Experiences Encountered by Grade 11 Students

In Modular Learning Modality

IN PARTIAL FULFILLMENT OF THE REQUIREMENT

FOR PRACTICAL RESEARCH 1

THE SCHOOL YEAR 2021-2022

Razeal V. Dela Pasion

Shiella A. Villanueva

Carla Jane A. Raro

Shela Rose D. Rile

Yodel Morales III

Michelle Laurito

Vincent Leano

Janeth Roldan

Grace Leano

11 HUMSS Silence

June, 2022

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 TABLE OF CONTENTS

Page

Title Page…………………………………………………………………………………….1

Table of Contents………………………………………………….………………………...2

Chapter 1 – Introduction

Background of the Study…………………………………………………………….3

Statement of the Problem…………………………………………………………....4

Significance of the Study…………………………………………………………....5

Chapter 2 - Review of Related Literature and Study

Literature Review………………….…………………………………………...........6

Theoretical Framework……………………………………………………………...9

Conceptual Framework……………………………………………………….……..12

Definition of Terms………………………………………………………………….12

Chapter 3 – Methodology

Research Design……………………………………………………………………...14

Research Instrument…………………………………………………………………14

Sampling Technique……………………………………………………………....…14

Research Participants…………………………………………………………....…..15

Research Procedure…………………………………………………………….…....15

Questionnaires…………………………………………………………………........16

Reference…………………………………………………………………………….17

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 CHAPTER 1

INTRODUCTION

I. BACKGROUND OF THE STUDY

Following the first identification of Coronavirus (Covid-19) in December 2019, the

World Health Organization (WHO) declared the virus a worldwide pandemic in March 2020,

warning of the virus's high contagiousness (WHO, 2020). In addition to travel restrictions,

school closures, and a global economic downturn, the COVID-19 epidemic caused significant

disruption.

This pandemic wreaked havoc on many facets of our existence, including schooling.

Education was hampered as a result of the Covid-19 pandemic. Most countries have temporarily

halted educational facilities to curb the spread of the virus and avoid infections (UNESCO,

2020). The new normal should be considered in the creation and implementation of the "new

normal educational policy" in order to preserve and give outstanding education despite lockdown

and community quarantine in the educational context (Tria, 2020).

As a result of the pandemic, modular distance learning has been adopted as a quick fix to

ensure educational continuity. Modular learning is the most popular type of distance learning.

Learning through printed and digital modules emerged as the most preferred distance learning

option among most Filipino parents and students, according to a poll conducted by the

Department of Education (DepEd). Learners in remote regions who do not have access to the

internet for online learning are also considered.

Schools must continue to operate. When it comes to a student's learning, there are

numerous options to choose. One of the options open to schools and institutions is flexible

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learning, specifically modules and online classes. It is a crucial educational component that

allows students to become proficient and knowledgeable about many life situations. Because of

how students and teachers approach the subject, making this possible for students' learning is

difficult.

The purpose of this study was to see how the epidemic impacted students' daily lives.

Here you may see how Covid-19 has changed the lives of students. It also shows the difficulties

that teachers, parents, and students have when using Modular Distance Learning. Furthermore, to

evaluate the strategies, interventions, or solutions used by educational institutions and the

government to assist students, parents, and teachers dealing with emerging learning modalities.

II. STATEMENT OF THE PROBLEM

This study aims to determine the Experiences Encountered Grade 11 Students in Modular

Learning Modality of Vinzons Pilot High School in the modular learning education they

employed. Specifically, it sought to answer the following questions:

1. What are the difficulties encountered by students in modular learning modality?

a. Self-paced learning

2. How do students cope with the difficulties experienced during the modular learning?

3. What intervention programs can be proposed to enhance/address students’ modular

concern?

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III. SIGNIFICANCE OF THE STUDY

This study will be beneficial to the modular students, teachers, researchers, future

researchers, parents, school program and potential teacher/students.

Students. This study will help on resolving issues regarding how effectively they

comprehend the module’s content.

Teachers. This study will benefit them in determining which methods and techniques

they can employ to become more successful and efficient teacher.

Future Researchers. This study will serve as reference in the conduct of similar or allied

investigations.

Parents. This research will benefit the parents for them to know if they need to be

patient, focus, and acknowledge their children’s effort.

School Programs. This research will benefit the school programs for potential changes

and recommendations for implementing modular distance learning.

Potential Teachers/Students. This research could be used as a tool to educate potential

teachers/students so that they are trained and know what to do in the event of another pandemic.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

I. Literature Review

 According to Perez (2020), teachers are worried that modular distance learning will not

work to some of the students because aside from they cannot read and comprehend on their own;

their parents are also not capable of guiding them because they too are not capable of reading

with comprehension as well. However, Soledad III, (2021) stated that this change in the learning

modality of public high schools created doubts, questions and a big challenge to students and

teachers as well, since not all students have the ability and enthusiasm to learn by themselves. A

lot of students felt that it is extremely difficult to learn without the help of their classmates and

teachers.

          As claimed by J. Atez, (2021), students have difficulties brought about by distance

learning, which has forced some students to drop out of school . Moreover, According to the

publication of DepEd Bataan (n.d.), the focus and concentration of the learners are not hundred

percent served on their studies since there is no enough supervision at home. Students tend to

avert their attention instead of focusing on and prioritizing their home schooling first. They are

often distracted and sometimes no interest in answering their modules especially if they did not

understand its content of the lesson written there. In this case, there is a possibility that the

academic performance of the learners will be affected.

  M. C. Manalac (n.d.) stated that we are all aware that not all parents are well educated

and well equipped with proper education. Parents who work from home will be given additional

work because they are the one who will provide tech support or guidance in their children’s

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schoolwork. They have to scheduled time for the distribution and retrieval of learning materials

since children are not yet allowed to go to school to get their own modules. 

          Even before the Covid-19 pandemic, students have been struggling and coping with a lot

of difficulties in many aspects of their lives. Mazo (2015) observed that the students’ struggle is

found everywhere, that is, at home, with friends, in school, in the classroom. It is just around the

corner. It is simply cannot be avoided because it is part of a student’s life. In fact, a lot of

students experience struggles every day. 

The COVID-19 pandemic has altered the course of history. The virus's nature,

particularly how it spreads, has changed human behavior, relationships, and lifestyles, as well as

the economic, political, and cultural landscapes of societies all over the world. It has also

exacerbated poverty, discrimination, and inequalities in many parts of the world, not only

because COVID-19 appears to be affecting poorer communities more than richer communities,

but also as a result of the measures taken by states to control the virus's spread, primarily by

restricting freedom of movement through the imposition of community quarantine, lockdowns,

and curfews in parts of the world (Simbulan, 2020).

Given that nearly 20% of the 6.5 million students who have access to the internet utilize

computer cafes or other public venues, this is an issue, according to a DepEd survey. Worse, 2.8

million students have no access to the internet. This is especially prevalent in rural areas, which

account for 53% of the population and where both internet connection and speed can be difficult

to come by (Santos, 2020).

While there have always been evident educational inequalities, the pandemic has brought

to light a new one: access to education for those who can afford it versus those who can't

(OECD, 2020). Because they lack financial assistance and must prioritize employment for their

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families, many young people are unable to study during the pandemic. Poor time management is

one of the most serious problems that online students face. Poor time management can be caused

by a lack of a timetable, too many distractions, and multitasking. Lack of a specific work space is

another factor that might lead to poor time management (Sellers, 2021).

The pandemic that forced us to stay indoors is starting to take its toll on our mental health

(Keziel, 2020). In a generation where many people have died as a result of depression, younger

students are considering giving up and taking their own lives. Many posts on social media about

students committing suicide because they can't bear the pressure that the new normal has placed

on them were seen by the researcher. They are having difficulty answering their modules

because their lecturers are not at their side. When students complete their modules at home, a lot

of strain can build up. Because of the lack of tranquility in their surroundings, students may

acquire anxiety. Especially those pupils who have other duties besides schoolwork, and those

who do not have parental assistance and must study on their own.

Therefore, this study is not a duplicate of any other studies reviewed. This study aims to

determine the difficulties to the modular students who are the subject of the present study. The

goal of this study is to know what will be the benefit of study to the researcher, teachers, and

students who are taking their modules and how it will resolve the issues faced by the students in

modular learning.

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I. THEORETICAL FRAMEWORK

This study will be anchored to Bandura (1977) idea of self-efficacy theory which is a

significant predictor of successful outcomes and satisfaction in online learning contexts. In

online learning, self-efficacy is considered a main psychological factor in students’ success.

Self-efficacy is the “beliefs in one’s capabilities to organize and execute the courses of action

required producing given attainments” (p. 3). It is a self-assessment of one’s ability to deal

with a task.

Self-efficacy is a social cognitive theory suggesting that motivation affects both learning

and performance and emphasizes how people obtain knowledge, skills, beliefs, and strategies

through their dealings with and observations of someone. Bandura’s social cognitive theory is

central to this area of motivational research. It is based on the basis that there is a give-and-

take interactive connection among personal factors, behaviors, and environmental influences.

A central point of this theory is the idea of self-efficacy. Self-efficacy is defined as the belief

that one can learn or perform at a specific level to achieve particular goals. Self-efficacy is

focused on an individual’s beliefs about their performance capabilities for a specific task within

a particular context that has yet to be undertaken.

Bandura suggested that persons use information from many sources to judge self-

efficacy. These include actual experiences (successes and failures), vicarious experiences

(model observation), attributions, verbal persuasion, and physiological/affective states.

Experience plays a major role in evaluating self-efficacy for a task, with success generally

raising self-efficacy and failure dropping it. Ability and effort attributions affect self-efficacy,

with positive attributions enhancing self-efficacy more than effort attributions. Self-efficacy is a

strong indicator of learners’ academic performance, but it also helps students adapt and cope

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with the new learning environment and is influenced by gender, age, and domain. It is an

essential factor affecting motivation and learning. According to Waaktaar and Torgensen

(2013), physiological factors were also assumed to affect self-efficacy. People who have high

confidence in their capabilities have a strong sense of efficacy where complex tasks serve as

opportunities to hone their skills.

Furthermore, the situated cognition theory was first introduced by Brown, Collins, and

Duguid back in 1989, but its principles are still just as applicable today. Essentially, the theory

relies on active learning and the concept that you cannot separate knowing from doing. It is

commonly paired with the cognitive apprenticeship Model, which exposes learners to realistic

challenges and situations. The cornerstone of the Situated Cognition Theory is that learners

must be able to apply their newfound knowledge and skills outside of the learning environment.

As such, eLearning professionals and online instructors must frame each online training

activity or course with real-world applications. This theory also stipulates that learning is a

social endeavor that gives people the opportunity to expand their knowledge through discussions

and group problem-solving tasks.

However, the present study is focused on the experienced encountered by grade 11

students in modular learning modality. The researcher believes that behavior and environmental

influences plays a major role in the learning process of students’ modular competencies.

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Self-Efficacy Theory Situated Cognition
Theory
(Bandura, 1977)
Brown, Collins, Duguid
(1989)

Vinzons Pilot High School

Behavior and Environmental Influences

EXPERIENCE ENCOUNTERED BY
GRADE 11 STUDENTS IN MODULAR
LEARNING

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 II. CONCEPTUAL FRAMEWORK

The researcher used the IPO model or the Input, Output, Process format in presenting

Conceptual Framework.

INPUT PROCESS OUTPUT

Profile of the respondents  Creating Experience encountered of

according to their: questionnaire grade 11 students in
 Data gathering modular learning.
a. Learning
through interview.
Modality
 Analysis
b. Strand  Interpretation of the
gathered data.
c. Year Level

III. DEFINITION OF TERMS

The conceptual and practical definitions of key terminology utilized in this study are

listed below.

Experience - the process of doing and seeing things and of having things happen to you

Experience - the process of

doing and seeing things and of
having things happen to you. :
skill
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or knowledge that you get by
doing something. : the length of
time that you have spent doing
something (such as a particular
job)
skill or knowledge that you get by doing something. : The length of time that you have spent

doing something (such as a particular job).

Coronavirus disease (COVID-19) - any of a family (Coronaviridae) of large single-

Stranded RNA viruses that have a lipid envelope studded with club-shaped spike proteins, infect

and many mammals including humans, and include the causative agents of MERS, SARS, and

COVID-19.

Pandemic - occurring over a wide geographic area (such as multiple countries or

continents) and typically affecting a significant proportion of the population.

Time management - the process of organizing and planning how to divide your time

between specific activities. Good time management enables you to work smarter – not harder –

so that you get more done in less time, even when time is tight and pressures are high.

Distance - an amount of space between two things or people.

Education - the process of facilitating learning, or the acquisition of knowledge, skills,

values, morals, beliefs, and habits. Educational methods include teaching, training, storytelling,

discussion and directed research.

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 Module - a unit, chapter, topic, or segment of instruction. It is a standard unit or

instructional section of your course that is a “self-contained” chunk of instruction. Impact - have

a strong effect on someone or something.

CHAPTER 3

METHODOLOGY

I. RESEARCH DESIGN

This study will use of descriptive qualitative research to find out the possible connection

of modular learning with the students and the hindrances that students are facing when answering

module to identify the Experience Encountered by Grade 11 Students in modular learning

modality. The extent of modular learning as a challenge to the students’ and its impact on the

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students’ learning in module has not been examined. This is the reason why descriptive research

design will be employed.

II. RESEARCH INSTRUMENT

The instrument will be used in this study is interview using face-to-face or virtual about

Experience Encountered by Grade 11 Students in Modular Leaning in Modality. This will be

used because it will gathered data faster than any other methods.

III. SAMPLING TECHNIQUE

With this, Purposive sampling, also known as judgmental, selective, or subjective

sampling, is a type of non-probability sampling in which researchers choose people of the public

to participate in their study based on their own judgment (Alchemer, 2021). This form of

sampling approach will be used by the researcher since it focuses on certain features of a

population that are of interest, making it easier to answer research questions. The

researchers chose a semi structured interview guide as the instrument. To collect qualitative data

that is both credible and comparable.

IV. RESEARCH PARTICIPANTS

The respondents of this study are the students of Vinzons Pilot High School consisting

of three students in every section in all strand of senior high school. (STEM, HUMSS, GAS,

ABM, TVL and Arts and Design.)

V. RESEARCH PROCEDURE

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 The researcher will begin collecting data by presenting an official letter of request to the

principal of Vinzons Pilot High School, who will convey it to the advisers, who will then

forward it to the study participants, who are Grade 11 students enrolled in modular distance

learning. Before data collection can begin, the instructor and department head must sign the

instrument validation after receiving the acceptance invitation to research participants. The

researchers will conduct the interviews using a semi-structured interview guide that they have

created. Participants will react during their vacant/free time in compliance with the non-

disruption of classes’ policy of the Department of Education (DepEd), which is the DO 9, s.

2005: putting in place methods to increase engaged time on task and ensure compliance.

Furthermore, all participants are guaranteed privacy and secrecy as an indication of the

feasibility of the research as well as the need of maintaining a trustworthy connection with

the respondents to avoid information leaking.

VI. QUESTIONNAIRE

1. What is your experience in modular learning modality? Give only one experience.

2. How do you manage/deal these challenges?

3. What are your perceptions regarding the modular distance learning in this time of Pandemic?

4. What are the gains and challenges they encountered?

5. What are the value/life lessons that you experienced on modular distance learning in this time

of pandemic?

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REFERENCES

[1] Macalisang, Calo, (2021). Students’ Struggles and their Coping Mechanism in the New

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https://www.researchgate.net/publication/

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W_NORMAL

[2] Keziel. (2020). Psychological Effect of Covid 19 pandemic.

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https://www.pressreader.com/philippines/panay-news/20201104/281964610231974

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d593b5c8/

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Learning

https://education.seattlepi.com/poor-time-management-online-learning-1435.ht

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Weighing modular learning.
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News/Weighing-
modular-learning

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Perez, A. J. (2020, July 20).
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