Modular Learning Approach: Its Effectiveness in Teaching Grade 7 Araling

Panlipunan among the Students of Lyceum of the East-Aurora

CRISTEL ANNE A. LLAMADOR

Master in Education

February 2021

i
Modular Learning Approach: Its Effectiveness in Teaching Grade 7 Araling
Panlipunan among the Students of Lyceum of the East-Aurora

CRISTEL ANNE A. LLAMADOR

Institute of Graduate Studies

Colegio de Dagupan
Arellano Street, Dagupan City

Master in Education

Major in Educational Leadership

February 2021

ii
 COLEGIO DE DAGUPAN
Approval Form

In partial fulfillment of the requirements for the degree MASTER IN

EDUCATION, the completed action research paper entitled “Modular Learning
Approach: Its Effectiveness in Teaching Grade 7 Araling Panlipunan among the
Students of Lyceum of the East-Aurora”, prepared and submitted by CRISTEL
ANNE A. LLAMADOR and is hereby endorsed for approval.

JIMMY A. LAROYA, Ph. D.

Adviser

This is to certify that the completed action research paper mentioned above
submitted by CRISTEL ANNE A. LLAMADOR has been approved and accepted on
March 2021 by the Oral Examination Committee.

FELIZA ARZADON-SUA, Ed. D.

Chairman

REYNALD JAY F. HIDALGO, Ph.D.

Member

APPROVED and VERIFIED as partial fulfillment of the requirements for the

degree Master in Education on March 2021 with a grade of _____________________.

FELIZA ARZADON-SUA, Ed.D.

Dean

iii
 Abstract

Despite of the CoViD-19 pandemic situation, education must continue and most
Filipino students together with their parents preferred the modular learning approach
among the different learning modalities and approaches offered by the Department of
Education. This learning approach also uses by the Grade 7 students in Lyceum of the
East-Aurora. This learning modality is conducted through the use of learning modules
which distributed by teachers to the parents’ of Grade 7 learners and retrieved depends
upon the learning time or duration of a specific modules. Each students received a self-
learning modules with assessment to identify their performance from the particular
competencies considered by the DepEd as most essential learning competencies.

This action research was conducted primarily to identify the Grade 7 students’
performance in Araling Panlipunan for the school year 2020 -2021 at Lyceum of the
East-Aurora, District of Maria Aurora East, Schools Division of Aurora through the use
of modular learning approach.
The research aimed to find out the performance of the Grade 7 students in Araling
Panlipunan during Pre-test and Post-test and if there is a significant difference in the level
of performance of the Grade 7 students in Araling Panlipunan when they were exposed to
modular learning approach.
There were thirty (30) Grade 7 students who were subjected as respondents in this
action research. The comparison group pre-test and post-test design method was
employed in the study. Standardized pre-test and post-test Araling Panlipunan
examination was the tool utilized to gather the needed data.
Results revealed that there was a significant difference in the performance of the
Grade 7 students in learning through the use of modular learning approach in Araling
Panlipunan. Achievement gap between the pre-test and the post-test was 46.67% which
implied that modular learning modality was also an effective alternative learning
approach in the distance learning during the CoViD-19 pandemic situation. The null
hypothesis was also rejected in this study since the mean difference of 4.90 in the scores
was calculated.

iv
 Acknowledgment

The researcher would like to take this opportunity to express her deepest
appreciation to all the people who have supported her in this venture and have brought to
her professional development.

Dr. Jimmy A. Laroya, her dissertation adviser, for his innumerable suggestions,
expert guidance, constructive criticisms, and encouragement which made this study a
reality.

Dr. Feliza Arzadon-Sua, Dean of the Graduate School, for the approval and for
his valuable knowledge, suggestions, and support to finish the study.

Dr. Reynald Jay F. Hidalgo, Members of the Screening Committee, for their
significant critics and suggestions for the improvement of the research work.

Dr. Cris Dan S. Barcelo, her Statistician and content/reader critic, for his
significant suggestions and patience in editing the manuscript.

DepEd SDO- Aurora and the Principal of Lyceum of the East-Aurora, for
their approval in conducting this research in the Schools Division of Aurora in Lyceum of
the East-Aurora particularly.

Grade 7 students and parents of Lyceum of the East-Aurora, for their support
and active participation from the very beginning of this research.

Her friends and Co-teachers, for their support and words of encouragement to
finish this study.

Her loving family who inspired her throughout the study.

Lastly to the ALMIGHTY GOD, for the gift of life and for HIS blessings and
eternal guidance.

CRISTEL ANNE A. LLAMADOR

The Researcher

v
 Dedication

This study is wholeheartedly dedicated to the researcher’s family who has been

her source of inspiration and strength every time she tries to give up and who continually

provided her moral, spiritual, emotional and financial support.

To her friends, mentors and colleagues who shared their words of advice and

encouragement to finish this study.

Lastly, this research is dedicated to the Almighty God, for the guidance, strength,

power of mind, protection and skills and a healthy life.

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 Table of Contents

Page

Title Page ……………………………………………………………………….. i

Approval Form …………………………………………………………………. iii
Abstract ………………………………………………………………………… iv
Acknowledgement …………………………………………………………….. vi
Dedication ……………………………………………………………………… vii
Table of Contents ………………………………………………………………. viii
List of Tables …………………………………………………………………… ix
List of Figures ………………………………………………………………….. x

Chapter
1 INTRODUCTION
Background of the Study ………………………………………. 1-13
Conceptual Framework ………………………………………… 14-15
Paradigm of the Study …………………………………………. 16
Statement of the Problem ………………………………………. 17
Hypothesis ……………………………………………………… 17
Significance of the Study ………………………………………. 17-19
Scope and Limitation …………………………………………… 19-20

2 METHODOLOGY
Research Design ………………………………………………… 21-23
Sources of Data ……………………………………………......... 23
Instrumentation and Data Collection …………………………… 24
Tools for Data Analysis ………………………………………… 24-25

3 RESULTS AND DISCUSSION ………………………………… 26-30

4 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

………………………………………
Summary .. …………………………………………………….. 31
Conclusions …………………………………………………….. 32
Recommendations ……………………………………………… 33-34

Bibliography ... …………………………………………………………………. 35-37

Appendices ……………………………………………………………………… 38-65

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 List of Tables

Table Title Page

1 Significant Difference in the Level of Performance of the Grade 7 25

Students in Araling Panlipunan in Modular Learning Approach

2 Mean Difference of the Pre-Test and Post-Test Results 27

List of Figures

viii
Figure Title Page

1 Paradigm of the Study on the Effectiveness of the Performance of 15

the Grade 7 Students in Araling Panlipunan through Modular
Learning Approach

2 Graphic Presentation of the Performance of the Grade 7 Students in 24

Araling Panlipunan during the Pre-test and Post-Test

3 Graphic Representation of Pre-Test and Post-Test 26

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 Chapter I

INTRODUCTION

Background of the Study

Lyceum of the East - Aurora (LEA) is a private educational institution in Maria

Aurora, Aurora Province. It offers undergraduate programs in Accountancy, Accounting

Technology, Agribusiness Management, Criminology, Entrepreneurship, Tourism

Management, and Public Administration which are approved by the Commission on

Higher Education (CHED). Also available are TESDA-recognized courses such as

Computer Hardware Servicing NC II and Bookkeeping NC III, Senior High School and

Junior High School. Its mission is to protect and promote the right of every Filipino to

quality, equitable, culture-based, and complete basic education where students learn in a

child-friendly, gender-sensitive, safe and motivating environment. Teachers facilitates

learning and constantly nurture every learner. Administrator and staff, as stewards of the

institution, ensure an enabling and supportive environment for effective learning to

happen. Family, community and other stakeholders are actively engaged and share

responsibility for developing life-long learners.

The education disruption has had, and will continue to have, substantial effects

beyond education. Closures of educational institutions hamper the provision of essential

services to children and communities, including access to nutritious food, affect the

ability of many parents to work, and increase risks of violence against women and girls.

As fiscal pressures increase, and development assistance comes under strain, the

1
financing of education could also face major challenges, exacerbating massive pre-

COVID-19 education funding gaps. For low income countries and lower-middle-income

countries, for instance, that gap had reached a staggering $148 billion annually and it

could now increase by up to one-third. On the other hand, this crisis has stimulated

innovation within the education sector. We have seen innovative approaches in support of

education and training continuity: from radio and television to take-home packages.

Also, the CoViD-19 pandemic has created the largest disruption of education

systems in history, affecting nearly 1.6 billion learners in more than 190 countries and all

continents. Closures of schools and other learning spaces have impacted 94 per cent of

the world’s student population, up to 99 per cent in low and lower-middle income

countries. The crisis is exacerbating pre-existing education disparities by reducing the

opportunities for many of the most vulnerable children, youth, and adults – those living in

poor or rural areas, girls, refugees, persons with disabilities and forcibly displaced

persons – to continue their learning. Learning losses also threaten to extend beyond this

generation and erase decades of progress, not least in support of girls and young women’s

educational access and retention. Some 23.8 million additional children and youth (from

pre-primary to tertiary) may drop out or not have access to school next year due to the

pandemic’s economic impact alone.

Distance learning solutions were developed thanks to quick responses by

governments and partners all over the world supporting education continuity, including

the Global Education Coalition convened by UNESCO. We have also been reminded of

2
the essential role of teachers and that governments and other key partners have an

ongoing duty of care to education personnel. But these changes have also highlighted that

the promising future of learning, and the accelerated changes in modes of delivering

quality education, cannot be separated from the imperative of leaving no one behind. This

is true for children and youth affected by a lack of resources or enabling environment to

access learning. It is true for the teaching profession and their need for better training in

new methods of education delivery, as well as support. Last but not least, this is true for

the education community at large, including local communities, upon whom education

continuity depends during crisis and who are key to building back better. The COVID-19

crisis and the unparalleled education disruption is far from over. As many as 100

countries have yet to announce a date for schools to reopen and across the world,

governments, unions, parents and children are grappling with when and how to approach

the next phase. Countries have started planning to reopen schools nationwide, either

based on grade level and by prioritizing exam classes, or through localized openings in

regions with fewer cases of the virus.

Strengthening the resilience of education systems enables countries to respond to

the immediate challenges of safely reopening schools and positions them to better cope

with future crises. In this regard, governments could consider the following: focus on

equity and inclusion; reinforce capacities for risk management, at all levels of the system;

ensure strong leadership and coordination; and enhance consultation and communication

mechanisms.

3
 The massive efforts made in a short time to respond to the shocks to education

systems remind us that change is possible. We should seize the opportunity to find new

ways to address the learning crisis and bring about a set of solutions previously

considered difficult or impossible to implement. The following entry points could be to

the fore of our efforts: focus on addressing learning losses and preventing dropouts,

particularly of marginalized groups; offer skills for employability programmes; support

the teaching profession and teachers’ readiness; expand the definition of the right to

education to include connectivity; remove barriers to connectivity; strengthen data and

monitoring of learning; strengthen the articulation and flexibility across levels and types

of education and training.

The Araling Panlipunan (Social Studies) is a term describing a wide range of

studies in different fields involving current and past interactions and customs of the

people. Instead of focusing on the depth of any of the topics, social studies provides a

broad summary of human nature. Social studies is recognized as the name of a course

taught in elementary and high school, but it can also refer to the study of a particular

aspect of human society in some colleges around the world.

The goal of “Education for All 2015” and the K-12 Philippine Basic became the

basis of the K-12 Social Studies Curriculum. Education Curriculum Framework. They

aim to develop the skills needed in the 21st century to cultivate “functionally literate and

developed Filipino”. Therefore, it is ensured that the generated content, content standards

and performance standards in each grade can contribute in achieving such a goal. In

achieving this goal, the goal of the K-12 Social Studies Curriculum is to shape the critical

4
people, reflective, responsible, productive, environmentally friendly, nationally and

humane with a national and global perspective and appreciation of issues historical and

social. Contributing to this goal are adhering to the theory of learning constructivism,

collaborative learning, and experiential and contextual learning and the use of thematic-

chronological and thematic / conceptual methods, inquiry, integrative, interdisciplinary

and multisciplinary. In achieving this goal, the curriculum aims to shape thinking,

perfection and historical appreciation and so on. Discipline of student social studies by

simultaneously developing their knowledge and disciplinary skills. From first grade to the

twelfth grade, anchors are subject and content standards and performance standards each

unit on seven themes: I) people, environment and society 2) time, continuity and change,

3) culture, responsibility and nationality, 4) rights, responsibilities and citizenship 5)

power, authority and governance, 6) production, distribution and consumption 7) and

regional and global relations Meanwhile, the skills in various disciplines of social studies

such as creativity, critical thinking and wise decision making, research / investigation,

skills historical and Social Studies, and communication and expansion of the global

perspective, are simultaneously cultivated according to the necessary understanding and

student learning in an expanding manner.

In other words, the purpose of teaching K-12 Social Studies is to develop the

student's understanding of key historical ideas and issues, geography, politics, economics

and related social disciplines so that he can know, produce, be perfect and live (Pillars of

Learning). The curriculum emphasizes understanding and not memorizing concepts and

terminology. As proof of deep understanding, the student is it is necessary to develop its

5
own definition and interpretation of each subject under study and its translation into

another context especially its application in real life that has meaning in itself and in the

society in which he lives.

According to the Department of Education (2013), the AP curriculum aims to

cultivate youth with a definite identity and role as Filipinos participating in the life of

society, country and world. Simultaneously with the development of identity and

psychological ability is the understanding of the past and the present and the relationship

within society, between society and nature, and the world, how they change and evolve,

to shape an individual and collective future. To achieve these to this, it is important to

emphasize the related skills in Social Studies: investigation; analysis and interpretation of

information; research; communication, especially essay writing; and adherence to ethical

standards. To explore the vast and varied topics covered in Social Studies, this is the

cohesive theme that will guide the entire AP curriculum, based on themes developed by

the National Council for Social Studies (United States) .It is not expected that all themes

will be used in each grade of education because some of them, namely, for example, the

sixth theme, Production, Distribution and Consumption, are more appropriate to the

particular course (Economics) than others, although some of its concepts in the history of

the Philippines, Asia and the world will also be discussed. Adapt each theme to each

grade but to overall, the curriculum covers all themes. The relationship of man to society

and the environment is a fundamental concept in Social Studies. This theme emphasizes

being part of the human no not only in his community and environment but also in the

wider society and in nature. In this way, the student will understand the basic concepts of

6
geography, using maps, atlas and simple technological instruments, so that he can place

himself and the he includes the community, the influence of the physical environment on

man and society and the impact of human activities on nature, the mobility (progress) of

man and population, and the causes and effects of this mobility, the responsibility of the

individual as a member of society and the custodian of the environment and the

preservation of sustainable development.

It is important for the student to see the development of society from ancient

times to the present so that he can better understand himself and country and thereby be

able to form an identity (identity) as an individual and a member of society, nation and

world. Central to the study of people, society and the environment is the concept of time,

which serves as the basic context and foundation of understanding the changes in one's

life, of society he belongs to, and his environment. Chronological thought does not mean

memorizing human dates or names and place, although there are important historical

facts (facts / information) that the student should learn, but the recognition of the

difference of past to present, the continuation of beliefs, structures etc. over time, the

understanding of the concept of importance historical significance, appreciation of the

context of the event whether past or present, and the related abilities to understand in full

what happened and is taking place. Aside from that, culture refers to the totality of

beliefs, values, traditions, and ways of living of a group or society, with its products such

as language, art, and so on. The identity of the group and its members, who in the

Philippines and in the rest of the world are numerous and varied. There are aspects of

culture that change while others are continues to exist in the present. By studying this

7
theme, it is expected that the student will develop a unique identity as a youth, individual

and Filipinos, and understand and respect the different cultures in the Philippines.

Identity as a Filipino will be the basis of nationalism perspective, which in turn will help

develop a broader worldview.

According to McMurren (2007), AP curriculum also emphasizes the

psychological ability which is based on understanding the role of each other as citizens

and members of society and on recognizing and fulfilling rights and duties as a person

and citizen. It is the responsibility of the people to respect the rights of others, regardless

of their faith, political, cultural, gender, ethnic, skin color, clothing and personal choice

beliefs. This includes respecting the opinion of others even if they do not agree or like

their own thinking, and respect for the personality of anyone in the country and the

world. Understanding human rights and the responsibilities associated with them is an

integral part of the AP curriculum so that the learner can participate fully and

meaningfully in the life of the community, nation and world. Part of citizenship is

understanding the concept of power, its use in the country and in daily life, its meaning

and importance of democratic governance, and the type of government in the Philippines.

This theme also covers the Constitution, which states the right and the responsibility of

the people and the Filipino people. Understanding the concept of authority and leadership

at various levels and aspects of government, including heavy role as a leader, will be

discussed in the AP curriculum. Also the experience of countries in Asia and in other

parts of the world today and in past is the source of many examples and lessons on this.

In the study of the theme Production, Distribution and Consumption, the student can

8
apply these concepts in personal life and understand other concepts such as inflation,

GDP, deficit, which are common read in the newspaper or heard on the radio news. It is

also important for the student to understand the social impact of the decision of the

individual consumer and the companies, similar to the impact of their decision on

commodity prices or the impact of government policy on economic development, using

the method mathematical. This supports the purpose of the AP curriculum so that the

student can develop a national and global perspective and appreciation of the major social

and world issues. Asian Studies in Grade 7, World History in Grade 7, Economics in

Grade 9 and Contemporary Issues in grade 10. Knowledge of other countries can help in

understanding the place and role of the Philippines in the region and the world, and how

the Filipinos and the country in solving problems as members of the global community.

From those mentioned importance of Araling Panlipunan in holistic learning of

the Filipino students, as educators, we should strive to continue the learning of our

students’ with Araling Panlipunan. Exploring and implementing the modular learning

modality in the time of CoViD-19 pandemic should be the primary goal with the

objective of identifying its effectivity in comparable to the traditional classroom learning

approach. Hence, this study is to be undertaken to help Grade 7 students in identifying

their performance in Araling Panlipunan through modular learning modality.

Thus, for this reason, it is a necessity to find a more efficient way of addressing

this problem that is besetting now in the education under the time of pandemic in our

country.

9
 Modular learning is a form of distance learning that uses Self-Learning Modules

(SLM) based on the most essential learning competencies (MELCS) provided by DepEd.

The modules include sections on motivation and assessment that serve as a complete

guide of both teachers’ and students’ desired competencies. Based on the data gathered

via DepEd’s National Learner Enrolment and Survey Forms (LESFs), 8.8 million out of

the 22.2 million enrollees (39.6% of total respondents) preferred modular distance

learning for the upcoming school year. Meanwhile, 3.9 million enrollees (17.6%) were

partial to blended learning (which uses a combination of different modalities), 3.8 million

(17.1%) preferred online learning, and 1.4 million and 900,000 enrollees preferred TV-

based and radio-based learning, respectively.

According to Dado (2020), data from the Learner Enrollment and Survey Form

showed that 8.8 million parents preferred modular while 3.9 million voted for blended

learning, which combines different modalities: module, television and radio, and radio

with online. To understand some challenges of the learning delivery modalities,

interviewed to parents were also conducted. Group of parents stated that they had no

choice but to adapt modular distance learning from DepEd. Individualized instruction in

modular distance learning is useful in remote areas with limited internet access such as

mountains. Learners use self-learning modules in print or digital format. They may need

home visits by teachers for learners’ remediation or assistance. If it is workable, students

could reach their teacher via email, telephone, text message or instant messaging.

According to Servito (2020), modular learning is a form of distance learning that

uses Self-Learning Modules (SLM) based on the most essential learning competencies

10
(MELCS) provided by DepEd. The modules include sections on motivation and

assessment that serve as a complete guide of both teachers’ and students’ desired

competencies. Teachers will monitor the learners’ progress through home visits

(following social distancing protocols) and feedback mechanisms, and guide those who

need special attention. She also recommended cooperation of DepEd among stakeholders from

all sectors, from the LGUs to the barangays and PTA councils. She stressed that collaboration is

one BIG C in the 21st Century Skills, together with Communication. She mentions a working

program in Region 1, where “teacher tutors” living in their community will teach around 10

learners from the same community, especially those who need special attention. For the new

normal, she believed that this will generate more jobs, and will be an opportunity to give more

attention to learners. Finland, known for its quality education system, also implemented this

work-from-home strategy. Other countries, such as China and Italy, also address parents’

readiness in children’s education by offering online services to support the parents. Meanwhile,

educators in Latvia and Guatemala provide the parents teaching guidelines, guidebooks, and

learning materials for offline learning.

According to Atienza (2020), the MKO’s are not just found within the family.

They can also be community members such as retired teachers, the elderly, and recently-

unemployed professionals. She commends the work DepEd has put into preparing for this

school year: trying to reduce their content, putting resources in the learning commons,

and equipping teachers for module deployment. She stressed that it takes a village to raise

a child and stronger communities are needed more than ever, especially in this pandemic.

11
She added that a child’s education is not merely the teachers’ or the school’s

responsibility, but also the community’s.

San Antonio (2020) explained that the SLMs will be distributed to parents before

the opening of classes. For students whose parents are not available to get these from

schools, there will be designated pick up points in their barangays. The distribution will

be done at least 4 times for the school year. Aside from SLMs, workplans will also be

distributed to students. But unlike SLMs, this will be given to students weekly as this

indicates the schedule of lessons and activities the students will have to do every week.

Again, parents or anyone who will guide the students at home will be the ones to get this

from teachers or in designated pick-up points. He also stated that accomplished activity

sheets will be retrieved by teachers from parents. They will have to submit the activity

sheets to teachers in school or in designated pick-up points. He added that while DepEd

acknowledges the importance of periodical tests in assessing students' understanding of

the lessons, the pandemic compelled them to be more creative and flexible in

implementing summative assessment schemes without sacrificing assessment’s

credibility. He also advised teachers to do occasional conversations with students

throughout so they would know their learning progress.

The Araling Panlipunan National Achievement Test Proficiency Level for

Secondary in the Division of Aurora during the School Year 2018 – 2019 showed that

there were 26 students or 0.24% belong to Highly Proficient; 200 students or 1.85% were

categorized as Proficient; 3,588 students or 33.11% were Nearly Proficient; 5,213 or

12
48.11% were under the Low Proficient; and 1,809 students or 16.69% were Not

Proficient.

The Over-All Performance of the Elementary Students in the National

Achievement Test of SDO-Aurora in Araling Panlipunan during the School Year 2018 –

2019 revealed that there were only 65 students or 0.57% belong to Highly Proficient

Level; 303 students or 2.64% were under the Proficient Level. Meanwhile, there were

3,677 students or 32.03% were Nearly Proficient; 6,213 students or 54.12% were under

the Low Proficient Level; and 1,222 students or 10.64% were Not Proficient.

In addition, the over-all mean percentage score of the students in National

Achievement Test of SDO-Aurora in Elementary Schools during the school year 2015-

2016 was 49.04%; during the school year 2016-2017 the mean percentage score was

49.17%; during the school year 2017-2018 the mean percentage score was 49.29 and

50.55% during the school year 2018-2019.

Also, the secondary level in SDO-Aurora in terms of their mean percentage score

during the school year 2017 – 2018 was 47.12% while during the school year 2018-2019

the mean percentage scores was 48.05%.

The Performance in Araling Panlipunan of Grade 7 students in Lyceum of the

East- Aurora in relation to MPS shows that 2 students out of 30 were very satisfactory, 18

students were satisfactory, and 10 were under needs improvement category; from the

2017-2018 school year and for the 2018-2019 school year, performance of Grade 7

students in AP shows that 6 students out of 30 were very satisfactory, 14 students were

13
satisfactory, and 10 were under needs improvement category while 2019-2020 shows that

7 students out of 30 were very satisfactory, 14 students were satisfactory, and 9 were

under needs improvement category.

From these previous records of Lyceum of the East-Aurora in AP, this will be

very important in this CoViD-19 pandemic situation to assess the performance of Grade 7

Students in Araling Panlipunan since printed modules will be used as an intervention or

approach instead of the traditional face to face classroom learning approach modality.

Following the health protocols and having a permission from the DepEd- SDO

Aurora, the researcher grouped her 30 students into 2 through fish bowl method based

from the class record SY 2020-2021 in performing the research, tests and to avoid

classroom congestion during the distribution and retrieval of printed modules. As a result,

two (2) groups with 15 students were part of the study with regards to the effectivity of

modular learning approach.

Conceptual Framework

Modular Learning Approach of teaching is an effective way of teaching using Self

Learning Kit with lesson’s discussion and elaboration and also assessment part to identify

the students’ performance (Ezekiel, 2020).

14
 Modular Learning Approach have chosen by many Filipino students and parents in

order to continue the education of learners in this time of pandemic. This will be done

through the help of parents or guardians by getting the printed modules into the

respective teacher-adviser of their learners in every learning areas weekly in order to

learn the necessary learning competency assigned. The students will be having their

schedule per learning areas in order to study the weekly lesson and may call or text their

subject teacher in terms of some clarification. Assessment will be done in the end of the

printed self-learning modules.

According to Servito (2020), parents are partners of teachers in education. She

clarified that parents are ‘home facilitators,’ the ‘tagapagdaloy‘ (channel), but they will

not teach the subject matter and it is the teacher’s duty to teach. She added that the

parents’ primary role in modular learning is to establish a connection and guide the child.

Parents or guardians should be responsible for interacting with teachers, barangay

representatives, and other stakeholders to acquire the various materials and resources

needed by the learner (i.e., modules or textbooks); regularly check the child’s workweek

plan and make sure that the learner sticks to their schedule; prepare a conducive learning

study space for the learner; and give appropriate praises, encouragement, and rewards to

heighten their child’s motivation to learn.

The Department of Education admitted that there were different challenges in the

implementation of Modular Learning Approach especially in many areas of the provinces

15
but they were prepared for that and concluded that education must continue despite of the

pandemic.

In the study, researcher used the I-P-O design. First box contains the independent

variable (Input) which was the performance of the Grade 7 students in the Pre-Test and

Post-Test.

Second is the Process which underscores the use of Modular Learning Approach

in teaching Grade 7 Araling Panlipunan among the students.

The third box which is the Expected Output unfolds the effectivity in the

academic performance of the Grade 7 students in Araling Panlipunan using printed

modules as reflected in the mean difference of the pre-test and post-test performance of

the respondents.

Paradigm of the Study

INPUT PROCESS OUTPUT

Test Scores
Before the Administer Pre- Difference
Modular Learning Test between the
Approach Examination Test Scores of the
Grade 7 Students
Use of before and after the
Test Scores Modular
use of Modular
After the Learning
Approach for Learning Approach
Modular Learning
Approach 8 weeks

Administer
Post-test
16Examination
Effectiveness of
Modular Learning
 feedback

Figure 1: Paradigm of the Study on the Effectiveness of the Performance of the Grade
7 Students in Araling PAnlipunan through Modular Learning Approach

Statement of the Problem

This research was focused on the effectiveness of modular learning approach in

teaching Grade 7 Araling Panlipunan among the students of Lyceum of the East-Aurora.

Specifically, it aimed to find out the answer on the following problems:

1. What is the level of performance of the Grade 7 Students in Araling Panlipunan

during:

a. Pre-test, and

b. Post-test.

2. Is there any significant difference in the level of performance of the Grade 7 students

in Araling Panlipunan using the modular learning approach?

17
Hypothesis

Based from the statement of the problem in this research, null hypothesis was

drawn below:

There is no significant difference in the level of performance of the Grade 7

students in Araling Panlipunan using the modular learning modality.

Significance of the Study

The researcher is positive that the result of this study will be impactful to the

following beneficiaries:

The Curriculum Planners. The result of this study may give insights to form as

basis in curriculum planning of Araling Panlipunan subjects during the time of pandemic

in relation to modular learning approach. They will also find the study useful in their

work. As the problems in the teaching of Araling Panlipunan among students will be

brought to light, they will have sound basis for positive supervisory activities. Also, they

will be able to create opportunities for program supervisors and district supervisors to

meet, to study, to work out solutions to problems they meet in teaching AP through

modular learning approach

The School Administrators. This will also be of help in planning school- based

Learning Action Cell sessions or school based- in- service training to upgrade

competency skills of teachers in handling AP subjects in curriculum. They could also

18
devise a way by which AP could be taught effectively through modular learning approach

to attain the mastery learning outcomes as desired.

The Araling Panlipunan Teachers. This study will benefit the teachers who are

handling AP subject. It will enable them to facilitate more the modular learning approach,

thus making teaching and learning more engaging and appealing which can lead to better

learning outcomes to students in Araling Panlipunan.

This study will help them recognize and isolate the teaching problems that they

encounter in teaching the subject through modules. Being aware of the teaching

problems, teachers may feel that things need to be improved. As a consequence, they will

clamor for change: teachers help them identify their difficulties so they could teach in

accordance with the accepted instructional methodologies and techniques under modular

learning approach; and upgrade their knowledge and understanding of the content of the

Araling Panlipunan, improve their competencies, and keep abreast of the latest trends of

teaching Araling Panlipunan among the students.

The Researcher. As a Araling Panlipunan teacher, the result of this study will be

useful as a basis for decision making on the modular teaching strategy applicable to the

kind of learners she have and suits to the needs of her learners.

The researcher also believes that the outcomes of this study will be useful to the

school administrators in discovering and providing remedial measures intended to

overcome if not strengthen weaknesses found in the teaching of Araling Panlipunan

through modules. Furthermore, the students will receive better modular instruction due to

the improved teaching competencies of their teachers.

19
 The Students. The result of this study will bring forth enthusiasm and interest

among students that can lead to success in Araling Panlipunan subject during this

pandemic scenario.

The Parents. The result of this study will help the parents determine the needs of

their children in terms of their studies in Araling Panlipunan through modular learning,

thus, it will be helpful in realizing better performances of their children in Araling

Panlipunan.

Scope and Limitation of the Study

This study was delimited to the analysis of the performance of the Grade 7

students of Lyceum of the East-Aurora, District of Maria Aurora East, Schools Division

of Aurora, school year 2020 – 2021.

It involved thirty (30) Grade 7 students. Their performance in Araling Palipunan

could be determined through the conduct of pre-test and post-test.

This study used the printed modular learning approach as a substitute to the

traditional classroom learning approach. This was integrated through printed modules

during their learning on the different competencies included in this study.

20
 Chapter 2

METHODOLOGY

Research Design

The quasi-experimental design was utilized in the study. A quasi-experimental

design is an empirical interventional study used to estimate the causal impact of an

intervention on target population without random assignment. Intact class was used in

order not to disrupt normal classroom/school program during the experiment. Single

group of participants or respondents constituted the study. Samples of thirty (30) Grade 7

21
students were used for the experiment. Students belonging to Grade 7 class of Lyceum of

the East- Aurora was automatically a subject for the research. The design can provide

valid results for the ongoing study, hence, it was utilized.

The descriptive-survey method was used and considered the most appropriate for

this study, for it intended to describe and discuss the level of performance of the Grade 7

students in Araling Panlipunan in modular learning approach.

According to Calmorin (2009), descriptive research describes what is the subject

all about. It involves the description, recording, analysis, and interpretation of the present

nature, composition or processes of phenomena. The focus is on prevailing conditions, or

how a person, group, behaves or functions in the present. It often involves some type of

comparison or contrast.

Descriptive research is fact-finding with adequate interpretation. The descriptive

method is something more and beyond just data-gathering; the latter is not reflective

thinking nor research. The true meaning of the data collected should be reported from the

point of view of the objectives and the basic assumption of the project under way. This

follows logically after careful classification of data. Facts obtained may be accurate

expressions of central tendency, or deviation, or of correlation; but the report is not

research unless discussion of those data is not carried up to the level of adequate

interpretation. Data must be subjected to the thinking process in terms of ordered

reasoning (Gomez, 2009).

22
 The process of descriptive research goes beyond mere gathering and tabulation of

data. It involves the elements or interpretation of the meaning or significance of what is

described. Thus description is often combined with comparison and contrast involving

measurements, classifications, interpretation and evaluation (Casmundo, 2010).

As a part of this study, eught (8) learning competencies from the DepEd’s Most

Essential Learning Competencies of Grade 7 Araling Panlipunan were included in this

study. Competencies involved for this research were AP&HAS-Ia-1 (Napapahalagahan

ang ugnayang tao at kapaligiran sa paghubog ng Kabihasnang Asyano), AP7HAS-Ie-1.5

(Nailalarawan ang mga yamang likas ng Asya), AP7HAS-If-1.6 (Nasusuri ang yamang

likas at mga implikasyon ng kapaligirang pisikal sa pamumuhay ng mga Asyano noon at

ngayon), AP7HAS-Ig-1.7 (Naipapahayag ang kahalagahan ng pangangalaga sa timbang

na kalagayang ekolohiko ng rehiyon), AP7KSA-IIb-1.3 (Natatalakay ang konsepto ng

kabihasnan at mga katangian nito), AP7KSA-IIc-1.4 (Naipaghahambing ang mga

sinaunang kabihasnan sa Asya: Sumer, Indus, Tsina), AP7KSA-IId-1.4.1 (Natataya ang

impluwensya ng mga kaisipang Asyano sa kalagayang panlipunan at kultura ng Asya),

and AP7KSA-IIc-1.5 (Napapahalagahan ang mga kaisipang Asyano na nagbigay-daan sa

paghubog ng sinaunang kabihasanang Asya at sa pagbuo ng pagkakilanlang Asyano).

These topics and competencies together were part of the experimentation before and after

learning through modular modality and it was conducted for 8 weeks for a clearer

investigation of the study.

23
 Following the health protocols and to avoid congestion in a typical classroom

during distribution and retrieval of modules, two (2) groups of fifteen (15) students were

conducted in this study for the modular learning approach experimentation. A total of 30

Grade 7 students-participants in this study were actively involved with consent of their

supportive parents. A total of eight (8) weeks were consumed in order to validate and

complete the whole research in determining the effectiveness of printed modules during

this pandemic time of learning.

Source of Data

The target subjects of this action research were the Grade 7 students of Lyceum of

the East-Aurora located in the District of Maria Aurora East, Schools Division of Aurora.

There were thirty (30) Grade 7 students who were included in the study. They are

included as target subjects and the non-probability-purposive sampling was the sampling

technique used.

Instrumentation and Data Collection

In order to gather the needed data, standardized pre-test and post-test

questionnaires were administered among the respondents. The data were all gathered,

sorted and interpreted thereafter.

As mentioned earlier, Standardized Araling Panlipunan Test adapted from the

module and taken from the previous lessons formed the basis for pre-test and post-test.

The researcher constructed 40 test items. Similarly, the test items were also constructed

24
for post-test. The test and the marking guide were validated by four (3) Araling

Panlipunan teachers of the school. The scores from both assessments were analyzed and

compared which formed the basis in analyzing the result.

The data were sorted and treated statistically, after which, it was interpreted to

answer the research problems. The researcher initiated administering the pre- assessment

or pre-test among the students through their parents/guardians for the reliability and

validity of the research. The study was conducted with the aim to identify the

effectiveness in the performance of the Grade 7 students in Araling Panlipunan through

modular learning approach.

Statistical Tool for Data Analysis

The data gathered from the respondents were statistically treated using frequency

and percentages. This research also employed to treat results comparing the Initial Test

and Final Test. Aside from that, mean and standard deviation whereas the Descriptive

Statistics was employed. This was used to locate the differential effectiveness of the

initial and final test results of the experimental group.

25
 Chapter 3

RESULTS AND DISCUSSIONS

Figure 2 shows the performance of the Grade 7 students in Araling Panlipunan

during the Pre-test and Post-test.

26
 45

40
40 40 40 40 40
35 37 37 38 38 37
36 36 36 35 35
33 33 32
30 31 31 31 31 31
29 29
28 28 28 28
25
Raw Score

2626 26 26 26 26
24 24 24 24 24
23 23 23
20 21 21
19 19 19 19 19
18 18 18 18
15 16
14 14
13 13 13
10

0
S1 S3 S5 S7 S9 S11 S13 S15 S17 S19 S21 S23 S25 S27 S29

Pre-Test Post-Test

Figure 2: Graphic Presentation of the Performance of the Grade 7 Students in Araling

Panlipunan during the Pre-test and Post-Test

Based on the results of the test administered by the researcher, the lowest score

during the pre-test was 13 and the highest score was 37. During the post-test, it was

revealed that the lowest score was 18 with 40 as the highest score. The data implies that

there was a significant increase in terms of the scores of post-test compared to the pre-test

of the Grade 7 students in Araling Panlipunan of Lyceum of the East-Aurora.

Table 1 presents the significant difference in the level of performance of the

Grade 7 students in Araling Panlipunan in Modular Learning Approach.

Table 1: Significant Difference in the Level of Performance of the Grade 7 Students in

Araling Panlipunan in Modular Learning Approach
Raw Pre-Test Percentage Post-Test Percentage Performance
Score Frequency Frequency Gap

27
 1-5 0 0.00% 0 0.00% 0.00%

6-10 0 3.33% 0 0.00% 0.00%

11-15 5 16.67% 0 0.00% 17.00%

16-20 5 16.67% 5 16.67% 0.00%

21-25 5 16.67% 5 16.67% 0.00%

26-30 7 23.33% 5 16.67% 6.67%

31-35 3 10.00% 7 23.33% 13.33%

36-40 5 16.67% 8 26.67% 10.00%

Total 30 100.00% 30 100.00% 46.67%

Table shows that there were 5 Grade 7 students who got a raw score under the

bracket of 11-15 from the pre-test frequency and considered to be the lowest scores

while 5 students got a raw scores under the bracket of 16-20 from the post-test frequency

which is higher than the frequency bracket of the pre-test . Table also shows that there

were 5 students got a raw score under the highest bracket of 36-40 from the pre-test

frequency while 8 students from the post-test frequency got a raw score under the highest

bracket of 36-40. It can be noted from the result of this study that more students got high

scores from the upper bracket scores in the post-test frequency compared from the pre-

test frequency.

Study revealed that there was a significant increment in the scores of the

respondents when they were exposed to modular learning modality as alternative learning

approach. It was evident from the table that the performance gap between the pre-test and

the post- test was 46.67%. It therefore implied that the modular learning approach used

28
made an impact in the performance of the Grade 7 students in Araling Panlipunan despite

of the CoViD-19 pandemic situation.

Figure 3 shows the results of the pre-test and post-test with the performance gap.

9 18%
8
8 16%
7 7
7 14%
6 12%
5 5 5 5 5 5 5
Respondents

5 10%
4 8%
3
3 6%
2 4%
1 2%
0 0 0 0 0
0 0%
1-5 6-10 11-15 16-20 21-25 26-30 31-35 36-40
Raw Score

Pre-Test Post-Test Performance Gap

Figure 3: Graphic Representation of Pre-Test and Post-Test

Based on the result of the study, the Grade 7 students’ performance towards

Araling Panlipunan were also improved as the students manifested positive attitude

towards the said subject throughout the study using printed modules provided by the

Department of Education- Schools Division of Aurora. The positive attitude resulted to

constructive scores with their topics in Araling Panlipunan and still arrive at the correct

answer that the teacher expects and the researcher which led to students to come-up with

correct and good performance in Araling Panlipunan.

To prove that modular learning approach was instrumental in the significant

improvement in the post-test result of the respondent, the data gathered were also treated

29
using frequency, percentages, mean and the mean difference calculation were employed

in order to determine the significance of the result of the pre-test and post- test.

Table 2 presents the mean difference of the pre-test and post-test results of the

study.

Table 2: Mean Difference of the Pre-Test and Post-Test Results

Learning Pre – Test Post – Test Mean

Approach Used  Mean Mean Difference

Modular
Learning Modality 24.63 29.53 4.90
________________________________________________________________________

From the Table 2 presented above, the students’ score had a mean difference of

4.90% after modular learning approach was employed. This suggests that the modular

learning approach has a positive effect in the Araling Panlipunan performance of the

students and can be used continuously during this time of pandemic. The said formal test

of hypothesis was done to determine whether these differences are statistically

significant. And indeed, it was proven that the result was significant. It therefore implies

that the use of modular learning approach is very helpful and effective as an alternative

instrument of teaching Grade 7 Araling Panlipunan among students. Hence, the

hypothesis was rejected.

30
 Chapter 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

31
 This action research was conducted primarily to identify the effectiveness of

modular learning approach in teaching Araling Panlipunan to Grade 7 students of

Lyceum of the East-Aurora in Maria Aurora East District in the Schools Division of

Aurora for the school year 2020-2021 during the CoViD-19 pandemic situation.

The research aimed to find out the level of performance of the Grade 7 students in

Araling Panlipunan during Pre-test and Post-test and if there a significant difference in

the level of performance of the Grade 7 students in Araling Panlipunan when the modular

learning approach was used as an alternative learning approach for the CoViD-19

pandemic scenario.

There were thirty (30) Grade 7 students who were subjected as part of this action

research through purposive non-probability sampling. The comparison of pre-test and

post-test experimentation method was employed in the study. Standardized pre-test and

post-test for Grade 7 Araling Panlipunan examination was the tool utilized to gather the

needed data.

Results revealed that there was a significant difference in the scores of the

students and this implied as a positive effect in the performance of the students when

modular learning approach was utilized as an alternative learning approach in teaching

Grade 7 Araling Panlipunan. Achievement gap between the pre-test and the post-test was

46.67% which further implied that after modular learning approach was utilized in

teaching Araling Panlipunan, the students were able to manifest improvement in their

32
performance. Also, showing a mean difference of 4.90 with a significant increment in the

score, therefore, the null hypothesis was rejected.

Conclusions

There was a significant difference in the scores of the Grade 7 students in Araling

Panlipunan using modular learning approach as an alternative learning approach in the

time CoViD-19 pandemic. There was a great achievement gap between the pre-test and

the post- test of about 46.67% and it therefore implied that the modular learning approach

used made a positive impact in the performance of the Grade 7 students in Araling

Panlipunan. The respondents had a mean difference of 4.90 after modular learning

approach was employed. This revealed that the modular learning modality is an effective

learning approach and can be a substitute to the traditional face to face learning approach

for Grade 7 students of Lyceum of the East-Aurora in the situation of CoViD-19

pandemic.

Recommendations

Based on the result of the study, the following were recommended:

33
1. With the significant results in the performance of the Grade 7 students, it is therefore

recommended that modular learning approach should be used during the CoViD-19

pandemic situation by Araling Panlipunan teachers;

2. The Araling Panlipunan teachers should be given enough trainings regarding the

proper development and localization of Araling Panlipunan modules concerning with the

students learning during this CoViD-19 pandemic situation where modular learning

approach was preferred by most students and parents;

3. Supervision and monitoring of the teacher during the conduct of modular learning

approach is a must to check if the Grade 7 students and their parents observe well the

guidelines;

4. The orientation and simulation of the implementation of modular learning modality

should properly informed especially to the teachers since they are the channel of this

learning approach. This must be also included in the conduct of Learning Action Cell

Session in the school or even in the district level.

5. Results of the study on the least mastered skills or competencies must be given an

attention to improve Grade 7 students’ performance.

6. Activities in the modules should be properly recorded so that Araling Panlipunan

teachers may think another activities or remediation activities if necessary.

34
7. It is highly suggested that another study be made on the use of modular learning

approach in the other learning areas to identify the overall effectiveness of this learning

approach and to revise some parts of the modules if needed.

35
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38
 Appendix A

PLAN OF ACTION

a. Objectives:
1. To evaluate the effectiveness of Modular Learning Approach in Grade 7 Araling

Panlipunan.

2. To determine the significant difference of the performance of Grade7 Students in

Araling Panlipunan during the pre-test and post-test.

b. Time Frame:

November 2, 2020 to February 10, 2021

c. Respondents/Subjects

Subjects were thirty (30) Grade 7 students of Lyceum of the East-Aurora, District

of Maria Aurora East, Schools Division of Maria Aurora.

d. Activities:

DATES ACTIVITIES
November 2 – 5, 2020 - Requested permission to conduct study from
the school head/district supervisor.
- Sent letters to parents for consent and
explained to them the relevance of the study.
- Monitored the return of consent forms.
- Parents Meeting
November 6- 9, 2020 - Printed/Sorted Modules
First Quarter (Week 5 – 8)
November 10 – 12, - Prepared/Printed the Pre – Test

39
2020 - Validation of the Pre-Test Questions
November 13, 2020 - Conducted the Pre-Test
November 16 – 20, - Administration of First Quarter Modules
2020 Week 5
November 23 – 27, - Administration of First Quarter Modules
2020 Week 6
December 1 – 4, 2020 - Administration of First Quarter Modules
Week 7
December 7 – 11, - Administration of First Quarter Modules
2020 Week 8
December 12 – 20, - Checked, Recorded, Tabulated and Analyzed
2020 the Pre- Test Results/Weekly Module Results.
- Wrote Chapter 1, 2, 3 of the Action Research
December 21 – 26, - Printed/Sorted the Modules
2020 Second Quarter (Week 1 – 4)
December 27, 2020 to - Prepared/Printed the Post-Test
January 3, 2021 - Validation of the Post-Test Questions
January 4 – 8, 2021 - Administration of Second Quarter Modules
Week 1
January 11 -15, 2021 - Administration of Second Quarter Modules
Week 2
January 18 – 22, 2021 - Administration of Second Quarter Modules
Week 3
January 25 – 29, 2021 - Administration of Second Quarter Modules
Week 4
February 2, 2021 - Conducted the Post-Test
February 3 – 6, 2021 - Checked, Recorded, Tabulated and Analyzed
the Post-Test Results/Weekly Module Results

40
 - Wrote the remaining parts of the Action
Research
February 7- 10, 2021 - Finalization/Submission of the Action
Research

Appendix B

41
 LETTER TO THE PRINCIPAL FOR PERMISSION TO CONDUCT A STUDY

November 3, 2020

RODANTE A. MARQUEZ JR.

Lyceum of the East-Aurora
Florida, Maria Aurora, Aurora

Sir:

Greetings!

I am presently undertaking a study entitled “Modular Learning Approach: Its

Effectiveness in Teaching Grade 7 Araling Panlipunan among Students of Lyceum
of the East-Aurora” in partial fulfillment of the degree Master in Education major in
Educational Leadership at Colegio de Dagupan, Dagupan City, Pangasinan.

In this regard, may I earnestly ask your permission to conduct my study to the Grade 7
students in connection to my Action Research.

Your utmost consideration and favorable approval is highly appreciated.

Respectfully yours,

CRISTEL ANNE A. LLAMADOR

Teacher-Researcher

Approved:

RODANTE A. MARQUEZ JR.

Principal- Chief Academic Officer

Appendix C

CONSENT TO PARTICIPATE IN THE STUDY

42
 “Modular Learning Approach: Its Effectiveness in Teaching Grade 7 Araling
Panlipunan among Students of Lyceum of the East-Aurora”

I, _______________________, the parent/legal guardian of the pupil named

below, acknowledge that the researcher has explained to me the purpose of this research,
identified any risks involved, and offered to answer any questions I may have about the
nature of my child’s participation. I freely and voluntarily consent to my child’s
participation in this project. I understand all information gathered during this project will
be completely confidential. I also understand that I may keep a copy of this consent form
for my own information.

Name of Pupil/Student: _______________________________

__________________________________
Name and Signature of Parent/Guardian

NOVEMBER 4, 2020
Date

Appendix D

TABLE OF SPECIFICATION

43
Most Essential Learning Competencies No. of Test Items Test Placement
AP&HAS-Ia-1 (Napapahalagahan ang 5 Part A
ugnayang tao at kapaligiran sa paghubog 1-5
ng Kabihasnang Asyano)
AP7HAS-Ie-1.5 (Nailalarawan ang mga 5 Part A
yamang likas ng Asya) 6-10
AP7HAS-If-1.6 (Nasusuri ang yamang 5 Part B
likas at mga implikasyon ng kapaligirang 1-5
pisikal sa pamumuhay ng mga Asyano
noon at ngayon)
AP7HAS-Ig-1.7 (Naipapahayag ang 5 Part B
kahalagahan ng pangangalaga sa timbang 6-10
na kalagayang ekolohiko ng rehiyon)
AP7KSA-IIb-1.3 (Natatalakay ang 5 Part C
konsepto ng kabihasnan at mga katangian 1-5
nito)
AP7KSA-IIc-1.4 (Naipaghahambing ang
mga sinaunang kabihasnan sa Asya: 5 Part C
Sumer, Indus, Tsina) 6-10

AP7KSA-IId-1.4.1 (Natataya ang 5 Part D

impluwensya ng mga kaisipang Asyano 1-5
sa kalagayang panlipunan at kultura ng
Asya)
AP7KSA-IIc-1.5 (Napapahalagahan ang 5 Part D
mga kaisipang Asyano na nagbigay-daan 6-10
sa paghubog ng sinaunang kabihasanang
Asya at sa pagbuo ng pagkakilanlang
Asyano)

TOTAL 40

Appendix E

PRE-TEST

44
Part A

45
46
Part B

47
48
Part C

49
Part D

50
51
 Appendix F

PRE-TEST RESULTS

Pupil Pre-Test
40- items
1 13
2 13
3 14
4 13
5 14
6 16
7 19
8 19
9 19
10 18
11 24
12 24
13 23
14 23
15 21
16 26
17 26
18 26
19 26
20 26
21 36
22 36
23 37
24 36
25 37
26 33
27 33
28 32
29 28
30 28
Highest Score 37
Lowest Score 13
Mean 24.63

52
 Appendix G

TABLE OF SPECIFICATION

Most Essential Learning Competencies No. of Test Items Test Placement

AP7KSA-IIb-1.3 (Natatalakay ang 5 Part D
konsepto ng kabihasnan at mga katangian 1-5
nito)
AP7KSA-IIc-1.4 (Naipaghahambing ang 5 Part D
mga sinaunang kabihasnan sa Asya: 6-10
Sumer, Indus, Tsina)
AP7KSA-IId-1.4.1 (Natataya ang 5 Part A
impluwensya ng mga kaisipang Asyano 1-5
sa kalagayang panlipunan at kultura ng
Asya)
AP7KSA-IIc-1.5 (Napapahalagahan ang 5 Part A
mga kaisipang Asyano na nagbigay-daan 6-10
sa paghubog ng sinaunang kabihasanang
Asya at sa pagbuo ng pagkakilanlang
Asyano)

AP&HAS-Ia-1 (Napapahalagahan ang 5 Part B

ugnayang tao at kapaligiran sa paghubog 1-5
ng Kabihasnang Asyano)
AP7HAS-Ie-1.5 (Nailalarawan ang mga 5 Part B
yamang likas ng Asya) 6-10
AP7HAS-If-1.6 (Nasusuri ang yamang 5 Part C
likas at mga implikasyon ng kapaligirang 1-5
pisikal sa pamumuhay ng mga Asyano
noon at ngayon)
AP7HAS-Ig-1.7 (Naipapahayag ang 5
kahalagahan ng pangangalaga sa timbang Part C
na kalagayang ekolohiko ng rehiyon) 6-10

TOTAL 40

53
 Appendix H
POST-TEST
Part A

54
55
Part B

56
Part C

57
58
Part D

59
60
 Appendix I

POST-TEST RESULTS

Pupil Post-Test
40- items
1 18
2 18
3 19
4 18
5 19
6 21
7 24
8 24
9 24
10 23
11 29
12 29
13 28
14 28
15 26
16 31
17 31
18 31
19 31
20 31
21 40
22 40
23 40
24 40
25 40
26 38
27 38
28 37
29 35
30 35
Highest Score 18
Lowest Score 40
Mean 29.53

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 Appendix J

LEARNING COMPETENCIES

November 16 - First Quarter AP&HAS-Ia-1 (Napapahalagahan ang

– 20, 2020 Modules ugnayang tao at kapaligiran sa
Week 5 paghubog ng Kabihasnang Asyano)
November 23 - First Quarter AP7HAS-Ie-1.5 (Nailalarawan ang
– 27, 2020 Modules mga yamang likas ng Asya)
Week 6
December 1 – - First Quarter AP7HAS-If-1.6 (Nasusuri ang yamang
4, 2020 Modules likas at mga implikasyon ng
Week 7 kapaligirang pisikal sa pamumuhay ng
mga Asyano noon at ngayon)

December 7 – - First Quarter AP7HAS-Ig-1.7 (Naipapahayag ang

11, 2020 Modules kahalagahan ng pangangalaga sa
Week 8 timbang na kalagayang ekolohiko ng
rehiyon)

January 4 – - Second AP7KSA-IIb-1.3 (Natatalakay ang

8, 2021 Quarter konsepto ng kabihasnan at mga
Modules katangian nito)
Week 1
January 11 - - Second AP7KSA-IIc-1.4 (Naipaghahambing
15, 2021 Quarter ang mga sinaunang kabihasnan sa
Modules Asya: Sumer, Indus, Tsina)
Week 2
January 18 – - Administration AP7KSA-IId-1.4.1 (Natataya ang
22, 2021 of Second impluwensya ng mga kaisipang Asyano
Quarter sa kalagayang panlipunan at kultura ng
Modules Asya)
Week 3
January 25 – - Second AP7KSA-IIc-1.5 (Napapahalagahan
29, 2021 Quarter ang mga kaisipang Asyano na
Modules nagbigay-daan sa paghubog ng
Week 4 sinaunang kabihasanang Asya at sa
pagbuo ng pagkakilanlang Asyano)

62
 Appendix K

PICTURES

PUPILS READING MODULES

63
 Appendix L

PICTURES

MODULES USED IN THE STUDY

64
 Appendix M

PICTURES

PUPILS TAKING PRE-TEST

65
 Appendix N

PICTURES

PUPILS TAKING POST-TEST

66
 CURRICULUM VITAE

I. PERSONAL DATA

Name: CRISTEL ANNE A. LLAMADOR

Address: Purok 04 Burgos St. Baler, Aurora

Date of Birth: April 18, 1996

Place of Birth: Maddela, Quirino

Civil Status: Single

II. EDUCATIONAL BACKGROUND

Elementary: Baler Central School

SY: 2010-2013

Secondary: Baler National High School

SY: 2013-2016

Tertiary: Mount Carmel College Baler, Aurora

Bachelor of Science in Business

Administration Major in Human Resource

Development Management

SY: 2017-2018

Teachers Certificate Program

67
 Major in Social Studies

S.Y.2018-2019

Post Graduate: Major in Educational Leadership

Colegio De Dagupan
SY: 2020- Present

III. CIVIL SERVICE ELIGIBILITY

Licensure Examination for Teachers Baguio City, 2018
Rating: 79%
IV. TEACHING EXPERIENCE

Junior and Senior High School Teacher June 19 – Present

Lyceum of the East-Aurora
Maria Aurora, Aurora

V. SEMINAR ATTENDED

Virtual Orientation of Teachers and Schools Heads on the Interim Nov. 05,2020
Guidelines for Assessment and Grading in Light of the Basic
Education Learning Continuity Plan
Online Orientation of MAPEH Teachers on K to 12 Most Essential July 20, 2020
Learning Competencies MELCs
July 17, 2020
Online Orientation of Teachers in EPP/TLE/TVL on K to 12 Most
Essential Learning Competencies MELCs
July 16, 2020
Online Orientation of Teachers in Araling Panlipunan on K to 12
Most Essential Learning Competencies MELCS
July 16, 2020
Online Orientation of Teachers in (ESP)on K to 12 Most Essential
Learning Competencies MELCs

Online Orientation of English Teachers on K to 12 Most Essential July 14, 2020

Learning Competencies MELCS

Online Orientation of Teachers in Filipino on K to 12 Most July 14, 2020

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Essential Learning Competencies MELCS

Lesson Planning and Instructional Materials Preparation for 21st February 24, 2018
Century Teaching

Provincial Assessment of the 2017 “National Skill Registry September 27, 2017
Program” (NSRP)
November 23, 2017
Capability Cum Team Building

6th Business Students' Summit "Divergent Leadership towards February 11, 2017
Convergence"
November 11,2016
Strategic Marketing Conference for Students "Stratmark
2016:HOW2BU#lifegoals"
October 10, 2016
Motivational Seminar (World Class Filipino)
March 10, 2016
Seminar on Training and Development "Future Leader in a Rapid
Changing Environment"
January 16, 2016
National Finance Summit "Traversing the Integration Minefield"

Seminar on Human Resource Development and Management December 10, 2015

"Going Beyond In Response to Challenges of ASEAN Integration"

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