PROBLEMS MET AND EXPERIENCES TOWARDS

LEARNING MATHEMATICS THROUGH

MODULAR APPROACH OF SELECTED
GRADE SEVEN STUDENTS OF
POBLACION NATIONAL
HIGH SCHOOL
SY 2020-2021

An Action Research Presented to the

Schools Division Office – Muntinlupa City

KATRINA M. PABLICO
Teacher II – Poblacion National High School

May 2021
INTRODUCTION

The present COVID-19 pandemic has brought extraordinary

challenges and has affected the educational sectors, and no one

knows when it will end. Every country is presently implementing

plans and procedures on how to contain the virus, and the infections

are still continually rising. In the educational context, to sustain and

provide quality education despite lockdown and community

quarantine, the new normal should be taken into consideration in

the planning and implementation of the “new normal educational

policy”. (Tria, 2020)

On March 9, 2020, President Rodrigo Duterte suspended classes at all

levels in Metro Manila until March 14, in response to the rise in

confirmed cases of COVID-19 in the Philippines. . . . Classes in Metro

Manila were extended until April 14 when President Duterte placed the

area under a partial lockdown on March 9. It was superseded on March

16 by the declaration of an enhanced community quarantine covering

the wider Luzon island, which was later extended until April 30. . . .

Classes in all levels across the country were eventually suspended due

to the pandemic. Graduation rites in Philippine schools were also either

canceled or postponed. . . .

Regarding the start of school year 2020–21, Senate President Vicente

Sotto III  had proposed that classes should commence in

September, while a group of UP experts wants it to be pushed back to

December in order to limit the spread of the disease. The DepEd and

the IATF-EID later decided that face-to-face classes would start on

August 24, while online learning can begin as early as June. CHED left

the decision of starting semesters to college administrators, although

urged them to shift into the new semestral calendar and start 'flexible

classes' in August and face-to-face classes in September as well.

Meanwhile, Senator  Sherwin Gatchalian, who chairs the Senate

Committee on Basic Education, Culture, and the Arts, set up an inquiry

about how schools would brace the "new normal" brought by the

pandemic. Gatchalian and DepEd proposed certain measures to be

implemented during the opening of classes, such as the airing lectures

on television and radio, a "mandatory face mask policy", maintaining

physical distancing, and limiting class sizes. In June, officials reported

that schools will not open until a vaccine is available, though remote

learning should resume at the end of August. (wikipedia, 2020)

Also (Reuters., 2020) cited in his article that Duterte's education

secretary, Leonor Briones, was confident that alternative

approaches could work until a vaccine was developed. She also said

that the president cares about the students, that he told them

(educational authorities) to find other ways (to teach) besides

students going back to school. She said the department was laying

the groundwork for a different kind of learning using technology

including radio, television, online classes and modular learning.

(Reuters., 2020). The last sentence defines distance learning.

Nowadays, we all are staying in our homes due to the lockdown

policy implemented by the government. However, learning should

not halt. Different countries worldwide have introduced various

answers during the pandemic to continue the education process -

the introduction of distance learning. These are online learning

platforms such as google, TV broadcasts, guidelines, resources,

video lectures and online channels were introduced (UNESCO,

2020). With schools to reopen its doors the following school year,

it’s vital to plan how schools will be able to pursue their mission of

implementing quality education to every student. As school is a

public place where crowd is unavoidable and children are

vulnerable, there is a need to strengthen policy in terms of the

delivery of instruction - to provide opportunities for online learning

platforms. Numerous innovative programs have been proposed by

the different learning sectors in the Philippines. The Department of

Education emphasized that it would not necessarily mean that

teachers and learners will go to schools and learn inside the

classrooms and devised various modalities to ensure that online

learning a choice among all others in this new learning environment

(DepEd, 2020). (Tria, 2020)

Unfortunately, not all households in the Philippines have televisions,

computers, and internet access. Most of the families belong to a

low-class income family that is why they prefer the modular

approach of learning. Different school divisions have started

conducting webinars on module making and validation on principals

and teachers as a part of their work from home accomplishment and

attendance. These modules were reproduced and given to students

when classes started.

Despite the efforts made by the government to continue providing

quality education, there are still problems that may arise. Students

are not used to the modular approach of learning. They may

experience problems and difficulties in answering their module due

to different circumstances.

In this study, the researcher identified the problems met,

experiences, and intervention done through the modular approach

of learning mathematics.

CONCEPTUAL/THEORETICAL FRAMEWORK

The conceptual framework indicates all the constructs (concepts),

definitions, and propositions that relate to the research problem.

This serves as the skeleton of the study pertaining to the different

theories that give further explanation and additional information

regarding the given topic.

Both educational researchers and experienced teachers develop

what might be called theories of difficulty. A strong theory of

difficulty identifies learners' characteristic trouble spots for a

particular area of instruction and includes some causal analysis of

why they occur toward improved teaching and learning. The

literature on learning and development offers numerous ways of

understanding conceptual difficulties, as well as recognizing

problems of ritualized knowledge, inert knowledge, knowledge too

foreign for learners to engage it readily, and tacit knowledge, the

partly unconscious nature of which poses learning challenges. In a

number of studies, a strong theory of difficulty has led to improved

learning. In everyday teaching, teachers' response to recurrent

difficulties may fall short. One not uncommon reaction is to blame

the learners' weaknesses and simply keep teaching in the same way.

Another better reaction is to 'teach harder', lavishing more time and

attention on characteristic difficulties without any causal analysis of

what makes them problematic. Most effective is to 'teach smarter'

based on a causal analysis refined through experience. The

construction of informal theories of difficulty is an important part of

the craft of teaching. Perkins (2007) argues that any intervention to

address concept learning should be based on a good theory of

conceptual difficulties and that such a theory should provide an

explanation of what makes the learning of concepts hard for

students (Perkins, 2007)(Perkins, , 2009). 

STATEMENT OF THE PROBLEM

This study aimed to identify the problems met and experiences of

students through the modular approach of learning. Specifically, it

will seek answers to the following questions:

1. What are the problems met by students and parents toward

learning mathematics through a modular approach?

2. What are the experiences of students and parents toward

learning mathematics through a modular approach?

3. What are the interventions done/suggested by the student and

parents on the problems experienced toward learning

mathematics through a modular approach?

4. What are the interventions done by teachers on the problems

experienced toward learning mathematics through a modular

approach?

SCOPE AND LIMITATIONS OF THE STUDY

This study focused only on identifying the problems met,

experiences and interventions done toward learning mathematics

through modular approach during the first grading period. Only

selected grade students/parents of Poblacion National High School

were involved in this study.

METHOD

RESEARCH DESIGN

The research design that was used in this study was the descriptive

research. It is a method design to ascertain the status of existing

condition. This research is descriptive since it concerns with the

conditions or relationships that exist, practices that prevail or points

of view or attitudes that are held. This method is designed to

estimate the extent to which different variables are related to one

another in the population of interest, the group of

subject/respondents where the variables will be applied, and the

estimation procedure to determine the extent of relationship

(Padua, 2000 as cited by Miranda, 2008). Furthermore, the said

method was useful because it describes, analyzes and interprets the

data gathered.

Specifically, this is a descriptive survey because the researcher will

gather relatively limited data from a number of cases.

SAMPLING TECHNIQUE

The teacher used convenience sampling. Convenience sampling is a

type of nonprobability sampling in which people are sampled simply

because they are "convenient" sources of data for researchers. The

respondents of the study were the ones who were able to answer

the survey.

RESEARCH INSTRUMENTS

The instrument used for this research was a survey questionnaire

transform into google form to avoid direct contact between the

teacher and student. It was adapted from the Distance Learning

Program Parent Monitoring Form given by the Department of

Education Muntinlupa Division. It was composed of two parts. Part I

was the Problem Met Checklist with Part A and B. Part A was

consisting of problems met and were checked by students for each

specifics theme. Part B was consisting of two open-ended questions

regarding the intervention done by the student/parent and teacher

on the given problems. Part II was the Experiences Checklist. For

Part II, the Likert scale was used with a response continuum from

strongly disagree to strongly agree. 1-1.75 strongly disagree, 1.76-

2.5 disagree, 2.51-3.25 agree and 3.26-4.0 strongly agree.

Respondents expected to indicate their degree level of agreement

or disagreement in the items under the experience checklist based

on what they perceived. All the results were subjected to the

weighted mean.

ACTION PLAN

Pre-Implementation Stage: The researcher prepared the instrument

to be used in identifying the problems met and experience of

students in the modular approach of learning. She browsed the

internet to gather more information about the research.

Implementation Stage

The teacher sends the survey questionnaire to the parents and

students. This was done through online because of the pandemic.

Post-Implementation Stage

The teacher organized the data gathered. Analyzed it using the

weighted mean to identify the most problems met and experiences

of the students in modular approach of learning.

RESULTS AND DISCUSSION

Results of the survey were shown below:

1. What are the problems met by students and parents toward

learning mathematics through a modular approach?

Table 1. Response and Percentage on Problems Met on Modules

“The student experienced difficulty in answering some parts of the

module (Nahirapan ang mag-aaral na intindihin ang ilang bahagi

ng modyul)” ranked the highest problem met when it comes to

module. Out of 60, 54 or 90% come up with the same problem.

Mathematics was perceived as a difficult subject especially now this

pandemic that there was no face-to-face teachers were having a

hard time explaining the lesson to the students.

“Some of the pages of modules are incomplete (kulang ang pahina

ng modyul)” ranked the lowest problem met when it comes to

module. Out of 60, 4 or 7% come up with the same problem. Maybe

it happens on the consolidation and printing of modules.

Table 2. Response and Percentage on Problems Met on Place of

Study (Lugar kung saan Magaaral)

“There are hindrances while studying (example: noise) (Mayroong

mga sagabal sa pagaaral (hal. ingay, init)” and “There are

activities that grab the student’s attention (e.g. Computer games,

TV, social media, etc. (May mga gawaing umaagaw sa atensiyon

ng mag-aaral. (hal. Computer games, TV, social media, atbp)”

ranked the highest problem met when it comes to place of study.

Out of 60, 34 or 57% come up with the same problem. Students

were having a hard time concentrating on learning when they are at

home due to different distractions.

“There is no space at home that can be designated as a study area.

(Walang espasyo sa tahanan na maaring italaga bilang study

area.)” ranked the lowest problem met when it comes to place of

study. Out of 60, 20 or 33% come up with the same problem.

Table 3. Response and Percentage on Problems Met on Help

Received (Antas ng Tulong na Natanggap)

“There is a lack of knowledge of the parent / guardian / older

sibling to help the student with the lessons. (Kulang ang kaalaman
ng magulang/taga-gabay/nakakatandang kapatid upang

tulungan ang mag-aaral sa mga aralin.)” ranked the highest

problem met when it comes to helped received. Out of 60, 31 or

52% come up with the same problem. Most of the students came

from a poor family. Most of their parents were undergraduate of

elementary and high school so they are not so capable of teaching

their children especially in mathematics.

“The teacher did not monitor for the whole week (Hindi

nagmonitor ang guro sa buong Linggo)” ranked the lowest problem

met when it comes to helped received. Out of 60, 8 or 13% come up

with the same problem. It only means that most teachers were

constantly monitoring their students.

2. What are the experiences of students and parents toward

learning mathematics through a modular approach?

Table 4 Students Experiences On Answering The Module

Students “disagree” on 9 out of 10 statements regarding students’

experiences towards mathematics learning through modular

approach. Students “agree” on 1 out of 10 statements regarding

students’ experiences towards mathematics learning through

modular approach. Students were able to use other supplementals

aside from the modules.

3. What are the interventions done/suggested by the students and

parents on the problems experienced toward learning mathematics

through a modular approach?

These were the suggested interventions given by the students and

parents.

“Dapat ang guro ang check at saka dapat bawat module mayron

video teaching. O naka record”

“Bawat module sana ay may video sa pagpapaliwanag ng bawat

module”

“Sana bawas bawasan Ng unti ang nga gawain tulad Ng output…

“Sana mag provide si mayor ng gadget para sa mga hirap mag online

class or ibigay na lang yung buong taon na allowance ng mga

students para makabili ng gadget…”

“Tinuruan ko sya mgsearch sa google”

“With the help of Google Apps..I can teach my child. But I may

suggest that Math teachers should have atleast to teach student via

online per section”

“Bigyan pa sana ng time ang hindi pa tapos sa pagsagot sa mga

modules”

“Face to face kqgaya ng ibang bansa Ang hirap Kasi ng module ehh”

“Ang masasabi ko lamang ay kung dadalian nila at lilinawan ang

print sa module ay mas maayos ang ginagawa ng mga bata”

“Panonood sa youtube”

4. What are the interventions done by teachers on the problems

experienced toward learning mathematics through a modular

approach?

These were the interventions done by the teachers based on the

statement of students and parents

“Nagbibigay ng links ang teacher pra s ibang module na hindi

naibigay at pwde rin sila itxt kung ndi maintindihan ng bata ang

lesson…”

“Nakikipag ugnayan po ang aming guro sa lahat ng gustong

malaman ng aming mag-aaral lalo na sa mga mahihirap na mga

gagawin”

“Lagi silang nag update sa mga bata”

“Nagbigay po ng books para meron pong Mabasa”

“Ginagabayan kmi sa pamamagitan ng gmeet”

“Nagbibigay po ang aming guro ng instuctions bago po gawin ang

module kadalasan po naglesson po online…”

CONCLUSIONS

 “The student experienced difficulty in answering some parts of

the module (Nahirapan ang mag-aaral na intindihin ang ilang

bahagi ng modyul)” ranked as the highest problem met by the

students. Students were having difficulty in learning mathematics if

the teachers were not directly teaching them.

 “Some of the pages of modules are incomplete (kulang ang

pahina ng modyul)” ranked the lowest problem met by the

students.

RECOMMENDATIONS

 Action Plan should be created based on the following findings

and conclusions.

 Students should be given ample time to answer the module.

 Make sure that the answer provided were correct and the pages

are complete before printing.

 Constant monitoring of the teachers should be done especially to

those students who cannot answer the module.

 Lessen activities and outputs on the module so that students will

not be overwhelmed on its content.

 Modules should be supplemented by textbook so students

without access to the internet could use it as reference.

References:

Department for Education and Children's Services. (1996, APRIL 12).

Education for the 21st Century. Australia

Reuters., T. (2020, June 9). U.S.News. Retrieved from

https://www.usnews.com/news/world/articles/2020-06-09/philippi
nes-students-face-distance-learning-until-covid-19-vaccine-found

Tria, J. Z. (2020). The COVID-19 Pandemic through the Lens of

Education in the Philippines: The New Normal . International Journal
of Pedagogical Development and Lifelong Learning , 1-3.

Wikipedia. (2020, JUNE 13). Retrieved from

https://en.wikipedia.org/wiki/COVID-
19_pandemic_in_the_Philippines#Notes
 PROBLEMS MET AND EXPERIENCES TOWARDS
LEARNING MATHEMATICS THROUGH
MODULAR APPROACH OF SELECTED
GRADE SEVEN STUDENTS OF
POBLACION NATIONAL
HIGH SCHOOL
SY 2020-2021

Mrs. Katrina M. Pablico

Teacher II-Poblacion National High School
katrina.pablico@deped.gov.ph

ABSTRACT

This study was conducted at Poblacion National High School

involving 60 students of grade seven. The study sought to find out
the problems met, experiences and interventions done towards
learning Mathematics through modular approach.
Descriptive survey was used. A survey questionnaire was
used to gather the data needed for the research. All the respondents
are the one who were able to answer the survey online.
Likert scale was used with a response continuum from
strongly disagree to strongly agree. 1-1.75 strongly disagree, 1.76-
2.5 disagree, 2.51-3.25 agree and 3.26-4.0 strongly agree.
Respondents expected to indicate their degree level of agreement or
disagreement in the items under the experience checklist based on
what they perceived. All the results were subjected to the weighted
mean.
Results shows that “The student experienced difficulty in
answering some parts of the module (Nahirapan ang mag-aaral na
intindihin ang ilang bahagi ng modyul)” ranked as the highest
problem met by the students. Students were having difficulty in
learning mathematics if the teachers were not directly teaching
them. “Some of the pages of modules are incomplete (kulang ang
pahina ng modyul)” ranked the lowest problem met by the
students.

Keywords: Descriptive Survey, Survey Questionnaire, Liker Scale,

Weighted mean