MODULAR DISTANCE LEARNING: ITS INFLUENCE ON THE

MATHEMATICAL WORD PROBLEM-SOLVING SKILLS OF

GRADE 6 PUPILS

SHERYL M. CANSECO

Thesis Manuscript Submitted to the Department of Elementary Education,

College of Education, University of Southern Mindanao,
Alamada, Cotabato in Partial Fulfilment of the
Requirements for the Degree of

BACHELOR OF ELEMENTARY EDUCATION

MONTH

DECEMBER 2022
 UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
Philippines

APPROVAL OF THESIS MANUSCRIPT

Name SHERYL M. CANSECO
Major
Degree Sought BACHELOR OF ELEMENTARY EDUCATION
Specialization
Thesis Title MODULAR DISTANCE LEARNING: ITS INFLUENCE ON THE
MATHEMATICAL WORD PROBLEM-SOLVING SKILLS OF
GRADE 6 PUPILS

APPROVED BY THE GUIDANCE COMMITTEE

GIDEON S. SUMAYO, MALT ______________________________

Adviser Co-Adviser
(Optional)
______________ _____________
Date Date
EZIEL MAE E. URSABIA, LPT GIDEON S. SUMAYO, MALT
Statistician Department Research Coordinator
(Optional)
______________ _____________
Date Date
ERLMARIE P. CRASE, PhD
Department Chairperson
______________
Date

KARIZZA JANE B. PEJANER, MST KAUTIN S. KULANO, EdD

College Research Coordinator Dean
______________________ ______________________
Date Date
Study No: PALMA2022-BEED0014
Index No: AC-CED-007089
Recorded by: _____________
RECORDED:
LYDIA C. PASCUAL
Director for Research and Development Office
_________________
Date
Recorded by: __________

USM-EDR-F10-Rev.3.2020.02.24 ii
 UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
Philippines
ACCEPTANCE OF THESIS

The thesis attached hereto, entitled "MODULAR DISTANCE LEARNING: ITS INFLUENCE

ON THE MATHEMATICAL WORD PROBLEM-SOLVING SKILLS OF GRADE 6 PUPILS,"

prepared and submitted by SHERYL M. CANSECO, partial fulfillment of the requirements for

the degree of BACHELOR OF ELEMENTARY EDUCATION is hereby accepted.

GIDEON S. SUMAYO, MALT

Adviser

________________________
Date

Accepted as partial fulfillment of the requirements for the degree

BACHELOR OF ELEMENTARY EDUCATION.

KARIZZA JANE B. PEJANER, MST

College Research Coordinator

_________________________
Date

USM-EDR-F10-Rev.3.2020.02.24

iii
 BIOGRAPHICAL DATA

The researcher was born on 30th day of June 1988 at Barongis,

Libungan, Cotabato. She was the 4th daughter among nine children of Mr.

Pedro P. Matos and Mrs. Marilyn A. Matos. She has elder brothers namely

Julius Caezar, Jefferson, Marjun, and Pedro. She has three sisters namely

Junalyn Lou, Mariafe, and Marjorie.

She completed her primary education at Barongis Elementary School

and her secondary education at Alamada National High School. Both schools

had nurtured the researcher to be ready and equipped before going to college.

The researcher pursued her tertiary education at the University of

Southern Mindanao and took up a Bachelor of Elementary Education.

Despite the challenges and trials she encountered in her life, she

remained strong and confident in achieving all of her dreams in life through the

unending support of her family, friends, and loved ones, especially through the

provision of Almighty God.

SHERYL M. CANSECO
Researcher

iv
 ACKNOWLEDGEMENT

The researcher would like to extend her heartfelt thanks and heartfelt

appreciation who showed and contributed to the success of this study.

Specifically, to Almighty God for spiritual food and guidance.

To Mr. Gideon S. Sumayo, MALT, her thesis adviser, his advice, time,

understanding, valuable suggestions, and patience in making this study

possible and successful.

To Ms. Karizza Jane B. Pejaner, MST, for the professional advice and

unyielding motivation.

To Ms. Eziel Mae E. Ursabia, LPT, her statistician, for the analysis and

interpretation of the data;

To Jacinta T. Pueyo, Ph.D., the campus director of USM-PCC, for

allowing and supporting her to conduct her study.

To her parents. Mr. Pedro P. Matos and Mrs. Marilyn A. Matos for the

motivation, moral and financial support.

To her family for moral support, providing all the needs and financial

assistance for almost four consecutive years.

To her beloved children, namely Kelvin Clein, Shea Elyza Miranelle,

and Keshylle Grace, for the endless love, understanding, and patience.

To her best friends, Frederick N. Cagud and April Leighzydel

Madalag, thank you for your moral support and encouragement.

v
 To her respondents for the patience and time answering the survey

questionnaires necessary for the conduct of the study.

And for all those who, in one way or another, had extended their support

and efforts but have forgotten to be mentioned, thank you so much! God bless

us all.

Finally, her most profound thanks and praises to the almighty God for

giving her wisdom and strength, showering abundant blessings to make the

study successful, and making everything possible for her to go forward despite

the hardships and trials that came along her way.

SHERYL M. CANSECO
Researcher

vi
 TABLE OF CONTENTS

Page
PRELIMINARIES
Title Page .................................................................................................... i

Approval of Thesis Manuscript ................................................................... ii

Acceptance of Thesis ................................................................................. iii

Biographical Data...................................................................................... iv

Acknowledgement ...................................................................................... v

Table of Contents ...................................................................................... vii

List of Tables ............................................................................................ ix

List of Figures ............................................................................................ x

List of Appendices ..................................................................................... xi

Abstract..................................................................................................... xii

INTRODUCTION ............................................................................................. 1

Operational Definition of Terms .................................................................. 3

Hypothesis of the Study ............................................................................. 4

Theoretical Framework .............................................................................. 5

Conceptual Framework .............................................................................. 7

REVIEW OF RELATED LITERATURE ........................................................... 8

Modular Distance Learning ........................................................................ 8

How Students Learn Math ........................................................................ 18

The Module and Its Content ..................................................................... 19

METHODOLOGY .......................................................................................... 23

Research Design ..................................................................................... 23

vii
 Respondents of the Study ........................................................................ 23

Sampling Procedure ................................................................................ 24

Research Instrument ................................................................................ 24

Data Gathering Procedure ....................................................................... 24

Statistical Analysis ................................................................................... 25

RESULTS AND DISCUSSION ...................................................................... 26

Socio-demographic characteristics........................................................... 26

Level of mathematical word problem-solving skills ................................... 27

Relationship of Socio-Demographic Characteristics and Mathematical

Problem-Solving Skills of the Respondents .............................................. 30

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ........................ 33

LITERATURE CITED .................................................................................... 35

APPENDICES ............................................................................................... 38

CURRICULUM VITAE .................................................................................. 49

viii
 LIST OF TABLES

Table Title Page

1 Socio-Demographic Characteristics of the Respondents, 27

Alamada, 2022

2 Level of Mathematical Problem-Solving Skills of the 29

Respondents, Alamada, 2022

3 Relationship of Socio-Demographic Characteristics 32

And Mathematical Problem-Solving Skills of the
Respondents

ix
 LIST OF FIGURES

Figure Title Page

1 Conceptual Framework showing the relationship 8

of the Variable

x
 LIST OF APPENDICES

Appendix Title Page

A Application for Research Adviser ......................................... 39

B Application for Research Title .............................................. 40

C Actual Budget of the Research ............................................. 41

D Application for Manuscript Defense ...................................... 42

E Letter to the Principal............................................................ 43

F Letter to the Respondent and Consent Form ........................ 44

G Research Questionnaire ...................................................... 45

H Rubrics ................................................................................. 46

I Content Validation Form ....................................................... 47

xi
 ABSTRACT

SHERYL M. CANSECO. 2022. Modular Distance Learning; Its influence on the

Mathematical Word Problem-Solving Skills at USM PALMA Cluster
Campuses. BEED Thesis. Bachelor of Elementary Education. University of
Southern Mindanao – Alamada Campus, Alamada, Cotabato. 49 pp

Adviser: GIDEON S. SUMAYO, MALT

This study was conducted at Barangiran Elementary School in the

Municipality of Alamada, Cotabato. The objectives of this study were to:

determine the socio-demographic characteristics of the respondents in terms of

age, sex, and parents' educational attainment; determine the level of

mathematical word problem-solving skills of the respondents; and determine if

there is a significant relationship between socio-demographic characteristics

and the mathematical word problem-solving skills of the respondents. The

respondents were the Grade 6 pupils of Barangiran Elementary School for the

S.Y. 2021-2022. The study intended to determine the influence of modular

distance learning on the mathematical word problem-solving skills of Grade 6

pupils. The instrument used was a self-made test questionnaire composed of 5

items solving test questions, and the answers were rated with the use of rubrics.

Based on the findings of the study, the researcher had drawn the following

conclusions, the level of problem-solving skills of the respondents during the

modular distance learning is quite alarming since respondents are expected to

xii
have the competencies of Grade 6 pupils ready to acquire more advanced

competencies when they reach higher grades of schooling.

More importantly, pedagogical implications and future research

trajectories were comprehensively discussed and presented in this paper.

Keywords: Modular Distance Learning, Mathematical Word Problem-Solving

Skills, Quantitative Method, Grade 6 Pupils, Philippines

xiii
 INTRODUCTION

Numerous children struggle with mathematics and do not receive the

support they require to raise their grades. In many classrooms, reading

interventions are prevalent, but remedial math skills development is frequently

disregarded. Students must memorize numerical knowledge before applying

them to complex issues (Tomasetto, 2021). Math phobia might usually prevent

pupils from completing their assignments.

The Department of Education developed Modular Distance Learning to

maintain the education of millions of Filipino learners and ensure that every

school continues to achieve its objective and vision of providing quality

education to every Filipino student (Dangle & Sumaoang, 2020). However, the

sudden transition left many learners grappling with the changes it brought,

specifically in solving difficult mathematical word problems.

Knowing that the instruction from the traditional classroom is turned into

and limited to printed papers, the teacher's assistance is not primarily limited

and is sometimes not offered. In the Philippine context, Modular Distance

Learning (MDL) is utilized to ensure that education still continues even during

the pandemic. This type of delivery modality entails tailored instruction that

allows students to use self-learning modules (SLMs) student learning modules

that are centered on the Department of Education's Most Essential Learning

Competencies (MELC) (Martinez, 2020). Teachers hand out SLMs to students,

which comprise distribution and retrieval as well as assessment tools to check

for knowledge and provide timely and relevant feedback.

The research endeavored to provide an opportunity to know the influence

of modular distance learning on the mathematical problem-solving skills of the

students. The research may also contribute to the number of research

conducted locally and internationally. Moreover, the findings of the study will be

shared with the teachers, parents, students, and the whole community at large

so they can get input for the improvement of their preparations and acquire

possible insights as to how to deal with the opportunities.

Generally, this study aimed to determine the influence of modular distance

learning the mathematical word problem-solving skills of grade 6 pupils.

Specifically, it determined to find the socio-demographic characteristics of the

respondents in terms of age, sex, and parents' educational background, the

level of mathematical word problem skills of the respondents, if there is a

significant relationship between socio-demographic characteristics and the

mathematical word problem-solving skills of the respondents.

The following are the outputs of the study: a list of socio-demographic

characteristics, the level of mathematical problem-solving skills of the

respondents, and the relationship between socio-demographic characteristics

to the mathematical word problem-solving skills of the respondents.

The study was conducted at Barangiran Elementary School, Barangiran,

Alamada, Cotabato, in August 2022.

Operational Definition of Terms

For a clearer understanding of the study, the following terminologies are

operationally defined.

Mathematical word problem - refers to the problem to be solved by the pupil

respondents.

Modular distance learning – refers to the learning delivery modality that the

Department of Education cascaded in Barangiran Elementary School

through the Division office.

New normal- refers to the phenomenon that is being experienced by the

respondents, which warrants modular distance learning.

Problem-solving - refers to the ability of the respondents to solve mathematical

word problems referring to the output submitted through the distributed

modules.
Hypothesis of the Study

H01: There is no significant relationship between socio-demographic

characteristics and the mathematical word problem-solving skills of the

respondents.
Theoretical Framework

This study is anchored on Otto Peter's (1971) theory of industrialization,

which attempts to view the field of distance education as an industrialized form

of teaching and learning. He characterized distance teaching as a standardized

mass system of education in contrast to face-to-face education that is craft-

oriented, as each instructional session is produced by one person at a time of

its presentation. This theory is grounded in the study of Kemp and Smelie

(1989), as cited by Lim (2016), which indicates individualizing instruction

through modules.

Learners can learn individually and avoid being dependent on others in

engaging in social distance learning. Its main attributes include the individual

assuming responsibility for their own learning; the students can do their school

works at their own pace and at their own level of readiness (Kemp and Smelie,

1989).

Much research has exhibited a positive impact of industrialization theory

on the performance of learners during distance learning, especially a positive

influence on mathematical word problem-solving skills. Wedeyemer (1981)

argued that essential elements of independent learning have greater student

responsibility, widely available instruction, an effective mix of media and

methods, adaptation to individual differences, and a wide variety of start, stop,

and lean times. Holmberg (1989) supports this idea that individualization of
teaching and learning, encouragement of critical thinking, and far-reaching

student autonomy are integrated with his view of learning and teaching. The

statements above conclude that modular distance learning can influence the

problem-solving skills of the pupils because learning alone, especially in solving,

requires a lot of focus and attention without any further distractions.

Conceptual Framework

Mathematical Word
Socio-demographic
Problem-Solving
characteristics
Skills

Figure 1. Conceptual framework showing the relationship among the variables.

The pupils' socio-demographic characteristics of the respondents and

modular distance learning will serve as predictors of the dependent variables,

which is the mathematical word problem-solving skills. The pupils' socio-

demographic characteristics will determine if these are the cause of the

problem-solving ability of the students. The mathematical problem-solving skills

of the respondents will be measured through word problem-solving.

 REVIEW OF RELATED LITERATURE

This chapter includes a review of related literature and studies which are

relevant to this study's undertaking.

Modular Distance Learning

Modular Distance Learning is a solution to the "No Child Left Behind Act,"

which mandates that all children obtain the best education available (No Child

Left Behind Act, 2002).

Student Learning Modules (SLMS) make learning more accessible to a

wider range of students. Modular Distance Learning (MDL) is viewed as the

most liked by families because it is cost-effective, or families would be able to

save a lot of money. While the parents can save a lot of money, the government

will spend a million money to print a million pages of modules to be given to

each student in public schools at the elementary and secondary levels.

However, these modules are having problems in terms of printing because it

was printed in a short time. When printing modules, it needs ample time to finish

so the final product is good, according to the Department of Education

(Gonzalez, 2015).

Modular distance learning is challenging, especially in teaching

mathematics. This kind of teaching and learning process aims to address the
 9

problem of the learners' needs in education because of the pandemic. This

study aims to determine whether the students performed poorly in a high level

of thinking skills, and the results revealed that the mathematics teacher did not

attain these. The good performance of the learners that was reflected in their

average scores is not considered that they learned a lot in mathematics

(Kaino,2012). The study by Serra et al. (2021) concluded that students have

difficulty answering printed modules because it can lead to low self-esteem.

Lastly, the students cannot clearly understand how to use mathematical

operations. Dampog (2021) concluded that the learners could learn through

modules just like how they learn in school with the presence of their teacher. In

answering modules, the learners can do the task independently without the

teacher's presence. According to Cañales (2021), modular distance learning is

effective in teaching mathematics. Still, there is a lack of related studies about

modular distance learning about the difficulties encountered by answering

mathematical word problems

Mathematics and the Problem-Solving Skills

The development of high-level thinking skills, such as reflective thinking

and mathematical problem-solving, has received little attention in mathematics

education. In truth, these two qualities are critical since, in everyday life,

everyone is confronted with a variety of difficulties that must be solved,

necessitating reflective thinking to find solutions. Problem-solving ability is an

 10

important aspect of the mathematics curriculum because it allows students to

gain experience using knowledge and abilities that they have already applied in

problem-solving during the learning and completion process (Ramdani et al.,

2019).

Students can answer more complex problems using reflective thinking

since their thoughts will be guided, and the solutions to problems solved by

reflective thinkers are more likely to be correct and correct. (Medler, 2022). They

found that reflective thinking aids in the solving of difficult problems by assisting

in the identification of concepts, facts, formulas, and theories that are pertinent

to the problem at hand. Furthermore, reflective thinking entails examining,

comparing, synthesizing, clarifying, and selecting what someone is doing that

demonstrates reflection activities (Ramdani et al., 2019).

If you do not have the right learning gadget, you will not be able to learn

effectively. The intended results will not be obtained if learning does not go well.

As a result, an appropriate learning tool is required to promote students'

reflective thinking in mathematics learning. For example, on the topic of the

circumference and width of rectangles and squares, students can exercise

reflective thinking with problem-solving techniques. On the other hand, there is

still a scarcity of high-quality textbooks. Textbook authors do not give much

thought to how the book will be comprehended by students. In the development

of textbooks, learning psychology guidelines and textbook design theories are

 11

not used at all. As a result, pupils have difficulty understanding the books they

read and are frequently bored (Ghaviekr & Rosdy, 2015).

Student's worksheets are less able to meet the needs of students in

achieving optimal mathematics learning goals when used as a companion in

learning mathematics. For example, it does not provide instances or problems

from everyday life when students need an introduction to grasping content that

involves reasoning. Students need material exposure that allows them to fulfill

learning goals, and the presentation of information is merely a summary of the

material, which is obviously insufficient as a reference for studying mathematics.

As a result, it is necessary to properly address the problem of mathematics

learning by developing learning tools that can fit all students' interests and

demands.

Learning tools should be able to change to each student's speed of

comprehension and fit the student's learning demands. At the very least, the

learning resource incorporates mathematical information, learning exercises,

student workbooks, and teacher instructions on how to use these learning

resources in the classroom. Modules are a type of educational program that is

organized in a certain way for learning (Balderas, 2012).

Mathematical questions are helpful to every student not only in terms of

critical thinking skills but also can be used in everyday situations in their life.

The goal of learning mathematics is to help learners to solve problems.

However, learning mathematics, especially problem-solving, is very crucial

 12

because it is hard to learn, but this can help in developing their critical thinking

skills and help them in gaining new skills that can be used in everyday life

(Gurat, 2018).

Problem-solving is important in our life. It is not only used in school but

also in our life. Learning problem-solving skills help enhance critical thinking

skills and also what the students learn from the school or from the topic they

can use this or apply in all types of solving (Murawski, 2014).

According to a study conducted by educators and psychologists, whether

students have effective problem-solving skills or not is determined by Bloom's

learning theory, which revealed these factors are first cognitive domain which

talks about the knowledge and skills of the pupils towards the subject. Second

is affective domains was all about the attitude or behavior of learners towards

the subject, the school, and also their interest, motivation, and also the behavior

of the teachers affect their learning (Hoque, 2017). The previous study

discovered that it is important to know the factors that are influencing the

problem-solving skills of the learners so that the teachers can give a solution to

those factors and apply some strategies so that the students can learn

mathematics.

Factors Affecting Mathematical Word Problem-Solving Skills

By passing through accomplishment motivation and attitude toward the

subject, self-esteem had both a direct and indirect effect on mathematic

 13

problem-solving. The students' ability to solve mathematical problems was

positively influenced by their self-esteem. Boneen et al. (2016) believed that

self-esteem is a fundamental motive that influences each student's potential to

accomplish various levels of learning with his peers. Any student with high self-

esteem did not appear to be serious about learning mathematics and did not

appear to be eager when confronted with difficult mathematic problems or when

ready to take the test. That student would also focus on mathematics learning,

has a positive attitude about the topic, and has a solid capacity to solve

mathematic issues.

Arifin et al. (2021) investigated the relationship between several

successful domains: mathematics learning and teaching behaviors and student

problem-solving. The study's findings revealed that students' self-efficacy was

highly related to their problem-solving abilities.

Teachers' actions had both direct and indirect effects on students'

problem-solving abilities, with the latter being mediated by achievement

motivation and attitude toward the subject. When the teachers manage the class

effectively, they can give different activities, and the strategies and tools are

appropriate to the needs of the learners. These students' needs are met by the

teachers. Moreover, the teacher's evaluations should match the objectives, and

how teachers treat their learners can impact their learning.

On the other hand, Lim (2016) concluded that the modular mode of

learning in teaching mathematics, specifically word problem-solving, is an

 14

excellent teaching strategy. Though the traditional and modular approaches can

give knowledge and the learners can learn, the modular approach is better than

the traditional approach to learning.

According to a study conducted by Columbano (2019), self-instructional

materials serve four goals. These should be (1) simple, interesting, and very

familiar terms of readiness, connection, and trustability, such as those using a

simple language or words so that the learners can understand easily (2) giving

time to students to study on their own style and giving enough time, they can

study anywhere at their home or in the library without the guidance of the

teacher (3) allow students to be responsible for their own learning, and (4)

provide the teacher with an efficient way of assessing the students The modular

education was created with the purpose of reducing frustration and eliminating

punishment and fear. The proctor or tutor is always ready to explain why a

student fails a readiness test.

The modules were successful in improving the understanding of the

concepts and skills discussed. The modules' desired outcomes were achieved.

As a result, the utilization of modules can considerably improve mathematics

learning. This pattern can be explained by the fact that students can revisit a

module multiple times if they need to review subjects that they have not fully

grasped by clients and it allows pupils to retain information effortlessly.

Modular Distance Learning (MDL) is discovered to assist parents in

having a higher parental involvement with their child/children. Tutoring may

 15

have helped parents' bond with their child or children. When learners and their

parent(s) learn together as a type of bonding time, strong family relationships

are formed.

Independent learning is a style of learning in which children learn at their

own speed. Its concept is that people learn at different times and in different

places (Finol, 2020). Learners will complete their modules on their own and find

ways to comprehend their lessons, which will help them build healthy study

habits and a sense of responsibility for completing the tasks set forth in the

modules. Modules, workbooks, or textbooks are offered to learners to aid in their

autonomous learning process. Learners actively develop their knowledge

through their own experiences in this modality, which is based on the

constructivism philosophy (Elliott et al., 2020). Also, Modular Distance learning's

cost-effectiveness is a clear consideration. It is to save time and money,

particularly in terms of transportation allowance. Most parents reported saving

money as a result of their children not having to commute to school. Equations

should be aligned with the text margin on the left.

It was discovered that if there is no interaction relationship between the

teacher and the students, the students will lose interest in learning and also not

want to explore their own potential. In learning through modules, the learners

cannot ask questions to their teachers, or they need help. Some of the students

get their answers from the module. Even if some are wrong, they still copy them.

The teachers did not know if the answers of their students were from their
 16

knowledge or the answers in the modules. Parents who work from home or in

their workplace do not have enough time to help or teach their children how to

answer their modules by, and the parents cannot check what the works of their

children are. Because the parents have a hard time earning money to sustain

the everyday need of the family, not all parents can provide for the needs of the

children, and not all can help or guide their children in answering modules.

Some of the problems are that parents cannot understand or find it hard to

explain what is on the modules.

Children are easily distracted at home, according to parents and

teachers, especially when electronics are available. The students spend more

time watching television or playing games than answering their modules. Some

learners think of this as a vacation or break from learning in school. By this, they

always want to sleep, they wake up late, and after that, they will watch television

and play games.

The teaching and learning process includes both curricular and co-

curricular activities. Extracurricular activities give students the self-assurance

they need to develop into well-rounded persons (Naik, 2018). Clearly,

extracurricular and other school activities are short in the new normal education.

The learners do not experience different activities such as role-playing, family

day and foundation day, and other activities that are usually celebrated in

school.
 17

Student learning modules (SLMs) were discovered to be activity-

centered, with a focus on paper and pencil activities. Learners complained that

the modules contained far too many tasks and activities. Because SLMs focus

more on the traditional question-and-answer format and are limited to reading

and writing, parents have seen that students get lazy when it comes to studying.

During this pandemic, modules play a critical role in a large number of

public schools. The teaching and learning process is postponed twice so that

the teachers, parents, and pupils can adjust to the new way of learning, and it

also needs time. However, it appeared that the postponements were insufficient

to ensure that the education department's learning materials were error-free.

"Not all modules developed this year underwent quality assurance," Education

Undersecretary Diosdado San Antonio said in an interview (Magsambol, 2020).

Mathematical exercises that convey pertinent information on a subject as

text rather than mathematical notation are referred to as mathematical word

problems (Rasmussen & King, 2000; Timmermans et al., 2007, as cited by

Boneen et al., 2016). Therefore, it is believed that students' proficiency in

performing the necessary mathematical operations and their ability to interpret

the word problem's content precisely are both necessary for efficiently

answering a mathematical word problem (Boneen et al., 2016). Both of these

viewpoints are related, so creating a more profound understanding of the

content of the word issue is a vital step. Sometime recently, the right scientific

computations can be performed. Thus, a key challenge for word issue solvers
 18

is to induce a satisfactory understanding of the issue statement (Boonen et al.,

2013).

Additionally, perusing comprehension aptitudes show up to be more

critical in overcoming such literary complexities than being able to utilize one's

mental representation abilities. This might explain why using a problem-model

strategy is insufficient in all circumstances. That is, the word problem uses a

word that cannot be understood easily by the learners, and this needs both

critical thinking skills and reading comprehension. For lower semantics, mental

representation is acceptable.

How Students Learn Math

When students learn mathematics, they must keep numerical realities in

mind and apply numerical truths to unravel more complex issues (Tomasetto,

2021). Emanet and Kezer (2021) said that the learner should proceed after

enlightenment from his educator, who could be so direct, with his dynamic

support, not without making sense of the information or memorizing it, but by

building up unused information by utilizing earlier information. (p. 241) it is

advantageous to create beyond any doubt the educator educates the

understudies that math information and aptitudes are required to be effective

with everyday math. Mathematics uneasiness is an expanding issue for

understudies based on their capacity to total math assignments. Mathematics

uneasiness was thought to be an influence center and tall school-aged

 19

understudies, but it is being found that more youthful understudies have

uneasiness almost math (Maloney &Beilock, 2012).

Parents' uneasiness around math sometimes causes math uneasiness

in students (Szczygiel, 2020). Szczygiel (2020) found that there was more of a

relationship between students' father's uneasiness influencing understudies'

claim of uneasiness in mathematics than mothers' uneasiness in mathematics

affecting learners. Mathematics intercessions can offer assistance to diminish a

few of the math uneasiness understudies are encountering, in all making them

more comfortable with the math materials being instructed. A few students may

have uneasiness around testing, which is able to cause them to attain a lower

test score.

The Module and Its Content

Concurring to Prastowo (2012), the module could be a book created with

the goal of permitting students to memorize without or without the supervision

of an educator. In another elucidation, the module may be a collection of

instructive assets that are displayed in an orderly way so that clients can learn

with or without the help of a facilitator or educator. As a result, a module must

be utilized as an instructing device input on the educator's part. If the educator

has the ability to explain something, the module must be able to do so in a

manner that students can understand based on their level of expertise and age.
 20

As per the Ministry of Education's Directorate General of PMPTK (2008),

a module is considered great on the off chance it meets five criteria. The primary

could be a self-teaching method. It implies that understudies can learn

autonomously utilizing modules instead of depending on the educator or other

third parties. To be classified as self-instructional, a module must meet the

taking criteria: (1) clearly expressed goals, (2) learning substance packaged into

little units to bolster comprehensive learning, (3) illustrations and segments that

back clarity within the introduction of the learning strategy, (4) incorporates hone

tests and homework that empower understudies to reply and measure their

competency, (5) incorporates commonsense issues, (6) employment basic and

participatory lexicon, (7) contains diagrams of education materials, (8) contains

an assessment device that empowers for self-evaluation, (9) contains reactions

on the assessment so that the client can decide their level of authority of fabric,

(10) gives data approximately references or reference.

The second feature is that it is self-contained. It signifies that a module

contains all of the learning resources for a single competency unit or sub-

competency. The goal of this concept is to give students the opportunity to learn

extensively, and the module can include a sequence of well-thought-out and

methodical learning activities. Stand-alone is the third characteristic. The term

"stand-alone" refers to modules that are not dependent on or required to be

used in conjunction with other learning media. If the module is still connected or

requires external media, it cannot be considered self-contained.

 21

The fourth feature is adaptability. Adaptive describes modules that may

organize the growth of science and technology and are adaptable to use; this is

an adaptive module. Furthermore, an adaptable module is one in which the

content of learning material can be employed for a set amount of time. The final

option is the most user-friendly. It implies that modules must be considerate of

their users. In other words, the module must be simple to comprehend so that

students can understand the contents of the modules that have been provided

and so that it serves not just as a manual but also as a guide and a textbook to

be taught.

Modules, as one sort of instructive fabric, have taken after parts,

concurring with Prastowo (2012). The primary is self-contained instructive

materials. The use of modules within the learning process prepares or permits

learners to memorize study without having to rely on the nearness of a teacher.

The moment work is to require over teacher duties. Modules are educating

materials that must be able to clearly and effectively clarify learning fabric to

understudies based on their level of information and age. As a result, utilize of

modules can serve as a stand-in for instructive capacities.

The module as an apparatus for assessment is the final one. Learners

must be able to assess and evaluate their claim level of authority of the amount

they have learned when utilizing modules. As a source of data, modules contain

an assortment of things that learners must consider.

 22

Learning new subject matter, concurring with Mbulu and Suhartono

(2004), is the substance of learning contained in books distributed by teachers

or journalists for the reason of learning. Besides, it is expressed that education

materials that are planned and created utilizing great learning standards will be

able to help learners within the learning process, help instructors in decreasing

fabric introduction time and expanding instructor direction time, and help

schools in completing educational programs and accomplishing learning

objectives within the time.

 METHODOLOGY

Research Design

The study used a descriptive-correlation research design. The

descriptive research design was used to determine the socio-demographic

characteristics and level of mathematical word problem-solving skills of the

respondents. On the other hand, it also utilized the correlation research design

in determining the significant relationship between the socio-demographic

characteristics and modular distance learning to the mathematical problem-

solving skills of the respondents.

Respondents of the Study

The respondents of the study were Grade 6 pupils of Barangiran

Elementary School in the Municipality of Alamada, Cotabato. The respondents

were bona fide pupils of the school and were vaccinated. However, the pupils

who participated in the same research and showed CoVID-19 symptoms are

excluded.
 24

Sampling Procedure

This study used stratified random sampling with proportional allocation.

Respondents were chosen proportionally per section. The total number of

respondents was utilized using Slovin's Formula with a 5% margin of error.

Research Instrument

The researcher used a self-made survey questionnaire for the socio-

demographic characteristics of the pupils and a validated test questionnaire for

the first quarter periodical exam of the grade 6 teachers at Barangiran

Elementary School. The first part of the survey questionnaire deals with the

pupil's socio-demographic characteristics in terms of age, sex, and parents'

educational background. The second part deals with the mathematical word

problem-solving skills of the pupils.

Data Gathering Procedure

The researcher sought permission from the adviser and the campus

director to conduct the study outside the school. Upon approval, the researcher

sent a letter of permission to the Barangiran Elementary School principal, asking

permission to administer the questionnaire. The copies of the survey

questionnaire were collected, tabulated, interpreted, and analyzed by the

researcher.
 25

Statistical Analysis

Data analysis and interpretation were made using descriptive statistics

such as frequency counts, mean, and percentages. Pearson r correlation was

used to describe the significant relationship between the socio-demographic

characteristics of the respondents and the level of mathematical word problem-

solving skills of the respondents.

 RESULTS AND DISCUSSION

This chapter presents the data gathered placed in appropriate tables

with corresponding analysis and interpretation.

Socio-demographic characteristics

Table 1 shows the socio-demographic characteristics of the

respondents. Based on the result, the majority of the respondents are

comprised of 22 (51.2%) females, while 21 or 48.8% are males. In terms of their

age, 42 (97.7%) of the respondents are 11-12 years old, while only 1 (2.3%)

respondent has age 13-14 years old. With regards to their parent's highest

educational attainment, 6 (14.0%) respondents have parents who were

elementary graduates, 20 (46.5%) of them have parents who were high school

graduates, 15 (34.9%) of them have parents who were college graduates, and

only 2 (4.7%) respondents have parents who pursued doctorate studies.

Therefore, most of the respondents' parents only finished the secondary level

of education.
 27

Table 1. Socio-Demographic Characteristics of the Respondents,

Alamada, 2022.
Socio-Demographic Profile Frequency Percentage
(n=43)

Sex
Male 21 48.8
Female 22 51.2

Age
11-12 years old 42 97.7
13-14 years old 1 2.3

Parent's Educational
Attainment
Elementary 6 14.0
High School 20 46.5
College 15 34.9
PhD 2 4.7

Level of mathematical word problem-solving skills

Table 2 shows the level of mathematical problem-solving skills of the

respondents. The result reveals that 13 or 30% of the respondents lack an

understanding of mathematical problem-solving, while the majority of them

which is composed of 30 or 70% of the respondents, are just beginning learners

when it comes to solving mathematical problems. No one from the respondents

is at the level of developing, proficient, and excelling in terms of their

mathematical problem-solving skills. According to the study of Cañete (2002),

teacher factors that include the teachers' educational qualification and

possession of master's units/degree, specialized training, performance rating,

and strategies in teaching math affect pupils' problem-solving skills in

 28

mathematics. Silva et al. (2006) also investigated the factors associated with

non-performing Filipino students in mathematics in selected accredited private

and public schools in the Philippines, and the result showed that though

students have the average mental ability, they encounter difficulties attributed

to reading deficiencies and learning styles. These factors perhaps contributed

to the performance of the pupils in the problem-solving test.

These students probably had difficulty solving mathematics problems

due to some factors, just as the shift from face–to–face classes to modular

distance learning, wherein some of them did an independent study. On the

contrary, the study by Lim (2016) concluded that the modular mode of learning

in teaching mathematics, specifically word problem solving, is an excellent

teaching strategy. Though the traditional and modular approaches can give

knowledge and the learners can learn, the modular approach is better than the

traditional approach to learning.

 29

Table 2. Level of Mathematical Problem-Solving Skills of the Respondents,

Alamada 2022
Score Frequency Percentage
0–3 13 30.0
4–7 30 70.0
8 – 11 0 0
12 – 15 0 0
16 – 20 0 0
Total 43 100.0

Mean Score: 5.30

Legend for interpretation:
0 – 3 Lacks understanding
4 – 7 Beginning
8 – 11 Developing
12 – 15 Proficient
16 – 20 Excels
 30

Relationship of Socio-Demographic Characteristics and Mathematical

Problem-Solving Skills of the Respondents

Sex and mathematical word problem solving skills. Based on the

result shown in Table 3, there is a moderate linear relationship between

respondents' sex and mathematical problem-solving skills (r=-.463, p-

value=.002). That is, it implies that sex somehow affects the mathematical

problem-solving skills of the respondents. As a result, males performed better

than females. According to Alcantara and Abanador (2018), Male students tend

to have a greater extent of mastery of the learning competencies in Math logic

than female students. It can be attributed to the tendency of male students to

use more novel problem-solving strategies, whereas female students are more

likely to follow school-taught procedures.

Age and mathematical word problem solving skills. The results

revealed that the respondents' age does not have a significant relationship with

their mathematical problem-solving skills. Moreover, results indicate that the

younger the respondents, the lower the respondents' level of mathematical

problem-solving skills (r = .054). There is insufficient evidence to reject the null

hypothesis because the p-value (.732) for age is greater than the .05 level of

significance.

Parent's highest educational attainment and mathematical word

problem solving skills. The result also revealed that the respondents' parent's

highest educational attainment has a significant relationship with their

 31

mathematical problem-solving skills. Further, results indicate that the higher the

educational attainment of the parents of the respondents, the higher the

respondents' level of mathematical problem-solving skills (r = .381). There is

sufficient evidence to reject the null hypothesis because p-values (.002 and

.012) for both sex and parents' highest educational attainment are lesser than

the .05 level of significance.

Kodippili (2011) indicates in his study that students' parents' education

level is a significant predictor of student math achievement. That is, a student

whose parents have higher educational attainment scored better compared to

students with parents whose educational attainment is lower. However, this

relationship significantly varied across the population of schools because there

were still factors aside from the educational attainment of parents affecting their

performance that need to be considered (Education Matters, 2004). Students

who scored better on the problem-solving test were most likely guided by their

parents in understanding their lessons during modular distance learning.

 32

Table 3. Relationship Between Socio-Demographic Characteristics and

Mathematical Word Problem-Solving Skills of the Respondents.
Paired Variables Correlation p-value
Coefficient
Sex and mathematical
word problem-solving -.463* .002
skills

Age and mathematical

word problem-solving -.054ns .732
skills

Parent's educational
attainment and
.381* .012
mathematical word
problem-solving skills
*. Correlation is significant at the 0.05 level
ns
. Correlation is not significant at the 0.05 level
 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, conclusions, and recommendations

derived from the results of this study.

The results revealed that the majority of the respondents who

participated in the study were female. Most of them are 11-12 years of age.

Moreover, most of the respondents' parents only completed their education at

the secondary level. In terms of the pupils’ mathematical word problem-solving

skills, they were not yet able to master the necessary concepts on how to solve

math problems. Most of the respondents were beginning to learn concepts,

especially how to carry out problems in math. In addition, respondents' sex and

their parents' educational attainment have a significant relationship with their

mathematical word problem-solving skills. This implies that respondents' sex

and their parents' educational attainment affect their performance in solving

mathematics problems. On the other hand, the age of the respondents does not

correlate with their mathematical word problem-solving performance.

Based on the findings of the study, the researcher drew the following

conclusions: the level of mathematical word problem-solving skills of the

respondents during the modular distance learning is quite alarming since

respondents are expected to have the competencies of Grade 6 pupils ready to

acquire more advanced competencies when they reach higher grades of

schooling. Parents can make a great contribution to the performances of the

students, especially in solving math problems, since parents' educational

attainment was found to be a predictor of the students' problem-solving

performance. Sex was found to be correlated with the student's level of

mathematical word problem-solving skills; therefore, there is a difference

between the male and female's levels of mathematical ability.

Based on the results of the research, the following are recommended,

the constant conduct of assessment on the teaching and learning process must

be given importance to know if the pupils really acquire the required

competencies in a grade level. The result of the assessment will serve as a

basis for improvement of the instructional process inside the classroom and will

eventually help pupils monitor the progress of their own learning. Parents are

encouraged to monitor their children's performances in school. They are also

encouraged to provide their children with appropriate assistance (scaffolding)

when doing school works. Researchers are encouraged to conduct further

studies about other factors that affect students' problem-solving skills in

mathematics.
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https://doi.org/10.13140/RG.2.2.21626.34246

Arifin, S., Wahyudin, & Herman, T. (2021). The effect of students' mathematics
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Philippine-Schools

Boneen, A. J. H., Koning, B. D., Jolles, J., &Schoot, M. V. D. (2016). Word

problem-solving in contemporary math education: A plea for reading
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Cañales, A. (2021). Effectiveness of modular distance learning in

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Columbano, M. (2019). Development and validation of modules in basic

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performance.International Journal of Innovative Technology and
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Dampog, M. P. (2021). Impact of teaching mathematics using distance learning

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learning in the Philippines secondary public schools. Proceedings of The
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Technology, and Engineering, 100-108.
https://www.doi.org/10.33422/3rd.icate.2020.11.132.
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Emanet, A.,& Kezer, F. (2021). The effects of student-centered teaching

methods in Mathematics course on Mathematics achievement, attitude,
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Finol, M. (2020). Asynchronous vs synchronous learning: A quick overview.

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Ghavifekr, S. & Rosdy, W.A.W. (2015). Teaching and learning with technology:
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Gonzalez, E. (2015). A modular approach utilizing decision tree in teaching

integration techniques in calculus".Asia Pacific Journal of
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Gurat, M. (2018). Mathematical problem-solving strategies among student

teachers. Journal on Efficiency and Responsibility in Education and
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Hoque, Md. (2017). Three domains of learning: Cognitive, affective, and

psychomotor. 2. 45-51.

Kaino, L. M. (2012). Teaching Mathematics in open distance learning

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solving of 3-BEED students. Journal of Mathematics, 12(5), 59-65.
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Martinez, M. (2020). Modular distance learning: How well does it bridge

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implementation of printed module in Mathematics and feedback of
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Sczczygiel, M. (2020). Gender, general anxiety, math anxiety and math

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https://doi.org/10.1037/edu0000602
APPENDICES
 39
Appendix A. Application for Research Adviser
Application for Research Adviser
UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
Philippines
Appendix B. Application for Research TitleAppendix C.
APPLICATION
Application for Research Adviser FOR RESEARCH ADVISER
Application for Research Adviser
Date: ______________________

GIDEON S. SUMAYO, MALT

Department
AppendixofD.Secondary Education
Application for Research Title
College of Education
USM, Kabacan,for
Application Cotabato
Research Adviser

Sir / Madam:
Appendix E. Application for Research TitleAppendix F.
Application for Research Adviser
I would like to request that you will be my Research adviser effective 2nd semester,
SY 2021-2022.for
Application I intend to workAdviser
Research on MODULAR DISTANCE LEARNING: ITS INFLUENCE ON
THE MATHEMATICAL WORD-PROBLEM SOLVING SKILLS OF GRADE 6 PUPILS.

I am hoping for your most favorable approval on this request. Thank you very much.
Appendix G. Application for Research TitleAppendix H.
Application for Research Adviser
Application for Research Adviser Very truly yours,

SHERYL M. CANSECO
Printed Name and Signature of Student
Appendix I. Application for Research Title
RECOMMENDING APPROVAL NOTED
Application for Research Adviser

GIDEON S. SUMAYO, MALT ERLMARIE P. CRASE, PhD

Department Research Coordinator Department Chairperson
Appendix J. Application for Research Title
_______________ _______________
Date Date
Application for Research Adviser APPROVED

GIDEON S. SUMAYO, MALT

Adviser
Appendix K. Application for ____________________
Research Title
Date
Application for Research Adviser
USM-EDR-F01-Rev.3.2020.02.24

Appendix L. Application for Research TitleAppendix M.

Application for Research Adviser
USM-EDR-F01-Rev.3.2020.02.24

Application for Research Adviser

 40

Appendix B. Application for Research Title

Application for Research Adviser
UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
Philippines
Appendix U. Application for Research Title
APPLICATION FOR RESEARCH TITLE
Application for Research Adviser
Date: ______________
ERLMARIE P. CRASE, PhD
Chairperson, Department of Elementary Education
Appendix V. Application for Research Title
SIR/MADAM:
Application for Research Adviser
I would like to request your office to allow me to research on the study entitled
“MODULAR DISTANCE LEARNING: ITS INFLUENCE ON THE MATHEMATICAL WORD-
PROBLEM SOLVING SKILLS OF GRADE 6 PUPILS.”
Appendix W. Application for Research Title
The study has the following objectives:
Application for
1. Research Adviser
2.
3.
Very truly yours,
Appendix X. Application for Research Title
Application for Research Adviser SHERYL M. CANSECO
Printed Name and Signature of Student
NOTED

GIDEON
Appendix S. SUMAYO,
Y. Application for MALT
Research Title ________________
Adviser Date
Application for Research Adviser
GIDEON S. SUMAYO, MALT ________________
Department Research Coordinator Date

Appendix Z. Application
KARIZZA for Research
JANE B. PEJANER, MST Title ________________
College Research Coordinator Date
Application for Research Adviser
APPROVED

ERLMARIE P. CRASE, PhD ________________

AppendixDepartment
AA. Application for Research Title
Chairperson Date
Application for Research Adviser
USM-EDR-F02-Rev.4.2021.11.04

USM-EDR-F02-Rev.4.2021.11.04

USM-EDR-F02-Rev.4.2021.11.04
 41

Appendix C. Actual Budget of the Research

Appendix C. Estimated Budget of the Research

UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
Philippines
Appendix BB. Application for Manuscript DefenseAppendix CC.

ACTUAL
Actual Budget of the ResearchBUDGET OF THE RESEARCH

Appendix C. Estimated Budget of the Research

Title of Study
MODULAR DISTANCE LEARNING: ITS INFLUENCE ON THE MATHEMATICAL
WORD-PROBLEM SOLVING SKILLS OF GRADE 6 PUPILS.
Appendix DD. Application for Manuscript Defense
ITEMS/DESCRIPTION
Appendix C. Estimated Budget of the Research ACTUAL COST

AppendixTravel
EE. Application for Manuscript DefenseAppendix 1,000.00
FF.
Supplies and Materials 1,500.00
Actual Budget
Typing of
andthe Research
Binding 1,500.00

Appendix C. Estimated Budget of the Research

Grand Total 4,000.00

Appendix GG. Application for Manuscript DefenseAppendix HH.

Actual Budget of the Research Prepared and submitted by:

Appendix C. Estimated Budget of the Research SHERYL M. CANSECO

Printed Name and Signature of the Student

Appendix II. Application for Manuscript Defense

NOTED
Appendix C. Estimated Budget of the Research
GIDEON S. SUMAYO, MALT ___________________________
Adviser Date
Appendix JJ. Application for Manuscript Defense
GIDEON S. SUMAYO, MALT ___________________________
Appendix C. Estimated Budget of the Research
Department Research Coordinator Date

ERLMARIE
Appendix KK. P. CRASE,PhD
Application for Manuscript Defense ___________________________
Department Chairperson Date
Appendix C. Estimated Budget of the Research

USM-EDR-F18-Rev.0.2022.10.18
Appendix LL. Application for Manuscript DefenseAppendix MM.

Appendix
Actual BudgetUU. Letter
of the to the PrincipalUSM-
Research
EDR-F18-Rev.0.2022.10.18

Appendix C. Estimated Budget of the Research

 42

Appendix D. Application for Manuscript Defense

UNIVERSITY OF SOUTHERN MINDANAO
Appendix C. Estimated Budget ofKabacan,
the Research
Cotabato
Philippines
Appendix NNN. Application for Manuscript Defense
APPLICATION FOR MANUSCRIPT DEFENSE
Appendix C. Estimated Budget of the Research
Name SHERYL M. CANSECO
Degree/Major BACHELOR OF ELEMENTARY EDUCATION
Appendix OOO. Application for Manuscript Defense
Thesis Title MODULAR DISTANCE LEARNING: ITS INFLUENCE ON THE
MATHEMATICAL WORD-PROBLEM-SOLVING SKILLS OF GRADE 6 PUPILS
Appendix C. Estimated
Date of Examination
Budget of the Research
DECEMBER 12, 2022
Time 8:30 – 9:15 AM
Place USM Alamada Campus
Appendix PPP. Application for Manuscript Defense
MEMBERS OF THE EXAMINING COMMITTEE
Appendix C. Estimated Budget of the Research
Name Signature Date

JACINTA T. PUEYO, PhD __________________ __________________

Appendix
EZIEL MAE T.QQQ. Application
URSABIA, LPT for Manuscript Defense
__________________ __________________

Appendix C. EstimatedAPPROVAL:
RECOMMENDING Budget of the Research

GIDEON S. SUMAYO, MALT _______________________________

Adviser
Appendix RRR. Application for Manuscript Defense Co-Adviser (Optional)
APPROVED:
Appendix C. Estimated
EZIEL Budget of the Research
MAE E. URSABIA,LPT GIDEON S. SUMAYO, MALT
College Statistician Department Research Coordinator
(Optional)
Appendix SSS. Application for Manuscript Defense
ERLMARIE P. CRASE, PhD
Department Chairperson
Appendix C. Estimated Budget of the Research
REPORT ON THE RESULT OF EXAMINATION
Name Signature Remarks
Appendix TTT. Application for Manuscript Defense
JACINTA T. PUEYO, PhD __________________ __________________
EZIEL MAE T. URSABIA, LPT __________________ __________________
Appendix C. Estimated Budget of the Research
APPROVED:

GIDEON S. SUMAYO, MALT

Department Research Coordinator

_____________________
Date
CURRIC

USM-EDR-F08-Rev.3.2020.02.24
 43

Appendix E. Letter to the Principal

Appendix C. EstimatedUNIVERSITY
Budget of the
OFResearch
SOUTHERN MINDANAO
Alamada, Cotabato
PALMA Cluster Campuses
Appendix MMMM. Letter to the Respondent and Consent

FormAppendix NNNN. Letter to the Principal

GEMMA C. FACTO
Principal II
Appendix
Barangiran C. Estimated
Elementary Budget of the Research
School

Appendix OOOO. Letter to the Respondent and Consent Form

Dear Ma'am:
Greetings ofC.Peace!
Appendix Estimated Budget of the Research
I am presently undertaking a study entitled "Modular Distance Learning: Its
Influence on Mathematical Word Problem-Solving Skills of Grade 6 Pupils" at the
Appendix
University ofPPPP.
SouthernContent Validation
Mindanao FormAppendix QQQQ.
Alamada Campus.

In viewtoof the
Letter this,Respondent
I would like toand
ask Consent
permission from your humble
FormAppendix office to survey your
RRRR.
pupils for this study. The prospective respondents will be the grade 6 pupils of
Barangiran
Letter to theElementary
Principal School. Rest assured that the data gathered will be treated with
the utmost confidentially and shall only be used for research purposes.
Appendix C. Estimated Budget of the Research
In anticipation of your favorable response regarding this request, I extend my sincerest
appreciation and thanks.
Appendix SSSS. Letter to the Respondent and Consent
Respectfully yours,
FormAppendix TTTT. Letter to the Principal
SHERYL M. CANSECO
Appendix C. Estimated Budget of the Research
Researcher

Appendix UUUU. Letter to the Respondent and Consent Form

Noted by: Approved by:
Appendix C. Estimated Budget of the Research
GIDEON S. SUMAYO, MALT GEMMA C. FACTO
Research Adviser Principal II
Appendix VVVV. Content Validation FormAppendix WWWW.

Letter to the Respondent and Consent Form

Appendix C. Estimated Budget of the Research

Appendix XXXX. Content Validation Form

Appendix C. Estimated Budget of the Research

Appendix YYYY. Content Validation FormAppendix ZZZZ.

 44

Appendix F. Letter to the Respondent and Consent Form

Appendix C. Estimated Budget ofOFthe

UNIVERSITY ResearchMINDANAO
SOUTHERN
Alamada, Cotabato

PALMA Cluster
Appendix LLLLL. Content Validation Campuses
FormAppendix MMMMM.

SURVEY
Letter to the Respondent and QUESTIONNAIRE
Consent Form

Dear Respondent,
Appendix C. Estimated Budget of the Research

You have been chosen as one of the respondents to answer some questions
about my study
Appendix NNNNN. titledContent
"Modular DistanceForm
Validation Learning: Its Influence on Mathematical
Word Problem-Solving Skills of Grade 6 Pupils.
In this regard,
Appendix I am asking
C. Estimated for your
Budget precious
of the time and effort to answer all the
Research
questions in this questionnaire that are significant in helpful for the completion
of the study. Rest assured that all information gathered from you will be kept
strictly confidential.
Appendix OOOOO. Content Validation FormAppendix PPPPP.
Your positive response to this request will be a valuable contribution to the
success
Letter of this
to the research undertaking,
Respondent and Consentwhich
Form will be greatly appreciated

Thank you C.
Appendix very much forBudget
Estimated your cooperation.
of the Research

SHERYL M. CANSECO
ResearcherQQQQQ. Content Validation FormAppendix RRRRR.
Appendix

______________________________________________________________
Letter to the Respondent and Consent Form
Consent
Appendix C. Estimated Budget of the Research
I have read the provided information, or it has been read to me. I have the
opportunity to ask a question about it, and any questions I have been asked
have been SSSSS.
Appendix answered to my satisfaction.
Content I consent voluntarily to be a respondent
Validation Form
in this study.
Appendix C. Estimated Budget of the Research
Print name of Respondent: _________________
Print name of Parents/Guardian: _____________
Signature of
Appendix Parents/Guardian:
TTTTT. ________________
Content Validation FormAppendix UUUUU.
Date: _____________
Letter to the Respondent and Consent Form

Appendix C. Estimated Budget of the Research

Appendix VVVVV. Content Validation FormAppendix

WWWWW. Letter to the Respondent and Consent Form

Appendix C. Estimated Budget of the Research

Appendix XXXXX. Content Validation Form

 45

Appendix G. Research Questionnaire

Appendix C. Estimated Budget ofOF

UNIVERSITY theSOUTHERN
Research MINDANAO
Alamada, Cotabato

PALMA Cluster Campuses

Appendix CCCCCC. RubricsAppendix DDDDDD. Research
Part 1. Socio-Demographic Characteristics
Questionnaire
Direction: Please fill in the blanks and place a checkmark next to the word or phrase that best
matches your response.
Appendix C. Estimated Budget of the Research
Name (Optional): ___________________________ Sex: _______ Age: _________

Parents' Educational
Appendix EEEEEE. Attainment:
Rubrics
______ Elementary (Primary)
_______ High School (Secondary)
Appendix C. Estimated
_______ College (Tertiary) Budget of the Research
_______ Post Graduate MA, Ph.D.,

Part II. Mathematical

Appendix FFFFFF. Word Problem-Solving Skills
RubricsAppendix GGGGGG. Research
Direction: Read each item carefully. Write the solution in the space provided below each
problem.
Questionnaire
Number and Number Sense
• WhatC.
Appendix areEstimated
the decimal numbers
Budgetwith
oftwo
thedecimal places that can be rounded off to 0.9?
Research
Geometry
• Rojan has a rectangular farm with a length of 16 m and a width of 12m. It is surrounded by a
circular fence. The diagonals of the rectangle pass from one point on the fence through the center
Appendix of the circle to another point
HHHHHH. of the fence. What is the diameter
RubricsAppendix IIIIII. ofResearch
the fence?
Patterns and Algebra
• TJ scored t points on the first quiz. He scored 3 more points on the second quiz than in the first
Questionnaire
quiz. If he scored 17 points on the second quiz, what is the total score on the three quizzes?
Measurement
• Aikie drives his car at a constant speed of 75 kph. How far will he be from his starting point after
Appendix C. Estimated Budget of the Research
45 minutes?
Statistics and Probability
• Lorgie throws a fair die. How likely is her chance of getting a prime number?
Appendix JJJJJJ. Rubrics
Learning Competencies
Appendix C. Estimated
Number and Number Sense Budget of the Research
• Add and subtracts decimals and mixed decimals through ten thousandths without or with
regrouping.
Geometry
•
Appendix KKKKKK.
Visualizes Rubrics
and describes the surface area and names the unit of measure used for measuring
the surface area of solid/space figures.
Patterns and Algebra
Appendix
• GivesC.theEstimated
translation of Budget of the
real-life verbal Research
expressions and equations into letters or symbols and vice
versa.
Measurement
• Creates problems involving the surface and volume of solid/space figures with reasonable
Appendix LLLLLL. Rubrics
answers.
Statistics and Probability
•
Appendix C. Estimated
Performs experiments and Budget
recordsofoutcomes.
the Research

Appendix MMMMMM. RubricsAppendix NNNNNN. Research

Questionnaire

Appendix C. Estimated Budget of the Research

 46

Appendix H. Rubrics

Appendix C. Estimated Budget ofOF

UNIVERSITY theSOUTHERN
Research MINDANAO
Alamada, Cotabato

PALMA Cluster Campuses

Appendix VVVVVV. Rubrics

RUBRICS
Appendix C. Estimated Budget IN MATHEMATICS
of the Research
PROBLEM-SOLVING ASSESSMENT

Appendix WWWWWW. Rubrics

Holistic Scale
Appendix C. Estimated
4 Uses mathematical Budget (terms,
language of the Research
symbols, signs, and/or representations) that
is highly effective, accurate, and thorough in describing operations, concepts, and
processes.
Appendix XXXXXX. Rubrics
3 Uses mathematical language terms, symbols, signs, and/or representations) that
are partially
Appendix C. effective,
Estimatedaccurate,
Budget and
of thorough in describing operations, concepts and
the Research
processes.

2 Uses mathematical
Appendix language terms, symbols, signs, and/or representations) that
YYYYYY. Rubrics
are minimally effective and accurate to describe operations, concepts and processes.
Appendix
1
C. Estimated Budget of the Research
An incorrect response – an attempt is made.

0 Off task, off-topic, blank, or insufficient to score.

Appendix ZZZZZZ. Rubrics

Appendix C. Estimated Budget of the Research

Appendix AAAAAAA. Rubrics

Appendix C. Estimated Budget of the Research

Appendix BBBBBBB. Rubrics

Appendix C. Estimated Budget of the Research

ULUM VITAE
 47

Appendix I. Content Validation Form

Appendix C. Estimated Budget of the Research

UNIVERSITY OF SOUTHERN MINDANAO
PALMA Cluster Campuses
Alamada, Cotabato
Appendix CCCCCCC. Content Validation Form
Philippines
Appendix C. Estimated Budget ofVALIDATION
CONTENT the Research FORM
BEED
SHERYL M. CANSECO Degree Program: __________________
Name of Student: ______________________
Thesis Title:
MODULAR DISTANCE LEARNING: ITS INFLUENCE ON MATHEMATICAL WORD
PROBLEM-SOLVING SKILLS OF GRADE 6 PUPILS
SHERYL M. CANSECO BEED
Instruction: This tool asks for your evaluation of the content of the researcher's
instrument to be used in the data gathering. You are requested to give your honest
assessment using the criteria stated below. Check (√) one of the options in the
SHERYL M. CANSECO BEED
response scale using the evaluation criteria below.

Scale Qualitative Interpretation

Description BEED
SHERYL M. CANSECO
5 Strongly Agree The instrument is valid and can provide unbiased
data for the investigation allowing 0-5% content
error.
4 Agree The instrument is valid and can provide
SHERYL M. CANSECO BEEDunbiased
data for the investigation allowing 6-10% content
error.
3 Moderately Agree The instrument is valid and can provide unbiased
data for the investigation allowing 11-15%
SHERYL M. CANSECO BEED content
error.
2 Disagree The instrument has questionable validity and can
provide biased data for the investigation allowing
SHERYL M. CANSECO
16-20% content error. BEED
1 Strongly Disagree The instrument has questionable validity and can
provide biased data for the investigation allowing
21-25% content error.
SHERYL M. CANSECO BEED

VALIDATOR'S INSTRUMENT ASSESSMENT

No. Indicators 5 4 3 2 1
1 The social dimensions are theoretically well-
 48

established, illustrating the concept under probe.

2 The statements or questions of the instrument
substantively define the social dimensions to be
explored.
3 The statements or questions are supported by a
theory or scholarly proposition.
4 The statements or questions defining the social
dimension/s or concept/s compliment the objectives
of the study or research questions.
5 The instrument can measure or explore the concept/s
within the given time frame.
6 The instrument can gather factual data without any
element of bias.
7 The instrument can generate data that will be useful
for the sectors concerned in the investigation.
8 The statements or questions are clear and easy to
understand or answer.
9 The statements or questions are not offensive to the
research respondents or participants.
10 The instrument has no unnecessary, repetitive, or
inappropriate statements or questions.
11 The instrument layout is compact, not crammed, and
attractive.
12 The instructions are meaningful and easy to follow.

Evaluator's additional comments about the research instrument

EZIEL MAE E. URSABIA, LPT

Signature over the printed name of the validator
 49

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato
Philippines

CURRICULUM VITAE
SHERYL M. CANSECO
Barangiran, Alamada, Cotabato
+639702521854
smcanseco@usm.edu.ph

PERSONAL INFORMATION
Last Name CANSECO

First Name SHERYL

Middle Name MATOS

Nickname SHE

Age 34

Nationality FILIPINO

Religion SOUTHERN BAPTIST

Civil Status MARRIED

Father's Name PEDRO P. MATOS

Mother's Name MARILYN A. MATOS

Educational Background

Elementary BARONGIS ELEMENTARY

SCHOOL
Junior High School ALAMADA HIGH SCHOOL

Senior High School ALAMADA HIGH SCHOOL

Tertiary UNIVERSITY OF SOUTHERN

MINDANAO – ALAMADA CAMPUS
50