CHAPTER 1

INTRODUCTION

Education in times of pandemic had significantly thought to be the most vital of a

growing society. The Philippine education system is in the process of adapting to the

new normal of education at present. Modular distance learning as an urgent and

preferred learning system directly serves to ensure continuity of education. This kind of

modality allows learners to use self-Learning modules in any format that is applicable to

them.

In this contemporary set-up, The Department of education still believes that

education should not be comprised. Education cannot wait, says DEPED secretary

Leonor Briones. To stabilize the Education of Filipino students, communities’

governments or any other sectors has been adjusting to this new normal since from the

start. Distance learning sometimes referred to as distributed learning, Is any

educational process in which all or most of the teaching is conducted by someone

geographically removed from the learner with all or most communication between

teachers and learners being conducted through electronic or print medium (UNESCO

2006).In assessing the factors that affects student’s performance in any educational

system, two aspects are normally considered. These are individual factors are those

related to learner such as interest ability, social, economic, status, gender and the like.

Those from the institutional factors include availability of materials access and

competences of the instructors. Modular distance schooling, like home schooling has

had limited success in some situations.in a specific environment students may feel

isolated, parents may have concern about children’s social development student with

comprehension difficulties may experience disadvantage in a text heavy distance

1
environment and subjects requiring physical demonstration of skills such as physical

education music or even foreign language which may not be practical in a technology-

mediated settings. (Bond 2002) found that distance between tutors had learner in a

modular distance learning bought negative effects on performance quality, engagement

development and refinement of skills and knowledge, while distance learning was

viewed beneficial for providing opportunity for Senior High School.

Baao National High School (BNHS) is one of the public institutions in Baao,

Camarines Sur that are currently taking modular distance learning approach. A total

Grade 12 student had been enrolled in this S.Y 2021-2022.

2
Background of the Study

These days, modular approach has been an emerging trend, educational thinking

that shifts traditional method of an instruction to an outcome - based learning paradigm.

Under RA 10650, open distance learning in the Philippines for higher educational

institutions (HEIS) and technical - vocational courses have the goal of open educational

resources (OER).

Former President Benigno Aquino has signed into law, a bill seeking to

Institutionalized open distance learning to expand the access to quality tertiary

education. This also intends to deliver a high quality education in the country. Modular

approach to teaching enables learner to work on their own as a responsibility. It

demands greater opportunity and extra effort on part of the learner to be able to adjust

in this kind set - up. For instance, capabilities required managing an institution finances

which includes generation of finances, allocation and monitoring can be grouped

together and formed a module called financial management ( ejpal, 2013; Goldschmidt

& Goldschmidt, 1973)

According to the Department of Education (DepEd), parent's and guardian's

perform the various roles in modular learning such as Moduleactor, Bundy clock and as

a home innovator. Students engage themselves in learning concepts presented in the

module. With little or no assistance at all, the learners progress on their. They are

learning how to learn; they are empowered (Nardo, M. T. H, 2017).

3
Statement of the problem

The purpose of this phenomenal study is to describe the effects of Modular

Distance Learning to the Grade 12 students of Baao, National High School for the S. Y

2021- 2022.

The result of the study shall serve as the starting point for different sectors in

improving their methods in raising education.

Specifically, the study aims to answer the different questions;

1. What are the demographic profiles of the respondents in terms of

a. Sex

b. Age and;

c. Economic Status of the family

2. What is the average grade of respondents in the three (3) consecutive grading

period?

3. What are the advantages of Modular Distance Learning?

4. What are the Disadvantages of Modular Distance Learning?

4
Scope and Delimitation of the Study

This study focuses on the effects of Modular Distance Learning to the Academic

performance of Grade 12 students in Baao National High School in S.Y 2021- 2022 who

will represent the population.

Each of the respondents is given the same questionnaires (via email or

messenger) to answer, in response to health safety protocols. The main source of data

will be questionnaires, which is prepared by researcher.

5
Significance of the Study

The expected output of the study would be beneficial to the following;

STUDENTS. The direct recipients of the output of this research are the children who are

currently taking modular distance learning.

PARENTS. The research benefits the parents of the children for them to be able to

address the specific issue.

TEACHERS. This study will be beneficial to the teachers for them to know the reason of

student's capacity.

FUTURE RESEARCHERS. The study shall encourage the academic and future

researchers in foregoing to study on a much larger scale

Definition of Terms

Module is an Instructional unit that focuses on a particular topic

Distance – Learning is the education of the students who may not always be physically

present at a school

Face- to- face learning is an instructional method where course content and learning

material are taught in person to a group of students. This allows for a live interaction

between the student and the instructor

6
 CHAPTER 2

REVIEW OF RELATED LITERATURE

Related Literature and Studies

This chapter presented the review of related literature and studies. The synthesis

of the state of the art, the theoretical and conceptual framework of the study and the

definition of terms also included. The literature and Studies were collected and review.

Related Literature

Modular Distance Learning as type of modality encompasses a huge role in

today's set- up. It urges students to be in touch in different social media platforms as a

means of communication.

Face -to -face learning usually where the instructor and student meet in a set of

place for a set of time, for either one- on- one learning or, most commonly, in gathering

class lessons comparable to what happens in school. Face to face learning could be a

truly compelling way to memorize information and abilities since it frequently combines

distinctive ways of learning to count writing, reading discussion, presentations, projects,

group work, film clips, demonstration and practice (jones, 2017).Modular Distance

Learning is the most up to date and the most prevalent form of distance education

nowadays.

This past year, it brought major effect on post-secondary education and the trend

is only increasing. Modules permit instructors to organize content to assist controls to

the flow of the course. Modules are utilize to organize course content by week, units or

a diverse organizational structure. Modules basically make a onedirectional direct flow

7
of what students ought to fo in course. Each module can contain records, discussions,

assignments, tests and other learning materials. Module things can be included in the

course from existing content or modern content shells inside the modules. Course

content can be included in different modules or iterated several times throughout a

person point of view ( Anthony, 2015)

English educator Isaac Pitman foresaw a need to deliver instructiom to a student

population that was limitless in comparison to the traditional classroom, and reach out to

students in various locations (philips, 1998: Matthews, 1999). In the early years,

distance education was dominated by individual entrepreneur who worked alone, later

organized formal education institution emerged such as Sir Isaac Pitman

correspondence College in Britain, and a school in Berlin to teach language by

correspondence ( Homberlg, 1995; Simonaon, Smaldino, Albright & Zvacek 2002).

In the United States, the earliest instance of distance education dates back to

1728 when an advertisement in a Boston newspaper offered weekly shorthand lesson

by mail (Gilbert, 2001: Mood, 1995)

Murphy argues that instuctional materials for distance education are more

effective if they are written with precise objectives within the learning units. Distance

education has been described by some (Garisson, 1990, Hayens, 1990) as no more

than hodgepodge of ideas and practices taken from traditional classroom writings and

imposed on learners who just happen to be separated physically from an

instructor.Traditionally, both theoretical constructs and research studies in distance

education have been considered in the context of an educational enterprise that was

entirely separate from the standard, classroom- based, classical instructional model in

8
part to justify, and in part to explain, the phenomenon, theoreticians like Holmberg and

Rumble explored the underlying assumptions of what it is that makes distance

education different from traditional one. With an early vision of what it meant to be a

nontraditonal learner, these pioneers in distance education defined the distance learner

as one who is physically separated from the teacher ( Rumble, 1896). Keegan (1986)

identifies three historical approaches to the development of a theory of distance

education. Thories of autonomy and independence from the 1960s and 1970s, argued

by Wedemyer (1977) and Moore ( 1973), reflect the essential component of the

independence of the learner. Otto Peter's ( 1971) work on a theory of industrialization in

the 1960s reflects the attempt to view the field of distance education as an induslrialized

form of teaching and learning. The third approach integrates theories of interaction and

communication formulated by Badth (1982, 1987), and Daniel and Marquis (1979).

Using the post-industrial model, keegan presents these three approaches to the study

and development of the academic discipline of distance education. It is this concept of

industrialized, open, non traditonal learning that, keega nsays, will change the practice

of education.

Several studies ( e.g., Bernard et al., 2014: Chigeza and Halbert, 2014: Gozalez-

Gomez et al., 2016; Israel, 2015; Northey et al., 2015; Ryan et al., 2016; Southard

Meddaug and Harris, 2015) have compared F2F teaching to online learning and/or

blended learning in order to define which of the formats provide, e.g., the highest

learning outcome, creates the most satisfied students or has the highest rate of course

completion. In the following we make a introductory review of recent comparative

studies of the three formats mentioned. The main focus will be on summing up the

9
results developed by these studies and discussing some of the limitations said to accure

to comparative studies of teaching form.

In the literature reviewed, it is often shown that teaching and learning are

influenced by more than teaching format alone as many other factors that play

significant roles. Before embarking on our comparative review of the three different

teaching and learning formats, we will begin by clarifying how each ofthem is defined

according to studies of the different formats. Although there has not been complete

agreement among researchers about the precise definition or meaning of the term

'blended learning' in particular (Bernard et al., 2014; Chigeza and Halbert, 2014),

conses has still built up around a sense of fairly clear distinctions between the three

formats. Definitional questions do not, however, seem to haunt the terms 'face to face

learning' and 'online learning' in the same way as they do 'blended learning' in articles

reviewed.

Their meaning appears to be more or less agreed upon For instance, the F2f

learning format is characterized as 'traditional' by many or the authors, referring to the

fact that this is the format with the longest history of the three formats and in relation to

which online and blended learning represwnt a modern or innovative Intervention (e.g,

Chigeza and Halbert, 2014; Pellas and kazandvs, 2015). Generally, its meaning delivers

from an understanding of an instructional format that involves a physical classroom and

synchronous physical presence of all participants (i.e.., teachers and students).

One study emphasizes that even in class ise of computers and educational

technology does not affect the definition of the F2f format so as to change it into

blended learning (Bernard et al.,2014).Online learning is commonly defined in

10
contradiction to F2F learning (e.g., Ryan et al..., 2016). Its most prominent feature is the

absence of the physical classroom, which is replaced by the use of web- based

technologies offering opportunities for outof class learning independent of time, place

and pace ( Bernard Potter, 2015). Ryan et al. (2016) point out that "in the context of

higher education, the phrase online learning is often interpreted as referencing courses

that are offered completely online, [...]" (p. 286). Typically, the online learning setting is

lunched through so- called learning management systems (LMS) or virtual learning

environments (VLE) such as Moodie and Blackboard ( Pellas and Kazanidis, 2015).The

terms blended learning and hybrid leaening sometimes seem to be used

interchangeably ( Ryan et al.., 2016). According to Bernard et al. (2014), who builds on

Graham's definition (2005), blended learning can be defined as "the combination of

instruction from two historically separate models of teaching and learning traditional F2F

learning systems and distributed learning systems" (p. 91). In some cases, blended

learning is seen as more effective counterpart to the other formats used separately

( Pellas and kazandis, 2015; Gonzalez- Gomez et al.., 2016) insofar as it is,

e.g.characterized as F2F and online learning, being 'optimally integrated' ( Israel, 2015)

or combining their "benefits" ( Adams, Randall and Traustadottir, 2015). Moreover,

several studies seem to agree that blended learning is definable according to the

relative time spent on respectively online and F2f instruction in courses. Thus, atleast

50 percent of total course time dedicated to F2f instruction appears to be lower limits of

in- class components in the blended learning format (Bernard et al., 2014). Many

studies compare the effect on student's learning outcome generated by respectively F2f

teaching and/ or blended learning. In Bernard et al.'s (2014) meta- study of blended

11
learning in higher education, students following traditional classroom instruction

programs. Similar findings have been made by other studies -e.g., Israel (2015),

Northey et al., (2015), Southard, Meddaug and Harris (2015), Gonzàlez- Gòmez et al.,

(2016) and Ryan et al, (2016).

What leads to a better learning outcome among students in online and blended

learning programs is, however, a question that is not answered in the same way by all

the studies mentioned. Bernard et al., (2014) conclude that the element of technology

integration in blended learning courses seems to lead to very low, though significant

improvement in student achievement - particularly when technology yields cognitive

support (e.g., simulations) or facilitates student interaction(i.e., with other students,

content and teachers). In Gònzalez Gòmez et al.'s study (2016), it is the adoption of

flipped calssroom model of blended learning in a general science course that results in

higher grades among teacher training students compared with those achieved by

students following a traditonal classroom setting. Though no specific predictor is

mentioned by Israel (2015) or Potter (2015), the former still observes modest positive

imoacts on students' learning outcome resulting from the adoption of the blended

format, while the latter records grades "significantly higher in hybrid option than for the

traditional face- to-face format" (p.7) Despite widespread agreement that the blended

learning format produces better learning achivement among students, other studues

have shown the exact opposite. In a comparative studies by Adams, Randali and

Traustaddtlr (2015) the overall fonding is that the university students following a hybtid

introductory coutse in microbiology were less successful than their peers following the

same course in a F2f version. Less interaction with the matwrial or a sense of isolation

12
arising from less class attendance are counted among potential reasons for the hybrid

students' lower success. Similar findings are mentioned in Powers et al's study (2016)

of students' performance in respectively hybrid and traditonal sections of an introductory

psychology course where a significant decrease in exam grades throughout the

semester was observed for students in hybrid secrion. A suggested reason for this

negative difference in achivement for students following hybrid program that they had to

deal with difficult concepts independently and without sufficient explicit F2f searching.

In contrast, another study reaches the opposite conclusion and points to similar

circumstances as a way os explaining . In fact, a btter academic outcome for students to

a blended education program is precisely attributed to the opportunities given to them

for working independently through participation in student- centered synchronous

collaborative learning activities supported by Web 2.0 media such as Facebook

( Northey et al,.2015).On the whole, our review of studies comparing F2f teaching to

online and/ or blended learning reveals that no inherent features of any of the three

teaching formats produce either better or poorer learning outcomes for students.

Rather, what leads to either is not the format itself, but is circumstantial and context

dependent. What one study counts as inhibiting for students' learning, another find

conducive to it, (cf, Powers et al., 2016; Northey et al., 2015).Therefore, as, for

instance, Ryan et al. (2016) conclude in their comparative study of community college

students in traditional classroombased and blended courses, "(...) blended learning

opportunities are carefully designed to capitalise on both technological advances and

mutidisciplinary knowledge about academic content, as well as learning and instruction"

(Ryan et al.,2016, p. 296). In other words, student learning in online and blended

13
courses appears not "[...] to arise from technology alone but from the combined

influence of implementation, context, and learner characteristics as these factors

interact with technology (Ryan et al..p 2016, p. 296).

Gap Bridged by the Study

There were several studies about the effects of modular distance learning to the

student's academic performance but none of those research focused on the possibility

of changes when it comes to student's situations leading you their perspectives. This

present study was uniques and served as the bridge since the researcher focused on

the utmost important role that affects the Grade 12 students in Baao National High

School.

Theoretical framework

The Need for Theory

Although various forms of distance education have exusted since the 1840's and

attempts at thereotical explanations of distance education have been undertaken for

decades by leading scholars in the field, the need for theory of distance education has

been largely unfulfilled until recently. Holmberg (1986) stated that theoretical

considerations give distance educators a touchstone against which decision can be

made with confidence.

Theories of Independence and Autonomy

American Theory of Independent study. Wedemeyer, a professor from the

University of Wisconsin considered the independence of student as the essence of

distance education (keegan 1986). This was reflected in Wedemeyer's preference for

the term 'independent study' for distance education at the college or university level. He

14
was critical of contemporary patterns of higher education, believing that outdated

concepts of learning and teaching were being employed. Wedemeyer felt that these

concepts failed to utilize modern technologies in ways that could alter an institution. He

set forth a system of distance education that includes ten characteristics which

emphasize learner independence and the adoption of technology as a way of

implementing it.

European Theory of Independence Study

Formulated in the early 1970's, Moore's theory of distance education is a

classification method for distance education program. Shaped in part by Moore's adult

education and University extension experience, it examines two variables in educational

programs: the amount of learner autonomy and the distance between teacher and

learner.

Theory of Industrialization of Teaching

After examining a research base that include an extensive analysis of the

European distance teaching organizations of the 1960s, Peters (1988) proposed that

distance education could be analyzed by comparisons with the industrial production of

goods. Peters stated that from many points of view, conventional, oral, group- based

education was a pre industrial form of education, implying that distance teaching could

not have existed before the industrial era.

15
A Synthesis of Existing theories

Perraton's (1988) theory of distance education in composed of elements from

existing theories of communication and diffusion as well as philosophies of education. It

is expressed in the form of fourteen statements or hypothesis.

The first five of these statements deal with the way in which distance teaching

can be used to maximize education.

Equivalency Theory

The impact of new telecommunications technologies on distance education is

far- reaching. Real- time television teaching systems, such as the lowa Communication

Network ( Simonson and Schlosser 1995), permit learners and instructors to see and to

be seen, hear and be heard, in almost the same way as in the local classroom. Keegan

(1995) suggested that electronically linking instructor and students at various locations

creates a virtual classroom. He continued by saying that,The theoretical analyses of

virtual education, however, have not yet been addressed by the literature: Is virtual

education (interactive, live televised instruction) a subset of distance education or to be

regarded as a separate field of educational endeavor? (p. 18)

Evaluating Theories

Keegan (1986) suggested that the theoretician had to answer three questions

before developing a theory of distance education: Is distance education an educational

activity? Is distance education a form of conventional education? and Is distance

education possible, or is it a contradiction in term.

16
 Central to Keegan's concept of distance education is the separation of teaching

acts in time and place from learning acts. Successful distance education, he believes,

requires the reintegration of the two acts. Possibly the emphasis on making learning

experiences equivalent for learners would contribute to the reunification of teaching and

learning as simultaneously occurring acts. Equivalency theory should be evaluated by

applying Keegan's criteria, as well as others, to determine if it is an approach to

distance education that is appropriate.

17
 Figure 1
THEORETICAL PARADIM

DISTANCE EDUCATION
THORY

THE NEED THEORIES OF

FOR THEORY INDEPENDNCE AND
AUTONOMY

EUROPEAN THEORY THEORY OF

OF INDEPENDENCE INDUSTRIALIZATION
STUDY OF TACHING

A SYNTHESIS OF EVALUATING
EXISTING THEORIES THEORIES

18
Conceptual Framework

The researcher used Input, Process and Output (IPO) diagram in presenting the direct relationship
of the variables. The Input includes the demographic profile of respondents such as age, sex, economic
status, types of learning modalities and average grade. In Process and Output includes the step by step
in gathering data to arrive at the very peak which is the identification of the effects of modular distance
learning to student's academic performance.

Figure 2.0
Conceptual Paradigm

INPUT PROCESS OUTPUT

1.Answering of
1.Determine the
survey Effects of modular
percentae of the
questionnaires distancing learning
survey conduct
in student through personal approach to
2.Detrmine the interviews of the
academic
empact of student
performance of
modular
2.Data senior high school
distancing in
different grading interpretation and students of Baao
period tabulation national high
3.Knowin the school
advantage of
modular distance
learning
4.Knowing the
disadvantage of
modular distance
larning

19
 CHAPTER 3

RESEARCH AND METHODOLOGY

Research Methodology
This chapter presented the methodology, resear h design, sources of data, data
gathering procedure and statistical used in the study.

Research Methodology
This chapter discussed in details of the methodology employed by the researcher
in gathering the data prepared in the study. It is also contained data gathering
procedure and unstructured or semi structured. These questions were answered by the
random respondents through chats and emails due to the safety policies being lifted.

Research Design

This study served the Qualitative type of research since the researcher relies on
the views of participants, ask broad and general questions. With the used of semi
structured instrument the process of gathering contextual and thematic data become
faster and easier to the part of respondents and researchers.

Sources of data

The primary sources of data were answer sheets accompanied by the

respondents who were randomly selected. The secondary sources like social media,
websites, undergraduate thesis and books were used to analyze the data gathering.

Respondents of the Study

The respondents of the research were the Grade 12 students of Baao National
High School. The respondents will be randomly selected comprising of 10 male and 10
female with a total of 20 respondents. The respondents will be sending questionnaires
by the researchers to get their insights.

Data gathering procedure

The researcher gathered data through answer sheets and pass it through various
social media platforms ( like messenger) in accordance to health safety protocols.

20
 CHAPTER 4

RESULTS AND DISCUSSIONS

chapter presents the result of the survey conducted about the Effects of Modular
Distance Learning (MDL) Approach to Academic performance of Senior High School
students of Baao National High School.

Table 1. Determine the Feelings of the Student in Modular Distance Learning (MDL)
modality approach.

How do you fell overall about distance Frequency Percentage Rank

learning?
Stress 5 30% 3rd

Depressed 7 35% 1st

Anxiety 6 25% 2nd

Bored 2 10% 4th

TOTAL 20 100%

Based on table 1 the feeling of the respondents in modular distance learing on

the percentage distribution , shows that Depressed got has the highest percentage of
35% followed by stressed with 25% and the bored has the lowest percentage with 10%
and followed by the anxiety with 25 %.

21
Table 2. Determine the access they use in learning process through distance education.

Do you have access to device for online Frequency Percentage Rank

learning?
Yes 10 50%
No 10 50%
TOTAL 20 100%

Based on the Table 2, It was the same percentage of the respodents on the
access on online learning process through distance education, Yes and no got the
same both 50% of there result.

Table 3. Determine the device they use in the Modular Distance Learning (MDL)
modality approach.
What device do use in the Modular distance Frequency Percentage Rank
Learning (MDL) modality approach?
Smartphone 12 60% 1st
Tablet 5 25% 2nd
Laptop 3 15% 3rd
Desktop 0 0% 4th
TOTAL 40 100%

Based on the Table 3, The device commonly used by the respondent in the modular
distance learning modality approach shows that Smartphone got the highest percentage
of 60 % followed by tablet which is 25 % and laptop with 15%, Desktop computer shows
0% of the respondent.

22
Table 4. Determine the time each day doing modules.
How much do you spend each day doing Frequency Percentag Rank
modules? e

1-3 Hours 4 20 % 3rd

3-4 Hours 5 25% 2nd

5-7 Hours 8 40% 1st

10 Hours 3 15% 4th

TOTAL: 20 100%

Based from table 4 The time they spend doing modules, 5-7 Hours got the highest
percentage with 40%, followed by the 3-5 Hours with 25%, 1-3 Hours with 20% and the
lowest percentage of 15% is the 10 Hours.

Table 5. Determine how effective distance learning.

MO MW R D
Strong Agree 4 3 15%
Agree 3 10 50%
Disagree 2 2 10%
Strongly Disagree 1 5 25%
TOTAL 20 100%

Based from Table 5 How Effective modular distance learning, the highest
percentage of 50% is said agree, followed by 25% for strongly disagree, 15% for
strongly agree and 10% for disagree.

23
 CHAPTER 5
SUMMARY, CONCLUSSION AND RECOMMENDATION

This chapter discusses the summary and findings of the study, the conclusions
and the recommendations of the research study.

SUMMARY

This study consists of 20 respondents which are randomly selected in the 4

Sections in the Senior High School of Baao National High School.
The feeling of the respondents in modular distance learning on the percentage
distribution , shows that Depressed got has the highest percentage of 35% followed by
stressed with 25% and the bored has the lowest percentage with 10% and followed by
the anxiety with 25 %.
It was the same percentage of the respondents on the access on online learning
process through distance education, Yes and no got the same both 50% of their result.
The device commonly used by the respondent in the modular distance learning
modality approach shows that Smartphone got the highest percentage of 60 % followed
by tablet which is 25 % and laptop with 15%, Desktop computer shows 0% of the
respondent.
The time they spend doing modules, 5-7 Hours got the highest percentage with
40%, followed by the 3-5 Hours with 25%, 1-3 Hours with 20% and the lowest
percentage of 15% is the 10 Hours.
How Effective modular distance learning, the highest percentage of 50% is said
agree, followed by 25% for strongly disagree, 15% for strongly agree and 10% for
disagree.
.

24
CONCLUSION

Based from the tables showed from Chapter 4, the researchers found out and the
study revealed that the challenges in the modular distance learning by the respondents
based on the table 1 was the Depressed. This has brought by the problem at home
environment also in family situation due to household chores and in learning. Based
from table 2, some of the students face the challenges without using technology device
it might be due to lack of financial assistant, but the others are ready and also provided
by the device they need for their online learning. The same with the table 3, the
challenges experienced by the students in the Modular Distance Learning modality
approach was the device they used on online learning . In table 4, it was the time mostly
spend of the students 5-7.This kind of learning may also help them to do other home
task and also to help with their parents. It was also recorded that based from table 5,
modular distance learning can’t effective in some student because they didn’t
understand the modules.
Modular distance learning can be inferred as a challenge approach to every
student that affects the academic performance of students. Students need to learn at
their own pace and the proper utilization of resources can be a benefactor to the
learners to learn better but the face to face classes is also one factor that can truly
enhance their real world experiences that will guide them towards learning.

25
RECOMMENDATION

The researchers would like to recommend the stakeholders/Schools should do

their best and provide their best facility or guidance in order to facilitate learning amidst
crisis and the hand to hand cooperation of parents, teachers, school head, the Deped
and the learners to come up with the best learning process in this time of pandemic or
even in post-pandemic.
Students should be given a time to answer their modules because at home they
were also struggling from different problems and different environment that will cause
them unfocused for their assignment and the complex activities that sometimes lead to
having no answer to their modules. With this, it was also recommended that in order to
aid learning, time pressure should at least be reduced but bringing most of the
convenient time of students most especially solving more complex tasks that can be
turned into simpler contexts in each subject area in order to, student must be prepared
and ready for the submission of their module.
The study also recommends for some other researches related to the effects of
Modular Distance Learning modality to students, teachers and parents as an integrated
approach.

26