Understanding Modular Learning During COVID-19

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Chapter 1
INTRODUCTION
Background of the Study
The world is now facing a life-threatening and contagious disease, Novel
Corona Virus, also known as COVID-19. This misery caused tremble to the global
economy, including the system of education that created the huge disruption,
leading to the education system harder than it was. Since the outbreak of
COVID-19, many schools are temporarily closed. Furthermore, they are afraid to
lose incoming students this School Year. The educational system is struggling to
find options to deal with this challenging situation. These circumstances make us
aware of the urgent need for academic institutions to prepare (Dhawan, 2020).
It is a scenario that calls for humanity and unity. There is an immediate
need for students, teachers, families, communities, and the country as a whole
to be safe and protected. During this unfortunate time, online platforms are
needed since students are not allowed to attend face-to-face classes; however,
both public and private schools here in the Philippines are not prepared to
implement the online learning system. Many students and teachers are not fully
equipped to deal with online education due to different factors such as
accessibility, affordability, and flexibility. For this reason, the only solution to this
is to perform Modular Learning.
As discussed by Dejene (2019), the Modular approach is a rising
educational approach that switches the traditional method of instruction to an

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outcome-based learning format. This approach is based on dividing the contents
of the curriculum into small separate modules or units that are clear, non-
sequential, and typically limited in time. A module is considering as a series of
learning opportunities organized around a well-defined topic that contains
elements of instruction, clear targets, activities for learning, and self-assessment.
As cited in Lyaysan et al. (2018), the term "module," borrowed from
applied science, has become firmly established within the basic vocabulary of
pedagogy. There are numerous derivatives with the word "module": modular
technology, modular method, modular approach, modular program, unit-modular
and modular-rating technology. But altogether these cases, it is stated the
methodology supported the development of educational modules for various
courses. In classroom environments, modular teaching is a modern teaching
approach for organizing learning experiences in education and has gained a
great deal of attention. The method of learning modules has become a
component of all teaching levels. A learning module is a kit of self-learning that
deals with one relevant unit/subject matter. It can be used in any learner-
friendly environment and performed at the learner's own pace (Ali et al. 2010).
Moreover, student-centered learning could be a matter for most schools,
but still, it is not applied broadly. So, the aspects of utilizing the modular system
of learning will encourage student-centered learning by providing the learners
with tasks and help the teachers to plan the learning exercises in a more
student-oriented. Since most of the Junior High School students were having an
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issue or trouble with technology and internet connectivity, the Department of
Education would provide for a printed module to fulfill the students' learning
needs and manage up with the lessons and activities. As discussed by Caecent
(2020), Learning is within the shape of individualized instruction that permits
learners to utilize self-learning modules (SLMs) in print or advanced
format/electronic copy, whichever is applicable within the setting of the learner
and other learning assets like learner's materials, reading material, movement
sheets, think about guides and other study materials.
Therefore, the dissemination of printed modules plays a crucial role in
implementing a modular system of learning. This pandemic strikes to exist until
the preventive is discovered. Through this argument, the present researchers
would determine the extent of the utilization used in a modular system of
learning. Through knowing the modular system of learning that Junior High
Schools Teachers utilize in delivering lessons, the researchers will be able to
apprehend if the implementation of Modular learning is efficient.
Theoretical Framework
The Covid-19 pandemic outbreak forced many school institutions to do
distance learning wherein the students and teachers are separated: the school
activities were done in Modular education. The teaching activities and
communication between the learners were done through a modular approach.
This study theoretically anchored on the Elaborate Theory of Charles Reigeluth,

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Constructivist Theory of Jerome Bruner, and the Individualized Instruction Model
of Fred Keller.
According to the Elaboration Theory, instruction is organized in an
increasing order of complexity where the simplest concepts are taught first; The
topic is elaborated into more complex ideas. The teacher needs to develop an
environment for the students to review concepts, expand on them, and enable
learners to create a meaningful context in which the concepts can be
comprehended and applied to other situations. As cited in McLeod (2019), The
Constructivist Theory of Bruner supports this, stating that "students construct
their knowledge for themselves and the teacher's role is to facilitate the learning
process." Constructivism acknowledges the understanding and knowledge of the
learners based on their experiences. As cited by Pappas (2014), The
Individualized Instruction Model was based on "The Keller Plan" and "The
Personalized System of Instruction," which depends on how the learners
apprehend and involved their ideas in examining the subject. Every activity,
module, or lesson must end with a test assessing the learner's progression and
the mastery of knowledge. Unit Perfection Requirements referred to these
assessments. Individualized Instruction widens the understanding of the
learners, including in social learning activities. In this model, both interactive
media and textbook materials provide extensive and productive learning for
educating students. Teacher presentation and discussion must be limited to let
the learners review, research, and learn to absorb knowledge independently.

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Otherwise stated, to achieve a modular approach and make it possible for
students to learn regardless of the situation we are in right now, teachers and
parents extend their hands to help each other teach the students. The teachers
attempt to influence the learners to discern concepts by themselves. Teachers
need to create a scheme of instruction that applies to all learners. The use of
modules will help the learners contrive what they learn and understand/assist
their active engagement in the process. The module can be an outline of and can
be self-taught.
Figure 1. Process of Learning Delivery
The learning delivery process that can adopt depends on the COVID-19
restrictions in the locality. The teachers must have a contact with the parents or
guardians of the learners through digital modes or any method. The teachers will
work and prepare for the necessary things needed for the modular distance
learning, such as the printed materials.

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The teachers (depends on school policy) have three ways to disseminate
modules to every learners. First, parents can first pick it up from the school.
Second, with the help of barangay officials, a house delivery will be made. There
are three ways to get the module to the student. Lastly, the parents will collect
the modules at the barangay community center.
Parents or guardians has a vital role in this learning system once they receive the
learning materials because their primary function is to be a home facilitator that
will guide the students in their learning (DepEd Batangas, 2020).
Conceptual Framework
A conceptual framework is employed to guide the research to reach its
objectives. The research study utilizes a modular learning system among Junior
High School English Teachers of Urdaneta City National High School – Urdaneta,
Pangasinan. This study determines the utilization of a modular learning system
using the IV-DV method. Independent Variables (IV) are the factors or conditions
that simply manipulate an experiment. The hypothesis is the variable that causes
a direct impact on the dependent variable. The Dependent Variables (DV) are the
factors that simply observe or measure. In this study, the Independent Variable
was the demographic profile of the teachers and the extent of utilization used in
a modular system of learning. The Dependent Variable was the extent of the
utilization of the modular learning system among JHS Teachers.

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Conceptual Paradigm
Independent Variable Dependent Variable
I.PROFILE OF THE
RESPONDENTS:
a. Age;
b. Sex;
c. Number of years in
teaching;
d. Highest
Educational
Attainment;
e. Training/Seminar
related to modular
learning system; Extent of Utilization of the
f. Monthly Income; Modular Learning System
and among JHS Teachers
g. Types of resources
available at home?
II. Identification of the

extent utilization used in
a modular system of
learning
Figure 2. Paradigm of the Study.

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Statement of the Problem
This study determined the utilization of the modular learning system
among Junior High School Teachers.
This study sought to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
a. Age;
b. Sex;
c. Number of years in teaching;
d. Highest Educational Attainment;
e. Training/Seminar related to modular learning system;
f. Monthly Income; and
g. Types of resources available at home?
2. What is the extent of utilization used in a modular system of learning?
3. Is there a significant difference between the extent of utilization across the
profile variables?
Null Hypothesis
The following hypothesis was tested in its null form using 0.05 level of
significance.
1. There is no significant difference between the extent of utilization
across the profile variables.

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Scope and Delimitation of the Study
This study determined utilization used in the modular learning system and
the level of utilization in modular learning.
The respondents were the Junior High School English Teachers employed
in Urdaneta City National High School (UCNHS) during the school year 2020-
2021.
Significance of the Study
This study was undertaken to determine the modular learning approach
management and effectiveness rendered by the professional teachers of Junior
High School. The results of the study will be a great benefit to the following:
School Administration. The findings of this study would provide
information about the JHS teacher’s awareness and innovative teaching
strategies. Such may serve as the basis for designing an action plan or training
matrix for teachers to maximize the said innovative teaching strategies.
Teacher. The effect of the survey will help the teacher give their efficient
approach to meet the quality education. The modular learning to be used serves
as an alternative for face-to-face classes.
Junior High School Teachers. This study will enlighten the teachers,
especially the teacher who is a newbie in the teaching profession, about the
modular learning system that we are in right now.

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Students/ English Majors. The result of the study will give students’
knowledge about the modular approach moving from traditional classroom
teaching to a modular learning approach.
Researchers. The outcome of this study is beneficial to the neither
present nor the future researchers; this serves as their basis that the new model
of education plays a vital role.
Parents or Guardians. The findings of this study may prompt parents to
provide necessary assistance to the concerned teachers so their children would
obtain the maximum benefits of using modular learning.
Definition of terms
The following important terms used in this study to present how terms
were used in the study:
Modular learning. This refers to a form of distance learning that uses
Self-Learning Modules (SLM) based on the essential learning competencies
(MELCS) provided by DepEd. In this study, modular learning was used to
determine the effectiveness of the modular approach and its utilization during
the pandemic.
Modular System. In this research, a modular system was used to fully
explain teaching with the use of modules.
Utilization. In this study, it pertains to how teachers used modular
learning effectively to continue teaching with the new mode of instruction.

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Chapter 2
METHODOLOGY
This chapter presents the methodology of the study. Specifically, it
discusses the research design, subjects of the study and sampling scheme, data
gathering instrument, collection of data and statistical treatment of data, and
ethical consideration.
Research Design
This study used a Descriptive Research Design. The Descriptive Design
was used to describe the characteristics of a population or phenomenon being
studied (Ragma, 2018). It was considered as one of the reliable designs. Also, it
can be utilized to make a selection of a relatively large sample from a pre-
identified population for easy collection of data that could serve as the basis for
making inferences about a larger population (Gbadamosi, 2013).
Descriptive research design was appropriate for this study since it was
used to describe the utilization of modular learning among the 23 JHS English
teachers. To determine the different learning activities to support this modular
learning, the researchers used the primary source that was the survey,
particularly the simple random sampling among JHS Teachers. The survey
questionnaires with closed questions and a checklist was distributed through
Google forms.
This study focused on the effectiveness of modular learning that is being
utilized by JHS English teachers. The research approach is quantitative. Thus, the
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collected data was analyzed by getting the most often practical mode of learning
in JHS English teachers, modular learning.
Subjects of the Study and Sampling Scheme
The respondents of this study involve all JHS English teachers of Urdaneta
City National High School during the school year 2020-2021. There were 23 JHS
English teachers at all levels served as respondents to this study.
The researchers used a purposive sampling scheme. Whereas according
to Crossman (2020), it is a method where researchers select or choose only
those who were deemed and appropriate to participate in the study.
Data Gathering Instruments
This study elicited the responses of informants through a survey using a
structured questionnaire. According to Cheung (2014), it is used in a survey
method that contains the same set of structured questions for gathering
information from the respondents.
The survey questionnaire has two parts. The first part is composed of the
demographic profile of the respondents. These are the age, sex, number of years
in teaching, highest educational attainment, training/seminar related to the
modular learning system, monthly income, and the type of resources available at
home. The second part comprised the extent of utilization used in the modular
system learning. To ensure the validity and effectiveness of the questionnaire, it
was certified by three experts.

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Collection of Data
The researchers requested permission from the College Dean, Principal,
Department heads, and teachers through a letter that explained the purpose of
our study and the approval of the dissemination of research questionnaires in our
study entitled, Utilization of the Modular Learning System among JHS Teachers.
Furthermore, the researchers made an appointment with the school
principal and the Department Head of English and sought their help to distribute
the questionnaire to the respondent online. The researchers explained the
questionnaire and discussed the content with them. After which, the researchers
collected the results of the questionnaire after a week from the Google forms.
And, the data was tabulated, analyzed, and interpreted.
Statistical Treatment of Data
The statistical tools used in this study are frequency counts, percentages,
and average weighted mean (AWM), as its statistical instruments.
In Problem Number 1, frequency and percentages were used to determine the

profile of the respondents.
Formula: %= (F/n) 100
Where: % is the percentage
F is the Frequency
N is the total number of respondents
For Problem number 2, the Average Weighted Mean (AWM) was used to
describe the identified Utilization for modular learning and the level of utilization.
The formula is shown on the next page:

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∑𝑓𝑖 𝑥𝑖
Formula: AWM= 𝑛
Where: AWM is the average weighted mean

f ᵢ is the frequency of response
x ᵢ is the classification value of each category
n is the total number of respondents
The mean was considered the following scale.
Point value Mean Scale Descriptive Equivalent

5 4.50-5.00 Highly Utilized
4 3.50-4.49 Utilized
3 2.50-3.49 Moderately Utilized
2 1.50-2.49 Less Utilized
1 1.00-1.49 Not Utilized
To answer problem 3, on the significant difference between the extent of
utilization in a modular system of learning across their profile variables. Analysis
of Variance (ANOVA) using an open-source program was utilized.
Ethical Considerations
Research ethics provided guidelines that safeguard and protect the rights
of the people involved in this study. The following ethical principles include:
Beneficence. The principle of usefulness, the researchers assured that
the collection of data process would not cause affliction issues that would lead to
emotional distress. The researchers clarified the reason for a survey to the
research respondents before collecting the data. Researchers not obliged the
respondents to participate and be the subject of the study.

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Autonomy. The researchers obtained consent from the participants
before the research process approved. The researchers clarified the objectives of
the research and gained a consent form.
Confidentiality and Anonymity. The researchers ensured respect for
the dignity of the participants throughout the whole duration of the research
process. The identity of the participants was secured and gave them the edge
and freedom to turn over from the study if they feel uncomfortable amid the
research process. Hence, before and during the collection of data, the
researchers enlightened the respondents that all data gathered would be
confidential and secured.
Veracity. Throughout the research process, the researchers ensured the
validity of the data by carefully transcription and explication of the gathered data
in interviews and observation.

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Chapter 3
RESULTS AND DISCUSSION
This chapter presents the analysis and interpretation of data gathered
from the respondents to gear towards answering the research problems. These
are presented in tables to give a clear picture of the data gathered through the
survey questionnaires. The orders of presentation of the data follow the
sequence of the problems of the study.
Profile of the Respondents
Table 1, shown in the succeeding pages, is the demographic profile of the
respondents in terms of their age, sex, numbers of years in teaching, highest
educational attainment, training/seminar related to the modular learning system,
monthly income, and types of resources available at home.
A. Age
Table 1 shows that the age group 31-40 got the highest percentage
of 43.5 percent with the frequency of ten (10) while ages 41-50 and 51
and above had three (3) or 13 percent. According to Ismail et al. (2018),
Adult teachers increase students’ learning more than younger teachers.
Further, adult teachers are more effective in the classroom and have
better classroom management skills than younger high school teachers.

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B. Sex
It can glean in table 1 that the female got the highest frequency of
eighteen (18), which equates to 78.3 percent. On the other hand, the
male got 21.7 percent. According to Yu (2021), from the s females had
stronger self-management than males, which also led to their
outstandingly more positive online learning outcomes than males. More
females pursue teaching than males, and within a few decades, teaching
became an innate "feminine" pursuit (Wong, 2019).
C. Numbers of years in teaching
As presented in table 1, both 6-10 years of teaching and 1-5 years
of teaching have the highest frequency of eight (8) with 34.8 percent.
However, no respondents have 16-20 years of teaching experience,
implying the newly trained and less experienced teachers are more
effective than more experienced teachers. It is the idea that newly
trained qualified personnel have more to offer than those with more
experience because they have new knowledge, skills, and experience
(Collier, 2012).
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Table 1
Demographic Profile
n=23
Profile attributes Category f %

Age 20-30 7 30.4
31-40 10 43.5
41-50 3 13
51 and above 3 13
Sex Male 5 21.7

Female 18 78
Numbers of years in teaching 21 or more 3 13

16-20 0 0
11-15 4 17.4
6-10 8 34.8
1-5 8 34.8
Highest educational attainment Bachelor’s degree 1 4.3

With MS/MA units 17 73.9
MS/MA graduate 15 21.7
Trainings/Seminar related to International level 1 4.3

modular learning system National level 18 78.3
Regional level 2 8.7
Division level 2 8.7
Monthly Income Between P15,780 – P31,560 21 91.3

Between P31,560 – P78,900 2 8.7
Types of Teaching Resources Desktop 11 47.8
Available at Home Laptop 23 100
Printer 17 73.9
Textbook 19 82.6
Notebook 12 52.2
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D. Highest educational attainment
The highest educational attainment that has a higher result is, With
MS/MA units with 73.9 percent with a frequency of seventeen (17)
teachers while, the lowest frequency is one (1) teacher that attains
Bachelor’s degree with 4.3 percent. According to Guimaraes (2012), it is
widely acknowledged that teachers have a critical role in enhancing
student outcomes. Since a teacher qualification varies, their potential
impact on student results may also vary. In educational studies, clearly,
determining teacher quality and its impact on learning has proven
difficult. However, a teacher qualification positively influences the pace of
learning.
E. Trainings/Seminar Related to Modular Learning System
Based on table 1, the highest frequency is eighteen (18) out of
twenty-three (23) respondents have their pieces of training and seminar
regarding modular learning system at a National level. Moreover, the
lowest frequency is one (1) who responded that she has training/seminar
about modular learning systems at the International level. According to
Essien et al. (2016), in-service training, seminars, and workshops are all
significantly associated with improved teacher instructional techniques and
overall academic performance of secondary school students. In-service
training, seminars, and workshops improved teachers' instructional

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techniques as well as students' overall academic performance in
secondary schools.
F. Monthly Income
Based on the above presentation, states that there are twenty-one
(21) out of twenty-three (23) respondents had a monthly income around
P15, 780 up to P31, 560, and only two respondents answered that their
monthly income is around P31, 560 up to P78 900 (Philippine money).
According to the survey, these two respondents got the Highest
Educational Attainment which allows them to have a monthly income.
G. Type of Teaching Resources Available at Home
Based on table 1, the type of teaching resource available at home that is
highly used is the laptop, and the table shows that twenty-three (23) out
of twenty-three (23) respondents are using laptops in their teaching. At
the same time, the least used is the desktop at home with eleven (11).
According to Hewlett Foundation (2021), teachers did their best to use
every available instructional material to implement modular distance
learning.
EXTENT OF UTILIZATION USED IN A MODULAR LEARNING SYSTEM
Table 2 on the next page shows the extent of utilization used by the
teachers in DepEd in their Modular Learning System

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Table 2
Extent of Utilization used in Modular System Learning
Indicators WM DE
1. Preparation of learning materials while at work from home. 4.17 U
2. Preparation of modules, activity sheets while at work from 3.91 U
home.
3. Organization of the learning – in – box materials for the 3.87 U
modular distance learning by the teacher.
4. Distribution of guide for parent facilitator to the parent. 3.87 U
5. Distribution of Individual Learning Plan for learning to the 3.74 U
parent.
6. Distribution of checklist for parent/facilitator/learners. 3.86 U
7. Distribution of learning materials (Modules) through pick-up 4.57 HU
at school by the parent.
8. Distribution of learning materials (Modules) through home 2.13 LU
delivery with the help of barangay officials.
9. Distribution of learning materials (Modules) through pick-up 2.09 LU
at barangay community center by the parent.
10. Retrieval of the instructional materials by the parent at 4.35 U
the school.
Overall Weighted Mean 3.66 U
Legend: Mean Scale Range Descriptive Equivalent
4.50-5.00 Highly Utilized, HU
3.50-4.49 Utilized, U
2.50-3.49 Moderately Utilized, MU
1.50-2.49 Less Utilized, LU
1.00-1.49 Not Utilized, NU
It could glean from the table that in most of the indicators, the
respondents' ratings are within the range of 3.74 – 4.35, with a descriptive
equivalent of “utilized.”
The result of the findings, as indicated in the table, reported that the
statement “distribution of learning materials (Modules) through pick-up at school

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by the parent“ obtained the average weighted mean of 4.57 with the descriptive
equivalent of “Highly Utilized.”
The statements on “distribution of learning materials (Modules) through
home delivery with the help of barangay officials” and “distribution of learning
materials (Modules) through pick-up at the barangay community center by the
parent” had an average weighted mean of 2.13 and 2.09, respectively. This
indicates that the level of utilization is “less utilized.” Overall the indicators have
a mean scale of 3.66 with a descriptive equivalent of “Utilized.”
These studies mainly support the results; as cited by (Dangle et al. 2020),
the most common form of distance learning is modular learning. All public
schools in the Philippines use this learning method because learning through
printed and digital modules is the most favored distance learning method among
parents with children enrolled this academic year (Bernardo, 2020). This also
considers learners in rural areas who do not have access to the internet for
online learning. The teacher is responsible for keeping track of the students'
progress. Learners may contact the instructor via e-mail, phone, text message,
or instant messaging, among other methods. If necessary, the teacher may
make home visits to students who need remediation or assistance (Liego, 2021).
Since education is no longer limited to the classroom, parents have become
educators' partners. As home facilitators, parents play a critical role. In modular
learning, their primary purpose is to communicate with the child and instruct
them. (Flip Science, 2020).

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Table 3
Difference between the extent of utilization used in a modular system
of learning across respondents’ profile
Extent of Utilization
F Sig.
Age 3.068 .053
Sex 1.848 .188
No. of years Teaching 1.546 .235
Highest Educational Attainment .193 .826
TSRTMLS 1.096 .375
Monthly Income .156 .697
Materials Used 1.690 .196
Significant at 0.05 level of significance
Table 3 shows that there is no significant difference between the extent of
utilization in a modular system of learning across the respondents’ profile. This
implies that the utilization does not vary on the profile of the teacher-
respondents. Therefore, the null hypothesis is accepted. These studies mainly
support the results; as cited by Aniver (2017), affirms that commitment to
providing and supporting the professional development of teachers and school
leaders regardless of their profile variables. This lead to an implication that age,
sex, number of years in teaching, highest educational attainment,
trainings/seminar related to modular learning system, monthly income and
materials provided are contributory to the extent of utilization in using modular

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system of learning considering that majority of the teacher respondent are adult
teachers and those who have obtained higher educational attainment whose
nature of work requires more thinking and analysis, the more they become
smart and ready to grasp new ideas for learning materials. This goes with the
findings of Morrila (2017) that modular instructions catered to the individual
learning differences so that learners are prompted to actively participate in
determining what they need to learn. The amount and the pace of their learning
must match with their ability, motivation and interest, not in comparison with
other learners. Further, individualized instruction is one of the multi-media
approaches providing the development of coherent instructional programs that
prepare learners for complete control of their education. Teachers’ age is
inversely significant to the utilization of modules of the faculty across all groups
of academic disciplines and types of institutions for both men and women.
However, this age effects do not seem to increase even if they reach the former
retirement ages (Shah et al. 2018).

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Chapter 4
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions, and
recommendations of the study.
Summary of Findings
The salient findings of the study are as follows:
1. Profile of the Respondents
a. Age. The majority of the respondents belong to the age group of 31-40 years
old.
b. Sex. The female respondents got the highest percentage of 78, while male
respondents had 21.7 percent.
c. Number of years in teaching. In terms of this, both 1-5 years and 6-10
years of teaching have the same percentage of 34.8. The lowest result for the
number of years the teacher teaches is 16-20 years which has a percentage of
0%.
d. Highest educational attainment. As stated above, the highest educational
attainment with a higher result is, With MS/MA units with 73.9 percent.
Furthermore, according to this table, there are zero (0) outcomes in terms of
percentage in With Ed.D/Ph.D units and Ed/Ph/D graduate.
e. Trainings/Seminar Related to Modular Learning System. Based on the
data gathered, eighteen (18) out of twenty-three (23) respondents already have
their training and seminar regarding modular learning systems at a National

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level. Moreover, only one (1) respondent responded that he/she has
training/seminars about modular learning systems at the highest or International
level.
f. Monthly income. There are twenty-one (21) out of twenty-three (23)
respondents who answered the given question regarding their monthly income
and found out that most of them are having an income of around ₱15, 780 up to
₱31, 560 (Philippine money).
g. Types of Teaching Resources Available at Home. The highly used
resource is the laptop. The table shows that twenty-three (23) out of twenty-
three (23) respondents are using laptops in their teaching.
2. Extent of Utilization used in Modular System Learning
Based on the result, generally, the most highly utilized is on statement no.
7, which shows the distribution of learning materials (Modules) through pick-up
at school by the parent, has a mean scale of 4.57. On the other hand, the less
utilized is the statement no. 9, which shows the distribution of learning materials
(Modules) through pick-up at the barangay community center by the parent, has
a mean scale of 2.09.
3. Difference between the extent of utilization across respondents’
profile.
Based on the generated results of the study, there is no significant
difference between the extent of utilization across respondents’ profile variables,
namely age, sex, number of years teaching, highest educational attainment,

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trainings/seminar related to modular learning system, monthly income and
materials provided, which stated the overall result of significant value, which is
higher than the set level significance of 0.05.
Conclusions
Based on the findings of the study, the researchers conclude the following:
1. Most of the respondents are adult females with several years in teaching
experiences and with MS/MA units as their highest educational attainment,
attended training and seminars on modular learning systems at the National level
with an average monthly income range, and used laptops.
2. The Highly utilized indicator in the modular system of learning is the
statement that shows the distribution of learning materials (Modules) through
pick-up at school by the parent that it is more convenient to the teacher and the
parent to distribute and retrieve modules in the school. The utilization for the
modular system of learning by the Department of Education were widely utilized
and based on the respondents' results.
3. The researchers conclude that there is no significant difference between the
extent of utilization across their profile variables.

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Recommendations
Based on the findings and conclusions of this study, the researchers made the
following recommendations:
1. The Department of Education may conduct International Trainings and
Seminar related to modular learning system to enhance the instructional
techniques of JHS teachers.
2. The Barangay Officials should look or dig into possible solutions to address
issues and concerns regarding the utilization of Barangay Community
Center during the distribution and retrieval of Modules. Future researchers,
further study the lived experienced parents and students during modular
class and look into indicators that were less utilized.
3. The researchers recommend that DepEd, particularly SDO- Urdaneta City
should continuously strengthen its curricular programs and activities
considering the use of Radio and TV-Based Instruction as supplementary
modality to the print materials. Also, school should source out funds to
subsidize teachers’ needs for gadgets and materials for online synchronous
and asynchronous methods, offline strategies, and RBI and TVI modalities.
In addition, audio and video rooms should be revived and be made
functional for the teachers in the new normal. There is a need for the
agency to continuously strengthen its partnership and linkages with
stakeholders, benefactors, LGUs, and other benevolent individuals and
groups in order for it to acquire material, financial, and other forms of

29
support for the continuity and sustainability of delivering instruction to
learners at a safe and healthy manner.

30
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Teaching in Biology At Secondary Level. Research Gate.
Bernardo, J. (2021, July 30). Modular Learning most preferred parents: DepEd .
Retrieved May 15, 2021, from ABS-CBN News: https://news.abs-
cbn.com/news/07/30/20/modular-learning-most-preferred-by-parents-
deped
Caecent, M. (2020, August 7). Most students prefer modular learning. Cebu City,
Philippines: The Freeman.
Cheung, A. (2014). Encyclopedia of Quality of Life and Well-Being Research.
Springer, Dordrecht. Retrieved December 15, 2020, from Springer:
https://doi.org/10.1007/978-94-007-0753-5_2888.
Collier, T. (2013). Teacher Qualifications and Student Achivement: A panel Data
of Analysis. University of Dayton eCommons.
Crossman, A. (2020, March 19). Understanding Purposive Sampling. Retrieved
December 15, 2020, from ThoughtCo.:
https://www.thoughtco.com/sampling-designs-used-in-sociology-3026562
Dangle, Y. R., & Sumaoang, J. D. (2020, November 27-29). The Implementation
of Modular Distance Learning in. Retrieved May 15, 2021, from ICATE:
https://www.dpublication.com/wp-content/uploads/2020/11/27-427.pdf
Dejene, W. (2019). The practice of modularized curriculum in higher education
institution: Active learning and continuous assesment in focus. Cogent
Education.
DepEd Batangas. (2020, June 2). Process Flow of Modular Distance Learning.
Retrieved from DepEd Batangas:
https://depedbatangas.org/bulletin/process-flow-of-modular-distance-
learning/
Dhawan, S. (2020). Online Learning: A Panacea in the Time of Covid-19 Crisis.
Journal of Educational technology Systems.
Essien, E., Akpan, O., & Obot, I. (2016). he Influence of In-Service Training,
Seminars and Workshops. IISTE.
FlipScience. (2020, October 5). How Filipino parents can help ensure successful.
Retrieved May 15, 2021, from Tagapagdaloy:
https://www.flipscience.ph/news/features-news/tagapagdaloy-modular-
distance-learning/
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Gbadamosi, F. (2013). In Biology Teacher Awareness and Utilization of

Innovative Teaching Strategies. Liorin, Nigeria.
Guimaraes, R. (2012, November). Does Teacher Qualification Influence Student
Achievement Gains? The Case of Plano de Desenvolvimento da Escola
Schools in Brazil. Retrieved June 12, 2021, from Research Gate:
https://www.researchgate.net/publication/233729868_Does_Teacher_Qua
lification_Influence_Student_Achievement_Gains_The_Case_of_Plano_de_
Desenvolvimento_da_Escola_Schools_in_Brazil?fbclid=IwAR2EL7Yd4eIBT
RGhbYrPRw262BNWaQ-fWl356t6rKUK1azclN7-beTEYYHU
Hewlett, W. &. (2020). Resources for Distance Learning. Retrieved May 30, 2021,
from https://hewlett.org/resources-for-distance-learning/?fbclid=IwAR27-
ZeE86lFyqY2wBmQktpCw_PLzrYhs3GTcVOiIRFnfDFdrcyJph9QliA.
Ismail, R., Rozita, A., & Abas, Z. (2018, Apil). Retrieved May 30, 2021, from
Research Gate:
https://www.researchgate.net/publication/324530340_Can_Teachers'_Age
_and_Experience_influence_Teacher_Effectiveness_in_HOTS
Llego. (2021). DepEd Learning Delivery Modalities for School Year 2020-2021.
Retrieved May 15, 2021, from https://www.teacherph.com/deped-
learning-delivery-modalities/
Lyaysan, I., Oparina, K., & Rakova, E. (2018). Modular Approach to Teaching
and Learning English Grammar in Technical Universities. Research Gate.
McLeod, S. (2019). Bruner-learning theory in education. Retrieved January 25,
2021, from Simply Psychology: https://www.simplypsychology.org/bruner.
Pappas, C. (2014, October 30). Instructional Design Models and Theories:
Invidualized Instruction Model. Retrieved January 25, 2021, from
eLearning Industry: https://elearningindustry.com/individualized
instruction- model
Ragma, F. (2018). In Congruence of the Teaching and Learning Style in the
Senior High School of the City Division of Candon. Candon City, Ilocos Sur,
Philippines.
Shah, S., & Udgaonkar, U. (2018). Influence of Gender and Age of Teachers on
Teaching: Student Perspective. Excellent Publishers.
Vergara Aniver. (2017). Development Of Module. Research Gate.
Wong, A. (2019, February 21). The U.S. Teaching Population Is Getting Bigger,
and More Female. Retrieved June 12, 2021, from The Antlantic:
32
https://www.theatlantic.com/education/archive/2019/02/the-explosion-of-
women-teachers/582622/
Yu, Z. (2021). The effects of gender, educational level, and personality on online
learning outcomes during the COVID-19 pandemic. Retrieved June 12,
2021, from Springer:
https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s
41239-021-00252-3?fbclid=IwAR0efZqfvNMmk3w8YJgOc7_Sxxjcv-
PqnDzQ_RDm_jU75JbZg4uVJwg-0qk
33
APPENDIX A
Letter to the Adviser
URDANETA CITY
UNIVERSITY
Owned and operated by the City Government of Urdaneta
January 14, 2021

MAY RHEA S. LOPEZ, EdD
College Instructor
Urdaneta City University
Madam:
We, the third-year BSE English students of Urdaneta City University, are currently
working on a research study entitled "UTILIZATION OF MODULAR
LEARNING SYSTEM AMONG JHS TEACHERS” as required in our subject
Language Research.
In this regard, may we request from you to be our research adviser, who will be
helping us improve in crystalizing the research paper that we will present.
We are hoping for your positive response. Thank you very much, and God bless!
Respectfully yours,
Bethlehem M. Morales Jacquelyn A. Julian

Erika Mae A. Olpindo Jeremie G. Gagelonia
Angeline M. Balagot Jerrimie A. Damaso
Noted:
(Sgd.) RYAN JAYSON V. DELOS REYES, PhD

Research Instructor
Approved:
(Sgd.) MAY RHEA S. LOPEZ, EdD

Research Adviser
34
APPENDIX B
Letter to the Critic Reader
URDANETA CITY
UNIVERSITY
Owned and operated by the City Government of Urdaneta College of Teacher Education
January 14, 2021
MA CRISILA G. BRUTAS, LPT

College Instructor
Madam:
We are currently working on a research study entitled "UTILIZATION OF THE

MODULAR LEARNING SYSTEM AMONG JHS TEACHERS," as a requirement
in our subject Language Research.
In this regard, may we request your assistance to be our Critic Reader in the
accomplishment of the study.
Your kind and assistance will be highly appreciated. Thank you very much, and
God bless!
Respectfully Yours,

Approved:
(Sgd.) MA CRISILA G. BRUTAS, LPT

Critic Reader
35
APPENDIX C
Letter to the Chairman
URDANETA CITY
UNIVERSITY
January 14, 2021
ALYSSA ASHLEY R. DIEGO-MALAG, EdD

Research Coordinator, BSN Program and
Executive Assistant, Center for Quality Management
Madam:
We, the third-year students of Urdaneta City University pursuing a Bachelor of

Secondary Education degree majoring in English, are currently enrolled in
Language Research.
In this connection, may we humbly request your service and expertise to serve
as the Chairperson of our research work entitled “UTILIZATION OF THE
MODULAR LEARNING SYSTEM AMONG JHS TEACHERS”. We trust your
knowledge and insights will be valuable and greatly enriched our work.
Respectfully Yours,

Approved:
(Sgd.) ALYSSA ASHLEY R. DIEGO-MALAG, EdD

Chairperson
36
APPENDIX D-1
Letter to the Panel Member
URDANETA CITY
UNIVERSITY
January 14, 2021
ARIEL M. BAMBALAN, MAEd

College Instructor
Sir:

Language Research.
as one of the Panel Members of our research work entitled “UTILIZATION OF
THE MODULAR LEARNING SYSTEM AMONG JHS TEACHERS”. We trust
your knowledge and insights will be valuable and greatly enriched our work.
Respectfully Yours,

Approved:
(Sgd.) ARIEL M. BAMBALAN, MAEd

Panel Member
37
APPENDIX D-2
Letter to the Panel Member
URDANETA CITY
UNIVERSITY
January 14, 2021
JAYSON F. ESTEBAN, MAEd

College Instructor
Sir:

Language Research.
as one of the Panel Members of our research work entitled “UTILIZATION OF
THE MODULAR LEARNING SYSTEM AMONG JHS TEACHERS”. We trust
your knowledge and insights will be valuable and greatly enriched our work.
Respectfully Yours,

Approved:
(Sgd.) JAYSON F. ESTEBAN, MAEd

Panel Member
38
APPENDIX E
Letter to the Dean
URDANETA CITY
UNIVERSITY
January 14, 2021
PRESCILA I. MARCELO, EdD

College Dean
Madam:
Good day!
We, the Bachelor of Secondary Education in English Language of Urdaneta City

University, are currently working on a research work entitled “UTILIZATION
OF THE MODULAR LEARNING SYSTEM AMONG JHS TEACHERS” in partial
fulfillment of the requirements for the subject Language Research.
In this connection, we would like to ask permission from your good office to
allows us to conduct research and gather data outside the university.
Respectfully Yours,

Approved:
(Sgd.) PRESCILA A. MARCELO, EdD

Dean, College of Teacher Education and Human Sciences
39
APPENDIX F-1
Letter to the Content Validator
URDANETA CITY
UNIVERSITY
January 14, 2021
ROSSANA P. DILAN
Master Teacher I
Madam:

OF THE MODULAR LEARNING SYSTEM AMONG JHS TEACHERS," as
required in our subject Language Research.
In this regard, the researchers have selected you as one of the validators of their
questionnaire, which will be used as the medium in gathering the needed data.
Your kind and favourable action on this matter will be highly appreciated. Thank
you very much, and God bless!
Respectfully Yours,

Approved:
(Sgd.) ROSSANA P. DILAN

Master Teacher I
40
APPENDIX F-2
URDANETA CITY
UNIVERSITY
College of Teacher Education
January 14, 2021
ANDREI B. BATALLA
Teacher III
Sir:

Respectfully Yours,

Approved:
(Sgd.) ANDREI B. BATALLA

Teacher III
41
APPENDIX F-3
URDANETA CITY
UNIVERSITY
January 14, 2021
(Sgd.) MARIA TERESA T. PEREZ

Head Teacher III
Madam:

Respectfully Yours,

Approved:
(Sgd.) MARIA TERESA T. PEREZ

Head Teacher III
42
APPENDIX G
Letter to the Statistician
URDANETA CITY
UNIVERSITY
January 14, 2021
ROLANDO D. DE GUZMAN, MA Math

BSEd Program Head
Sir:

University, are currently working on a research work entitled “ UTILIZATION
OF THE MODULAR LEARNING SYSTEM AMONG JHS TEACHERS," a
requirement in our subject Language Research.
In this regard, may we request your professional assistance to be our statistician

in our research.
Your kind and assistance will be highly appreciated. Thank you very much, and
God bless!
Respectfully Yours,

Approved:
(Sgd.) ROLANDO D. DE GUZMAN, MA Math

BSEd Program Head
43
APPENDIX H
Letter to the Respondents
URDANETA CITY
UNIVERSITY
January 14, 2021
Sir/Madam:
Good day!

University, are currently working on a research work entitled “UTILIZATION OF
THE MODULAR LEARNING SYSTEM AMONG JHS TEACHERS” in partial
fulfillment of the requirements for the subject Language Research.
In this connection, may we humbly request you to be one of our respondents in

our study. Rest assured that whatever responses gathered will be treated with
utmost confidentiality, and it will be used solely for the purpose of the study.
Respectfully Yours,

Noted:

Research Adviser
Approved:
(Sgd.) PRESCILA I. MARCELO, EdD

Dean, College of Teacher Education and Human Sciences
44
APPENDIX I-1
Letter of permission to conduct the study
URDANETA CITY
UNIVERSITY
January 14, 2021
MR. ANTONINO C. RAFANAN

School Principal
Urdaneta City National High School
Sir:
We are the BSE English students of the Urdaneta City University – College of
Teacher Education currently working on our Undergraduate Thesis entitled,
“UTILIZATION OF THE MODULAR LEARNING SYSTEM AMONG JHS
TEACHERS”.
In connection to this, we would like to request permission from your office to

allow us to conduct the said study at Urdaneta City National High School this
Academic Year 2020-2021. Also, may we request from your good office to allow
us to administer the survey questionnaire to all the English teacher as the
subject of our study. Rest assured all data gathered will be used strictly for the
purpose of this research. Thank you for your favorable response.
Respectfully Yours,

Noted:

Research Adviser
Approved:
(Sgd.) MR. ANTONINO C. RAFANAN

School Principal
45
APPENDIX I-2
Letter of permission to conduct the study
URDANETA CITY
UNIVERSITY
January 14, 2021
MRS. PERLITA A. BRIONES

Head Teacher VI English Department
Urdaneta City National High School
Ma’am:
We are the BSE English students of the Urdaneta City University – College of
Teacher Education currently working on our Undergraduate Thesis entitled,
“UTILIZATION OF THE MODULAR LEARNING SYSTEM AMONG JHS
TEACHERS”.
In connection to this, we would like to request permission from your office to

allow us to conduct the said study at Urdaneta City National High School this
Academic Year 2020-2021. Also, may we request from your good office to allow
us to administer the survey questionnaire to all the English teacher as the
subject of our study. Rest assured all data gathered will be used strictly for the
purpose of this research. Thank you for your favorable response.
Respectfully Yours,

Noted:

Research Adviser
Approved:
(Sgd.) MRS. PERLITA A. BRIONES

Head Teacher VI English Department
46
APPENDIX J
Panel Fee
47
APPENDIX K
Grammarly and Plagiarism Check

48
APPENDIX L
R1
49
APPENDIX M
R3
50
51
52
APPENDIX N
R4
53
APPENDIX O
URDANETA CITY
UNIVERSITY
QUESTIONNAIRE ON UTILIZATION OF THE MODULAR LEARNING

SYSTEM AMONG JHS
General Instructions: This survey questionnaire intends to determine the

utilization of the modular learning system in your school. Your support in this
research endeavor is highly appreciated. Rest assured that your answers will be
left confidential and be used for this research study only.
Part I. Profile of Respondents

Please supply the information needed by putting a checkmark on the
space provided.
Name( Optional):__________________________________________
A. Age: ___20 -30 year old
___30-40 year old
___40-50 years old
___50 years old and above
B. Sex: ____ Male
_____ Female
C. Number of Years in Teaching:

___21 years or more
___16-20 years
___11-15 years
___ 6-10 years
___1-5 years
D. Highest Educational Attainment:

___with MS/MA units
54
___MS/MA Graduate
___with Ed.D/Ph.D units
___with Ed.D/Ph.D graduate
___others (please Specify) ______________
E. Trainings/Seminar related to modular learning system:
___International Level
___National Level
___Regional Level
___Division Level
___District/School Level
F. Monthly Income:
___below P 7,890
___between P7890 to P15780
___between P 15, 780- P31,560
___between P 31,560- -P 78,900
___between P 78,900- P118,350
___between P 118,350 - P 157,800
___At least P 157,800
Types of teaching resources available at home:
___ Desktop ___ Laptop
___ Printer ___ Textbook

___ Notebook/Netbook
Part II. Directions: Please answer the following questions by putting a

check (√) mark on the provided column that corresponds to your
extent of utilization used in modular system of learning and how the
modular system of learning is utilized. ( Adapted from Process Flow
Chart of DepEd-Batangas)
Legend:
5- Highly Utilized (HU)

4- Utilized (U)
3 - Moderately Utilized (MU)
2 - Slightly Utilized(SU)
1 - Not Utilized (NU)
55
HU U MU SU NU
(5) (4) (3) (2) (1)
1. Preparation of Learning Materials while
at work from home.
2. Preparation of Modules, Activity Sheets

while at work from home.
3. Organization of the Learning-in-a box

materials for the Modular Distance
Learning by the teacher
4. Distribution of Guide for Parent

Facilitator to the parent
5. Distribution of Individual Learning Plan

for Learning to the parent
6. Distribution of Checklist for Parent/

Facilitator/Learners
7. Distribution of Learning Materials (

Modules) through Pick -Up at School by
the parent

Modules) through Home-delivery ( with
the help of the Barangay Official
Modules) through Pick-up at Barangay
Community Center by the parent
10. Retrieval of the Instructional Materials

by the parent at school the school..
56
APPENDIX P
URDANETA CITY
UNIVERSITY
OVERALL RESULT IN VALIDATION OF THE RESEARCH QUESTIONNAIRE
Statement about the Instrument Validator Descriptive

Rating
A B C
1. The directions given are clear in all subsections of 5 5 4 4.67 (Highly

the level of acceptability. Valid)
2. Each item is clearly stated. 5 5 4 4.67 (Highly

Valid)
3. Each item is readable, i.e. the items are easily 5 5 5 5.00 (Highly
read. Valid)
4. Each of the items is attractive to read; enough 5 5 5 5.00 (Highly

space I provided to avoid crowding among items. Valid)
5. The level of acceptability is comprehensive; i.e. it 5 5 5 5.00 (Highly

covered all the areas that are important to study. Valid)
6. Each item is focused on one particular thought or 5 5 4 4.67 (Highly

idea. Valid)
7. The items are aligned with the objectives, i.e. the 5 5 5 5.00 (Highly
responses to be elicited are neither biased nor Valid)
reactive.
8. The items are formulated accordance to the 5 5 4 4.67 (Highly

desirable sequence. Valid)
57
9. The items are systematically arranged all the 5 5 5 5.00 (Highly

desirable sequence. Valid)
10. The items do not overlap with each other no 5 5 4 4.67 (Highly
duplications is observed. Valid)
Total Mean 4.9 (Highly

Valid)
Legend:
5 4.50-5.00 Highly Valid (HV)
4 3.50-4.49 Valid (V)
3 2.50-3.49 Moderately Valid (MV)
2 1.50-2.49 Fairly Valid (FV)
1 1.00-1.49 Not Valid (NV)
58
APPENDIX Q
GANN CHART
Month November January February March April May June

Week Week Week Week Week Week Week Week
ACTIVITY
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2
Formulation of title
Giving of request
letter
Title defense
Formulation of
chapter 1 and
chapter 2
Giving of request
letter and signing of
R-form 1
Thesis Proposal
Revision of Chapter
1 and chapter 2
Signing of R-form 2,
3 & 4.
Plagiarism Check,
Book Binding and
getting of CRD
Gathering of data
Formulating chapter
3 and chapter 4
Giving of request
letter and signing R-
Form 1
Final defense
59
APPENDIX R
DOCUMENTATION
URDANETA CITY
UNIVERSITY
THESIS TITLE DEFENSE
EDITING OF MANUSCRIPT
60
CONSULTATION WITH THE

ADVISER
CONSULTATION WITH THE

CHAIRMAN
61
REVIEW AND PREPARATION BEFORE

THESIS PROPOSAL DEFENSE
THESIS PROPOSAL DEFENSE

62
TRANSCRIBING OF DATA
THESIS FINAL DEFENSE

63
CURRICULUM VITAE
A. Personal Details
Name : Morales, Bethlehem M.
Address : Cabaruan, Urdaneta City, Pangasinan
Date of birth : July 21, 2000
Nationality : Filipino
Marital Status : Single
Email Address : morales.bethlehem.m.ucu@gmail.com
Contact Number : 09673153683

Parents : Mr. Edilberto Q. Morales
Mrs. Monalisa M. Morales
B. Educational Background
Elementary : Cabaruan Elementary School
Urdaneta, Panagasinan
High school : Cabaruan National Highschool

Urdaneta, Pangasinan
College : Urdaneta City University

1 San Vicente West, Urdaneta City, Pangasinan
C. Educational Philosophy:
“Let knowledge grow from more to more, and so be human life

enriched.”
64
CURRICULUM VITAE
A. Personal Details
Name : Gagelonia, Jeremie G.
Address : San Monica Moncada, Tarlac
Date of birth : August 03, 2000
Email Address : jeremiegagelonia2000@gmail.com

Parents : Mr. James T. Gagelonia
Mrs. Criselda Gagelonia
Elementary : Santa Monica Elementary School
High school : Bersamin Agro- Industrial High School

“Education is the key to success.”

65
CURRICULUM VITAE
A. Personal Details
Name : Olpindo, Erika Mae A.
Address : Nancamaliran East Interior Urdaneta City,

Pangasinan
Date of birth : May 09, 2000
Email Address : erikaolpindo2000@gmail.com

Parents : Mr. Teofilo A. Olpindp
Mrs. Annabelle A. Olpindo
Elementary : Manan Elementary School
SY: 2006-2012
High school/Senior High School: Urdaneta City National Highschool

San Vicente West, Urdaneta, Pangasinan

“Learning is not a child’s play; we cannot learn without pain.”
- Aristotle
66
CURRICULUM VITAE
A. Personal Details
Name : Balagot, Angeline M.
Address : Zone 5 Labit Proper Urdaneta City, Pangasinan
Date of birth : September 13, 2000
Email Address : angebalagotmgmail.com

Parents : Mr. Dante Balagot
Mrs. Novelyn Balagot
Elementary : Labit East Elementary School
Junior High school : Labit National High School
Senior High School : Cabaruan National High School

“We can’t achieve true success without experiencing failure.

67
CURRICULUM VITAE
A. Personal Details
Name : Damaso, Jerrimie A.
Address : Sitio Pannagidan Baro Asingan, Pangasinan
Date of birth : May 31, 1999
Email Address : damasojerrimie@gmail.com

Parents : Mr. Jay S. Damaso
Mrs. Emmi Ruth Damaso
Elementary : Narciso R. Ramos Elementary School
High school/Senior High School: Luciano Millan National High School

“Education is the most powerful weapon which you can use to change
the world - Nelson Mand
68
CURRICULUM VITAE
A. Personal Details
Name : Julian, Jacquelyn A.
Address : Lambayan, Mapandan, Pangasinan
Date of birth : February 14, 2000
Email Address : jacquelynnjulian14@gmail.com

Parents : Mr. Jerome Julian
Mrs. Liwayway Julian
Elementary : Lambayan Elementary School
High school : Logac National High School

Senior High School: Mapandan National High School

“Educating the mind without educating the heart is no education at

all.” - Aristotle

Understanding Modular Learning During COVID-19

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1

Background of the Study

The world is now facing a life-threatening and contagious disease, Novel

It is a scenario that calls for humanity and unity. There is an immediate

equipped to deal with online education due to different factors such as

is to perform Modular Learning.

As discussed by Dejene (2019), the Modular approach is a rising

educational approach that switches the traditional method of instruction to an

outcome-based learning format. This approach is based on dividing the contents

sequential, and typically limited in time. A module is considering as a series of

learning opportunities organized around a well-defined topic that contains

elements of instruction, clear targets, activities for learning, and self-assessment.

As cited in Lyaysan et al. (2018), the term "module," borrowed from

technology, modular method, modular approach, modular program, unit-modular

and modular-rating technology. But altogether these cases, it is stated the

methodology supported the development of educational modules for various

courses. In classroom environments, modular teaching is a modern teaching

approach for organizing learning experiences in education and has gained a

great deal of attention. The method of learning modules has become a

component of all teaching levels. A learning module is a kit of self-learning that

Moreover, student-centered learning could be a matter for most schools,

of learning will encourage student-centered learning by providing the learners

issue or trouble with technology and internet connectivity, the Department of

(2020), Learning is within the shape of individualized instruction that permits

learners to utilize self-learning modules (SLMs) in print or advanced

format/electronic copy, whichever is applicable within the setting of the learner

sheets, think about guides and other study materials.

Therefore, the dissemination of printed modules plays a crucial role in

implementing a modular system of learning. This pandemic strikes to exist until

the preventive is discovered. Through this argument, the present researchers

would determine the extent of the utilization used in a modular system of

Schools Teachers utilize in delivering lessons, the researchers will be able to

apprehend if the implementation of Modular learning is efficient.

The Covid-19 pandemic outbreak forced many school institutions to do

activities were done in Modular education. The teaching activities and

communication between the learners were done through a modular approach.

This study theoretically anchored on the Elaborate Theory of Charles Reigeluth,

Constructivist Theory of Jerome Bruner, and the Individualized Instruction Model

According to the Elaboration Theory, instruction is organized in an

learners to create a meaningful context in which the concepts can be

comprehended and applied to other situations. As cited in McLeod (2019), The

Constructivist Theory of Bruner supports this, stating that "students construct

process." Constructivism acknowledges the understanding and knowledge of the

learners based on their experiences. As cited by Pappas (2014), The

Personalized System of Instruction," which depends on how the learners

the mastery of knowledge. Unit Perfection Requirements referred to these

assessments. Individualized Instruction widens the understanding of the

learners, including in social learning activities. In this model, both interactive

educating students. Teacher presentation and discussion must be limited to let

the learners review, research, and learn to absorb knowledge independently.

Otherwise stated, to achieve a modular approach and make it possible for

attempt to influence the learners to discern concepts by themselves. Teachers

Figure 1. Process of Learning Delivery

learning, such as the printed materials.

The teachers (depends on school policy) have three ways to disseminate

the modules at the barangay community center.

learning materials because their primary function is to be a home facilitator that

will guide the students in their learning (DepEd Batangas, 2020).

A conceptual framework is employed to guide the research to reach its

Pangasinan. This study determines the utilization of a modular learning system

utilization of the modular learning system among JHS Teachers.

Independent Variable Dependent Variable

II. Identification of the