CHAPTER 1

INTRODUCTION

Rationale
The goal of this study was to provide a descriptive yet critical exploration of students'

experiences with modular distance learning in the context of the 2019 novel coronavirus

(COVID-19) pandemic. The study used a qualitative phenomenology research paradigm

to investigate the first-hand experiences of three university teachers (hence

researchers) from the Philippines. The researchers used modular distance learning in

contexts that were complex, challenging, and dynamic, such as institutions and

individual classrooms. Acceptances, struggles, and negotiations were identified at both

the macro-level of policy/decision making and the micro-level of online classroom

practices. After reflecting on the findings, this article concludes with a set of

recommendations that may be applicable and useful in similar contexts outside of the

Philippines. The researchers advocate for the creation of a context-based, inclusive,

and appropriate e-learning policy guidelines that could be used during the emergency

time now and in the near future. As a result of the COVID-19 virus pandemic, schools in

many countries faced unprecedented challenges. According to Cullinane and

Montacute's (2020) research, children from the poorest families were the least likely to

have access to the necessary devices and internet access at home. As a result of the

pandemic's emergence, this causes parental issues.

Students are increasingly completing their courses outside of traditional face-to-face

teaching environments, instead relying on online course materials as a foundation for

their studies (Clerehan, 2002). The growing popularity of distance education, as well as

the increased diversity of students, including those studying from remote locations, has

presented educators with new challenges. Although distance courses appear to be

comparable to face-to-face courses in terms of performance-based outcomes, Allen et

al. (2002) discovered that student satisfaction levels in distance courses are much lower

than students studying in a face-to-face environment, suggesting that these students

are more vulnerable to drop-out (Levy, 2005; Simpson, 2004). In line with this, the

Australian Government has designated remote students as an equity target group,

recognizing that their physical and geographical isolation may pose barriers to

successful study outcomes (Department of Communication Technology and the Arts,

2000). Distance education refers to education provided to distant or remote locations

"via print, audio, video (live or prerecorded), and/or computer technologies, including

both synchronous and asynchronous instruction" (Cain, Marrara, Pitre, & Armour, 2003,

p. 42). While there has been research into the provision of 'distance' and 'offcampus'

education, both in terms of technology and curriculum, there has been a dearth of

research on the experiences of students studying in geographically remote locations,

where the remoteness has been investigated. A recent review of enrolment figures at a

large Australian university revealed that students in remote areas had a course attrition

rate of 26%, compared to 15% for off-campus students. To address this, the university

funded a project that investigated the perspectives of remote students.

Purpose of the study

This spring, students across the globe transitioned from in-person classes to

remote learning as a result of the COVID-19 pandemic. This unprecedented change to

undergraduate education saw institutions adopting multiple online teaching modalities

and instructional platforms. We sought to understand students’ experiences with and

perspectives on those methods of remote instruction in order to inform pedagogical

decisions during the current pandemic and in future development of online courses and

virtual learning experiences. Our survey gathered quantitative and qualitative data

regarding students’ experiences with synchronous and asynchronous methods of

remote learning and specific pedagogical techniques associated with each. A total of

4,789 undergraduate participants representing institutions across 95 countries were

recruited via Instagram. We find that most students prefer synchronous online classes,

and students whose primary mode of remote instruction has been synchronous report

being more engaged and motivated. Our qualitative data show that students miss the

social aspects of learning on campus, and it is possible that synchronous learning helps

to mitigate some feelings of isolation. Students whose synchronous classes include

active-learning techniques (which are inherently more social) report significantly higher

levels of engagement, motivation, enjoyment, and satisfaction with instruction.

Respondents’ recommendations for changes emphasize increased engagement,

interaction, and student participation. We conclude that active-learning methods, which

are known to increase motivation, engagement, and learning in traditional classrooms,

also have a positive impact in the remote-learning environment. Integrating these

elements into online courses will improve the student experience.

Research Questions

This study seeks to answer the following questions:

1. What are the experiences of students who have modular session?

2. What difficulties have the students experienced in modular session?

3. What are the insights of students who have experienced modular session?

Theoretical lense

Classes were cancelled as a result of the COVID-19 pandemic, so there was no face-

to-face interaction between teachers and students. To meet these unprecedented

obstacles, Philippine schools have changed from traditional face-to-face instruction to a

distance learning strategy. This is a method of teaching in which communication

happens between teachers and students who are physically dispersed from one

another, even during the lesson, and the lesson is delivered from outside the traditional

face-to-face forum, as seen by Bonz Magsambol (2020). Most students prefer the

‘modular' remote learning choices, according to Merlina HernandoMalipot (2020).

According to the partial findings of the Learner Enrollment and Survey Forms (LESFs)

sent during the enrollment period, 7.2 million learners chose modular distant learning,

TV and radio-based education, and other modalities for school year 2020-2021, while

only 2 million prefer online. According to Anthony (2020) Modular distance learning is a

learning form of individualized Instruction allows learners to utilize self-learning modules

it's either in printed or digital limited contact to the teachers and their parents or

guardians take place as their learners’ model. Dr. Friestad-Tate, Dr. Schubert, and Dr.

Mccoy (as stated in Biggs, 1999), modular learning is an approach that focuses on

learning outcomes and relies on connecting objectives to student learning and course
design to be successful. These elements work together to create a well-aligned route. It

is critical to identify learning outcomes, determine learning and teaching outcomes, and

successfully realize adequately assessed student results in order for curriculum to be

constructively aligned. Several investigations were undertaken to determine student

achievement in both standard and new normal teaching methods. The use of the

"Quadratic Function" module, according to Melad (2016), has proved that a modular

approach to teaching improves student accomplishment. When compared to typical

teaching methods, using the module as a corrective instructional resource has boosted

student achievement. Satyarthi (2021) discovered that the modular teaching method

was better than the traditional teaching method in his published research on the

effective learning strategy for secondary school students-modular approach. As a result,

this modular method can help students boost their learning capacity while also making it

easier for them to read self-study materials in addition to books. The study conducted

by Oparina & Rakova (2018) on the Modular Approach to Teaching and Learning

English Grammar at Technical Universities found that the module approach to teaching

is successful in enhancing students' understanding. This modular method to teaching

and studying English grammar has been proven to be helpful in terms of educating and

increasing students' comprehension and critical reasoning. Valencia (2020) Modular

Method in Teaching Science 10 found that when students were taught utilizing a

modular approach, their experimental findings improved dramatically and they were

evaluated as effective. This suggests that the strategy has proven to be effective in

promoting pupils' academic achievement. Learning theories have shifted from

behaviorism to information processing to constructivism, according to Botman, Van

Rensburg, Coetzee, and Heyns (2015). According to (Jazim and Rahmawati, 2017),

learners develop their mathematical level of comprehension given to them. According to

them, the use of modules in mathematics learning causes students with high academic

ability to be more active in the discussion process. Furthermore, this approach is

beneficial for students with a sluggish mathematical foundation and a low motivation

(Abramovits, Berezina, & Shvartsman). When compared to the traditional method of

using a textbook, using a teaching module to teach the English language is aimed at

increasing active learning, continuing to improve rational thought, and enhancing the

ability to solve problems. It allows the lecturer to perform assessment activities in the

classroom. Systematic textbooks use their own styles, and the components, strength of

scope of materials, and organization of the materials can all have an impact on the

teaching and learning opportunities. As a result, using a module creates a much more

adaptable educational experience for both teachers and students. Cheng and Abu

Bakar (2017) are two of the most influential people in the world. According to

Ambayon's (2020) research, modular instruction is more effective in the teaching-

learning method when compared to traditional teaching techniques because students

know at their own pace with this modular approach. This is an unrestrained self-learning

panache in which extremely fast reinforcement, an opinion is presented to continue

practicing exercise, which encourages and helps build interest in the subject in the

students. As a result, this learning modality promotes a student-centered approach to

learning. The implementation of modular instruction, on the other hand, established a lot

of challenges for teachers, students, and parents.. This gave the distance students, as

well as the students, the most adaptability. It gave the learners impact on student
learning and allowed them to recognize initiative and responsibility. Because the

strategic approach requires increased self-awareness on the part of the learner, the

modules are better suited to much older students. The use of modules in learning helps

students to learn totally independently and without relying on others. The directions and

materials provided are beneficial, and the communication used is simple, easy to follow,

and employs plain language. Prastowo (2015) defines formalization. According to Dr.

Sejpal (2013), modular learning is really a set of tasks that are practically self-contained

and a method of teaching that is focused on the development of abilities and capabilities

in individual components that should be self-reliant, self-contained, selfinstructional, and

very well identified with clearly defined goals. According to him, the modular method of

teaching is a much more useful, current, and innovative teaching method in today's field

of education. The modular approach allows for more flexibility in distance education for

both learners and teachers. The teacher is in responsible for supervising the learners’

progress. While students can contact them via email, phone, text messaging/instant

messaging, and other means, Teachers must make regular visits to students who

require remedial action or additional help in their modules. Each and every member of

the household or other community organizations can help. Furthermore, modular

learning is a type of distance learning that implements self-learning modules (SLM) and

adheres to the DepEd's most essential learning competencies (MELCS) (Manlangit,

Paglumotan, and Sapera). Furthermore, Khalil and Yousuf (2020) observed in their

work on the effectiveness of modular method teaching on secondary school

mathematics students' accomplishment that pupils in the modular approach have higher

results. Conversely, there are benefits anddrawbacks to using modules. The usage of
modules promotes self-directed learning, according to (Nardo, M.T.B, 2017). Students'

self-study or learning skills improve when they use modules for learning. Students are

engrossed in studying as a result of the concepts offered in the modules. Students

create a sense of responsibility as a result of the tasks they are given. They each have

their own individual achievements. They are motivated as they continue to learn. In fact,

the students take part in real-life activities. They learn something new and apply what

they've learned through their own. Students gain a new perspective from their own

achievements, allowing them to build new abilities. Learning through modular instruction

allows students to take care of their own studies. Gossenheimer, Bem, Carneiro, and de

Castro (2017) conducted research on the impact of remote education on school

performance in a pharmaceutical care course in the various learning domains. In their

study on the effectiveness of learning in the usage of learning modules versus students

learning outcomes, Rahmawati, Lestari, and Umam (2019) found that students utilizing

modules had significantly better mathematical learning outcomes than students who did

not include the module. As shown in a study conducted by Ambayon (2020) on the

modular-based approach and student achievement in literature, college students who

used the modular approach improved from poor to exceptional performance in literature,

whereas students who did not use the modular approach improved from weak to good

fulfillment. According to Dr. Padmapriya P.V. (2015), modules enable learners to

increase their self-learning ability. The current study concluded that this is a self-

learning style wherein immediate self-reflection is feasible, motivating students

to monitor and control and handle their own styles of learning and, as a result, instilling

in them a desire to participate and mindset against science because they are
completely independent to explore new things. Students learnt and engaged with the

support of modules, which increased their interest in their very own learning. Students

who were taught using a modular approach had significantly higher scores than

students who were taught using an activity-oriented method. The study discovered that

the most successful self-instructional module on performance was one in which the

information was composed of a number of units or modules, one of which was focus

mainly.

Significance of the study

Every research study has its own significance to the people, society, country, and

even the whole world. This research study entitled "Cognition through distance:

Experiences of the students during modular session" Wherein the researchers aim to

provide the awareness and the crucial informations behind every students who's under

in modular session. The generalization of this study would be a great contribution of

many individuals including the parents and the teachers for them to be aware of the

status of their students or children. It also vast knowledge in relation to the student's

achievemen because this study will be a significant indeavor in promoting methods of

reflective and practical application in relation to school works that are not only beneficial

in student taken sufficient and useful as will, the findings and implacation of this study

will unsound to the benefit of the beneficiaries.

Definition of Terms

A significant impact is emphasized on the transmission of illiteracy from parents to

children (Matshe, 2014). Early reading skills should be developed at a young age (Asri,

2021; Zhan et al., 2016). This ability requires special attention for optimal development.
The comprehension of reading materials is related to reading skills (Perfetti, 2007).

Teachers play an important role in helping students learn to read (Bertram, 2006);

however, the closure of schools due to the global pandemic necessitates an emergency

response among non-readers and slow readers (Ayu et al., 2021). Both morphological

and phonological awareness are required for the development of reading ability

(Mahony et al., 2000). Non-readers' academic achievement is common knowledge in

modern classrooms (Whitten et al., 2016). To develop reading ability, a teacher-student

relationship must be established (B & Abhijith, 2014). However, with school closures

today, this is impossible. Because of the pandemic-induced school closures, the

Philippine education system has been looking for ways to ensure educational continuity

(Arnado et al., 2021). Including international schools, over 27,770,263 students from

Kindergarten to Grade 12 were enrolled in the 2019-2020 school year. This means that

Philippine Education must maintain these figures and enrollment levels (DepEd, 2020).

A response to improved literacy must cater to a large number of students and must not

be hampered by any academic disruption (Equipado & Asis-gilbas, 2021). Some of the

difficulties they face include understanding what they read and the ability to decode

symbols (Bagolong et. al., 2021). Furthermore, reading practice, content, and learning

conditions were identified as indicators of successful reading (Palma & Madrigal, 2021).

Extensive reading programs also impair students' reading abilities (Lituanas, P. M.,

Jacobs, G. M., & Renandya, 2001). With reading as the foundation for learning, school

closures and distance learning inhibit reading practice, producing struggling readers

(Mantilla, 2020). Parents, on the other hand, are experiencing difficulties as a result of

the abrupt change in the Philippine educational framework (Bayod & June, 2021). As
partners, parents, teachers, and students must collaborate to improve learning,

particularly reading (Guan & Benavides, 2021). Bantacan National High School

implemented Modular Distance Learning, one of DepEd's distance learning adoptions.

Delimitation and Limitations

The new coronavirus infection known as COVID-19 first appeared in December 2019

at Huanan Seafood Market in Wuhan, China (Wikipedia, 2020), and within a few months

it had become a global health emergency. Thousands of people have been sickened or

killed as a result of the spread of this disease. The COVID-19 pandemic also caused

widespread disruption, including travel restrictions, school closures, and a global

economic downturn. Most countries have temporarily closed educational institutions in

order to contain the virus's spread and reduce infections (Tria, 2020). Face-to-face

interaction between students and teachers has also been suspended within the school.

The Philippines is currently adapting to a new normal form of education, with educators'

continuous innovations and the active participation of other stakeholders driving its

success. The Department of Education implemented Modular Distance Learning to

ensure educational continuity and for each school to continue to achieve its mission and

vision of providing quality education to every Filipino learner. Distance Learning is a

learning delivery mode in which learning takes place between a teacher and students

who are geographically separated from one another during instruction. Modular

Distance Learning (MDL), Online Distance Learning (ODL), and TV/Radio-Based

Instruction are the three types of this modality. (Quinones, 2020) The most common

type of Distance Learning is modular learning. This learning modality is currently used
by all public schools in the Philippines 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

enrolled this academic year (Bernardo, J). This also takes into account learners in rural

areas where the internet is not available for online learning. The teacher is in charge of

keeping track of the students' progress. Students can contact the teacher via e-mail,

phone, text message/instant messaging, and other means. When possible, the teacher

should make home visits to students who need remediation or assistance (Llego, n.d.).

Teachers or Local Government Officials will deliver printed Modules to students,

parents, or guardians. Because education is no longer confined to the classroom,

parents now work alongside teachers as educators. As home facilitators, parents play

an important role. Their primary role in modular learning is to connect with the child and

guide them. (2020, FlipScience) Parents and guardians, according to the Department of

Education (DepEd), play various roles in Modular Learning, such as Module-ator,

Bundy-clock, and Home Innovator. As a Module-ator, they are responsible for collecting

and delivering printed Self-Learning Modules (SLMs) from and to schools or barangay

halls at the start and end of each week, depending on the agreement reached between

the parents and the school. They must check their child's schedule or workweek plan as

a Bundy-clock. Because of the number of subjects or activities to be completed, they

must ensure that it is done correctly to avoid cramming or delays in submission, which

may have an impact on the child's performance. Finally, as a Home Innovator, they

must provide a productive learning environment for their child to help them focus more

on learning. It must be a well-lit and well-ventilated room with little or no distractions.

The use of modules promotes self-directed learning. One advantage of using modules

for instruction is that students develop better self-study or learning skills. Students

actively participate in learning the concepts presented in the module. They gain a sense

of responsibility as they complete the module's tasks. The students progress on their

own with little or no assistance from others. They are learning how to learn and are

becoming more self-sufficient (Nardo, M.T.B, 2017). Other benefits of modular

instruction include increased student choice and self-paced learning, increased variety

and flexibility for teachers and staff, and increased adaptability of instructional materials.

Organization of the Study

We conducted this research called students ’experiences in modular session due to

pandemic called COVID-19. Because many students have difficulty with modular

learning for the reason that no teacher can teach during the pandemic.

Learning will never be the same for students fighting for their right to an education.

The Philippine education system is now adjusting to the new blended learning model,

with public schools set to resume classes across the country on October 5, 2020.

Despite calls for an academic freeze in response to the corona virus outbreak, the

Department of Education maintains that education should not be jeopardized.

"Education cannot wait," says Leonor Briones, Secretary of Education. The government

implemented a distance learning approach to ensure the education of millions of Filipino

students. Distance learning, also known as correspondence education or home study, is

a type of education in which students and instructors have little or no face-to-face

interaction.