Chapter I

INTRODUCTION

Background of the Study

The novel human coronavirus disease COVID-19 has become the fifth

documented pandemic since the 1918 flu pandemic. COVID-19 was first reported in

Wuhan, China, and subsequently spread worldwide. The coronavirus officially named

severe acute respiratory syndrome coronavirus 2(SARS-CoV-2) by the International

Committee on Taxonomy of Viruses based on phylogenetic analysis. Because the

virus is highly contagious, it rapidly spreads and continuously evolves in the human

population (Liu et al., 2020)

According to Cheng et al. (2020), the pandemic of Coronavirus disease 2019

(COVID-19) has caused an immeasurable impact on most countries and regions

globally, especially in education. The shutdown of schools and classes in most

countries and regions from pandemic has greatly affected education in the fight

against COVID-19. Moreover, due to COVID-19 pandemic, schools, particularly in

the rural areas employed Modular Distance Learning (MDL) to ensure education

continuity. Modular Distance Learning (MDL) involves individualized instruction that

allows learners to use self-learning modules (SLMs), whether printed or in digital

format which are centered on the Most Essential Learning Competencies (MELCs)

provided by DepEd. Teachers provide learning with the SLMs which include

distribution and retrieval as well as giving assessment tools check for understanding

and provide immediate and appropriate feedback (Dargo & Dimas, 2021).

Similarly, according to Santillan & Labaria (2021), learning module is

beneficial because it provides continuity of learning and that the students are safe at

home. After all they need not attend school for a face-to-face discussion with their

respective professors. The survey the researchers conducted revealed that students
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have positive views on the use of modular learning. That the students are satisfied

with the learning modules they are accomplishing so long as there is discipline and

understanding of the need to pursue learning.

In addition, the study of Martin et al., (2020), reported that due to the

convenience of today’s learning set-up, it interpreted that it became less cost and

less burden when traveling from house to school and vice, which required time and

effort that supposed for more meaningful and worthwhile modular learning.

However, in a survey of Rotas & Cahapoy (2020), it reported that the students

disclosed that a difficulty they encounter in remote learning is the vague lesson

contents. This seems to stem not from the delivery mode but from the content itself.

They also have difficulty when it comes to the written instruction in the module where

the students are having a hard time understanding the module, and some

instructions.

Comparably, without the presence of the faculty and their classmates who

remind them of their assignments the chances of getting distracted and losing track

of deadlines are high. The main challenges that emerged in the implementation of

modular distance learning where budget is not enough in the making and delivery of

modules; students had a hard time answering their tasks on their modules and the

lack of knowledge of parents academically to guide their child/children (Betlen, 2021).

Nevertheless, the innately motivated learners are relatively unaffected in their

learning as they need minimum supervision and guidance, while the vulnerable group

consisting of students who are weak in learning face difficulties. Some academically

competent learners from economically disadvantaged background are unable to

access and afford online learning. The level of academic performance of the students

is likely to drop for the classes held for both year-end examination and internal

examination due to reduced contact hour for consultation with teachers when facing

difficulties in learning/understanding (Pokhrel & Chhetri, 2021).

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In this light, the researchers decided to conduct this study to determine the

impact of students’ perception towards modular learning amidst the COVID 19

pandemic to their academic performance. Knowing these perceptions in their

distance learning experience will provide students with a more comprehensive

educational experience and greater benefit from this mode of education.

Statement of the Problem

This study aimed to determine the relationship between the Grade 12 student’s

perception on modular learning and academic performance.

Specifically, this research sought to answer the following questions:

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

1.1 Age;

1.2 Sex;

1.3 Specialization and

1.4 Learning Modality Preference?

2. What is the perception on Modular Learning among respondents?

3. What is the academic performance of the respondents?

4. Is there a significant relationship between perception on modular learning and

academic performance of the respondents?

Hypothesis

Below was the hypothesis of the study.

1. There is no significant relationship between perception on modular learning

and academic performance of the respondents.

Scope and Delimitation of the Study

This study entitled Perception on Modular Learning and its Impact on the

Academic Performance of Students focused on the Grade 12 students’ perception on

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modular learning modality amidst COVID-19 pandemic. The officially enrolled Grade

12 students of Guiuan National High School, Senior High School Department for the

School Year 2021-2022 were the respondents of this study.

The total respondents of the study was 263 students from the total population

of 763 officially enrolled grade 12 students, which was obtained by using Slovin’s

formula. To identify the respondents in a sample size of 263, the researchers used

simple random sampling. Moreover, this study utilized descriptive-correlational

method of research to determine the relationship between the perception of students

towards modular learning and their academic performance.

The researchers used a survey questionnaire in this study to be able to gather

enough data from the respondents. Furthermore, this study utilized three statistical

tools; the percentage, the weighted mean, and the Pearson product-momentum

correlation (Pearson’s r).

Significance of the Study

This study entitled Perception on Modular Learning and its Impact on the

Academic Performance of Students is beneficial to the following:

The Students. This research will help students understand the perceptions in

their studies during the pandemic and help them gather on how to cope, increasing

the likelihood of improving academic performance.

The Teachers. This research will help teachers understand the perception of

students towards modular learning and reflect on their current teaching strategies

and improve learning outcomes.

The Parents. This research is beneficial for parents as they will learn about

the different perceptions of students during the pandemic and how it can affect their

children’s academic performance. This will help them understand the appropriate

help students need.

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Future Researchers. This study will serve as a guide or reference for future

researchers.

Definition of Terms

Listed below are defined important terminologies used in the study.

Academic Performance. This refers to the knowledge gained which is

assessed by marks by a teacher and/or educational goals set by students and

teachers to be achieved over a specific period of time (Narad and Abdullah, 2016). In

this study, this refers to the students' grades for the first semester – the dependent

variable that would be affected by the student’s perception towards modular learning.

Age. This is defined as the time that has passed since a person’s birth

(Schwall, 2012). In this study, this refers to the measured elapsed time (usually in

complete years) between date of birth and the date of the survey.

Blended Learning. This refers to a learning delivery that combines face-to-

face with any or a mix of online distance learning, modular distance learning, and

radio/TV-based instruction (Llego, 2020). In this study, it is one of the learning

modality that the students may prefer of the mode of learning which is a combination

of modular and online learning.

COVID-19. This is defined as a type of viral pneumonia with an uncommon

outbreak in Wuhan, China, in December 2019, which is caused by severe acute

respiratory syndrome coronavirus 2 (SARS_CoV2) (Sadeghi Dousari et al., 2020). In

this study, this refers to a type of virus that caused the implementation of modular

learning from traditional face-to-face learning.

Grade 12 students. This refers to learners in their last year of high school

(Scides, n.d.). In this study, this refers to the respondents of this study.

Learning Modality Preference. This refers to how much a learner prefers

certain educational modalities over others (Miller, 2021). In this study, this refers to

the preferred learning modality of the respondents during pandemic.

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Modular learning. This is defined as a form of distance learning that uses

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

(MELCS) provided by DepED (Manlangit et al., 2020). In the study, it refers to the

type of learning using modules or learning activity sheets.

Module. This refers to a self-placed learning material that contains the topic

to learn and answer to the question given in the materials (Vergara, 2017). In this

study, it refers to the printed instructional materials used by the students during the

pandemic.

Online Learning. This is defined as a form of distance education in which a

course or program is intentionally designed in advance to be delivered fully online

(Bates, 2016). In this study, it refers to an internet-based learning that the

respondents may prefer as their learning modality.

Pandemic. This is commonly taken to refer to a widespread epidemic of

contagious disease throughout the whole of a country or one or more continents at

the same time (Qiu et al., 2017). In this study, it refers to the outbreak of coronavirus

disease that affected the senior high school students.

Radio/TV-Based Instruction. This refers to a distance learning modality that

utilizes Self-Learning Modules (SLMs) converted to video lessons for Television-

Based Instruction and Self-Learning Modules (SLMs) converted to radio script for

Radio-Based Instruction (Llego, 2020). In this study, it is a learning modality that

uses radio/TV as a mode of learning and it is also one of the learning modality the

respondents may prefer.

Sex. This is derived from the Latin word “sexus”, meaning either of two

divisions of organic nature distinguished as male or female respectively (Torgrimson

& Minson, 2005). In this study, this refers to whether the respondent is male or

female.
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Specialization. This may be a course of study or major at an academic

institution or may refer to the field in which a specialist practices (Davis, 2021). In this

study, this refers to the strands the respondents belong.

Chapter II

REVIEW OF RELATED LITERATURES AND STUDIES

This chapter presents the different related literatures and studies to provide a

significant information on students' perception towards modular learning and its

impact in students' academic performance and to give a better understanding on the

problem cited in the study.

Related Literatures

According to Jafri (2020) corona virus (COVID19) pandemic has become the

most significant crisis to challenge the health, economy and the wellbeing of the

humans affecting nearly all the countries. The world governments are taking radical

mitigation measures to counter the health impact of the virus, which on the other

hand has severe economic and financial consequences on the lives of the people

around the world. Thus, the COVID-19 has become more than a health crisis for all

countries with critical social, economic and political consequences.

Moreover, according to Rotas & Cahapay (2020), the coronavirus disease

(COVID) 2019 crisis has impacted not only the economic, psychological, and social

aspects of the world but also particularly, the educational sector to a great extent.

The virus, which first emerged in December 2019, became a pandemic leading to

school closures and eventually, migration to remote learning by all levels of

educational institutions in the new normal education. Thus, the traditional delivery of

instruction in education has transformed and in turn, learning spaces were re-

organized.
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According to Aksan (2021), reported of all the alternative learning modalities

offered by the Department of Education (DepEd) most students prefer to use the

‘modular’ distance learning options. She added that based on the partial results of

the Learner Enrollment and Survey Forms (LESFs) distributed during the enrollment

period, it showed 7.2 million enrollees prefer to use modular distance learning, TV &

Radio based instruction and other modalities while only 2 million enrollees prefer

online for school year 2020-2021.

According to Bayucca (2021), with no faculty around for face-to-face

interaction and no classmates who can help with constant reminders about pending

assignments, the chances of getting distracted and losing track of deadlines are high.

Next on the list is the limited knowledge of the parents on the content of the lesson.

Conflict with household chores is also a challenge as the learners are prompted to

help in household chores since they are at home. Being tired all day, they are not

motivated to help either because of too many activities that needs to be

accomplished in the given modules. Distractions from gadgets and social media is

also evident especially with learners whose parents are not around to remind them of

their tasks. Some minor challenges include communication difficulty with teachers

because of gadget constraints, health factors and late response from teachers.

Furthermore, according to Guijosa (2019), exposure to distractions also pose

an obstacle in distance learning. Multitasking behavior and distraction can undermine

the effectiveness of distance courses. Students who take online and other home-

learning programs are exposed to more distractions than in face-to-face classes.

According to an interview conducted by The Irish Times, students admitted

that they find it very difficult to concentrate. Being in a non-designated space like a

classroom means getting easily distracted, go on phone more, and more tendency to

open new tabs in the computer (Poor wifi, home distractions, 2020).

Similarly, according to Klawitter (2022) stated that distractions are a reality of

distance learning. As a result of these distractions – and possibly having additional

 9

responsibilities – time management becomes more challenging. Having a time

management system is perhaps the most difficult challenge for students to overcome

because it depends entirely on self-motivation.

According to Vibe Team (2021) though the shift to remote learning might have

been jarring at first, this new learning opportunity can benefit students, educators,

and parents, as well as some of the life skills it teaches. With distance learning,

students can have flexible scheduling opportunities, they can stay home when sick

without missing out on too many lessons, and offers students the chance to learn at

their own pace. Because remote learning is self-paced, students can review the

material as often as needed and advance past already known subjects.

Similarly, according to a report by Korolkov et al. (2020), the positive aspects

include increased discipline and activity of students, the inevitability of mastering new

technologies, increased independence and general outlook of students, the ability to

independently study new courses, increased interest in learning, etc.

Moreover, according to Clark (2020) claimed that distance learning eliminates

the commute and hassle of getting to class. Students save time, too. If they’re doing

well, they can move ahead; otherwise, they can slow down and take their time with

the material. Distance learning also caters to a variety of learners, including the

procrastinator and anticipator. This responsibility differs from the more monitored

traditional classroom, where all students are expected to do the same work at the

same times on the same days.

Additionally, according to Fernando (2020), distance learning means students

are separated from their classmates and friends. This sounds negative but some

classmates and even friends can come as distractions so this separation may be a

huge help for many students who get easily distracted by their peers. This approach

can also improve academic engagement. Disciplining will truly become a shared

responsibility between the school and family. In addition, distance learning with the

use of modules forces the learners to read and understand what they read. One
 10

recent global assessment reveals that Filipinos have poor reading comprehension.

Distance learning can become a turning point making students realized the

importance of reading.

Moreover, according to Amasuomo (2014), academic performance is the

outcome of education; it is the extent to which a student, teacher or institution has

achieved their educational goals. Thus performance is characterised by performance

on tests associated with coursework and the performance of students on other types

of examinations.

Similarly, according to Liberman et al. (2020) stated that all modalities of

learning assessment had been strongly dependent on students' physical presence –

either for administration or for observing the learners' daily progress. Current school

closures necessitate development of alternative approaches to delivering the critical

feedback function of learning assessment. While all types of assessment of student

learning are important, the need for formative assessment right now is particularly

critical because learning needs to take place outside of the physical classroom, and

teachers and parents-turned-teachers need to understand whether students are

absorbing the content that is delivered to them in formats that differ from business-

as-usual.

In connection with that, according to Hammerstein (2021) showed that

empirical evidence on the impact of COVID-19-related school closures on academic

achievement is only just emerging. The shutdown required teachers, students and

parents to rapidly adopt to a new homeschooling situation, lasting from a few weeks

to several months, depending on governmental policy. The COVID-19 pandemic

required students to be educated from home which has been linked to lower

performance on academic (Spitzer & Musslick, 2021).

Additionally, according to Garcia & Weiss (2020), the school lockdowns that

started in the spring of 2020 reduced instructional and learning time, which are
 11

known to impede student performance, with disparate impacts on different groups of

students.

Similarly, according to Grewenig et al. (2020) the pandemic of COVID-19 has

created tremendous changes almost in all aspects of society which has negatively

affected students' learning in higher education. They also claimed that school

closure badly impacted students' motivation and engagement in learning. It in turn

could affect the quality of education.

Furthermore, according to Kuhfeld et al. (2020) student achievement was

lower than the pre-COVID-19 performance by same-grade students in fall 2019, and

students showed lower growth in math across grades 3 to 8 relative to peers in the

previous, more typical year. Moreover, Hammerstein (2021) highlighted the negative

effect of school closures on student achievement, specifically in younger students

and students from families with low socioeconomic status.

According to Noori (2021) claimed that school closure badly impacted

students' motivation and engagement in learning. It in turn could affect the quality of

education. He also stated that the students' achievement before and during the

COVID-19 pandemic was very different. They compared students' test results in

2017, 2018 and 2020 and found that there were statistically significant differences in

students’ performance across the years particularly their achievement in 2017 and

2018 was much better than the one in 2020.

Additionally, according to Pokhrel & Chhetri (2021), the level of academic

performance of the students is likely to drop for the classes held for both year-end

examination and internal examination due to reduced contact hour for learners and

lack of consultation with teachers when facing difficulties in learning/understanding.

Moreover, according to De Guzman (2021) educators fear that prolonged

closure is having negative effects on students’ ability to learn, impacting their futures

just a time when the country needs a young, well-educated workforce to resume the

impressive economic growth it was enjoying before the pandemic hit.

 12

In contrast, according to Guisti et al. (2021), the impact of distance education

on academic performance has been little explored, and researches has showed

contradictory results.

According to Whitley et al. (2021) highlighted that for most children, the

impact of the pandemic on learning and achievement depends in part on the quality

of any remote or in-person offerings and the resources available in the home and

community.

Additionally, according to Gopal et al. (2021), stated that instructor quality,

prompt feedback, effective course, design and expectation of students positively

impact students’ satisfaction and further students’ satisfaction positively impact

students’ performance.

In like manner, according to Spitzer & Musslick (2021) online learning

environments may hold promise for reducing performance differences between

students in addition to fostering academic performance during school closures.

Additionally, according to Sarfraz et al. (2022) stated that technology ease

encourages students to practice the use of new technology, leading to higher

academic goals. Consequently, e-learning technologies used during the pandemic

have potentially strengthened the communication channel between students and

their instructors, resulting in higher academic performance. During the COVID-19

pandemic, ICT has drastically changed the learning system by establishing an

interactive medium for students, enhancing their academic performance

According to El Said (2020) although it is too early to judge how reactions to

COVID-19 will affect education systems around the world, there are signs suggesting

that it could have a lasting impact on the trajectory of learning innovation and

digitization.

From these literatures discussed above, it can be said that there are differing

perspective among students towards modular distance learning during COVID 19

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pandemic, and it has affected the academic performance of students with varying

degrees.

Related Studies

In the study entitled "Effect of Modular Learning Approach on the Academic

Achievement of Students" written by Betlen (2021), the spread of Covid-19 has

brought a rapid change in the country not only in its economic stability but also in the

education system. Schools have been promptly locked for personal engagement,

transactions and students’ curricular activities following the order of President

Rodrigo Roa Duterte, to suspend “face-to face” classes in adherence to the advisory

of Department of Health that Philippines be put under Enhanced Community

Quarantine. With that, the Department of Education then had to shift and craft

realistic learning platform without compromising its objective to deliver a continuous

and quality learning among its students and yet promoting health awareness.

According to Nardo (2021), in the study entitled "Modular Instruction

Enhances Learner Autonomy", the use of modules advocates self-directed learning.

Using modules for learning leads to better self-study or learning skills among

students. The concepts presented in the modules engross students in learning. The

tasks provided develop a sense of responsibility among students. And they

progressed on their own. They learn to learn; they are empowered. In addition, the

students participate in real experiences. They discover new things, and they

experience their knowledge on their own. Students learn to reflect on their own

experiences, thus developing new skills, learning through modular direct students to

be in charge of their own learning.

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Correspondingly, the study of Santillan & Labaria (2021) entitled "Student

Experiences on Modular Learning Amidst Pandemic", denotes that the students

consider the modules to be able to assist in increasing their knowledge, thus they

participate and get involved to pursue their learning needs. Although the COVID-19

pandemic has greatly affected teaching and learning, this did not deter the students

to continue and that they continue to learn regardless of the modality or strategy of

teaching and learning introduced by the professors.

Accordingly, in the study of Aksan (2020) entitled “Effect Of Modular Distance

Learning Approach To Academic Performance In Mathematics Of Students In

Mindanao State University-Sulu Senior High School Amidst Covid-19 Pandemic”,

modular approach should be applied to other subjects as well as other level of

education and teachers would use modular teaching to improve the academic

achievements of the students.

In contrast, according to the study entitled "The Impact of COVID-19

Pandemic on the Academic Performance of Veterinary Medical Students" written by

Mahdy (2020), most of participants believed that COVID-19 pandemic lockdown

affected their academic performance with varying degrees. Nearly half of the

participants were greatly affected whereas were considerably affected, moderately

affected, and were slightly affected.

Students and teachers were also facing challenges. In a study conducted by

Abante et al. (2021) entitled “ A Comparative Analysis on the Challenges of Online

Learning Modality and Modular Learning Modality: A Basis for Training Program”,

revealed that there were problems identified by the public and private school

teachers such as poor internet connection of both teachers and students, parents’

financial status, unresponsive students, and parents, coping mechanism of students

in terms of modular modalities and the lack of students’ resources, specifically

gadgets that can used for online learning, technical problems in using online
 15

application that can be utilized in online teaching and learning, and also, they

expressed concerns about assessing the activities of the learners.

Coupled with this, Dangle & Sumaoang (2020) concluded in their study

entitled "The Implementation of Modular Distance Learning in the Philippines

Secondary Public Schools", that the main challenges that emerged were lack of

school funding in the production and delivery of modules; students struggle with self-

studying, and parents' lack of knowledge to academically guide their child/children. In

conclusion, the study was able to determine the prevailing challenges of the

participants in terms of resources, preparedness, and communication.

Furthermore, according on the findings of Jackson (2020), in their study

“What Makes Assessments Effective in the Era of Virtual Classrooms?”, 41% said

they had struggled to manage their wellbeing in the absence of face to face

engagement with friends, peers, and lecturing staff. 34% of respondents said that

learning in a new way and format had been challenging, and 34% said they were

struggling with managing their own time and schedule in the absence of a campus

taught timetable. 29% said they found isolation difficult 34% said that it was difficult to

find quiet and space to study in their current living environment.

According to Vargas-Ramos et al. (2021), in their study "Academic

Performance During the COVID-19 Pandemic and Its Relationship with Demographic

Factors and Alcohol Consumption in College Students", most of the studies

concluded that the students prefer face-to-face activities, and present a negative

attitude and low motivation towards virtual education. Theoretically, this student

perception and attitude can affect negatively the academic performance.

In relation, as the findings showed, in the study entitled “Effects of COVID-19

on the Academic Performance of Afghan Students’ and their Level of Satisfaction

with Online Teaching” written by Hashemi (2021), there is a close relationship found

between the academic performances of the students with their level of satisfaction.

Hence, COVID-19 has affected the academic performance of the students, and they
 16

are also dissatisfied with online teaching during this pandemic situation. In this case,

one can understand that when their satisfaction level is low, their academic

performance has been affected.

Hence, in the study of Shuja et al. (2019), “Effect of M-learning on Students’

Academic Performance Mediated by Facilitation Discourse and Flexibility”,

envisaging this scenario, it is deemed important to analyze mechanism of how m-

learning can boost academic performance of students while promoting teachers’ role

and adaptability in the process.

As there is a lack of further researches and studies about the impact of

COVID 19-related school closures on student’s academic performance, and in the

reason that it is one of the prevalent issues that the education sector is currently

facing, it is therefore an important topic to be studied today by researchers as it will

help inform educators in identifying appropriate methods and strategies for teaching

and learning in emergency cases like the COVID 19 pandemic situation. As

observed, some studies and literature on the impact of the pandemic on academic

performance take a different approach than this study, such as comparing a student’s

performance in a specific subject. However, the discussed literatures and studies are

identical in that they all propounded about the impact of COVID 19 pandemic on

students.

Theoretical Framework

This study is guided by the Self-Determination Theory that grew out of the

work of psychologists Edward Deci and Richard Ryan, who first introduced their

ideas in their 1985 book Self-Determination and Intrinsic Motivation in Human

Behavior. Deci and Ryan’s Self-Determination Theory (SDT) identifies autonomy,

relatedness, and competence as crucial elements of human motivation (Ackerman,

2018).
 17

The Self-Determination Theory (SDT) has been used to understand students’

motivation at school in general as well as in various school subjects (Guay, 2021).

This theory is connected to the study since the current situation caused by

the pandemic affects students’ motivation (autonomy, relatedness, and competence)

in studying which will then influence students’ perception towards learning that in turn

reflects on their academic performance.

Conceptual Framework

The researchers have identified the variables in the study as presented in the

following figure. The independent variable of the study is the perception on modular

learning. On the other hand, the dependent variable is the academic performance of

students. Therefore, these are the things that should be studied in this research.

Academic
Perception on Modular
Performance of
Learning
Students

Independent Variable Dependent Variable

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Figure 1. The Relationship between Independent and Dependent Variable

Chapter III

METHODOLOGY

This chapter introduces the research design, research locale, respondents of

the study, instrument of the study, gathering procedure, measurement of variables,

and analysis of data used in this study.

Research Design

This study utilized descriptive correlational method of research. Descriptive

correlational studies describe the variables and test the relationships that occur

naturally between them (Sousa et al., 2007).

The researchers chose to apply the combination of descriptive and

correlational research design to determine the relationship between the perception of

students towards modular learning and their academic performance.

Research Locale
This study was conducted in Guiuan National High School S.Y. 2021-2022.

The researchers chose this research locale to determine the perception of students

on modular learning and its impact on the academic performance of grade 12

students in Guiuan National High School.

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Respondents of the Study

The respondents of the study were the Grade 12 students in Guiuan National

High School for the School Year 2021-2022. These are the students from both

Academic Track and Technical-Vocational-Livelihood Track that are officially enrolled

in Guiuan National High School.

The reseachers used Slovin’s formula to identify the sample size from a total

population of grade 12 Senior High School students in Guiuan National High School.

Slovin’s formula is used to calculate the number of samples required when the

population is too large to directly sample every member (Ellen, 2020).

The obtained sample size is 263 respondents from the total population of 763

officially enrolled grade 12 students in Guiuan National High School, School Year

2021-2022 using a 5% margin of error.

Table 1. Distribution of Respondents

Specialization Population Sample

53 18
ABM 1

52 18
ABM 2

52 18
ABM 3

50 18
GA

45 16
HUMSS 1

45 16
HUMSS 2

45 16
HUMSS 3

44 15
HUMSS 4

44 15
HUMSS 5

50 18
ICT

55 19
HE 1
 20

55 19
HE 2

37 13
AS 1

37 13
AS 2

44 15
EIM 1

45 16
EIM 2

Total 763 263

Sampling Technique

The researchers used simple random sampling. Thomas (2020) defined

simple random sampling as a type of probability sampling in which the researcher

randomly selects a subset of participants from a population. In simple random

sampling, each member of the population has an equal chance of being selected.

Research Instrument
The research instrument that the researchers used was a survey

questionnaire adopted from the study of Bordeos (2021) entitled “Learning Goes On:

Students’ Attitudes and Perceptions in the Implementation of the Modular Distance

Learning During COVID 19 Pandemic”.

The survey questionnaire was consisted of three parts. The first part is the

profile of the respondents, which includes their age, sex, specialization and learning

modality preferences.

The second part of the questionnaire was consisted of 15 statements, the

answer of the respondents were measured according on the Likert scale. The

respondents would check or rate based on what they actually do given statements

using the following scales, Strongly Agree (5); Agree (4); Neutral (3); Disagree (2);

Strongly Disagree (1).

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In the last part, the respondents’ general weighted average for the first

semester were collected in order for the researchers to measure their academic

performance. The general averages were classified based on the standards of the

Department of Education (DepEd).

Data Gathering Procedure

The researchers asked permission to the school principal of Guiuan National

High School to conduct of this study through a communication letter duly signed by

the research adviser and researchers.

Afterwards, the researchers gathered data from the respondents through

survey questionnaires that was distributed to the respondents which enabled the

researchers to gather the needed accurate data for this study. The researchers also

ensured the privacy of the data that was given by the respondents.

Measurement of Variables
To facilitate the computation of data, the following scales were used and its

corresponding interpretation. For the perception of students on modular learning

during the pandemic, the researchers adopted the 5 point – Likert – Type Scale. The

Likert scale is a rating system used in questionnaires, that is designed to measure

people’s attitudes, opinions, or perceptions. Subjects choose from a range of

possible responses to a specific question or statement; responses typically include

“strongly agree,” “agree,” “neutral,” “disagree,” and “strongly disagree. “Often, the

categories of response are coded numerically, in which case the numerical values

must be defined for that specific study, such as 1 = strongly agree, 2 = agree, and so

on (Jamieson, 2017).

The respondents’ age, sex, specialization, and learning modality preference

were coded accordingly to quantify its characteristics. The age was based on the age

range provided by the Department of Education, while sex was grouped into two –
 22

male and female. The specialization were classified according to the offered tracks

and strands in the Senior High School program. The learning modality preference

were classified according to the implemented learning modalities of the Department

of Education (DepEd).

Academic performance was included in the survey questionnaire by the

researcher and was interpreted based on the Department of Education issued report

card on learners’ achievement. The age, sex, specialization, learning modality

preference and academic performance are coded, ranged and interpreted as follows.

Age. This variable was scaled as follows:

Code Description

1 16-17 years old

2 18-19 years old

3 20 years and above

Sex. This variable was scaled as follows:

Code Description

1 Male

2 Female

Specialization. This variable was scaled as follows:

Code Description

1 Accountancy Business & Management (ABM)

2 Humanities and Social Sciences (HUMSS)

3 General Academic Strand (GAS)

4 Information Communication Technology (ICT)

5 Home Economics (HE)

6 Automotive Servicing (AS)

7 Electrical Installment and Management (EIM)

Learning Modality Preference. This variable was scaled as follows:

 23

Code Description

1 Modular Learning

2 Online Learning

3 Radio/TV-Based Instruction

4 Blended Learning

5 Face-to-Face Learning

Perception on Modular Learning. This variable was scaled as follows:

Code Range Description Interpretation

5 4.21-5.00 Strongly Agree Almost Always True

4 3.41-4.20 Agree Usually True

3 2.61-3.40 Neither Agree or Disagree Occasionally True

2 1.81-2.60 Disagree Usually Not True

1 1.00-1.80 Strongly Disagree Almost Never

True

The Academic Performance. This variable was scaled as follows:

Code Description Interpretation

5 90-100 Outstanding

4 85-89 Very Satisfactory

3 80-84 Satisfactory

2 75-79 Fairly Satisfactory

1 75 below Did Not Meet Expectation

Analysis of Data

This study utilized three statistical tools; the percentage, the weighted mean,

and the Pearson product-momentum correlation (Pearson’s r).

 24

The percentage was used in analyzing the profile of the respondents based

on age, sex, specialization and learning modality preference. In calculating the

perception of the respondents on modular learning amidst the pandemic, the formula

for the weighted mean was used. To determine their relationship, the researchers

used the Pearson’s r.

Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the profile of the respondents and would give a

comprehensive discussion on the results of the data collection and analysis done by

the researchers and, thus, the answers to the problems and hypothesis of the study.

Age Profile of the Respondents

Table 2 shows the profile of the respondents in terms of age. As presented in

the table, among the 263 respondents, 56 or 21.29 percent were 16 to 17 years old,

176 or 66.92 percent were 18 to 19 years old, and only 31 or 11.79 percent of the

respondents were 20 years old and above.

Table 2. Profile of the Respondents in terms of Age

Age Frequency Percentage

16-17 years old 56 21.29%
18-19 years old 176 66.92%
20 years old and above 31 11.79%
Total 263 100%
Thus, this signifies that majority of the respondents were 18 and 19 years old.
 25

Sex Profile of the Respondents

Table 3 shows the profile of the respondents in terms of sex. Based on the

presented data, there were 136 or 51.71 percentage males and 127 equivalent to

48.29 percent females.

Table 3. Profile of the Respondents in terms of Sex

Sex Frequency Percentage

Male 136 51.71%
Female 127 48.29%
Total 263 100%
Hence, the result shows that most of the respondents of the study were male.

Specialization of the Respondents

Table 4 shows the profile of the respondents in terms of their specialization.

As observed in the data below, there were 54 respondents coming from the

Accountancy, Business and Management (ABM) strand, 78 were from the

Humanities and Social Sciences (HUMSS) strand, 18 respondents were of General

Academic Strand (GAS), and 18 respondents were from the Information and

Communication Technology (ICT) strand. There were 38 from the Home Economics

(HE), 26 from the Automotive Servicing (AS), while 31 respondents were of the

Electrical Installment and Management (EIM) strand. This shows that most of the

respondents or 29.66 percent of them were of the Humanities and Social Science

strand, while the least belongs to the General Academic Strand (GAS) and

Information and Communication Technology (ICT) strand with only 6.84 percent of

the population.

Table 4. Profile of the Respondents in terms of Specialization

Specialization Frequency Percentage

Accountancy, Business and Management (ABM) 54 20.53%
Humanities and Social Sciences (HUMSS) 78 29.66%
General Academic Strand (GAS) 18 6.84%
 26

Information and Communication Technology 18 6.84%

(ICT)
Home Economics (HE) 38 14.45%
Automotive Servicing (AS) 26 9.89%
Electrical Installment and Management (EIM) 31 11.79%
Total 263 100%
The results indicated that most of the respondents were from the Humanities

and Social Sciences (HUMSS) strand.

Learning Modality Preference of the Respondents

Table 5 shows the profile of the respondents in terms of learning modality

preference. As presented in the table, among the 263 respondents, their learning

modality preference and corresponding frequencies and percentages were as

follows: 28 or 10.65 percent preferred Modular Learning, 10 or 3.80 percent preferred

Blended Learning, 225 or 85.55 percent preferred Face-to-Face Learning, while none

of them preferred Online Learning and Radio/TV-Based Instruction which garnered

the lowest frequency and percentage.

Table 5. Learning Modality Preference of the Respondents

Learning Modality Frequency Percentage

Modular Learning 28 10.65%
Blended Learning 10 3.80%
Face-to-Face Learning 225 85.55%
Total 263 100%
The result shows that most of the respondents preferred face-to-face learning

having the highest number of 28 or 85.55 percent.

 27

Respondent’s Perception on Modular Learning

Table 6 shows the perception of the respondents toward modular learning. As

shown in the table, the eleventh item which is “The use of Modular Distance Learning

motivated me to seek help from parents/guardians, classmates, and the teacher” got

the highest mean of 3.49 and interpreted as usually true, while the thirteenth item

“My attention to the activities/tasks in the Modular Distance Learning using the Self-

Learning Modules was greater in comparison to the traditional face-to-face class

meetings” got the lowest mean of 3.17 and is interpreted as occasionally true.

Table 6. Respondents’ Perception on Modular Learning

Perception on Modular Learning Mean Description Interpretation

1. I enjoyed using Modular Distance Learning
to learn during the COVID-19 pandemic. 3.28 Neither Agree or Occasionally
Disagree True
2. I felt comfortable using Modular Distance
Learning at home especially during this time 3.43 Agree Usually True
of the pandemic
3. The use of modular Distance Learning
allowed flexibility in my learning schedule. 3.34 Neither Agree or Occasionally
Disagree True

4. The use of Modular Distance Learning

improved my learning despite the COVID-19 3.28 Neither Agree or Occasionally
pandemic. Disagree True
5. The use of Modular Distance Learning
helped me learn the content of the subject in a 3.23 Neither Agree or Occasionally
flexible and convenient way. Disagree True
6. The use of Modular Distance Learning
helped me develop confidence in the subject. 3.25 Neither Agree or Occasionally
Disagree True
7. The use of Modular Distance Learning
helped me participate in the activities 3.35 Neither Agree or Occasionally
indicated in the Self -Learning Module (SLM) Disagree True
in ways that enhanced my learning
competencies.
8. The use of modular Distance motivated me
to actively do all the activities in the Self – 3.46 Agree Usually True
Learning Module.
9. The use of Modular Distance Learning
made it easier for me to be more engaged in 3.32 Neither Agree or Occasionally
the different activities in the SLM. Disagree True
 28

10. The use of Modular Distance Learning

increased my interaction with my teacher and 3.32 Neither Agree or Occasionally
most especially with my parents/or guardians. Disagree True

11. The use of Modular Distance Learning

motivated me to seek help from 3.49 Agree Usually True
parents/guardians, classmates, and the
teacher.
12. The activities in the Modular Distance
Learning using the Self-Learning Module Neither Agree or Occasionally
motivated me to learn the content more than 3.24 Disagree True
the ones in the face-to-face traditional class
meetings.
13. My attention to the activities/tasks in the
Modular Distance Learning using the Self- 3.17 Neither Agree or Occasionally
Learning Modules was greater in comparison Disagree True
to the traditional face-to-face class meetings.
14. It was easier to participate in the different
activities in the Modular Distance Learning Neither Agree or Occasionally
using the Self-Learning Module in comparison 3.27 Disagree True
to the traditional face-to-face class meetings.
15. Overall, I enjoyed using Modular Distance
Learning as an alternative to Face-to-Face 3.35 Neither Agree or Occasionally
during this time of the pandemic. Disagree True

Grand Mean 3.32 Neither Agree or Occasionally

Disagree True

Given the result of overall mean, which is 3.32, this implies that the students’

perception on modular learning is occasionally true, which is related to the study of

Peregrino et al. (2021) wherein the result showed that most students and teachers

perceived modular distance learning as somewhat effective.

Academic Performance of the Respondents

Table 7 emphasizes the academic performance of the respondents based on

their general average during the First Semester, school year 2021-2022. From the

data below it can be observed that 146 or 55.51 percent were under very

satisfactory, it can also be identified that 69 or 26.24 percent of them were

outstanding, while 45 or 17.11 percent performed satisfactorily, and 3 or 1.14 percent

belongs to fairly satisfactory academic performance.

Table 7. Academic Performance of the Respondents

Academic Performance Frequency Percentage

Outstanding (90-100) 69 26.24%
 29

Very Satisfactory (85-89) 146 55.51%

Satisfactory (80-84) 45 17.11%
Fairly Satisfactory (75-79) 3 1.14%
Total 263 100%

The result suggests that majority of the respondents perform very

satisfactorily on their academics.

Relationship between Perception on Modular Learning and Academic

Performance

Table 8 demonstrates the relationship between perception on modular

learning and academic performance of grade 12 senior high school students. As

shown in the table, the resulting correlation between the two variables is .253

interpreted as low correlation with p-value <.05 which implies significant relationship

between the two variables.

Table 8. Relationship between the Perception on Modular Learning and Academic

Performance

Independent Dependent Correlation Interpretation p-value Interpretation

Variable Variable Coefficient
Perception on Academic Low Correlation
.253 .003 Significant
Modular Performance
Learning

In determining the significance of the correlation coefficient, the researchers

tested the value of r by test of significance using the p-value at a level of significance.

Since the p-value is <.05, this means that the correlation between the perception of

Grade 12 students on modular learning and their academic performance is

significant.

Findings of the present study revealed that the academic performance of

Grade 12 students is dependable on the students’ perception towards modular

 30

learning. Based on the result, the null hypothesis stating that there is no significant

relationship between perception on modular learning and academic performance was

therefore rejected.

This implied that the way students perceive modular learning at this time of

pandemic, has an effect on their academic performance. This is similar to the study

of Salamuddin (2021) where it was revealed that the students had negative

perception towards modular distance learning which influenced their motivation to

learn and in turn affected their academic performance. The result is also parallel to

that of Aksan (2021), however, in a reversed point of view; that students who enjoyed

using modular learning approach performed very satisfactorily on their academics.

Chapter V

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of the results from the data analysis

conducted by the researchers, the conclusions, and recommendations drawn from

these results.

Summary

The fundamental of the study aimed to determine the relationship between

the perception of grade 12 students on modular learning and its impact to their

academic performance during the First Semester of School Year 2021-2022.

Specifically, the researchers sought to answer the following:

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

1.1. Age;

1.2. Sex;

1.3. Specialization and

1.4. Learning Modality Preference?

 31

2. What is the perception on Modular Learning among respondents?

3. What is the academic performance of the respondents?

4. Is there a significant relationship between perception on modular learning and

academic performance of the respondents?

Out of the 263 respondents of this study, it was found out that majority of

them are 18 to 19 years old, and most of them were male. Most of the respondents

or 29.66 percent of them were from the Humanities and Social Sciences (HUMSS)

strand. In terms of learning modality preference, the highest number of respondents

or 85.55 percent preferred Face-to-Face Learning.

Through the computation of the weighted mean, respondents’ perception on

modular learning is occasionally true. And the academic performance, out of 263

respondents, 146 or 55.51 percent garnered a range within the range of 85 to 89, 69

or 26.24 percent of them were within the range of 90 to 100, while 45 or 17.11

percent were within the range of 80 to 84, and 3 or 1.14 percent belongs to a range

of 75 to 79. Thus, most of the respondents performed very satisfactorily with an

average grade of 85 to 89 during the first semester of School Year 2021-2022.

Results for the Pearson’s r showed indicated significant relationship between

perception on modular learning and students’ academic performance. Correlational

coefficient between the two variables is 0.253 which is interpreted as Low Correlation

but is statistically significant with p-value <.05, thus, indicates that the grade 12

students’ perception on modular learning is significantly related to their academic

performance.

Conclusion

Taking into account the aforementioned findings, the researchers concluded

that the resulting correlation coefficient for the variables perception on modular

learning and academic performance is (r = .253). This indicates a low correlation. In

determining the significance of the correlation, the researchers tested the value of r
 32

by test of significance using the p-value at a level of significance. Since the p-value is

<.05, this means that correlation between the perception on modular learning and

academic performance is significant. Therefore, the null hypothesis is rejected.

Recommendations

In cognizant of the aforementioned results and conclusions, the researchers

recommend the following:

1. The students who are experiencing difficulties in modular learning modality

should seek assistance from their teachers and parents as well as develop

learning strategies tailored for adapting in the new way of learning. They

should have good perception towards the modular learning modality to

become motivated as this will positively affect their academic performance.

2. Parents should be aware of their child’s perception towards modular learning

modality as this would enable them to provide more support – mentally and

spiritually – and encouragement for their children in this new educational set-

up.

3. The teachers should provide guidance and learning strategies to help

students stay motivated and engaged while they are studying remotely, as

well as the support for students who are having difficulties on the lessons in

their self-learning modules.

4. The school administration should be well-informed of the students’ perception

towards the implemented learning modality for them to address and provide

appropriate and immediate response as well as favorable action on any

problem that would hinder quality education.

5. Future researchers should further conduct studies and investigations so that

the impact of students’ perception towards modular distance learning to their

academic performance could be further understood. Future researchers may

also stir further studies on specific factors that could affect students’
 33

perception towards modular learning and different learning strategies that

student could adapt to cope with the new learning set-up.

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APPENDICE
S
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APPENDICES
Appendix A: Communication Letter to the School Principal
 40

Appendix B: Communication Letter to the Adviser

 41

Appendix C: Communication Letter to the Respondents

 42

Appendix D: Survey Questionnaire

 43

TABLE OF CONTENTS

Preliminaries

Title Page i

Table of Contents ii

List of Tables

iv

List of Figures

Chapter I. INTRODUCTION 1

Background of the Study 1

Statement of the Problem 3

Hypothesis 3

Scope and Delimitation 3

Significance of the Study 4

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Definition of Terms 5

Chapter II. REVIEW OF RELATED LITERATURS AND STUDIES 7

Related Literatures 7

Related Studies 13

Theoretical Framework 17

Conceptual Framework 18

Chapter III. METHODOLOGY 19

Research Design 19

Research Locale 19

Respondents of the Study 19

Sampling Technique 21

Research Instrument 21

Data Gathering Procedure 21

Measurement of Variables 22

Analysis of Data 24

References 25

Appendices 30

Appendix A: Communication Letter to the School Principal 30

Appendix B: Communication Letter to the Adviser 31

Appendix C: Communication Letter to the Respondents 32

Appendix D: Survey Questionnaire 33

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