MODULAR DISTANCE LEARNING: ITS EFFECT ON THE ACADEMIC

PERFORMANCE OF GRADE 9 LEARNERS IN MAGHAWAY NATIONAL

HIGH SCHOOL

REVIEW OF RELATED LITERATURE

This work aims to elucidate a more profound understanding of the effect of modular distance
learning on the academic performance of Grade 9 learners in Maghaway National High School.
Different studies were conducted to determine the achievement of students in the traditional and new
normal way of teaching.
According to Lev Vygotsky (2000), Modular learning is a form of distance learning that uses Self-
Learning Modules (SLM) based on the Most Essential Learning competencies (MELCS). 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. The modular approach situates Filipino students to learn in the comfort of their homes. Limited
contact with teachers will place parents or guardians as the learners’ model or the “More Knowledgeable
Other” (MKO). Someone has a better understanding or higher ability level than the learner, concerning
a particular task, process, or concept.
Human learning is a social process. Parents are partners of teachers in education. They
are ‘home facilitators,’ the ‘tagapagdaloy‘ means channel, but they will not teach the subject matter. It
is the teacher’s duty to teach, Dr. Lourdes Servito,(2001). A Filipino author, cited that a module is a self
contained and independent unit of instruction with a primary focus on a few well-defined objectives. As
Fe C. Nepomuceno, (2000) cited, a module can be a short segment programme interwoven between
other forms of instruction to cover limited, specific units rather than an entire course. Another
Filipino author, classified the use of modules, together with programmed instruction, self-learning
kits and correspondence courses, and mastery learning technique, under the self-pacing method of
instruction, Garcia,(2015). Nepomuceno described the modules in the following statements: It focuses on a
distinctive, identifiable skills or set of skills or outcomes other than skills; It is fairly short so as to make
students use their study time efficiently; It is essentially self-teaching, even though it may encourage
group work; It blends theory and practice, and combines doing with reading and reflecting; It provides a
list of further readings or sources related to the skill being promoted; It provides suggestions to students for
participating in in the design of their own projects, explanatory activities, and evaluation criteria; It is
reality-oriented in the sense that it involves the students in real situation if not possible, tried to
use stimulation technique; and It provides feedback for improvement and redesigning. a module can
be advantageous for students and teachers because: It provides opportunity for organizing numerous
sequences of experience to reflect special interests of the teacher or student; Self-instructional units allow
the teacher to focus on student deficiencies in subject matter that must be corrected and also serve
to eliminate the necessity of covering subject already known to the student; It provides a way of
assessing students‟ progress in learning; It reduces the routine aspects of instruction learning. The
teacher is free to engage in personal contact with the student; the independent nature of self
instructional units facilitated the updating of study materials without major revisions; and It serves as
model for teachers who wish to develop their own materials and insert their own personality
Though printed modular distance learning gained skepticism, Guido (2014) concluded that it is
effective for the knowledge adaptation of science and engineering students. Nardo (2017) also found
that modular learning develops a sense of responsibility among students, enhancing learner
autonomy. Lastly, Valencia (2020), in her study on modular learning in basic education, found that the
academic performance of learners improved due to modular learning.
Studies have been conducted on the nature of modular learning globally (Parlakkilic, 2015;
Dejene, 2019) and in the Philippines (Zulueta & Guimbatan, 2002; Unay et al., 2016). Other studies also
have identified the effects of modular learning on the learning process (Cornford, 1997; Matanluk et al.,
2013; Cabrera, 2014; Lim, 2016) and student performance (Chua et al., 2007; Bedaure, 2012). To date,
however, there is a dearth of substantial literature assessing the quality and implementation of printed
modular distance learning. For such reason, Goode (2003), Guido (2014), and Nardo (2017) recommended
that teachers conduct relative researches on modular learning following the national standards in order to
achieve a caliber educational perspective.
Modular instruction was first introduced by American educators. It is described by John L.
Hughes (2000) as an individualized instruction that provides bases for close interaction between the
learners and the subject matter. With the modules, the learners are expected to respond frequently in
the interaction with an instructional program at their learning rate. Assessment of of Students Learning is
a three-unit professional education subject taken by Education students. It involves concepts and
principles on what and how our future teachers assess their future learners. Though there are existing
references in this subject, there is a limited book that contains all the lessons stipulated in the course
design or learning program used in the University. As instructor of this Assessment of learning for
almost 8 years, the researcher had seen the relevance of having a module in delivering the
content of this subject. Aside from the fact that it will offer individualized instruction, the module blends
the theory and practice which are vital to students learning experiences (Good,2000).Researched the
“individualization” of the modules because learners proceed with the instructions at their own pace, also
stated that modular instructions catered to the individual learning differences so that learners are
prompted to actively participate in determining what they need to learn ( Duker ,2000). The amount and
the pace of their learning must match with their ability, motivation and interest, not in comparison
with other learners. Gibbons (2001) believed that 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. Good (2000) cited modular approach to be modernizing the teaching
process suited to learners to advance at their own best rate through passing unnecessary instruction and
satisfying their needs, thus in individual cases, will be able to earn their degree in considerably shorter
period of time. Lardizabal, (2001) said that it is a package of learning activities that learners have to
accomplish. It can be used as part of a course, as a complete course, or as a curriculum design.
Students can find the following advantages:
 Working at their own pace; Assuming responsibility for learning; Students find that textbooks are
not the only source of learning; They know exactly what they have to learn; Learners are encouraged to
master the module; and Competition for grades is reduced, Lardizabal, (2001). Modular instruction
promises a more efficient mass education by offering more effective individual instruction at a time
when a teacher is faced with a problem of producing learning in a large group all at the same time.
It is a technique of self-instruction that involves the presentation of instructional materials to demonstrate
their skills and modularcomprehension, Deterline, W.,(2002).t is described that modular instruction
provides the basis for a close interaction between the learner and the subject matter, that the
learner is called upon to respond actively in the interaction with an instructional program, and that the rate
at which the interaction proceeds are governed individually by each learner’s response, Hughes J. L.,
(2005). The advantage offers to the teacher who uses the modular approach. With the use of
modules, the progress of a student is assessed and the routine aspect of instruction is reduced
giving the teacher a chance to enjoy her personal contact ith the students, Greager, J. And Murray, D (2005
). The instructional modules form an important educational innovation and teaching technique. Aside
from proposing a solution to the problems of teaching instruction, modules are more efficient mass
education by giving more effective individual instruction, Acelejado, (2007). The preparation of self-
instructional modules includes careful analysis of the course plan or syllabus, preparing preliminaries and
designing of the learning activities. The design of the learning activities includes the objectives,
directions, pre-test and key, activity proper, self-evaluation exercises and post-tests, Johnson, D. W., &
Johnson, (2009). The modular system has been considered as an alternative to traditional teaching for a
long time. The modules in the principles and methods of teaching include lessons and topics which meet
the requirements of authorities in teacher education. The contents of the modules reflect the most important
aspects of what is being taught. he modules provide evaluation activities which relate to the content
and objectives of the lessons; however, there is no provision for pre-test and post-test activities in
each module. There is highly significant difference between the students’ and the teachers’
assessment of the characteristics of the modules with the teachers’ assessment higher than that of
the students. The principles and purpose of modular instruction, its advantages for both students
and instructors, and a comparison between the conventional and modular approach are presented.
Present evidence suggests that modular instruction meets the needs of today’s students more
learning and the content, Reiser, B. J, (2007).