EFFECTIVENESS OF MODULAR DISTANCE LEARNING APPROACH IN TEACHING

GRADE 8 LEARNERS IN SCIENCE

 CHAPTER 1

The Research Problem

Background and Rationale

In many nations, the educational system has faced tremendous pressure to

preserve good records for its students and provide the best education they can give. As

we can see at the moment, many educational programs have embraced online and

modular learning, which helps not only students but also instructors and teachers.

Studies have shown that the use of modular learning is growing (Bakia et al., 2012).

Distance learning is a form of learning delivery method in which a teacher

provides education to students who are physically separated from one another. M.D.L.s

is the most common type of DL in the United States. MDL is now used in all public

schools after a DepEd study found that 8.8 million parents supported it (Aksan, 2021).

Learning through printed modules is the most preferred method of remote learning

among parents with children enrolled this academic year. Learners in rural locations

with limited internet access and no access to online learning are also considered (Olivo,

2021). Each S.L.M. outlines the learning competencies that students should develop. It

also contains a test to measure the students' past knowledge of the subject. It

comprises exercises or studies to assist students in connecting the dots between the

current and past sessions (Sadiq, Zamir, 2014).

Modular learning is a type of remote learning that use Self-Learning Modules

(S.L.M.) and is extremely handy for the majority of average Filipino students. It was also

the most desired learning system for children by most parents/guardians (Natividad,
2021). The S.L.M. is based on the Department of Education's most essential learning

competencies (MELCS). Furthermore, in modular distance learning, teachers monitor

the learners' progress. Students can contact the teacher via email, phone, text, or

instant messaging (Dargo, Dimas, 2021). The teacher will provide remedial activities for

kids who are having difficulty. Because education takes place at home, parents play an

essential role as facilitators. Their crucial role in modular learning is to connect with and

guide their child (Agarin, 2021).

On the other hand, a module is defined as a self-contained unit of work in the

course of instruction and a teaching approach based on the concept of gaining skills

and information in discrete units (Gumapac et al., 2021). A module is a collection of

learning opportunities arranged around a particular topic and includes parts of

instruction, specific objectives, teaching-learning activities, and evaluation using

criterion-referenced measurements (Collado et al., 2021). According to the

"Effectiveness of Modular Teaching at Secondary Level," modular learning groups

perform much better than standard teaching groups. Positive modifications in teaching

style were also encouraged by modularization (Agarin, 2021).

2020 has been a fascinating moment in which the Philippines has been at the

pinnacle of hardship as the Covid-19 virus continues to devastate the country's

economy, health, culture, and education (Ambayon, 2020). Face-to-face sessions are

still prohibited due to the growing number of affected patients and the threat of new

coronavirus strains. As a result, Modular Distance Learning has become the most often

used modality in locations where the internet is inaccessible for online learning (Lim,

2016).
 Our country placed tenth in upload speed and sixteenth in download speed

among 87 countries while ranking 21st in 4G availability (72.4%), trailing Albania, Brazil,

and Tunisia, among others. As a result of the poor upload and download speeds, it is

possible to conclude that online distance learning is not suitable for usage by students

across the country (Dargo, Dimas, 2021; Natividad, 2021).

Modules are used to encourage students to learn on their schedule. One of the

benefits of using modules for training is the improvement of self-study or study skills.

Students participate actively in studying the principles of the subject. Completing the

module's tasks builds a sense of accountability (Naboya, 2019). They are increasing

their ability to learn independently, with little or no aid from others.

On the other hand, the teacher can monitor the kids' progress (Nardo, 2017).

Students can contact the teacher using email, text message, or messenger chat. If at all

practicable, the instructor should visit youngsters at home who require remediation or

assistance. Once a week, parents and guardians receive printed modules from their

children's teachers. Before the week's conclusion, students should have completed all

assignments and gotten their grades (Gonzales, 2015; Reyes et al., 2017).

The teacher is in charge of keeping track of the students' progress. Students can

contact the teacher via email, text message, or messenger chat. If possible, the

instructor should visit children at home who need remediation or support (Yazon, 2017).

Parents or guardians receive printed modules from their children's teachers weekly.

Students should have completed all the tasks and reported their grades before the end

of the week. Parents are increasingly functioning as educators alongside teachers as

education is no longer limited to the classroom (Olivo, 2021).

 Many advantages are offered by modular distance learning. This still has some

aspects, however, that fall into disadvantages. This research will therefore be carried

out to present results on the effectiveness of modular distance learning in teaching

Grade-8 students.

The framework of the Study

Strategies
to reduce
dropouts

Engagement Modular
Student Quality
and Student Distance
motivation assurance
motivation to engagement Learning
learn

Instructional
design and
development

Figure 1. The framework of the study.

The structure was based on the research that Musingafi et al. (2015) performed.

The structure of the analysis shown in Figure 1 shows the relationship between

dependent and independent variables. In the analysis, the independent variable is

modular distance learning, while the dependent variable is its effect on teaching Grade-

8 students.
 To sustain student interest and motivation, teachers and the school should also

have a quality assurance and vision of a performance production for modular distance

learning like the normal participation in the classroom, as shown in the figure. In

addition, before the start of modular distance learning, plans should have been

prepared. This is for student dropouts to be eliminated. These techniques would make

students more involved and inspired to learn with the support and involvement of the

school's educational design and growth.

Statement of the Problem

The research aimed to record and assess the effects of the modular distance

learning approach in effectively teaching Grade-8 students. In addition, this study was

intended to document feedback and opinions regarding the difficulties that modular

distance learning students face. The researcher required, ultimately, to obtain answers

to the questions mentioned:

1. What is the respondents’ demographic profile with respect to:

a. Age?

b. Gender?

2. What are the insights of the students about the modular distance learning

approach in terms of:

a. their readiness for the said modality?

b. The teaching and learning activities provided by their educators?

3. How does modular distance learning affect the excitement or motivation of the

students in studying and understanding their lessons?

 4. What are the difficulties of the students engaged in modular distance learning?

5. How effective is modular distance learning as a modality of teaching?

Research Hypothesis

For the analysis, the undermentioned hypothesis was formulated:

Ho: In terms of the respondents' profiles, the analysis revealed a relationship

between the effectiveness of modular distance learning in teaching education to Grade-

8 students.

Ha: In terms of the respondents' profiles, the analysis revealed that there is no

relationship between the effectiveness of modular distance learning in teaching

education to Grade-8 students.

Scope and Delimitation of the Study

The study is limited in the documentation and presentation of the effectiveness of

modular distance learning in teaching Grade-8 students. It is limited in enumerating their

difficulties and the strategies for the students to engage more and motivate them in the

new normal teaching modality. Further, the study will be conducted until enough data is

collected. Respondents will be chosen randomly, and their age and gender will not be

considered. Lastly, the study will be conducted from June to December 2022.
Significance of the Study

The findings of the analysis would benefit significantly from the following:

● Modular Distance Learning Students – results are beneficial in the way that

they will provide strategies and techniques on how to become more engaged and

be more motivated to modular distance learning.

● Teachers/Professors – the study is beneficial because it will enlighten them in

assessing their students and give them ideas on how to reduce student dropouts

and make their students more active and participative.

● Future Researchers – results of the study will be helpful since they will serve as

the basis for future studies. Results will be their examples of how to come up with

the desired output.

● School Administration – since the study will present strategies to attract more

students and motivate them to participate, the school administration will know

how to train their teachers in online distance learning.

Definition of Terms

● Modular Distance Learning – a learning environment in which students and

teachers are approached by providing modules. This is defined in the analysis as

the independent variable.

● Dropouts – one of the drawbacks raised is that students appear to withdraw

from their program without any structured procedure due to some factors, such

as the lack of technical resources and dedication and encouragement to pursue

O.D.L.
● Quality Assurance – is one method that should be introduced to provide

learners with the best education and more information.

● Self-Efficacy – this is considered a category under student motivation in which a

person has such an ability to become successful and achieve their goal.

● Performance Goal – like self-efficacy, this is also a motivated category in which

a student tends to give all their output to accomplish their aim.

 CHAPTER II

Review of Literature

Introductory Statement

This chapter presents the different published literature related to the study. The

literature utilized will be the basis of the researcher for validation. Furthermore, these

articles were also used to provide sufficient information that this study wanted to

document.

Conceptual Literature

Learners Teachers Institutions

Needs Needs Needs

Modular Design
Process

Module Module Learning

Rationale Aims Outcome

Learning
Support

Figure 2. The conceptual literature.

Local Studies

The COVID-19 pandemic's worldwide presence has badly impacted the global

education system. For instance, the majority of nations temporarily closed schools and

other educational institutions to stop the Corona Virus from spreading. The potential for

social interaction, crucial to learning and growth, is lost when educational institutions are

closed to students and teachers (Quinones, 2020). The basic education learning

continuity strategy, according to DepEd Secretary Briones, is how the Department of

Education is addressing the difficulties brought on by the coronavirus outbreak (Tria,

2020). The Department of Education implemented Modular Distance Learning to

preserve the education of millions of Filipino students and help every school fulfill its

objective and vision of giving every Filipino student a quality education (Bernardo,

2020).

Students' lives are significantly shaped by their education. One of the critical

components in delivering high-quality learning is the teacher. Numerous changes

occurred in the educational environment due to COVID-19's establishment in the

Philippines. The Department of Education's implementation of the manner of instruction

is one of these (Nardo, 2017). Most education systems have been forced to adopt face-

to-face teaching and learning alternatives because of the current COVID-19 dilemma.

Many educational systems relocated activities online to continue teaching despite

school closures (Lim, 2016). The transition of teaching and learning in schools to

modular distance learning made it more difficult for school staff to provide a

foundational, high-quality education. DepEd officials always seek ways to address

issues and provide teachers and school administrators with the skills they need to be

more productive in modular remote learning (Gonzales, 2015).

Due to the COVID-19 epidemic, face-to-face learning between students and

teachers has been suspended within the institution. As an immediate response to

ensure educational continuity, this epidemic has paved the way for the introduction of

modular distance learning. The Philippines is currently adjusting to the new normal form

of education, and the success of this process depends on educators' ongoing

innovations and the active participation of other stakeholders (Aksan, 2021; Bagood,

2020).

The Department of Education implemented Modular Distance Learning to

maintain continuity in education and ensure that every school continues to fulfill its

mission and vision: to offer high-quality instruction to every Filipino learner. Distance

learning is a method of delivering education in which the teacher and the students

interact while physically separated during instruction. This modality has three variations:

T.V./radio-based instruction, online distance learning, and modular distance learning

(Dangle, Sumaoang, 2020; Lapada et al., 2020).

Distance learning is a form of the educational delivery system in which a teacher

imparts knowledge to pupils who are geographically apart. In our nation, M.D.L.s are the

most prevalent kind of DL. MDL is now used in all public schools after a DepEd poll

revealed that 8.8 million parents supported it. Learning with printed modules is the most

well-liked form of distance learning among parents of students this academic year

(Malipot, 2020). We also consider the needs of rural students who lack access to online

education and have poor internet connectivity. The learning competencies that students
should acquire are included in each S.L.M. An exam to evaluate the students' past

knowledge of the subject is also included. It also incorporates exercise or study to assist

students in making connections between the present and earlier lessons. There is a

section where you may find out more about the brand-new lesson (Montemayor, 2020).

A session report and separate practice exercises are also included. It provides activities

to help students assess how well they are doing at achieving the learning skill. It

consists of lesson-related training designed to enhance the learner's skills or

knowledge. The module's final component contains every activity's outcomes (Martinez,

2020).

The most well-liked form of distance education is modular learning. According to

a survey by the Department of Education (DepEd), learning through printed and digital

modules emerged as the most preferred distance learning method for parents with

children who are enrolled this academic year. As a result, this learning modality is

currently used by all public schools in the Philippines. This considers that students in

remote locations without internet access cannot participate in online learning (Gonzales,

2015; Aksan, 2021).

It was found that the preparation of modules in all topics for all grade/year levels

throughout four quarters starting in May 2020 by the teaching staff and Education

Program Supervisors was done in compliance with the "Most Essential Learning

Competencies" (Magsambol, 2020). These self-study modules are already regarded as

learning packages that include a pre-test, a conversation, and evaluation/assessment

tasks. The modular learning class schedule they are provided to all students. Public

school teachers all around the Philippines have embraced this method of instruction.
Despite the pandemic, teachers are essential to maintaining a high standard of

instruction. A study found that teachers were very aware of the COVID-19 pandemic's

existence and effects (Olivo, 2021).

The teacher's duty of keeping track of the students' progress falls. The teacher

can be contacted by the students via email, phone, text message, and instant

messaging, among other methods. When practical, the instructor should visit students

who need help or remediation at home (Collado et al., 2021). Teachers or Local

Government Officials will distribute printed modules to pupils, parents, or guardians. On

the other hand, parents collaborate with instructors in the classroom since education is

no longer confined to the school setting. As home facilitators, parents are essential.

Their primary responsibility in modular learning is interacting with the students and

mentoring them (Gumapac et al., 2021).

Teachers continue to assist pupils by creating modules as their learning guides

despite the COVID-19 pandemic's risks. As a result, the teacher acts as a catalyst for

the student's growth as a person and as a member of their community and society.

Studies emphasized that teachers should also discuss their issues with modular distant

learning (Ambayon, 2020). They have attended several training sessions and seminars

as the front-line educators in the educational system have also been emphasized. This

is because the department trains teachers for professional development and prepares

them for unforeseen eventualities (Anthony, 2020).

Parents and guardians have a variety of responsibilities in modular learning,

including Module-ator, Bundy-clock, and Home Innovator, according to the Department

of Education (DepEd). Depending on the arrangement between the parents and the
school, the Module-ators are responsible for collecting the printed Self-Learning

Modules (S.L.M.s) and delivering them to the barangay halls or schools at the start and

end of each week (Baticulon, 2020). They are required to verify their child's timetable or

weekly plan as a Bundy-clock. Because there are so many courses or tasks, they must

ensure that everything is done correctly to prevent cramming or submission delays,

which could impact the child's performance. Finally, to help their child focus more on

learning, home innovators need to give their kids a conducive learning environment. It

must be a quiet, distraction-free home area that is adequately ventilated and lit (Cariño,

2021).

According to the study, modular instruction is more effective in the teaching-

learning process than traditional teaching approaches since it allows students to learn at

their own pace. The students are stimulated, and their interest is piqued by the

unfettered self-learning method that includes quick reinforcement and comments that

are added to practice exercises (Rizaldo, 2007). As a result, this type of learning

modality strengthens the student-centered learning strategy. However, the introduction

of modular instruction brought about several difficulties for parents, students, and

teachers. According to the study, the primary issues were a lack of school money for the

development and delivery of modules, students' difficulties with independent learning,

and parents' lack of expertise in academic guidance for their child(ren) (Naik, 2018;

Magsambol, 2020).

Independent study is encouraged by the usage of modules. Developing improved

self-study or learning skills among students is one advantage of employing modules for

instruction. The students actively learn the principles covered in the curriculum
(Montemayor, 2020). Completing the tasks outlined in the module gives them a sense of

responsibility. The students advance independently with little to no help from others

(Dangle, Sumaoang, 2020). They are becoming independent and learning how to learn.

Additional benefits of modular instruction include better adaptability of instructional

materials, increased diversity and flexibility for teachers and staff, and increased choice

and self-pacing for students (Tria, 2020).

Foreign Studies

Researchers and practitioners have paid close attention to e-learning. In many

educational institutions, various e-learning platforms and services have been

introduced. E-learning practices, however, have a lot of shortcomings. Creating,

maintaining, and delivering online courses is challenging (Wu et al., 2010). Additionally,

e-learning solutions in education have been the subject of numerous analyses. Using e-

learning to assist in-person instruction is one way to improve students' achievement in

school (Tselios et al., 2011). A new e-learning model dubbed "rapid e-learning" should

be considered while discussing e-learning in education. This strategy enables

businesses to produce e-learning more rapidly, more conveniently, and for less money

than they could with conventional e-learning (Tran, 2016).

When creating an e-learning course, curricular requirements, development

resources, and tools must be considered. Teaching and learning methodologies must

also be carefully examined. A quick e-learning course's modular structure can help with

teaching, course design, delivery, and student development (Tarman, 2016). Lecture

modules give classes flexibility, richness, scripts, interfaces, and tutorials. The course

modules should also allow the instructor to add, pause, change the order of the topics to
be presented, or present information chronologically and sequentially. A core foundation

and the necessary modules are joined to create a course that is specifically customized

using a modular course architecture (Lavrov et al., 2017).

The flexibility of modular course design allows for the interchangeability,

portability, and transferability of digital learning objects, modules, and course materials.

The modules can be improved separately from one another, so if one module fails, it will

not affect the performance of the others. With a modular design, any module can be

added or replaced without affecting the other modules without needing expert

assistance. One module can be reused in multiple systems because of modular

architecture (Martineau et al., 2020; Pribadi, Susilana, 2021).

A group of educational materials created as a single educational product is called

modular content. Each educational tool performs like a building block: it is autonomous

and complete but can also be combined with other building blocks. An online course is

regarded as having been designed utilizing a modular course design when composed of

some learning objects (Alebaikan, Troudi, 2019). Most scholarly text-based materials

are edited, proofread, and arranged properly. They have outstanding sound quality

using audio-based materials (Barshay, 2018). When it comes to audio-visual

presentations, they have great sound and suitable graphics to match what is being

spoken. The success of pairing a learning object with other learning objects may be

hampered by materials that do not adhere to scholarly publishing standards (Steinmayr,

2019).

The adoption of competency-based training-focused government policies has

spurred the creation and widespread use of modular courses in vocational education,
particularly in Australia and the United Kingdom (Bekesiene et al., 2021). In Scotland

and Sweden, the creation of successful vocational education systems has been largely

credited to modularization, which has been deemed admirable by other nations.

However, it should be noted that modularization is not a recent development. This

method of content structure for presentations has been utilized for a long time (Wu et

al., 2010).

According to pragmatic considerations, modularization, which has several

benefits, is expected to remain a crucial method of organizing and presenting content in

vocational education systems for the foreseeable future. It is reasonable to adopt a

critical mindset and draw from the psychology of learning to provide insights to aid in

effective modular course design and implementation in light of the concerns that are

surfacing regarding the effectiveness of learning outcomes with this method of

presenting (Jethro et al., 2012; Dickey, 2010). The U.K. and other nations where

competency-based training and modularization have grown closely related have

highlighted this worry. Concerns expressed reflect various viewpoints, including

competency-based training, overall training effectiveness, and sociology of education

(Rientes, Toetenel, 2016).

Course information, whether theoretical or practical, is packaged into shorter,

logically self-contained parts that together cover the material that would be delivered by

a typical, longer course (Stefanovic, 2013). For those who support it, the goal is to be

able to evaluate performance and learning before moving on to a new topic or unit for

which the first module is a prerequisite. In contrast to more traditional courses, failures

in modular courses do not compel students to spend time reviewing material they have
already mastered. Instead, students can focus on the modules where they could not

demonstrate their proficiency (Czajka et al., 2019).

CHAPTER III

Methodology

Introductory Statement

This chapter contains the research design, locale, respondents, sampling

procedures, research instrument, data gathering procedure, and statistical data

treatment.

Research Design

Research design is vital step researchers take to consider their research and

concerns. It is a well-developed, designed, and structured design used for a particular

study as a basis for obtaining data. In addition, it is also known as a "blueprint of

conducting a study with maximum control over variables that may interfere with the

validity of the results and explains how, when, and where to collect and analyze the

information. Finally, it is intended to address the general research resources provided

by the researcher to the respondents to test the research hypothesis.

This analysis will use a descriptive research design method in which the

researcher will present such questionnaires to collect data that serve as a research

instrument. It is a descriptive analysis because it has objectivity and neutrality that can
explain how accurate analysis is or how life works. This research aims to accurately

envision and represent participants, thus using a research design that will include

surveys, evaluations, interviews, and observations.

Research Locale

This study will be conducted in Leyte Division – Area 1. Questionnaires during

the data gathering will be administered to Grade-8 students with their consent. Table 1

shows the schools located in Area 1.

Table 1. Study sites.

SCHOOLS IN AREA 1 – LEYTE DIVISION

1. Alangalang Agro-Industrial School
2. Alangalang National High School
3. Astorga National High School
4. Borseth National High School
5. Trinidad Caidic National High School
6. Mariano Salazar National High School
7. Emeterio-Federico Gerez National High School
8. Juan Turismo National High School
9. Malibago National High School
10. Pasulhugon National High School
11. Anahaway National High School
12. Kauswagan National High School
13. Palo National High School
14. Palo National High School – Pawing Annex
 15. San Joaquin National High School
16. San Miguel National High School
17. Sta. Cruz National High School
18. Cabatianuhan National High School
19. Sta. Fe National High School
20. Killing National High School
21. Tanauan National High School
22. Tanauan School of Arts and Trades
23. Tanauan School of Craftsmanship and Home Industries
24. Daniel Z. Romualdez State Comprehensive School of Fisheries
25. Tolosa National High School
Respondents

Data will be collected from a critical informant interview with the respondents.

Grade-8 students from the 25 schools of Area 1 – Leyte Division will be the research

respondents. Respondents will be chosen randomly without any specifications on their

age and gender. However, their knowledge about the research topic will be given great

importance. Thus, the researcher will choose knowledgeable respondents about

modular distance learning and its effectiveness in their education. In short, the inclusion

criteria will be Grade-8 students of the said research locale, not minding their age and

gender. On the other hand, exclusion criteria will be students enrolled in different

schools and grades.

Sampling Procedures
 Since this is a quantitative type of research, the study will be conducted through

a purposive sampling method. This means the researcher will be randomly choosing

Grade-8 students in the research locale of this study. The sampling design to be used is

purposive sampling because it is a judgmental, selective, or subjective type, non-

probability sampling where the researcher will select members of the population to

participate in the survey or the answering questionnaires.

This study will be conducted in the 25 secondary schools of Area 1 – Leyte

Division to gather the data.

Research Instrument

The research instrument was made by the researcher based on the published

journals used as related literature in this study. However, the researcher modified the

questionnaire or research instruments from the published studies to avoid plagiarism.

Data Gathering Procedure

Before the formulation of the title, the researcher downloaded published journals

to identify if enough related literature could be used throughout the study. This ensures

that the researcher will have enough samples for the data analysis. Consequently, the

development of the different chapters was based on the information provided by the

related literature.

During the data gathering, the researcher will formulate a letter of a request

enclosing his interest in conducting research and gathering data. After being checked
by the thesis adviser, the note will be sent to the school principal for approval. Once the

respondents agree, further steps will be taken.

Data gathered from interviews, personal conversations, and questionnaires will

be listed and documented. A phone recorder during discussions and private chats will

be used to avoid forgetting the data mentioned.

The questionnaire will be distributed to the respondents. Ethical consent to

perform the study, respondent demographics, and adapted survey questions were

included in the research instrument. Validity of the questionnaire will be conducted, and

approval from the thesis adviser will be needed to proceed to the distribution of survey

forms. Data will be gathered and collated in Microsoft Excel and imported to IBM SPSS,

where all statistical tests will be performed.

Statistical Treatment of Data

Statistical analysis, such as weighted mean, frequency, and Cronbach's alpha,

will be carried out using IBM SPSS to determine the average and frequency of

responses of each of the scales in the questionnaire. Descriptive statistics of the

answers to the survey will be presented in graphs and tables with the percentage of

responses displayed. The reliability and consistency of question items will be analyzed

using Cronbach's alpha.

References:

Agarin, M.A.L., 2021. The Challenges and Status of Modular Learning: Its Effect to

Students’ Academic Behavior and performance. EPRA International Journal of

Multidisciplinary Research.

Aksan, J.A., 2021. Effect Of Modular Distance Learning Approach To Academic

Performance In Mathematics Of Students In Mindanao State University-Sulu

Senior High School Amidst Covid-19 Pandemic. Open Access Indonesia Journal

of Social Sciences, 4(4), 386-409.

Alebaikan, R., Troudi, S., 2019. Blended learning in Saudi universities: Challenges

and perspectives. Research in Learning Technology, 18(1), 45-59.

Ambayon, E., 2020. Modular-based approach and student’s achievement in

literature. International Journal of Education and Literary Studies, 8(3).

Amboyan, C., 2019. Modular-based approach and students’ achievement in

literature. International Journal of Education & Literacy Studies IJELS, 8(3):32-36.

Anthony, M., 2020. DepEd learning delivery modalities for School Year 2020-2021.
Bagood, J.B., 2020. Teaching-learning modality under the new normal. Philippine

Information Agency.

Bakia, M., Shear, L., Toyama, V., Lasseter, A., 2012. Understanding the

implications of online learning for educational productivity. Center for Technology

in Learning.

Barshay, R., 2018. A predictive study of student satisfaction in online education

programs. The International Review of Research in Open and Disturbed Learning,

14(1), 16.

Baticulon, R., 2020. Barriers to online learning in the time of COVID-19: A national

survey of medical students in the Philippines. Medical Science Educator, 31, 615-

626.

Bekesiene, S., Vasiliauskas, A.V., Hoskova-Mayerova, S., Vasiliene-

Vasiliauskiene, V., 2021. Comprehensive assessment of distance learning

modules by Fuzzy AHP-TOPSIS method. Mathematics, 9(4), 409.

Bernardo, J., 2020. Modular learning most preferred parents: DepEd.

Cariño, S.S., 2021. New learning approach in the new normal. Sunstar.

Collado, Z.C., Rodriguez, V.R., Dueñas III, Z.D., 2021. Children’s engagement in

self-learning modules (SLMs) amid the pandemic: a predictive analysis on the role

of internet access, household food security, and parental involvement to modular

classes. Education 3-13, 1-14.

Czajka, C.D., McConnell, D., 2019. The adoption of student-centered teaching

materials as a professional development experience for college faculty.

International Journal of Science Education, 41(5), 693-711.

Dangle, Y.R.P., Sumaoang, J.D., 2020. The implementation of modular distance

learning in the Philippine secondary public schools. 3rd International Conference

on Advanced Research in Teaching and Education.

Dargo, J.M., Dimas, M., 2021. Modular Distance Learning: It’s Effect in the

Academic Performance of Learners in the New Normal. JETL (Journal of

Education, Teaching and Learning), 6(2), 204-208.

Dickey, M., 2010. The impact of web-logs (blogs) on student perceptions of

isolation and alienation in a web-based distance-learning environment. Open

Learning: The Journal of Open, Distance and e-Learning.

Gonzales, E.E., 2015. A Modular Approach Utilizing Decision Tree in Teaching

Integration Techniques in Calculus, Department of Arts, Sciences and Teacher

Education, City College of Calamba, Calamba City, Laguna, Philippines.

Gumapac, J.R., Aytona, E.M., Alba, M.G.R., 2021. Parents Involvement in

Accomplishing Students Learning Tasks in the New Normal. International Journal

of Research in Engineering, Science and Management, 4(7), 367-380.

Jethro, O.O., Grace, A.M., Thomas, A.K., 2012. E-learning and its effects on

teaching and learning in global age. International Journal of Academic Research in

Business and Social Science, 2(1).

Lapada, A.A., Miguel, F.F., Robledo, D.A.R., Alam, Z.F., 2020. Teacher’s COVID-

19 awareness, distance learning education experiences and perceptions towards

institutional readiness and challenges. International Journal of Learning, Teaching

and Educational Research, 19(6).

Lavrov, E., Barchenko, N., Pasko, N., Borozenec, I., 2017. Development of models

for the formalized description of modular e-learning systems for the problems on

providing ergonomic quality of human-computer interaction. Eastern-European

Journal of Enterprise Technologies, 2(86), 4-13.

Lim, E., 2016. Effectiveness of Modular Instructions in Word Problem Solving of

BEED Students.

Magsambol, B., 2020. Mistakes were mad: Errors in DepEd distance learning

materials.

Malipot, M.H., 2020. Teachers air problems on modular learning system. Manila

Bulletin.

Martineau, M.D., Charland, P., Arvisais, O., Vinuesa, V., 2020. Education and

COVID-19: Challenges and opportunities. Canadian Commission for UNESCO.

Martinez, M.D., 2020. Modular distance learning: How well does it bridge the gap?

Montemayor, M.T., 2020. Education goes on amid COVID-19 through DepEd’s

continuity plan.

Musingafi, M.C.C., Mapuranga, B., Chiwanza, K., Zebron, S., 2015. Challenges for

open and distance learning (ODL) students: Experiences from students of the

Zimbabwe Open University. Journal of Education and Practice, 6:18.

Naboya, D., 2019. Effect of Modular Approach on the Level of Achievement of

Students in Inorganic Chemistry.

Naik, N., 2018. Importance of extracurricular activities in school life.

Nardo, B., 2017. Modular Instruction Enhances Learner Autonomy.

Natividad, E., 2021. Perceived Effectiveness of Self Learning Modules in the

Implementation of Modular Distance Learning in the Elementary Level. Available

at SSRN 3889429.

Olivo, M.G., 2021. Parents’ Perception on Printed Modular Distance Learning in

Canarem Elementary School: Basis for Proposed Action Plan. International

Journal of Multidisciplinary: Applied Business and Education Research, 2(4), 296-

309.

Pribadi, B.A., Susilana, R., 2020. The use of mind mapping approach to facilitate

students’ distance learning in writing modular based on printed learning materials.

European Journal of Educational Research, 10(2), 907-917.

Quinones, M.T., 2020. DepEd clarifies blended, distance learning modalities for

SY 2020-2021. Philippine Information Agency.

Reyes, Y.D., De Guia, R.G., 2017. Development of English worktext in English

101. International Journal of Science and Research (IJSR).

Rienties, B., Toetenel, L., 2015. The impact of learning design on student

behaviour, satisfaction and performance: A cross-institutional comparison across

151 modules. Computers in Human Behaviour, 60, 333-341.

Rizaldo, R., 2007. Comparative effects of modular and traditional methods in

teaching Analytic Geometry. A Publication of Research and Educational

Development Training Institute, 6.

Sadiq, S., Zamir, S., 2014. Effectiveness of modular approach in teaching at

university level. Journal of Education and Practice, 5(17), 103-109.

 Stefanovic, M., 2013. The objectives, architectures, and effects of distance

learning laboratories for industrial engineering education. Computers & Education,

69, 250-262.

Steinmayr, R., 2019. The importance of students’ motivation for their academic

achievement – Replicating and extending previous findings. Frontiers in

Psychology, 10.

Tarman, B., 2016. Innovation and education. Research in Social Sciences and

Technology, 1(1), 77-97.

Tran, K.N.N., 2016. The adoption of blended e-learning technology in Vietnam

using a revision of the technology. Acceptance model. Journal of Information

Technology Education Research, 15, 253-282.

Tria, J.Z., 2020. The COVID-19 pandemic through the lens of education in the

Philippines: The New Normal.

Tselios, N.K., Daskalakis, S., Papadopoulou, M., 2011. Assessing the acceptance

of a blended learning university course. Educational Technology & Society, 14(2),

224-235.

Wu, J.H., Tennyson, R.D., Hsia, T.L., 2010. A study of student satisfaction in a

blended e-learning system environment. Computers & Education, 55(1), 155-164.

Yazon, D., 2017. Validation and Effectiveness of module in Assessment of

Students Learning.