ST. MARY’S HIGH SCHOOL OF PIDIGAN, ABRA, INC.

PIDIGAN, ABRA

Chapter 1
THE PROBLEM

Background of the Study

The outbreak of the new coronavirus infection known as COVID-19 has first occurred

at Huanan Seafood Market in Wuhan city of China in December 2019 (Wikipedia, 2020), and

within a couple of months it has turned out to be a global health emergency. It has rapidly

affected thousands of people, who are sick or being killed due to the spread of this disease. The

COVID-19 pandemic also resulted in a widespread disruption such as travel restrictions, closure

of schools and global economic recession. Most countries around the world have temporarily

closed educational institutions to contain the spread of the virus and reduce infections (Tria,

2020). Face to face engagement of students and teachers within the school has also been

suspended.

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

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

are the driving force for its success. For the continuity of education and for every school to still

attain its mission and vision which is to provide quality education to every Filipino learner, the

Department of Education implemented the Modular Distance Learning.

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

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

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

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

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Modular learning is the most popular type of Distance Learning. In the Philippines, this

learning modality is currently used by all public schools because according to a survey

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

modules emerged as the most preferred distance learning method of parents with children who

are enrolled this academic year (Bernardo, J). This is also in consideration of the learners in

rural areas where internet is not accessible for online learning. The teacher takes the

responsibility of monitoring the progress of the learners. The learners may ask assistance from

the teacher via e-mail, telephone, text message/instant messaging among others. Where

possible, the teacher shall do home visits to learners needing remediation or assistance (Llego,

n.d.). Printed Modules will be delivered to students, parents or guardians by the teachers or

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

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

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

(FlipScience, 2020).

According to the Department of Education (DepEd), parents and guardians' perform the

various roles in Modular Learning such as Module-ator, Bundy-clock, and as Home Innovator.

As a Module-ator, they are the ones to get and submit the printed Self-Learning Modules

(SLMs) from and to schools or barangay halls at the beginning and end of the week, depending

on the agreement between the parents and the school. As a Bundy-clock, they must check their

child's schedule or workweek plan. Because of the number of subjects or activities to be done,

they must see that it is being followed accordingly to avoid cramming or delays in submission,

which may affect the child's performance.

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Lastly, as a Home Innovator, they must provide their child with a productive learning

environment to help them focus more on Learning. It must be a well-lighted and well-ventilated

space in the house, with little or no distraction. The use of modules encourages independent

study. One of the benefits of using modules for instruction is the acquisition of better self-study

or learning skills among students. Students engage themselves in learning the concepts

presented in the module. They develop a sense of responsibility in accomplishing the tasks

provided in the module. With little or no assistance from others, the learners progress on their

own. They are learning how to learn; they are empowered (Nardo, M.T.B, 2017). Other

advantages of modular instruction include more choice and self-pacing for students; more

variety and flexibility for teachers and staff; and increased adaptability of instructional

materials.

THEORETICAL FRAMEWORK

The dynamic expansion of online teaching and learning has been boosted significantly

by the rapid development of the internet and various web resources, having a tremendous

impact on the quality of teaching and learning (Kramer, 2000). Zaidel (2007) added that the

use of information technology becomes well-known in education. Modernized way of

communication came into being, which change the preference of students from face-to-face to

online education.

Furthermore, the availability of distance education, the course offerings, and the

increasing number of students enrolled, all speak to the importance of this method of

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instruction (Zapalska & Brozik, 2006). Brownson and Harriman, (2000) argued that students

in distance learning do just or even better than face to face classroom students. Besides,

Johnson et al. (2000) made a comparative research study and did not find any significant

difference in the effectiveness of online learning versus face to face course learning for

students.

Furthermore, distance education provides independent, student-centered and tutor-

guided engagement that facilitates interactions with instructors and students which may not

always be possible within the traditional classroom setting (Michailidou & Economides, 2003).

Astin, (1993) defined student satisfaction in term of student’s perception towards his/her

college or university experience, and perceived significance of the education that (s)he

received from an institution. Levy (2003) concluded in his research study, which was

conducted over 200 students attending eLearning courses, that students’ satisfaction with e-

learning is an important factor to measure the effectiveness of e-learning.

Instructional Skills. Skills are the most specific instructional behaviors. These include

such techniques as questioning, discussing, direction-giving, explaining, and demonstrating.

They also include such actions as planning, structuring, focusing, and managing.

Guidance and Counseling Skills. Helping students to solve their own problems

through providing encouragement, support, and challenge. Phenomenological- rather than

assuming we know clients’ feeling and thoughts, we strive to understand their subjective world.

Personal and Social Qualities. Imbibing and displaying of personal-social qualities

such as care, concern, sensitivity, acceptance, empathy, cooperation etc. by teachers, students

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and other stakeholders in classroom/school helps in creating a conducive environment, which

is the precondition for learning.

Conceptual Framework

INPUT PROCESS OUTPUT

Profile of the students:

a. Sex 1. Data Collection Assessed Level of
b. Year Level of Students Satisfaction of the
Profile students in St.
Level of Satisfaction in
2. Administering Mary’s High,
terms of:
Questionnaire School of Pidigan,
a. Instructional 3. Organization of Abra, Inc. on the
Skills Students’ performance of
b. Guidance and Response their teachers in
Counseling 4. Statistical the Modular
Skills Analysis of Learning
c. Personal and Data
Social
Qualities

Paradigm of the Study

The model illustrate the relationship between the three major parts of the research

paradigm namely the input, process, and output.

The input is about the students profile and the teachers’ skills of St. Mary’s High School

of Pidigan, Abra, Inc. These Inputs will be needed as variable to come up with the Output.

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The process involves the use of Data Collections of Students Profile, Administering

Questionnaire, Organization of Students’ Response, and Statistical Analysis of Data.

The Output of the study is the interpretation of Assessed Level of Satisfaction of the

students in St. Mary’s High, School of Pidigan, Abra, Inc. on the performance of their teachers

in the Modular Distance Learning.

Statement of the Problem

This study determined the Level of Satisfaction of the students in St. Mary’s High,

School of Pidigan, Abra, Inc. on the performance of their teachers in the Modular Distance

Learning.

Specifically, this study sought to answer of the questions:

1. What is the demographic profile of the respondents in terms of:

a. Sex

b. Year level

2. What is the Level of Satisfaction of the students in St. Mary’s High, School of

Pidigan, Abra, Inc. on the performance of their teachers in the Modular Distance

Learning considering the following areas:

a. Instructional Skills

b. Guidance and Counselling Skills

c. Personal and Social Qualities

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Significance of the study

This study will be undertaken to find the effectiveness of distance learning towards the

following:

Respondents: This study would widen the students understanding and respect to their teachers

strengths and limitations.

St. Mary’s High School Administration and Faculty: This study will serve as an input to

the School Director in determining faculty development needs.

Community: This study will serve as a feedback to all students and teachers regarding to

students perceive them at work. Being open to feedback would be a great help in improving

their performance towards the community.

Researchers: This will widen the researchers' horizons in terms of the demands and

expectations of other students regarding the performance of their teachers, boosting their grasp

of the nature of teachers' professions.

Future Researchers: This research product will serve as a basis and reference for studies

related to this research.

Scope and Delimitation

This study will be limited only to the students of St. Mary’s High School of Pidigan,

Abra Inc. 75 students will be considered to participate to the survey. All data gathered will be

based on the immediate perception of the respondents during the collection of data. The

researchers will not be liable for any changes in data outside the collection.

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Chapter 2
DESIGN AND METHODOLOGY

This chapter discusses the research design, population and locale of the study, data gathering

instruments, data gathering procedure, statistical treatment of data used by the researcher in

accomplishing this study.

Research Design

The researchers will use the descriptive approach or design. It will aim to determine the

level of satisfaction of the students of the St. Mary’s High School, Pidigan, Abra, Inc. on the

performance of their teachers in the distance modular learning.

Population and Locale of the study

The total enumeration of the population was used in this study. These respondents were

composed of the 75 students of St. Mary’s High School, of Pidigan, Abra, Inc. who were enrolled

during the school year 2021–2022, of whom twenty-nine (29) were male and forty-six (46) were

female.

Data Gathering Tools

In this study, the researchers will give a checklist to the students and let them answer the

questions by putting a check to the preferred level of satisfaction.

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Data Gathering Procedure

The researchers will request a letter to the principal of St. Mary’s High School, Pidigan,

Abra, Inc. for approval to conduct the study. Upon approval, the researchers will coordinate with

the advisers of the students per level for the gathering of the needed data.

Statistical Treatment

To substantiate the presentation, analysis and interpretation of the data that we’ll gather in this

study will be subjected to the following statistical treatment:

1. Frequency distribution is an arrangement of the data which shows the frequency of

different values of group of varieties.

2. Percentage – to describe the profile of the respondents, the percentage will be computed.

Formula:

P = F/N =100

Where:

P = percentage
F = frequency
N = total number of respondents

3. The responses to questions in the given variable were scaled using the “five-point-scale”
or Likert Scale System and given weight as follows:

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Rate Verbal Interpretation Range

5 Outstanding 4.6 - 5.0
4 Very Satisfactory 3.6 - 4.5
3 Satisfactory 2.6 - 3.5
2 Good 1.6 – 2.5
1 Fair 1.0 – 1.5

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Chapter 3
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter will focus on the presentation, analysis, and interpretation of the data that
will be gathered from the students of St. Mary's High School of Pidigan, Abra Inc. and will
provide answers to the questions raised in this study.
Problem: What is the level of satisfaction of the students in St. Mary’s High School of
Pidigan, Abra, Inc. on the performance of their teachers in the modular distance learning In
terms of the following:

A. Instructional Skills

B. Guidance and Counselling Skills

C. Personal and Social Qualities

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References

The Implementation of Modular Distance Learning in the Philippine Secondary Public Schools

https://www.dpublication.com

Satisfaction with online learning in the new normal: perspective of students and faculty at

medical and health sciences colleges

https://www.tandfonline.com

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