i

EFFECTIVENESS OF MODULAR APPROACH IN THE ACADEMIC

ACHIEVEMENT OF GRADE FOUR LEARNERS IN BIBIANA MERCADO
INTEGRATED SCHOOL

A Research Proposal
Presented to the Faculty
of the Teacher Education Department
Cebu Technological University
Carmen Campus
Carmen, Cebu

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Elementary Education
Res-M 3219 (Research in Education)

Opamin, Blessy Anne V.

Group Facilitator

Batiancila, Shiela Jade P. Lato, Judy S.

Batucan, Imie Q. Parot, Apple Rose C.

Capoy, Lindelie G. Trangia, John Denver A.

Ebo, Rhona Mae F. Zanoria, Rachel P.

June 2021
 ii

APPROVAL SHEET
This research paper entitled “EFFECTIVENESS OF MODULAR
APPROACH IN THE ACADEMIC ACHIEVEMENT OF GRADE FOUR
LEARNERS IN BIBIANA MERCADO INTEGRATED SCHOOL ”, prepared and
submitted by Opamin, B., A., et al.,of Bachelor of Elementary Education , has
been ACCEPTED.

MONINA C. BABARAN, Ph. D.T.M.

Research Adviser

PANEL OF EXAMINERS

PURITY V. MATA, Dev. Ed. D.

Chairman

MONINA C. BABARAN, Ph.D. T.M. ANNA MARIE C. NEIZ, M.Ed.

Member Member

EMARDY T. BARBECHO, Ph. D. BONIFACIO M. AMPER JR., Ph. D.

Member Member

Accepted and approved in partial fulfillment of the requirements for the

degree Bachelor of Elementary Education.

Date of Oral Examination :

Action Taken :

URSINA S. JUNTILLA, Ed. D.ANNAMARIE C. NEIZ,M.Ed.

Dean, College of Education Chairperson, Teacher Education

DANILOS.SUA,C.E.,MTE
Acting Campus Director
 iii

ACKNOWLEDGEMENTS

This research paper is an output of the researchers in Research in

Education for the Bachelor of Elementary Education Major in Content Education

of the Cebu Technological University - Carmen Campus.

The researchers wish to extend a heartfelt gratitude and appreciation to all

the persons who contributed a lot in this study. They are the following persons

responsible for the success of this study.

First and foremost, thanks to the Almighty God for providing the wisdom,

knowledge, strength, courage, and enlightenment needed to pursue this

research. The spiritual guidance bestowed upon the researchers was

instrumental in providing the necessary ideas.

To the Cebu Technological University Administrators and Staff:

Engr. Danilo S. Sua,the Acting Campus Director, in giving the permission to the

researchers to conduct this study, Dr. Ursina S. Juntilla, Dean of College of

Education, in taking the part in behalf of the Campus Director and for allowing the

researchers to conduct a study, Dr. Monina C. Babaran, the Research Adviser,

in continuous support, motivation, patience and immense knowledge. Her

guidance helped the researchers in all the time of research and writing the

research paper, Dr. Purity V. Mata, Dr. Bonifacio M. Amper Jr., Dr.Emardy T.
 iv

Barbecho, and Mrs. Anna Marie C. Neiz, who spared their precious time in the

improvement of the study.

To the respondents: The students, and teachers of Bibiana

Mercado Integrated School for the S.Y 2020-2021, who served as key informants

who took part in this study, we appreciate all your help!

To the parents and relatives of the researchers, for providing an

unending support morally, emotionally and spiritually. The researchers are also

grateful to their friends who supported along the way.

The Researchers
 v

DEDICATION

First of all, I dedicate this study this to our Almighty God for guiding us all

throughout the study, and to my family for the non-stop support until this research

is done.

Batiancila, Shiela Jade

All dedication is given to our Almighty God for guiding and giving us the

courage to make this research possible even in the midst of pandemic.

Batucan, Imie

First and foremost, praises and thanks to our Almighty God for the

guidance and knowledge to make this study, to my family who’ve supported me

financially and to my friends for the encouragement and moral support.

Capoy, Lindelie

This study is dedicated to my friends for the moral support given, and to

my family for believing that we can make it.

Ebo, Rhona Mae

I dedicate this study to my family and friends and a special feeling of

gratitude to our Almighty God for making this research study happen.

Lato, Judy
 vi

I dedicate this study to our Almighty God for giving us the strength,

courage, and wisdom to continue. To my mother for supporting me financially

and emotionally, to my friends for believing in me, and most of all to our research

adviser for the guidance in making this study.

Opamin, Blessy Anne

This research study is dedicated to our dear God for the support until this

research is fully done, and to my family and friends for the moral support.

Parot, Apple Rose

This study is dedicated to all the members of this research for the

cooperation and sacrifices, and to our research advisor for the help in our final

paper.

Trangia, John Denver

I would like to dedicate this study to God for being with us all throughout

the study, to my friends for the moral support and to my family who have never

failed to give me financial support. I am truly grateful.

Zanoria, Rachel
 vii

ABSTRACT

This study aimed to determine the difference of academic achievement

in Modular Learning Approach and Traditional Learning Approach. This study

was a descriptive-quantitative method by asking the teachers about the recent

grades of the respondents. The data collected were analyzed and interpreted by

using mean, standard deviation, and t-test through the use of statistical package

SPSS. The result scores were in the favour of usage of modular learning

approach, (a statistically significant indicating difference in mathematics

achievement between Modular (Sig. .000 < 0.05) and Traditional Learning

(Sig. .001< 0.05). So it is recommended by the researchers that the modular

approach should be widely used in education.

Keywords: Modular Approach, Self-learning, Individualized Instructions

 viii

TABLE OF CONTENTS

Title Page i

Approval Sheet ii

Acknowledgment iii

Dedication v

Abstract vii

Table of Contents viii

List of Tables x

List of Figures xi

List of Appendices xii

CHAPTER TITLE PAGE NUMBER

1 THE PROBLEM AND ITS SCOPE

Introduction 1

Rationale of the Study 1

Theoretical Background of the Study 3

Review of Related Literature 6

 ix

Related Studies 10

THE PROBLEM

Statement of the Problem 14

Hypothesis of the Study 14

Significance of the Study 14

Scope and Limitations 15

RESEARCH METHODOLOGY

Research Design 16

Research Environment 16

Research Respondents 17

Research Instruments 17

Gathering Procedure 17

Statistical Treatment of Data 18

Definition of Terms 18
2 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Grades of Grade 4 Students from 20

Modular Approach

Grades of Grade 4 Students from 21

Traditional Learning Approach

Difference of Modular and Traditional 21

Learning in the Academic Achievement

of Grade 4 Students

3 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

Summary 23

Findings 23

Conclusion 24

Recommendations 25

REFERENCES 26

APPENDICES 28
 ii

CURRICULUM 36

LIST OF TABLES

TABLE TITLE PAGE NUMBER

1 Grades of Grade 4 Students from 20

Modular Approach

2 Grades of Grade 4 Students from 21

Traditional Learning Approach

3 Difference of Modular and Traditional 21

Learning in the Academic Achievement

of Grade 4 Students
 iii

LIST OF FIGURES

FIGURE TITLE PAGE NUMBER

1 Conceptual Framework 13

Background of the Study

2 Research Locale 16
 iv

LIST OF APPENDICES

APPENDIX TITLE PAGE NUMBER

A Transmittal Letter to the School Principal 29

B Raw Data of Grades (Traditional Learning) 30

C Raw Data of Grades (Modular Learning) 33

 CHAPTER 1

THE PROBLEM AND ITS SETTINGS

INTRODUCTION

For many generations the delivery of education was a teacher

standing in front of students, who sitting at their desks, in uniform. The

teacher was the disseminator of knowledge and the students were to

function as sponges to soak up the learning as the best they could from

what they saw on the blackboard or read from traditional textbooks. Many

students do succeed in this educational setting while others do not. Good

teachers can be incredibly effective in this setting, but is this the best

context to form a learning environment for the future? Or which are

innovations in educational technology poised to redefine the classroom

and make learning more relevant, more accessible, and more interactive

so that the students or adult learners are more deeply engaged in an

active learning environment.

The key is to explore how modular learning can serve as an

educational approach to build a strategic plan with the results of

empowering learners to achieve academic and professional success (Jill

Friestad-Tate, Carol Schubert and Craig Mccoy , 2014). What was stated

above about modular approach to teaching and learning can be used

especially to what is happening in our world right now.

 2

The outbreak of the new corona virus known as COVID-19 has first

occurred at Huanan Seafood Market in Wuhan City of China in December 2019

(Wikipedia, 2020), and within a couple of months it has turned out to be a global

health emergency. The COVID-19 pandemic also resulted in a widespread

disruption such as travel restrictions, closure of schools, and global economic

recession. Meanwhile, the Philippines is in the process of adapting the new

normal in the field of education. For the continuity of education and for every

school to still attain its mission and vision which is to provide quality education to

every Filipino learner, the Department of Education Implemented the Modular

Distance Learning.

In the Philippines this learning modality is currently used by all public

schools because according to a survey conducted by the Department of

Education (DepEd), learning through printed and digital modules emerged as the

most preferred distance learning method of parents with children who are

enrolled this academic year (Bernardo, J). This is also in consideration of the

learners I rural areas where internet is not accessible for online learning (Ysthr

Rave Pe Dangle and Johnine Danganan Sumaoang , 2020). Since Modular

learning is already implemented, the researchers will evaluate the effectiveness

of modular approach in the academic achievement of grade 4 students in Bibiana

Mercado Integrated School, one of the public elementary school in Danao City.
 3

Theoretical Background

This study anchored the theory of Charles Wedemeyer’s Theory of

Independent Study.

On Wedemeyer's Theory of Independent Study

Charles Wedemeyer (1981) rooted his Theory of Independent Study in the ideal

of learner freedom. Wedemeyer characterized independent study as one in

which:

The student and teacher are separated; the normal processes of teaching

and learning are carried out in writing or through some other medium, teaching is

individualized, learning takes place through the student’s activity, learning is

made convenient for the student in his or her own environment and the learner

takes responsibility for the pace of his or her own progress, with freedom to start

and stop at any time (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 44).

Garrison (2000) categorized theory as something that “will explain and

anticipate distance education practices for a broad range of emerging

educational purposes and experiences” (Garrison, 2000). Wedemeyer’s theory is

fluid enough to have informed what was current practice at the time as well as

inform current practice today. Wedemeyer’s contribution to the Articulated

Instructional Media (AIM) project in 1964 demonstrated his theory in practice and

the value of it to both explain and anticipate emergent educational imperatives: “it

was proposed that a unique system be developed for a new type of institution . . .

made possible through course design utilizing media and technology and . . .
 4

supported by counseling and resource and learning centres” (Sherow &

Wedemeyer, 1990, p. 18). Although he emphasized the importance of learner

autonomy and self-responsibility, Wedemeyer also stressed the unique and

important role of the teacher in distance learning (Simonson, Smaldino, Albright,

& Zvacek, 2012). This distinguishes his theory from one of distance self-study

and demonstrates relevance for instructional design today, as the preponderance

of evidence underscores the importance of a teaching presence in distance

learning (Swan & Shih, 2005; Meyer, 2003; Wu & Hiltz, 2004), and Garrison

(2007) asserts a causal relationship between teaching presence and “student

satisfaction, perceived learning, and sense of community” (Garrison, 2007, p.

67).

Charles Wedemeyer believed the soul of distance education is the

students’ independence. He felt that the outdated concepts of learning and

teaching were being employed, and that they failed to utilize modern

technologies in ways that could alter the instruction.

Wedemeyer created a system with ten characteristics that would emphasize the

learners’ independence.

First, be capable of operation any place where there are students-or even

only one student- whether or not there are teachers at the same place at the

same time, place greater responsibility for learning on the student, to free faculty

members from custodial-type duties so that more time can be given to truly

educational tasks, offer students and adults wider choices (more opportunities) in
 5

courses, formats, and methodologies, use, as appropriate, all the teaching

media and methods that have been proven effective, mix media and methods so

that each subject or unit within a subject is taught in the best way known, cause

the redesign and development of courses to fit into an “articulated media

program”, preserve and enhance opportunities for adaptation to individual

differences, evaluate student achievement simply, not by raising barriers

concerned with the place, rate, method, or sequence of student study, and lastly

permit students to start, stop, and learn at their own pace.

Six Characteristics of Independent Study Systems

Student and teacher are separated, normal processes of teaching and

learning are carried out into writing or through some other medium, teaching is

individualized, learning takes place through the student’s activity, convenient for

the student in his or her own environment, and the learner takes responsibility for

the pace of his or her own progress.

Four elements of every teaching/learning situation are teacher, learner or

learners, communication system or mode, and something to be taught or

learned.

Wedemeyer's primary vision was to develop a systems approach in the

emerging field of distance education as a way of addressing the opportunity gap

that exists for non-traditional adult students, or as he referred to them, “back door

learners” (Wedemeyer, 1981, p. 19). He developed a concept for cradle-to-grave

 6

“open” education that in contrast to the popular Behaviorism of his day, applied

technology to meet the goals espoused in Humanistic psychology.

Following such principles, Wedemeyer believed that the goals of

education should include emphasis on student-centered learning. Students

should be taught the values and skills required to become independent learners,

so that they could pursue lifelong learning at any point in their lives. In 1971 he

published his definition of “independent study.” The Wedemeyer (1971a)

definition of Independent Study is various forms of teaching-learning

arrangements in which teachers and learners carry out their essential tasks and

responsibilities apart from one another, communicating in a variety of ways, for

the purposes of freeing internal learners from inappropriate class pacings or

patterns, or providing external learners opportunity to continue learning in their

own environments, and developing in all learners the capacity to carry on self-

directed learning, the ultimate maturity required of the educated person.

Independent Study programs offer learners varying degrees of freedom in the

self-determination of goals and activities, and in starting, stopping and pacing

individualized learning programs which are carried on to the greatest extent

possible at the convenience of the learners (Moore, 2013).

Review of Related Literature

Modularization is based on the principle of dividing the curriculum into

small discrete modules or units that are independent, nonsequential, and

typically short in duration. Students accumulate credits for modules which can
 7

lead to the qualification for which a specified number of credit point is required.

According to Hornby, as cited in Yoseph and Mekuwanint (2015) and Malik

(2012), module is a unit of work in a course of instruction that is virtually self-

contained and a method of teaching that is based on the building up of skills and

knowledge in discrete units. Therefore, a module is a course that together with

other related courses can constitute a particular area of specialization. Each unit

or module is a measured part of an extended learning experience leading to a

specified qualification(s) “for which a designated number, and normally

sequence, of units or modules is required.” Modular approach to teaching

enables the learner to have control over his/her learning and accepts greater

responsibility for learning. It demands greater maturity on the part of the learner,

the modules is more appropriate for more mature students. In modular approach,

all the capabilities required to perform are closely related.

A modular system of higher education curriculum, according to Ali, Ghazi,

Khan, Hussain, and Faitma (2010), is largely a response to the very growing

sectors of business, industry, and consumers’ choice in general. It emphasizes

more explicate outcomes in relation to each small part of the degree, rather than

the more broadly defined “course” in general. As opposed to most traditional

curriculum designs, modular design gives greater student autonomy in

constructing the programs and greater range of entry gates and exit points (Ali et

al., 2010). These authors further explained that modularity enables the design of

the curriculum to meet students’ needs, thus moving the curriculum from the

supply side (what universities want to deliver) to the demand side (what students
 8

and their employers identify as what they want). Modular instruction meets the

needs of today’s students more adequately than traditional instruction both with

respect to the quality of learning and the content. Moreover, the very essence of

modularization is that students are at center of the teaching–learning process. It

calls for a classroom environment in which students are actively engaged in

knowledge construction process and a shift in the role of instructor from

knowledge transmitter to a facilitator of students’ learning. Not only that,

modularization requires continuous follow-up and assessment of students’

progress throughout the module/course. The practice of effective continuous

assessment allows instructors making adjustments to teaching and learning in

response to assessment evidence. This also helps students receive feedback

about their learning with advice on what they can do to improve (Dejene, 2019)

Modular teaching is concerned for each student as an individual with

his/her own special aptitude and interest, goal of helping each student to think for

himself, and allowing the individuality to each learner. The emphasis must be on

the one–one students with unique abilities, aspiration, and influencing

experiences and, again to provide quality education, the teacher must

personalize and individualize the instructional program. When a teacher devoted

to individual learning, he/she finds time for personal discussion with students and

giving them individual help. The individual learning may help in developing many

notable and self-reliant characters, and in much more modern ways, students

enjoy periods in which they pursue their interests and satisfy their curiosities

(Manlove & David, 1985).

 9

Creativity, flexibility, and lifelong learning are requirements needed to be

successful in a real world. According to Struyven, Dochy, and Janssens (2010),

in order for students to acquire these skills, schools need to be organized around

the learner not the teacher educational reforms have emphasized the concept of

student-centeredness as one of its threads. Student-centered learning takes the

idea of what is to be learned from what the teacher desires to teach and directs

instruction to what students need to learn. Classrooms are now considered as “a

center of intellectual inquiry,” allowing students to form ideas, take risks, make

mistakes, critically think, fix mistakes, and learn how to solve problem from those

mistakes. Interaction is no longer between teachers to student; it now needs to

be multidirectional. Students, in the process of learning, will interact with

teachers, peers, parents, and even professionals outside of the school building in

order to seek and understand their learning (Ali et al., 2010; Martin, 1997).

Review of Related Studies

Lyaysan Ibyatova, “Modular Approach to Teaching and Learning English

Grammar in Technical Universities” (2018) discussed the relevance of using the

modular approach in foreign language classes in a technical university was

justified. The goal and tasks of the research were formulated and a

methodological base was formed. In the main part of the article the main trends

in understanding the modular approach were considered, the authors’ definition

of this pedagogical technology was given. In addition, the basic characteristics of

the module were identified and its structure was determined. In the practical part,

a training manual on the modular approach to the study of Practical Grammar of

 10

the English language and an experiment on its use for teaching English at a

technical university were described. At the end of the study, the effectiveness of

the modular approach was assessed. The results of the study show that the

module approach in teaching is effective for improving students’ knowledge. The

module approach is found to be effective in teaching and enhances students’

understanding and critical thinking (Lyaysan Ibyatova, 2018).

Sadiq and Zamir, “Effectiveness of Modular Approach in Teaching at

university level”(2014). The key purpose of this research was to find out the

effectiveness of modular approach in teaching in order to assess the students

learning, performance, and achievement and to determine whether the modular

teaching is more effective than traditional methods. The study was experimental

type. Equivalent group study design was used. Population was University

students of Master in Educational an Planning Management. Sample size was

consisted of 30 students. The date were collected from both groups (controlled

and experimental) analyzed and interpreted using mean, standard deviation, and

t-test through statistical package SPSS. The result scores were in the favor of

usage of modular approach. So it is recommended that modular approach

should be widely used at various levels of education (sadiq, 2014)

Alberto D. Yazon, “Validation and Effectiveness of Module in Assessment

of Students Learning”(2018). This descriptive-evaluative research was

conducted to validate the module in Assessment of Students’ Learning. It sought

to determine the module’s effectiveness through the pretest and posttest scores

obtained by the student-respondents.

 11

The respondents of this study were the 45 randomly selected second

year College of Teacher Education students who used the module in their

Assessment of Students’ Learning 1 class The modified Questionnaire Checklist

was used in validating the developed module along the following criteria: Specific

Objectives, Content, Language Used, and Evaluation Activities. Weighted mean

and standard deviation were used to describe student’s evaluation of the module.

During the entire semester, student-respondents were given pretest and posttest

in every lesson covered in the module. Dependent t-test was employed to

formulate inferences on the mean difference between the paired scores. The

student-respondents highly noticed that each lesson in the module is

accompanied by specific objectives which are stated in behavioral terms,

measurable, realistic, and attainable. They highly recognized that the ideas,

concepts, and points presented in the module are well explained and the

expected learning competencies are contained in the module. In terms of the

language used, the students highly acknowledged that the lessons are presented

in paragraphs/sentences that are grammatically correct and is accompanied by

clear and specific directions for their use.

They declared that the module has provision for pretest, self-assessment

and posttest in each lesson and the test items cover the important competencies

to be developed. The results showed a below average score in the pretest and

an above average scores in the students’ posttest. When tested for a significant

difference between their pretest and posttest mean scores, it was found out to be
 12

statistically significant. Hence, the module was effective in facilitating the learning

process.
 13

Charles Wedemeyer’s

Theory of Independent Study

1. Profiling of Analysis of inputs  Academic

Respondents through: Performance of the
Grades respondents
2. Is there any  Data Analysis  Recommendations
significant  Interpretation  Conclusions
difference in the  Statistical
grades of students
Computation
during Modular
and Traditional
approach?

Figure 1.Conceptual Framework

 14

THE PROBLEM

Statement of the Problem

This study investigates the academic achievement of Grade 4 students in

Bibiana Mercado Integrated School S.Y. 2020-2021.

Specifically, it sought to answer the following questions:

1. What are the grades of students during Modular Learning Approach?

2. What are the grades of students during Traditional Learning Approach?

3. Is there any significant difference in the grades of students during Modular and

Traditional approach?

4. Based on the findings, what recommended actions can be proposed?

Hypothesis of the Study

There is no significant difference in the grades of the students during

modular and traditional learning approach.

Significance of the Study

The result of this study would benefit the following sectors:

School Administrators. Outcomes of this study will serve as basis in evaluating

the academic achievement of the students when using different approaches in

learning.
 15

Students. It will be beneficial because they will be provided an educational

approach that is best in their learning.

Parents. They will strengthen the discipline and guide their children in their

study habits.

Researchers. It can help them identify what appropriate approach to use in the

teaching-learning process of the students since they took up education program.

Future Researchers. It could be their basis to improve the topic. And also, it

can serve as their reference to their study.

Scope and Limitation of the Study

This study will have the Grade 4 students of Bibiana Mercado Integrated

School S.Y. 2020-2021. Fifty grade 4 students under the modular approach and

fifty students under the traditional approach, there were two sections used having

different advisers. All one hundred students will be used as respondents for this

study. The study will focus on the academic achievement of the Grade 4

students under Modular and Traditional approach.

RESEARCH METHODOLOGY

This chapter discusses the method used in the process of gathering the

data, research design, research environment, research respondents, research

instrument, and statistical treatment.

 16

Research Design

This study was a descriptive-quantitative method by asking the teachers

about the recent grades of the respondents, this aimed to examine the academic

achievement of grade four learners from Bibiana Mercado Integrated School.

Research Environment

This study was conducted in Bibiana Mercado Integrated School situated

at Central Nautical Highway, Danao City, 6004.

Figure 2. Location Map of the Study

 17

Research Respondents

There were one hundred grade 4 learners from Bibiana Mercado

Integrated School in this study, comprised of fifty students under Modular

Approach and fifty under Traditional Approach. There were two sections used for

this study having different advisers.

Research Instrument

The researchers will give a transmittal letter to the school to let the

researchers asked the teachers for the grades of the students.

Gathering Procedure

At the start of the study the researchers will secure a transmittal letter and

give it to the Principal of Bibiana Mercado Integrated School to allow the

researchers in asking the teachers about the final grades of the students.

Afterwards, transmittal letters were given to the advisers of the two sections

where the grade 4 respondents were under. The researchers then asked for the

final grades of the respondents. The grades were computed, analyzed, and

interpreted.
 18

Statistical Treatment

To analyze the grade of the students the percentage formula will be used

A. Simple Percentage Formula

f
P= x 100
n

Where:

p = percentage

f = interval of grades

n = total number of respondents

B. The researchers will use T-test.

Definition of Terms

In order to have a better understanding and clarity of the study, the

following terms were defined operationally:

Academic Achievement. Is the extent to which a student or institution

has achieved either short or long term educational goals. Achievement may be
 19

measured through students' grade point average, whereas for institutions,

achievement may be measured through graduation rates.

Independent Study. Is a form of educational activity undertaken by an

individual student with little to no supervision. A student and their professor will

generally agree upon a topic for the student to research with minimal instruction

and guidance from the professor for an agreed upon number of academic credits.

Modular Approach. 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. In this approach students will be provided with

self-learning materials (SLMs). Teachers will be giving students SLMs per

quarter.

Traditional Approach. Are generally teacher-directed and where

students are taught in a manner that is conducive to sitting and listening inside a

classroom.
 20

CHAPTER 2

PRESENTATION, ANALYSIS AND INTERPRETATIONOF DATA

This chapter presented the analysis and interpretations of data were

described, particularly gathered by the researchers in connection to the

questions in the statement of the problem.

Table 1: Grades of Grade 4 students from Modular Learning Approach

Grades Interval Percentage

95 – 100 37 74%

94 – 89 11 22%

88 – 83 2 4%

Total 50 100%

In the table there were 50 respondents. It shows the interval of how many

students got the specific grades. In 95 – 100, there were 37 students with the

percentage of 74%. 11 students got the 94 – 89 with the percentage of 22%, and

2 students got the 88 – 83 with the percentage of 4%.

 21

Table 2: Grades of Grade 4 students from Traditional Learning Approach

Grades Interval Percentage

95 – 100 24 48%

94 – 89 14 28%

88 – 83 12 24%

Total 50 100%

In the table there were 50 respondents. It shows the interval of how many

students got the specific grades. In 95 – 100, there were 24 students with the

percentage of 48%. 14 students got the 94 – 89 with the percentage of 28%, and

12 students got the 88 – 83 with the percentage of 24%.

Table 3: Difference of Modular and Traditional Learning in the academic

achievement of grade 4 students.

Group Statistics
Std. Std. Error
School N Mean Deviation Mean
Grades Modular 50 95.4000 2.54751 .36027
The
Traditional 50 91.5400 4.89569 .69235
table

shows the difference of Modular and Traditional school in terms of the total mean

grades of the students. Based on the table, the Modular students got the highest

mean score (M =95.4000) than the Traditional school (M = 91.5400). This

 22

means that the learners under modular approach got the higher grades than

traditional learners.

Independent Samples Test

Levene's Test
for Equality of
Variances t-test for Equality of Means

95%
Confidence
Std.
Interval of the
Sig. Mean Error
Difference
(2- Differe Differe
F Sig. T Df tailed) nce nce Lower Upper

Grades Equal
4.94 3.8600 2.3111 5.4088
variances 30.341 .000 98 .000 .78048
6 0 6 4
assumed

Equal
variances 4.94 73.7 3.8600 2.3047 5.4152
.000 .78048
not 6 23 0 6 4
assumed

The researchers used an Independent Sample Testing to compare the

means of the both schools. The table shows there was a statistically significant

indicating difference in mathematics achievement between Modular (Sig. .000 <

0.05) and Traditional Learning (Sig. .001 < 0.05). Therefore the researchers

reject the hypothesis of the study wherein there is a significant difference in the

grades in the academic achievement between Modular and Traditional Learning

Approach.
 23

CHAPTER 3

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusions and

recommendations based on the analyses and interpretation of data.

Summary

The main focus of this paper was to identify if there were indeed difference

in academic achievement for children who engaged in Modular Learning

Approach and over those who engaged in Traditional program. Researchers

gathered some studies, articles and theories that can support to the result of the

study. In order to answer the research questions, the researchers asked the

teachers about the grades of the students in both Modular and Traditional

Learning.

Findings

As a result of analysis and interpretation of data, the following findings of

the study follow:

1. Based on the Table 1, there were more students got the higher grades,

this included 37 (74%) students got the 95 – 100 grades. 11 (22%)

students in 94 – 89 grades and 2 (4%) in 88 -83 grades, this data was

from Modular Learning Approach.

 24

2. Based on the Table 2, 24 (48%) students got the 95 – 100 grades. 14

(28%) students in 94 – 89 grades and 12 (24%) in 88 -83 grades, this data

was from Traditional setting.

3. Based on the significant scores of the students, the null hypothesis was

rejected as shown in the table 3. The researchers found out that there is a

significant difference in the grades of students in their academic

achievement between Modular and Traditional Learning.

4. The researchers found out that the students in Modular got the higher

grades than the Traditional Learning Approach.

Conclusions

Based on the information gathered, the researchers concluded that the

child can achieve higher if he / she will engage in a Modular Approach rather

than in a Traditional program.

The following conclusions can be drawn:

1. Modular teaching is more effective in teaching learning process as compared

to ordinary teaching methods. Because in this modular approach the students

learn at their own pace.

2. It is free self learning style in which immediate reinforcement feedback is

provided to practice exercise, which motivate the students and create in them.
 25

Recommendations

In the light of the findings of the present study, the following were

recommended:

1. Teachers shall utilize modular instructions as an alternative strategy in

teaching students so that the academic achievement for the students will be

easier to achieve.

2. Teachers are also encouraged to develop their own module and have

them validated and tested for effectiveness, since based on the second finding,

the grades under the traditional learners are lesser than the learners from

modular approach.

3. Students that are engaged in Modular Learning Approach are

encouraged to continue in using the approach for them to excel more and

learners from traditional approach are encouraged as well to engaged in Modular

Learning Approach to achieve better in the academic field.

4. Students from traditional learning that just started using modular

learning approach because of the pandemic are encourage to engage more.

 26

REFERENCES
 27

REFERENCES

Dejene, W. (2019). The practice of modularized curriculum in higher education institution:

Active learning and continuous assessment in focus, Cogent Education.

Jill Friestad-Tate, Carol Schubert and Craig Mccoy . (2014). Understanding Modular Learning-
Developing a Stategic Plan to Embrace Change. 13.

Lyaysan Ibyatova, K. O. (2018, May 25 - 26). ResearchGate. Retrieved April 9, 2021, from
Researchgate Web Site: https://www.researchgate.net/

Moore, M. G. (2013, May). Routledge Handbooks Online. Retrieved April 9, 2021, from Visionary
Pioneer of Distance Education: https://www.routledgehandbooks.com

Sadiq, Z. (2014, january). ResearchGate. Retrieved April 9, 2021, from researchGate Web site:
https://www.researchgate.net

Ysthr Rave Pe Dangle and Johnine Danganan Sumaoang . (2020, November 27-29).
www.icate.org. Retrieved April 4, 2021, from https://www.dpublication.com.

Other References:

https://www.tandfonline.com/doi/full/10.1080/2331186X.2019.1611052

https://www.routledgehandbooks.com/doi/10.4324/9780203803738.ch3

https://www.researchgate.net/publication/
325368627_MODULAR_APPROACH_TO_TEACHING_AND_LEARNING_ENGLISH_GRAMMAR_IN_
TECHNICAL_UNIVERSITIES

https://www.researchgate.net/publication/
338065543_Effectiveness_of_Modular_Approach_in_Teaching_at_University_Level

https://www.ijsr.net/archive/v7i11/ART20193221.pdf?
fbclid=IwAR2T0qeYusVQcbcxwBHrzxuwvr8wApE12t5hnFVKV_Ld7pf07oT9rgC40Dw
 28

APPENDICES
 29

Republic of the Philippines

CEBU TECHNOLOGICAL UNIVERSITY
CARMEN CAMPUS
R.M. Durano Avenue, Poblacion, Carmen, Cebu, Philippines
Website: http:/www.ctu.edu.ph
Email: ctu.carmen@gmail.com
Phone(+6632) 266-9357|266-8514
Appendix A- Transmittal Letter to the School Principal

May 20, 2021

ALAN M. LAURO
School Principal
Bibiana Mercado Integrated School
Barangay Looc, Cebu

Dear Sir,

As part of the curriculum of the Bachelor of Elementary Education is the Research

subject, wherein we are to conduct research entitled “Effectiveness of Modular
Approach in the Academic Achievement of Grade 4 Students in Bibiana Mercado
Integrated School S.Y.2020-2021”.

In this connection, the BEED 3C (Group 3) students of Cebu Technological University

Carmen Campus would like to ask permission to allow us to conduct a research survey
in relation to our study,

Rest assured that the data collected from this research will be kept with utmost
confidentiality and will be used solely for the purpose of this research. We are looking
forward to your positive response.

Respectfully Yours,

OPAMIN, BLESSY ANNE

Group Leader

Recommending Approval:

MONINA C. BABARAN, Ph.D. ANNA MARIE C. NEIZ, M. Ed.

Research Adviser Chairperson, College of Education

URSINA S. JUNTILLA, Dev. Ed. D.

Dean, College of Education
APPROVED BY:
ALAN M. LAURO
School Principal
 30

Appendix B

Raw Data of the Grades

(Traditional Learning Approach)

Students Grades

1 83

2 83

3 89

4 95

5 96

6 90

7 95

8 95

9 90

10 91

11 95

12 89

13 97

14 85

15 86

16 83

17 96
 31

18 97

19 92

20 95

21 96

22 90

23 95

24 98

25 83

26 87

27 85

28 97

29 93

30 96

31 91

32 95

33 97

34 96

35 95

36 89

37 95

38 90

39 91

40 96
 32

41 90

42 95

43 96

44 96

45 92

46 84

47 96

48 83

49 86

50 83
 33

Appendix C

Raw Data of Grades

(Modular Learning Approach)

Students Grades

1 96

2 95

3 97

4 98

5 97

6 98

7 95

8 92

9 96

10 97

11 98

12 87

13 93

14 98

15 93

16 98
 34

17 97

18 96

19 95

20 88

21 87

22 92

23 93

24 98

25 97

26 98

27 95

28 95

29 97

30 97

31 93

32 94

33 98

34 95

35 96

36 97

37 97

38 95

39 94
 35

40 96

41 92

42 96

43 98

44 97

45 96

46 91

47 92

48 96

49 98

50 96
 36

CURRICULUM VITAE OF
THE RESEARCHERS
 37

A. Personal Information:

Name: Shiela Jade P. Batiancila

Sex: Female

Civil Status: Single

Date of Birth: June 24,1999

Place of Birth: Danao General Hospital

Parents: Gilbert Batiancila

Analiza Batiancila

Contact Number: 09261232485

Email Address: shielajade.batiancila@ctu.edu.ph

B. Educational Attainment:

College: Cebu Technological University, Carmen Campus

Address: Poblacion, Carmen, Cebu

Course: Bachelor of Elementary Education

Major in Content Education

Secondary: Rosemont Hills Montessori College

Address: Deca ,Homes Sang Danao City

Date of Graduation: SY: 2017-2018

Elementary: D.T Durano Memorial Elementary School

Address: Upland Danao City

 38

Date of Graduation: SY: 2011-2012

A. Personal Information:

Name: Imie Q. Batucan

Sex: Female

Civil Status: Single

Date of Birth: August 23, 19999

Place of Birth: Danao City

Parents: Analyn Batucan

Contact Number: 09551271061

Email Address: imie.batucan@ctu.edu.ph

B. Educational Attainment:

College: Cebu Technological University, Carmen Campus

Address: Poblacion, Carmen, Cebu

Course: Bachelor of Elementary Education

Major in Content Education

Secondary: Ramon M. Durano SF-STEC

Address: Guinsay, Danao City

Date of Graduation: SY: 2017-2018

Elementary: Danao City Central School

Address: F. Ralota St., Danao City

Date of Graduation: SY: 2011-2012

 39

A. Personal Information:

Name: Lindelie G. Capoy

Sex: Female

Civil Status: Single

Date of Birth: July 15,1999

Place of Birth: Naga, Cebu City

Parents: Joselito D. Capoy

Eduvehis G. Capoy

Contact Number: 09950357330

Email Address: lindelie.capoy@ctu.edu.ph

B. Educational Attainment:

College: Cebu Technological University, Carmen Campus

Address: Poblacion, Carmen, Cebu

Course: Bachelor of Elementary Education

Major in Content Education

Secondary: Ramon M. Durano SF-STEC

Address: Guinsay, Danao City

Date of Graduation: SY: 2017-2018

Elementary: Bibiana Mercado Integrated School

Address: Quarry, Looc, Danao

 40

Date of Graduation: SY: 2011-2012

A. Personal Information:

Name: Rhona Mae F. Ebo

Sex: Female

Civil Status: Single

Date of Birth: April 30, 2000

Place of Birth: Danao City, Cebu

Parents: Romeo Ebo

Annabel Ebo

Contact Number: 09325088529

Email Address: rhonamae.ebo@ctu.edu.ph

B. Educational Attainment:

College: Cebu Technological University, Carmen Campus

Address: Poblacion, Carmen, Cebu

Course: Bachelor of Elementary Education

Major in Content Education

Secondary: Benedicto College

Address: A.S. Fortuna St., Bakilid, Mandaue City

Date of Graduation: SY: 2017-2018

Elementary: Sabang Elementary School

Address: Sabang, Danao City

 41

Date of Graduation: SY: 2011-2012

A. Personal Information:

Name: Judy S. Lato

Sex: Female

Civil Status: Single

Date of Birth: October 26, 1999

Place of Birth: Malabon City, Metro Manila

Parents: Ludito L. Lato

Marivic S. Lato

Contact Number: 09326852698

Email Address: judy.lato@ctu.edu.ph

B. Educational Attainment:

College: Cebu Technological University, Carmen Campus

Address: Poblacion, Carmen, Cebu

Course: Bachelor of Elementary Education

Major in Content Education

Secondary: St. Thomas Learning Center Foundation Inc.

Address: Rizal Street Extension, Tuburan Sur, Danao City

Date of Graduation: SY: 2017-2018

Elementary: Cambanay Elementary School

Address: Cambanay, Danao City

 42

Date of Graduation: SY: 2011-2012

A. Personal Information:

Name: Blessy Anne V. Opamin

Sex: Female

Civil Status: Single

Date of Birth: March 26, 2000

Place of Birth: Tubod Lanao del Norte

Parents: Raymond Opamin

Teresa Vilela

Contact Number: 09173393598

Email Address: blessyann.opamin@ctu.edu.ph

B. Educational Attainment:

College: Cebu Technological University, Carmen Campus

Address: Poblacion, Carmen, Cebu

Course: Bachelor of Elementary Education

Major in Content Education

Secondary: Rosemont Hills Montessori College

Address: Sabang, Danao City

Date of Graduation: SY: 2017-2018

Elementary: Danao City Central School

Address: F. Ralota St., Danao City

 43

Date of Graduation: SY: 2011-2012

A. Personal Information:

Name: Apple Rose C. Parot

Sex: Female

Civil Status: Single

Date of Birth: February 19, 2000

Place of Birth: Triumfo, Carmen, Cebu

Parents: Ramil P. Parot

Rosemarie C. Parot

Contact Number: 09670196847

Email Address: applerose.parot@ctu.edu.ph

B. Educational Attainment:

College: Cebu Technological University, Carmen Campus

Address: Poblacion, Carmen, Cebu

Course: Bachelor of Elementary Education

Major in Content Education

Secondary: Ramon M. Durano SF-STEC

Address: Guinsay, Danao City

Date of Graduation: SY: 2017-2018

Elementary: S. Duterte Elementary School

Address: Triumfo, Carmen, Cebu

 44

Date of Graduation: SY: 2011-2012

A. Personal Information:

Name: John Denver A. Trangia

Sex: Male

Civil Status: Single

Date of Birth: February 27, 2000

Place of Birth: Nangka Lacion, Cebu

Parents: Rene Trangia

Jessica Trangia

Contact Number: 09329455515

Email Address: johndenver.trangia@ctu.edu.ph

B. Educational Attainment:

College: Cebu Technological University, Carmen Campus

Address: Poblacion, Carmen, Cebu

Course: Bachelor of Elementary Education

Major in Content Education

Secondary: Catmon Integrated School

Address: San Jose Catmon Cebu

Date of Graduation: SY: 2017-2018

Elementary: Sogod Central School

Address: Bagatayam Sogod Cebu

 45

Date of Graduation: SY: 2011-2012

A. Personal Information:

Name: Rachel P. Zanoria

Sex: Female

Civil Status: Single

Date of Birth: August 11, 1999

Place of Birth: Manlayag Panalipan Catmon, Cebu

Parents: Rogelio A. Zanoria

Hermosila P. Zanoria

Contact Number: 09268708545

Email Address: rachel.zanoria@ctu.edu.ph

B. Educational Attainment:

College: Cebu Technological University, Carmen Campus

Address: Poblacion, Carmen, Cebu

Course: Bachelor of Elementary Education

Major in Content Education

Secondary: Catmon Integrated School

Address: San Jose Catmon Cebu

Date of Graduation: SY: 2017-2018

Elementary: Panalipan Elementary School

Address: Panalipan Catmon, Cebu

46