EFFECTIVENESS OF MODULAR DISTANCE LEARNING AT STA.

MONICA

HIGH SCHOOL – SHS STEM 2 AMIDST PANDEMIC

Research

Presented to

The Faculty of Sta. Monica High School

Senior High School

By:

Casabuena, Arrielle Therese

Delos Santos, Joseph Yap

Manila, Neil Christian Leonard

Palay, Faith

SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS

May 2022
 I. BACKGROUND OF THE STUDY

The COVID-19 pandemic has become a global health issue and had a major impact

on education. Consequently, half way through the second semester of the academic year

2019/2020, learning methods were delivered through distance learning (LR Amir, 2020). The

Department of Education (DepEd) ensures the continuity of learning amidst the COVID-19

pandemic through Modular Distance Learning. Learners use Self-Learning Modules based on

the Most Essential Learning Competencies provided by the DepEd. 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 (Llego, MA.

(2020).

In our country, the Modular Distance Learning is the most popular type of Distance

Learning. The term "modular learning" refers to the usage of learning modules that allow

students to learn on their own. This is a type of distance learning that employs Self-Learning

Modules that are based on the most essential learning skills produced by teachers with the

assistance of curriculum developers (FlipScience, 2020). The Modular Distance Learning is

the most common type of Distance Learning in the country during this time of pandemic,

according to the DepEd study, 8.8 million parents preferred Modular Distance Learning, and

therefore it is now utilized in all public schools. The most popular distant learning technique

among parents with children enrolled this academic year is learning through printed modules.

This also takes into account learners in remote locations who do not have access to the

internet for online learning. The learning competencies that should be learned by the student

are listed in each Self-Learning Modules (Gonzales J.S. 2021).

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. Thus

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 acquire knowledge themselves; they are empowered (Nardo, M.T.B, 2017). Other

advantages of modular instruction includes more choices and self-pacing for students; more

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

materials.

Scholars generally agree that modular degrees have many advantages for students in

terms of their capacity to offer flexibility, choices, access, and mobility. Distance learning is

most effective if you invest your time into the course which you are taking. The higher the

percentage, the more likely it is that a person will realize their potential when they are trying

to move on from their distance learning in order to get a job (Fidalgo, P 2020).

This study concurs with the general body of knowledge that distance education can be

just as good as traditional face-to-face education. No significant differences were found

between pre-test scores, homework grades, research paper grades and final course grades.

Thus the focus of the research are the student’s views on the effectiveness and satisfaction of

the modular distance learning in terms of engagement, complexity, and task orientation.

The results that should be shown are: 1) engagement gave an effect to effectivity, 2)

complexity brought an effect to satisfaction, and 3) task orientation gave an effect to

effectivity and satisfaction.

Thus this study focuses on the analysis which shows the effectivity of the modular

distance learning in this time of pandemic for the SHS STEM students of Sta. Monica High

School.
 II. RESEARCH OBJECTIVES

GENERAL OBJECTIVES

1. To determine the effectivity of modular distance learning on the SHS STEM 2

students of Sta. Monica High school.

SPECIFIC OBJECTIVES

1. To assess the effectivity of the mode of learning base on the knowledge acquired by

the SHS STEM 2.

2. To analyze the effects of modular distance learning to the SHS STEM 2 students and

its effectiveness.

3. To assess the effectivity level of the distance learning on the SHS STEM 2 students.

III. RESEARCH QUESTIONS

This study tends to know the effectivity of modular distance learning on the

students of Sta. Monica SHS STEM 2.

Specifically, it sought answer to the following questions:

1. How is the acquired knowledge by SHS STEM 2 students in the modular distance

learning affect the learning’s effectivity level?

2. What are the possible effects of the modular distance learning to the SHS STEM 2

students and how did it affect the learning’s effectivity?

3. How successful is the distance learning of the SHS STEM 2 student’s base on the

learning’s effectivity level?

IV. TARGET USERS/BENEFECIARIES

STUDENTS

- The SHS students of Sta. Monica High School that belongs to the STEM 2 strand.

PARENTS
- The parents of Sta. Monica High School SHS STEM 2 students.

TEACHERS

- The teachers of Sta. Monica High School that teaches SHS STEM 2 strand.
FUTURE RESEARCHERS

- The future researchers of this study.

V. SIGNIFICANCE OF THE STUDY

The findings of this study will rebound to the benefit of the society considering that

the effectiveness of the modular distance learning plays an important role in student’s

learning. Thus this study also aims to provide knowledge and information about the

effectivity of the modular distance learning at Sta. Monica High School SHS STEM 2 in this

time of pandemic. This study maybe crucial to the following:

The Teacher. The outcome of the study may facilitate them to formulate efficient

strategies and worthwhile approach to make learning more comprehensive and effective.

The Student. The result may enable them to assess and evaluate themselves on their

performance this past years.

For the researcher (or researchers if it is a group study). The study will help them

uncover crucial areas in the field of modular distance learning that many researchers weren’t

yet able to explore.

VI. REVIEW OF RELATED LITERATURE

Over the last two decades, schools and universities have increasingly used credit-

based modular curriculum structures to respond to the needs of more diverse group of student

and to offer them more flexibility and choice in managing their studies. Scholars generally

agree that modular degrees offer many opportunities for students in terms of flexibility,

choice, access, and mobility.

Modular Distance Learning is a form of instructional support that allows learners to

use self-learning modules (SLMs) in print or digital format/electronic copy, whichever is

applicable in the context of the learner and other learning resources.

According to Dangle (2020), the face-to-face learning engagement of students and

teachers has been suspended due to the COVID-19 pandemic, Modular Distance Learning

was executed as an immediate response to ensure educational continuity. Modularization is

based on the principle of dividing the curriculum into small discrete modules or units that are

independent, consequential, and typically short in duration.

The concept of “module” is strictly linked to the idea of a flexible language

curriculum, which should provide all those concerned with education (primarily learners and

teachers, but also parents and administrators, as well as society at large) with a framework to

establish clear and realistic language learning objectives. The work of the Council of Europe

has been seminal in this respect: its Common European Framework of Reference sets out

guidelines to develop language curricular to increase both mobility and intercultural

understanding.

The Philippines is currently adapting to a new normal form of education, and

educators' constant innovations and active participation from other stakeholders are the

driving forces behind its success. The Department of Education developed Modular Distance
learning to ensure educational continuity and for each school to continue to fulfill its

objective and vision of providing quality education to every Filipino learner. The most

common type of distance learning is modular 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)

As stated by Bernardo, J (2020), modular learning is the most popular type of

Distance Learning. In the Philippines, learning through printed and digital modules emerged

as the most preferred distance learning method of parents with children who are enrolled this

academic year. This is also in consideration of the learners in rural areas where internet is not

accessible for online learning.

According to a poll done by the Department of Education (2020), findings that were

based on the partial results of the LESFs (Learner Enrollment and Survey Forms) distributed

throughout the enrollment period. For the 2020–2021 school year, it was discovered that 7.2

million students chose modular distance learning, TV and radio-based instruction, and other

modalities, whereas only 2 million students chose online in the Philippines. Thus learning

through printed and digital modules emerged as the most favored distance learning mode of

parents with children in the Philippines. This also allows multiple learners in rural areas who

may not have access to the internet for online learning to continue their study amidst

pandemic.

The teacher is responsible for the recording of the students' progress. Learners can

approach the teacher via e-mail, phone, text message, or instant messaging, among other
methods. If at all practicable, the teacher will make home visits to students who require

remediation or support. (2020, Llego, N.D.).

Printed Modules will be distributed to students, parents, as well as guardians by

teachers or local government officials. Since education is no longer limited to the school,

parents have become educators' collaborators. As home facilitators, parents play an important

role. In modular learning, their primary function is to build a connection with the child and to

guide them. (2020, FlipScience) Parents and guardians play numerous responsibilities in

Modular Learning, such as Modulator, Bundy-clock, and Home Innovator, according to the

Department of Education (DepEd).

The lack of available gadgets and internet access were listed as the primary reasons

why students preferred modular learning to online learning. In the province of Palawan,

Marcelino A. Javarez of National High School (MAJNHS) in Brgy. Maruyogon, the city's

largest school in the north, began delivering the modules to seven drop-off points on Sunday,

covering barangays such as Maoyon, Lucbuan, Manalo, and Sta. Cruz. The modules offered

by the schools are additionally contextualized to coincide with the Department of Education's

most important learning competencies. Despite the lack of face-to-face classes, the school

prepared its facilities, which included disinfection, needed distance marks, and module boxes

and envelopes like what we usually seen in Sta. Monica high School.

Modules are increasingly being used in many countries as a way of organizing a

language curriculum. As a consequence, many course books are now structured on the basis

of “modules” rather than “units”, and most teachers, when faced with this innovation, wonder

whether this is really a new development, opening up new paths for learning and teaching.

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.

VII. THEORETICAL FRAMEWORK

This study was anchored from the theoretical support of the three parts of the IPO

Model used shown in Figure 1. The Input (I) includes all the idealized source and data of the

Effectiveness of modular distance learning in Sta. Monica High School. While the Process
INPUT

OUTPUT
PROCESS

- Idealizing the - Gathering datas - Level of

effectiveness of
Modular Distance
Learning in Sta.
Monica High School
SHS.
about modular effectiveness of
distance learning of using Modular
Sta. Monica SHS. Distance Learning
- Evaluation of the in Sta. Monica SHS.
effectiveness of - Over-all
modular distance performance
learning. rating.

(P) consists of gathering and evaluation of the collected data. Thus the Output (O) showed the

effectiveness level of modular distance learning and over-all performance rating of the Sta.

Monica SHS STEM 2 students.

Figure 1. The theoretical paradigm showing the relationship of the variables in the study

VIII. RESEARCH METHODOLOGY

This presents the methods used in this study to evaluate the effectivity of the

modular distance learning in Sta. Monica SHS STEM 2.

A. Research Design
 This study utilized the descriptive research focus on the evaluation of

the effectivity of the modular distance learning in Sta. Monica SHS STEM 2.

According to Shona McCombes (2019) descriptive research aims to accurately

and systematically describe a population, situation or phenomenon. It can

answer what, where, when and how questions but not why questions. A

descriptive research design can use a wide variety of research methods to

investigate one or more variables. Unlike in experimental research, the

researcher does not control or manipulate any of the variables, but only

observes and measures them.

B. Population and Sample.

The respondents of this study ware the grade 12 Senior High School

STEM 2 students of Sta. Monica High School SY. 2021-2022. Total

enumeration was used in this study. The distribution of the respondents is

presented in Table 1.

Section Male Female Total

STEM 2 12 9 21

Table 1: Distribution of the Proponents

C. Instrumentation Procedure for Data Collection

The researcher was granted permission by the school Principal of Sta.

Monica High School to conduct instrument distribution to grade 12 Senior

High School STEM 2 students as the respondents through online platform.

The request letter was presented to the school Principal to gather data needed

in the study.
 A time table was constructed in the conduct of this study, necessary

letters and consent were properly secured. The research proposal was first

given to the school head for their comments and recommendations.

D. Ethical Issues

The study made by the researcher exercised the principle of

confidentially. The result was suitably endorsed for proper and appropriate

actions. The collected data and information were higher kept.

E. Plan for Data Analysis

The instrument that used in this study was a researcher-made

questionnaire. First draft was constructed and presented to the master teachers

for corrections and suggestions given in the first draft were incorporated, it

was be presented again to the validators for further verification and

assessment.

The instrument consisted of 4 parts, where the first part is the

demographic profile of the respondents, the second and third part consists of 3

multiple question each, and lastly, the fourth part consists of 10 multiple

questions. The questions determined the effectiveness of modular distance

learning of the grade 12 SHS STEM 2 students of Sta. Monica High School.

IX. DATA ANALYSIS

This section presents the data collected by the research team which contains

the findings of the conducted study. The type of data analysis used was the

Descriptive Statistical Data Analysis which was used to provide basic information

about the variables in the data set and to highlight the relationship between variables.
PRESENTATION, INTERPRETATION, AND ANALYSING OF DATA
This presents the presentation of findings, analysis and interpretation of statistical data

of this study entitled “Effectiveness of Modular Distance Learning at Sta. Monica High

School – SHS STEM 2 Amidst Pandemic”.

A. Statistical Data of Demographic Profile of the Respondents

The demographic profile of selected Grade 12 STEM 2 students in terms of age and

sex are presented in the table below.

Table 2: The Profiles of the respondents in terms of Age.

Age Frequency Percentage

17 7 33.3%

18 12 57.1%

19 2 9.5%

20 0 0%

The table 2 implies that 12 out of 21 or 57.1% of the respondents are 18 years of age,

7 out of 21 or 33.3% are 17 years old, and 2 out of 21 or 9.5% are at the age of 19, while

none of the respondents are at 20 years old. This suggest that most of the respondents, the

Grade 12 STEM 2 students are at the age of 18 years old. According to the article in the

Education in the Philippines (2018), SHS consists of two years of specialized upper

secondary education where grades 11 and 12 are in the ages 16 to 18. It is also stated in the

article in Wise (2017) entitled, The Education System in the Philippines, that secondary

school takes six years, spanning from grades seven to 12, thus students typically graduate at

age 18. 
Table 3: The Profiles of the respondents in terms of Gender

Sex Frequency Percentage

Male 12 57.1%

Female 9 42.9%

The table 3 implies that 12 out of 21 or 57.1% of the respondents are male, while 9

out of 21 or 42.9% are female. This suggests that most of the respondents, the grade 12

STEM2 students are male, according to Cruz, M. (2020), it was observed that enrollment

rates in secondary education were roughly identical, with 93.7 percent of girls and 93.9

percent of boys enrolled.

B. Statistical Data for the Perception of the Respondents on the Effectivity of

Modular Distance Learning.

Table 4: The effectivity base on acquired knowledge

STATEMENT FREQUENCY PERCENTAGE WEIGHTED

MEAN
Yes No Yes No

1. Were you able to learn on your 18 3 85.7% 14.3% 1.14

own?

2. Were you able to acquire new 21 0 100% 0% 1

knowledge?

3. Were you able to expand your 19 2 90.5% 9.5% 1.09

existing knowledge?

Overall Mean 1.07

The table 4 implies the effectivity base on acquired knowledge. This shows that

85.7% of the respondent were able to learn on their own, while 14.3% did not. This also

shows that all of the respondents were able to acquired new knowledge. Lastly, 90.5% of the
respondents were able to expand their existing knowledge, while the 9.5% of the respondents

did not. Thus, resulting to an overall mean of 1.07, this suggests that the modular distance

learning was effective base on the acquired knowledge. According to study of Betlen, E.

(2021), students using the modular learning approach significantly increased their academic

performance. It also exhibited that from the different learning areas such as Mathematics,

Science and English rational improvements in the academic performance of the students who

used the modular learning approach.

Table 5: The possible effects of the modular distance learning?

STATEMENT FREQUENCY PERCENTAGE WEIGHTED

MEAN
Yes No Yes No

1. Did you have freedom when 19 2 90.5% 9.5% 1.09

doing your modules?

2. Is the modular distance learning 8 13 38% 62% 1.62

effective on improving your

academic performance?

3. Did you acquire new skills during 12 9 57.1% 42.9% 1.43

the modular distance learning?

Overall Mean 1.38

The table 5 implies the possible effects of the modular distance learning. This

shows that 90.5% of the respondents had freedom when doing their modules, while 9.5% did

not. This also shows that 38% of the respondents agreed that the modular distance learning is

effective on improving their academic performance, while 62% disagreed. And finally,

57.1% were able to acquire new skills during the modular distance learning, while the 42.9%
 were not able to. Resulting to an overall mean of 1.38, which means that majority of the

respondents have experienced positive effects on the modular distance learning. According to

Mahlangu, V.P (2018), Distance learning in higher education can teach students skills and

competencies of developing professional skills such as the skill of self-study, the ability to

plan and organize, time management skills, the ability to solve problems, to take

responsibility, to work under pressure, and to be creative and initiative.

Table 6: Overall evaluation on the effectiveness of modular distance learning

Weighted Mean Description

3.76
Statement 1 Good
3.47
Statement 2 Average
3.33
Statement 3 Average
3.33
Statement 4 Average
3.61
Statement 5 Good
3.61
Statement 6 Good
3.38
Statement 7 Average
3.52
Statement 8 Good
3.57
Statement 9 Good
3.66
Statement 10 Good

Overall Mean 3.52 Good

The table 6 implies the overall evaluation on the effectiveness of modular distance

learning. Resulting an overall mean of 3.52 which falls under the interval of “Good”. This

suggest that the majority of the respondents had strong opinions about the statements on the

effectiveness of modular distance learning. According to Ambayon’s (2020) research entitled

Modular Based Approach and Student’s Achievement in Literature, modular instruction is

more effective in the teaching-learning method when compared to traditional teaching

techniques because students learn at their own pace with his modular approach

FINDINGS

The primary objective of this study was to evaluate the Effectiveness of Modular

Distance Learning at Sta. Monica High School- SHS STEM 2 Amidst Pandemic.

This study presents that in terms of sex, most of the respondents are male rather than

female. Male have 12 participants at 57%, whereas female has 9 participants at 43%. In terms

of age, majority of the respondents are at the age of 18 at 57%.

Based on the data collected, majority of the students obtaining 85.7% were able to

learn on their own, 100% were able to acquired new knowledge, and 90.5% were able to

expand their existing knowledge. This signifies that the acquired knowledge by SHS STEM

students in the modular distance learning affect the learning’s effectivity level.

Majority of the students obtaining 90.5% of the respondents have freedom when

doing their modules, 62% said that the modular distance learning was not effective on

improving their academic performance, and 57.1% were able to acquire new skills during the

modular distance learning. This signifies that the possible effects of the modular distance

learning to the SHS STEM students affected the learning’s effectivity.

All the statements in terms of the overall evaluation on the effectiveness of modular

distance learning are answered as good by the majority of the respondents with a 3.52 as its

overall mean. This signifies that the distance learning of the SHS STEM student’s base on the

learning’s effectivity level is successful.

CONCLUSION

Base on the findings, the researchers concluded that the Modular Distance Learning at

Sta. Monica High School- SHS STEM 2 Amidst Pandemic was effective. The statistical data

was presented as the product of the conducted study. All the questions presented are the

student’s learning experience in the Modular Distance Learning. Thus, it is evident that

majority of the respondents said that the modular distance learning of Sta. Monica High

School- SHS is effective based on their acquired knowledge.

RECOMMENDATIONS

In accordance to the results of the study, the following recommendation are based on

the work accomplished during this study and on the conclusion given previously.

Parents

- When their children are working on their studies, parents should always check on

them.

- Parents should continually advise their children not to overwork themselves in

school works.

- Parents should assist and encourage their children with their studies.
Students

- Coordinate with the teachers if they have struggles or did not know what to do on

the given academic performance task they need to finish.

- Create what-to-do list so it can remind them what are the things they need to

finish

- Make a time management plan, for them to be able to accomplish their task

efficiently.

- Be responsible and honest when doing the modules for them to truly learn their

lessons.

- Study the lessons properly for them to be able to learn more and expand their

existing knowledge.

- Be more comprehensive to be able to learn efficiently and to broaden their

knowledge.

Teachers

- Conduct a weekly online meeting for they are informed about the concerns and

the things that the students do not understand in their topic.

- Pay attention on the students so that they can monitor their performances.

- Assist the students for them to be able to accomplish their task appropriately.

- Clarify the lessons for the students to be able to comprehend it more efficiently

and be a more productive learner.

Future researcher
 - If a future researcher from Sta. Monica High School are going to conduct a same

research topic, I recommend them to read this research study so that they can get

an idea that can help them with their research.

- Conduct a research study about the modular distance learning but on the different

section so we can see if there is a difference on its effectiveness.

- Conduct research study about other types of distance learning so that they can also

see its effectiveness.

X. PROJECT WORK PLAN

Table 7: Time Table/ Gantt Chart

ACTIVITY November February March April May June
2021- 2022 2022 2022 2022 2022
January
2022
Developing the research
proposal
Asking for permission
to conduct the study
Creating a survey
questionnaire
Administering survey
questionnaire

Data gathering
Analyzing data
Report writing
Submission of thesis
Presentation of thesis

XI. BUDGETARY REQUIRMENTS

Table 8: Budgetary Requirements of this study
Expenses Amount

Travel fare P200.00

Internet P300.00

Print fee P200

TOTAL: P700.00

XII. REFERENCES

Ambayon’s (2020). Modular Based Approach and Student’s Achievement in Literature.

Bernardo, J. (2020). Modular learning most preferred parents: DepEd. ABSCBN News.

Betlen, E. (2021). Effect of Modular Learning Approach on the Academic achievement of

Students.

Cruz, M. (2020), More Women in HS, College than Men in PH, says report.

Department of Education (2020). Modular learning preferred by CL learners; DepEd prepares

self-learning modules for education’s new normal. Department of Education

Regional Office III. 1(1-5)

Fidalgo, P (2020). Students’ perceptions on distance education: A multinational study.

International Journal of Educational Technology in Higher Education

FlipScience. (2020). 'Tagapagdaloy’: How Filipino parents can help ensure successful

modular distance learning. FlipScience - Top Philippine Science News and

Features for the Inquisitive Filipino. FlipScience.1 (1)

Ganancial, P. (2020). Schools, parents and students in Puerto Princesa City brace for distance

learning challenges. Palawan News.

Gonzales, J.S. (2021). DepEd’s First Modular Distance Learning. Depedpampanga.

Llego, MA. (2020). DepEd learning delivery Modalities for School Year 2020-2021.

TeacherPh. 55(4), 375-381.

Macha W, Mackie C, and Magaziner J, Knowledge Analysts at WES (2018). Education in the

Philippines

Mahlangu, V.P (2018). The Good, The Bad, and The Ugly of Distance Learning in Higher

Education

Manlangit P., Palumotan A. M., Sapera S. C. (2020). Supercharging Filipino Parents is Key

for Successful Modular Distance Learning. Flip Science.

Nardo, M. T. B. (2017). Modular Enhances Learner Autonomy. Sciepub.cor /5/10/3/

Quinones, M. T. (2020). DepEd clarifies blended, distance learning modalities for SY 2020-

2021. Philippine Information Agency.

Tria, J. Z. (2020). The COVID-19 Pandemic through the Lens of Education in the

Philippines: The New Normal. International Journal of Pedagogical Development

and Lifelong Learning, 1(1), ep2001.

Wise (2017). The Education System in the Philippines.

Online references

http://www.journals.aiac.org.au/index.php/IJELS/article/view/6198
https://news.abs-cbn.com/news/07/30/20/modular-learning-most-preferred-by-parents-deped
https://www.globalscientificjournal.com/researchpaper/
EFFECT_OF_MODULAR_LEARNNG_APPROACH_ON_THE_ACADEMIC_ACHIEVE
MENT_OF_STUDENTS.pdf
https://newsinfo.inquirer.net/1206375/more-women-in-hs-college-than-men-in-ph-says-report
https://wenr.wes.org/2018/03/education-in-the-philippines
https://www.intechopen.com/chapters/60465
http://pubs.sciepub.com/education/5/10/3/index.html
https://doi.org/10.30935/ijpdll/8311
https://wise.com/us/blog/the- philippines-education-overview

APPENDICES

Appendix A. Survey Instruments

Dear Respondents,

You are a very important part to this study “EFFECTIVENESS OF MODULAR

DISTANCE LEARNING AT STA. MONICA HIGH SCHOOL – SHS STEM 2

AMIDST PANDEMIC”

Please answer the following questions. All individual will be kept confidential.

Thank you very much for your cooperation.

Instructions: Put check in the box that correspond your answer in every statement.

Part I. Socio-Demographic Profile of Students

Gender: Male Female

Others pls. specify

Age: 17 yrs. Old 20 yrs. old

18 yrs. Old others pls. specify

19 yrs. Old

Part II. The effectivity base on acquired knowledge.

QUESTIONS Yes No

1. Were you able to learn on your own?

2. Were you able to acquire new knowledge?

3. Were you able to expand your existing

knowledge?

Part III. What are the possible effects of the

modular distance learning?

QUESTIONS Yes No

1. Did you have more freedom when doing your

modules?

2. Does modular distance more effective on

improving your academic performance?

3. Did you acquire new skills during the modular

distance learning?

Part IV. Overall evaluation on the effectiveness

of modular distance learning.

QUESTIONS Excellent Good Average Below Poor

Averag

e
1. How do you feel about the current

learning method in Sta. Monica SHS?

2. How do you manage your modular

activities effectively?

3. How did modular distance learning

affect your intellectual capacity?

4. In self-pace learning, how does this

affect your academic performance?

5. How is the modular distance learning

effective in improving your academic

performance?

6. Do you manage your time during

distance learning?

7. How does the self-pace learning affect

your learning capability?

8. How helpful are your teachers during

the distance learning?

9. How cooperative has your school in

providing you with resources to learn

effectively at home?

10. Based on the knowledge you’ve

acquired, how effective is the modular

distance learning?
Appendix B. Sample Letter of Request

Republic of the Philippines

Department of Education
MIMAROPA Region
Division of Puerto Princesa City

March 3, 2022

MARILYN M. BADILLA
Principal II

Thru: Glaiza A. Serador

Coordinator, Senior High School

Madam:

Greetings!

The undersigned is a Senior High School student of Sta. Monica High School this
SY 2021-2022. She is currently working on her study entitled “Effectiveness of Modular Distance
Learning at Sta. Monica High School – SHS STEM 2 amidst Pandemic.”

In view of this, the undersigned hereby request your good office to permit her to conduct the said
research in the Grade 12 STEM 2 students of Sta. Monica High School.

Your kind cooperation will always be gratefully acknowledged.

Respectfully yours,

ARRIELLE THERESE V. CASABUENA

Researcher
 Noted:
ROY ALBERT ACOSTA
Research Teacher

Approved:

MARILYN M. BADILLA
School Principal
STA. MONICA HIGH SCHOOL
Brgy. Sta. Monica Puerto Princesa City

Appendix C. List of respondents

Male Mobile No. Female Mobile No.

1. Canino, Mark 09197833769 1. Articulo, Almira 09166248895
Christian
2. Daquer, Eugene 09353669396 2. Cañares, Arl 09454188814
Paul Princess
3. Degracia, Deo 09480873219 3. Diego, Rachelle 09983247278
Dave Ann
4. King, Jhonny 09754564917 4. Dueñas, Gaea Vee 09774133668
Andrew
5. Malandac, Mark 09121231642 5. Guadayo, Jye 09385257239
Rineheart
6. Mamon, Ricky 09636138214 6. Paulin, Eula An 09770227640

7. Romero, Shane 09303336594 7. Rosales, Cynie 09753684139

8. Tahamad, 09683763031 8. Secoya, Shina 09300628366

Sharizan Mae
9. Tañedo, Rico Jay 09364039318 9. Zumarraga, Erica 09513125178
Nicole
10. Ty, Jhon-Ry 09097829214

11. Valdespina, Jhon 09503858911

 Liar
12. Vili, Kevin Dave 09922841134

Appendix D. Curriculum Vitae

Name: ARRIELLE THERESE V. CASABUENA

Address: Brgy. Sta. Monica, PPC

Number: 09380814170

Date of Birth: February 8, 2004

Place of Birth: Ospital ng Palawan

Age: 18

Sex: Female

Height: 5'3(153cm)

Weight: 47kg

Civil Status: Single

Religion: Roman Catholic

Citizenship: Filipino

Education:

o Elementary: Sto. Niño Elementary School

o Junior High School: Sta. Monica High School

o Senior High School: Sta. Monica High School

Training:

o First Aid Seminar and Training

Name: JOSEPH Y. DELOS SANTOS

Address: Brgy, San Jose, PPC

Number: 09278055121

Date of Birth: July 29, 2003

Place of Birth: Brgy. San Miguel PPC.

Age: 18

Sex: Male

Height: 5'4 (163cm)

Weight: 47kg

Civil Status: Single

Religion: Roman Catholic

Citizenship: Filipino

Education:

o Elementary: Mateo Jagmis Memorial Elementary School

o Junior High School: Sta. Monica High School

o Senior High School: Sta.Monica High School

Training:
Name: NEIL CHRISTIAN LEONARD S. MANILA

Address: Purok Gumamela, Barangay Sta. Monica

Number: 09504914699

Date of Birth: December 17, 2004

Place of Birth: Palawan Hospital

Age: 17

Sex: Male

Height: 5'5 (155 cm)

Weight: 46kg

Civil Status: Single

Religion: Roman Catholic

Citizenship: Filipino

Education:

o Elementary: East Central School

o Junior High: Sta. Monica High School

o Senior High: Sta. Monica High School

Training:
Name: FAITH M. PALAY

Address: Brgy. Salvacion

Number: 09636121880

Date of Birth: February 27, 2004

Place of Birth: Ospital ng Palawan

Age: 18

Sex: Female

Height: 5'1(155 cm)

Weight: 45

Civil Status: Single

Religion: Seventh Day Adventist

Citizenship: Filipino

Education:

o Elementary: Salvacion Central School

o Junior High: Bahile National High School

o Senior High: Sta. Monica National High School

Training:
DOCUMENTATION

Making and Revising of Data Analysis

Presentation, Interpretation, and Analyzing of Data, Summary of Findings, Conclusion

and Recommendation Checking
Final Research Checking