Academic Optimism and Student’s Perception on Modular Learning in Relation to

their Academic Engagement

INTRODUCTION

In teaching and learning process, students’ academic engagement is one of the

significant factors that is used in order to comprehend the behavior of the student.

Through understanding the students’ academic engagement, academic practices and

instructions in universities can be monitored by higher educational institutions (Delfino,

2019). According to the study of Jimerson et al., (2009) it is being recognize that

academic engagement of the students’ is the primary cause of understanding drop-outs

which is a contributing factor that influences their final decision to withdraw from school.

Similarly, it has been identified that academic engagement is one of the key element in

addressing problems in school such as low achievement, boredom and alienation, and

high dropout rates (Frederick, et al, 2004). As student engagement is presumed to be

malleable, it is essential to explore factors possibly affect students’ academic

engagement. This study will explore students’ optimism as well as perceptions on

modular distance learning as possible factors in contributing to students’ academic

engagement.

In order to know the extensiveness of the aforementioned problem, this section

consigned related studies from various researchers to use as a pillar in gaining an

understanding of the existing research and debates relevant to the particular topic which

is the mathematical creativity and problem-solving. Furthermore, it also guides the

researcher in making comparisons between their findings with the findings of other

similar studies.
 According to the Centre for Education Statistics Division in Canada (2011)

students’ academic engagement is best defined as the relationship of the students

between the school, teachers, peers, instruction and curriculum which means that

academic engagement has a meaningful connection towards the learning environment

of the students. This implies that there are contributing factors that influenced the

students’ academic engagement. Similarly, in the study of Delfino (2019) it shows

positive correlation of academic engagement with students, teachers and family factor.

Moreover, the results of the study showed a mean score of 2.85 which indicates that the

academic engagement of the students at Partido State University is high because of the

said factors. Thus, students’ academic engagement typically increases when educators

prioritize teaching strategies resulting to motivation to progress and eagerness to learn

(Education Reform, 2016).

Based on the study of Sakti, Tentama, & Dewi, (2020) as cited by Istiqomah

(2015) they stated that optimism has dimensions, one of it is personalization which is

the weakest dimension. This dimension in optimism express that students believe that

failure comes from external factors and success comes from within. As a result, the

causes of student misfortune have been themselves, and the perception that they got

good grades by chance. In addition, the result of their study showed that the level of

optimism for females is 55% meanwhile, the level of optimism for male is 47.05%. This

indicates that optimism affects students’ success but they vary in terms of gender Katz’s

(2011).

Based on the study of Dangle and Sumaong (2020) Modular 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. It

was stated in the multinational study of Fidalgo, P., et.al. (2020) about the student’s

perception towards distance learning, results showed that 65.71% Ukraine Students

and 41.05% UAE students answered that they would not enrolled in a distance learning

for the reason that it would be difficult for them to stay motivated. Moreover, majority of

the respondents answered that they would prefer face to face classes, a number of total

of 52.73% Portuguese students and 55.79% UAE students responded. In contrast,

according to Osei (2010) specific age group such as 30 years old and above and

married population preferred distance learning. Thus, student’s perception towards

distance learning varies based on demographic data such as age, gender and

educational level Altinay, Z., et.al. (2004).

GAP. The previous studies put focus on the academic engagement and its effect

to the academic performance of the students. Along with that, there are little to no

studies that discuss if there are significant relationship among academic optimism and

student’s perception on modular learning. This inquiry focuses on the idea of how both

academic optimism and perception on modular distance learning affects the students’

academic engagement. Additionally, it explores if both indicators have relationship to

the academic engagement. Furthermore, modular distance Learning is the most used

modes in delivering quality education to all learners under Dep-Ed amidst this

pandemic. It is a mean to provide education to the students amidst this trying times.

Thus, it is significant to investigate factors that can help for a better learning experience

for students and to make recommendations.

 Taking everything into account, academic engagement is a significant factor in

the teaching and learning process. Hence, the purpose of this study is to explore the

relationship of academic optimism and student’s perception on modular distance

learning on the academic engagement of the students. The results of this study can be

used by schools to formulate policies and guidelines to improve the academic

performance of their learners. In order to achieve the purpose of this study, the

researchers consider the following research questions.

1. What is the level of school’s academic optimism in collective sense of:

1.1 Self-Efficacy

1.2 Faculty trust in students and parents

1.3 Academic Emphasis?

2. What is the level of students’ perception modular learning in terms of:

2.1 Teaching Assessment and Learning

2.2 Feedback on Teachers

2.3 Module over all?

3. What is the level of students’ academic engagement in terms of:

3.1 Behavioral engagement

3.2 Anxious engagement

3.3 Cognitive engagement

4. Is there a significant relationship between:

4.1 academic optimism and academic engagement

4.2 students’ perception modular learning and academic

engagement
 5. Do academic optimism and students’ perception modular learning significantly

affect their academic engagement?

Theoretical framework

This study is anchored on the theory of Academic Optimism that states that Academic

Optimism is a collective set of beliefs about the strengths and capabilities of a school in

which optimism is the overarching theme that unifies collective efficacy and collective

trust with academic emphasis by Wayne K. Hoy 2018.

Hoy 2018 cited from Hoy & Miskel, 2013 that Collective Efficacy is the shared

perceptions of teachers in a school that efforts of the faculty as a whole will have a

positive effect on students.

Hoy 2018 defined Collective Faculty Trust in Students and Parents as the

willingness of the faculty as a whole to risk vulnerability to a parents and colleagues with

confidence that both groups can be relied upon, i.e., are benevolent, competent, and

open.

Hoy 2018 also defined Academic Emphasis as the school’s press for academic

achievement; a school with high academic emphasis has high achievement standards,

faculty belief that all students can achieve, and an environment in which students work

hard and respect those who achieve.

This study is also anchored on the theory of engagement by Keasrley and

Shneiderman 1988. The theory states that by engage learning, we mean that all student

activities involve active cognitive processes such as creating, problem solving,

reasoning, decision making and evaluation. Engagement theory is based upon the idea
of creating collaborative teams that work on ambitious project that are meaningful to

someone outside the classroom.

Conceptual Framework

The figure 1 shows the conceptual framework that displays the relationship of the

variables. The framework has two independent variables, namely: academic optimism, and

students’ perception on modular learning. On the other hand, the dependent variable is the

students’ academic engagement.

Academic Optimism is a collective sets of beliefs about the strengths and capabilities of

a school in which the optimism is the overarching theme that unifies collective efficacy and

collective trust with academic emphasis. (Hoy, 2018)

Modular learning is a student-centered, andragogical approach where

outcomes are achieved by breaking down a body of knowledge into its individual

components. Learners are able to utilize prior knowledge to assess what information is

known and complete modules related to areas that still need to be learned. (Tate,

Schubert and McCoy 2014)

Academic engagement is an indicator that combined academic identification (which

refers to getting along with teachers, having an interest in the subject matter, and

related behaviours and attitudes) and academic participation (which captures the

student's work effort both inside and outside of school, including hours spent on

homework, meeting deadlines, not skipping classes, and so on). (Statistics Canada

2011)

ACADEMIC
OPTIMISM
ACADEMIC
ENGAGEMENT
 STUDENTS’
PERCEPTION ON
MODULAR
LEARNING

Figure 1 shows the conceptual framework of academic optimism, and Students’

perception on modular learning on the academic engagement.

METHOD

This chapter presents the research design, respondents, research instruments,

data gathering procedure, and statistical tools.

Research design

This study will utilize the descriptive-correlational research design. Descriptive

research design is used to obtain information concerning the current status of the

phenomena to describe (Shuttleworth, 2008). Moreover, it is a fact finding study that

allowed the researcher to examine characteristics, behaviors, and experiences of study

participants (Calmorin, 2007). Furthermore, the correlational design is used to identify

the strength and nature of association between two or more variables (Creswell, 2003). 

Correlational design which, as defined by Creswell (2002), is a technique to

describe and measure the degree of association (or relationship) between two or more

variables or sets of scores. Correlational research investigates the relationship of the

dependent and independent variable and uses surveys, classification and data

reduction techniques, and assessments of relations among variables. Furthermore,

Kalla (2011) states that a correlational study determines the relationship of two or more

variables which means it will find out if the increase or decrease of a variable can
increase or decrease another variable. In addition, Siegle (2015) stated that

correlational studies do not influence any variables but only look at relationships among

them. He further said that correlation has direction which is positive or negative and that

correlations can differ in the degree or strength of the relationship.

In the study, it will determine the levels of academic optimism, students’

perception on modular learning and academic engagement. Moreover, the relationship

of the independent and dependent variables.

Research Respondents

The students of public school in Davao City will be the respondents particularly in

grade 4 to 6. A total of 100 students will be surveyed using the purposive sampling

technique. 

The purposive sampling technique was employed in selecting the respondents.

This technique is a form of non-probability sampling in which decisions concerning the

individuals to be included in the sample are taken by the researcher, based upon a

variety of criteria which may include specialist knowledge of the research issue, or

capacity and willingness to participate in the research (Oliver, 2006). 

Research Instrument

The study will use survey questionnaires adapted from different studies and to fit

the context of the respondents of this study. The instrument is divided into three parts

such as Academic Optimism, Students Perception on Modular Learning and Academic

Engagement. 
 Academic Optimism Questionnaire. This tool was adopted from Hoy 2005.

The scale consists of 3 components: Collective Sense of Self-efficacy, Faculty Trust in

Students and Parents and Academic Emphasis.

Range of Means Description Interpretation

4.20-5.00               Very High The respondents always 

exhibit Academic Optimism

3.40-4.19 High The respondents oftentimes exhibit

Academic Optimism

2.60-3.49 Moderate The respondents occasionally 

exhibit Academic Optimism

1.80-2.59 Low The respondents rarely exhibit

Academic Optimism

1.00-1.79 Very Low The respondents never exhibit 

Academic Optimism

Students perception on Modular Learning Questionnaire. This tool was

adopted from The Open University’s Students Experience on Module Survey 2017. The

scale consists of 3 components: Teaching Assessment and Learning, Feedback on

Teachers and Parents and Module over all.

Range of Means Description Interpretation

4.20-5.00               Very High The respondents have very high

perception on Modular Learning

3.40-4.19 High The respondents have high

perception on Modular Learning

2.60-3.49 Moderate The respondents have moderate

perception on Modular Learning
1.80-2.59 Low The respondents have low
perception on Modular Learning

1.00-1.79 Very Low The respondents have very low

perception on Modular Learning

Academic Engagement Questionnaire. This tool was adopted from EmaP.,

Rovan D. and Gulob T. 2016. The scale consists of 3 components: Behavioral

engagement, Anxious engagement and Cognitive engagement.

Range of Means Description Interpretation

4.20-5.00               Very High The respondents always 

exhibit Academic Engagement

3.40-4.19 High The respondents oftentimes exhibit

Academic Engagement

2.60-3.49 Moderate The respondents occasionally 

exhibit Academic Engagement

1.80-2.59 Low The respondents rarely exhibit

Academic Engagement

1.00-1.79 Very Low The respondents never exhibit 

Academic Engagement

Data Gathering Procedure

The researcher will personally administer the collection of data. The following

steps will be performed by the researcher in the conduct of this study. First, after the

validation, the researcher sought an approval and endorsement of the Dean of graduate

school. Second, a letter requesting to conduct research study in printing industry will

sent to the managers.  Third, after the approval, the researcher with the help of the

company representatives communicate with the supervisor for appropriate schedule of

data gathering without disrupting the work and also to give enough time to facilitate the

giving of instruction in answering the questionnaire. Furthermore, the researcher

consulted also some experts for the technical aspects of the paper. 

Before the data collection, the respondents were requested to sign informed

consent which is specified in the instrument for their voluntary participation of the study.

Only those who signed the informed consent were considered as part of the study. The

researcher also assured that the responses of the respondents were kept confidential

and their names were not appeared in any part of this study. Moreover, the signature of

the respondents in the informed consent form were secured before the actual schedule

of data gathering. Hence, the manner of recruitment is free of coercion, undue

influence, or inducement.

After retrieving all the questionnaires, a data screening will performe to minimize

the possible outliers during the analysis. After which, the data will be encoded,

tabulated, and analyzed.

Statistical Tools

The following statistical tools will use in the study:

Mean and Standard Deviation are used to determine the level and standard

deviation of Academic Optimism, Students Perception on Modular Learning and

Academic Engagement. Descriptive Statistics were used in the collection, presentation,

analysis and interpretation of data. It comprises those methods concerned with

collecting and describing a set of data so as to yield meaningful information. 

Pearson Product Moment Correlation is utilized to determine the relationships

of Academic Optimism, Students Perception on Modular Learning and Academic

Engagement It was to find the significance of the relationship between the dependent

and independent variable.

Multiple Regression Analysis is used to measure the influence of Academic

Optimism, Students Perception on Modular Learning and Academic Engagement.

Ethical Considerations

In order to ensure that the study was conducted in an ethical manner, the study

was reviewed by the Ethical Research Committee of the University of Immaculate

Conception. Permission from appropriate authorities was sought to ensure that the

objective conduct of the study and followed the prescribed parameters. The researcher

followed data privacy guideline to assure that the data cannot be traced back to the

participants to protect their identities and to ensure anonymity of the respondents and

the de-identification of any personal information shared.  

In administering the survey questionnaires, the researcher ensured that a full

disclosure of the nature of the research explaining thoroughly and properly the purpose

and benefits of the study as well as the confidentiality of their response. The

respondents were also being given a chance to ask questions related to the study. It is

ensured that there is no conflict of interest among the participants and the researcher.

Hence, no deception in the research process especially in the collection of data and all

of the necessary information to facilitate the completion of the study are disclosed to the

participants.
 REFERENCES

Dangle, Ysthr Rave Pe & Sumaoang, Johnine Danganan (2020). The Implementation of
Modular Distance Learning in the Philippine Secondary Public Schools.
Retrieved on September 22, 2021 from https://www.dpublication.com/wp-
content/uploads/2020/11/27-427.pdf
Defino, Armando (2019). Student Engagement and Academic Performance of Students
of Partido State University. Retrieved on October 14, 2021 from
https://files.eric.ed.gov/fulltext/EJ1222588.pdf

Education Matters: Insights on Education, Learning and Training in Canada. (2011,

December 14). Centre for Education Statistics Division Canada. Retrieved from
https://www150.statcan.gc.ca/n1/pub/81-004-x/2011004/def/academic-
academique-eng.htm

Endang, P., & Istiqomah (2020). Student Optimism Regarding Online Learning During
the Covid-19 Pandemic. Retrieved on October 13, 2021 from
file:///C:/Users/Lenovo/Downloads/8204-Article%20Text-36541-1-10-
20210105%20(3).pdf

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential
of the concept, state of the evidence. Review of Educational Research. Retrieved
on October 14, 2021 from
https://www.scirp.org/(S(i43dyn45teexjx455qlt3d2q))/reference/ReferencesPaper
s.aspx?ReferenceID=249066

Osei, C. (2010). Perceptions of Students Towards Use of Distance Learning: The Case
in an Executive Masters Business Program in Ghana. Retrieved on October 14,
2021 from https://www.westga.edu/~distance/ojdla/summer132/osei132.html

Student Engagement. (2016, February 18). Glossary of Education Reform. Retrieved

from https://www.edglossary.org/student-engagement/

Fidalgo, P., Thorman, J., Kyulk, O. & Lencastre, J. (2020). Students’ perceptions on
distance education: A multinational study. Retrieved on October 13, 2021 from
https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-
020-00194-2#Sec10

Ema, P., Rovan, D., Golub, T. (2016). Development and validation of the Academic
Engagement Scale (AES). Retrieved on October 15, 2021 from
 https://www.researchgate.net/publication/313469934_Development_and_validati
on_of_the_Academic_Engagement_Scale_AES

Hoy, W.K. (2005). School Academic Optimism Scale. Retrieved on October 15, 2021
from https://scales.arabpsychology.com/s/school-academic-optimism-scale-saos/

Hoy, W.K. (2018) Theory of Academic Optimism and Students achievement. Retrieved
on October 15, 2021 from
https://www.waynekhoy.com/wp-content/uploads/2018/11/Theory-of-Academic-
Optimism-and-Student-Achievement.pdf

Jill Friestad-Tate, Carol Schubert, Craig McCoy (2014) understanding Modular Learning
– Developing a Strategic Plan to Embrace Change. Retrieved on October 15,
2021 from https://files.eric.ed.gov/fulltext/EJ1097629.pdf

Statistics Canada (2011) Definition of “Academic Engagement retrieved on October 23,

2021 from
https://www150.statcan.gc.ca/n1/pub/81-004-x/2011004/def/academic-
academique-eng.htm

Kearsley, G., & Shneiderman, B. (1998). Engagement Theory: A Framework for

Technology-Based Teaching and Learning. Educational Technology, 38(5), 20–
23. http://www.jstor.org/stable/44428478

The Open University 2017 Students Experience on Module Survey

https://www.open.ac.uk/student-surveys/sites/www.open.ac.uk.student-surveys/
files/files/SEaM_2_0-RevisedSurvey.pdf