CHAPTER I: The Problem: Ragay National Agricultural and Fisheries Liboro, Ragay, Camarines Sur

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CHAPTER I: The Problem
INTRODUCTION
Education is said to be the only weapon that one can use if one seeks to bring
changes to the world (Nelson Mandela, 2003). It is where the youth get the knowledge
that they need as well as where they can develop and maximize their full potentials in
order to become better individuals and therefore become better citizens of the society.
However, the current event that the world is experiencing has been a challenge not only
to the traditional way of living of people but also to the learning development of the
learners.
The novel coronavirus, named COVID-19, is an infectious disease caused by

another virus (SARs-CoV) that has been ruling the world since the year of 2019 up until
the present. COVID-19 brought massive changes, difficulties, and struggles to the lives
of many. Without a doubt, it brought huge impact to the world, more importantly, to
people’s daily lives. For this reason, the people of the government sought for ways to
cope, eventually introducing the “new normal” to the Filipinos. This “new normal” is the
term for the different changes and life adjustments that people need to adapt due to the
pandemic in order to continue their daily lives – including the students’ education.
Helping the students to learn despite the overspreading threat of a deadly virus
circulating globally is the main factor of the new learning modalities proposed by the
Department of Education (DepEd). This new learning scheme includes:
1. Face to Face
2. Blended Learning
3. Distance Learning; and
4. Homeschooling
Ragay National Agricultural and Fisheries

Liboro, Ragay, Camarines Sur
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According to Jaehwa Bernardo (2020), the survey conducted by the Department of

Education (DepEd) last school year 2020-2021, showed that parents who enrolled their
children in the mentioned academic year most preferred the modular distance learning.
In his article, he stated that:
During the 45-day enrollment period in public schools that ended July 15, parents and
guardians were made to answer the DepEd's Learner Enrollment and Survey Form. It
asked them about their preferred alternative learning mode, and sought to profile the
enrollee's readiness for distance education.
Survey results released Thursday by the DepEd showed that 8.9 million parents
preferred modular distance learning, where students at home would study through self-
learning modules.
The researchers find it interesting to conduct a research study regarding the

aforementioned matter to gather as well as give insights to the modular distance
learning experience of the senior high school students of Ragay National Agricultural
and Fisheries School, providing a study that will benefit not only the school but also the
future researchers who would further explore the similar topic.
The researchers also have come to the decision of establishing this paper to serve
as the very first study regarding the modular distance learning approach implemented in
Ragay National Agricultural and Fisheries School, in which is necessary in order to give
a start to this researchable and influencing matter.

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STATEMENT OF THE PROBLEM
This study gathered and provided insights regarding the modular distance learning
experience of the Grade 12, Senior High School students of Ragay National Agricultural
and Fisheries School during the first semester of the school year 2021-2022.
Specifically, this study sought to find out answers to the following questions:
1. How effective is the learning approach implemented in Ragay National Agricultural

and Fisheries School to the learning development of its learners?
2. What are the challenges/ barriers encountered by the students of Ragay National
Agricultural and Fisheries School during first semester of the school year of
modular distance learning (2021-2022) in terms of:
a. Personal
b. Environmental
c. Learning Flexibility
3. What are the coping mechanisms of the learners of Ragay National Agricultural
and Fisheries School to such challenges/barriers they encounter?
SCOPE AND DELIMITATION
This research study was limited to Grade 12 Senior High School learners of
Ragay National Agricultural and Fisheries School during the first semester of the
academic year 2021-2022 only, in order to collect significant data and information from
the most fit and best experienced learners, which is, in this case, the students of the last
year of Senior High School of the mentioned school. This particular study only
discussed the current learning modality of the mentioned school, which is the Modular
Distance Learning.

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The data, however, was limited only to students of the aforementioned school.
The respondents are limited to sixty-seven (67), Grade 12, Ragay National Agricultural
and Fisheries School students only, selected randomly, using the descriptive method,
and a survey-questionnaire. Levels from Grade 11 learners below was not included.
SIGNIFICANCE OF THE STUDY
This study was designed to explore the modular distance learning experience of
the Grade 12 Senior High School learners of Ragay National Agricultural and Fisheries
School (RNAFS) during the first semester of the academic year 2021-2022. This study
is significant since this will be the very first study regarding modular distance learning in
the mentioned school.
Furthermore, the researchers believed that the outcome of this study will be
beneficial to the following:
The Administrators and School Personnel will become more aware of the
learning experiences of the Ragay National Agricultural and Fisheries School students
and shall therefore be able to educate more effectively through considering these
experiences.
The Researchers will be able to gain insights on the current issues and concerns
pertaining to modular distance learning and its overall effect to the students.
The Future Researchers could consider this study as a reference material when
conducting the same topic.
In general, the significance of this study will benefit not only the school and its
learners but also the future researchers who would further explore the similar topic.

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CHAPTER II: Review of Related Literature and Studies
This chapter presents the literature and studies that are related to this research.
These review of related literature and studies have provided the researchers the
necessary background in order to supplement the study and to present the nature of the
problem evidently.
RELATED LITERATURE
A. Modular Distance Learning
Modular Distance Learning is one of the new learning modalities proposed by the
Department of Education, and is the most preferred learning approach by parents and
students based on the data gathered via DepEd’s National Learner Enrolment and
Survey Forms (LESFs), integrating a total of 8.9 million out of the 22.2 million enrollees,
in which is the 39.6% of the total respondents of the school year 2020-2021 (Manlangit
et al., 2020).
Modular Distance Learning is where learners use self-learning modules (SLMs)

that can be accessed whichever is the most convenient to the learner – hard/printed or
soft/ digital copy. This learning approach allows the students to access other resources
in the lines of text books, activity sheets, study guides, and other study/educational
materials. Normally, it is the teacher’s duty to deliver the self-learning modules (SLMs)
provided by DepEd to the students, but the students may opt to acquire digital copies
through technological devices such as computer, tablet, PC, and smartphones (Malaya,
2020).

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This particular learning approach allows the learners to study with their heart’s
content, inside the comfort of their homes. This can also be done even without
schedule, unlike the traditional way of learning (Face-to-Face) wherein students must
learn in school for 8-10 hours, five days in a week (Monday-Friday) except on weekends
and holidays (Alipe, 2017).
B. Challenges of Modular Distance Learning
Due to the limited contact to teachers, parents and guardians shall then place the
role of teachers, thus they are referred to as the “More Knowledgeable Others” or
MKOs. According to Saul McLeod (2020), the psychologist Lev Vygotsky (1978) defined
MKOs as “someone who has a better understanding or higher ability level than the
learner, concerning a particular task, process, or concept”. Learners who need guidance
and assistance, which is mostly from kindergarten to junior high school, must depend on
their parents or guardians. However, this is where the possible obstacles and
challenges emerge.
According to Pierce Manlangit, Alyssa Melody Paglumotan, and Shane Carmie

Sapera (2020), in their article “Nanay, Handa Na Ba Kayong Maging Tagapagdaloy?”,
they wrote that parents and guardians encounter different challenges as they fulfill the
role of MKOs, emphasizing that:
Educated parents earn more, and can escape poverty and benefit from a better quality
of life. Furthermore, parents’ educational attainment can heighten their feelings of
competence and confidence in guiding their children’s education. It manifests in
different ways, such as being more proactive in checking their child’s performance
through parents-teachers association (PTA) meetings, providing their child’s
educational necessities, and other parental-educational duties.

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Apart from this is the preference of the learners to MKOs. Each student has
different kind of learning flexibility, thus it is considered that not all student will depend
on MKOs and prefer to learn by themselves, whereas some may choose such MKOs
whom they find learning the easiest. All these are the challenges posed by the
differences of MKOs in terms of expertise, educational attainment, cognitive biases, and
even emotional connection to the learner (Manlangit et al., 2020).
In Ragay National Agricultural and Fisheries School, where this particular study
was conducted, the researchers have observed during the first semester of the current
academic year (2021-2022) that many students of the stated school are experiencing
dilemmas in relation to the modular distance learning approach. Apart from this, the
researchers have also observed that the experiences of the students vary due to
different and effecting factors such as the personal life, environmental life, and learning
flexibility of the learners.
In view of this condition, the young researchers have come to the decision of
conducting this study to explore, gather, and provide information regarding the overall
modular distance learning experience of the students of Ragay National Agricultural and
Fisheries School.
RELATED STUDIES
The study of Geraldine Anzaldo (2021), entitled “Modular Distance Learning in the
New Normal Education Amidst Covid-19”, revealed that modular distance learning can
be advantageous and disadvantageous to students, parents, and teachers. In his study,
he wrote that with this type of approach, education shall be able to continue and
learning shall not stop regardless of the pandemic. However, with this type of set-up,
the chances of parents or guardians answering their children’s modules increase, and
the “learning” of students is not happening.

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Another study case in the University of Cordilleras conducted by Ysthr Rave Pe

Dangle and Johnine Danganan Sumaoang (2020), a study entitled “The Implementation
of Modular Distance Learning in the Philippine Secondary Public Schools”, reveals that
the disadvantages include greater self-discipline and self-motivation required for
students, increased preparation time and lack of concrete rewards for teachers and
staff, and greater administrative resources needed to track students and operate
multiple modules.
Rogers and Yassin (2003, in Guevarra & Cimanes, 2017) stated that it is
necessary for students to develop and come up with different coping strategies in order
to encounter and thus be able to manage stressful conditions. If not handled well, the
stressors that originated from financial problems, sleep deprivation, societal activities
and so much more can affect the student’s ability to perform.
In Cawayan National High School, a senior high school student named Jay Mar
Barcenas (2020) conducted a study in regards to the coping mechanism of students on
the problems that they encounter in modular distance learning. In his study, he found
out that; (1) students seek help from more knowledgeable others due to unavailability of
an immediate support system, (2) cheat or refer to internet for independent learning,
and (3) they carefully organized the modules to manage time well prior to answering
and submitting outputs.
In view of this condition, the researchers have taken an interest to the lived
experiences of students in Ragay National Agricultura and Fisheries School. The young
researchers have come to the decision of conducting this study to explore, gather, and
provide information regarding the overall modular distance learning experience of the
students in the said school.

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CHAPTER III: Research Design and Methodology
This chapter contains the discussion of the research design used, the respondents
of the study, the research locale, instrumentation, statistical treatment of data, and the
time table that served as the researchers’ guide as they accumulate the necessary data
and information.
RESEARCH DESIGN
This study utilized a descriptive method of research to be able to describe the lived
experiences of the learners in Ragay National Agricultural and Fisheries School. The
descriptive method of researching is a fact, finding study with adequate and accurate
interpretation of the findings, and thus the rightful method to be used in this study.
POPULATION OF THE STUDY
The respondents of this study were randomly selected Grade 12 Senior High
School students of Ragay National Agricultural and Fisheries School (RNAFS), during
the first semester of the current academic year 2021-2022. There are a total of sixty-
seven (67) respondents who are considered to be part of this research study. This
number of respondents represents the 41% of the graduating Grade 12 class,
consisting all sections and strands.
RESEARCH LOCALE
This study was conducted in Ragay National Agricultural and Fisheries School
(RNAFS), located in Liboro, Ragay, Camarines Sur. The mentioned school is a
secondary and a public school, integrating both senior high school and junior high
school. This school does not include both primary and college levels.

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RESEARCH INSTRUMENTATION
The researchers utilized a self-constructed survey-questionnaire as main source of

data to accumulate information regarding the remote learning experiences of the
randomly selected Grade 12 Senior High School respondents. The questionnaire
consists 9 questions, aside from the personal information section.
The 9-question questionnaire is divided into three (3) forms: (1) google form, (2)
screenshots of the google form, and (3) plain text version. The researchers split the
survey-questionnaire into three forms in order to accumulate information with and even
without the need of data. Considering the quality of life observed in the research locale,
the researchers have decided to utilize a survey-questionnaire that will depend on
whichever is the most convenient to the respondents.
The survey-questionnaire consists both the close-ended and open-ended

questions with four (4) sections embedding the respondents’ personal information and
experiences in remote learning (modular). The first (Personal Information) and last
section (Coping Mechanisms) both consist open-ended questions, whereas the second
(Effectiveness) and third section (Challenges) both consist close-ended questions which
are in the form of checklist and Likert scale.
DATA COLLECTION
The researchers first constructed statements and questions for the questionnaire
that will serve as the research tool in this study. Then, the young researchers worked on
making the google forms. Upon making the google forms, the researchers have come to
the decision of making the survey-questionnaire the most convenient way possible for
the respondents while searching for the easiest way to tally the responses, ending up
with three (3) forms of questionnaire: (1) google form, (2) screenshots of the google
form, and (3) plain text version.

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The researchers themselves had each of the corresponding respondent’s form

filled out by them, in place of the respondents who can not and do not have an access
to the google form. All responses collected were then automatically interpreted and
graphed by the google form. The data were also collected within the expected time.
STATISTICAL TREATMENT OF DATA
The data collected were automatically graphed and interpreted by the google form
that was created by the researchers. However, to test the validity and reliability of the
data, this study still employed statistical treatment to answer the specific objectives and
arrived at relevant findings.
The researchers analyzed the data gathered in the form of percentage. All
responses from the learners were divided by percentage (%) in order to more effectively
differentiate the responses from one another and thus give the researchers specific
n
findings. The researchers used the formula p= ∗100, wherein:
x
P = Percentage
n = Number of Respondents
x = Total number of Respondents (67)
The researchers have also used the Likert Scale,

Numerical Value Interpretation Interpretation Interpretation
1 Poor Not helpful at all Not effective at all
2 Below Average Slightly helpful Slightly effective
3 Average Moderately helpful Moderately effective
4 Good Very helpful Very effective
5 Excellent Extremely helpful Extremely effective

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TIME TABLE
Chapter Time-Frame Date
Chapter I: The Problem 4 days December 7, 2021 –
December 10, 2021
Chapter II: Review of 5 days December 13, 2021 –
Related Literature December 17, 2021
Chapter III: Research 6 days December 19, 2021 –
Design and Methodology December 24, 2021
Chapter IV: Presentation of 3 days December 26, 2021 –
Data and Analysis December 28, 2021
Chapter V: Summary, 3 days December 28, 2021 –
Conclusion, and December 30, 2021
Recommendation

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Chapter IV: Presentation of Data and Analysis
This chapter provides a comprehensive presentation, analysis, and interpretation

of the data gathered from the respondents together with the presentation of data based
on the researchers’ analysis and interpretation.
RESULTS AND DISCUSSION
A. Respondents’ Information
Figure A.1: Section of the Respondents
Figure A.1 shows the different strands where the respondents of Ragay National
Agricultural and Fisheries School belong. As shown, Sunflower, which is the General
Academic Strand (GAS), has the greatest number of respondents garnering 53.7% of
the total number of respondents. Second to this strand is Cypress, the TVL-Aquaculture
track, with the total of 20.9% of the respondents. The rest of the sections, Jasmine
(TVL-Food Processing), Rose (TVL-Agriculture/Crop), and Sampaguita (TVL-Animal
Production) fall 10% below.

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Figure A.2: Age of the Respondents
Figure A.2 reveals the age of the Grade 12 respondents. As revealed, 80.6% of
the students who answered are 17-18 years old. This shows that most of the students
first experienced Modular Distance Learning at the age of between 15-17. Whereas
17.9% of the respondents are 19-20 years old, guaranteeing that these students first
experienced Modular Distance Learning at the age of 17-19.
Figure A.3: Locale of the Respondents
Location
Upper Omon
Sinuknipan
San Rafael
Port Junction
Lower Omon
Liboro
F. Simeon
Caditaan
Binahan
0 5 10 15 20 25 30 35 40 45
No. of Respondents

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Figure A.3 shows the current location or address of the learners. In the figure, it
shows that a huge number of students (39) live in Barangay Liboro, wherein the school,
Ragay National Agricultural and Fisheries School, is located. While a few number of
learners (10;12) live in Barangay San Rafael and in Binahan. Barangay San Rafael is
1.7km away from Ragay National Agricultural and Fisheries School while Binahan is
3.3km away (via Google Map). The rest of the respondents are residents of even more
distant locales: Caditaan, F. Simeon, Lower Omon, Port Junction, Sinuknipan, and
Upper Omon.
B. Modular Distance Learning Experience of the Respondents
Figure B.1: Average Time Spent by the Respondents in Modular Distance Learning
Figure B.1 shows the average time spent by the respondents daily as they
learn remotely. The figure reveals 50.7% of the respondents spend 1-3 hours learning
inside their houses every day. While seventeen (17) students, which is the 25.4% of the
respondents, who answered the survey spend 3-5 hours every day in modular distance
learning. 10.4%, however, of the learners spend a greater amount of time every day,
giving 5-7 hours in doing their distance learning. Meanwhile, another 10.4% of the
respondents admitted to spend only less than an hour every day studying. The
remaining 3% of the respondents, lastly, spend the greatest amount of time among the
rest, spending 7-10 hours to do their remote education.

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Figure B.2: Technological Devices Used by the Respondents to Acquire Digital Copies
of Self-Learning Modules (SLMs)
As shown, Figure B.2 reveals the technological device/s that the respondents
use in securing digital copies of the self-learning modules from their educators. As
evident in the figure, a total of 98.5% of the respondents, in which is almost all of the
responding students, use their smartphones in acquiring soft copies of the modules.
Only 1.5% of the students use other technological devices such as tablet and laptop.
Digital or soft copies of Self-Learning Modules are of great use in cases such as:
(1) when students are having difficulties in getting hard copies of the modules due to
difficulty on transportation, (2) when teachers are having quite a hard time distributing
the modules, (3) when printing devices used by the teachers are defective, and (4)
when either or both of the learners and educators experience financial problems.
Soft copies of the modules help not only the students but also the educators to
spend less and instead save money, time, and effort.

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Figure B.3: Aid Given by Ragay National Agricultural and Fisheries School (RNAFS)
and its Teachers to their Students
Figure B.3.1: Aid Given by Ragay National Agricultural and Fisheries School (RNAFS)
Teachers to their Students
Figure B.3.2: Aid Given by Ragay National Agricultural and Fisheries School (RNAFS)
to its Students

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Figure B.3 shows the rating of the students to the assistance or aid given by the
school and its teachers to their students. As shown, the greatest percentage, which is a
total of 43.3% of the respondents, revealed that the assistance and aid given by Ragay
National Agricultural and Fisheries School and its teachers to the learners is in average
level.
According to Mark Anthony Llego (2021), it is the teachers’ duty to monitor the
progress of the learners even in distance education. The learners may ask assistance
from the teacher via e-mail, telephone, text message/instant messaging, etc. Where
possible, the teacher shall do home visits to learners needing remediation or
assistance.
Meanwhile, 24% to 34% of the responding students revealed that the assistance
given by both the school and teachers is above average. Whereas 16% to 21% of the
respondent admitted that the aid given to them is in excellent level. The remaining 2%
to 10% said that they were given poor to below average help by the school and the
teachers.
Figure B.4: Comfort of Modular Distance Learning

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In Figure B.4 shown is the enjoyment of modular distance education to the

respondents. During these trying times, it is important to look for even a glimpse of
hope, as well as cherish each of it as all people go through the process of striving. As
revealed, half of the respondents, garnering a total of 56.7%, perceive remote
learning as an enjoyable education that needs only a few changes. In addition, 11.9% of
the learners see modular distance education as an absolutely enjoyable education even
without changes. However, 25.4% of the students, which is the second highest
percentage next to 56.7%, disagreed and emphasized the challenges of remote
learning. In addition to this is the remaining 6% student-respondents who strongly
disagree and see modular distance education as an unenjoyable kind of learning.
Figure B.5: Satisfaction of Respondents to (Modular) Distance Learning Approach
As illustrated, Figure B.5 shows the satisfaction of students to the current set-up of
learning implemented in Ragay National Agricultural and Fisheries School. As revealed,
half of the number of respondents, which is 53.7% in total, are averagely satisfied with
modular distance learning, 23.9% of the respondents are more than averagely satisfied
with it, and 10.4% are extremely satisfied with modular distance education. However,
the remaining 12% (sum of 4.5% and 7.5%) asserted that they are not satisfied with
remote learning at all.

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C. Challenges of Modular Distance Learning Encountered by the Respondents
Figure C.1: Personal Challenges Encountered by the Respondents
Figure C.1 shows all the responses of the respondents in regards to the personal
challenges that the students have encountered as they continue learning remotely. The
figure reveals that the major challenge encountered personally by half of the responding
learners, with the total of 56.7%, is the inability to manage time.
According to Indeed Editorial Team (2021): Time management problems are the
challenges individuals encounter when trying to maximize their effectiveness in their
career and personal life. Many people commonly feel as if the time available for certain
personal and professional tasks is somewhat limited or that the demands on that time
exceed what is available. They may also experience a wide array of perceived
obstacles to effective use of that limited time.

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It is also shown in Figure C.1 that the second most challenging obstacle
encountered by the students personally is negative stress. 47.8% of the respondents
admitted that they experience negative stress as they try to learn remotely. Third in line,
40.3% of the learners has poor concentration, making it difficult for these students to
cope and progress. Fourthly, a total of 35.8% of the respondents come up against
mental health issues. Briefly, the remaining data, from highest to lowest, fifth above,
illustrated in Figure C.1 is as follows:
a. Fear of failure, gathering a total of 29.9%

b. Lack of self-discipline and lack of motivation, gathering a total of 26.9%
c. Poor writing skills, gathering a total of 25.4%
d. Procrastination and poor study habits, gathering a total of 23.9%
e. Physical health issues, gathering a total of 17.9%
f. Disorganization and inconsistency, gathering a total of 14.9% responses
g. Godly, gathering a total of 1.5% responses; and
h. None at all, gathering another total of 1.5% responses
Figure C.2: Environmental Challenges Encountered by the Respondents

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Shown in Figure C.2 are the environmental challenges experienced by the

learners as they pursue and continue in modular distance learning. As revealed in the
graph, 82.1%, which is the majority of the student-respondents, encounter internet
connection problems.
According to the study of Dana Gierdowski (2021) entitled “Student Experiences

with Connectivity and Technology in the Pandemic”, students experience internet
connection problems due to four (4) causes: (1) unstable housing situations, (2) limited
options away from home for an internet connection, (3) some devices can not handle
the demands of remote learning, and (4) most students prefer to troubleshoot device
issues themselves instead of tapping their institution's technology support services for
assistance.
Apart from connectivity issues, students also come up against household chores.
The pandemic forced people to stay indoors, which is why people now spend all of their
time inside their homes. 49.3% of the respondents revealed that household chores are
also an environmental challenge. Noisy environment, too, hinders students to study
effectively – a total of 46.3% of the respondents guaranteed this data, while 43.3% of
the respondents lack technological device/s that they need in order to not only acquire
digital copies of self-learning modules but also to gather information from the internet.
Briefly, the remaining data in Figure C.2, from highest to lowest, is as follows:
a. Financial problems, gathering a total of 32.8%

b. Family problems and no proper place to study, gathering a total of 22.4%
c. Lack of school equipment, gathering a total of 19.4%
d. Unsupportive relatives, gathering a total of 10.4%
e. Relationship problems, gathering a total of 1.5%; and
f. None at all, gathering another total of 1.5%

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Figure C.3: Learning Flexibility Challenges Encountered by the Respondents
Figure C.3 reveals the challenges encountered by the learners in terms of their
learning flexibility. The graph illustrates that almost half of the learners, exactly 46.3%
as shown in the graph, are having difficulties in coping with the new normal education.
Modular Distance Learning is currently used by all public schools because

according to a survey conducted by the Department of Education (DepEd), learning
through printed and digital modules emerged as the most preferred distance learning
method of parents with children who are enrolled last academic year 2020-2021
(Bernardo, 2020). This is also in consideration of the learners in rural areas where
internet is not accessible for online learning – including the Bicol region.
The figure also reveals that learners come up against difficulties in comprehension
and problem-solving. With the same percentage, 29.9% of the respondents admitted
that they are having challenging times in understanding the course material as well as
solving mathematical and non-mathematical problems.

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A study regarding level of reading comprehension of the students conducted by

Mica Elaine M Bilbao et al. (2016) reveals that there are still students who are below the
proficiency level of reading comprehension despite the reading instructions and
strategies provided by the teachers for the improvement of students’ reading
comprehension. Reading comprehension is one of the competencies that every student
has to develop, as well as problem-solving skills.
According to Marlborough (2020), problem-solving skills boost reflective, critical

thinking. It is an important skill in every child development for it boosts confident,
enabling children and youngsters to grow into confident, capable adults. Being able to
know and come up with quick solutions and resolves to any problem, academic or non-
academica, is necessary for children.
The remaining data in Figure C.3 is as follows:
a. Unable to learn by themselves (20.9%). Students find it hard learning all by

themselves due to several factors, including personal, environmental, and due
to the fact that the new learning scheme is far different from the traditional.
b. Difficulty in grasping course material (13.4%). Although some learners indeed
can do self-learn, grasping the course material is a different thing. Guidance
from teachers and More Knowledgeable Others (MKOs) is necessary for these
students to progress.
c. Difficulty in reading (4.5%). Reading is one of the important skills that every
learner must develop. Being unable to read is a serious gap to students
particularly to the current set-up of education in Ragay National Agricultural
and Fisheries School.
d. Cheating habit (4.5%). Students who tend to cheat in exams or in any
academic-related matter are the students who need proper assistance and
adequate education most of the time.
e. None (4.5%). Some students do not encounter problems in learning at all.

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D. Coping Mechanisms of the Respondents in Dealing with the Challenges of Modular

Distance Learning
Table D.1: Coping Mechanisms Developed by the Respondents in Dealing with

Personal Challenges in Modular Distance Learning
Factor Strategies Developed by the Respondents
Personal “Avoid using gadgets.”
“I always try my best when it comes to my modules. Even though I'm
quite busy, I always make time on answering it. I put myself on it.”
“Scheduling myself, where I will make my own deadline for our school
works. So, the pressure will urge me to finish all my tasks. However, in
this case, I didn't neglect to give time for myself. Where I could rest
and do what I wanted to do, so I could enjoy myself, despite our
current situation.”
“I always think positive, like I always tell to myself that all problems
have a solution and I can be overcome it.”
“I try not to compare myself on others so I'm going to lose my fear to
overcome challenges. Believe on what I can do.”
“Never pressure yourself, be kind to yourself and relax your mind
sometimes.”
“I motivate myself and make sure I will do it.”
“Surround yourself with positive people and environment.”
“Organizing the schedule for modular class, time management and
taking break on answering module when feeling frustrated and
sleeping early.”
“Eat properly.”
“My personal coping mechanism whenever I have a problem, or I'm
within a difficult situation, where there are a lot of challenges that I
need to surpass, all I want to do is pray. I always ask for His guidance,
and enlightenment.”

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Shown in Table D.1 are selected responses given by the student-respondents who
answered the google forms. As revealed, students who encounter personal challenges
as they continue with modular distance learning develop coping mechanisms and
strategies in order to adapt to the new normal education.
Personal problems experienced by people, especially students, should be kept

under control in order to increase the chances of achieving career and personal
success. Students developing coping strategies amidst hardship and self-battles
emphasize their will, eagerness, and enthusiasm to learn. Mental, physical, and other
personal issues should be addressed properly to enable the capabilities and maximize
the full potential of the students.
Table D.2: Coping Mechanisms Developed by the Respondents in Dealing with

Environmental Challenges in Modular Distance Learning
Environmental “Since I don't have much time during daytime, I usually answer my
modules at night. 12 am to 4 am is the time when the internet
smoothly works. Also, at that specific time, my surrounding is quiet
and we don't have household chores that we must fulfill compared
when daylight. ”
“I patiently wait until I have an internet connection.”
“I'm finding places inside our house that has strong internet
connectivity so I can answer my modules well.”
“Time management and set your priorities first.”
“Bihira na ako lumalabas since focused na sa module.”
“Waking up early in the morning to finish first the responsibilities at
home. Patience and keeping money for important matters only.”
“Being resourceful.”
“Having perseverance on doing online activities.”

2
Table D.2 shows the best answers collected by the researchers from the students
who shared their experience and knowledge through answering the survey. As
revealed, the learners are able to create strategies to deal with plenty of environmental
issues.
Environmental challenges in education emerged when the pandemic happened.

This explains why students are having an even more difficult experience in learning set-
up, and they are exposed to a wide range of potentially stressful situations which could
negatively affect their academic achievement. However, as revealed in Table D.2, the
learners took immediate actions to deal with these stressful environmental issues, which
increases the chances of obtaining their goals in life and education due to their diligence
and shown resiliency.
Table D.3: Strategies Developed by the Respondents to Improve their Learning

Flexibility
Learning “I do everything to understand the course material”
Flexibility “Read more.”
“I ask someone to explain to me so that I can understand it better.”
“I try to improve more by past learning experience.”
“Being optimistic even though your surroundings are pessimistic. This is
my talent, where it helps me be motivated and productive because it
doesn't allow me to all negativity that will affect my life.”
“I ask my teacher what to do with the tasks.”
“My coping mechanism is I'll just do my own thing while trying my best to
comply all the requirements that we need to submit.”
“Additional reading from different websites is a big help for ideas and
understanding.”
“Learning not to cheat by practicing honesty and slowly getting used in
normal.”

2
In Table D.3 are the selected and best data/answers gathered by the researchers
from the overall responses in the survey. The table illustrates several strategies
developed by the respondents in order to improve their learning flexibility and therefore
be able to more effectively adapt to the current learning approach implemented in their
school.
Each student has his or her own way of adjusting to the demands of the new
learning approach/modalities proposed by the Department of Education. Students may
either can or can not learn by themselves. The responses in Table D.3 guaranteed this
conclusion. As revealed from the responses, students of Ragay National Agricultural
and Fisheries School create certain practices, habits, and routines to improve their
learning flexibility and progress.
E. Effectiveness of Modular Distance Learning to the Respondents
Figure E: Effectiveness of Modular Distance Learning to the Responding Students

2
Figure C illustrates the effectiveness of Modular Distance Education to the

responding students based on their lived experience. As what is illustrated, more than
half of the number of student-respondents, which is 64.2% of the respondents in
percentage, state that modular distance education is averagely effective. The results
clearly indicate that Modular Distance Education is neither unsatisfactory and
satisfactory.
According to Bonz Magsambol (2021) in his article, 86.7% of students under

modular distance learning said they “learned less” under the alternative modes of
learning compared with the traditional face-to-face setup, and only 5.7% “learned more”.
This is based from an online survey conducted by Movement for Safe, Equitable,
Quality and Relevant Education (SEQuRE) last June 25 to July 12, 2021, in line with the
ending of school year 2020-2021.
This finding presents the lived and overall experience of the graduating class of
RNAFS (Grade 12) to the set-up of learning implemented in the mentioned school,
which is the Modular Distance Learning, during the first semester of the academic year
2021-2022.

2
CHAPTER V: Summary, Conclusion, and Recommendation
This chapter presents the summary of findings, conclusions, and

recommendations that were derived from the analysis and interpretation of the data
collected by the researchers.
SUMMARY
As raised in the statement of the problem, the following findings were given as
answers:
1. In terms of effectiveness of modular distance learning to the learning

development of students of Ragay National Agricultural and Fisheries School,
based on the experience of the Grade 12 respondents of the mentioned
school, modular distance education as moderately effective learning approach.
The final result of the survey conducted by the researchers revealed a total of
64.2%, in which is more than half of the student-respondents selected by the
researchers, gave this data.
2. In terms of challenges/ barriers encountered by the students of Ragay

National Agricultural and Fisheries School, based on the experience of the
Grade 12 respondents of the stated school, students indeed encounter several
problems as they learn inside the comfort of their homes. The data gathered
from the survey is as follows:
a. Personal – the major personal issue encountered by the student-

respondents is the inability to manage time, taking the highest
percentage in the data collected by the researchers, which is 56.7%.

2
b. Environmental – majority of the student-respondents, approximately

82.1% in percentage based from the accumulated responses, are
struggling with unstable internet connection.
c. Learning Flexibility – whereas almost half of the student-respondents

of the research locale, which is exactly 46.3% in percentage, are
having difficulties with coping up with the new normal education.
3. In terms of coping mechanisms/ strategies, the following are habits,

practices, and routines developed by the students of Ragay National
Agricultural and Fisheries School to overcome the challenges of modular
distance learning:
a. Personal – students developed practices as coping mechanisms to

several personal challenges they encounter as they learn from home.
The best coping strategy proposed by the students is self-motivation,
next to this is self-discipline and putting off academic pressure.
b. Environmental - students developed practices as coping mechanisms

to several environmental issues they encounter as they learn
remotely. The best coping strategy created by the students is doing
their academic tasks or school works at night, whenas household
chores and noisy environment are not a hindrance, and also whenas
the internet connectivity works most efficiently.
c. Learning Flexibility – the students come up with routines and

practices as coping strategies to improve their learning flexibility and
therefore learn more effectively. The best coping strategy developed
by the students is asking for assistance and guidance from either the
teachers or More Knowledgeable Others or MKOs.

2
CONCLUSION
Based on the findings of this study, the researchers came up with the following
conclusions:
1. In terms of the effectivity of the learning approach to the respondents, the

results clearly indicate that Modular Distance Education is neither
unsatisfactory and satisfactory. The students shall be guided and assisted for
them to be able to “learn more” and therefore progress.
2. In terms of challenges and barriers experienced by the respondents, the results

transparently indicate that Modular Distance Education is indeed a challenging
learning approach to that affects the personal, environmental, and learning
flexibility of the students.
3. In terms of coping mechanisms and strategies formulated by the respondents,

the results clearly show that the learners take immediate actions to deal with
stressful challenges and issues they experience with Modular Distance
Education, which increases the chances of attaining their objectives in life – all
of which due to their diligence and shown resiliency.

2
RECOMMENDATION
Based on the findings and conclusions, the researchers propose the following
recommendations:
1. While the students describe Modular Distance Education as moderately

effective learning approach, it is suggested that teachers and More
Knowledgeable Others (MKOs) should monitor the progress of the students, as
well as to come up with resolves for the learners to learn well.
2. While the students revealed that they struggle with different issues and
challenges as they try to learn remotely, it is suggested that educators as well
as the More Knowledgeable Others give them the guidance and assistance
that they seek.
3. Along with the findings and conclusions drawn from this study, it is highly
recommended that another study be conducted regarding distance education
to further explore the topic.

2
REFERENCES
• Shmoop, Quotes, “Education is the most powerful weapon we can use to change the
world and Mindset Network is a powerful part of that world-changing arsenal”,
https://www.shmoop.com/quotes/education-most-powerful-weapon.html
• Department of Health, COVID-19 FAQS (2021), https://doh.gov.ph/COVID-19/FAQs
• ACCRALAW, Lexology, The New Normal in Basic Education,

https://www.lexology.com/library/detail.aspx?g=f4c146a9-7ef0-4bc1-8d6d-e6516a4a14ff
• Bernardo, J., ABS-CBN News, Modular learning most preferred by parents: DepEd
(2020), https://news.abs-cbn.com/news/07/30/20/modular-learning-most-preferred-by-
parents-deped
• Malaya, B., What A Life, Modular Distance Learning: Here’s what you need to know
(2020), https://www.whatalife.ph/modular-distance-learning-heres-what-you-need-to-
know/
• Manlangit, P. et al., Flip Science, Nanay, Handa Na Ba Kayong Maging

Tagapagdaloy? Supercharging Filipino Parents is Key for Successful Modular Distance
Learning (2020), https://www.flipscience.ph/news/features-news/tagapagdaloy-modular-
distance-learning/
• Alipe, C., Quora, What is a teenager’s school routine in the Philippines? (2017),
https://www.quora.com/What-is-a-teenager%E2%80%99s-school-routine-in-the-
Philippines
• McLeod S., Simply Psychology, Vygotsky's Sociocultural Theory (2020),

https://www.simplypsychology.org/vygotsky.html
• G. D. Anzaldo (Volume 2, Issue 3, p. 263-265, 2021) Modular Distance Learning in the

New Normal Education Amidst Covid-19. Retrieved from www.ijscia.com

2
• Dangle Y. R. P. & Sumaoang J. D., (2020), The Implementation of Modular Distance

Learning in the Philippine Secondary Public Schools. Retrieved from www.icate.org
• Barcenas, J. M. A. & Bibon, M. B., Ph. D., (2020), Research Gate, Coping Mechanism
of Island School Students on the Problems Encountered in Modular Distance Learning,
https://www.researchgate.net/publication/353862549_Coping_Mechanism_of_Island_S
chool_Students_on_the_Problems_Encountered_in_Modular_Distance_Learning
• Llego, M. A., Teacher PH, DepEd Learning Delivery Modalities for School Year 2021-
2022 (2021), https://www.teacherph.com/deped-learning-delivery-modalities/
• Indeed Editorial Team (2021), Indeed, 12 Time Management Problems (and How To
Fix Them), https://www.indeed.com/career-advice/career-development/time-
management-problems
• Gierdowski, D. C. (2021), EDUCAUSE, Student Experiences with Connectivity and

Technology in the Pandemic,
https://www.educause.edu/ecar/research-publications/2021/student-experiences-with-
connectivity-and-technology-in-the-pandemic/introduction-and-key-findings
• Bilbao, M. E. M. (2016), Journals, Level of Reading Comprehension of the Education

Students, https://ejournals.ph/article.php?id=13762
• Marlborough (2020), Why is Problem Solving Important in Child Development?,

https://www.marlborough.org/news/~board/health-and-wellness/post/why-is-problem-
solving-important-in-child-development
• Magsambol, B. (2021), Rappler, Distance learning in the Philippines: A year of hits and
misses, https://www.rappler.com/newsbreak/in-depth/distance-learning-philippines-
assessment-2020-2021/

2
APPENDIX A: Questionnaire
Modular distance learning is indeed a challenging learning approach not only to us,
students, but also to our parents and educators. In line with this, we, a group of young
researchers in Ragay National Agricultural and Fisheries School would like to conduct a
survey pertaining to the lived and overall experience of the graduating class (Grade 12)
of RNAFS to the current set-up of learning implemented in the mentioned school during
the first semester of the academic year 2021-2022.
Your participation in this survey will be of great help and contribution to the successful
establishment of our research paper. Nonetheless, rest assured all of your responses
are kept with confidentiality.
Sincerely,
BASCO, Trishia Marie C.

BONDAD, Janet R.
CORTEZ, Alpiah R.
GREMIO, Irish Najin D.
MARTELINO, Jella Mae E.
NAPOLES, Jolina N.
RICO, Maria Paola
SIMEON, Angel Bert D.
VILLEGAS, Ailene A.
The Researchers
PERSONAL INFORMATION
1. Name (Last Name, First Name, Middle Name)

2. Section
3. Age
4. Barangay

2
EFFECTIVITY OF MODULAR DISTANCE LEARNING
1. How much time do you spend each day on an average on modular distance
education?
a. 1-3 hours
b. 3-5 hours
c. 5-7 hours
d. 7-10 hours
e. 10+ hours
2. What device do you use when acquiring digital copies of self-learning modules
(SLMs)?
• Laptop
• Desktop
• Tablet
• Smartphone
• Others
3. How helpful are your teachers when you’re reaching out for them?
• Not helpful at all
• Slightly helpful
• Moderately helpful
• Very helpful
• Extremely helpful
4. How helpful does Ragay National Agricultural and Fisheries School has been in
offering you the resources to learn from home?
• Not at all helpful
• Slightly helpful
• Moderately helpful
• Very helpful
• Extremely helpful
5. Do you enjoy learning remotely?

• Yes, absolutely
• Yes, but I would like to change a few things
• No, there are quite a few challenges
• No, not at all

2
6. How do you feel (satisfaction) overall about distance education?

• Poor
• Below Average
• Average
• Good
• Excellent
7. Considering your lived experience in modular distance learning, how effective has
remote learning been for you?
• Not at all effective
• Slightly effective
• Moderately effective
• Very effective
• Extremely effective
CHALLENGES OF MODULAR DISTANCE LEARNING
8. In your experience, what are the challenges and obstacles have you encountered (or
is still facing) as you proceed in modular distance learning? Kindly check all that apply.
A. Personal
• Lack of Self-Discipline
• Procrastination
• Mental Health Issues
• Physical Health Issues
• Stress
• Unable to Manage Time
• Disorganization
• Lack of Motivation
• Poor Study Habits
• Poor Concentration
• Inconsistency
• Poor Writing Skills
• Fear of Failure
• Others (Specify)

2
B. Environmental
• Financial Problem
• Lack of School Equipment
• Lack of Technological Device/s
• Noisy Environment
• Unsupportive Relatives
• No Proper Place to Study
• Family Problem
• Internet Connection Problems
• Household Chores
C. Learning Development
• Unable to learn by themselves
• Difficulty in reading
• Difficulty in comprehension
• Unable to solve problems
• Difficulty grasping course material
• Difficulty in coping to the new normal education
• Cheating Habit
COPING MECHANISMS DEVELOPED TO DEAL WITH THE CHALLENGES OF

MODULAR DISTANCE LEARNING
9. In your lived experience, what are the coping strategies and mechanism have you
developed in order to deal with the challenges/ obstacles that you went through (or is
still going through)? Kindly enumerate.
A. Personal
•
B. Environment
•
C. Learning Development
•
Link to Google Form:

https://docs.google.com/forms/d/1HlMFFBnrXPqpMVSz3RZKr6TTdmigWmRKmsNvjTP
Hcg/edit?usp=drivesdk

2
APPENDIX B: Documentation

2

2
APPENDIX C: Curriculum Vitae
BASCO,
TRISHIA MARIE
CASTILLET
PROFILE PERSONAL INFORMATION

I am a Senior High School student AGE: 17
who is passionate. I love reading BIRTH DATE: June 22, 2004
Wattpad books. I am also the type HEIGHT: 4’3
of person who would refuse to see WEIGHT: 50 kg
the negatives in life. CITIZENSHIP: Filipino
CIVIL STATUS: Single
CONTACT RELIGION: Roman Catholic
PHONE: LANGUAGE: Tagalog/Bicol
09512200885 PARENTS: Monina M. Castillet, Michael D. Basco
HOBBIES EDUCATION
• Singing Liboro Elementary School
• Dancing 2010 - 2016
• Baking
• Decorating Ragay National Agricultural and Fisheries School
• Playing Badminton 2016 - Present
SKILLS
• Basic Cooking Skills
• Money-Management Skills
• Personal Health Care Knowledge
• Good Social Skills
• Pleasing Manner

2
BONDAD,
JANET RIONDA

I am a Senior High School Student AGE: 18
at Ragay National Agricultural and BIRTH DATE: December 29, 2002
Fisheries School (RNAFS). HEIGHT: 4’10
Taking General Academic Strand WEIGHT: 36 kg
(GAS). I am also a resident in CITIZENSHIP: Filipino
Barangay F. Simeon, Ragay, CIVIL STATUS: Single
Camarines Sur. RELIGION: Roman Catholic
LANGUAGE: Tagalog/English
CONTACT PARENTS: Nenita Bondad, Jerardo Bondad
PHONE:
09093650577 EDUCATION
Pugod Elementary School
EMAIL: 2015 – 2016
janetbondad02@gmail.com With Academic Award
HOBBIES Ragay National Agricultural and Fisheries School

• Singing 2021 – Present
• Dancing With Academic Award
• Cooking
• Baking SKILLS
• Good Communication Skills
• Time-Management Skills

2
CORTEZ,
ALPIAH RIONDA

I am Alpiah Rionda Cortez. A 19 AGE: 19
year-old Grade 12 Senior High BIRTH DATE: November 12, 2002
School student in Ragay National HEIGHT: 5’4
Agricultural and Fisheries School. WEIGHT: 63 kg
I am also a resident in Barangay F. CITIZENSHIP: Filipino
Simeon, Ragay, Camarines Sur. CIVIL STATUS: Single
RELIGION: Roman Catholic
CONTACT LANGUAGE: Tagalog
PHONE: PARENTS: Patricia Cortez, Albert Cortez
09615974366
EDUCATION
EMAIL: Pugod Elementary School
alpiahcortez@gmail.com 2010 - 2016

• Watching 2016 - Present
• Playing Volleyball
• Cooking SKILLS
• Swimming • N/A

2
GREMIO,
IRISH NAJIN
DELOS SANTOS

I am 18 years old and a resident of AGE: 18
Binahan Proper Ragay, Cam. Sur. BIRTH DATE: October 27, 2003
I am kind, simple, and an HEIGHT: 5’0
easygoing person who enjoy WEIGHT: 40 kg
telling jokes. I enjoy listening and CITIZENSHIP: Filipino
watching horror stories and films. CIVIL STATUS: Single
I like oceans and this is where I RELIGION: Roman Catholic
spend most of my vacation. To LANGUAGE: English/Tagalog
visit some of the most popular PARENTS: Marites D. Gremio, Erwin F. Gremio
beaches in the Philippines is what
I wanted to do at some future time. EDUCATION
I may not be showy with my Ragay National Agricultural and Fisheries School
desires, but I have goals that 2019-2020
remains me firmly standing in life. With Honors with general average of 94%
CONTACT Ragay National Agricultural and Fisheries School

PHONE: 2020 - Present
09503362864 With High Honors with general average of 95%
EMAIL: SKILLS
irishnajingremio4@gmail.com • Memorization
• Dancing
HOBBIES • Swimming
• Singing • Baton Twirling
• Listening to music
• Driving
• Photography

2
MARTELINO,
JELLA MAE
ESTRIMERA

2

I am a positive person. There are AGE: 20
many things I like to do, to see, BIRTH DATE: August 9, 2001
and to experience. I like reading HEIGHT: 5’3
poems, watching k-drama, WEIGHT: 41 kg
thinking about life, and dreaming. CITIZENSHIP: Filipino
I like seeing the sunrise every CIVIL STATUS: Single
morning, I like seeing the RELIGION: Roman Catholic
moonlight every night, I like LANGUAGE: Tagalog/Bicol
feeling the rhythm of music, and I PARENTS: Jaime B. Martelino, Ludivica E. Martelino
like the scent of seaside. I like
looking at the clouds above the EDUCATION
sky with a blank mind, I like doing Union Elementary School
thought experiment every almost 2014 - 2016
sleepless night. I like getting up
late, I like being alone, but I like Ragay National Agricultural and Fisheries School
people as well. All in all, I am a 2016 - Present
simple person who smile a lot.
SKILLS
CONTACT • Dancing
PHONE: • Critical Thinking
0919 9625260
EMAIL:
jellamaemartelino5@gmail.com
HOBBIES
• Watching K-Drama
• Reading Poems

2
NAPOLES,
JOLINA NOLEAL

N/A AGE: 18
BIRTH DATE: January 26, 2003
CONTACT HEIGHT: 5’2
PHONE: WEIGHT: 47 kg
09318813212 CITIZENSHIP: Filipino
CIVIL STATUS: Single
HOBBIES RELIGION: Christian
• Singing LANGUAGE: Tagalog
PARENTS: Dominador Napoles, Salvacion Noleal
EDUCATION
Ragay National Agricultural and Fisheries School
2016 - Present
SKILLS
• Sporty

2
RICO,
MARIA PAOLA

N/A AGE: 19
BIRTH DATE: November 23, 2002
HEIGHT: 5’5
CONTACT WEIGHT: N/A
PHONE: CITIZENSHIP: Filipino
09516565654 CIVIL STATUS: Single
RELIGION: Protestant
LANGUAGE: Tagalog
HOBBIES PARENTS: Isagani Ronquillo Jr., Jheramie P. Rico
• Reading
EDUCATION
Ragay National Agricultural and Fisheries School
2016 - Present
SKILLS
• N/A

2
SIMEON,
ANGEL BERT
DELOS SANTOS
I am a Senior High School student AGE: 18
in Ragay National Agricultural BIRTH DATE: August 20, 2003
and Fisheries School. I am HEIGHT: 5’4
currently taking the General WEIGHT: 49 kg
Academic Strand (GAS). I am a CITIZENSHIP: Filipino
resident in Barangay F. Simeon, CIVIL STATUS: Single
Ragay, Camarines Sur. RELIGION: Roman Catholic
LANGUAGE: Tagalog/English
CONTACT PARENTS: Roberto Simeon, Angelita Simeon
PHONE:
09098159053 EDUCATION
Pugod Elementary School
EMAIL: 2015 – 2016
angelbertsimeon@gmail.com With Academic Award

• Listening to Music 2021 – Present
• Watching K-Drama With Academic Award
• Watching Anime
• Reading Comics SKILLS
• Reading Mangas • Good Communication Skills
• Computer Literate
• Good at Time-Management

2
VILLEGAS,
AILENE
APELACION
I am Ailene. I am a simple woman AGE: 17
who has big dreams in life (a BIRTH DATE: April 19, 2004
simple and strong woman). I want HEIGHT: 5’2
to be a successful businesswoman WEIGHT: 44 kg
someday. With the help of God CITIZENSHIP: Filipino
and my family, I know I can CIVIL STATUS: Single
achieve my dreams and goals in RELIGION: Roman Catholic
life. LANGUAGE: Tagalog/Bicol
PARENTS: Allan S. Villegas, Lolita A. Villegas
CONTACT
PHONE: EDUCATION
09098086632 Liboro Elementary School
2010 - 2016
EMAIL:
ailenevillegas0@gmail.com Ragay National Agricultural and Fisheries School
2016 - Present
HOBBIES
• Eating SKILLS
• Dancing • Communication Skills
• Singing • Marketing Skills
• Watching Movies • Patient
• Doing Household Chores • Teamwork
• Cooking • Active Listener


CHAPTER I: The Problem: Ragay National Agricultural and Fisheries Liboro, Ragay, Camarines Sur

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CHAPTER I: The Problem: Ragay National Agricultural and Fisheries Liboro, Ragay, Camarines Sur

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CHAPTER I: The Problem

The novel coronavirus, named COVID-19, is an infectious disease caused by

Ragay National Agricultural and Fisheries

According to Jaehwa Bernardo (2020), the survey conducted by the Department of

The researchers find it interesting to conduct a research study regarding the

Ragay National Agricultural and Fisheries

STATEMENT OF THE PROBLEM

1. How effective is the learning approach implemented in Ragay National Agricultural

SCOPE AND DELIMITATION

Ragay National Agricultural and Fisheries

SIGNIFICANCE OF THE STUDY

Ragay National Agricultural and Fisheries

CHAPTER II: Review of Related Literature and Studies

A. Modular Distance Learning

Modular Distance Learning is where learners use self-learning modules (SLMs)

Ragay National Agricultural and Fisheries

B. Challenges of Modular Distance Learning

According to Pierce Manlangit, Alyssa Melody Paglumotan, and Shane Carmie

Ragay National Agricultural and Fisheries

Ragay National Agricultural and Fisheries

Another study case in the University of Cordilleras conducted by Ysthr Rave Pe

Ragay National Agricultural and Fisheries

CHAPTER III: Research Design and Methodology

POPULATION OF THE STUDY

Ragay National Agricultural and Fisheries

The researchers utilized a self-constructed survey-questionnaire as main source of

The survey-questionnaire consists both the close-ended and open-ended

Ragay National Agricultural and Fisheries

The researchers themselves had each of the corresponding respondent’s form

STATISTICAL TREATMENT OF DATA

The researchers have also used the Likert Scale,

Ragay National Agricultural and Fisheries

Ragay National Agricultural and Fisheries

Chapter IV: Presentation of Data and Analysis

This chapter provides a comprehensive presentation, analysis, and interpretation

RESULTS AND DISCUSSION

Figure A.1: Section of the Respondents

Ragay National Agricultural and Fisheries

Figure A.2: Age of the Respondents

Figure A.3: Locale of the Respondents

Ragay National Agricultural and Fisheries

B. Modular Distance Learning Experience of the Respondents

Ragay National Agricultural and Fisheries

Ragay National Agricultural and Fisheries

Ragay National Agricultural and Fisheries

Figure B.4: Comfort of Modular Distance Learning

Ragay National Agricultural and Fisheries

In Figure B.4 shown is the enjoyment of modular distance education to the

Figure B.5: Satisfaction of Respondents to (Modular) Distance Learning Approach

Ragay National Agricultural and Fisheries

C. Challenges of Modular Distance Learning Encountered by the Respondents

Figure C.1: Personal Challenges Encountered by the Respondents

Ragay National Agricultural and Fisheries

a. Fear of failure, gathering a total of 29.9%

Figure C.2: Environmental Challenges Encountered by the Respondents

Ragay National Agricultural and Fisheries

Shown in Figure C.2 are the environmental challenges experienced by the

According to the study of Dana Gierdowski (2021) entitled “Student Experiences

a. Financial problems, gathering a total of 32.8%

Ragay National Agricultural and Fisheries

Figure C.3: Learning Flexibility Challenges Encountered by the Respondents

Modular Distance Learning is currently used by all public schools because