Body FInal

DepEd Division of Misamis Oriental 1
“WE CONNECT- WE CARE”: RESPOND TARDINESS OF MODULE

SUBMISSION AMONG JES LEARNERS
I.Rationale
One of the most recurring and the most ‘frustrating problem’ that the schools
are having with their learners nowadays is tardiness (Spick and Daniels, 2007). It
creates problems, not just the learners but also the teachers (Cowan Avenue
Elementary School Community, 2007, para 1).
Tardiness in module submission has a lot of factors or causes. Going late to
bed and waking up late next morning are the most common. But based on the study
conducted, parental concerns and socio-economic status of the tardy learners has a
great impact that made them late on the submission of the modules. Habitual tardiness
on the learners affect the performance because the learners could have low
achievement on their academic performance. Parents and guardians plays an
important role in providing immediate assistance and follow-ups to the learners who
failed to submit their modules on the allotted schedule.
‘We Connect, We Care’: Respond Tardiness of Module Submission Among
JES Learners is a study of Jampason Elementary School teacher researchers which
aimed to respond the tardiness in module submission from the first quarter of this
school year 2021-2022 up to present amidst the covid-19 crisis. This study addresses
the apparent problem of the institution in this modular learning which is the tardiness
of self-learning module submission.
This ‘We Connect, We Care’ initiative were used by the researchers to give
solution to those learners who failed to submit the self-learning modules to the teacher
advisers. From the data gathered, on the first quarter, 72 learners were late in
submitting their modules on the scheduled date of module retrieval. So with this result,
the researchers came up with this initiative that helps the tardy learners be able to
submit their modules on time. These initiatives hinged on the various ways of
communicating the parents and learners through the use of SMS (short message
service), phone calls, Facebook, Facebook messenger, group chat, video calls, and
home visitation. These various ways mitigate the problem of tardiness of module
submission among learners.
II. Research Questions
This study aimed to identify causes and effect of tardiness during modular
learning among learners of Jampason Elementary School:
1. What are the causes and effects of tardiness among learners of Jampason
Elementary School?
2. What are the interventions that addressed the problem of tardiness in
module submission?
3. Is there any effect using these interventions on the academic performance
among 72 learners of Jampason Elementary School?
III. Related Literature
This chapter presents the of the perspective of the study “We Connect, We
Care” Respond Tardiness of Module Submission Among JES Learners related
literature. The research hoist the learners causes of tardiness in module submission
and its relationship between timely submission and academic performance from 1 st
quarter to 3rd quarter during modular learning. The worked of various writers and
researchers whose studies may be similar to the present study were reviewed with
hope to enrich the study.
3.1 Modular Learning
The coronavirus disease (COVID) 2019 has spread to almost every country
worldwide. Crisis has impacted not only the economic, psychological, and social
aspects of the world but also particularly, the educational sector to a great extent. The
virus, which first emerged in December 2019, became a pandemic leading to school
closures and eventually, migration to remote learning by all levels of educational
institutions in the new normal education. Thus, the traditional delivery of instruction in
education has transformed and in turn, learning spaces were reorganized.

According to (Best Colleges 2020), this sudden shift of Educational system is
extremely impactful to the country Philippines as the study shows that 45% of Filipino
citizens (46 million) and 74% (34,500) of public schools do not have access to the
internet and this tremendously put the Philippines and its Institutions to disadvantage.
According to the study of Daryl Conner (November 2, 2010) have shown that
people adjust to change, not by learning to like what is taking place, but by forming
new expectations that can lead to success under the new conditions. And this is what
students all over the world have resorted into doing including the Philippines. Despite
overwhelming stress and difficulties as reported in recent studies (e.g. see Rotas &
Cahapay, 2020; Bozkurt et al., 2020; Baticulon et al., 2020), students still find silver
linings out from the challenges they encounter in the practice of distance learning.
ERE (Emergency Remote Education) does not mean going away from the
traditional arrangement of the instructional process nor creating a completely new
educational system. It provides a temporary feasible alternative for education
practitioners to perform instruction and provide students with necessary instructional
support (Hodges et al., 2020). ERE is also a branch of distance education, however,
treated as an ‘option’ not ‘obligation’ in this time of crisis (Bozkurt et al., 2020).
Furthermore, ERE enables the making the most of available resources
including a wide range of technologies that offer capabilities for remote learning. It is
also emphasized that, in this case, ERE is the best term to describe education during
this interruption and is not the same as those distance education practices long before
(Bozkurt et al., 2020).

This research study focuses to the cause of tardiness in module submission
dealing modular learning process, where learning takes place between the teacher
and the learners who are geographically remote from each other during instruction.
Despite the negativities, students still find themselves surviving in a remote learning
set-up through coping mechanisms to manage their stress.
During this time of crisis, we must protect our students’ right to learn. Only
through education can people build the skills and resources they need to best respond
to crises like the one our global community is currently facing. For some students,
these closures will only be a temporary shift in their schooling before they’re back on
track, but for many in the communities that we serve, this could mean the end of their
education.
Modular learning requires strong self-motivation and time management skills
and this becomes tough considering the amount of things students’ needs to do and
commit at home such as home chores, games and other activities done every day.
3.2 School Communications Effective During Pandemic
The school’s communication to the parents in the community during the times of
pandemic takes a significant part in monitoring the learner’s performance. Hence, important
information from the parents to the school and vice versa is conveyed without doubt.
Parents have been overwhelmingly satisfied with school communications during the
pandemic (David Nagel, 09/16/21). According to a new survey, a massive 70% indicated
that digital school communications have been effective.

Among the findings from parents, the most useful types of messages (for parents) were
"general school updates and reminders, assignment and homework reminders, and
academic progress and grading reports, according to OneSignal.
3.3 The Relationship between the Teachers and Students
A most recent comprehensive study including 31 countries (Nardo, M.T.B,
2017) was also conducted to look at how the COVID-19 pandemic interrupted the
education arena across the globe. This multicounty study significantly reported
reflections, lessons learned, and suggestions on how to navigate education in this
time of uncertainty. Students, in the process of learning, will interact with teachers,
peers, parents, and even professionals outside of the school building in order to seek
and understand their learning (Ali et al., 2010; Martin, 1997).
Whereas, gaining teacher support is essential for students’ learning. However,
for the students surveyed, it is still a difficulty, thus resulting in limited teacher
scaffolds. At times, teachers’ expectations from students can be hard to meet which
made them hard to approach.
3.4 The Role of the Teachers in Modular Learning
Distance Education requires alternative learning process, roles of teacher and
students (Clark, 2001). The main role of the teacher is the design of the course and
setting the needs of students. Teacher has role to guide the students along with
lessons provided in their modules.
For the Printed Modular Learning Delivery modality, the teachers prepare the
learning materials, weekly study guides and other resources for the modular distance
learning and these materials shall be accompanied by quality assured instructional
packets wherein the parent/guardians or para-teachers shall meet with the teacher
and receive instructions and the learning materials to be accomplished by the learner
for the week.
The teacher takes the responsibility of monitoring the progress of the learners.
If possible, they will conduct home visits to check on each student’s progress and
performance. The developments of learning theory have changed the nature of
learning styles and the perception of the learner. Knowledge is considered as socially
constructed through action, communication and reflection as involving learners
(Huebner and Wiener, 2001).
The main consideration is here to define and measure role effectiveness of
communicators (teacher-student) on learning whatever they are apart from each
other’s with living the sense of Distance Education (Willis, 2002). The distance
education is one of the new trends that leads students (learner) develop own
strategies, objectives, evaluation, implementation by only the guidance of the teachers
(Gibson, 1997).
3.5 The Relationships between the Parents and the Learners
Parents use the learning guide and supervise their child’s interaction with the
materials and communication with the teacher can be done. For the other students
they accomplish the module activities, complete the individual learning pan, and
connect with the teacher for feedback through text, messenger or any form of
communication.
The education of parents has significant influences on children’s knowledge,
skills and values. Parents involved in educational activities at home have positive
effects on their kids’ educational attainments. There are research based evidences
that children’s vocabulary which is the gate way for scholarship, other linguistic and
social skills have been significantly influenced by their parents at home (Harris &
Goodall, 2008; Kassim, 2011).
All these interactions at home including parent’s guidance, mutual
communication, helping in the educational decisions and sharing the educational
experiences with children have significantly positive relationship with students’
academic achievement. Home arrangements made by children’s parents are also
based on their understanding and education has positive influences on students’
educational performances (Harb & El-Shaarawi, 2006).
Educated parents have beliefs which are reflective in the arrangement of
educational provisions for their children (Jeynes, 2007). On the other hand,
uneducated parents are not in a position to assist their children and as parents their
influences are weak as compared to the educated parents’ contribution because of
the absence of psychological factor (Jeynes, 2007).
According to Hanafi (2008) uneducated parent’s approaches of dealing with
their kids is with extra care, but unstable academic settings at home for children
education and have high expectations from their children. However, parents with
higher educational status are more realistic and systematic while planning the
educational targets of their children. The highly educated parents follow modern and
adoptive academic settings for their kids at home (Hanafi, 2008).
3.6 The Role of the Parents in Modular Learning
Since education is no longer held within the school, parents serve as partners
of teachers in education. Limited contact with teachers will place parents or guardians
as the learners’ model or the “More Knowledgeable Other” (MKO). Vygotsky proposed
that human learning is a social process. A learner may or may not learn alone, but will
learn better with an MKO. 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, 2020), parents and
guardians’ perform the various roles in Modular Learning such as Module-ator, Bundy-
clock, and a Home Innovator. As a Module-ator, they are the ones to get and submit
the 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. 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.
Because of the numbers of the 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. In modular distance learning, principals and
teachers consider pupils tardiness to be a serious problem (Principals Partnership,
2005). Some have argued that tardiness is a widespread problem with serious effects,
particularly for younger learners who must depend on their parents (Wiener, 2010).
According to Nyama (2010) mother’s leap is the first classroom of child and she
is the first teacher in this world. These interactions also develop child’s inquisitiveness
which later contributes a lot in the educative lives of children. Parents along with other
responsibilities perform a role of a teacher too through the lives of the children
(Nyama, 2010). In contrary, according to Chohan, et al. (2010) stated that this popular
belief on modular learning, parents are not replacements of teachers and have the
same views that parents as teacher significantly affect the knowledge, skills, attitude
and even aspirations of the child.
“Parents are partners of teachers in education. They are ‘home facilitators,’ the
‘tagapagdaloy‘(channel), but they will not teach the subject matter. It is the teacher’s
duty to teach,” clarifies Dr. Lourdes Servito, Schools Division Superintendent of San
Carlos City, Pangasinan.
For Dr. Servito , the parents’ primary role in modular learning is to establish a
connection and guide the child. As MKOs, parents or guardians should: (1) be
responsible for interacting with teachers, barangay representatives, and other
stakeholders to acquire the various materials and resources needed by the learner
(i.e., modules or textbooks); (2) Regularly check the child’s workweek plan and make
sure that the learner sticks to their schedule; (3) Prepare a conducive learning study
space for the learner; and (4) Give appropriate praises, encouragement, and rewards
to heighten their child’s motivation to learn.
3.7 Causes of Tardiness in Modular Learning
According to Breeze et al., (2010) contributed saying that. Lateness is
synonymous with “tardiness”, which implies being slow to act or slow to respond, thus
not meeting up with proper or usual thing.
According to the Understood Team (2020) other factors that distracts students
from focusing on their lessons include social media, texting, television, and family,
work and other technologies. In addition to this, other lists of distractions which
potentially hinders the clear learning experience of students are Lack of structure,
External distractions (A doorbell ringing, someone making lunch, people or pets
moving around. There are sights, smells, and sounds that are part of daily living at
home that make it especially hard to focus on schoolwork), Internal distractions, Less
support for time management, No in-person help with refocusing, Not enough sleep,
Long, written communication, No change in scenery or built-in breaks.
There are many factors that could make a student get late or develop the habit
of getting late to school. This could range from sleeping late, poor preparation for
school, school factor, illness, economic influence and family background among
others, films at night (Marwan, 2014).
According to (Nakpodia & Dafiaghor, 2011) the individual involved in watching
films and home videos may till late night, this could result in waking up late, as could
be deduced from the literal meaning of the saying “early to bed early to rise”. The habit
of lateness could be learned from family members. For instance, the person who sees
the father always going late to work could also either learn the habit, thus go to lecture
late also.
This is supported by Peretomode (2001), and Egbule (2004), when they
elaborated the concept of nature-nature as it affects an individual’s habits. Moreover,
it could be due to lack of parental supervision, domestic violence, poverty, and
differing attitudes toward education (U.S Department of Justice, 2001).
3.8 Coping Mechanisms of Modular Learning Difficulties
According to Gibson, (1997) the distance education requires intrinsic
motivation that provides skill development, intellectual interests, challenge or personal
growth that was approved by the relevance research results.

According to Hara & Burke, (1998) stated that numerous variables support
student achievement; however, studies have indicated that one of the most critical
components is parental involvement. Overall, educators acknowledge that parental
involvement is key to successful student academic performance. Schools are doing
their best to encourage parents to get involved in their children’s academic activities
and schoolwork (Griffith, 1996).
A traditional definition of parental involvement includes participating in activities
at school and at home, such as volunteering at school; communicating with teachers;
assisting with homework; and attending open houses, back-to-school nights, and
parent-teacher conferences (Bower & Griffin, 2011; Epstein et al., 2009; Hill & Taylor,
2004). Lopez, Scribner, and Mahitivanichcha (2001) defined parental involvement as
“supporting student academic achievement or participating in school-initiated
functions”.
Epstein et al.’s (2009) framework consists of six types of parental involvement.
The basic obligation of parents (Type 1) refers to a family’s responsibility of ensuring
the child’s health and safety (e.g., parenting, child rearing, continual supervision,
discipline, and guidance at each age level) and to providing positive home conditions
that support learning and behavior. The basic obligation of schools (Type 2) refers to
communication with the school about academic progress (e.g., memos, notices, report
cards, conferences).
The basic obligation of schools (Type 3) pertains to parental participation in the
school setting (e.g., events, workshops, or programs for their own educational growth).
The basic obligation of schools (Type 4) applies to communication with parents
initiating, monitoring, and assisting in their children’s homework or learning activities.
The basic obligation of schools (Type 5) refers to parents accepting decision-making
roles in committees that monitor school improvement (e.g., Parent Teacher
Association [PTA], advisory councils, or other committees or groups at school).
The basic obligation of schools (Type 6) involves collaborating with the
community, which pertains to integrating various community agencies and resources
that support school programs (e.g., Title 1, after-school programs, parent institute
committee) (Epstein, Coates, Salinas, Sanders, & Simon, 1997). The No Child Left
behind (NCLB) Act of 2001 (U.S. Department of Education, indicates that parents
have a considerable role in promoting the academic achievement of their children.
Regardless of this legislation, schools should and are encouraged to strengthen their
efforts in developing innovative ways to involve parents in their children’s academic
growth. Lai and Vadeboncoeur, (2012) noted the duty of a school to promote parental
involvement has become a passive act, rather than a genuine effort. In addition,
parents are often scapegoats when trying to find the blame to student achievement.
For example, some educators blame parents for the children’s academic failures (e.g.,
“If only the parents helped at home” or “Parents just don’t care about school”).
Despite these remarks, research continues to credit parental involvement as a
way to increase academic achievement effectively. Studies show that parents are, in
fact, a strong independent variable in motivating their children to learn (Gonzalez-
DeHass, 2005; Williams, & Holbein, 2005).

However, Lai and Vadeboncoeur (2012) noted that schools have failed to
engage parents fully. Gonzalez-DeHass et al. (2005) argued that when parents are
involved in their children’s schools, academic motivation and achievement increase.
Students’ interest in learning, competence, and understanding of a subject area,
improves and promotes student achievement.
IV. Action Research Methods
This chapter presents the research design, research environment, population,
sample, and sampling design of the study, data gathering procedure, instrument and
the statistical tools used in the study.
4.1 Research Design
This research study used a descriptive-survey design in which information is
collected without changing the environment. In human research, a descriptive study
can provide information about the naturally occurring health status, behavior, attitude
or other characteristics of a particular group. It is chosen to allow the researchers to
to describe, define and explore the causes and effects of tardiness during modular
learning, its implications and coping mechanism of the respondents which are the
learners of the Jampason Elementary School.
4.2. Research Locale
The study will be conducted in Jampason Elementary School, located at
National Highway, Purok -2B Brgy. Jampason, Municipality of Initao, Province of
Misamis Oriental, Region X-Northern Mindanao.

Figure 1. Map showing the location of Purok – 2B Barangay Jampason, Jampason
Elementary School, Munipality of Initao, Province of Misamis Oriental.
4.3 Participants of the Study
The participants of this study will be learners of Jampason Elementary School
who are late in submitting their modules from Kinder to Grade VI and were officially
enrolled in the school year 2020-2021. Based on the summary of records given by the
class adviser, there were 10 kinders, 9 Grade I, 12 Grade II, 15 Grade III, 6 Grade
IV, 9 Grade V and 11 Grade VI for a total of 72 learners out of 409 learners of which
37 of it are males and 35 females.
4.4 Research Instrument
The researchers’ instrument use structured questionnaire in collecting data on
the use of descriptive-survey method. Questions are answered by the respondents in

a given survey questionnaire. The respondents are all modular learning category. The
researcher will attached the survey questionnaires to the module during module
distribution in the school. In this study, a questionnaire on the cause and effect of
tardiness in submitting modules will be used, which has been adopted and modified
by Lexercise test questionnaire’s The questions will cover the causes of tardiness,
and its effects, to the academic performance of the learners in Jampason Elementary
School. The revised questionnaire will be submitted to the adviser to review prior to
the data collection schedule.
4.5 Data Collection Procedure
After finalizing and reproducing the instrument needed to gather the data, the
researchers’ will request a letter of permission to the School Principal and the Teacher
adviser per grade level. The survey questionnaires will be attached to the modules
during module distribution scheduled at the school. The number of survey
questionnaires given will be based upon the data submitted by the teachers. The
respondents will be requested to answer the questionnaire for a maximum of 2 weeks.
Immediately after the respondents answered the questionnaire; these will be
collected. In the data collection, the researchers’ made a thorough follow-up to the
parents to make sure that this questioner will then be returned on the date required
so that it will be used in preparing the data processing methods and interpretation.
This study will be conducted amidst the pandemic situation, the researcher will
follow the IATF protocol of COVID-19 such as: wearing face mask, do proper hand
sanitation, observe physical distancing 2 meters to be exact and do foot bath before
entering the perimeter. The researchers will gather all the data collected from the class
advisers. This study utilized the survey questionnaire to determine the cause and
effect of tardiness in module submission that could affect the academic performance
of the learners during modular learning. A descriptive design is used in identifying the
causes and effects of tardiness in module submission. All the data collected are
response to the survey questionnaire conveniently of the learners who failed to submit
the module on time
4.6 Data Processing Methods
The survey - questionnaire will be used by the researchers to collect
information from the respondents. The information gathered was organized using a
qualitative method expressed by a Likert Scale. Copies of the questionnaire are
written in English form and translated to Cebuano dialect to be more understandable
to the learner participants.
The number of the survey questionnaires responded by the participants will be
the focus in data to get the acquire data interpretation for accurate data findings of the
study.
4.7 Statistical Treatments
Upon the retrieval of the accomplished questionnaire, the researchers’ keenly
checked and arranged the collected data from the respondents. On the analysis of the
data, the descriptive and correlation statistical tools were used.
Percentage used to describe the level of causes and effects of tardiness in
submitting module during the new normal setting of learning done at home. Correlation
analysis was used to determine the relationship between the causes and effects of
tardiness, timely submitted module on the academic performance of the learners. The
3rd grading academic performance of the learners will be the basis of comparison if
there is an improvement happened during the process.
The scale for qualitative description or interpretation of the scores was stated
in the table below.
Table 1: Qualitative Description of the Respondents
CODE DESCRIPTION/INTERPRETATION
4 Strongly Agree
3 Agree
2 Strongly Disagree
1 Disagree
Result in calculating data administered in accordance to data interpretation and
of the overall academic performance of the participants. The findings base on the
results data interpretation, the cause and effects of tardiness in module submission
and the significant relationship between timely submissions of module on the
academic performance of the learners.
4.8 Flowchart of Methodology
JES Learners who failed to

submit the module on time
Distribution of Survey
Questionnaire
Gathering of the Data
Analysis of Data
*Summary data of Distribution
of module
*1 and 3rd Grading
st
Academic Performance
* Survey Questioner
-
Interpretation of data findings
Concept Development
Documentation
Figure 3. Flow chart of the methods used in
the study.
It explained the study’s process of which the study was anchored to the
distribution of the survey questionnaire, in gathering data, in analyzing, and
interpreting the data collected that resulted in the relationship between the causes
and effects of tardiness, timely submission of modules on the academic performance
of the grade V learners during modular learning.
V. Discussion of Results and Recommendations
This chapter discussed the data analysis and findings from 72 questionnaires
completed by the respondents who were officially enrolled in Jampason Elementary
School during modular learning approach, S. Y. 2021 - 2022. The purpose of this study
was to identify the causes of tardiness in submitting modules in the given schedule
and its effect in the academic performance of 72 learners during 1st grading quarter
during modular learning approach. This will serve as our basis for the action taken in
order to respond this problem.
The findings are discussed in terms of the questionnaire sections. The
questionnaire was focused on the causes and effects of tardiness.
The findings are discussed in terms of the questionnaire sections. The questionnaire
was focused on the causes and effects of tardiness.
1. The Causes of Tardiness in Module Submission among 72 learners in

Jampason Elementary School
This section showed and answered the statement of the problem of this study
such as, what is the cause of tardiness in module submission during modular learning.
1.1 Causes of Tardiness
Graph showed the causes of tardiness during modular learning among the
learners such as the following survey questionnaires below. It is indicated that the
learners experienced these causes of tardiness stated by the accurate data gathered
interpretation.
Causes of Tardiness
80
70 0
5 5
12 7 12 7
60 20 10 11
22 33 10
50
12 20
40 20 40 33
30
20 45 39 38 35 8
10 27 21
12
0 0
Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7
Strongly disagree Disagree Agree Strongly agree
Table 2. Causes of tardiness of Module Submission
Graph showed the result of causes in module submission of 72 learners in
Jampason Elementary School, revealed that in the first question the highest response
by the respondents was 45 which was stated that the learners strongly disagree to
like modular distance learning. For the second question, the highest response was 39
which was stated that the learners agree that they struggle in answering the given
modules. For the third question the highest response was 27 which was stated that
the learners strongly agree that their environment is not conducive or suited for them
to study. For the fourth question the highest response by the respondent was 38 which
was stated that that the learners strongly disagree that their parents and family
members help in answering their modules. For the fifth question the highest response
was 35 which was stated that the learners strongly disagree that they do not have
enough time to answer their modules. For the sixth question the highest response was
40 which was stated that the learners agree that the distance of school from home
causes delayed in the submission of modules. For the last question, the highest
response was 33 which was stated that the learners agree that they do not understand
the lessons in their modules.
2. Effects of tardiness
Table showed the effects of tardiness during modular learning among the
learners such as the following survey questionnaires below. It is indicated that the
learners experienced these effects of tardiness stated by the accurate data gathered
interpretation.
Effects of Tardiness
80
70 8
60 10
50 49
40 25
30
20
29 23
10
0 2
0
Question 1 Question 2
Strongly disagree Disagree Agree Strongly agree
Table 3. Effects of tardiness of Module Submission
Graph showed the result effects of tardiness in modules submission of 72
learners in Jampason Elementary School, revealed that in the first question the
highest response by the respondents was 29 which was stated that the learners
strongly disagree that by being late they learn lesson from their modules. For the
second question, the highest response was 47 which was stated that the learners
strongly agree that late submission of module affects their grades.

The Academic Performance of 72 learners in Jampason Elementary School
Academic Performance of the Respondents during the First Quarter

70.00%
59.68%
60.00%
50.00%
40.32%
40.00%
30.00%
20.00%
10.00%
0.00% 0.00% 0.00%
0.00%
Needs Fairly Satisfactory Satisfactory (80-84) Very Satisfactory Outstanding (90
Improvement (74 (75-79) (85-89) and above)
and below)
Table 4. The Academic Performance of the Respondents.
Graph shows the academic performance of the respondents excluding the
Kindergarten in first quarter. In first quarter the results reveals that none of them had
Needs Improvement and Fairly Satisfactory academic performance, 59.68 % of the
respondents had an academic performance of satisfactory, and 40.32% of the
respondents had very satisfactory academic performance.
2.The Academic Performance of 72 learners during the 3rd Quarter in
Jampason Elementary School

Academic Performance of the Respondents during the 3rd Quarter

50.00% 46.78%
45.16%
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00% 8.06%
5.00%
0.00% 0.00%
0.00%
Needs Fairly Satisfactory Satisfactory (80- Very Satisfactory Outstanding (90
Improvement (74 (75-79) 84) (85-89) and above)
and below)
Table 5. The Academic Performance of the Respondents.
Graph shows the academic performance of the respondents excluding the
Kindergarten in third quarter. In third quarter the results reveals that none of them had
Needs Improvement and Fairly Satisfactory academic performance, 46.78 % of the
respondents had an academic performance of satisfactory, 45.16% of the
respondents had very satisfactory academic performance, and 8.06% of the
respondents had an outstanding academic performance.
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter provides a summary, conclusions, and recommendations based
on the findings of this study the causes of tardiness in submitting modules in the given
schedule of the 72 learners during 1st grading quarter during modular learning
approach. The conclusions were based on the study’s purpose, research questions,
and findings. Recommendations were made based on the study’s findings and
objectives.
SUMMARY
Modular learning tardiness in module submission can cause an individual to
experience problems learning process due to the causes of tardiness and its effects
in academic performance. It may interfere with literacy skills development and can
also affect memory, ability to focus and organizational skills. This study aimed to find
out the causes of tardiness in module submission of 72 learners in Jampason
Elementary School during modular learning. It aimed to find out the academic
performance of the 72 learners during 1st grading quarter and find out the significant
relationship between the causes of tardiness and academic performance of 72
learners during modular learning. The study used descriptive research design, the
survey questionnaires was used to collect the information needed for analysis and
interpretation of data. It was translated from English to Cebuano language for better
understanding. The survey questionnaires was adapted from Lexercise test
questionnaire and were modified. The study has seventy two (72) learners respondent
of Jampason Elementary School enrolled in S.Y 2021 - 2022. Both learners in different
grade level and section were given survey questionnaires and to be collected during
submission of modules every Monday and Tuesday of the week.

The data gathered revealed that the respondents occasionally answered the
causes of tardiness that affects their academic performance during 1 st and 3rd grading
performance. It is also demonstrated that the majority of the respondents who assisted
them with their home learning were their parent during the assessment.
Conclusion
Based on the analysis and findings of the study, the following conclusions are
stipulated below:
The study provided evidence that the modular learning approach affect the
academic level of 72 learners. For learners who accessed learnings, the study showed
that the modules be used as an alternative method of delivering learning that learners
could access through a distance learning approach. Modular learning approach was
implemented by the Department of Education as a new modality in learning, supported
by Thomson (1988), he said that a modular curriculum helps students to develop an
ownership of the study program and students by taking full responsibility for their own
learning, through planning their own pace of studying and assessment.
The result of cause’s tardiness in module submission among 72 learners of
by the respondents was 45 which was stated that the learners strongly disagree to
like modular distance learning. For the second question, the highest response was 39
which was stated that the learners agree that they struggle in answering the given
modules. For the third question the highest response was 27 which was stated that
the learners strongly agree that their environment is not conducive or suited for them
to study. For the fourth question the highest response by the respondent was 38 which
was stated that that the learners strongly disagree that their parents and family
members help in answering their modules. For the fifth question the highest response
was 35 which was stated that the learners strongly disagree that they do not have
enough time to answer their modules. For the sixth question the highest response was
40 which was stated that the learners agree that the distance of school from home
causes delayed in the submission of modules. For the last question, the highest
response was 33 which was stated that the learners agree that they do not understand
the lessons in their modules.
The result of effects of tardiness in modules submission of 72 learners in
by the respondents was 29 which was stated that the learners strongly disagree that
by being late they learn lesson from their modules. For the second question, the
highest response was 47 which was stated that the learners strongly agree that late
submission of module affects their grades.
The academic performance of the respondents in first quarter results reveals
that none of them had Needs Improvement and Fairly Satisfactory academic
performance, 59.68 % of the respondents had an academic performance of
satisfactory, and 40.32% of the respondents had very satisfactory academic
performance excluding the 10 (ten) Kindergarten learners whose grades is non-

numerical. And thus, this study concluded that, the causes of tardiness affects the
academic performance of the 72 learners in Jampason Elementary School.
Interventions such as digital communication (phone call, text messaging,
messenger, video call) and non-digital communication (home visitation) were then
made and applied. The respondents were closely monitored to ensure initiatives are
working on progress. Based on the monitoring tool used by the teacher of Jampason
Elementary School, there is a significant decrease in number of tardy pupils, from 72
down to 34, in accomplishing self-learning modules. With the comparison of the first
quarter up to the third quarter’s monitoring tool, there is a great improvement in pupil’s
engagement in achieving modular learning activities.
As a result of the action taken during our research it shows that, there is a
significant decrease in tardiness in submission of modules and increase in the
academic performance of the respondents in third quarter results reveals that none of
them had Needs Improvement and Fairly Satisfactory academic performance, 46.78
% of the respondents had an academic performance of satisfactory, and 45.16% of
the respondents had very satisfactory academic performance, and 8.06% of the
respondents had an outstanding academic performance excluding the 10 (ten)
Kindergarten learners whose grades is non-numerical. And thus, this study concluded
that, the causes of tardiness affect the academic performance of the 72 learners in
Jampason Elementary School.

Recommendations
Based on the analysis, findings, and conclusions made in the study, the following
recommendations were set forth:
1. The result implies that in modular learning, parents should use some alternative
ways or teaching method to assist the young learners of their modules.
2. The teachers may provide educational material with adequate information to
avoid confusions and teacher may include a clearer printed pictures in the modules.
3. The Department of Education should consider this problem, reduce the
activities, and remove the unnecessary topics so that the new phase of knowledge will
be attained as much as possible.
4. Conduct weekly teachers meeting in order for us to determine and deliberate
problems that may arise during the distribution and retrieval of modules.
5. Constant communication by any means must be religiously done by teachers
to ensure active participation of pupils. With the good governance and leadership of
the school head and teachers, nothing is impossible in this time of pandemic. No one
will be left behind for teachers who really care for the learners.
VI. Advocacy
Being on time has been a struggle for learners since then. Covid-19 even
worsens this problem to life of our learners. Since we are in modular learning delivery
some of our learners were late in the submission of module due to the following
reasons that there are learners who doesn’t like modular learning delivery, they have
struggled in answering their module, their environment are not conducive for learning,
parents and any member of the family do not have enough time in helping their
children answering their module, distance of the school from home and some learners
did not understand in their lesson. However, through the good governance and
leadership of the school principal together with the teacher we had created an initiative
to which is the “We connect, we care” to combat this issue.
We as teacher’s, should look on how to lessen if not to eliminate this problem
before it becomes norm for some learners in submitting modules and even when
regular classes will resume. We do care for our learners and so we are really trying to
connect with them to be able to know what their reasons are and help them. With
constant communication and monitoring we will be able to remind them on their task,
assist and help them whenever they have some issues regarding the module, let them
feel that whenever they need our help we are always there to lend our hand and give
them word of encouragement to boost their interest in their studies.
VII. Utilization
The results of this research highlighted causes of tardiness in submission of
module among JES learners and its effect in their academic performance. The results
further implied that there are 72 learners who were late in submitting modules due the
following reasons that there are learners who doesn’t like modular learning delivery,
they have struggled in answering their module, their environment are not conducive
for learning, parents and any member of the family do not have enough time in helping
their children answering their module, distance of the school from home and some
learners did not understand in their lesson.
Findings of this study can be utilized as our basis for our initiative in responding
this problem which is the “We connect, We care”. As teacher we are looking into the
possibilities of getting connected to our pupils. With the use of digital communication
such as phone call, text, messenger, Facebook and group chat. For those who do not
have this access. we teacher conducted home visitation. Through this we were able
to encourage our learners to do more and better in their studies. Parents were
challenged to do their roles and responsibilities in the modular learning of their children
as they witnessed that the teacher are really doing their part through constant
monitoring and communication.

IX.References
Ali, R., Ghazi, R., & Fatima, T. et al. (2010). Effectiveness of modular teaching in
Biology at secondary level. Asian Social Science, 6(9), 49–54.
doi:10.5539/ass.v6n9p49 [Crossref], [Google Scholar]
Baticulon, R. E., Clarion, C. A. & Reyes, J. C. et al. (2020). Barriers to online

learning in the time of COVID-19: A national survey of medical
students in the Philippines. medRxiv.
Bower, H. A., & Griffin, D. (2011). Can the Epstein model of parental involvement
work in a high-minority, high-poverty elementary school? A case study.
Professional School Counseling, 15(2), 77-87.
doi:10.5330/PSC.n.2011-15.77
Bozkurt, A. & Sharma, R. C. (2020). Emergency remote teaching in a time of

Global crisis due to CoronaVirus pandemic. Asian Journal of Distance
Education, 15(1), 1-6.
Bozkurt, A., Egorov, G., & Paskevicius, M. et al. (2020). A global outlook to the
interruption of education due to COVID-19 pandemic: Navigating in a
time of uncertainty and crisis. Asian Journal of Distance Education,
15(1), 1-126.
Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., et al. (2020). A global outlook
to the interruption of education due to COVID-19 pandemic:
Navigating in a time of uncertainty and crisis. Asian Journal of Distance
Education, 15(1), 1-126.
Breeze S, Woosh C, Batt C, Fine M (2010). How to be punctual. WikiHow: the

how to manual that you can edit. Retrieved 23rd September, 2010 from:
http://www.wikihow.com/Be-Punctual
Breeze S, Woosh C, Batt C, Fine M (2010). How to be punctual. WikiHow: the

how to manual that you can edit. Retrieved 23rd September, 2010
from: http://www.wikihow.com/Be-Punctual Bulletin 133, 65-94
Clark, Melody (2001). “The Soft Technology of Distance Education”
Conner, Daryl (November 2, 2010). HOW DO PEOPLE LEARN TO ADAPT TO

CHANGE?https://www.connerpartners.com/frameworks-and-
processes/how-do-people-learn-to-adapt-to-change
Epstein, J. L., Sanders, M. G., et al. (2009). School, family, and community
partnerships: Your handbook for action. Thousand Oaks, CA: Corwin
FlipScience. (2020, October 5). 'Tagapagdaloy’: How Filipino parents can help
ensure successful modular distance learning. FlipScience - Top
Philippine Science News and Features for the Inquisitive Filipino.
Gonzalez-DeHass, A. R., et al. (2005). Examining the Relationship between

parental involvement and student motivation. Educational Psychology
Review, 17(2), 99-123. DOI: 10.1007/s10648-005-3949-7
Hanafi, Z. (2008). The Relationship between Aspects of Socio-Economic Journal.
Hara, S. R., & Burk, J. D. (1998). Parental involvement: The key to improve
Student achievement. School Community of Journal, 8(2), 219-228.
Harb, N. & El-Shaarawi, A. (2006). Factors Affecting Students Performance.

Project Report, United Arab Emirates University, College of Business
and Economics, 3-9.
Haris, A & Goodall, J. (2008). Do Parents Know They Matter? Engaging all
Parents
inLearning. London centre for leadership in learning institute of
education, UK.
Hodges, C., Moore, S., Trust, T., & Bond, A. et al. (2020). The Difference
between
Emergency Remote Teaching and Online Learning. EDUCAUSE
Review. Retrieved from
http://documents.worldbank.org/curated/en/266811584657843186/pdf/.
Huebner, Mary Kathleen and Wiener, R. William (2001) “Distance Education in

2001”
Jeynes, W. H. (2007). The relationship between parental involvement and urban

secondary school student academic achievement: A meta-analysis.
Urban education, 42(1), 82-110.
Lai, Y., & Vadeboncoeur, J. A. (2012). The discourse of parent involvement in

special education: A critical analysis linking policy documents to the
experiences of mothers. Educational Policy, 29, 867-897. DOI:
10.1177/0895904812440501
Lopez, G. R., Scribner, J. D., & Mahitivanichcha, K. (2001). Redefining parental
involvement: Lessons from high performing migrant-impacted schools.
American Research Journal, 38(2), 253-288.
DOI:10.3102/00028312038002253
Nakpodia, E.D., & Dafiaghor, F.K. (2011). Lateness: A major problem confronting
school administrators in Delta State, Nigeria. International Journal of
Science and Technology Education Research Vol. 2(4), pp. 58 – 61.
Nael, David 2021 Shool Communication Effective Duing Pandemic
Nardo, M. T. B. (2017). Modular Instruction Enhances Learner

Autonomy.Sciepub.
http://pubs.sciepub.com/education/5/10/3/index.html#:%7E:text=The%
20use%20of%20modules%20is,in%20doing%20their%20individual%2
0tasks.&text=It%20directs%20students%20to%20practice%20or%20re
hearse%20information.,-To%20gain%20mastery
Nyama, D. M. (2010). The Effect of Literacy Levels on Parental Involvement in

Selected Primary Schools in the Qwa Qwa Region (Doctoral
dissertation, North-West University, Vaal Triangle Campus).
Peretomode, V.F. (2001). Sociology of Education: An introductory text for Nigerian

undergraduates, 2nd Ed. pindidki, 2(7), 44-57.
UNESCO (2020). The socio-cultural implications of COVID-19.

student performance in introductory statistics – What is the relative
impact of procrastination? College Student Journal 01463934 Vol.
44(2B).
X. Financial Report
Activity Output Date Of Person Budget Budget

Implemen Responsible Source
tation
A. Conduct Identified 72 3rd week of School Head, 500.00 Personal
monitoring of learners who are September Teachers, Parents, Expense
module late in module Pupils s
submission per submission
grade level during the 1st
and 3rd Quarter.
B.Provides Identified the Last week School Head, 500.00 School
Survey causes and of Teachers, Parents, Fund
Questionnaires effects of September Pupils
for the learners tardiness among
learners.
C.Interventions Conducted October School Head, 1,000.00 Personal
through SMS, interventions 2021 until Teachers, Parents, Expense
phone calls, both digital March 2022 Pupils s
facebook, communication
facebook such as through
messenger, SMS, phone
group chat, calls, facebook,
video calls and facebook
home visitation. messenger,
group chat,
-Conduct weekly video calls and
teachers non – digital
meetings to communication
follow – up of which is home
learners visitation.
regarding
causes that may
arise for late
submission of
modules.
D.Implement Mitigated the March 2022 School Head, 500.00 School
interventions to problem of up to Teachers, Parents, Fund
mitigate tardiness of present Pupils
tardiness of module
module submission
submission
Total Cost Estimates 2,500.00
X. Appendices
SURVEY QUESTIONNAIRES
Name of Pupil:___________________________________________________
Age:_________
Grade and Section: _____________________________
I. Data sheets for the cause and effect of tardiness in the academic
performance of the pupils during modular learning.
Directions: Kindly check [/] and answer honestly based on what you actually do
given the statements using the following data.
Survey Questions Strongly Disagr Agree Stron

ee gly
Disagree
Agree
1 2 3 4
Causes of Tardiness
1. Do you like modular distance

learning?
(Ganahan ka ba sa modyular nga

pamaagi sa pag - eskwela?)
2. Did you struggle in answering

given modules?
(Naglisud ka ba sa pag answer sa

mga modyul?)
3. Is your environment conducive

for you to study?
(Maayo ba ang kahimtang sa imong

palibot
alang sa imong pagtuon?)
4. Does your parents or family

members help you in
answering the modules?
(Aduna bay miyembro sa pamilya nga

motabang kanimo sa pag –answer sa
modyul?)
5. Do you have enough time to

answer your modules?
(Aduna ba kay igong oras sa pag –

answer imong mga modyul?)
6. Is the distance of school from

home causes delayed in the
submission of modules?
(Ang kalayo ba sa eskwelahan gikan sa

inyong balay maoy hinungdan sa dugay nga
pagpasa sa modyul?)
7. Do you understand the

lessons in your modules?
(Nakasabut ka ba sa mga leksyon sa

modyul?)
Effects of Tardiness
1. By being late, did you learn any

lesson from
your modules?
(Sa akong ka late mopasa sa

modyul, aduna ba akoy nakat-onan
niini?)
2. Does late submission of module

affect your grade?
(Ang kaulahi ba sa pagpasa sa

modyul, nakaapekto ba sa akong
grado?)
DepEd Division of Misamis Oriental

Body FInal

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Body FInal

Uploaded by

Copyright:

Available Formats

DepEd Division of Misamis Oriental 1

“WE CONNECT- WE CARE”: RESPOND TARDINESS OF MODULE

Elementary School Community, 2007, para 1).

Tardiness in module submission has a lot of factors or causes. Going late to

achievement on their academic performance. Parents and guardians plays an

failed to submit their modules on the allotted schedule.

‘We Connect, We Care’: Respond Tardiness of Module Submission Among

JES Learners is a study of Jampason Elementary School teacher researchers which

of self-learning module submission.

submission among learners.

II. Research Questions

learning among learners of Jampason Elementary School:

2. What are the interventions that addressed the problem of tardiness in

3. Is there any effect using these interventions on the academic performance

among 72 learners of Jampason Elementary School?

III. Related Literature

Care” Respond Tardiness of Module Submission Among JES Learners related

hope to enrich the study.

3.1 Modular Learning

closures and eventually, migration to remote learning by all levels of educational

education has transformed and in turn, learning spaces were reorganized.

According to (Best Colleges 2020), this sudden shift of Educational system is

traditional arrangement of the instructional process nor creating a completely new

educational system. It provides a temporary feasible alternative for education

practitioners to perform instruction and provide students with necessary instructional

Furthermore, ERE enables the making the most of available resources

(Bozkurt et al., 2020).

This research study focuses to the cause of tardiness in module submission

set-up through coping mechanisms to manage their stress.

Modular learning requires strong self-motivation and time management skills

3.2 School Communications Effective During Pandemic

that digital school communications have been effective.

academic progress and grading reports, according to OneSignal.

3.3 The Relationship between the Teachers and Students

A most recent comprehensive study including 31 countries (Nardo, M.T.B,

reflections, lessons learned, and suggestions on how to navigate education in this

and understand their learning (Ali et al., 2010; Martin, 1997).

Whereas, gaining teacher support is essential for students’ learning. However,

made them hard to approach.

3.4 The Role of the Teachers in Modular Learning

Distance Education requires alternative learning process, roles of teacher and

lessons provided in their modules.

learning and these materials shall be accompanied by quality assured instructional

for the week.

performance. The developments of learning theory have changed the nature of

constructed through action, communication and reflection as involving learners

(Huebner and Wiener, 2001).

The main consideration is here to define and measure role effectiveness of

communicators (teacher-student) on learning whatever they are apart from each

strategies, objectives, evaluation, implementation by only the guidance of the teachers

The education of parents has significant influences on children’s knowledge,

Goodall, 2008; Kassim, 2011).

All these interactions at home including parent’s guidance, mutual

communication, helping in the educational decisions and sharing the educational

experiences with children have significantly positive relationship with students’

academic achievement. Home arrangements made by children’s parents are also

based on their understanding and education has positive influences on students’

educational performances (Harb & El-Shaarawi, 2006).

Educated parents have beliefs which are reflective in the arrangement of

the absence of psychological factor (Jeynes, 2007).

According to Hanafi (2008) uneducated parent’s approaches of dealing with

adoptive academic settings for their kids at home (Hanafi, 2008).

3.6 The Role of the Parents in Modular Learning

According to the Department of Education (DepEd, 2020), parents and