Effect of New Normal Education to Grade 4 – Distance-Modular Learning

I. Context and Rationale

COVID-19 is a global concern affecting education. This present life situation, which is
marked by troubling and adverse health problems, caused the Department of Education to adapt
a modern learning strategy. Distance education or blended learning where flexible approach as
well as online learning are used. The Department of Education is noble goal. It does, however,
causes mental issues and uncertainty among those affected.
This pandemic led to a strong reaction among students who experiences anxiety and
depression. During the period of social isolation, students are prone to further worsening their
anxiety. Additionally, the pressure with school works addends their anxiety. Soc C., et. al (June
9, 2020), mentioned that the pandemic gives severe mental health problems to the students.
Anxiety, which is commonly, discussed topics among new normal learners hinders their
academic performance (Zaira- Jazmin Zarete-Santana, et. al., 2021).
However, some of the learners have a strong mental connection and have higher level of
resiliency to the current situation. They are able to cope and build positive effect to the current
education system. Moreover, teachers are also responsive and aware of their learners’ mental
health.
An action research focusing on this matter could help identify the positive and negative
effect of new normal education to the grade 4 learners in terms of the distance – modular
learning. This study is concern with the effect of distance – modular learning among Grade 4
pupils of Linomot Elementary School. The probability sampling method will be used particularly
the total population sampling, where the whole population of interest will be studied.

II. Action Research Questions

This study aims to determine the effect of new normal education to Grade 4 learners at
Linomot Elementary School. Specifically, it seeks to answer the following questions:

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

a. Sex
2. What is their attitude towards the new normal education?
3. What is the achievement level of Grade 4 based on their assessment examination?

III. Proposed Innovation, Intervention and Strategy

The researcher will use instruments from scholarly journals and studies.

IV. Action Research Method

The descriptive-correlational method will be used in this study. This measure was utilized
in describing the respondents in terms of independent variables and the effect of new normal
education – distance-modular learning.
B. Data Gathering Methods

Throughout the study, the researcher will adhere to the salient provisions of Republic Act
1073, otherwise known as Data Privacy Act of 2012, which is generally the free flow of
information to promote innovation and growth while protecting the user’s fundamental rights to
privacy.
A request letter to conduct the study will be send to the Schools Division Superintendent
of DepEd Schools Division Office of Isabela.
Another letter of request will be send to the office of the Schools Division Superintendent
to request data on the following: (1) list of elementary enrolled students.
A consent letter from the parents of the target learners involved in the study for their approval.

C. Ethical Issues

In promoting ideals of collective work, securing intellectual property rights of fellow

researcher and mentors, this can be achieved by giving proper certificates of their involvement in
the report. Using the correct frame of reference, concepts and opinions used by other authors are
correctly quoted.

D. Data Analysis

All the data obtained from the questionnaires will be analyzed by way of descriptive-
correlational statistics. Kendall’s Tau-b will be used to determine the relationship between the
assessment examination result and attitude of respondent towards distance – modular learning.
Data gathered were computer processed using the Statistical Package for Social Sciences (SPSS)
software.

The Attitude towards Distance – modular Learning will be described using frequency
counts and weighted means and will be quantified using the following scale:
Range Description
4.50 – 5.00 Strongly Agree
3.50 – 4.49 Agree
2.50 – 3.49 Undecided
1.50 – 2.49 Disagree
1.00 – 1.49 Strongly Disagree
The second part, which is the assessment examination, measures the Grade IV’s
achievement level. This will be answered through computing percentages of pupils’ scores with a
descriptive equivalent.

Score Range Descriptive Equivalent

21-25 Availability
16-20 Precision
11-15 Breath
6-10 Application
1-5 Generalization
References