2

CHAPTER 1

INTRODUCTION

Coronavirus crisis will turn a year old. It continues to ravage the entire world. The

education sector is one of the sectors most affected by the crisis because of the

lockdowns it caused. As a result, the Department of Education will be the one to provide

and distribute the self-learning modules to every students every week through their

respective schools. They will have ample time to study and assess the modules before the

start of weekly class. Students are expected to complete the task and submit their outputs

at the end of the week.

Open communication between the teacher to students and/or teacher to

parents/guardians is also part of the norm. This is to ensure and monitor the progress of

the students at home.

Just the thought of studying at home gives students the eerie feeling of freedom

and luxury of being less pressured. Conversely, this modular distance learning has certain

adversities to both parents and students.

Modular Distance Learning features individualized instruction that allows learners

to use self-learning modules (SLMs) in print or digital format/electronic copy, whichever

is applicable to the learner. Learners under Modular Distance Learning can also use other

resources such as Learner’s Materials, textbooks, activity sheets, study guides, and other

study materials.

Usually, teachers will have to deliver appropriate learning materials. However,

students can also access these materials by downloading electronic copies through their

computer, tablet PC, or smartphone.

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The teacher takes the responsibility of monitoring the progress of the learners. If

possible, they will conduct home visits to check on each student’s progress and

performance. Likewise, learners may ask for assistance from the teacher via email,

telephone, text message/instant messaging, etc. Parents or any member of the family, on

the other hand, may serve as a guide or para-teachers to learners at home.

Statement of the Problem

This study will be conducted to determine The Effectiveness of Modular Distance

Learning Modality to the Science Performance of Senior High School Learners of Capiz

State University during the academic year 2020-2021.

Specifically, this study sought answers to the following questions:

1. What is the demographic profile of Senior High School Learners of Capiz State

University in terms of age, sex, parents’ educational background and parents’

occupation?

2. What is the level of Effectiveness of Modular Distance Learning Modality on

Senior High Learners of Capiz State University System?

3. What is the Science Performance of Senior High School Learners of Capiz State

University System?

4. Are there significant differences in the level of Effectiveness of Modular Distance

Learning Modality of the respondents when grouped according to age, sex, parents’

educational background and parents’ occupation?

5. Are there significant differences in the Science Performance of the respondents

when grouped according to age, sex, parents’ educational background and parents’

occupation?
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6. Is there a significant relationship between the effectiveness of Modular Distance

Learning Modality and the Science performance of the respondents?

Significance of the Study

Findings of this research will serve as a feedback to the respondents’ parents. It

may create awareness on the effectiveness of modular distance learning modality.

The results will be as guide of the senior high school students as to why they

need to give more attention and take it seriously in answering their modules.

The findings of this study will be useful to teachers in understanding their

students and can provide other teaching strategy they may use to further improve

students’ performance.

Future researchers may likewise benefit from the results of the study and may

include other variables.

Limitation of the Study

This study will be limited only to Senior High School Learners of Capiz State

University System. Profile of the respondents was limited only to age, sex, educational

attainment of parents and parent’s occupation.

Definition of Terms

For further information and clearer understanding of terms used in the study, the

following are defined:

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Academic Performance refers to the average obtained by dividing the total number of

grade points earned by the total number of credits attempted – called also quality point

average (Merriam Webster dictionary). In this study this refers to the final grades attained

by the respondents in their previous grade level.

Educational Attainment refers to the highest level of schooling attained by an

individual (stats.oecd.org/glossary/details). In this study, it refers to the highest degree

obtained by the parents of the respondents.

Family Structure refers to the combination of relatives that comprise a family (Merriam

Webster Dictionary). In this study, family structures such as nuclear family (parents

living with their children), solo-parent family (single parent and children), and extended

family (parent, grandparents, children and other relatives were living in the same house)

were used.

Sex refers to the state of being male or female (Merriam Webster Dictionary). The same

definition is used in this study. (Merriam Webster dictionary).

Modular Distance Learning - Involves individualized instruction that allows learners to

use self-learning modules (SLMs) in print or digital format/electronic copy, whichever is

applicable in the context of the learner, and other learning resources like Learner’s

Materials, textbooks, activity sheets, study guides and other study materials.

(https://www.whatalife.ph/modular-distance-learning-heres-what-you-need-to-know/)

Distance Learning - This refers to a learning delivery modality where learning takes

place between the teacher and the learners who are geographically remote from each

other during instruction. (https://tophat.com/glossary/d/distance-learning/)

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Employed - means a person who is working, for a salary or another form of

remuneration, on a full-time basis for one or more employers, at least 20 hours per week.

(https://www.lawinsider.com/dictionary/employed-person)

Unemployed - people who do not have a job that provides money

(https://dictionary.cambridge.org/us/dictionary/english/unemployed)

Self-employed - Self-employed refers to an individual who works for him or herself, by

either owning a business, being a freelancer or is an independent contractor for an

external company. (https://dictionary.cambridge.org/us/dictionary/english/unemployed)

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CHAPTER II

REVIEW OF RELATED LITERATURE

The objective of democratic education is the optimum development of the

individual. To meet this end, it is imperative that greater attention should be given to the

needs of individual learners – thus the demand for individual instruction. Individual

instruction is backed by the philosophy that every child is unique. People develop at

different rates. Development is relatively orderly and development takes place gradually.

(Woolfolk, 2011) One technique to individualize instruction is to use modularized

instruction, where individual differences of students in their capacities to learn are taken

into account. Individualized instruction develops critical thinking. Students are

encouraged to question, criticize and argue their point of view. It also develops one’s self

concept by recognizing the desirability of individual differences. The basis for this

approach is the fact that every student is unique with his own potentials, abilities,

interests, and needs. Thus, no two students can learn the same concepts at the same rate

in the same manner.

The Philippine Education Quarterly (1995, as cited by Figuerres, 2013) reported

that modules can take the place of a teacher. These self-learning devices help pupils to

learn or acquire skills, knowledge and information in the absence of a teacher. These

materials provide sufficient reinforcement, enrichment and source materials. They allow

also the learner to work at a rate style and level situated to his capacity.

Among the forms of individualized instruction, modules are effective and

economical in developing specific knowledge and skills. Modules induce learning with

minimum teacher direction and supervision. Furthermore, these develop learning and
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grading strategies, improve classroom management techniques, and encourage

achievement for greater use of existing educational resources through the establishment

of realistic obtainable learning goals within an individualized program of studies (Rillo,

2015).

A module is a self-contained, independent unit of instruction prepared for the

purpose of attaining specific instructional objectives. It is characteristically self-directing

since it includes instructions on how the various investigation will be pursued also

included is a listing of the materials and other resources that should accompany the text

of the module. Classroom instruction using modules is described as self-pacing where the

pupil progress through the learning tasks at his own rate (Salandanan, 2016).

Lockwood (2013) differentiated the characteristic of textbook and modules and

pointed out the advantages of the latter, to wit: modules arouse interest, written for

learner use; give estimate of study time; are designed for a particular audience; always

gives aims and objectives, may have many ways through it; are structured according to

the needs of the learners; primarily emphasize self-assessment; can be alert to potential

difficulties; always offer summaries; are personal in style; are content unpacked; have

more open layout; always conduct learners’ evaluation; provide study skills advice;

require active response; and aimed at successful teaching.

According to Salandanan (2016), self-instructional materials are those which are

described to be self-contained and the manner of presentation is such that the learning

activities can be undertaken individually or in small groups. These materials are most

effectively used in individualized instruction programs. The self-instructional module

helps in providing remedial instruction for slow learners and enrichment materials for fast
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learners. Topics can best be presented through these self-instructional materials. With the

use of one, the student is allowed ample time and assistance to finish the prescribed

learning activity at his own pace. The lesson will surely be enjoyed and the experience

gained will be satisfying.

The best features of self-instructional materials are described by Race (1989). He

explained that self-instructional materials may come in the form of modules, self-learning

kits, and the like, and are interaction centered rather than content-centered. These are

written to entice the learner or get the learner interested and involved. Self-instructional

materials develop the self-esteem of learners and give them a confidence boost. This is

possible because the learners are given the framework within which to think things out

for themselves. More importantly, the learners are given the credit for the newly acquired

knowledge. Most self-instructional materials are purpose-built and are structured to meet

the learners’ needs. Race further emphasized that the main principle underlying the use of

self-instructional materials is to make learning reactive, interesting, successful and

humane.

Informal and brief lectures as well as explanations are well-suited to large groups

wherein few materials and equipments are needed. These can also be used in regular

classrooms, small groups and large settings. However, lecturing is often described as

“unnecessary”, “dull” and a “waste of time”. It was pointed out that lectures increase the

students’ passivity and reduce the students’ role to note-taking instead of more active

learning. Another critic noted that if a student misses a point or is lost during lecturing, he

or she cannot interrupt for a personal explanation or stop and review, as with a book,

computer program, or tape (Castillon – Boiser, 2015).

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As used in higher education, lecture strategy is a teaching procedure which

involves classification, exposition, and description of some major ideas that have been

cast into the forms of questions. The fundamental aim of lecture, is to develop the act of

listening and to develop creative thinking and reasoning. It is therefore recommended

that, for the lecturer to be effective and productive, it must be interesting, well expressed,

concise, well-organized, and adapted to the abilities and experiences of listeners (Zulueta

and Guimbatan, 2016).

To further enrich this study, the researcher engaged in a search for studies related

to this investigation. Alberto (as cited by Hena, 2010) developed self-instructional

modules based on the needs and interest of fourth year BSE/BSEEd students, the

effectiveness of which she tested is an experimental research. The result showed that the

modules were effective tools in bringing about learning as indicated by the high

achievement scores of the experimental group.

The proposed work text of Navarro (2010) was found out to be suited for second

year engineering students proved that the students are capable of performing better in

Mathematics through the use of Modules. The study of Hena (2010) on the development

of modules in Basic Mathematics as tried out among Teacher Education students proved

that students are capable of performing better in Math through the use of modules.

Salvacion (2015) experimental group exposed to the instructional material in

teaching Fundamentals of Math performed better than the controlled group. The modules

were acceptable as textbook in the subject.

An investigation of Mian (2013) in her “Experimental Study of Teaching Science

through Modules” found out that her students welcomed the use of modules on account
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of the following advantages: (1) The class does not hold fast students back and they are

not bored by extra drill they do not need since they may go on with the next topic in

accordance with the decision of the teacher. (2) The student can proceed at his own pace

knowing that he has an excellent opportunity of getting grades comparable to that of the

fast students and he gets more individual attention in times of difficulty. (3) All students

get steady feedback on their progress and more individual attention when needed.

Receno (2015) developed and evaluated instructional materials for the

enhancement of listening skills among freshman students of St. Michael College of

Laguna. Among others, she concluded that freshman students need instructional materials

that will help them realize and make use of their internal language resources to be able to

attend to and appreciate listening.

Aquino-Danganan (2014) proposed instructional modules in developing

computational skills in College Algebra. She mentioned that the proposed instructional

modules had titles, instruction to the learners, rationale, objectives, pretest with answer

keys, worksheet assignment, and progress check with answer key and posttest with

answer key. The format and language of each were properly organized, clear and simple.

The objectives of each module were specific and were based on the course syllabus. The

topics were properly developed and explained and the activities and exercises facilitated

student learning in College Algebra.

Aggabao (2015) made a study aimed at developing individualized self-

instructional modules on selected topics in Basic mathematics for instructional use at the

Teachers College in Isabela State University. After making use of the experimental

method, concluded that instructional materials used at the college for Basic Mathematics
 12

are inadequate and are not designed for self-instruction; that instruction through self-

instructional materials is as effective as the prevailing teaching method of instruction; and

students as well as teachers generally have a positive attitude toward the use of

individualized, self-instructional materials as a mode of instruction in Basic Mathematics.

The study of Madriaga (2015), “Effects of Modular Instruction in Teaching

Physics” revealed that the use of modules give the teacher more time to deal with the

students on one-on-one basis. She found out that the performance was better on the

experimental group exposed to modular instruction. Lacdao (2014) in his thesis “A

Comparative Study of the Effects of Modular Instruction and Lecture Discussion Method

on the Achievement of Grade VI Pupils in Mathematics” mentioned that the experimental

group in his study who were taught using the instructional modules, performed better

than the control group who were taught using the traditional method of teaching.

The study of Cavero – Delgado (2012), “Effects of the Use of Computers,

Integrated to an Instructional Module on Functions of the Attitudes towards Mathematics

and the Achievement in Functions in Precalculus of College Students” proves that the

averages of the students in the end of the study increased significantly in the experimental

group. The traditional treatment of the education of precalculus to university students

compared with that one where the technology is used, as an instructional module on

functions integrated in the computer, showed in the statistical analysis, significant results

that allow us to conclude that this one is an effective tool.

Cappetta (2012) in his dissertation, “Reflective Abstraction and the Concept of

Limit: A Quasi Experimental Study to Improve Student Performance in College Calculus

by Promoting Reflective Abstraction through Individual, Peer, Instructor and Curriculum

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Initiates”, the pretest-posttest scores showed that the students in the experimental group

scored significantly higher than the students in the traditional section on a posttest of

limits.

The study of Rizaldo, et. al., (2016) “Comparative Effects of Modular and

Traditional Methods in Teaching Analytic Geometry”, concluded that students performed

better and mastered the subject matter using the modular method of teaching.

What are the common disadvantages of Modular Distance Learning for a typical

Filipino student with a normal family set up?

Soon after the opening of classes, these problems and difficulties encountered by

students, especially teachers burst into different social media platforms.

1. Technical Element – this has been the most substantial issue of distance learning.

Technicality involves the availability of devices both for students and teachers.

These are Mobile phones. Computers, Laptops, Printers and Internet Connection.

2. Self-Learning Module’s Reliability – being the pivotal instrument of this new

norm, its content should meet the standard learning capacity of a student. Given

that these instructional materials will be assess by students on their own, mostly.

3. Sense of Authority– as mentioned, the luxury of being less pressured. Parents

become teachers, but do not see to be as one.

4. Focus and Concentration -the comfort of studying at home with less or no

supervision at all. Students tend to divert their attention instead of focusing on and

prioritizing their homeschooling first.

5. Parent’s / Guardian’s Educational Background- it may sound off but let’s face

the reality that not all parents are well equipped with proper education.
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Theoretical Framework

This study is anchored to the Michael Moore’s (1983) Transactional Distance

Theory. The theory mainly describes the learner and the educator/teacher relationship.

The transactional distance is essential according to Moore’s understanding, because the

perception is grounded in distance learning within a social structure, not in its traditional

form. It also involves the autonomy of the student, as the distance between him and his

teacher means that the student must adopt responsibility for his own learning. Moore

summarized distance learning interaction by describing three forms of interaction:

Learner-content interaction where students can get information from the course contents

using this method. The contents may be in the form of text, video or audio, online

communication, computer-aided programs; Learner-learner interaction, this kind of

interaction is used for the exchange of ideas and information about the course that arises

among students in the absence or presence of the teacher and Learner-instructor

interaction is related to the instructor and the learner communication. It may appear in the

form of an instructor conveying information, inspiring the learner, or giving feedback. In

addition, it may incorporate the learner’s interaction with the teacher by communicating

or asking questions related to course exercises. It is also to summarize the different

relationships and strength of relationship among teachers and students.

The Giossos, Koutsouba, and Lionarakis (2012) theory further refine this notion

in their review of the contemporary relevance of Moore’s theory. They stated that the

particularities of space and time pertaining to teacher and learner which characterize

distance learning, create particular behavioural models for the teacher and the learner,
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psychological and communication distance between them, and insufficient understanding

of each other. In addition, this theory also linked to theories on Individualizing

Instruction through modules. According to Kemp and Smelie (1989), individualizing

instruction plays a big role in modular instruction. Its main attributes include the

individual assuming responsibility for their own learning, proceeding with activities and

materials at their own level and studying at their own pace. This principle is in

consonance with Thorndike’s law of readiness and law of effect where the law of

readiness states that when a person is prepared to respond or act, giving the response is

satisfying and being prevented of doing so is annoying.

Conceptual Framework

This study will assume the Effectiveness of Modular Distance Learning Modality

to the Science Performance of Senior High School Learners of Capiz State University.

The dependent variable of the study is the Science Performance while the independent

variables included in this study are the modular distance learning modality and socio-

demographic profile of the learners. The demographic profile has four components such

as age, sex, parents’ educational background and parents’ occupation. These independent

variables are perceived as factors which can be utilized to influence the Science

Performance of the respondents. This study is based on the concept that the socio-

demographic profile of the respondents and the effectiveness of modular distance

learning modality are perceived to affect their English Performance. It is also noted in the

conceptual framework that the independent and dependent variables are perceived to

have a significant relationship.

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The schematic diagram of the study, Figure 1 is shown below.

Dependent Variables Independent Variables

Demographic Profile:
 Age
 Sex
 Educational
Attainment of
parents
 Parent’s Science
occupation Performance

Modular Distance
Modality
Hypotheses

Figure 1. Shows the relationships of independent and dependent variables.

Based on the aforementioned problems, the following hypotheses will be

considered:

1. There are no significant differences in the level of Effectiveness of Modular Distance

Learning Modality of the respondents when grouped according to age, sex, parents

‘educational background and parents’ occupation.

2. There are no significant differences in the Science Performance of the respondents

when grouped according to age, sex, parents’ educational background and parents’

occupation.

3. There is no significant relationship between the effectiveness of Modular Distance

Learning Modality and the Science performance of the respondents

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CHAPTER III

METHODOLOGY

Research Design
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This study aims to determine the Effectiveness of Modular Distance Learning Modality

to the Science Performance of Senior High School Learners of Capiz State University System.

The quantitative method of research will be utilized in this investigation. The quantitative method

employed the use of correlation. The quantitative approach is gathering information that focuses

on describing a phenomenon across a larger number of participants thereby providing the

possibility of summarizing characteristics across groups or relationships. Correlation research on

the other hand, attempts to determine whether, and to what degree a relationship exist between

two or more quantifiable variables (Frio, 2019). The descriptive statistics will utilize the

frequency, the means, and the standard deviation. The inferential statistics employed were ttest

for independent samples, One-way Analysis of Variance (ANOVA) and Pearson r. The

significance level will be set at 0.05.

Time and Place of the Study

This study will be conducted at Capiz State University System during the

academic year 2021-2022.

Respondents of the Study

The respondents of the study will be the Senior High School Learners of Capiz

State University System. The stratified random sampling method will be employed in the

selection of the final participants of the study. The number of respondents will be taken

from each strand or stratum of the target population. The desired number of the sample,

will be computed by using the Cochran formula, will be randomly drawn and included in

the administration of the final forms of the questionnaires.

Sampling Design

The respondents were selected through simple random sampling.

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The sampling size was computed using the formula of Pagoso and Montano

(1993)

N
n=
1+ Ne 2

Where:

n = sample size

N = population size

e = 5% desired margin of error

To determine the sample size from each strand, stratified random sampling

technique using proportional allocation formula of Cochran (1995) was used as follows:

nNi
¿=
N

Where:

Ni= sample size obtained from each specialization

n = total size of sample for all respondents

N = total size of population for all pupils

Ni = population of the respondents from each specialization

Table 1. Population and sample size of 4P’s beneficiaries.

STRAND POPULATION SAMPLE PERCENTAGE
STEM
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ABM
HUMS
GAS
TOTAL
Legend:
*STEM-Science, Technology, Engineering, and Mathematics
*ABM-Accountancy, Business, and Management
*HUMMS-Humanities and Social Sciences
*GAS-General Academic Strand

Research Instrument

The research instrument that will be used in gathering data from the respondents

is a questionnaire consisting of two parts. Part 1 will be the questionnaire that includes

personal profile of the respondents. Part II will be the modified questionnaires to

determine the level of Effectiveness of Modular Distance Learning Modality of Capiz

State University learners.

To determine the Science Performance of the learners, the grades of the

respondents for the first quarter will be taken from the Registrar’s office. Prior to the use

of the instrument in gathering data, it will be subjected to face and content validation by

the experts to determine the appropriateness of each item in measuring the given

construct. Suggestions and recommendations given by the validators will be included in

the modification of the final instrument. After validation, it will be pilot tested among the

different groups of students who are not included in the study to establish its reliability

coefficient. According to Gonzaga (2018) as cited by Frio (2019), coefficient reliability

of greater or equal to .70 indicates high reliability.

Categorization of Variables
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For further information and clearer understanding of the variables, the following

variables were categorized:

Academic Performance

Categorization Verbal Interpretation

90 – 100 Outstanding

85 – 89 Very Satisfactory

80 – 84 Satisfactory

75 – 79 Fairly Satisfactory

Below 75 Did Not Meet Expectation

Educational Attainment of Parents

Elementary Level

Elementary Graduate

High School Level

High School Graduate

College Level

College Graduate

Post Graduate

Sex

Male

Female

Occupation

Mother

Employed
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Unemployed

Self employed

Father

Employed

Unemployed

Self employed

Data Collection Procedure

Before gathering data, the researchers secured a permit from the Campus

Administrator of each CapSu System to conduct the study to the intended respondents.

The researchers then coordinated with the advisers in order to administer the

questionnaires. The researchers personally administer the questionnaires if it is allow to

administer face to face to the respondents. If not, I will send it in the form of goggle

documents and send it online. Immediate retrieval of the answered questionnaires will be

followed.

Data Analysis

The data were analysed using both descriptive statistics such as frequency counts,

percentages, means, and standard deviation; and inferential statistics such as t-test, one-

way Analysis of variance (ANOVA), and Pearson Product Moment Coefficient of

correlation (Pearson’s r). The level of significance was set at 5 percent.

References
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Journals & Encyclopaedia

Frio, R. (2019). Professional Profile, Resiliency to Policy Change, Personal Barriers to

Creativity and Innovativeness of TESDA trainers in Region VI. Unpublished

Dissertation. Filamer Christian University, Roxas City, Capiz

Vergara.A.M. (2017). Development, effectiveness and acceptability of module for the

problem solving and critical thinking skills of alternative learning system in District of

Tanay II, Tomas Claudio Memorial College Morong, Rizal

Web Sources

European Distance and E-Learning Network (EDEN). (2006). Theory and theorists:

Michael G. Moore. Evolution of Theory of Transactional Distance http://www.eden-

online.org Powerpoint presentation retrieved 28 July 2011 from Google search.

Giossos, Y. (n.d.). Reconsidering Moore’s Transactional Distance Theory. European

Journal of Open, Distance, and E-learning (EDEN). Retrieved August 20, 2011.

http://www.eurodl.org/? article=374.

Lim, A.J. (2016) .Effectiveness of Modular Instruction in Word Problem Solving of

BEED Students Eastern Samar State University, Philippines.