THE EFFFECT OF MODULAR LEARNING (MDL) ON THE ACDEMIC

PERFORMANCE OF ELEMENTARY STUDENTS IN LEARNING MATHEMATICS

SUBJECT

A Quantitative Research

Presented to

The Faculty of Eastern Samar State University – Guiuan Campus

In Partial Fulfilment

Of the Requirements for the Degree in

Bachelor of Science in Elementary Education

NORIETA DAIZ BETORIO

2020
 APPROVAL SHEET

This quantitative research entitled “THE EFFFECT OF MODULAR

LEARNING (MDL) ON THE ACDEMIC PERFORMANCE OF ELEMENTARY

STUDENTS IN LEARNING MATHEMATICS SUBJECT”, prepared and submitted

by Norieta D. Betorio, in partial fulfilment of the requirements of the degree in

Bachelor of Science in Elementary Education, is hereby recommended for

approval and acceptance.

Research Adviser

Approved in partial fulfilment of the requirements of the degree in Bachelor of

Science in Elementary Education by the oral examination panel.

Member Member

Chairman
 Accepted in partial fulfilment of the requirements of the degree in Bachelor of

Science in Elementary Education.

ABSTRACT

Mathematics is an important discipline which is a vital component of school curricula.

Reviews however reveals that students commonly dislike Mathematics for various

reasons. This study sought to find out the effects of Modular Distance Learning to the

academic performance of elementary students studying the Mathematics subject.

Forty-five students participated in the survey which has used adopted and modified

questionnaire, to determine students’ academic performance when it comes to

mathematics that needed for analysis and interpretation. The study used a descriptive

research design to describe and interpret the results of the study with descriptive

statistics, frequency, percentage, mean, standard deviation and correlation analysis

were used to interpret the general results of the study. The findings revealed that the

effects of modular distance learning to the academic performance of elementary

students in learning mathematics subject is related to the learning area.

 ACKNOWLEDGEMENT

The researchers is highly thankful to the almighty Father who is the ultimate

source of wisdom, blessings, guidance, and protection.

We would like to express our deepest gratitude to the following person who

helped us realized our research study:

Our research adviser, Mr for offering valuable advices and support

during the whole period of the study, especially for the patience and guidance during

the writing process.

Our panel members, for the meaningful advices that guide us for the better

results of of this study.

Lastly, to our family and friends who gave their never ending support, guidance

and inspiration throughout this research.

 TABLES OF CONTENTS

LIST OF TABLES .............................................................................................................................

LIST OF FIGURES ...........................................................................................................................

Chapter 1
THE PROBLEM ................................................................................................................................
1. 1 The Problem and Its Background ....................................................................................

1.2 Statement of the Problem ...................................................................................................

1.3 Theoretical Framework ………………………………………,………………
1.4 Conceptual Framework … . ………………………………………… . ……… ..
1.5 Assumption …………………………………… . ………………………………… ..
1.6 Hypothesis …………………………………………… . ……………………………
1.7 Significant of the Study ........................................................................................................
1.8 Scope and Limitations ..........................................................................................................

1.9 Definition of Terms ...............................................................................................................

Chapter 2
REVIEW OF RELATED LITERATURE ....................................................................................
2. 1 Difficulties in Learning Mathematics...............................................................................
2.2 Factors that Causes Learning Difficulties in Mathematics ....................................

2.3 Mathematics Performance .................................................................................................

2.4 Modular Distance Learning ................................................................................................

Chapter 3
RESEARCH METHODOLOGY ....................................................................................................
3. 1 Research Design .....................................................................................................................

3.2 Research Locale .....................................................................................................................

3.3 Participants of the Study ……………………………………………………… .

3.5 Data Collection Procedure …………………………………………………… ..

3.6 Data Processing Method ......................................................................................................
3.7 Statistical Analysis .................................................................................................................

3.8 Flowchart of Methodology

 CHAPTER 1

THE PROBLEM

Introduction

Covid-19 Pandemic has put the learning quality of the student into a great math.

Many schools switched into online and modular learning. Due to the health treat of the

pandemic the DEPED decide to bring education to the comfort of their homes as they

continue develop different learning modalities to ensure that education accessible to

all and ensure the continuity education. The sudden transition from new normal in the

teaching and learning process, three learning modalities were offered by the

Department of Education (DepEd) distance and home schooling learning modalities.

According to Llego (2020), blended learning is a combined face-to-face with any

or a combination of online distance learning, modular distance learning (MDL) and

TV/RADIO-based instructions. On the other hand, distance learning modality refers to

a learning modality where learning takes place between the teacher and student who

are geographically distant from each other during the teaching-learning process.

Modular distant learning (MDL) and TV/ Radio- Based instructions. On the other hand,

distance learning modality refers to a learning modality where learning takes place

between the teacher and students who are geographical distant from each other
during the teaching- learning process. Modular distant learning (MDL), online distant

learning (ODL), and TV/Radio based instruction where the types of distance learning

modality.

Modular learning can be in printed or digital form. According to Mark Anthony

Llego (2020), Modular distance learning is learners learning at their own pace, in their

own way and using self- learning modules (SLMs). It can be printed /digitized format/

electronic copy that is appropriate to learners, and other learning resources like

learning materials, textbook, activity sheets, study guides and other learning

materials. Learners can access electronic copies of learning materials on a computer,

tablet PC or smartphones, CD, DVDs, USB storage, and computer- based

applications can be used to deliver e-learning materials, including offline e-books. The

teacher takes responsibility for monitoring the progress of learners. While the learners

may ask help from them via e-mail, telephone, text messaging/instant messaging, etc.

teaching shall do home visits to learners if the learners need remediation or

assistance in his/her module. Any members of the family or other stakeholders in the

community can aid. in addition, modular learning is form of distance learning that uses

self-learning modules (SLM) and follows the most essential learning competencies

(MELOs) provided by DEPed. However, using modules has its advantage and

disadvantages According to Nardo (2017), the use of modules advocates self-

direction learning. Using modules for learning leads to better self-study or learning

skills among students. The once presented in the modules especially the mathematics

subject engross students in learning. The task provided develop a sense of

responsibility among students, and they progressed on their own. They learn to learn;

they are empowered. In addition, the students participate in real experiences. They

discover new things, and they experience their k faculty knowledge on their own.
 The use of the modules has its disadvantages also. According to Bisesh (2017)

without the presence of the faculty and their classmates who remind them of their

assignments the changes of getting distracted and losing track of deadlines are high

in the study of Dangle and Sabere (2020) they revealed the main challenges that

emerge in the implementation of modular learning where budget is not enough in the

making and delivery of modules; students had a hard time answering their task in their

modules specifically in the math area. The lack of knowledge of parents academically

to guide their child/children is a factor considered as disadvantage.

Based on the learner enrolment survey forms, it reveals the alternative

learning, TV, and radio based instruction and other modalities while 2 million enrolees

preferred online learning modality, Malipot (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 the survey conducted by the department of education (DEPED),

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

learning method.

The teacher takes responsibility of monitoring the progress of learners. They

see to it that the progress of their pupils /students are on track. They handle remedial

sessions in the comfort of the learners’ home.

Since educations no longer held within the school, parent serve as partners of

teachers in educations. This study aims to fill the research gap including the blank

spot of this topic.

 The study revealed that the 2.25% decrease in the GWA of learners after the

implementation of MDL denotes the significant difference in the academic

performance of the students particularly in Mathematics subject. Modular Distance

Learning strengthens family bonding, independent learning, and is cost-effective.

Significance of the Study

The researcher believes that this study will not only yield data that will help full

to the group, more so to the following groups of people:

The Learners. In particular, the elementary pupils will be equipped with the impact of

the modular distance learning to their studies especially in mathematics area. Their

knowledge will enhanced through this study taken up.

The Teachers .This study can helps the teachers because it will serve as an eye-

opener for them in knowing the effects of MDL in learners' academic performance

particularly in Mathematics area so that they can implement appropriate guidelines

and instruction.

The Parents. The result of this study would motivate the parents to extend more

assistance and guide their child/children through the modular lessons that would be

sent to learners while doing remote learning. Through modular distance learning,

parents would be able to identify their child/children's strengths and weaknesses when

doing their assigned task incorporated to their modules.

Future Researchers. This will serve as are fence to the min handling their research

related to the topics. Statement of the Problem The study aimed to determine the

effects of Modular Distance Learning (MDL) to the academic performance of the

elementary students in studying mathematics.

Research Questions

This study seeks to investigate the effects of “Modular Learning on the Academic

Performance of Elementary Students in Learning Mathematics Subject.

Specifically, this study seeks to answer the following questions:

1. What is the profile of the respondents?

1.1 Age

1.2 Gender

1.3 Co-morbidity

2. How does the modular learning affects the pupil’s performance specifically in

mathematics subject?

3. What are the significance of MDL to the studies of elementary pupils?

4. Do Mathematics subject be effective on pupils learning in modular modality?

5. What are the advantage and disadvantage of Modular Learning in the learning

of pupils that studying mathematics?

Conceptual Framework

Figure 1. Show the relationship of the independent variable (Effects of MDL) to

the dependent variables (Learner's Academic Performance in Mathematics during

Modular Learning).

Independent Variable Dependent Variable

Modular Distance Learning Academic Performance

Figure 1. Relationship between MDL and performance in Mathematics during MDL

Theoretical Framework

This study is mainly anchored on this theory: Cognitive Development Theory

by Jean Piaget (1983). Piaget (1983) an important implication of Piaget's theory is

adaptation of instruction to the learner's development level. The content of instruction

needs to be consistent with the development level of the learner. The teacher's role is

to facilitate learning by providing a variety of experiences. Teacher should obviously

provide opportunity for learners to explore and experience, by doing so is encouraging

learner's new understandings. Piaget emphasizes the opportunities that allow learners

with different cognitive levels to work together and encourage less mature students to

advance to create understanding.

Piaget (1983) the further implication for instruction is the use of concrete hands-on

experiences to help learners learn additional suggestions. Piaget also emphasizes

that teachers should allow opportunities to classify and group information to facilitate

information with previous knowledge. Present problems that require logical

understanding. According to Bukatku & Daehler (2005), during each stage of cognitive

development there is unique level of analysis, internal organization and the

understanding of the environmental information and events. Piaget's theory shows

clearly that the child's understanding is only dependent on the stage that he/she has

reached and teacher's ought to take this into account as they teach learners at

different levels of intellectual development. Formal operation stage: from eleven years

upwards. Lazarus (2010) thinking is not only abstract but also logical.
 Engaged in is not driven necessarily by the presence of the concrete objects.

Children's can now generate the potential solutions to the problems in a systematic

fashion. The social context is more important in this stage.

(2010) the concrete examples are required to help the child understand the

abstract relationships. The stage occurs during early adolescence and at this stage,

the child engages in more abstract thin thinking by this point, the child's cognitive

structures are like those of an adult and include conceptual reasoning. This is the

highest level of thinking stage and child is capable of going beyond the concrete

evidence. The learner at this stage is able to concentrate their thoughts on things that

have no existence. The child can now perform the variety of task involving use of

hypothesis. The Learner's thoughts can be fostered by placing learner in a situation

where they have to solve problems.

Statement of the Problem

The study aim to determine the effects of Modular Distance Learning (MDL) to

the academic performance of elementary students in studying mathematics subject.

Specifically, it seeks to answer the following questions;

1. What is the profile of the respondents in terms of:

1.1 Age;

1.2 Gender;

1.3 Co-morbidity

2. How does the Modular Learning affects the pupils’ performance especially in

mathematics subject?

3. What are the significance of MDL to the studies of elementary pupils?

4. Do Mathematics subjects be effective on pupils learning in modular modality?

5. What are the advantage and disadvantage of Modular Learning in the learning of

pupils that studying mathematics?

Hypothesis

There is significance relationship between the effects of learning to the

academic performance of learners in modular learning in mathematics subject.

Assumption

It is assumed that the academic performance level of Grade six (6) learners will

be affected during modular distance learning approach. Specifically, on how they

responds to the given modules.

Definition of Terms

The following terms are described conceptually and operationally to provide a

common and better understanding of the terms used in this study.

Covid-19 Pandemic .Refers to a disease caused by a news train of corona virus. CO

stands for corona, VI for virus, D for disease, and 19 stands for 2019. Its infects both

animals and humans immune systems.

Modular Distance Learning. Is the use of modules made by teachers with different

tasks and learning activities based from essential learning competencies? Learning

Competencies. A general statement that describes the used of desired knowledge,

skills, behaviours, and abilities.it features individualized instruction that allows learners

to use-learning modules (SLMs) in print and digital format/electronic copy.

 Mathematics. The abstract of number, quantity and space .Mathematics may be

studied in its own right (pure mathematics), or as it is applied to other disciplines such

as physics and engineering (applied mathematics).

Research Material. Documents, records, software, information, data, and it her

materials in work product an any tangible form created or developed during the course

of or in association with, the research activity.

Researcher. A person who carries out academic or scientific research.

Quantitative Research. The process of collecting and analysing numerical data. It

can be used to be find patterns and averages, make predictions, test casual

relationships, and generalize results to wider population.

Conceptual Framework. An analytical tool with several variations and contexts. It

can be applied in different categories of work where an overall picture is needed. It is

used to make conceptual distinctions and organize ideas.

Scope and Delimitation of the Study

The study will cover the determination of the effects of modular distance

learning in the academic performance of elementary students in studying mathematics

.The primary subjects of this research study will consists of the grade 4-6 students or

pupils enrolled in academic year 2022-2023.The respondents will be limited to almost

forty five (45) elementary students of Guiuan East Central School, Guiuan Eastern

Samar.
 Chapter 2

REVIEW OF THE RELATED LITERATURE AND STUDIES

This chapter provides a summary of relevant literature and studies to support

the research about the effects of Modular Distance Learning to the academic

performance of elementary students learning mathematics subject. The work of

numerous authors and researchers whose studies could be related to the current

study was analysed in the hopes of adding to the study's scope.

Mathematics lessons, where most of the content is real, a few students find it

difficult to learn. This must receive special attention from several parties, such as

teachers, the school environment, student guardians, and the surrounding

environment because mathematics is one of the compulsory subjects that all levels

from elementary to secondary level must learn (Niess,2005; Yazid et al.,2020).

Learning mathematics will train students to think logically and analytically. This is very

useful for the problem-solving processing the course of his life (Schoenfeld,2016).

Most students may have mastered the math concepts but struggle when they are

applied in real life and when stated in a form of word problems (Angateeah,2017;

Bernardo, 2002).
 Therefore, student's learning difficulties (LD) of mathematics must be quickly

recognized and overcome. Learning difficulties and learning problems are terms that

describe a student starting to experience learning difficulties at school (Treagust et al,

2020) states that learning difficulties are a general term for various types of difficulties

in listening, speaking, reading and writing and counting (Khan, 2011). This due is not

due to physical or mental disabilities, nor it is due to environmental factors, but

because of the difficulty of the individual himself when processing information on the

object he is studying (Schoenfeld, 2016)

Students who experience learning difficulties will find it difficult to understand

the subject matter delivered by the teachers so that the students will be lazy in

learning (Palloff & Prat, 1990). Also, students cannot master the material, even avoid

lessons, ignore assignments given by the teacher, so that learning cores decrease

and learning achievement is low. Student's learning difficulties in mathematics are not

because they are unable to learn, but certain conditions make them not ready to learn

(Acharya, 2017; Mundia, 2017). In Malaysia, studies showed that students felt difficult

in mathematics because they had difficulty understanding and retrieving concepts,

formulas, facts and procedure (Zahrahetal, 2003) and lacked the ability to visualize

mathematics problems and concepts (Tarzimah,2005).

The ability to use cognitive abilities in learning is crucial for a meaningful

learning to take place (Stendall, 2009). However, many students have hindrance in

using these cognitive abilities in learning effectively. They were reported to face

difficulties in making the accurate perceptions and interpretations, memorizing and

retrieving facts, giving concentrations and using their logic thinking (Zahara et al.,

2009; Tarzimah, 2005). Miranda (2006), stated that children might experience
difficulties in thinking and learning when they demonstrated difficulty in giving

attention, describing orientation of shape and space, making perception by visual and

auditory, memorizing simple things and understanding language as a result, students

might struggle in different phases in the process of problem-solving. According to

Hildin (1998) support systems such as verbal-syntax, imaging, mathematics notation,

planning, organizing and controlling and effective systems are critical aspects in

problem-solving. In addition, according to Garnett (1998); Nathan et al., (2002),

difficulty to make meaningful connection, in ability to easily connect and transfer

conceptual aspects of math to the knowledge and in complete mastery of number fact

might less to various mathematics skills difficulties. Since the process is hierarchy, the

obstacles is the first phrase cause failure in other phases.

There are quite a lot of students who have high intelligence, but their learning

outcomes are low, far from what is expected (MelbyLervàg et al., 2016). Therefore, it

is necessary to have stepped in analysing the difficulties experienced by students so

that problem-solving steps can be taken. By knowing the factors of students learning

difficulties, of course, the teachers can create and prepare effective and efficient

mathematics learning with appropriate learning methods. Students who experienced

learning difficulties will cause symptoms of various learning difficulties (Hong, 2015).

Experiencing l earning difficulties indicates failure in achieving learning goals.

In looking at mathematics education, Brown e tal., (2008) noted the wide

spread opinion among learners that mathematics is difficult, with students opting out

whenever possible. One of the problems in mathematics arises from nature. When

learning mathematics, one goal is that students conduct procedures in order to obtain

correct answers.
 Traditional teaching Traditional in-class teaching methods include explanation

and demonstration of teaching materials, and arrangement of learning activities such

as observation, experiments, outdoor activities, group discussion, practice,

presentations, and classroom questioning and answering. These activities emphasize

in-class interactions, student participation in cooperative learning, and formative

assessments such as quizzes and tests, practice and school work exercises, and

assignment correction. After-school activities include project reports, documentary

research, and remedial classes (Chen&Lai,2005).

In challenging courses such as mathematics and science, struggling students

often become frustrated and despondent. Courses taught using the traditional method

move all students through the curriculum at the same pace, regardless of mastery.

The classroom teacher often has little time to assist individual students, and students

often have no one at home to turn to for assistance. The end result is student

frustration, leading to incomplete homework assignments and subsequent poor

performances on assessments. Such repeated experiences often result in low

academic self-efficacy and loss of interest and effort (Bandura, 1977).

Thus, the theoretical basis of this research relies on analysis is of the

pedagogical methods of traditional teaching. Blended learning because of recent

advances in technology, traditional didactic teaching and online learning have been

modified and gradually replaced by “Blended Learning”. The concept of blended

learning, which unites multiple teaching models, has recently received much attention.

Marsh and Drexler (2001) and Willett (2002) claimed that blended learning represents

all teaching models that are integrated with technology such as e-mails, streaming

media, and the Internet, and can be combined with traditional teaching methods.
 In the United States, blended learning has been applied by some professors

to traditional face-to-face instruction by replacing one or two lessons of the weekly

curriculum with learning courses (Zou, 2005). According to published research,

significant academic progress is made when traditional teaching is combined with

computer-assisted teaching (Dalton & Hannafin, 1988).Therefore, when traditional

didactic teaching complements computer assisted teaching methods, it may be

employed in junior high school mathematics teaching. Instead of fully adopting

computer-assisted teaching methods in class, teachers could incorporate certain

elements to improve traditional didactic teaching, which emphasizes teacher-centered

lectures. In this study, Moodle on line learning refers to blended learning pedagogy

that incorporates online teaching with traditional elements.

Content and functions of the Moodle learning platform Moodle is a free

educational web application designed for e-learning (http://moodle.orgbased on a

constructivist and social construction its approach to education, which emphasizes

that learners can contribute to the education experience in many ways (Dougiamas,

1998; Wu, 2008). Moodle includes flexible features including the layout, course

management, assessment strategy quizzes, and cooperative learning (Wu, 2008).

Thee-learning website for Kaohsiung Compulsory Education Advisory Group—the

school website chosen for this experimental research—states that Moodle contains

several

functional modules: website management, learning management, course

management, school work module, charting module, voting module, forum module,

test module, resource module, questionnaire module, and topic discussion module.

The application of Modular Distance Learning instruction using the functional

modules of the Moodle learning platform, teachers can conduct interactive activities
for online group discussion, examinations, and assessments. It provides a means to

collect students’ opinions and information on their learning process and helps

teachers understand students’ personal attitudes and academic achievements to

enhance teaching quality and efficiency.

(a) The “learner-centered” pedagogical model allows students to learn about Moodle

without limits of time and distance.

(b)The use of online computer-assisted assessment not only reduces teachers’

workloads, but also meets the demands for instant diagnostic results of student

learning. It also has the advantages of meeting the consensus in environmental

protection, lowering the costs of paper-based assessment, enhancing teaching

efficiency, and delivering instant feedback to the students. Owing to greater flexibility

with respect to location and timing, computer-assisted teaching methods have evolved

and changed the traditional in-class teaching style whereby students unilaterally gain

knowledge from teachers. Incorporating scientific technology with education creates

interactive discussions not only between the teachers and students but also between

the students, thus making the learning process active, multi-faceted, and flexible;

enhancing learning quality; and motivating the students to engage in self-directed and

responsible learning. Students become active learners, rather than knowledge

receivers (Baillie & Percoco, 2000; Chen, Lou, & Luo, 2001). The Moodle learning plat

form demonstrates teaching materials with thorough explanations using text and

pictures or graphics. However, students often misunderstand abstract mathematical

concepts. In this new era of advanced digital technology, students need to consolidate

their comprehension of mathematical concepts through visual pictures (Bereman, &

Shvartsman, 2012). Therefore, utilizing a blended learning approach can improve

learners’ interest and positive attitude. Blended learning facilitates active learning and
interactivity between learners and the mediator in the learning environment. Also, the

use of blended learning helps to diversify the instructional delivery in mathematics

curriculum, as well as, exploring the benefits of web-based technologies in

mathematics education (Awodeyi, Akpan, & Udo, 2014). The study revealed that

using a blended learning approach improved students’ achievement scores as

compared to other approaches (Awodeyi, Akpan, & Udo, 2014) and had improvement

effects on students’ attitudes toward mathematics (Aiken, 1976; Collins, 1996; Iozzi, &

Osimio, 2012). Also, students using the blended learning approach might have

benefited from the mediator as more time was spent on learning the task at their own

pace. Al-Quhtani and Higgins (2012) reported that blended learning can support

students learning

more effectively than e-learning or face-to-face learning alone (Awodeyi, Akpan, &

Udo, 2014). Instruction combining online and face-to-face elements had a large

advantage relative to purely face-to-face instruction than did purely online instructions

(Means, Toyama, Murphy, Bakia, & Jones, 2009).

Almost all empirical studies on the application of Moodle online instruction and

learning achievement have shown that the use of digital learning platform results in

higher achievement and improved students’ learning attitude (Aiken, 1976). However,

research on the application of digital learning platforms and learning achievements

has not shown consistent results: some students demonstrated higher performances

in learning (Hung, 2007; Liu, 2010; Wang & Yu, 2012; Wiginton, 2013), while others

failed to show significant improvements (Hsu, 2010; Lin & Chen, 2007). Regarding the

correlation between the gender variable and academic achievement, some studies

have found that females perform better than males (Chang, 2007; Chen, 2007), while
other studies have found that males perform better than females (Fennema &

Sherman, 1976; Lin & Chen, 2007; Sriampai, 1992). Some researchers have argued

that gender does not influence academic achievement (Chen, 2012; Corbo, 1984; Li,

2010; Lindberg, Hyde, Petersen, & Linn, 2010; Liu, 2010; Samuels, 1983; Scafidi &

Bui, 2010). Different results have been found for the correlation between ability and

the improvement of academic achievement. Some studies have found a significant

difference in learning performance among students with different abilities (Hooper,

1992; Li, 2010; Tsai, 2000); however, the learning attitudes among those students

have not been found to associate with learning performance (Li, 2010; Tsai, 2000). In

addition, high-ability computer assisted learning in groups can facilitate learning

benefits for students (Claire & Gratt, 1995). Teachers would be able to give instruction

to individual students who encounter learning difficulties in class, while other students

could work in dependently on the contents that require simple reasoning and memory.

Students can achieve the aim of study only when they analyse, speculate, and

explore problems in dependently to obtain options or alternative progress steadily,

because self-study and the attitude of independence are fundamental to the

motivation for research and creativity. Owing to the rapid development of network

techniques in recent years, many multimedia teaching platforms, such as Moodle,

have been in use.

Moodle, which was constructed on a Course Management System (CMS) to

support e-learning, offers students’ opportunities for online group discussion and self-

examination, while providing teachers within formation about students’ learning

processes and opinions. The application of Moodle as a learning platform enhances

educational interaction and helps teachers understand students’ personal attitudes

and academic achievements to improve teaching quality and efficiency. This study
aims to examine whether different teaching methods could lead to different learning

attitudes and have positive effects on students.

Chapter 3

METHODOLOGY

Research Design

This study used descriptive design in order to test the hypothesis and

systematically analyse the data about the perceived effect of modules approach to

academic performance in mathematics. According to Dr. Dela Cruz and Dr. Silverio

(2019) Descriptive Research Design of research illustrates present characteristics,

condition, images, and the life based on impression, perception or reaction of the

respondents.

Respondent of the study

 The respondents of this research were 45 students, who were enrolled this school

year 2021-2022 of grade 6 student. The researchers choose 45 students out 80

students from grade 6.

Figure 1. Respondents of the Study

Gender Number of Respondents

Female 25

Male 15

Research Locale

This study was conducted in the premises of Guiuan East Central School.

Especially in Grade 6. Guiuan East Central School was located at Guimbaolibot

Avenue near at the Machica Bake Shop approximately 1 klm.

Sampling procedure

The research used the sampling design of non-random sampling which was

the purposive random sampling. The respondents were 15 students from grade 4 to 6.

Research Instrument

The researcher used survey questioner in this study in order to collect facts

and opinions of the respondents about the study because of the researcher wanted to

know the perceived effect of modular approach of the students. A questioner is a set

of questions that measure every item by making the rating scale of check their level of

agreement in various statement about on perception. The questionnaire made by

researcher consist of four parts; the first part was demographic profile of respondent;

second part was to determine the perception of the students regarding modular
distance learning approach in Mathematics; and the next part was the challenges of

the students towards modular distance learning approach in mathematics; and the last

was the perceived effect of modular distance learning approach to academic

performance of Elementary Students in Mathematics.

Figure 2. Rating scale and internal with the verbal description

Scale Internal Verbal Description

1 1.00 - 1.49 Strongly Disagree

2 1.50 - 2.49 Disagree

3 2.50 - 3.49 Neutral

4 3. 50- 4.00 Agree

5 4.01-5.00 Strongly Agree

Sampling procedure

The researcher used the sampling design of non-random sampling which was

the purposive random sampling. The respondents were 45 students from grade 4 to 6.

Data Gathering

In gathering data needed in this research, the first step was to validate the

research questionnaire. Three (3) experts from the field were tapped to validate the

questions. After which, the researcher secured permission letter from the principal of
Guiuan East Central School. The advice of each grade level helped in administering

the questionnaire and in the interval

Statistical Treatment

To answer the research problems, the following statistical treatment are to be employ:

1. Percentage. This is to get the proportion of the whole.

Formula: Percentage (%) = f/N % 100

Where: f – stands for the frequency of responses

N – Number of participants

2. Weighted Mean. This is to arrive at verbal description of each item in the

three (3) selected checklist.

Formula: WM = TWF

Where: WM – Weighted Mean

TWF – Total Weighted frequency of responses

N – Number of Responses

P[The interpretation of means is based on this table:

Scale Internal Verbal Description

1 1.00 - 1.49 Strongly Disagree

2 1.50 - 2.49 Disagree

3 2.50 - 3.49 Neutral

4 3. 50- 4.00 Agree

5 4.01-5.00 Strongly Agree

Table 4. Perception of the respondents regarding modular distance learning

approach

Statement Mean Description

1. In modular teaching method I have a 2.99 Agree

lot of time to answer the activities.

2. Students can be guided by friends, 2.84 Agree

parents and relatives on their

activities.

3. Students are more active and self - 2.80 Agree

directed.

4. Modular distance learning 2.77 Agree

approach helps to explore myself

in mathematics.

5. It is flexible than other approaches 2.58 Agree

in mathematics.

6. I am more comfortable to answer the 2.48 Agree

activity in math on my own using

modules.

7. I prepare modular distance learning 2.47 Disagree

mathematics.

8. It is cheaper 2.44 Disagree

9. Students can easily answer the Disagree

 problems in mathematics. 2.17

10. I prefer modular distance learning Disagree

approach rather than traditional face to 2.06

face instruction.

Grand Mean 2.56 Agree

The table above presented the perception of the students regarding modular

distance learning approach in mathematics. As shown in the table, the grand mean

was 2.56 with description agree. This implied that the respondents agreed with the

views cited along the perceptions regarding modular distance learning approach in

mathematics.

The respondents Agreed on the following statements that the modular

distance learning approach helps to explore themselves in mathematics; they have a

lot of time to answer their activities; it is flexible than other approaches; they are more

active and self-directed; and they can be guided by friends, parents and relatives on

their activities. However, the respondents disagree on the following they prepare

modular distance learning approach in learning mathematics; they can easily answer

the problems; and they prefer modular distance learning approach rather than

traditional face-to-face instruction.

Table 5. Challenges towards modular distance learning approach

Statement Mean Description

1. Students require 3.02 Neutral

self-motivation in

answering activities
 in math.

2. Students cannot 3.17 Neutral

easily access their

teachers should

they need

explanation for

particular topic

Figure 3. Flow chart of the methods used in the study.

It explains the process of the study from whom the study anchored

to distribution of the survey, gather, analyse and to give a conclusion

about the learning difficulties that affects their performance in Mathematics

using modular learning.