A COMPARISON: MODULAR LEARNING OF GRADE 11 STUDENTS WITH

TECHNOLOGY VS. WITHOUT TECHNOLOGY IN ILIGAN COMPUTER

INSTITUTE"

TITLE

A RESEARCH PAPER

Presented to
The Faculty of
Iligan Computer Institute
Iligan City

In Partial Fulfillment
Of the Requirements for the Subject
Practical Research 2

JOHN LEO SANCHEZ FLORES

JUN MAR PACATANG MALINAO
ZOE JOSH PANTAOSAS JUMAWAN

FEBUARARY 2022
1.1 Background of the Study

The use of technology promotes the development and improves communication. It is a

machine that aids in transmitting and acquiring ideas via chat, texting, posting on social media,
or researching on various websites. Each year across the world, mostly in developing countries
where big technology companies produce affordable smartphones and other high-tech devices or
gadgets like tablets, computers, and laptops, as when the design and quality of a product
improve, some people keep buying it to own an upgraded one, according to the Pew Research
Center 2019. Some people keep following the trends as things like this serve as social standards
now.

Though it has significant advantages for people in this new era where machines make their
lives easier, it also has adverse effects for those who abuse it, as they spend more time using their
gadgets (Mohammed, 2019). Like some people, especially students who are more exposed to
different kinds of technology, the parents of these young children are trying their best to buy a
phone for online classes or academic purposes. Instead, they used it to play video games all day,
scrolling through their phones, forgetting to help their parents with household chores due to their
gadget addiction.

The researchers conducted this study to distinguish between living with technology and
living without technology: those students who have different learning experiences in face-to-
face, online, and modular classes. Also, to understand the advantages and disadvantages of
technology in their learning.

1.2 Statement of the Problem

This study aims to differentiate and examine the role of technology in
students' learning.
 1.3 Research Questions
These are the following questions:
 Question 1. Life with technology is more important than life without technology?
Question 2. Do you own more than 1gadgets?
Question 3. Did you spend your time using your gadget more than 4-5 hoursa day?
Question 4. Does technology helps you improve your grades?
Question 5. Does technology helps you easily understand your lesson?
Question 6. Does Technology affect your sleep?

1.4 Scope and Delimitations of the Study

This study compares Grade 11 students' prepared ways of learning with or without
technology in Iligan Computer Institute 2021–2022. The study respondents were 20 randomly
selected Grade 11 students from ICI-Iligan Computer Institute.

The researchers considered working on this study to find out if there was a comparison
of modular learning of grade 11 students with technology vs without technology in the Iligan
Computer Institute. Moreover, to understand the advantages and disadvantages of technology in
students' education.

1.5 Significance of the Study

The Significance of the Study This study, entitled "A Comparison: Modular Learning of
Grade 11 Students with Technology Vs Without Technology in Iligan Computer Institute," will
be beneficial for the following:

Students. The respondents will be aware of the importance and harmful effects of technology on
students' learning. 

Teachers. The study will help the teachers/mentors think of ideas that will give proper guidance
to the students/mentees. 
Parents. The result of the study will help parents understand the impact of technology on their
children's learning.

Future Researchers. In the future, research that will conduct a similar study can use this
research as a reliable and relevant source of information about A Comparison: Modular Learning
of Students with Technology Vs. Without Technology.
The study's findings will serve as reference material and guide future researchers who wish to
conduct the same experimental study or any study related to students learning with technology vs
without technology.

2.3 Conceptual Framework

INPUT
Profile of the
respondents PROCESS OUTPUT
according to: a. Data Collection of Assessing students'
  a. Sex students responses to the
b. Year level Profile and response effect of technology
  c. Technology b. Administering on their learning.
accessibility questionnaire
  d. W/ accessibility
of Technology
 

2.4 Research Hypothesis

"This study is designed to assess the importance, harmful effects, and disadvantages of
students' learning with or without technology, or to know if students should have a life with or
without technology."
2.5 Definition of Terms
Technology. It Refers to methods, systems, and devices resulting from scientific
knowledge being used for practical purposes.

Communication. It refers to transferring information from one place, person or group to

another. 

High-Tech.using the most advanced and developed machines and methods.

Gadgets.It refers to a small device or machine with a particular purpose.

Administering.To control the operation or arrangement of something.

Experimental. It is relating to tests, especially scientific ones.

2.1 Related Literature

MODULAR LEARNING

`According to Lev Vygotsky (2000), Modular learning is a form of

distance learning that uses Self-Learning Modules (SLM) based on the Most
Essential Learning competencies (MELCS). The modules include sections on
motivation and assessment that serve as a complete guide of both teachers’ and
students’ desired competencies. Teachers will monitor the learners’ progress
through home visits. The modular approach situates Filipino students to learn in
the comfort of their homes. Limited contact with teachers will place parents or
guardians as the learners’ model or the “More Knowledgeable Other” (MKO).
Someone has a better understanding or higher ability level than the learner,
concerning a particular task, process, or concept.
According to Lev Vygotsky (2000), Modular learning is a form of
distance learning that uses Self-Learning Modules (SLM) based on the Most
Essential Learning competencies (MELCS). The modules include sections on
motivation and assessment that serve as a complete guide of both teachers’ and
students’ desired competencies. Teachers will monitor the learners’ progress
through home visits. The modular approach situates Filipino students to learn in
the comfort of their homes. Limited contact with teachers will place parents or
guardians as the learners’ model or the “More Knowledgeable Other” (MKO).
Someone has a better understanding or higher ability level than the learner,
concerning a particular task, process, or concept.
According to Lev Vygotsky (2000), Modular learning is a form of
distance learning that uses Self-Learning Modules (SLM) based on the Most
Essential Learning competencies (MELCS). The modules include sections on
motivation and assessment that serve as a complete guide of both teachers’ and
students’ desired competencies. Teachers will monitor the learners’ progress
through home visits. The modular approach situates Filipino students to learn in
the comfort of their homes. Limited contact with teachers will place parents or
guardians as the learners’ model or the “More Knowledgeable Other” (MKO).
Someone has a better understanding or higher ability level than the learner,
concerning a particular task, process, or concept.
According to Lev Vygotsky (2000), Modular learning is a form of
distance learning that uses Self-Learning Modules (SLM) based on the Most
Essential Learning competencies (MELCS). The modules include sections on
motivation and assessment that serve as a complete guide of both teachers’ and
students’ desired competencies. Teachers will monitor the learners’ progress
through home visits. The modular approach situates Filipino students to learn in
the comfort of their homes. Limited contact with teachers will place parents or
guardians as the learners’ model or the “More Knowledgeable Other” (MKO).
Someone has a better understanding or higher ability level than the learner,
concerning a particular task, process, or concept.
According to Lev Vygotsky (2000), Modular learning is a form of
distance learning that uses Self-Learning Modules (SLM) based on the Most
Essential Learning competencies (MELCS). The modules include sections on
motivation and assessment that serve as a complete guide of both teachers’ and
students’ desired competencies. Teachers will monitor the learners’ progress
through home visits. The modular approach situates Filipino students to learn in
the comfort of their homes. Limited contact with teachers will place parents or
guardians as the learners’ model or the “More Knowledgeable Other” (MKO).
Someone has a better understanding or higher ability level than the learner,
concerning a particular task, process, or concept.
According to Lev Vygotsky (2000), Modular learning is a form of
distance learning that uses Self-Learning Modules (SLM) based on the Most
Essential Learning competencies (MELCS). The modules include sections on
motivation and assessment that serve as a complete guide of both teachers’ and
students’ desired competencies. Teachers will monitor the learners’ progress
through home visits. The modular approach situates Filipino students to learn in
the comfort of their homes. Limited contact with teachers will place parents or
guardians as the learners’ model or the “More Knowledgeable Other” (MKO).
Someone has a better understanding or higher ability level than the learner,
concerning a particular task, process, or concept.
According to Lev Vygotsky (2000), Modular learning is a form of
distance learning that uses Self-Learning Modules (SLM) based on the Most
Essential Learning competencies (MELCS). The modules include sections on
motivation and assessment that serve as a complete guide of both teachers’ and
students’ desired competencies. Teachers will monitor the learners’ progress
through home visits. The modular approach situates Filipino students to learn in
the comfort of their homes. Limited contact with teachers will place parents or
guardians as the learners’ model or the “More Knowledgeable Other” (MKO).
Someone has a better understanding or higher ability level than the learner,
concerning a particular task, process, or concept.
According to Lev Vygotsky (2000), Modular learning is a form of
distance learning that uses Self-Learning Modules (SLM) based on the Most
Essential Learning competencies (MELCS). The modules include sections on
motivation and assessment that serve as a complete guide of both teachers’ and
students’ desired competencies. Teachers will monitor the learners’ progress
through home visits. The modular approach situates Filipino students to learn in
the comfort of their homes. Limited contact with teachers will place parents or
guardians as the learners’ model or the “More Knowledgeable Other” (MKO).
Someone has a better understanding or higher ability level than the learner,
concerning a particular task, process, or concept.

According to Lev Vygotsky (2000), Modular learning is a form of distance learning that
uses Self-Learning Modules (SLM) based on the Most Essential Learning competencies
(MELCS). The modules include sections on motivation and assessment that serve as a complete
guide of both teachers’ and students’ desired competencies. Teachers will monitor the learners’
progress through home visits. The modular approach situates Filipino students to learn in the
comfort of their homes. Limited contact with teachers will place parents or guardians as the
learners’ model or the “More Knowledgeable Other” (MKO). Someone has a better
understanding or higher ability level than the learner concerning a particular task, process, or
concept.

Human learning is a social process. Parents are partners of teachers in education. They
are ‘home facilitators,’ the ‘tagapagdaloy‘ means channel, but they will not teach the subject
matter. The teacher has to teach, Dr Lourdes Servito,(2001). A Filipino author cited that a
module is a self-contained and independent instruction unit with a primary focus on a few well-
defined objectives. A handout distributed during the Workshop in the Application of Educational
Technology – DECS-UNESCO referred to it as a set of learning opportunities systematically
organized around a well-defined topic containing the elements of instruction that cover specific
objectives, teaching-learning activities and evaluation using criterion-referenced measures,
Morallo (2000). As Fe C. Nepomuceno (2000) cited, a module can be a short segment
programme interwoven between other forms of instruction to cover limited, specific units rather
than an entire course. Another Filipino author classified modules with programmed instruction,
self-learning kits and correspondence courses, and mastery learning techniques under the self-
pacing method of instruction, Garcia,(2015). Nepomuceno described the modules in the
following statements: It focuses on unique, identifiable skills or set of skills or outcomes other
than skills; It is fairly short of making students use their study time efficiently; It is essentially
self-teaching, even though it may encourage group work; It blends theory and practice, and
combines doing with reading and reflecting; It provides a list of further readings or sources
related to the skill being promoted; It provides suggestions to students for participating in the
design of their projects, explanatory activities, and evaluation criteria; It is reality-oriented in
the sense that it involves the students in a real situation if not possible, tried to use stimulation
technique; and It provides feedback for improvement and redesign. A module can be
advantageous for students and teachers because It provides an opportunity for organizing
numerous sequences of experience to reflect the special interests of the teacher or student; Self-
instructional units allow the teacher to focus on student deficiencies in subject matter that must
be corrected and also serve to eliminate the necessity of covering subject already known to the
student; It provides a way of assessing students‟ progress in learning; It reduces the routine
aspects of instruction learning. The teacher is free to contact the student personally; the
independent nature of self-instructional units facilitates the updating of study materials without
significant revisions. It serves as a model for teachers who wish to develop their materials and
insert their personalities.

WITH TECHNOLOGY LEARNING

In everyday life, Technology became applicable, especially to students who used it as a

tool to do their school work. It is now a new phenomenon in the educational world, but it needs
to be introduced carefully and with consideration. Technology, being laptops or devices, should
be seen as tools and Contemporary Educational Technology, 2016, 7(4), 368-381 372 not
replacements of best practices for teaching in the classroom.

Shapley et al. (2011, p. 299) that Technology also positively impacts students’
technology proficiency and the frequency of their technology-based class activities and small-
group interactions. With more knowledge of student learning and achievement, schools are
looking at making changes and immersing students and teachers with Technology.

CHAPTER 3
RESEARCH DESIGN AND METHODOLOGY

In this chapter section IT 11 student’s group 2 practical researches will present the
research design, respondents of answer and result of survey questionnaire related in this topic.

3.1 Research Design

 This study utilized the survey design in determining the difference of with and without
technology learning of the students in Iligan Computer Institute College. The researcher uses
qualitative to find out the answer of the given questions in this research paper which 20
respondents are selected based on their background and knowledge about the study.

3.2 Sample and Setting

The researchers conducted the study in Iligan Computer Institute College located in Zone
2 Barangay Bugo Cagayan de Oro City. Facebook were used in the distribution of questionnaires
and getting answers for this research purposes.

3.3 Research Instruments

A questionnaire is a research instrument consisting of a series of questions to gather
information from respondents. Questionnaires can be thought of as a kind of written interview.
They can be carried out face to face, by telephone, computer or post.

A survey is a research method used for collecting data from a predefined group of
respondents to gain information and insights into various topics of interest. They can have
multiple purposes, and researchers can conduct them in many ways depending on the
methodology chosen and the study's goal.

3.4 Data Gathering Procedure

Based on the research titled "A COMPARISON: MODULAR LEARNING OF GRADE
11 STUDENT WITH TECHNOLOGY VS WITHOUT TECHNOLOGY IN ILIGAN
COMPUTER INSTITUTE."

The following information provides details on the research only twelve (12) were able to
respond due to the difficulty of the researcher to reach the respondents, and because of the
struggle of virtual interaction, the researchers were able to gather data from the respondents
using these steps

Step 1: Questionnaire

  The researcher came up with Questionnaires to be answered by the respondents which

were the grade eleven (11) information technology students in Iligan computer Institute the
Questionnaires consists of (6) question that are relevant to the current study of these researchers.

Step 2: Gathering of Data

The researchers messy the respondents and handed out the Questionnaires through one
private virtual conversation; then, they gathered the data and was able to find out the respondents
statistically.

3.5 Data Analysis

The researchers used a Likert scale to determine the statistics and the average responses.

Range Agreement
4.21-5.00 Strongly Agree

3.41-4.20 Agree
2.61-3.40 Neutral
1.81-2.60 Disagree

1.00-1.80 Strongly Disagree

REFERENCES

Link:

 https://www.simplypsychology.org/questionnaires.html
 https://www.google.com.ph/search?q=surveys+meaning+in+research&sxsrf=