Research Topic and Question

The goal of this study is to determine the effects of the new way of learning

on students’ academic performance.

Specifically, it intends to answer the following:

1) What are the effects of modular learning modality to the students in terms

of;

a.) Study Habits

b.) Learning Management

c.) Performance / Academic Rating

2) What suggestions can be given by the respondents to acquire a positive

effect of modular learning on the cited variables?

3) What framework can be proposed to on the effects of modular learning

modality on the cited variables?

2

Introduction

Background of the Study

The outbreak of the new coronavirus infection known as COVID-19 has

first occurred at Huanan Seafood Market in Wuhan city of China in December

2019 (Wikipedia, 2020), and within a couple of months it has turned out to be a

global health emergency. It has rapidly affected thousands of People, who are

sick or being killed due to the spread of this disease. The COVID-19 pandemic

also resulted in a widespread disruption such as travel restrictions, closure of

schools and global economic recession (Pe Dangel, Y. & Sumaoan, B., 2020).

The COVID-19 pandemic has created the largest disruption of education

systems in human history, affecting nearly 1.6 billion learners in more than 200

countries. Closures of schools, institutions and other learning spaces have

impacted more than 94% of the world’s student population. This has brought far-

reaching changes in all aspects of our lives. Social distancing and restrictive

movement policies have significantly disturbed traditional educational practices.

Reopening of schools after relaxation of restriction is another challenge with

many new standard operating procedures put in place (Pokhrel, S. & Chhetri, R.,

2021).

Within a short span of the COVID-19 pandemic, many researchers have

shared their works on teaching and learning in different ways. Several schools,

colleges and universities have discontinued face-to-face teachings. There is a

fear of losing 2020 academic year or even more in the coming future. The need

of the hour is to innovate and implement alternative educational system and

3

assessment strategies. The COVID-19 pandemic has provided us with an

opportunity to pave the way for introducing digital learning. This article aims to

provide a comprehensive report on the impact of the COVID-19 pandemic on

online teaching and learning of various papers and indicate the way forward

(Pokhrel, S. & Chhetri, R., 2021).

As schools have been closed to cope with the global pandemic, students,

parents and educators around the globe have felt the unexpected ripple effect of

the COVID-19 pandemic. While governments, frontline workers and health

officials are doing their best slowing down the outbreak, education systems are

trying to continue imparting quality education for all during these difficult times.

Many students at home/living space have undergone psychological and

emotional distress and have been unable to engage productively. The best

practices for online homeschooling are yet to be explored. (Petrie, S. 2020)

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 (Sintema, E. 2020).

Modular learning, like most teaching methods, has advantages and

disadvantages. Decoding and comprehending these positives and negatives will

assist institutes in developing strategies for more efficiently delivering lessons,

ensuring students have an uninterrupted learning journey (Gautam, P. 2020).

Institutions provide a modular mode of instruction for students who cannot afford

online education that allows them to continue receiving the quality of education
4

they require. There are undoubtedly benefits and drawbacks to this method of

educating students, as they are forced to learn from modules on their own,

without the benefit of practical instruction or explanations from teachers.

As the program relies on students learning on their own, the students are

given SLMs (self-learning materials), which raises the question of whether these

SLMs are sufficient and how this affects the students’ academic performance

(Magsambol, B. 2020).

Modular learning is the most popular type of Distance Learning. In the

Philippines, this learning modality is currently used by all public schools because

according to a survey conducted by the Department of Education (DepEd),

learning through printed and digital modules emerged as the most preferred

distance learning method of parents with children who are enrolled this academic

Year (Bernardo, J). This is also in consideration of the learners in rural areas

where internet is not accessible for online learning (Pe Dangel, Y. & Sumaoan,

B., 2020).

The decline of proper education in corresponding with the COVID-19

pandemic is presently at the focal point of discussion. Innovation, challenges and

mental pressure are key ideas connected to the subject being talked about. The

discourse doesn't happen inside the limits of the South Asian locale. It is a

worldwide talk. The Corona pandemic also known as COVID-19 is a much-

examined subject. Steps are taken to contain the pandemic in many created just

as immature states and Philippines is no exemption. The world is apparently

shaken by different mental issues originating from the pandemic. The effect of
5

the pandemic on the financial life structure is hazardous. The circumstance in the

Philippines is more disastrous than that of the created nations. The logical

technique acquainted with control the fiasco incorporates detachment, social

separating and local area regulation. It is the vital weapon to decelerate the

spread.

This study planned to recognize the difficulties of students in the utilization

of measured distance learning methodology in the midst of pandemic and how

the understudies adapt to these difficulties. The review was led among the Grade

11 STEM students of Legazpi City National High School. Forty (40) students

were drawn closer to demand their intentional inclusion as the key members of

the sampling. Questionnaires were given to the participants as it is the strategy

that was utilized in the data gathering procedure. The difficulties of the

understudies were recognized dependent on how they plan, get ready and

answer the given modules by their subject educators. Moreover, understudies

utilized different ways of adapting to the difficulties experienced in modular

distance learning methodology like using time productively, adjusting to the

progressions brought by the new typical pattern in training, being adaptable,

giving elective plans, being hopeful, patient, and furnishing oneself with the

important abilities for the new ordinary methods of instruction.

6

Significance of the Study

The result which this study revealed may benefit certain groups such as;

Students - This research study will help them to cope with the changes of

learning. It can also give them ideas on where they need to focus on as well as

on how they will improve their study habits.

Parents- This research study will help them understand how their children

cope up with the new learning system and understand more the new way of

learning.

Teachers- This study will help them understand their students more as

well as develop new ways of learning method for the betterment of both students

and teachers.

School – This study will help them develop new methods to further

improve the students learning during the implementation of modular modality.

Future researchers – The result of this study will broaden their

understanding and enhance their skills. It can contribute ideas to young minds in

understanding the benefits of the new learning program. Research like this,

develops the value of resourcefulness and open-mindedness to young

researchers.
7

Review of Related Literature and Studies

This chapter is the representation of the review of related literature and

studies to specify the connection of other studies to this topic. This also include

assumptions of the study, conceptual framework and paradigm. Wherein the

present studies are analyzed and some concepts are reviewed to guide the

researchers in creating new solutions to modern day problems.

Related Literature

Education in the Philippines has undergone several stages of

development from the pre-Spanish times to the present. In meeting the needs of

the society, education serves as focus of emphases/priorities of the leadership at

certain periods/epochs in our national struggle as a race. As early as in pre-

Magellan times, education was informal, unstructured, and devoid of methods.

Children were provided more vocational training and less academics (3 R`s) by

their parents and in the houses of tribal tutors.

The pre-Spanish system of education underwent major changes during

the Spanish colonization. The tribal tutors were replaced by the Spanish

Missionaries. Education was religion-oriented. It was for the elite, especially in

the early years of Spanish colonization. Access to education by the Filipinos was

later liberalized through the enactment of the Educational Decree of 1863 which

provided for the establishment of at least one primary school for boys and girls in

each town under the responsibility of the municipal government; and the

establishment of a normal school for male teachers under the supervision of the

Jesuits. Primary instruction was free and the teaching of Spanish was
8

compulsory. Education during that period was inadequate, suppressed, and

controlled.

Education is no longer dispensed in a traditional brick and mortar

institution. Computer based training is becoming common place for professional

adults and the technology is continually being enhanced. Yet, many adult

learners can benefit from a blended learning environment of face-to-face

meetings in concert with an electronic delivery system. The key is to explore how

modular learning can serve as an educational approach to build a strategic plan

with the result of empowering learners to achieve academic and professional

success. It is crucial to create a share foundational understanding of key terms in

order for all the organizational members to embrace change on common ground.

Modular learning is a form of distance learning that uses Self-Learning

Modules (SLM) based on the most essential learning competencies (MELCS)

provided by DepEd. The modules include sections on motivation and

assessment that serve as a complete guide of both teachers’ and students’

desired competencies. Modular learning is the most popular type of Distance

Learning. In the Philippines, this learning modality is currently used by all public

schools because according to a survey conducted by the Department of

Education (DepEd), learning through printed and digital modules emerged as the

most preferred distance learning method of parents with children who are

enrolled this academic year (Bernardo, J). This is also in consideration of the

learners in rural areas where internet is not accessible for online learning.
9

The introduction of modular learning by the allied health programs was an

attempt to solve the problem of the learning needs of individual students not

always being met in the lecture approach. It was intended that modular learning

would encourage students to become independent learners through the use of

learning resources. It was further intended that this instructional mode would

meet the learning needs of individual students as the teacher’s role shifted from a

dispenser of information to a facilitator of learning.

The Philippines is in the process of adapting to the new normal form of

education at present, and continuous innovations of educators and active

involvement of other stakeholders are the driving force for its success. For the

continuity of education and for every school to still attain its mission and vision

which is to provide quality education to every Filipino learner, the Department of

Education implemented the Modular Distance 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, M.

2020)

Modular Distance Learning features individualized instruction that allows

learners to use self-learning modules (SLMs) in print or digital format/electronic

copy, whichever is applicable to the learner. Learners under Modular Distance

Learning can also use other resources such as Learner’s Materials, textbooks,

activity sheets, study guides, and other study materials (Malaya, B. 2020).
10

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. 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 (Gonzales, J. n.d).

The introduction of blended learning (combination of face-to-face and

online teaching and learning) initiatives is part of these innovations but its uptake,

especially in the developing world faces challenges for it to be an effective

innovation in teaching and learning. Blended learning effectiveness has quite a

number of underlying factors that pose challenges (Kintu, M. et al., 2017). The

modular approach situates Filipino students to learn in the comfort of their

homes. Limited contact with teachers will place parents or guardians as the

learners’ model or the “More Knowledgeable Other” (MKO) (Manlangit, P. et al.,

2020).

Education plays an important role in shaping the lives of students. In the

process, teachers are one of the essential instruments in delivering quality

learning. Due to the emergence of COVID-19 in the Philippines, a lot of changes

happened in the educational landscape. One of these is the mode of instruction

that was implemented by the Department of Education. The current COVID-19

crisis has obliged most education systems to adopt alternatives to face-to-face

teaching and learning. Many education systems moved activities online, to allow

instruction to continue despite school closures (OECD, 2020).

11

The shift of the teaching-learning delivery in schools to modular distance

learning made more challenging, on the part of the school personnel, the delivery

of basic quality education. That is why DepEd leaders are always finding

avenues to solve the problems and capacitating its teachers and school heads to

become more effective in the field of modular distance learning (Bagood, J.

2020).

Modular learning is an effective but complementary element, with no

significant differences to the traditional teaching method (Lima et al., 2019).

Modular modality learning affects the quality of teaching and academic

performance of the students.

A study by Valencia (2020) Modular Approach in Teaching Science 10

showed that when using a modular approach to teaching, student performance

was significantly improved on test results and was described as competent. This

indicates that the approach has clearly shown a vital link in increasing students‟

academic achievement. While Yazon, D. (2017) in his article on module

validation and effectiveness in assessing students learning, found the module to

be effective in facilitating the learning process.

Individualized instruction allows students to employ self-learning modules

(SLMs) in print or digital format/electronic copy, depending on the learner’s

needs, as well as other learning resources such as Learner’s Materials,

textbooks, activity sheets, study guides, and other study materials. Learners use

a computer, tablet PC, or smartphone to access electronic copies of learning

materials. Modular Distance Learning features individualized instruction that

12

allows learners to use self-learning modules (SLMs) in print or digital

format/electronic copy, whichever is applicable to the learner (Filipino Students

Prefer Modular Learning, 2021).

Despite the obvious benefits and promises of distant learning, there are

issues that must be addressed. The quality of learning, hidden costs, technology

usage, and instructor, student, and administration attitudes are among the

issues. Each of these factors has an impact on the overall product quality of

distant learning. Each of these concerns is linked to the others in different ways

(Unknown, n.d.). Due to the large number of activities, diversions, and lack of

focus, the students’ biggest obstacles have been self-studying, poor internet

connection, lack of sleep, and time to answer all of the modules (Valentine, D.

2021).

Modular teaching is one of the most widespread and recognizes teaching

learning techniques in many countries including other Western countries and

Asian region. Modular approach is used almost in all subjects like natural

science, especially in biology and medical education and even in social sciences

as well as in computers education. It considers the individual differences among

the learners which necessitate the planning for adoption of the most appropriate

teaching techniques in order to help the individual grow and develop at her/his

own pace. When analyzing the modular method of teaching, we can understand

that this is more effective, recent and more technology-based teaching method in

the present educational field. In recent years, the consent of modular curriculum
13

has been under discussion in secondary schools. Modular approach provides

more flexibility to distance teaching mode as well to learners (Sejpal, L. 2013).

Related Studies

Dargo, J. & Dimas, M. (2021) The study investigated the impact of

Modular Learning Modality on learners' academic performance to see if there

was a substantial difference in their performance before and after MDL was

implemented. The study used a mixed method approach, with quantitative data

collected using a T-Test to compare learners' GWA and qualitative data collected

using a semi-structured interview to learn about the perceived effect of MDL on

15 parents, 10 learners, and 7 teachers, as well as their recommendations. The

study found that learners' GWA dropped by 2.25 percent after MDL was

implemented, indicating a significant improvement in their academic

performance. MDL improves family bonding, self-learning, and is cost-effective.

However, it adds to the stress of working parents, there is little teacher-student

connection, and students lack socialization.

Suda, K. & Sterling, J. (2014) The study was able to assess student

pharmacist experience and academic performance in the first offering of a drug

information and literature evaluation course using a blended learning approach,

comparing online survey, course grades, and evaluations to the traditional

offering. It was found that the blended learning strategy doubled the time spent in

recitation; 96 percent of students found them "helpful." Students said that online

lectures in this course were just as good as "live" lectures in terms of educational
14

value. Exam scores and course assessments were identical in comparison to the

standard course. The blended learning course enhanced course grades and

students' perceptions of accomplishing course objectives.

Mataac, J. (2021) Investigated the impact of Modular distance learning to

the reading development of Beginning Readers of Torrijos Central School. The

study discovered that Modular Distance Learning had an impact on the

improvement of Beginning Readers' reading skills. One factor is that some

parents have not received professional training in reading instruction. Some

homes have a restricted number of reading resources. Reading implementation

at home during Modular Distance Learning was likewise shown to be inadequate,

which explains why reading progress was also low. The researcher suggested

that beginning readers build a home reading habit based on the findings of the

study. Teachers should use different reading techniques in teaching beginning

readers.

Sadiq, S. (2014) 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”. The

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

(Sadiq, S. 2014) Use of self-learning modules in teaching are another form of

individual used instructions.

Nardo, T. (2017) students engaged themselves in learning concepts

presented in the module. They developed a sense of responsibility in

accomplishing the tasks provided in the module. With little or no assistance from
15

the teacher, the learners progressed on their own. They learned how to learn;

they were empowered.

Agarin, M. (2021) concluded from her research that there is a significant

effect between the Challenges and Status of Modular Learning as to learners’

academic behavior and performance. There are numerous effects of modular

learning modality on students’ learning acquisition and social behavior. Some

students became busy to other works instead of focusing on the modules

(Damao et al., 2021).

Salapuddin (2021) also concluded that the Modular Learning Modality is

effective teaching strategy in achieving very satisfactory Mathematics

Achievement Level. There is significant effect of Modular Learning Modality to

the Mathematics Achievement Level at 52.6 percent of the average grades

accounted by the regression model. According to students and teachers’ opinion,

the main drawback of distance learning is the lack of social contact between

participants in the educational process. It is necessary to ensure the educational

component of the pedagogical system. That’s why, distance learning is only

suitable for students with a high degree of motivation to learn (Korolkov, A., et al.

2020).

Modular instruction is one of those teaching approaches where the

students have to learn everything in the modules using his own effort at his own

pace. This method differs from the traditional one wherein a teacher presents the

lesson and the students just listen to learn the concepts presented. To surpass

the difficulties faced by the students in the traditional classroom situation,

16

modular approach may be a good alternative since it is student-centered, self-

paced, and requires no note-taking, (Gonzales, E., (2015).

Nardo, M. (2017) the study concluded that carefully preparing modules for

students to use can help to meet a variety of language learning needs of

students, that using them nurtures learner autonomy among students because it

develops self-confidence, especially when students do not require extensive

supervision from teachers, that students score favorably on the items given in the

modules, and that finally, the experimental analogues performed well. In other

words, the modules outline what learners must do and how they should complete

the assignments.

Ariston, R. (2021) study is about offline modular learning in a public -

school system and its effects on school operations the research looks at the

implications of offline modular learning in a public school system on school

operations. The respondents were identified as 131 Grade 11 students, parents,

and 41 school personnel from Narra National High School in Palawan,

Philippines, using a stratified random sample technique. This study used a

quantitative and qualitative approach, with data collected utilizing a researcher-

created questionnaire and an interview form. The acquired data was treated

using a weighted mean, and the interview replies were coded and evaluated. The

study's findings revealed that the effectiveness of offline modular learning on

school operations was effective, as perceived by students, school workers, and

parents. Furthermore, the consequences of offline modularization have been

observed. Moreover, the identified effects of offline modular learning were

17

affecting the module preparation, printing, and distribution and were found to be

highly affecting the school expenses.

Sadiq, S. & Zamir, S., (2014) found out that Modular teaching is more

effective in teaching learning process as compared to ordinary teaching methods.

Because in this modular approach the students learn at their own pace, It is free

self-learning style in which immediate reinforcement, feedback is provided to

practice exercise,

Theoretical Framework

According to Kuncel, M. & Credé, N. (2008), that study habit, skill, and

attitude inventories and constructs were found to rival standardized tests and

previous grades as predictors of academic performance, yielding substantial

incremental validity in predicting academic performance. Study motivation and

study skills exhibit the strongest relationships with both grade point average and

grades in individual classes. Overall, study habit and skill measures improve

prediction of academic performance more than any other no cognitive individual

difference variable examined to date and should be regarded as the third pillar of

academic success.

Gettinger, M. & Seibert, J. (p.350-365, 2002) also supported this theory

stating that study skills are fundamental to academic competence. Effective study

skills are associated with positive outcomes across multiple academic content

areas and for diverse learners. The purpose of this article is to describe an

information-processing perspective on the contribution of study skills to academic

competence, and to identify evidence-based strategies that are effective in

18

helping students to improve their study skills. Using an information-processing

framework, study skills are grouped into four clusters: repetition-based skills,

procedural study skills, cognitive-based study skills, and metacognitive skills. Key

elements of effective study-strategy training are delineated.

Distance education has been described by some (Garrison, R. 1990;

Hayes, B. 1990) as no more than a hodgepodge of ideas and practices taken

from traditional classroom settings and imposed on learners who just happen to

be separated physically from an instructor. These issues involve the learner, the

instructor, and the technology. Because of the very nature of distance education

as learner-centered instruction, distance educators must move ahead to

investigate how the learner, the instructor, and the technology collaborate to

generate knowledge.

Sahin, M. (2009) explained that problem-based learning involves teaching

how to resolve problems that exist in the real world through experiential learning.

It is often accomplished through the use of scenarios. In a Peruvian study of

problem-based learning using a modular structure to teach physics through

scenarios, students developed an unfavorable view of the modular approach

after having exposure to it in introductory physics classes. The unfavorable view

appeared to arise because students felt that the instruction of physics is best

accomplished through memorization of material that the learner gets from texts

and instructor knowledge.

Gahutu, J. (2010) studied modular learning as it applied to a physiology

course at the National University of Rwanda. Students reported that they learned
19

best when the teaching was less theoretical, and they could work through

material using practical classes and demonstrations. However, to make the

problem-based approach successful, they need a greater access to outside

materials that might be available through the library and the Internet. Overall, the

Rawandan students reported greater satisfaction with the modular, self-directed

approach to learning than with the more traditional style previously used in the

classroom.

This theory supports our study where the Effects of Modular Modality

Learning can and may have a positive role and impact to the distance learning of

Senior High School students during Covid-19 pandemic. Overall, effective

modular learning has the potential to create an educational future in which

teachers and students can recreate a more engaging and connected

environment, and both can benefit from experiencing such new type.
 20

Theoretical Paradigm

Theory
Significance Outcome
Study attitude,
Students’ effective Positive Outcomes;
habits, motivation
learning
and skills theory by Growth in distance
Kuncel and Credé. education and
et. al improvement of
academic performance =

Academic success

Figure 1. Theoretical Paradigm

21

Definition of Terms

Modular- relating to, or based on a module or a modulus; constructed with

standardized units or dimensions for flexibility and variety in use

Modality- classification of logical propositions according to their asserting or

denying the possibility, impossibility, contingency, or necessity of their

content

SLM- Self-Learning Material

Flexible Learning- is a principle of practice in formal education, concerned with

increasing flexibility in the requirements, time and location of study,

teaching, assessment and certification

Pandemic- outbreak of a disease that occurs over a wide geographic area (such

as multiple countries or continents) and typically affects a significant

proportion of the population: a pandemic outbreak of a disease

Distance Learning- the education of students who may not always be physically

present at a school. Traditionally, this usually involved correspondence

courses wherein the student corresponded with the school via mail.

Today, it involves online education.

STEM- Science Technology Engineering Mathematics

22

Methods

Research Design

The descriptive-correlational method was used in this study. It described

the benefits and drawbacks of the new learning mode, as well as predicted the

future outcomes of the students’ hard work. Furthermore, it determined the

significant difference in the effects of the modular modality on the academic

performances of male and female students aged 16 to 19 years old. It also used

descriptive research methods. Descriptive research involves observing and

describing an individual’s behavior toward a subject without influencing it in any

way. This study will demonstrate how students respond voluntarily to the given

questions.

This study also used a quantitative research design; quantitative methods

are concerned with determining the research strategy that focuses on quantifying

the collection and analysis of data in which the researchers used a 4 point likert

scale to get the wanted results. It is formed from a deductive approach where

emphasis is placed on the testing of theory, shaped by empiricist and positivist

philosophies. As a result, quantitative research is frequently defined as objective,

and findings are gathered in numerical rather than a written format.

23

Respondents of the study

The respondents will be the Grade 11 students of Legazpi City National

High School (LCNHS). These grade 11 students under STEM strand and are

being utilized to analyze on the basis of their experiences with this innovative

method of learning. LCNHS’s Grade 11 STEM students are among those who

have opted for the modular mode of education. As a result, they are in a unique

position to assess and evaluate the impacts or effects they have experienced to

their learning and educational quality, whether positive or negative, during the

school year 2021-2022.

Locale of the Study

This study will be conducted at LCNHS the selected school will help the

researcher to prove the efficiency of the study among modular learning modality

students. The study will be conducted within 40 students of Grade 11-STEM to

determine the effects of modular learning modality on their academic

performance. The researcher will handout survey forms to the students within the

school premises.

Sampling Technique

This study requires 40 students of Grade 11-STEM of Legazpi City

National High School as respondents. Non-probability sampling, it does not rely

on randomization. This technique is more reliable on the researcher’s ability to

select the respondents for a sample. The researchers will handout survey

questionnaires to the respondents of Grade 11-STEM under the modular

24

modality they will be selected from the population which suits the best for the

purposes of our study.

The sampling strategy that you select in your dissertation should naturally

flow from your chosen research design and research methods, as well as

considering issues of research ethics. To set the sampling strategy that you will

use in your dissertation, you need to follow three steps: (a) understand the key

terms and basic principles; (b) determine which sampling technique you will use

to select the units that will make up your sample; and (c) consider the

practicalities of choosing such a sampling strategy of your dissertation (e.g., what

time you have available, what access you have, etc.).

In Sampling: The basics, we include terms such as units/cases/objects,

sample, sampling frame, population, sample size, random sampling, sampling

bias, amongst other terms.

Data Gathering Instrument

This study entitled “Effects of Modular Learning Modality in Grade 11

STEM students of LCNHS” is quantitative research. The research instrument is

based from the statement of the problem. The survey-questionnaire was divided

into three (3) parts. Part one (1) contains the questions that would help to

determine the effects of modular learning modality. Part two (2) contains the

suggestions that will be given by the researchers to the respondents. And lastly,

Part three (3) contains the suggestions and recommendations that will be given

by the respondents to the researchers of the study.

Data Gathering Procedure

25

The researchers will write a letter of request to faculty before conducting

the survey. A hard copy of survey-questionnaire has been made and to be given

physically to the forty (40) Grade 11-STEM modular printed students. The

questionnaires involve ten (10) questions overall, all of which are with ratings

starting from four (4) as the highest, and one (1) as the lowest. Before distributing

the questionnaires to the respondents, the researchers will first call a request to

the advisers of the participants and wait for their approval. Upon approving the

request, the researchers then commenced distributing the survey-questionnaire

to each of students and will assist the respondents through explaining the

process in accomplishing the questionnaires. After finishing the survey, the

researchers will observe, analyze and interpret the data through most

appropriate statistical procedure. The result of the survey will be the basis for the

impact of the modality, whether it be positive or negative to the STEM Student of

Legazpi City National High School who opted for modular learning.

Statistical Treatment

The statistical methods involved in carrying out the study includes

planning, designing, collecting data, analyzing, drawing, meaningful interpretation

and reporting of research findings.

Descriptive statistics provides the summary of data in the form of mean,

median and mode. Below is the mathematical formula of weighted mean.

∑n
x=
N

Where:
26

X = weighted mean

∑n = number of total answers

N = number of respondents
27

EFFECTS OF MODULAR LEARNING MODALITY

IN GRADE 11 STEM STUDENTS OF LEGAZPI CITY NATIONAL
HIGHSCHOOL

Dear Respondents,
The researchers would like to conduct a survey and determine the
EFFECTS OF MODULAR LEARNING MODALITY IN GRADE 11 STEM
STUDENTS OF LEGAZPI CITY NATIONAL HIGHSCHOOL. In such manner
kindly answer the organized questionnaire by either providing the mentioned
data by putting the mark () in the fitting space given. Benevolently answer
every one of the things underneath with all honesty. Have confidence that your
reaction will be treated with such confidentiality to protect your privacy. Thank
you for your participation.
-The Researchers

I.

Instruction: This questionnaire contains questions that would help determine the

Effects of Modular Learning Modality in Grade 11 STEM Students of Legazpi City

National High School. Kindly answer the questions below rest assured that all

your answers will be treated with utmost confidentiality.

4-Strongly Agree 3-Agree 2-Disagree 1-Strongly Disagree

Indicators Rating
A. Study Habits 4 3 2 1
1) I always make a to-do list for my school works.
2) I keep track of with my due dates.
3) I minimize distractions when I’m studying.
4) I never procrastinate my module.
5) I review my notes regarding the lessons after
answering my modules.
B. Learning Management 4 3 2 1
1) I am able to manage my time well.
2) I have access to certain materials like
28

computer Wi-Fi etc.

3) I was able to figure out my learning style.
4) I have a dedicated study area.
5) I begin by studying one subject at a time.
C. Academic performance
1. I am consistently part of the class achievers
2. I have learned effectively in modular modality
3. I was able to receive a passing grade during
modular modality.
4. I was able to answer all of the activities in the
modules
5. I have the ability to recall my past lessons.
II. Suggestions 1 2 3 4
1. Establishing an organized schedule.
2. Studying beforehand.
3. Making sure that no activities are skipped.
4. Having a complete and organized copy of
modules.
5. Getting information regarding the lessons
through reliable resources.
6. Continue learning under modular modality.
7. Attending limited face to face classes.
8. Resources (Wi-Fi computers etc.,) that are
accessible for all students.

III. What suggestions can you give to further improve one’s Study habits,

Learning management and Academic performance under Modular

Modality?

________________________________________________________________

________________________________________________________________

________________________________________________________________

______________________________

Thank you!
29

April 22, 2022

JEREMY A. CRUZ, EdD

Principal III
Legazpi City National High School
Rawis, Legazpi City

Sir:

Greetings!
The undersigned together with her group members are currently on the
process of gathering data of the research entitled “Effects of Modular Learning
Modality in Grade-11 STEM Students of Legazpi City National High School.” In
this regard, they would like to request your permission to conduct the said
survey.
Rest assured that at information will be considered confidential. Hoping for
your approval on this matter.
Thank you.

Very truly yours,

BREVIANA JESSEL S. TOLEDO

Group Leader

Noted:

CLEMENCIA L. BALMEDINA
OIS SHS Assistant Principal

Approved:

JEREMY A. CRUZ
Principal III
30

Results and Discussion

Effects of Modular Learning Modality in Grade 11 STEM Students of
Legazpi City National High School
This chapter summarizes the findings and discusses the data acquired

during the study's conduction. The discussion focuses on the effects of Modular

Learning Modality on Legazpi City National High School Grade 11 STEM

students, as well as the framework for implementing modular learning.

1. Effects of Modular Learning Modality in Grade 11 STEM respondents

The researcher focused the study on the effects of modular learning

modality in terms of study habits, learning management, academic performance

and the suggestions given by the researchers in which the respondents identified

which of those are the most beneficial. The discussion of the study below

focuses on the cited variables based on the data in the tabular presentation.

A. Study Habits

The effects of modular learning modality on the students in terms of their

study habits were based on five (5) indicators. In general, most of the students

agreed that their study habits were one of the variables that affected their

learning in modular modality, with an average WM of 3.36.

Among the five (5) indicators, the highest rated indicator was that the

students strongly agreed that they keep track of their due dates with a WM of

3.75. Second, they strongly agreed that they make a to-do list with an average

WM of 3.65. Third, the students agreed that they minimize distractions when

studying with a WM of 3.35. Fourth, they agreed that they review their notes
31

regarding the lessons after answering the modules with a WM of 3.2. The least

rated indicator was that they never procrastinate on their module, with a WM of

2.85.

Table 1

Effects of Modular Learning Modality in Grade 11 STEM students in terms

of their Study Habits

Indicators WM Description
1) I always make to-do lists for my
schoolwork. 3.65 Strongly Agree
2) I keep track of my due dates.
3.75 Strongly Agree
3) I minimize distractions when I’m
studying. 3.35 Agree
4) I never procrastinate my
modules. 2.85 Agree
5) I review my notes regarding the
lessons after answering my 3.2 Agree
modules.
Average WM
3.36 Agree

The results revealed that the respondents have developed good study

habits such as making to-do lists for their schoolwork, keeping track of their due

dates, minimizing distractions when they’re studying, not procrastinating their

modules and reviewing their notes after answering the modules, which they are

able to use in learning under modular modality.

Jafari A. et al., (2019) states that study habits include behaviors and skills

that can boost motivation and turn studying into a productive activity with high

returns, resulting in increased student learning. This backs up the claim of the
32

researchers that study habits contribute to the learning of the students during

modular learning modality.

B. Learning Management

The effects of modular learning modality on the students in terms of their

learning management were based on five (5) indicators. In general, most of the

students agreed that their learning management was one of the variables that

affected their learning in modular modality, with an average WM of 3.29.

Among the five (5) indicators, the highest rated indicators that the students

agreed upon are that they were able to manage their time well and have access

to certain materials like computer, Wi-Fi, etc., with both having a WM of 3.37.

Next to the most rated indicators that the respondents agreed were, they have a

dedicated study areas and they begin by studying one subject at a time with both

having a WM of 3.25. While the least rated indicator that the respondents agreed

with was that they were able to figure out their learning style.

Table 2

Effects of Modular Learning Modality in Grade 11 STEM students in terms of

their Learning Management

Indicators WM Description
1) I am able to manage my time
well. 3.37 Agree
2) I have access to certain
materials like computer Wi-Fi 3.37 Agree
etc.
3) I was able to figure out my
learning style. 3.22 Agree
33

4) I have a dedicated study area.

3.25 Agree
5) I begin by studying one subject
at a time. 3.25 Agree
Average WM
3.29 Agree

The results revealed that the respondents agreed to have developed good

learning management skills such as managing their time well, having access to

certain materials like computers, Wi-Fi, etc., figuring out their learning styles,

having a dedicated study area, and studying one subject at a time. It can be

implied based on the results that most of the students in grade 11 STEM under

modular modality have good learning management skills, which results to them

having a better learning under the said modality.

Griffin et al.,(2012) state that learning management that includes

concentration, information processing skills, motivation, self-testing and review

techniques, use of study support techniques, time management, and effective

test-taking strategies are all correlated positively (with statistical significance) to

students' GPA. This study backs up the claim of the researchers that learning

management skills greatly contribute to the students' learning and could be

applied in the students' new mode of learning, which is the modular modality.

C. Academic Performance

The effects of modular learning modality on the students’ academic

performance were based on five (5) indicators. In general, most of the students

agreed that their academic performance was affected by the abrupt shift in

learning, with an average WM of 3.4. Table three (3) shows the effects of
34

modular learning modality on the academic performance of students in terms of

academic rating.

Table 3

Effects of Modular Learning Modality in Grade 11 STEM Students in terms of

their Academic Performance

Indicators WM Description
1.) I am consistently part of the class achievers. 3.4 Agree
2.) I have learned effectively in modular modality. 3.12 Agree
3.) I was able to receive a passing grade during 3.82 Strongly Agree
modular modality.
4.) I was able to answer all of the activities in the 3.8 Strongly Agree
modules.
5.) I have the ability to recall my past lessons. 2.9 Agree
Average WM 3.4 Agree

Among the five (5) indicators, the highest-rated indicator was that the

students strongly agreed that they were able to receive a passing grade during

the modular modality, with a WM of 3.82. Second, they also strongly agreed that

they were able to answer all of the activities in the modules, with a WM of 3.8.

Third, the students have learned effectively in the modular modality with a WM of

3.12. Fourth, the students agreed that they were a consistent part of the class

achievers, with a WM of 3.4. While the least rated indicator was that they agreed

on having the ability to recall any of the past lessons, with a WM of 2.9.
35

Results revealed that the respondents agreed that their academic

performance was affected by the sudden shift in learning, showing that they were

able to receive a passing grade, the students have learned effectively on modular

modality, they were able to answer all of the activities in the module, and lastly,

they agreed on having the ability to recall any of the past lessons. It can be

implied that the first two variables, which is study habits and learning

management greatly contributes on how the learning under modular modality

turn out academically and the data also implied that there is a change of

academic rating and performance under modular learning modality.

The results are supported by the findings of Gonzales, E., (2015).

Determined that the use of the modular teaching approach was more effective

than the traditional method of instruction. In light of the COVID-19 pandemic

where no face-to-face classes can take place and with the problems in the use of

the internet and technology, modular distance learning is the best option to

continue delivering education that could yield good results. It can be implied that

the students under modular modality have encountered a change in their

academic performance.

2. Suggestions to Acquire Positive Effects of Modular Learning

Modality on Students
Suggestions to acquire positive effects of learning under Modular

Modality, it was based on eight (8) indicators. In general, most of the students

agreed that their academic performance was affected by the abrupt shift in

learning, with an average WM of 2.83. Table four (4) shows the suggestions to

acquire positive effects of modular learning modality on students.

36

Table 4

Suggestions to Acquire Positive Effects of Modular Learning Modality on

Students

Indicators WM Description
1.) Establishing an organized schedule. 2.72 Agree
2.) Studying beforehand. 2.8 Agree
3.) Making sure that no activities are skipped. 1.4 Strongly
Disagree
4.) Having a complete and organized copy of 3.05 Agree
modules.

5.) Getting information regarding the lessons through 3.65 Strongly

reliable resources. Agree

6.) Continue learning under modular modality. 2.95 Agree

7.) Attending limited face to face classes. 3.1 Agree

8.) Resources (Wi-Fi computers etc.,) that are 3 Agree

accessible for all students.

Average WM 2.83 Agree

Among the eight (8) indicators, most of the students strongly agree that

getting information through reliable sources regarding the topic of the lesson is a

way to acquire positive effects of modular learning, with a WM of 3.65. Second,

37

most of them agreed that having a complete and organized copy of modules will

help them a more productive routine, with a WM of 3.05. Third, they also

suggested that students must attend face-to-face classes in order to acquire

enough knowledge and experience about the lessons, with a WM of 3.1. Fourth,

by providing enough resources such as Wi-fi, computers, etc., that are accessible

that will help them lessen the burden, with a WM of 3. Fifth, students agreed that

by continuing learning under modular modality they will acquire a positive

outcome on their studies, with a WM of 2.95. Sixth, by establishing an organized

schedule, students will acquire a positive impact of modular learning, with a WM

of 2.72. Seventh, students agree that studying beforehand does any help to

achieve a better outcome for their studies under modular modality, with a WM of

2.8. While the least rated indicator garnering a WM of 1.4, states that the

students strongly disagree to make sure that they did not skipped any activities.

Results revealed that the respondents agree that getting information

regarding the lesson through reliable resources, having a complete and

organized copy of module, attending limited Face-to-Face classes, having

resources such as ( Wi-Fi, Computer, etc.,) that is all accessible for the students,

continuous learning under modular modality and establishing an organized

schedule help the students acquire a higher possibility of a passing grade;

Moreover, they also agree with studying beforehand. However, they strongly

disagree with making sure that they finished all the given activities without

skipping any part. It can be implied that most of the students’ gets information
38

regarding the lessons through reliable resources and also attending limited face

to face classes is suggested to further improve their performance.

The study was also supported by the findings of Jayaram and Dorababu

(2020). That the success and effectiveness of distance learning depends on the

study materials. Therefore, to cater to the needs and abilities of each student,

DepEd focused on self-study modules as the main learning tool that can serve all

students, which can be combined with other modalities of delivery learning that

students have access to. Self-study Materials depend on harnessing the various

means and channels of communication to adapt them to the needs of learners. In

distance learning like modular learning, teachers and students are apart from

each other, thus SLMs must serve as teachers. All the learning experiences that

a learner can have in a classroom set up will be experienced by the learners in

the distance learning with the prepared SLMs. The use of modules has its

disadvantages also. According to Bijeesh (2017), 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. In addition, in the

study of Pe Dangle, and Sumaoang (2020) they revealed 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.

39

A summary in terms of different factors. Table five (5) shows the summary

and the Average Weighted Mean of the indicated variables as factors, including

the suggestions and descriptions in each factor.

Table 5

Effects of Modular Learning Modality on Grade 11 STEM Students: A Summary

in Terms of Different Factors

Factors WM Description
Study Habits
3.36 Agree
Learning Management
3.29 Agree
Academic Performance
3.24 Agree
Suggestions to Acquire a positive
effect 2.83 Agree
Average WM
3.18 Agree

The results revealed that Study habits was rated 3.36 which indicates that

most of the students agreed that having a good study habit contributes to the

effects of modular modality to their learning. Learning management was rated by

40

3.29, indicating that most students agree that learning management is one of the

factors that contributes on the effects of modular modality to the student’s

learning. It was followed by academic performance, which had a rating of 3.24,

indicating that the majority of students agrees that their academic performance

was greatly affected during the modular modality.

Study habits was the highest-rated variable because the indicators shown

to the respondents was easy to comprehend, as well as due to the fact that this

indicator can be observed by themselves. The student were also able to develop

a good study habits based on the indicators. Study habits were also proven to be

the most highly rated component, owing to the fact that having a good study habit

leads to students having a beneficial effect under the modular modality, as seen

by the data. (Arieta, K., et al. 2017) backs up the findings that the success or

failure of each student depends upon their study habits, this supports the claim

that this factor influences how students' learning is altered by modular modality. It

was followed by learning management as one of the most highly rated variables

since the indicators supplied to the respondents were simple to observe and

gave them an idea of how they typically performed under modular modality in

terms of learning management. The findings revealed that the respondents had

some form of learning management, supporting the claim that learning

management has a significant effects on the students learning under modular

modality. Academic Performance was rated third as a variable which the results

shows that the students have positively able to cope with the abrupt shift of

learning. The given indicators revealed that academic performance was affected
41

by modular learning modality positively, they were able to have a good academic

performance under modular modality which was influenced by the first two

variable which is the study habit and learning management since the

respondents showed a good study habit and learning management, they were

able to have a good academic performance. The least rated was the suggestions

to acquire a positive effect of learning under modular modality it was revealed by

the results that the most efficient way to have positive effects for modular

learning that most of the students strongly agreed on is that getting information

regarding the lessons through reliable resources with a WM of 3.65 pretty much

help to improve all the given variable and will give them positive effect in learning

under modular modality. These results garnered the most beneficial suggestions

that would acquire positive effects of modular learning modality and also shows

on how those indicators contributes to the effects.

3. Proposed framework on the effects of modular modality on the cited

variables

Students have good study habits, including as creating to-do lists for

schoolwork, keeping up with due dates, minimizing distractions, avoiding

procrastination, and checking notes after complying. In addition, they were able

to build appropriate learning management skills by efficiently managing their

time, having access to school-related equipment, determining their learning style,

having a designated study location, and beginning to study one topic at a time.

Students had a good academic performance/rating because they were regularly

among the class achievers, they learnt efficiently, they were able to acquire a

passing mark, and they were able to complete all tasks; however, they had poor
42

lesson retention. These claims are supported by the data gathered from

respondents in which indicates that the implementation of modular modality have

taken effect on the students' learning in terms of study habits and learning

management; and by developing these skills, the students were able to achieve

academic success.
43

Performance/
Academic Rating

Developing a Developing a good

good Study Habit learning
will lead to a management will
good lead to a good
Performance/ Performance/Acad
Academic rating. emic rating.
Best Academic
Performance
Learning
Management. Study Habits
Developed a good
study habit and
learning
management

Figure 2. Proposed Framework

44

Summary of Findings, Conclusions and Recommendations

This chapter presents the summary of findings, conclusions, and

recommendations during the conduct of the study.

Summary of Findings

The effects of modular learning modality on the students in terms of study

habits were that a majority of the students agreed that having a good study habit

contributes to the effects of modular modality to their learning. Based on the data

these study habits are keeping track of due, making a to-do list, and minimizing

distractions when studying, avoiding procrastination and reviewing notes

regarding the lessons after answering the modules.

With regards to learning management, majority of the students agreed that

they have a certain learning management system based on the data gathered.

The learning management strategies that the students were able to develop are:

they were able to manage their time well and that they have access to certain

materials like computer, Wi-Fi, etc. Students also have dedicated study areas,

they figure out their learning style, and they also begin by studying one subject at

a time. They also agreed they were able to figure out their learning style.

As for the performance or academic rating, majority of the students agreed

that their academic performance was affected by the sudden shift in learning.

The students were able to receive a passing grade, they have learned effectively

in modular modality; they are able to answer all of the activities in the module;
45

and at the same time, based on the given data, the students also showed that

they don’t have the ability to recall any of the past lessons.

2. Suggestions given by the respondents to acquire a positive effect of

modular learning on the cited variables

The data gathered showed that most of the students suggest that getting

information regarding the lesson through reliable resources, having a complete

and organized copy of module, attending limited face-to-face classes, having

resources such as (Wi-Fi, Computer, etc.) that are all accessible for the students,

continuous learning under modular modality and establishing an organized

schedule help the students acquire positive effects of learning under modular

modality.

3. Proposed framework on the effects of modular modality on the cited

variables

Most of the students were found to have good study habits and learning

management skills. The students will be able to have a positive effect from

learning under modular modality. The results also suggest that to be able to have

a good academic performance the students should be able to adopt those two

said variables in order to achieve a positive effect of learning under modular

modality. The implementation of the modular learning modality has its own

effects on students in terms of their study habits, learning management skills,

and academic rating. By developing good study habits and learning management

skills, it will result in good academic performance and rating, which correlates to

effective learning under modular modality.

46

Conclusions

Based on the summary findings, the following conclusion were drawn:

The effects of modular learning modality to the students in terms of study

habits concludes that the students have developed a good study habit, as

evidenced by the data obtained by the researchers. The respondents’ study

habits developed were: they keep track of their due dates; they make a to-do list

for their schoolwork; and they minimize distractions when they’re studying; and

they also review their notes regarding the lessons after answering the modules.

On learning management, the study concludes that the students have

developed good learning management skills and these is evidenced by the data

obtained, which shows that they were able to manage their time well, they have

access to certain materials like computer, Wi-Fi, etc., they also have dedicated

study areas, they figure out their learning style, and they begin by studying one

subject at a time. This shows that the students were able to adopt and that

learning management have contributed to how the students will be able to learn

during the said modality.

As for the performance / academic rating, the study concludes that there is

a change in the students’ academic performance in terms of their study habits

and learning management during the abrupt shift from traditional face-to-face to

modular learning modality. Most of the students revealed that they were able to

perform well and were able to get a positive effect during the learning, but in
47

terms of performance, the students’ data also showed that there was a lack of

retention in terms of the lessons during the modular learning modality. This

therefore shows that there is a correlation between the students’ study habits and

learning management during the modular learning modality to the students’

academic performance and rating.

2. Suggestions given by the respondents to acquire a positive effect of

modular learning on the cited variables

The study was able to gather suggestions that would help further improves

one’s learning under modular modality and shows that the two variable correlates

on how the students be able to learn under modular learning modality. Based on

the results, it mostly suggests that getting information regarding the lesson

through reliable resources, having a complete and organized copy of the module,

attending limited face-to-face classes, having resources such as (Wi-Fi,

Computer, etc.) that are all accessible for the students, continuous learning

under modular modality, and establishing an organized schedule can help the

students acquire a positive effects of learning in modular modality.

3. Proposed framework on the effects of modular modality on the cited

variables

The study was able to arrive in the conclusion based on the proposed

framework and data gathered that to further develop a students’ learning under

modular modality and get positive effects the student should be able to have a

good study habit and learning management as these two variables correlates on
48

how they’ll be able to perform academically and this will determine whether the

student will have a positive effect in terms of learning under modular modality.

Recommendations

Based on the Findings and Conclusions of the study, the researchers

have come up with the following recommendations:

1. (a) The students' study habits include keeping track of their due dates and

making a to-do list for their schoolwork. In which the researchers suggest that in

order to effectively learn under the implementation of modular modality, the

students should be able to develop good study habits. (b) The study’s results

state that the students were able to manage their time well, have access to

certain materials like computer, Wi-Fi, etc. and they also have dedicated study

areas. As a result, the researchers suggest that one must have develop a good

learning management, in which it would further improve one’s academic

excellence and should be a requirement for students until the following year, and

so on. This will also enable students to be responsible and comply multiple tasks

on time, under the modular learning modality. (c) The study revealed that there

was a change in the students' academic performance in terms of their study

habits and learning management during the abrupt shift from traditional face-to-

face to modular learning modality. The majority of students agreed that the

abrupt change in learning affected their academic performance. A passing mark

was achieved by the students, able to answer all the tasks in the module; at the

same time, they were unable to recall any of the previous lessons. As a
49

suggestion, students should develop good study habits and learning

management skills in order to achieve better academic performance, under the

implementation of modular learning modality.

2. The study was able to gather suggestions that would help further improves

one's learning under modular modality. It mostly suggests that getting information

regarding the lesson through reliable resources, attending limited face-to-face

classes, and having a complete copy of the module can help students learn

better.

3. Based on the proposed framework and data gathered, the study suggests that

in order to further develop a student's learning under modular modality, the

student should be able to have a good study habit and learning management as

these two variables correlate on how they will perform better academically.
50

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MENT_OF_STUDENTS.pdf
59

APPENDIX A. Letter Request to Conduct Study

April 22, 2022

JEREMY A. CRUZ, EdD

Principal III
Legazpi City National High School
Rawis, Legazpi City

Sir:

Greetings!
The undersigned together with her group members are currently on the
process of gathering data of the research entitled “Effects of Modular Learning
Modality in Grade-11 STEM Students of Legazpi City National High School.” In
this regard, they would like to request your permission to conduct the said
survey.
Rest assured that at information will be considered confidential. Hoping for
your approval on this matter.
Thank you.

Very truly yours,

60

BREVIANA JESSEL S. TOLEDO

Group Leader

Noted:

CLEMENCIA L. BALMEDINA
OIS SHS Assistant Principal

Approved:

JEREMY A. CRUZ
Principal III
APPENDIX B. Documentation

APPENDIX C. Tally or Raw Data

Table 1
Study Habits

Respondent I always I keep track I I never I review

make a of with my minimiz Procastinate my notes
to-do list due dates. e my module. regarding
for my distracti the
school ons lessons
works. when after
I’m answering
studyin my
61

g. modules.
1 3 3 2 3 3
2 2 3 3 3 2
3 4 4 4 4 4
4 3 3 2 2 3
5 4 4 4 4 3
6 3 4 4 4
7 4 4 3 3 3
8 4 4 3 3 3
9 4 4 4 4 4
10 3 3 4 2 3
11 4 4 4 4 4
12 4 4 3 2 2
13 4 3 3 3 4
14 2 3 3 1 3
15 4 3 3 3 2
16 3 3 3 2 3
17 3 4 3 3 3
18 3 3 3 3 3
19 2 4 3 3 3
20 2 3 2 2
21 3 3 3 2 3
22 4 2 3 3 3
23 3 3 4 3 3
24 1 4 4 1 1
25 4 4 3 4 4
26 4 3 3 3 4
27 4 4 3 3 4
28 4 4 4 2 3
29 4 4 3 2 4
30 4 4 2 2
31 4 3 2 2 3
32 2 4 2 2 3
33 2 2 4 1 3
34 2 2 2 1 3
35 4 3 3 3 4
36 4 4 3 2 3
37 4 4 2 3 4
38 4 3 3 3 2
39 3 4 4 3
40 3 3 4 1
41 3 3 4 2 4
42 4 4 4 4 3
43 4 3 4 3 4
44 3 3 3 3 4
62

Table 2

Learning Management

Respondent I am able I have I was I have a I begin by

to access to able to dedicated studying
manage certain figure study area. one
my time materials out my subject at
well. like learning a time.
computer style.
Wi-Fi etc.
1 2 2 3 3 2
2 3 3 3 3 3
3 4 3 3 3 4
4 2 2 2 3 3
5 4 4 3 4 3
6 3 4 4 3 3
7 3 3 3 3
63

8 4 2 3 3 3
9 4 3 4 4 4
10 3 4 3 4 4
11 4 4 4 4 4
12 4 4 3 4 4
13 4 4 3 3 3
14 3 3 3 4 3
15 3 4 3 3 2
16 3 2 3 4 4
17 3 3 3 2 3
18 3 2 3 3 3
19 3 2 2 2
20 2 3 2 1 2
21 4 4 3 3 3
22 4 4 4 4 3
23 4 2 3 2 3
24 1 3 1 1 3
25 4 3 3 3 3
26 4 4 3 4 4
27 4 3 4 4 4
28 4 3 3 3 3
29 3 4 3 3 4
30 4 2 3 2 4
31 3 2 3 2 3
32 3 3 3 2 2
33 1 2 3 3 1
34 2 4 3 3 3
35 4 4 2 3 3
36 3 4 3 3 3
37 3 4 3 3 4
38 3 4 4 4 2
39 3 2 3 2 3
40 4 1 1 1 1
41 4 1 1 1 1
42 3 4 3 4 4
43 3 3 3 3 3
44 3 4 3 4 3
64

Table 3

Academic Performance

Respondent I am I have I was I was able I have the

consistently learned able to to answer ability to
part of the effectively receive a all of the recall my
class in passing activities in past
achievers modular grade the modules lessons.
modality during
modular
modality.
1 2 2 3 2 2
2 2 2 3 3 2
3 4 4 4 4 4
4 4 2 3 4 1
5 3 3 4 4 3
6 4 4 4 4 4
7 3 4 4 3 2
8 4 3 4 4 3
9 4 4 4 4 4
65

10 3 2 3 4 3
11 4 4 4 4 4
12 3 4 4 4 3
13 4 3 3 3 4
14 2 3 4 2 3
15 3 3 3 3 2
16 2 3 4 3 2
17 3 2 3 3 2
18 3 3 3 4 4
19 1 2 3 3 1
20 2 2 4 3
21 4 3 4 4 3
22 4 4 4 4 4
23 2 3 3 3 2
24 3 2 3 3 1
25 3 2 4 4 3
26 3 3 4 4 4
27 4 4 4 4 4
28 4 2 3 4 1
29 4 2 1 4 3
30 3 3 3 3 2
31 3 2 3 3 3
32 2 3 3 3 3
33 3 2 4 4 3
34 3 3 3 2 2
35 4 3 4 4 2
36 3 2 3 3 2
37 4 4 4 4 3
38 3 3 4 4 3
39 2 2 3 3 3
40 3 1 2 2
41 2 1 2 3
42 4 3 4 4 3
43 3 4 4 4 3
44 4 3 4 4 4
66

Table 4

Suggestions

Respondent IND. 1 IND. 2 IND. 3 IND. IND. 5 IND. 6 IND. IND. 8

4 7

1 2 3 1 1 2 3 1 1
2 2 3 2 2 2 3 1 2
3 4 4 4 3 4 4 4 3
4 2 2 2 1 1 2 1 3
5 4 3 4 4 4 2 4 3
6 4 4 3 4 4 4 4 3
7 2 2 2 1 2 3 1 2
8 2 1 1 1 2 2 2 2
9 4 4 4 4 4 4 4 4
10 1 1 1 1 1 2 1 1
11 4 4 4 4 4 4 3 4
12 1 4 4 4 3 3 4 4
67

13 4 3 4 3 3 4 3 4
14 2 2 2 2 3 4 4 3
15 2 2 2 2 2 2 2 2
16 3 3 4 4 4 3 4 3
17 1 1 1 2 2 2 2 1
18 3 3 4 4 4 4 4 3
19 2 3 3 4 4 3 4 2
20 2 3 3 3 3 2 4 2
21 4 3 4 3 3 2 4 4
22 4 3 4 3 4 4 1 4
23 2 2 2 2 2 2 2 3
24 2 1 3 3 3 2 1 2
25 1 3 4 4 3 3 4 3
26 1 1 2 3 1 1 1 1
27 4 3 4 4 3 4 4 3
28 2 2 1 2 1 1 1 2
29 4 2 4 4 3 1 4 4
30 2 2 1 2 1 1 4 1
31 2 3 2 2 2 2 2 2
32 2 3 3 3 3 3 4 3
33 1 2 4 3 3 1 4 4
34 2 2 2 2 3 2 3 2
35 4 3 4 4 4 2 4 4
36 3 3 4 4 4 2 4 2
37 3 3 4 4 4 4 4 4
38 1 2 1 1 2 1 1 1
39 2 3 3 3 3 3 3 3
40 3 3 3 3 3 3 3 3
41 3 2 3 3 3 3 3 3
42 4 2 3 4 4 4 4 4
43 1 2 2 1 2 3 1 1
44 4 4 4 4 4 4 4 4
68

APPENDIX D. Questionnaire with Raw Data, Summation and Weighted

Mean

Effects of Modular Learning Modality on Grade 11 STEM Students: A

summary in terms of different factors

Factors Rating Description

Study Habits 3.36 Agree

Learning Management 3.29 Agree

Academic Performance 3.24 Agree

Suggestions to Acquire Positive Effect 2.83 Agree

Effects of Modular Learning Modality in Grade 11- STEM students in terms

of their Study Habits

Indicators
WM Description

1.) I always make to-do list for my schoolwork.

3.65 Strongly Agree
69

2.) I keep track of my due dates.

3.75 Strongly Agree

3.) I minimize distractions when I’m studying.

3.35 Agree

4.) I never procrastinate my modules.

2.85 Agree

5.) I review my notes regarding the lessons after

answering my modules. 3.2 Agree

Effects of Modular Learning Modality in Grade 11- STEM students in terms

of their Learning Management

Indicators
WM Description
1.) I am able to manage my time well. 3.37 Agree
2.) I have access to certain materials like 3.37 Agree
computer Wi-Fi etc.
3.) I was able to figure out my learning style. 3.22 Agree
4.) I have a dedicated study area. 3.25 Agree
5.) I begin by studying one subject at a time. 3.25 Agree

Effects of Modular Learning Modality in Grade 11- STEM students in terms

of their Academic Performance

Indicators WM Description
1.) I am consistently part of the class achievers. 3.4 Agree
2.) I have learned effectively in modular modality. 3.12 Agree
3.) I was able to receive a passing grade during
modular modality. 3.82 Strongly Agree
4.) I was able to answer all of the activities in the
modules. 3.8 Strongly Agree
5.) I have the ability to recall my past lessons. 2.9 Agree

Suggestions to Acquire Positive Effects of Modular Learning Modality on

Students

Indicators WM Description
1.) Establishing an organized schedule. 2.72 Agree
2.) Studying beforehand. 2.8 Agree
3.) Making sure that no activities are skipped. 1.4 Strongly
70

Disagree
4.) Having a complete and organized copy of 3.05 Agree
modules.
5.) Getting information regarding the lessons through 3.65 Strongly
reliable resources. Agree

6.) Continue learning under modular modality. 2.95 Agree

7.) Attending limited face to face classes. 3.1 Agree
8.) Resources (Wi-Fi computers etc.,) that are
accessible for all students. 3 Agree

APPENDIX E. Letter to the Respondents

EFFECTS OF MODULAR LEARNING MODALITY

IN GRADE 11 STEM STUDENTS OF LEGAZPI CITY NATIONAL
HIGHSCHOOL

Dear Respondents,
The researchers would like to conduct a survey and determine the
EFFECTS OF MODULAR LEARNING MODALITY IN GRADE 11 STEM
STUDENTS OF LEGAZPI CITY NATIONAL HIGHSCHOOL. In such manner
kindly answer the organized questionnaire by either providing the mentioned
data by putting the mark () in the fitting space given. Benevolently answer
71

every one of the things underneath with all honesty. Have confidence that your
reaction will be treated with such confidentiality to protect your privacy. Thank
you for your participation.
-The Researchers

APPENDIX F. Research Instrument

EFFECTS OF MODULAR LEARNING MODALITY

IN GRADE 11 STEM STUDENTS OF LEGAZPI CITY NATIONAL
HIGHSCHOOL

Dear Respondents,
The researchers would like to conduct a survey and determine the
EFFECTS OF MODULAR LEARNING MODALITY IN GRADE 11 STEM
STUDENTS OF LEGAZPI CITY NATIONAL HIGHSCHOOL. In such manner
kindly answer the organized questionnaire by either providing the mentioned
data by putting the mark () in the fitting space given. Benevolently answer
every one of the things underneath with all honesty. Have confidence that your
reaction will be treated with such confidentiality to protect your privacy. Thank
you for your participation.
-The Researchers
72

I.

Instruction: This questionnaire contains questions that would help determine the

Effects of Modular Learning Modality in Grade 11 STEM Students of Legazpi City

National High School. Kindly answer the questions below rest assured that all

your answers will be treated with utmost confidentiality.

4-Strongly Agree 3-Agree 2-Disagree 1-Strongly Disagree

Indicators Rating
D. Study Habits 4 3 2 1
6) I always make a to-do list for my school works.
7) I keep track of with my due dates.
8) I minimize distractions when I’m studying.
9) I never procrastinate my module.
10)I review my notes regarding the lessons after
answering my modules.
E. Learning Management 4 3 2 1
6) I am able to manage my time well.
7) I have access to certain materials like
computer Wi-Fi etc.
8) I was able to figure out my learning style.
9) I have a dedicated study area.
10)I begin by studying one subject at a time.
F. Academic performance
6. I am consistently part of the class achievers
7. I have learned effectively in modular modality
8. I was able to receive a passing grade during
modular modality.
9. I was able to answer all of the activities in the
modules
10. I have the ability to recall my past lessons.
II. Suggestions 1 2 3 4
9. Establishing an organized schedule.
10. Studying beforehand.
11. Making sure that no activities are skipped.
12. Having a complete and organized copy of
modules.
13. Getting information regarding the lessons
through reliable resources.
73

14. Continue learning under modular modality.

15. Attending limited face to face classes.
16. Resources (Wi-Fi computers etc.,) that are
accessible for all students.

III. What suggestions can you give to further improve one’s Study habits,

Learning management and Academic performance under Modular

Modality?

________________________________________________________________

________________________________________________________________

________________________________________________________________

______________________________

Thank you!

APPENDIX G. Curriculum Vitae

CURRICULUM VITAE

Cherille Kim A. Abordo

Address: Brgy. 32 San Roque legazpi City
Contact Number: 09369890988
Email: cherillekimayo@gmail.com
74

Personal Background
Date of Birth: April 9, 2004 Height: 1.70 m
Age: 18 Years Old Weight: 50 Kg
Gender: Female Citizenship: Filipino
Civil Status: Single Religion: Roman Catholic

Educational Background:
Primary: Ibalon Central School
2009-2016
Secondary: Legazpi City National High School
2016-2020
Senior High School: Legazpi City National High School
2020-2022
Track/Strand: Academic Track/STEM

Mae-Ann P. Alcantara
Address: Purok 3, Brgy. 45 Dita Legazpi City Albay
Contact Number: 09706243103
Email: maealcantara14@gmail.com

Personal Background
Date of Birth: May 14, 2003 Height: 1.59 m
Age: 19 Years Old Weight: 58 Kg
75

Gender: Female Citizenship: Filipino

Civil Status: Single Religion: Roman Catholic

Educational Background
Primary: Dita Elementary School
2010-2016
Secondary: Legazpi City National High School
2016-2020
Senior High School: Legazpi City National High School
2020-2022
Track/Strand: Academic Track/ STEM
76

Carl Erick Bagato

Address: Brgy. 43. Tamaoyan Legazpi City
Contact Number: 09070376173
email: carl.bagato0001@gmail.com

Personal Background
Date of Birth: January 18, 2004 Height: 1.70 m
Age: 18 Years Old Weight: 50 Kg
Gender: Male Citizenship: Filipino

Civil Status: Single Religion: Roman Catholic

Educational Background
Primary: Tamaoyan Elementary School
2009-2016
Secondary: Legazpi City National High School
2016-2020
Senior High School: Legazpi City National High School
2020-2022
Track/Strand: Academic Track/ STEM
77

Janmer D. Depaz
Address: Brgy. 42 Rawis, Legazpi City
Contact Number: 09107364632
Email: depazjanmer026@gmail.com

Personal Background
Date of Birth: January 26, 2004 Height: 1.68m
Age: 18 Weight: 72 kg
Gender: Male Citizenship: Filipino
Civil status: Single Religion: Roman Catholic

Educational Background
Primary:
Bulan South Central School
2009-2016
Secondary: Bulan National High School
2016-2019
Legazpi City National High School
2019-2020
Senior High School: Legazpi City National High School
2020- 2022
Track/Strand: Academic Track/ STEM
78

Lloyd Khristoffer O. Derla

Address: Purok 1, Brgy. 45 Dita Legazpi City Albay
Contact Number: 09500832906
Email: lloydiederla@gmail.com

Personal Background
Date of Birth: July 10, 2004 Height: 1.65 m
Age: 17 Years Old Weight: 60 Kg
Gender: Male Citizenship: Filipino
Civil Status: Single Religion: Roman Catholic

Educational Background
Primary: Dita Daycare Center
2009-2010
Dita Elementary School
2010-2016
Secondary: Pawa High School
2016-2020
Senior High School: Legazpi City National High School
2020-2022
Track/Strand: Academic Track/ STEM
79

Breviana Jessel S. Toledo

Address: Brgy. 37 Bitano, Legazpi City
Contact Number: 09511860743
Email: brevsobremisana@gmail.com

Personal Background
Date of Birth: October 9, 2003 Height: 1.52 m
Age: 18 Years Old Weight: 75 Kg
Gender: Female Citizenship: Filipino
Civil Status: Single Religion: Roman Catholic

Educational Background:
Primary: Ibalon Central School
2009-2016
Secondary: Legazpi City National High School
2016-2020
Senior High School: Legazpi City National High School
2020-2022
Track/Strand: Academic Track/STEM
80