SELECT TEACHING – LEARNING ASPECTS AND THEIR EFFECT TO THE LEARNING

OF PVPMNHS 12 GAS STUDENTS IN THEIR SUBJECTS UNDER MODULAR DISTANCE

LEARNING

ELIZABETH S. PAJELAGO

LYKA D. MENDOZA

RESEARCH PAPER PRESENTED TO PEDRO V. PANALIGAN MNHS

SENIOR HIGH SCHOOL DEPARTMENT, IN PARTIAL FULFILLMENT OF

THE REQUIREMENTS OF THE SUBJECT

INQUIRIES, INVESTIGATION AND IMMERSION

SCHOOLYEAR 2020-2021

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 Table of Contents

Page Title……………………………………..…………………..………………………………0

Table of Contents…...…………………..……………………………..…………………………1

Acknowledgement……………………………………..…………………..……………………..3

Chapter I. THE PROBLEM and its SETTING

Introduction………………………………………………………………...…...…………4

Conceptual Framework…………………………...…………………………...…………..6

Statement of the Problem………………………...…………………………...…………...6

Statement of the Hypothesis……………………………………………………..

………...7

Significance of the Study…………………………….…………………………….………

Research Locale…………………………………………………………….....…………..8

Scope and Delimitation of the Study…...…………………….……...………..

………….11

Definition of Terms…………………………………………………………………..…..11

Chapter II. REVIEW of RELATED LITERATURE AND STUDIES………...……………13

Chapter III. METHODOLOGY

Research Design………………………………………...………………………………..17

Sampling Procedure and Sample…...……………...…………………………………….17

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 Research Instrument………………………………………………………...……………19

Data Gathering Procedure………………...……………………...………………………19

Data Analysis…………………………..……………………...…………………………19

Chapter IV. PRESENTATION, ANALYSIS and INTERPRETATION of DATA..………23

Chapter V. SUMMARY of FINDIGS, CONCLUSIONS and RECOMMENDATIONS

Summary of Findings………...…………………………………………………………..30

Conclusions…...……...…………………………………………………………………..32

Recommendations……………......………………………………………………………33

REFERENCES………………………………….……...……………………………………….35

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 ACKNOWLEGEMENT

The researchers want to express their sincere gratitude to the following people who have

given their time and support for the accomplishment of this study.

First of all, the researchers want to recognize Mr. Lemuel Ordanza, research adviser, for

guiding and extending his best efforts to the researchers in making every part if this paper and to

Ms. Maree Joy Espelita, researchers’ statistician, for giving her suggestions for the improvement

of this study.

To the Pedro V. Panaligan Administration, Mr. Danilo Leuterio, school principal, and

Mrs. Emma Matibag, class adviser of Grade 12-GAS, for allowing the researchers to conduct

this study in their school with their students as samples.

To the respondents of this study, Grade 12 General Academic Strand, for their active

participation and cooperation during the data gathering procedure.

To the researchers’ parents, friend, classmates, and loved ones for giving them

motivation emotional and moral support to finish this study.

Lastly, to the Almighty Gog, for giving the researchers strength and wisdom every day in

order to complete the different tasks especially this research paper.

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 CHAPTER 1

THE PROBLEM and its SETTING

INTRODUCTION

Face to face learning engagement of students and teachers within the school has been

suspended due to the COVID-19 pandemic. This pandemic has paved the way to the

implementation of Modular Distance Learning as an urgent response to ensure continuity of

education. The Philippines is in the process of adapting to the new normal form of education at

present, the continuous innovations of educators and active involvement of other stakeholders

are the driving force for its success.

The Philippine education system is now adapting to the new blended learning as public

schools were set to resume its classes nationwide on October 5, 2020. Despite the calls for an

academic freeze due to the corona virus outbreak, the Department of Education still believes that

education should not be compromised. “Education cannot wait,” says DepEd Secretary Leonor

Briones. To maintain the education of millions of Filipino students, the government implemented

a distance learning approach. Distance learning, also known as correspondence education or

home study, is a form of education where there is little or no face-to-face interaction between

students and their instructors. This type of modality has three categories. In which, one of the

highly convenient for most of the typical Filipino students is the Modular Distance Learning. It

was also the most preferred learning system of majority of parents/guardians based on the result

of the Learning Enrollment and Survey Form (LESF). The Department of Education will be the

4
one to provide and distribute the self-learning modules to the students every week through their

respective schools. They will have ample time to study and assess the modules before the start of

weekly class. Students are expected to complete the task and submit their outputs at the end of

the week.

Distance Learning refers to a learning delivery modality, where learning takes place

between the teacher and learners who are geographically remote from each other during

instruction. This modality has three types: Modular Distance Learning (MDL), Online Distance

Learning (ODL), and TV/Radio-Based Instruction. (Quinones,2020)

Open communication between the teacher to students and/or teacher to parents/guardians

is also part of the norm. This is to ensure and monitor the progress of the students at home. Just

the thought of studying at home gives students the eerie feeling of freedom and luxury of being

less pressured. Conversely, this modular distance learning has certain adversities to both parents

and students.

Printed Modules will be delivered to students, parents or guardians by the teachers or

through the Local Government Officials. Since education is no longer held within the school,

parents serve as partners of teachers in education. Parents play a vital role as home facilitators.

Their primary role in modular learning is to establish a connection and guide the child

(FlipScience, 2020). According to the Department of Education (DepEd), parents and guardians

perform the various roles in Modular Learning such as Module distributor, Bundy-clock, and as

Home Innovator. As a Module distributor, they are the ones to get and submit the printed Self-

Learning Modules (SLMs) from and to schools or barangay halls at the beginning and end of the

week, depending on the agreement between the parents and the school. As a Bundy-clock, they

must check their child's schedule or workweek plan. Because of the number of subjects or

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activities to be done, they must see that it is being followed accordingly to avoid cramming or

delays in submission, which may affect the child's performance. Lastly, as a Home Innovator,

they must provide their child with a productive learning environment to help them focus more on

Learning. It must be a well-lighted and well-ventilated space in the house, with little or no

distraction. The use of modules encourages independent study.

CONCEPTUAL FRAMEWORK

IV DV

Factors that affect the learning of

The learning of PVPMNHS 12 GAS
PVPMNHS 12 GAS students under
students under modular distance learning
modular distance learning in terms of:
in terms of their first quarter grades.
A. Self-learning modules (SLMs)

B. Time allotment

C. Teacher-assistance

The independent variable is the factors that affect the learning of PVPMNHS 12 GAS

students under modular distance learning in terms of: Self-learning modules (SLMs), Time

allotment, Teacher-assistance while the dependent variable is the learning of PVPMNHS 12

GAS students under modular distance learning in terms of their first quarter grades because the

learning of the students is dependent on the factors that affects their learning.

STATEMENT OF THE PROBLEM

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 1. What are the factors usually encountered by 12 GAS students in their subjects in terms

of:

a. Self – learning Modules (SLMs)

b. Time Allotment

c. Teacher - assistance

2. What is the level of learning of 12 GAS in their subjects as reflected in their grades?

3. Is there a significant relationship between the factors that usually encountered by the 12

GAS students in their subject and the level of their learning in their subject as reflected in

their grades?

STATEMENT OF THE HYPOTHESIS

Based from the foregoing conceptual framework and the statement of the problem, the

researcher formulated the following null hypothesis:

1. There is no significant relationship between the factors and learning of 12 GAS students

of PVPMNHS in their subjects under modular distance learning.

SIGNIFICANCE OF THE STUDY

The researcher believes that the finding of this study would be beneficial to students,

parents, teachers and the future researchers.

To the students, knowing the factors that affect their grades will also inform them on how

to deal with it. This study will let those individuals to know the scope of their abilities and the

right way on how to cope with all the factors that affecting their leaning under modular distance

learning.

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 To the parents, the parents are direct and the baseline in communication to their child’s

regular truancy. Knowing the factors that affect the learning of their children will allow the

parents to help them deal with it. The parents can support and encourage their children to lessen

the factors that they are facing.

To the teachers, knowing the factors that affect the learning of their students will help

the teacher on how to find a way to help them. Being aware to their student’s situation will

encourage them to reach out more and help their students especially for those students who really

need their help.

Lastly, to the future researchers, this study may serve as their guide and reliable source of

data in the conduct of related research.

RESEARCH LOCALE

June 1997, Barangay official of Comunal, headed by the late Brgy. Chairman Romulo M.

Armada, began the endeavor towards establishing a Barangay High School in Comunal.

It was the 5th of June 1997 that a deed of donation was made and executed by and

between civic- minded people namely: Mr. Arnold Ylagan and Mr Eduardo Ylagan as the Donor

and barangay Comunal which was then represented by the late Chairman Romulo M. Armada as

the Donee.

In the aforementioned deed of donation, the Donor bestowed an area of five thousand

square meters (5000m²) situated in the Eastern part of their land as a site to be used in the

construction of a Barangay High School.

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 On June 24, 1997, by virtue of Resolution No. 124 - a resolution adopting Resolution No.

1-97 of the local school board —the officials of Barangay Comunal endorsed the establishment

of a local annex to Jose J. Leido Jr. Memorial National High School to be known as Jose J. Leido

Jr. Memorial National High School Annex in Comunal, Calapan City, Oriental Mindoro, in

which the proposed Barangay High School will be beneficial not only to the youth of

Baranggay Comunal but also those of neighboring Baranggay such as Biga, Personas and

Balinggayan. It was then resolved on motion of Hon. Robert J. Paras, the Temporary Presiding

Officer and Hon. Victor A. Ulayan Jr. duly seconded by Hon. Abraham R. Abas. The resolution

was noted by the then municipal Mayor, Hon. Arnan C. Panaligan.

February 2, 1998, the request to establish Jose J. Leido Jr. Memorial National High

School: Comunal Annex was approved effective school year 1997-1998 based on the Regional

Office's recommendation per evaluation of the documents submitted in accordance with the

guidelines in DECS Order No. 5, s. 1989.

Jose J. Leido Jr. Memorial National High School: Comunal Annex started with eighty-

one (81) second year students detached from Jose J. Leido Jr. main campus. Mr. Elmo B.

Enriquez was assigned as the first Teacher- In- Charge of the newly founded annex. In addition

to this, four (4) classroom teachers namely: Edwin D. Acedera, Noreen Sara, Corazon Gana, and

Basilio Cadeño were assigned to teach the different subject areas. However, because the

settlement of school site and the construction of classrooms were still-on-process, they

temporarily used three (3) classroom in Filemon Samaco Memorial School until the end of

school year 1998-1999.

School year 1999-2000, the faculty of JJLJMNHS Comunal Annex together with the

students, the transferred in its present vicinity having one (1) classroom with tables and chairs

9
donated by the then City Mayor Arnan C. Panaligan. On that same year, several additional

classroom buildings were constructed, donated by the then Congressman Renato V. Leviste.

The beginning of school year 2001-2002 brought a charge in the school governance of

JJLJMNHS: Comunal Annex because it was given a new Teacher-In-Charge in the person of Mr.

Henry T. Tungol, who then became the Principal of the school in 2003. From his governance as

head, the school's name was changed from JJLJMNHS: Comunal Annex into Comunal National

High School which was then independently separated from being annex of Jose J. Leido Jr.

Memorial National High School.

In 2004, the school's name was changed from Comunal National High School to Pedro V.

Panaligan Memorial National High School which is its name until at present.

An additional lot measuring one- thousand six hundred seventy square meters (1,670m²)

was acquired through the help of the City Government headed by the late Mayor Carlos B.

Brucal. In 2013, a two-story six-classroom building, funded by the Department of Educational

was constructed in this additional lot.

In 2015, Mrs. Juanita I. Dawis was assigned to be the new school head of PVPMNHS

until September 2, 2020.

On September 3, 2020, Mr. Danilo L. Leuterio became the school principal up to present.

Currently, the school has a total of 885 students with thirty-four (34) nationally-funded

teachers, one (1) Department Head one (1) School Head, one (1) Administrative Assistant III,

one (1) administrative assistant II, two (2) Utility Worker, and one (1) Security Guard funded by

the School MOOE. Furthermore, the school is now offering not only Junior High School but also

Senior High School with its current enrollment of 187 students.

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SCOPE AND DELIMITATION OF THE STUDY

This study will be conducted in Pedro V. Panaligan Memorial National High School

Comunal, Calapan City West District, Schools Division of Calapan City on the school year

2020-2021.

Participants in this study will be selected using purposive sampling which are 37

Grade 12 GAS students.

This study will focus on the factors that affect the learning of the students in their

subjects under modular distance learning. The result of the study will serve as the basis to

lessen the factors that affect the learning of the 12 GAS students in their subjects under

modular distance learning of Pedro V. Panaligan Memorial National High School.

In assessing the research, the case study parameters will center on the interview

and the procedure or research design that will be use is the case study design to the

selected students in Pedro V. Panaligan Memorial National High School.

DEFINITION OF TERMS

The following terminologies are defined operationally and conceptually as they are used

in this study:

Academic Year. The period of time each year when students attend school.

COVID-19. An abbreviation for “Coronavirus Disease 2019,” the official name for the disease

that is causing the 2019 novel coronavirus outbreak.

Enrollee. A person who is signed up to participate in class.

11
General Academic Strand (GAS). This strand is designed for students who would desire to

engage in a more general areas of study as compared to more specific fields of study.

Modular Distance Learning. This means lessons will be delivered outside the traditional face-to-

face set up. It is a form of distance learning that uses Self-Learning Modules (SLM) based on the

most essential learning competence (MELCS) provided by DepEd.

Printed Modular Learning System. An educational system whose curriculum is made up of

modules.

Self-learning Materials. It is developed with the approached of self-explanatory, self-contained,

self-directed, self-motivating, and self-evaluating.

Self-learning Modules. It is designed where the learner is free to choose what to learn, when to

learn, and where to learn. This flexibility is an important characteristic in open learning process.

Subjects. A branch of knowledge studied or taught in school.

Time allotment. A specific amount of time given in an activity.

Teacher-assistance. It is the help that is given by the teacher to the students.

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 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

The literature review is a summary of studies related to a particular area of research. It

identifies and summarizes all the relevant research conducted on a particular topic. The

following are the related literature and studies about the factors that affect the learning of 12

GAS students on their subjects under modular distance learning:

Distance education (sometimes referred to as “distributed learning” or “distance

learning”), meanwhile, 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 of the

communication between teachers and learners being conducted through electronic or print

mediums (UNESCO, 2006).

Unique Philippines (2020) published that this distance learning is accompannied by

certain challenges such as technical element which has been the most substantial issue of

distance learning. Technicality involves the availability of devices both for students and teachers.

These are mobile phones, computers, laptops, printers and internet connection. Another is self-

learning modules reliability. Being the pivotal instrument of this new norm, its content should

meet the standard earning capacity of a student. Given that these instructional materials will be

assess by students on their own, mostly. Next is the sense of authority, the luxury of being

pressured. Parents become teachers, but do not see to be as one. In addition to these are the

distractions in the comforts of their homes. Students tend to divert their attention instead of

focusing on and prioritizing their homeschooling first. Lastly, parent’s or guardian’s educational

13
background, which may sound off but facing the reality, not all parents are well equipped with

proper education.

According to Angara et al., (2010), open learning can remove all unnecessary barriers to

learning, while aiming to provide students with a reasonable chance of success in an education

and training system centered on their specific needs and located in multiple arenas of learning.

In assessing the factors that affect students‟ performance in any educational system, two

aspects are normally considered. These are individual factors and institutional factors. Individual

factors are those related to the learner such as interest, attitude, ability, social economic status,

gender and the like. Those from the institution include availability of the materials, behavior and

competence of the instructor.

According to Mahlangu (2018), distance learning in higher education can teach students skills

and competencies of developing professional skills such as the skillof self-study, the ability to

solve problems, to take responsibility, to work under pressure, and to be creative and initiative.

This finding by Mahlagu is supported by the conclusion of Duyan (2001) that modular

approach is more effective as compared to traditional method since the students in the

experimental group excel in the posttest compared to the traditional group. The modular

approach is considered to create interest among the students as they are free to learn at their own

pace.

Dejene & Chen (2019) stated that it is obvious that for effective implementation of any

new perspective, positive attitude to the issue, and sound knowledge and skills in the area are

very important. Particularly, instructors and students should clearly understand the underlying

ideas, concepts, merits, and demerits of the new approach largely depends on the perception that

14
instructors and students adhere. In addition, instructors may often be scared of trying new ways

of teaching, hence resorting to the traditional teacher-centered teaching approach. Such fear

could simply be fear of the unknown. Instructors should really be innovative and be willing to try

out new teaching strategies in an attempt to improve their professional practice in general and

enhance students’ learning.

The use of modules encourages independent study. One of the benefits of using modules

for instruction is the acquisition of better self-study or learning skills among students. Students

engage themselves in learning the concepts presented in the module. They develop a sense of

responsibility in accomplishing the tasks that provided in the module. With a little or no

assistance from others, the learners progress on their own, they are learning how to learn; they

are empowered (Nardo, M.T.B, 2017).

Mayzenberg (2020) wrote that professors should be willing to accommodate for students’

concerns. For the classes in which this is possible, they should check in on individual students

and try to get to know them and their situation. This allows for a relationship that ensures both

sides are clear about expectations and realities. If one student is particularly struggling outside of

class, the professor will know how to set a standard for that particular student. This has always

been a helpful way to run a classroom, but now it’s imperative. If it's not possible to reach out to

every student, teachers should make it clear that everyone is encouraged to reach out with any of

their concerns or roadblocks during the semester. Although things won’t be as lenient as back in

the spring, it’s likely there will be some patience with an overdue assignment here and there—so

step up and email your teacher if you’re struggling. Honesty will be responded to in kind.

Neither students nor professors can expect anything from the other that they're not willing to ask

of themselves.

15
 Likewise, Suryadarma et al. (2004) found that student performance is strongly influenced

by the education level of parents in Indonesia. Hijaz and Naqvi (2006) found there is a positive

relationship between the level of mother education and student’s performance in Pakistan.

Hedjazi and Omidi (2008) found that female students‟ academic success was more pronounced

than males in Iran. Ali et al., (2009) found positive relationship between students' performance

and student's demographic, active learning, students' attendance and involvement in

extracurricular activities in Malaysia.

16
 CHAPTER III

RESEARCH METHODOLOGY

This chapter describes the methods and procedures of the study and how the data were

collected and analyzed. It presents the research design, sampling technique used, respondents of

the study, research instrument, data gathering procedure, and data analysis that were used in this

study.

RESEARCH DESIGN

The study employed the descriptive correlational design for the objective of this research

is to observe and report a certain phenomenon and establish an association between its variables.

A descriptive correlational method refers to a type of study in which information is

collected without making any changes to the study subject. However, there are a number of

different types of descriptive correlational methods that each perform research in a slightly

different way.

In this study, the researcher will gather data to know the factors that affect the learning of

12 GAS students in their subjects under Modular Distance Learning in terms of Self - learning

Modules, Time Allotment, Teacher-assistance and to identify the level of learning of 12 GAS in

their subjects as reflected in their grades in Pedro V. Panaligan Memorial National High School.

SAMPLING PROCEDURE AND SAMPLE

17
 The selected Grade 12 GAS students of Pedro V. Panaligan Memorial National High

School are the respondents of the study. The researcher will use the purposive random sampling

to determine the samples of the study. Names of the students will be written in strips of paper

then after that, the strips will be folded and placed in a container.

To identify the sample size, the Slovin’s Formula is used. This formula helps the researcher in

identifying the sample size that is needed to have to have a reasonable and accurate result with

desired margin of error.

N
Slovin’s Formula: n =
1+ ¿ ¿

where n = sample size of Grade 12 GAS of PVPMNHS

N = population size of Grade 12 GAS of PVPMNHS

e = desired margin error

1 = constant

N
n=
1+ ¿ ¿

41
n=
1+ 41 ¿ ¿

41
n=
1+ 41 ¿ ¿

41
n=
1+ 0.1025

18
 41
n=
1.1025

n = 37.188 (37)

Therefore, the researcher will randomly pick thirty-seven (37) strips and those will be the

respondents of the study.

RESEARCH INSTRUMENT

The main instrument of this research is a self-made questionnaire by the researcher in a

google form https://forms.gle/Mk9QoQiF1nha4ii337 . The researcher used the questionnaire to

identify the factors that affect the learning of the 12 GAS students in their subjects under

modular distance learning in terms of: self-learning modules, time allotment, and teacher-

assistance. The survey questionnaire consists of items that deals with the topic. It was validated

by the Research Teacher.

DATA GATHERING PROCEDURE

The researcher sent a request letter to conduct the study to the Principal, Mr. Danilo I.

Leuterio. Upon approval of the request, the researcher administered the survey questionnaire to

the respondents of the study. The information gathered from the 12 GAS students were analyzed

by the researcher to determine the factors that affect the learning of the students in their subject

under modular distance learning.

DATA ANALYSIS

A four-point Likert Scale with designated statistical limits with verbal interpretations was

used to quantify the data in which 4 is the highest and 1 is the lowest.

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 Table 1

Statistical Limit and Verbal Description

SCALE STATISTICAL LIMITS VERBAL DESCRIPTION

4 3.01-4.00 ALWAYS OBSERVED

3 2.01-3.00 OFTEN OBSERVED

2 1.01-2.00 SOMETIMES OBSERVED

1 0.00-1.00 NEVER OBSERVED

For the factors affecting the learnings of the students which is measured by their response

to the questionnaire, the following rating was used.

Table 2

Verbal Description of Academic Achievement

RANGE SCALE DESCRIPTION INERPRETATION

90% - 100% Outstanding Very High Performance

85% - 89% Very Satisfactory High Performance

80% - 84% Satisfactory Moderate Performance

75% - 79% Fairly Satisfactory Low Performance

Below 75% Did Not Meet Expectation Very Low Performance

20
 To determine the correlation between Factors that affects the learning of the students

under Modular Distance Learning and Academic Performance of Grade 12-GAS students, the

following limits with respective interpretations were used by the researcher.

Table 3

Pearson’s Product Moment Correlation

Coefficient Interval Interpretation

± 1.0 Perfect or Ideal

0.90 – 0.99 Excellent

0.80 – 0.89 Very High Correlation

0.60 – 0.79 High Correlation

0.40 – 0.59 Medium Correlation

0.20 – 0.39 Low Correlation

0.01 – 0.19 Negligible Correlation

0 No Correlation

To test the hypothesis of the study, data taken from the application of the Pearson’s r

formula were tested using the critical values of Pearson’s r at 5% level of significance.

The Pearson’s Product Moment Correlation Coefficient was used to test if there was a

relationship between the factors that usually encountered by the 12 GAS students in their

subject and the level of their learning in their subject as reflected in their grades in Pedro V.

Panaligan Memorial National High School. Formula is shown below:

21
 n ∑ xy−∑ x ∑ y
r=
√ ¿¿ ¿

Where:

n = total number of respondents in Grade 12-GAS (37)

∑ xy = sum of the products of Grade 12-GAS students’ responses to the questionnaire

and students’

responses to questionnaire and students’ academic performance (general average)

∑ x = sum of Grade 12-GAS students’ responses to questionnaire

∑ y= sum of students’ academic performance (general average)
∑ x 2= sum of squared Grade 12-GAS students’ responses to questionnaire
∑ y2= sum of squared students’ academic performance (general average)
n ∑ xy = number of cases (n) multiplied by the sum of the products of Grade 12-GAS

academic performance (general average)

22
 CHAPTER IV

PRESENTATION, ANALYSIS and INTERPRETATION of DATA

This chapter discusses the data analysis and findings from 37 questionnaires completed

by the 12 GAS students in Pedro V. Panaligan Memorial National High School. The purpose of

this study is to identify the factors that affect the learning of the 12 GAS students under Modular

Distance Learning.

1. What are the factors usually encountered by 12 GAS students in their subjects?

4.1. Self-learning modules (SLMs)

Mean of factors usually encountered by 12 GAS students in their subjects in terms of (a) self-

learning modules.

ITEM WEIGHT ED RANK VERBAL

MEAN DESCRIPTION

1 2.864 4 Often Observed

2 2.945 3 Often Observed

3 2.972 2 Often Observed

4 2.648 5 Often Observed

5 3.216 1 Always Observed

COMPOSITE MEAN: 2.929 VERBAL DESCRIPTION: OFTEN OBSERVED

Table 4.1 shows the factor that affects the learning of 12 GAS students in their subject under

Modular Distance Learning in terms of Self - learning Modules (SLMs). Item number 5 got the

highest weighted mean of 3.216 with the verbal description of always observed which states that

23
“The lesson in the SLMs are clear and concise”. On the other hand, item number 4 got the lowest

weighted mean of 2.648 with the verbal description of often observed which states that “The

activities in the SLMs are easy to answer”. In total, the researcher got the composite mean of

2.929 with the verbal description of often observed. This means that Self – learning Modules

(SLMs) is one of the main factors that affects the learning of 12 GAS students under Modular

Distance Learning. This also explains that Self – learning Modules (SLMs) has a positive effect

on the learning of 12 GAS students in Pedro V. Panaligan Memorial National High School.

4.2 Time Allotment

Mean of factors usually encountered by 12 GAS students in their subjects in terms of (b) time

allotment.

ITEM WEIGHTED MEAN RANK VERBAL

DESCRIPTION

1 2.729 2 Often Observed

2 2.567 4 Often Observed

3 2.540 5 Often Observed

4 2.675 3 Often Observed

5 3.081 1 Always Observed

COMPOSITE MEAN: 2.718 VERBAL DESCRIPTION: OFTEN OBSERVED

Table 4.2 shows the factor that affects the learning of 12 GAS students in their subject under

Modular Distance Learning in terms of Time Allotment. Item number 5 got the highest weighted

mean of 3.081 with the verbal description of always observed which states that “I spend a lot of

time answering the modules”. On the other hand, item number 3 got the lowest weighted mean of

24
2.540 with the verbal description of often observed which states that “I follow the schedule of

classes during the Modular Distance Learning.”. In total, the researcher got the composite mean

of 2.718 with the verbal description of often observed. This means that Time Allotment is one of

the main factors that affects the learning of 12 GAS students under Modular Distance Learning.

This also explains that Time Allotment has a negative effect on the learning of 12 GAS students

in Pedro V. Panaligan Memorial National High School.

4.3 Teacher-assistance

Mean of factors usually encountered by 12 GAS students in their subjects in terms of (c) teacher-

assistance.

ITEM WEIGHTED MEAN RANK VERBAL

DESCRIPTION

1 3.027 1 Always Observed

2 2.810 3 Often Observed

3 2.756 5 Often Observed

4 2.783 4 Often Observed

5 2.972 2 Often Observed

COMPOSITE MEAN: 2.869 VERBAL DESCRIPTION: OFTEN OBSERVED

Table 4.3 shows the factor that affects the learning of 12 GAS students in their subject

under Modular Distance Learning in terms of Teacher-assistance. Item number 1 got the highest

weighted mean of 3.027 with the verbal description of always observed which states that “The

personality of the teacher is approachable.”. On the other hand, item number 3 got the lowest

weighted mean of 2.756 with the verbal description of often observed which states that “The

25
teachers are usually responding on time”. In total, the researcher got the composite mean of

2.869 with the verbal description of often observed. This means that Teacher-assistance is one of

the main factors that affects the learning of 12 GAS students under Modular Distance Learning.

This also explains that Teacher- assistance has a positive effect on the learning of 12 GAS

students in Pedro V. Panaligan Memorial National High School.

2. What is the level of learning of 12 GAS in their subjects as reflected in their grades?

Table 5
Frequency distribution of Academic Performance of 12 GAS students based on their final rating/
general average during First Quarter School Year 2020-2021.
ACADEMIC DESCRIPTION

PERFORMANCE f rf <cf >cf cb MEAN

75-80 7 19% 7 37 74.5-80.5 79.428 Did not Meet

Expectations

81-85 7 19% 14 30 80.5-85.5 83.144 Fairly

Satisfactory

86-90 14 38% 28 23 85.5-90.5 88.641 Satisfactory

91-95 9 24% 37 9 90.5-95.5 91.332 Very

Satisfactory

96-100 0 0% 37 0 95.5-10.5 0 Outstanding

Class Average 86.5 Composite 85.636 High

Mean Performance

26
 Table 5 shows the Academic Performance of 12 GAS students based on their final rating/

general average during First Quarter School Year 2020-2021 in Pedro V. Panaligan Memorial

National High School. As seen in the table, 19% of the samples attained an average of 75-80

during the first quarter which did not meet expectations with the mean of 79.428. Out of 37

respondents, also 19% received an average ranging from 81-85 which is fairly satisfactory with

the mean of 83.144. Most of the respondents comprising 38% possess averages between 86-90

which is satisfactory with the mean of 88.641. A total of 24% respondents obtained a very

satisfactory average that ranges from 91-95 with the mean of 91.332. None of the students of

Grade 12 GAS had an outstanding average of 96-100.

3. Is there a significant relationship between the factors that usually encountered by the 12 GAS

students in their subject and the level of their learning in their subject as reflected in their grades?

Table 6.1

Result of the test relationship between the Self – learning Modules (SLMs) and Academic

Performances of the 12 GAS students in Pedro V. Panaligan Memorial National High School.

a. Self-learning modules (SLMs)

Self-learning modules r value Interpretation

(SLMs) 0.851 Very High Correlation

vs.

Academic Performance

Table 6.1 shows the summary of relationship between the Self – learning Modules (SLMs)

and Academic Performances of 12 GAS. The result exposed a computed r - value of 0.851 which

27
has the description of very high correlation. This means that the two variables have a strong

relationship with each other. Since the computed r - value is greater than the critical/tabular r -

value of 0.3246, at 5% level of significance, with 35 degrees of freedom then the null hypothesis

is rejected.

Table 6.2

Result of the test relationship between the Time Allotment and Academic Performances of the 12

GAS students in Pedro V. Panaligan Memorial National High School.

b. Time Allotment

Time Allotment r value Interpretation

vs. 0.842 Very High Correlation

Academic Performance

Table 6.2 shows the summary of relationship between the Time Allotment and Academic

Performances of 12 GAS. The result exposed a computed r - value of 0.842 which has the

description of very high correlation. This means that the two variables have a strong relationship

with each other. Since the computed r - value is greater than the critical/tabular r - value of

0.3246, at 5% level of significance, with 35 degrees of freedom then the null hypothesis is

rejected.

Table 6.3

28
Result of the test relationship between the Teacher-assistance and Academic Performances of the

12 GAS students in Pedro V. Panaligan Memorial National High School.

c. Teacher-assistance

Teacher-assistance r value Interpretation

vs. 0.868 Very High Correlation

Academic Performance

Table 6.3 shows the summary of relationship between the Time Allotment and Academic

Performances of 12 GAS. The result exposed a computed r - value of 0.868 which has the

description of very high correlation. This means that the two variables have a strong relationship

with each other. Since the computed r - value is greater than the critical/tabular r - value of

0.3246, at 5% level of significance, with 35 degrees of freedom then the null hypothesis is

rejected.

29
 CHAPTER V

Summary of Findings, Conclusions, and Recommendations

This chapter presents the summary of findings, the conclusions derived from the findings

and the recommendations suggested by the researcher.

Summary of Findings

The salient findings of the study are enumerated as follows:

1. What are the factors usually encountered by 12 GAS students in their subjects in terms

of:

1.1. Self-learning Modules (SLMs)

The researcher got the composite mean of 2.929 with the verbal description of often

observed. This means that Self – learning Modules (SLMs) is one of the main factors that affects

the learning of 12 GAS students under Modular Distance Learning. This also explains that Self –

learning Modules (SLMs) has a positive effect on the learning of 12 GAS students in Pedro V.

Panaligan Memorial National High School.

1.2. Time Allotment

The researcher got the composite mean of 2.718 with the verbal description of often

observed. This means that Time Allotment is one of the main factors that affects the learning of

30
12 GAS students under Modular Distance Learning. This also explains that Time Allotment has

a negative effect on the learning of 12 GAS students in Pedro V. Panaligan Memorial National

High School.

1.3. Teacher-assistance

The researcher got the composite mean of 2.869 with the verbal description of often

observed. This means that Teacher-assistance is one of the main factors that affects the learning

of 12 GAS students under Modular Distance Learning. This also explains that Teacher-

assistance has a positive effect on the learning of 12 GAS students in Pedro V. Panaligan

Memorial National High School.

2. What is the level of learning of 12 GAS in their subjects as reflected in their grades?

The Grade 12 GAS students attained high performance on the first of School Year 2020-

2021 based from the class average of 86.5 and this explains that the factors in terms of self-

learning modules, time allotment and teacher-assistance have a positive effect to the learning of

12 GAS students in their subjects under Modular Distance Learning in Pedro V. Panaligan

Memorial National High School.

3. Is there a significant relationship between the factors that usually encountered by the 12

GAS students in their subject and the level of their learning in their subject as reflected in their

grades in terms of:

3.1. Self-learning Modules (SLMs)

31
 The computed r – value of 0.851 is greater than the critical/tabular r - value of 0.3246, at 5%

level of significance, with 35 degrees of freedom it was described as very high correlation and

interpreted as significant therefore the null hypothesis is rejected.

3.2. Time Allotment

The computed r – value of 0.842 is greater than the critical/tabular r - value of 0.3246, at 5%

level of significance, with 35 degrees of freedom it was described as very high correlation and

interpreted as significant thus the null hypothesis is rejected.

3.3. Teacher-assistance

The computed r – value of 0.868 is greater than the critical/tabular r - value of 0.3246, at

5% level of significance, with 35 degrees of freedom it was described as very high correlation

and interpreted as significant. As a result, the null hypothesis is rejected.

Conclusions

Based on the finding, the following conclusions are drawn:

1. The researcher concluded that the factors in terms of Self – learning Modules (SLMs)

were often observed and have a positive effect in the learning of 12 GAS students in their

subjects under Modular Distance Learning. They said that the lessons in the SLMs are clear and

concise. However, some of the respondents disagree that the activities in the SLMs are easy to

answer.

32
 2. The researcher concluded that the factors in terms of Time allotment were often

observed and have a negative effect in the learning of 12 GAS students in their subjects under

Modular Distance Learning. They said that they spent a lot of time answering the modules and

they didn’t follow the schedule of classes during the Modular Distance Learning. As a result of

this, some of the students cannot pass their modules on time.

3. Similar to Self – learning Modules (SLMs), the researcher concluded that the factors in

terms of Teacher – assistance were often observed and have a positive effect in the learning of 12

GAS students in their subjects under Modular Distance Learning. They said that the personality

of the teacher is approachable. Knowing that the teachers are approachable makes the students

not fear to asked them for help.

4. With an average grade of approximately 86.5 on their first quarter, the Grade 12 GAS

students of Pedro V. Panaligan Memorial National High School have a very satisfactory/ high

academic performance in Modular Distance Learning.

5. The researcher concluded that the relationship between the factors and academic

performance of 12 GAS students is high correlation which means that the variables have a strong

relationship with each other. Given that they already know these factors will help them improve

their academic performance.

Recommendations

In the light of the findings and conclusions, the following are offered as

recommendations for possible action.

33
 1. It is recommended that the students should be able to understand the need for a

commitment to be fully engaged in their studies and to be willing to identify first all the factors

that affect their grades in order for them to seek solutions for this.

2. The teachers can best motivate their learners to excel in their academic performance as

this is an important tool in changing and shaping the learners’ performance in their subjects. This

could be done through the use of well-designed learning strategies and feedback to the learners

and improve their performance, providing love and support to the students, monitor daily

progress and prevent all the factors that affect their academic performance.

3. The parents are recommended to give support to their children’s education in adapting

to Modular Distance Learning. Any support they can give to their children like financially,

emotionally and informationally will surely help them.

4. The students are recommended to strive more not only to get good grades but to gain

knowledge even amidst this new learning modality. Students and teachers together with the

parents should work together for the success of education in this new normal.

5. One of the main factors that negatively affects the learnings of the students is the Time

Allotment. They do not have enough time to answer all the modules within a week so it is

recommended to lessen the activities and take out unnecessary topics so that the mastery will be

attained as much as possible if the DepEd cannot extend the duration of accomplishing the

modules.

34
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