MODULAR LEARNING APPROACH: ITS EFFECT TO THE ACADEMIC PERFORMANCE

OF SENIOR HIGH SCHOOL LEARNER’S OF ISAT-MAIN

HYPHOTHESIS STUDY

Based on the aforementioned problems, the following hypotheses will be considered as a basis of
the study entitled modular learning approach: its effect to the academic performances of senior
high school learners at ISAT-main:

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, and students’
academic performance in ISAT-main.
2. There are no significant differences in the learning approached used by the teacher
among the respondents when grouped according to age, sex, and their academic
performance that includes extracurricular activities.
3. There is no significant relationship between the effectiveness of Modular Distance
Learning approach among performance of the respondents and the approach implemented
by the teacher.
4. There is no relationship in enhancing the students’ academic performance in ISAT-main
when referred to as the age, sex, year and section and the affectivity of the modular
learning approach used by the teachers in ISAT-main.
5. There is no significant relationship among the level of students understanding between
the approaches enhance by the teacher’s at ISAT-main.
6. There is no significant relationship in the learning materials used by teachers to enhance
student learning in the academic performance of the senior high school students in ISAT-
main and the approach implemented by the school.