“The effect of distance modular

learning in Tikalaan National High

School. students on the S.Y. 2022-
2023 at Barangay Indulang,
Talakag, Bukidnon’

Submitted by: Ugsalan Lady Jane B.

Chapter 1
Introduction

Education and learning are thought to be most crucial

foundation of a growing economy, yet academic systems needs radical
transformation, major technological reforms and alternative
approaches. Modular learning, a more pronounced form of
revolutionary m-learning was anticipated as the solution. Towards the
emerging stepping stones and provided solutions to the pertaining
problem, education is a flexible sector to adjust and continue its
mission upon teaching the students tends to greatly rely upon modular
learnings to achieve dramatic performance outcomes (West, 2013).
With intense inclination towards alternatives, alternative approaches
are playing critical role in improving learning of the students as well as
instructors. Modular learning content regardless of student’s availability
(Jacobs, 2013). One of the remarkable consequences of m-learning or
modular learning is that it engages, empowers and supports learning in
such a manner that radically transforms knowledge seeking
mechanism for students (West, 2012).
The advent of COVID-19, the next revolutionary was developed
by alternative approaches, smart-strategies, and handful fields held
that are ubiquitous, reasonable and flexible (Higgins, Xiao, &
Katsipataki, 2012). M-learning has been widely accepted by students
not merely for social growth but also for the sake of making education
more customized as per their learning needs. The reason for quick
acceptance of learning through m-learning is that the strategies is rich
by practices endure higher engagement and collaboration among
instructors and students. Students become proficient in harnessing
strategies and alternative ways for educational purposes and boosting
learning (Lai, Chang, Li, Fan, & Wu, 2013). The rising trend of adopting
m-learning for learning purposes can be observed in developing
nations such as Philippines.
M-learning has been deeply rooted now a day in education for
more than months, however, these effectively reform the level of
standards of education depute of its struggles (Valk, Rashid & Elder
2020). M-learning changed the way the students seek knowledge and
develop cognition. Thus, learning through m-learning, facilitated by
access to academic resources, socializing with each within and
outsides physical boundaries and sharing experiences, helps to back
the learning objectives of individual as well as institution. M- learning
has brought diversity in the educational pedagogies and delivered a
way to become more collaboration oriented in learning practices.

Conceptual Framework

INSTRUCTIONAL THEORIES
MODELS AND
PHILOSOPHIES
OF DISTANCE
EDUCATION ALTERNATIVE
APPROACH

INSTITUTIONAL CONVENTIONAL
MATERIALS MATERIALS

MODULAR
DESIGN PROCESS
TEACHING STRATEGIES

EDUCATIONAL
DESIGN

Theoretical Framework
 Distance education has become widely used around the country
today (Jones, Moraleofs, & Knezek, 2005) and is available in a number
of forms that reduce the time and space constraints present in
traditional classroom (Verduin & Clark, 1991). Distance educations in
the theories basis on which instructional models is based affects not
only the way in which information is communicated to the students, but
also the way in which the students make sense and constructs new
knowledge from the information that the instructors presented. The
dominated views of the traditional processing approach, based on the
concept of a modular performing formal operations of adjustments
(Seamans, 1990).
The key concepts are that the teacher can transmit a fixed body
of information to the students via external representation. He/she
represents abstract idea as a concrete image and the present the
lessons to the learners via a medium of instructional materials. The
learner, in turn, perceives, decodes and stores it.
The alternative approach is based on constructivist principles, in
which learner actively constructs an internal representation of
knowledge by interacting with the materials to be learned. This is the
basis for both situations (Streibel, 1991) and problem-based learning
(Savery & Duffy in press.). According to this view point, both social and
physical interaction enter into both the definition of a problem and the
construction of its solution.
Though these theories are totally in nature similar, effective
designers usually start with knowledge: Objects, events, and practices
which mirror the everyday environment of their designated learners.
Then, with a firm theoretical grounding, they develop a well present of
new constructed and appropriate knowledge by interacting with the
instruction of these new wave of educational phenomena- the Distance
Modular Learning.

Statement of the Problem

 The purpose of the study was to determine if the new strategic
phenomenon of teaching is effective in the Tikalaan national high
school for SY 2022-2023.
Specifically, this study sought to answer the following questions:
1. What is the extent of the students' upon registering their

academic recognition prior to these new implementation?

2. What are the problems faced by the students in these

implementation?

3. How can the interventions help to improve their academic

growth in these new phenomenon of teaching?

Significance of the study

The following entities will benefit from the study:

To the students: The students may help to determine the

derive benefits to these new implemented phenomenon of teaching on

how these may help them.

To the teachers: The teachers may also develop another

strategic plans to address and venture to these new implemented way

of teaching that may help them to a gave reliable way of teaching to

the students.

To the community: the community will have more education to

be more flexible on concurrency of teaching.

Scope and Limitation of the Study

 This study is limited to Tikalaan national high school, Tikalaan,

Talakag, Bukidnon specifically on barangay. This study aimed to

derived the positive and negative conclusion of the new implemented

way of teaching at the SY 2022-2023.The instruments and procedure

of the gathered data were based on the random students interviewed

about this matters.

Definition of terms

Alternative approaches- alternative ways of dealing

something.

M-learning- stands for ‘Modular Learning’ other term of

Distance Modular Learning

Instructional Models- Models provided by higher education.

Phenomenon- popular in typical unusual.

Ubiquitous- seeming to be seen everywhere or existing being

everywhere.

Inclination- wanting something

Chapter 2
Review of Related Literature and Studies

Distances education is expanding its length of extension as the

current way of instructional method of learning. Too often, instructional
designers and curriculum developers have become enamored of the
latest technologies dominates without dealing the underlying
communities. The issues of learner’s characteristics, and needs, the
lacking at the influence of the media upon instructional process, equity
of access to deliver systems, and the new roles of the teachers, site
facilitators (Schlosser and Anderson’s, 1994), and student in the
distance learning process. The term ‘distance education” or “distance
learning” have been applied interchangeably by many different
researchers to a great variety of programs, providers, audiences, and
media. Its hallmarks are the separation of teachers and learners in
space and/or time (Perraton, 1988), the volitional control if learning by
the student instruction (Jonassen, 1992), and noncontiguous
communication between student and teacher.
Bruner (1971) considers that effective learning is most likely to
occur when the learners are exposed to subject content numbers of
time when the basic skills are turned to with additional complexity as
students develop and move through a course or curriculum. This is the
concept underlying the spiral curriculum which was developed in a
context of fostering meaningful, real world learning and problem
solving. Although the original formulated with reference to the cognition
skill acquisition and school learning, it is particularly pertinent for
vocational education where effective learning and skilling is the desired
of the objective.
Furthermore, the spiral curriculum concept has the potential to
guide instructional design, particularly the analysis and grouping of
content into separate modules, and the establishment of assessment
programs which help focus both teachers and student upon the
integration of content in separate modules. However, it should be
noted that careful selection of assessment tasks to help ensure
integration of knowledge from disparate modules separated in time
should not be viewed as a substitute sections within or separate
modules which seeks to integrate theory and development of the new
system as a fitting subject of the education.
Chapter 3
Research Methodology

RESEARCH SETTINGS
The study will be conducted in Brgy.Indulang, Talakag, Bukidnon
specifically at Purok 1. The community was the center of all activities by the
six barangays comprises on region INDULANG. Indulang is 40km from the
municipality of Talakag. The modes of transportation from Talakag to
Indulang and from the neighboring Barangays are delivery truck, motorcycles,
or by walking.

SAMPLING PROCEDURES
The researcher will use as secondary academic data from the records
that was being gathered to available as basis of other student research of the
institution.

PROCEDURE OF THE STUDY

To gather data, the researcher will ask random students from the
institution of TNHS who are affected from the new implementation way of
teaching as a system that the Department of Education has been uplifted as a
solution in the pandemic entities. The researcher will ask at least 10 students
with a given question by the interviewer. The gather data will be use as a basis
of the researchers to determine the factors that happens during the new system
of education that has been raise. Specifically, the Brgy. Indulang, Talakag,
Bukidnon students in the institutions of Tikalaan national high school whom
are being interviewed of the research.

ANALYTICAL DESIGN
The researcher will gather, arrange and present the data in the future.
The data will be in the tabular form to formulate an ease in analyses and
interpretation. The data will come from the Brgy. Indulang, Talakag,
Bukidnon at Purok 1 students in the S.Y. 2022-2023.
Chapter 4

Presentation of Data and Analysis

This chapter describes data analysis followed by a discussion of the

research findings.

Figure 1. Percentage of Distance Modular Learning efficiency on the

students at Brgy. Indulang, Talakag, Bukidnon on how effective was

these new implemented way teaching to their academic attainment.

Table 1.1: The Result of the Respondent's Extent to their

Approbation Prior to the New Implementation way of teaching.
Table 1.1 and 1.2 show the result of the self-evaluation.

Approbation of the Frequency Percentage (%)

new implemented way
of teaching.
Agree 8 80
Not Agree 2 20
Maybe 0 0
I don’t know 0 0
Total 10 100
Table 1.2 Percentage prior to the effectiveness of the new

implemented teaching strategy on the students’ in their academic

attainment.

100% 95%
91% 89% 92%
88% 89%
90% 85%
82%
76% 76%
80%

70%

60%

50%

40%

30%

20%

10%

0%
1 2 3 4 5 6 7 8 9 10

Table 2: Research Activity Questionnaires.

Name:

Put a check (/) on the box that corresponds to your approbation

on the new phenomenon of teaching.

I. Do you agree on the new way of teaching strategy

(Distance modular learning)?

Agree Not Agree

Maybe I don’t know

Understanding analysis about distance modular learning:

II. Rate the effectiveness of the new implemented teaching

strategy on your academic attainment. Then give the

specific percent.

100%- 90% ( Better) 89%-80% ( Very Good)

79%- 75% ( Good) 74%- BELOW (Fair)

III. Self-Assessment

Was distance modular learning…… 4 3 2

used an effective educational standard?

was an effective solution on the entities

that the pandemic effects on the education

departments?

Better than face-to-face classes?

Chapter 5
Findings, Conclusion and Recommendation

Findings
Distance modular learning can have the same effect on
measuring of student’s academic achievements when compared to
traditional instruction. In all outcomes, it’s indicating that there was only
few significant difference in performance between students who
participated distance modular learning program and those were taught
in face-to-face classrooms. And these few factors were found to be
related to signify positive or negative effects.

Conclusion
Anchored from the data gathered, it is concluded that a wide
implementation of the newly used phase of teaching is a system to
regulate the thought process by the entities that these pandemic
provisions. That these new design program was an important in
helping children to achieve the cognitive understanding, and essential
components of based learning experiences on these distance modular
learning.

Recommendation
The following are some recommendations that will help the
following entities based from the result of the research:
For the Teachers - instructors may consider the following factors and
strategies for a better teaching; academic content area, role of the
distance modular learning programs, pacing of instruction, timing of
instruction, instructor preparation and experience in distance
education, and setting of the students.
For the students – the students must be more participative, flexible
and relatively engage their selves for an effective and measurable
growth of the program.
For the school – the institution must be open for the programs
suggested by the Department of Education introduces as a new
strategic reform of teaching.

For the community involve - the community must support the new
phenomenon of teaching, and also they must be suggesting other
strategic plans for a better system of the institution.

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