Chapter 2

Review of related and literature and studies

CHAPTER II

REVIEW OF RELATED LITERATURE

Presented in this chapter are foreign and local literatures and

studies gathered from online journal resources used by the researchers who was
seeking of this paper as a guide in order to have a more accurate studies. This
Related Literature helped the researchers have a better understanding and a
wider perspective on the topic gathered.
CHAPTER II

REVIEW OF RELATED LITERATURE

Presented in this chapter are foreign and local literatures and

studies gathered from online journal resources used by the researchers who was
seeking of this paper as a guide in order to have a more accurate studies. This
Related Literature helped the researchers have a better understanding and a
wider perspective on the topic gathered.
CHAPTER II

REVIEW OF RELATED LITERATURE

Presented in this chapter are foreign and local literatures and

studies gathered from online journal resources used by the researchers who was
seeking of this paper as a guide in order to have a more accurate studies. This
Related Literature helped the researchers have a better understanding and a
wider perspective on the topic gathered.
Presented in this chapter are review of foreign and local literature and studies that are
relevant to the present study. This Related Literature helped the researchers have a better
understanding and a wider perspective about the research problem.

Related Literature
Foreign
Several factors contribute to students’ academic struggle in online education. Online
learning requires a higher degree of autonomy among learners than in-person courses, which
may be challenging for academically-weaker students or students with non-traditional enrollment
trajectories (Corbeil, 2003; Dabbagh et al., 2019). The lack of in-person interaction in online
courses can lead to a sense of isolation and disconnectedness from a learning community
(Picciano, 2002), and can make it more difficult for students to engage with and learn from peers
and instructors (Friesen and Kuskis, 2013; Xu and Jaggars, 2014).

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 o
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 o
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 o
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 o

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

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

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
 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
 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
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.

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.

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.
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.
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.
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.
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.

Local
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. Morallo,
(2000) 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. A handout distributed during
the Workshop in the Application of Educational Technology – DECS-UNESCO referred to it a set
of learning opportunities systematically organized around a well-defined topic containing
the elements of instruction that cover specific objectives, teaching-learning activities and
evaluation using criterion-referenced measures.

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. A handout
distributed during the
Workshop in the Application
of
Educational Technology –
DECS-UNESCO referred to it
as a set of learning
opportunities systematically
organized around a well-
defined topic containing
the elements of instruction
that cover specific objectives,
teaching-learning
activities and evaluation using
criterion-referenced measures,
Morallo,(2000).
Related Studies

ccording 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.
The study of Kapasia et al. (2020) entitled ”Impact of lockdown on learning status of
undergraduate and postgraduate students during COVID-19 pandemic in West Bengal. India.
Children and Youth Services Review investigated how lockdown impacts students’ learning
performance. Their findings revealed that the lockdown made significant disruptions in
students’ learning experience. The students also reported some challenges that they faced
during their online classes. These include anxiety, depression, poor Internet service, and
unfavorable home learning environment, which were aggravated when students are
marginalized and from remote areas. In line with such ideas, Kapasia et. al is similar to the
present study because their study also deals with the impact of lockdown on learning status so
as it discuss the challenges being faced by students.
The study of Josie G. Cruzada entitled “ Struggles of students during the new normal setting “ in
Estefania Montemayor NHS, Dumanao, Capiz. She focuses on struggles of students during the
new normal which is modular and online learning. She mentioned different struggles student
encountered such as many students undergone lots of stress from the pressure of answering
their modules. It also hard for students to conduct self learning because of topics that are too
challenging. The student’s also struggling to motivate themselves on answering their module.
The study of Josie G. Cruzada is similar to the present one because the same studies are talking
with the struggles of students during new normal setting and that includes modular and online
learning. She also mention some of struggles being encountered by students.
The study of PS NEWSWIRE entitled ‘’Challenges of Distance Learning for Students’’ it’s easy to
see both the benefits and relevance of distance education, such as increased flexibility,
mobility, and affordability, it’s equally important to acknowledge the potential challenges with
distance learning for students. From grade-schoolers to graduate students, e-learners at all age
levels must overcome obstacles that are unique to virtual education, such as asynchronous
communication and ever-present opportunities for time-wasting distractions. E-learners also
face challenges that, while often present in the traditional classroom, can be amplified in a
virtual setting, such as delayed or unclear instructor feedback. PS NEWSWIRE mentioned four
challenges of online learning for students 1)Ineffective Time Management research has proven
that successful “time management is associated with greater academic performance and lower
levels of anxiety in students.” 2)Lack of Instant Communication in an e-learning setting,
communication is often asynchronous, which means there’s a gap between teacher and
student. 3)Not Receiving Timely Feedback providing feedback is one of the most important and
meaningful ways that a teacher engages with a student. When feedback is delayed by
additional days or weeks because of an online format, students can become confused or
uncertain about your expectations, their progress, and their performance in your class. 4)Not
Receiving Clear Instructions or Expectations it’s always crucial to set clear expectations for
students. Otherwise, they can only guess at whether they’re performing tasks and projects
correctly. By studying and understanding their research, it similar to the present study because
despite of the benefits they aims to provide teachers an insights about the student challenges
being faced while taking e-learning.
Synthesis of the State-of- the- Art
Summing up the analysis and review of the different studies and literature stated and as cited
above, the same have discovered many similarities.
The study of Kapasia et.al entitled the ‘’Impact of lockdown on learning status of undergraduate
and postgraduate students during COVID 19 pandemic in West Bengal. India. Children and
Youth Services Review is study that are closely related to this study because this are also
discussing some of the difficulties that students faced in new normal learning during COVID-19
pandemic.
Likewise, the study of Josie G. Cruzada entitled ‘’Struggles of Students During the New Normal
Setting’’ is very much related to this study because this also discuss about the difficulties
encountered by Bachelor of Elementary Education 3A students.

Theoretical Framework