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DISTANCE LEARNING MODALITY: BASIS FOR CAPABILITY BUILDING

OF CONCEPCION NATIONAL HIGH SCHOOL TEACHERS

A Research Proposal by:

Newmar G. Romero

Submitted to:

Dr. Rebecca Subillaga

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Chapter I

INTRODUCTION

Context and Rationale

The Coronavirus (COVID-19) was declared a global pandemic on 12 th day of

March, 2020 and social distancing was adapted in many places to contain the

problem. More than 1.5 billion students have had their schools close temporarily

because of the COVID-19 pandemic, over 91% of total enrolled learners (UNESCO,

2020). This has led school systems around the world to attempt to rapidly transition

to remote learning. However, it is unclear how prepared students are to respond to

this challenge, and whether a lack of availability of electronic devices and internet

connections prevents many students from engaging in remote learning. Even when

students do have access, there is little available evidence on how much of their time

they will devote to learning.

According to Ms. Ruth Estacio, the South Cotabato Schools Division

Superintendent, that 85 percent of the students in the province prefer use of modules

as mode of learning. This, as only 15 percent of the school children here have

necessary resources for online, internet-based schemes. Schools under the

jurisdiction of Deped-South Cotabato Schools Division and other school divisions in

the region are fast tracking production of modules. (Philippine Daily Inquirer, 2020)

At Concepcion National High School, we adapted the modular type of learning

because of its geographical location and that type of learning suits best its students.

This led to the conception of this study and the researchers wanted to know the

effectiveness of the modular learning modality to the academic performance of the

students. Based on the results of the survey conducted during enrolment on the
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learning delivery modality to be used for the school year 2020-2021, 1,199 out of

1,211 or 98% of students chose modular learning modality. As such, it is in the

following reasons that the researchers embarked on this study.

Literature Review

In an attempt to contain the spread of COVID-19, in the large majority of

countries around the world educational institutions have decided to temporarily

suspend in-person instruction and move to a remote learning model of delivery.

According to UNESCO, at the end of April 2020, educational institutions shut

down in 186 countries, affecting approximately 74% of total enrolled learners. In

many countries, schools have been closed since the beginning of March 2020, while

in others in-person classes had been already cancelled since January 2020. Several

countries have announced that the formal education system will not re-open this

academic year, whereas in others the formal education system have progressively

re-opened in April and May to facilitate assessment and certification, depending on

medical advice for de-confinement.

Moreover, it is clearly known that distance education provides adult learners

with the advantage of life-long learning due to its flexibility. Distance education is

defined as the planned teaching and learning activities provided through the use of a

communication channel within an institutional organization without any time and

place limitations (Moore & Kearsley, 2011). With the widespread adoption of the

Internet and online tools as the communication medium, online distance education

empowered the flexibility of educational opportunities. Considering the advantages of

online distance education, adults compose the largest audience for online distance

education (Ke & Xie, 2009; Lim, 2001) and consequently the limits of the diversity
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expand in online distance education practices. Specifically, they display significant

differences from traditional students in terms of their academic, psychological, and

life characteristics (Richardson & King, 1998). Besides, their engagement in

education is more irregular and varied compared with the traditional ones

(McGivney, 2004). This variation and irregularity is due to the fact that they mostly

continue their education with their work and family responsibilities. With all these in

mind, adult learners’ unique characteristics cause unique challenges for them, which

affect the way they continue their education or participate in online distance

educational processes.

Meanwhile, Distance education is the kind of education in which students may

not always be physically present at a school. In other words, you learn, study, and

qualify in your chosen subject online without having to attend an exam center, a

college building, or university campus. Of course, distance learning can use other

technological formats as well including television, DVDs, teleconferencing, and

printable material, but the immediacy and functionality of Web learning has made it a

first choice for many distance learners. Online programs often take advantage of a

number of emerging technologies to make keeping in touch and effectively

communicating ideas easier and more efficient than ever before and students may

find themselves using interactive videos, e-mail, and discussion boards to complete

their lessons (Velasenko & Bozhok, 2014).

In addition, 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

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implemented the Modular Distance Learning. This refers to a learning delivery

modality, where learning takes place between the teacher and the learners who are

geographically remote from each other during instruction. This modality has three

types: Modular Distance Learning (MDL), Online Distance Learning (ODL), and

TV/Radio-Based Instruction. (Quinones, 2020)

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.

(2020). This is also in consideration of the learners in rural areas where internet is

not accessible for online learning.

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

The learners may ask assistance from the teacher via e-mail, telephone, text

message/instant messaging among others. Where possible, the teacher shall do

home visits to learners needing remediation or assistance (Llego, n.d.). Printed

Modules will be delivered to students, parents or guardians by the teachers or

through the Local Government Officials.

Since education is no longer held within the school, parents serve as partners

of teachers in education. Parents play a vital role as home facilitators. Their primary

role in modular learning is to establish a connection and guide the child.

(FlipScience, 2020).

According to the Department of Education (DepEd), parents and guardians'

perform the various roles in Modular Learning such as Module-ator, Bundy-clock,

and as Home Innovator. As a Module-ator, they are the ones to get and submit the
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printed Self-Learning Modules (SLMs) from and to schools or barangay halls at the

beginning and end of the week, depending on the agreement between the parents

and the school. As a Bundy-clock, they must check their child's schedule or

workweek plan. Because of the number of subjects or activities to be done, they

must see that it is being followed accordingly to avoid cramming or delays in

submission, which may affect the child's performance. Lastly, as a Home Innovator,

they must provide their child with a productive learning environment to help them

focus more on Learning. It must be a well-lighted and well-ventilated space in the

house, with little or no distraction.

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. They are learning how to learn; they are empowered (Nardo,

M.T.B, 2017). Other advantages of modular instruction include more choice and self-

pacing for students; more variety and flexibility for teachers and staff; and increased

adaptability of instructional materials.

The disadvantages include greater self-discipline and self-motivation required

for students, increased preparation time and lack of concrete rewards for teachers

and staff, and greater administrative resources needed to track students and operate

multiple modules.
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Innovation, Intervention and Strategy

With the results gathered in this study, the researchers have come up with an

innovation to address the problem. This has led to the conception of Capability

Building of Concepcion National High School Teachers.

This capability building program is designed to strengthen the teachers’ skills

in using distance learning modality for them to help students attain optimal learning

capacity.

This webinar series will feature different experts in the field with up-to-date

skills on distance learning modality and how it will be used for the learning of the

students with the help of the internet. Thus, the skills that the teachers will acquire

will be handed down to the students to improve their self-paced study. The series will

discuss different online platforms and other technical supports to enhance and

improve distance learning and all that is needed to manipulate it while using.

The teachers who will engage in the program are the teachers of Concepcion

National High School, specifically in the Senior High School Department. The

Program will set specific time for each topic and their respective invited guest

speaker. The School fund will be utilized for the webinar series. The venue will be at

the Concepcion National High School.

At the end of each session, outputs will be collected to monitor the teachers’

comprehension of the topic and their application of the said skills.

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Statement of the Problem

This study aims to determine the state on the use of distance learning

modality as basis for Capability Building for Concepcion National High School

Teachers.

Specifically, this study sought to answer the following questions:

1. What is the level of students’ performances using distance learning modality

in terms of:

1.1 mastery;

1.2 usability; and

1.3 accessibility?

2. On the basis of the findings, what possible capability building program can be

developed to students’ academic performances?

Significance of the Study

This study would hopefully be beneficial to the following:

Teachers. This research will help them to be equipped with the up-to-date skills in

teaching using distance learning modality.

Students. This research will help them improve their academic performances.

Parents. This research will help the parents to be aware of the time they will spent

with their children to monitor their overall performances.

Community. This research will help the community to be aware about the new

learning policy and support the school for the betterment of the performance

of the students.
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Scope and Delimitation

This study delimits to determine the state on the use of distance learning

modality, specifically modular learning, to improve students’ academic performances

as basis for teachers’ capability building program.

The respondents of this study were thirty-two (32) Grade 11 students who

were officially enrolled in Concepcion National High School, School Year 2020-2021.

Conceptual Framework

PROCESS
Survey Capability
Level of
students' Building for
performance Statistical Concepcion
using modular Treatment National High
distance learning School Teachers
modality in terms Planning
of: (Formulation of
mastery; Proposed
usability; and Program to
accessibility. improve
students'
academic
performance)

INPUT OUTPUT

Figure 1. Conceptual Framework of the Study

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Definition of Terms

The following terms are defined conceptually and operationally for uniform

understanding of the study:

Distance learning modality. This refers to any learning that happens without the

students being physically present in the lesson (Viewsonic, 2020). As used in

the study, this refers to the learning system that is being studied as to its

effectiveness to the learning and performance of the respondents of this

study.

Mastery. Comprehensive knowledge or skill in a subject or accomplishment (Oxford

Learner’s Dictionaries). As used in the study, this refers to the level of

students’ performances affected by distance learning modality that is being

surveyed in this study.

Usability. The quality of being easy to use (Oxford Learner’s Dictionaries). As used

in the study, this refers to the overall usability of the learning materials used in

the distance learning modality that affects the students’ performance.

Accessibility. This refers to how easy something is to reach, enter, use, see, etc.

(Oxford Learner’s Dictionaries). As used in the study, this refers to the

convenience of the students in accessing the learning materials used in

distance learning modality that affects the quality of learning.

Grade 11 Students. This refers to the respondents of this study who are studying at

Concepcion National High School, School Year 2020-2021.

Concepcion National High School. This is where this study was conducted. It is

located at Barangay Concepcion, Koronadal City, South Cotabato.

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Chapter II

RESEARCH METHODOLOGY

Research Design

This study used the descriptive method of research. The use of descriptive

method would undoubtedly support the objectives that are set forth in this study. The

researche sought to find out the level of the students’ performance using distance

learning modality and to develop a possible intervention program to improve

students’ mastery of the lesson. Specifically, the researchers used a survey

questionnaire and a 5-point Likert scale to address the problem.

Respondents and Sampling Procedures

The respondents of this study were the Grade 11 students of Concepcion

National High School. The researchers determined the number of respondents who

took the survey based on the suggestion of L.R. Gay (1976) on determining samples

in a descriptive research (20% for smaller population).

Stratified Random Sampling was used for proportional allocation of

respondents in each class section.

N1
n1 = ×n
N

where n = the total size of the stratified random sample

N = total population

N1 = number of the 1st stratum elements

N2 = number of the 2nd stratum elements

N3 = number of the 3rd stratum elements

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Locale of the Study

This study was conducted at Concepcion National High School, Brgy.

Concepcion, Koronadal City.

Figure 2. Locale of the study

Data Gathering Procedures

The letter was attached to the survey questionnaire to explain the purpose of

this research and its relevance and to seek the agreement of the respondents to

participate in this research. The researchers coordinated with the school principal

and respondents’ advisers to make arrangement for the collection of the data for this

study.

In the administration of the instrument, the researchers with the help of the

class advisers explained to the respondents the objective of the study.

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Data Analysis

This study employed descriptive research method in determining the level of

the students’ performances using distance learning modality and to develop a

possible capability building program for teachers to improve students’ mastery of the

lesson. The researchers used a survey questionnaire and a 5-point Likert scale in

gathering the data.

As for the data of the survey questionnaire, the researchers calculated the

weighted mean of students who “Strongly Disagree, Disagree, Neither Agree nor

Disagree, Agree, Strongly Agree”.

In the analysis of data, the researchers calculated the weighted mean of the

students’ responses under mastery, usability, and accessibility of the learning

resources.

In the interpretation of data on mastery, the researchers utilized a modified 5-

point Likert scale below.

Scale Description Interpretation

4.20 – 5.00 Strongly Agree Very High Mastery
3.40 – 4.19 Agree High Mastery
2.60 – 3.39 Either Agree or Disagree Average Mastery
1.80 – 2.59 Disagree Low Mastery
1.00 – 1.79 Strongly Disagree Very Low Mastery

In the interpretation of data on usability of learning resources, the researchers

utilized a modified 5-point Likert scale below.

Scale Description Interpretation

4.20 – 5.00 Strongly Agree Very Much Usable
3.40 – 4.19 Agree Much Usable
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2.60 – 3.39 Either Agree or Disagree Usable

1.80 – 2.59 Disagree Less Usable
1.00 – 1.79 Strongly Disagree Least Usable
In the interpretation of data on accessibility, the researchers utilized a

modified 5-point Likert scale below.

Scale Description Interpretation

4.20 – 5.00 Strongly Agree Very Much Accessible
3.40 – 4.19 Agree Much Accessible
2.60 – 3.39 Either Agree or Disagree Accessible
1.80 – 2.59 Disagree Less Accessible
1.00 – 1.79 Strongly Disagree Least Accessible

Ethical Issues

The Grade 11 students that are part of this study will be provided with

sufficient information about the study to make an informed decision on their

participation.

The researchers will make sure that the respondents should not be subjected

to harm in any ways. The results as well as the identities of the respondents will be

kept confidentially and anonymity of the student’s participation in the research has to

be ensured.
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Plan for Data Analysis

The study was conducted within a period of five months during School Year

2020-2021. Data gathering was made in a form of survey. After gathering data,

results were computed for analyzation and interpretation. Quantitative method was

used in analyzing the data.

The work plan presented below showed the process flow of the research.

Proposed Activity/ Timeline

Phases Month 1 Month 2 Month 3 Month 4 Month 5
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Phase 1 – Planning and Preparation
A. Seeking
Approval
B. Gathering of
Baseline Data
C. Seeking ethical
issues
D. Finalization of
timeline and
tools
Phase 2 – Implementation of Action Plan
A. Implement
planned action
B. Gathering Data
Phase 3 – Analysis, Reflection and Report Writing
A. Data Analysis
and Validation
Results
B. Reflection
Writing
C. Packaging the
Final Output
D. Sharing of
research results
E. Submission of
Final Report
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