules due to the great number of activities, distractions and
difficulties in shifting physically being at school to learning at
home. There were factors emerged to describe the students
learning experience that may contribute to efficient delivery of
modular learning system; These are quality of instructions from
teachers prior to distribution and retrieval of modules,
accessibility of learners, motivation and self-studying or
independency. This learning modality has been the best practice
for the continuity of education during the Covid-19 pandemic,
thus it should be widely accepted until the education sector
recovered in the crisis.
Index Terms— modular learning system, Experiences, COVID
19, Likert Scale

I. INTRODUCTION
Modular system is an educational system whose curriculum
is made up of modules. The parts of the modules are
arranged so that they complete each other. Each module
provides knowledge and skills towards proficiency in each
subject aligned to the essential learning competencies set
by the DepEd. Modular Distance Learning features
individualized instruction that allows learners to use self-
learning modules (SLMs) in print. This paper evaluated the
student experiences to Distance Learning compared to
classroom learning. This new learning method that has not
been previously implemented in our system of education.
The COVID-19 pandemic has become a global health issue

1
 CONTEMPORARY ISSUES AND TRENDS IN PHILIPPINE EDUCATION
MIDTERM PROJECT
Students may be exposed to different learning
experiences. Some modules do not have clear
instructions and explanations so students have a hard
time answering them. The pictures in the modules are not
clear and the provided answer lines are too short. The
modules have a lot of exercises, and the students lack
motivation and focus. In classroom learning there are
physical interactions with a teacher and peers. Teacher
provides environment, materials, and guidance for
collaborative learning, interactive discussion groups,
individual learning, and research. Teacher provides
prompt and accurate feedback to students to facilitate
learning students are engaged with hands-on and face to
face activities. In traditional classroom teaching it focuses
on elements including lecture, collaborations, team
projects, and so forth. Learning is conducted in a
synchronous environment, meaning that the students
must be in the same place at the same time in order to
learn. Modular learning system in this situation is the
most important element in this present time. Only the
context of the study is presented by the teacher. Teacher
collaborates with student in self-development and
responsibility through social media platforms such as
group chats, private messages and texts. In traditional
classroom or face to face learning, some students’
experiences contribute in developing basic skills towards
achieving desired performances. But this is not applicable
in this present time as the threat of COVID 19 is still
prevalent. It is understandable that this wave of
innovations in learning is not always convenient,
especially given the fact that the transition has been
abrupt rather than gradual. Hence, teachers are
concerned about the challenges that modular learning
has brought for them and their students. This system
requires the availability of modules and other learning
materials at exact hours as needed
Although this learning framework is the only option as
required by the on-going struggles combatting COVID 19,
students were found to face difficult experiences in the
implementation of this modular learning system. It is
inhibited by factors like increased chances of distraction,
complicated technology, limited social interaction, and
increased difficulty to stay in contact with teachers are
several conditions that might interfere with the success
of modular learning. There is still confusion of its
effective implementation since this is new in the
Philippine education. Teachers in Panan National High
school are also having difficulty in the implementation
because of lack of trainings and the rapid change in the
educational system. It was recommended that there is a
need for teachers to be provided with pedagogies and
strategies appropriate for modular learning system that
would analyze the experiences of learners towards
achieving desired results in education. It also sought to
answer the following questions:
1. How do students describe their learning
experience in a modular learning system?
2. What are the realizations attained by the students
who were exposed to this learning system?
2
II. METHODOLOGY
2.1. Research design and participants
The research has employed descriptive design using
quantitative research methods. This was an exploratory
study to determine the experiences in modular learning
system among the students in Panan national High
School learners in Panan National High School.
Quantitative research method is appropriate for this
study to come up with a complete description of the
learning experience of students in modular learning
system among the students in Panan national High
School. Respondents are grade 7 to 10 students. Random
sampling was used in the selection of the respondents.
Each year level was represented by 20%. The participants
were not exposed to modular learning system prior to
the research.
2.2. Data collection
The researcher developed restructured
questionnaires for students to describe their experience
and their realizations in the implementation of the
modular learning system. To provide internal consistency
of the questionnaire, specialist like the guidance
counsellor, ESP teachers, school heads and subject
leaders have examined the questions. To verify their
answers to the questionnaires. group discussion among
the teachers was conducted. Discussions and brain
storming were done to further validate students’ answers
to the questionnaires. Follow -up questions were also
added for the researcher to gain profound understanding
of the students’ responses.
2.3. Data analysis
Students’ responses to the structured questionnaire were
analyzed. The data analysis was done using a frequency
distribution. A frequency distribution is the
representation of data, either in a graphical or tabular
format to display the number of observations within a
given integral. Each entry occurring in the table contains
the count or frequency of occurrence of the experiences
of the students during the delivery of modular learning
system. Students’’ responses were treated using SPSS
/MS Excel for easy interpretations of the responses. The
resulting tabulations and interpretations were further
analyzed by the researcher. After the analysis, decisions
were done on the possible sustainability of the methods
and strategies for the positive experiences of the students
and interventions for the difficulties they have
encountered.
REFERENCES
[1] Doherty,K.M., “ Distance Education Courses“ 2009,May 9.
[2] P.Hidalgo, “ Students’ Perceptions of Distance Education’,
2020.
[3] Reimers & Schleicher.”A framework to guide
an education response to the COVID-19
 CONTEMPORARY ISSUES AND TRENDS IN PHILIPPINE EDUCATION
MIDTERM PROJECT
pandemic”. Retrieved from https://read.oecd-
ilibrary.org/,2020