ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL

EFFECTIVENESS OF MODULAR DISTANCE LEARNING AMONG

GRADE 12 HUMSS STUDENTS

_________________________________

A Quantitative Research

Presented to
The Faculty of the Humanities and Social Sciences (HUMSS)
Senior High School
Ilocos Sur National High School
Vigan City, Ilocos Sur

______________________________

In Partial Fulfilment of the

Requirements for the Subject
Practical Research 2

_____________________________

by:

MICHAEL LLANES
RONAN LLANES
ANGELITO A. PAMANI
MARIANNE M. QUINDIPAN
GENIE ROSE TIGADE

2020
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Chapter I

THE PROBLEM

Introduction

During 2020, the pandemic came and brought changes in many perspectives

of our lives including our education and academic life. While the COVID-19

pandemic sent educational institutions scrambling to move classes online, many

forget that there are other modes for distance learning. Online learning is not the

only type of distance learning. However, the most popular mode of distance

learning under consideration is modular learning. To make sure that learning

remains unhampered, DepEd implemented a distance learning approach, a learning

delivery mode where interaction takes place between the teacher and the students

who are geographically remote from each other during instruction. This means

lessons will be delivered outside the traditional face-to-face setup. The modules

include sections on motivation and assessment that serve as a complete guide of

both teachers’ and students’ desired competencies. Teachers will monitor the

learners’ progress through home visits (following social distancing protocols) and

feedback mechanisms, and guide those who need special attention.

Modules are increasingly being used in many countries as a way of

organising a language curriculum. As a consequence, many course books are

now structured on the basis of “modules” rather than “units”. The concept of

“module” is strictly linked to the idea of a flexible language curriculum.Taneja

(1989) defined module as a unit of work in a course of instruction that is virtually

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self-contained and a method of teaching that is based on the concept of

building up skills and knowledge in discrete.

A module is a set of learning opportunities organized around a well -

defined topic which contains the elements of ordinate dictation, categorical

objectives, edifying cognition activities, and evaluation utilizing criterion -

referenced measures UNESCO (1988) A module covers either a single element of

subject matter content or a group of content elements composing a discrete unit

of subject matter or area of adeptness. A module has placidly defined,

objectives; preferably in behavioural form (Daries, 1981).

Varieties of teaching methods that will fixate on cumulating methods

that can best realize the creative and constructive engagement with learning

activities that leads to understanding Ramsden (1992). Even very good designed

modules, with very well defined learning outcomes, can fail if the edification

strategies employed are infelicitous to inspirit and support the learners towards

meeting the desired learning outcomes.

Toohey (1999) offers the following definition: “A teaching strategy is a

plan for learning, and it includes the presentations which the teacher might

make, the exercises and learning activities designed for students, av-aids which

will be supplied or suggested for students to work with, in which they show of

their growing understanding and capability will be collected.” Modular teaching is

one of the most widespread and recognizes teaching learning techniques in many

countries including other Western countries and Asian region. Modular approach is

used almost in all subjects like natural science, specifically in biology and
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medical education and even in social sciences as well as in computers

education. Manlove and David (1985).It considering the individual differences

among the learners which necessitate the planning for adoption of the most

appropriate teaching techniques in order to help the individual grow and develop at

her/his own pace. Kandarp Sejpal (2013).

Overall, this study has substantial effects to impart on the people’s existing

knowledge especially the Humanities and Social Sciences Students of our country

about effectiveness of modular distance learning among grade 12 HUMSS students.

Statement of the Problem

This study aimed to determine the effectiveness of Modular Distance

Learning among the Grade 12 HUMSS Students of Ilocos Sur National High

School.

Specifically, it sought to answer the following questions:

1. What are the profile of the respondents in terms of the following:

a. age,

b. sex,

c. religion,

d. place of residence,

e. parent’s monthly income

f. gadgets used

g. type of internet connectivity

2. What are the different factors that affects the modular distance learning of

the students in the following areas:

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a. Learning Climate

b. Transfer of Learning and,

c. Workplace Environment

3. Is there a significant relationship between the profile of the respondents

and the different factors that affects the modular distance learning of the Grade 12

HUMSS student of Ilocos Sur National High School?

Scope and Delimitation

This study is delimited in determining effectiveness of Modular Distance

Learning among the Grade 12 Humanities and Social Sciences Students in Ilocos

Sur National High School on the following: (1) personal – related factors, (2) factors

that affects the modular distance learning of the students and (4) the significant

relationship between the profile of the respondents and the factors that affects the

modular distance learning of the students.

The personal – related factors were limited to: (a) age, (b) sex, (c) religion,

(d) place of residence, (e) parent’s monthly income, (f) gadgets used and (g) type of

internet connectivity. It is also focuses on the factors that affects the modular

distance learning of the students along the following: (a) learning climate, (b)

Transfer of Learning and, (c) Workplace Environment.

The respondents of the study will be randomly selected to the Grade 12

HUMSS students of Ilocos Sur National High School. Grade 12 – HUMSS teachers

will also be included to validate the perceptions of the Grade 12 HUMSS students
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The descriptive correlational method of research will employed. The

relevant data that were gathered in the study was limited to what was measured by

the questionnaire constructed by the researchers, some items of which were adopted

from several sources.

The following statistical tools were employed in the analysis of data

gathered: frequency, percentage, mean, and Pearson product method of correlation.

Theoretical Framework

Pandemic made a lot of changes in the education sector not only in the

Philippines but in the whole world. In this difficult time, options like online learning

and modular learning is really hard to fathom because it is first time in the history

that this happened although it is not a new concept.

The goal of modular distance learning is to continue the learning of a child

despite of the distance between him and the teacher. Therefore, this section will give

meaning, depth and substance to the study. The researchers undertook research on

literature and studies undertaken by other researches which will give direction to the

present study.

On Learning Climate

The term climate often is associated with weather and is defined as the

meteorological conditions of a particular area or region. In the context of learning

sciences, climate of learning refers to the social, emotional, and physical conditions

under which one acquires knowledge. The climate that surrounds learning is

predominantly thought of within a classroom context but is also present wherever

learning takes place, as in tutoring, mentoring, coaching, and on the job training
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(Bronfenbrenner, 2004.) Factors associated with the tone and atmosphere of a

learning setting can significantly influence learning processes. Ideally, teachers

create learning environments that meet the developmental needs of their students

through positive student–teacher relationships, enthusiastic and quality instruction,

and high expectations for learning-related behavior and academic achievement.

Improving climate can mitigate the impact of area crime and poverty on

student performance (Georgia, 2020). Researchers have found the belief that

impoverished, high-crime communities produce unsafe and unhealthy schools

cannot be supported. The focus of control for school success and behavior is

primarily inside the building—schools can control school climate; the community

does not dictate it. Positive climate improves student engagement and performance.

Research shows that not only are several aspects of school climate and

connectedness related to student achievement, but also that positive changes in these

areas are related to significant gains in student scores on statewide achievement

tests. These findings move beyond simply knowing schools with good climate and

connectedness are likely to have good student achievement, while schools with poor

climate and connectedness are likely to have poor student achievement. They show

that changing a school’s climate and connectedness for the better is associated with

increases in student performance in reading, writing, and math—whether or not they

started with high or low school climate, connectedness, and achievement scores.

Research has demonstrated a strong relationship between school connectedness and

educational outcomes, including attendance, staying in school longer, higher course

grades, and school completion.

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On Workplace Environment

The problems of work environment including working conditions, physical

conditions, and psychological conditions, are issues always highlighted as the

contributing factor to the poor performance of teachers to deliver lessons and

involve students in learning. The conducive work environment can provide comfort

and security forteachers in carrying out the instructional works and other duties. It

helps teachers to do their job and obligations well and wholeheartedly. Teachers

with optimal performance can significantly impact the future of their students or

young generation and achieve educational goals.

Cascio (2003) stated that performance appraisal has several benefits,

namely for the implementation of reward and punishment system, provision of

feedback for teachers to develop their competencies, identification of training needs,

and evaluation of teaching practices. According to Sedarmayanti (2017), the benefits

of performance appraisal are performance improvement, competency adjustment,

decision-making, personal placement, training needs and competency and skills

development, career planning and development, identification of deficiencies in the

process of programming learning activities, cooperation opportunities, challenges

from outside, and feedback for human resources. According to Schermerhorn, Hunt,

and Osborn (1998), performance is one’s work result or success rate as a whole over

a certain period of time in performing tasks compared to various possibilities, such

as work standards, targets or criteria which have been predetermined and agreed.

Performance is the quality and quantity of the accomplishment of tasks, either

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achieved by individuals, groups, or schools. Performance is used to highlight the

manifestations of knowledge, understanding, and development of ideas, concepts,

and skills that can be observed.

Transfer of Learning

Transfer is especially important to learning theory and educational practice

because very often the kinds of transfer hoped for do not occur. The classic

investigation of this was conducted by the renowned educational psychologist E. L.

Thorndike in the first decades of the 20thcentury. Thorndike examined the

proposition that studies of Latin disciplined the mind, preparing people for better

performance in other subject matters.Comparing the performance in other academic

subjects of students who had taken Latin with those who had not, Thorndike (1923)

found no advantage of Latin studies whatsoever. In other experiments, Thorndike

and Woodworth (1901) sought, and generally failed to find, positive impact of one

sort of learning on another. Thorndike concluded that transfer depended on

“identical elements'' in two performances and that most performances were simply

too different from one another for much transfer to be expected. In terms of the

rough near-far distinction, near transfer is much more likely tha nfar transfer.

Thorndike's early and troubling findings have reemerged again and again in other

investigations. For instance, the advent of computer programming as a school

subject matter stimulated the proposal that computer programming developed

general problem solving skills, much as Latin was thought to cultivate mental

discipline. Unfortunately, several experiments seeking a positive impact of learning

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to program on problem solving and other aspects of thinking yielded negative

results acquired while working withone to

Conceptual Framework

To illustrate the study, a research paradigm on the input-process-output-

impact Model was used to determine the effectiveness of modular distance learning

among the grade 12 Humanities and Social Sciences students of Ilocos Sur National

High School is previewed below:

INPUT PROCESS OUTPUT

Respondents Profile

a.) Grade 12 HUMSS

Students and Teachers
Factors that
a. age Affects the
b. sex Modular Distance
c. religion Learning
d. place of
a. Learning Transfer of Learning
residence
e. parent’s climate
monthly b. Workplace
income Environme
f. gadgets used nt
g. type of internet
connectivity

Figure 1: The Research Paradigm

This study used the Input-Process-Output model. The input variables were

the HUMSS Students and Teachers personal factors which are as fallows; age, sex,

religion, place of residence, parent’s monthly income, gadgets used and type of

internet connectivity.
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The process involved the factors that affects the modular distance learning

students which includes the learning climate and the workplace environment The

output variable is the Transfer of Learning.

Operational Definition of Terms

For better and clear understanding of the study, the following terms were

defined for the purpose of the study:

Transfer of Learning. Transfer of learning means the use of previously

acquired knowledge and skills in new learning or problem-solving situations.

Learning Climate. Refers to the prevailing mood, attitudes, standards, and

tone in the clinical or classroom environment

Workplace Environment. All your surroundings when working including

physical and psychological.

Personal-related Factors. It refers to age, sex, religion, place of living

educational attainment and monthly income of the respondents.

Age. This refers to the length of time during which a person has lived.

Sex. It pertains to the gender classification of an individual as a male or

female.

Religion. This refers to the fundamental set of beliefs and practices

generally agreed upon by a group of people.

Place of Living. It refers to whether the respondent is living in the rural area

or in the urban area.

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Modular Distance Learning. Learning delivery mode where interaction

takes place between the teacher and the students who are geographically remote

from each other during instruction.

Assumptions

This study was premised on the following assumption:

1. The Humanities and Social Sciences (HUMSS) students have their own

pace of learning in the mode of modular distance learning.

2. The instruments used are valid and reliable.

4. The respondents answered the questionnaires honestly and reflects on the

effectiveness of Modular Distance Learning on the Grade 12 HUMSS students.

5. The variables included in this study are enough bases to determine the

relationship between Factors that Affects the Learning of the students and the

Learning Transfer.

Hypothesis

Based on the statement of the problem, the following hypotheses was

considered on this study:

There is a significant relationship between the profile of the respondents and

the factors that affects the learning of the HUMSS students through the modular

distance learning.

Methodology

The methodology provides a detailed description that elaborates the plan of

action, or design that informs the methods employed in this study. A plan of action

is necessary to attain the goal of answering the questions raised by the researcher.
 ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 12

In particular, this chapter discusses the context of the study, the participants,

the methodology employed, specific methods and data collection techniques, step-

by-step procedures followed, and data analysis techniques.

Research Design. To realize the purpose of this study, the descriptive

correlational method of research was utilized with the main objective of generating

hypothesis regarding the personal related factors and factors affecting learning of

the students. According to Bates as mentioned by Bosque (2011) and Gannaban

(2014), the descriptive method is one which is concerned with the conditions or

relationships that exist, practices that prevail, beliefs, points of view or attitudes that

are held; processes going on; effects that are left; trends that are developing. It is

often combined with comparison and contrast involving measurement,

classification, interpretation and evaluation.

Correlational analysis was used to determine relationship between the

personal related factors and the planned projects programs and activities.

Population and Sample. The respondents of this study are the Grade 12

HUMSS students and teachers.

Ilocos Sur National High School have sections namely: Bruner, Freud, Lao

Tzu, Locke, Piaget, Rousseau and Thorndike.

Random sampling was done at every section for the Grade 12 HUMSS

students and equally distributed number of teachers to determine the respondents of

this study. The distribution of the summary of the population and sample is

presented in Table 1.
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Respondents Population (N) Sample (n)

Grade 12 HUMSS
50
Students
Grade 12 HUMSS

Advisers
Total

Data Gathering Instrument. The main device that was used by the

researchers to collect the data will be validated survey questionnaire to gather

information about the effectiveness of modular distance learning on the Grade 12

HUMSS students of Ilocos Sur National High School. Most parts of the

questionnaire were made to seek the purpose of the present study, however, some of

the parts were adopted from recent studies.

The questionnaire is composed of two parts. Part I is on the respondents’

background information, namely the age, gender, place of residence, religion,

parent’s monthly income, gadgets used and type of internet connectivity. Part II is

about the factors that affects the learning of the students specifically on Learning

Climate, Working Environment and Transfer of Learning.

The revised instrument was validated by competent and knowledgeable

research authorities in the field of HUMSS: Ms Dhonna Alibin, Teacher I of

Humanities and Scoial Sciences (HUMSS) Strand and Mr. Clark Cortez, Teacher II

of Science, Technology, Engineering Mathematics (STEM) Strand both from Ilocos

Sur National High School (ISNHS).

The norms for interpretation of the factors that affects the learning of the

Grade 12 HUMSS students through Modular Distance Learning are as follows:

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Range of Score Item Descriptive Rating

4.21 – 5.00 Always (A)

3.41 – 4.20 Often (O)
2.61 – 3.40 Sometimes (SO)
1.81 – 2.60 Seldom (SE)
1.00 – 1.80 Never (N)

Statistical Treatment of Data.

To the objectives set for in this study, the following statistical tools were

used to treat the data that was gathered.

Frequency count and percentage distribution to describe the respondents in

terms of their personal related factors and way of living.

Mean to indicate the degree of frequency in each item of the factors that

affects the learning of the Grade 12 HUMSS students of Ilocos Sur National High

School

Pearson rxy to determine the significant relationship between the factors that

affects the learning of the students and the personal related factors of the Grade 12

HUMSS students of Ilocos Sur National High School.