Revised Research

LA VERDAD CHRISTIAN COLLEGE
Apalit, Pampanga
CHALLENGES AND COPING MECHANISM OF STUDENTS IN MODULAR LEARNING

SYSTEM: A Case Study Research
Submitted by:
RICHER CRUZ LACAP
BSSW Student
Submitted to:
MS. ANABELLE BERCASIO
RSW, MSW
Acknowledgment
Above all, glory and thanks to God almighty for his guidance and love throughout my research
work to complete the papers successfully. Without his grace and mercy this moment could not
become a reality.
I want to express my deep and sincere gratitude to my ever-dearest auntie Rowena Legaspi for
being such a wonderful role model, for giving me an opportunity and providing warmth support
through peaks and valleys. I want her to know how much I appreciate her and all the things she did
for me.
I am extremely grateful to my research instructor Ms. Annabelle Bercasio for her invaluable
guidance, sincerity, and motivation that deeply inspired me to continue and do my best. I am
extending my heartfelt thanks to our chairperson Ms. Raquel Umbalin, Mr. George De Mesa, Ms.
Marissa Donida and our college administrator Mr. Albert Soriano for the professional advice and
encouragement.
I am highly obliged to take this opportunity to thank my family genuinely. To my dad, thank you
for always believing in me, even when I didn't believe in myself. You made me what I am today. To
my mom, thank you, I know how much you have sacrificed for me to be healthy and happy, and of
course, to my siblings, you guys are my inspiration to aim more in life.
To my best friends, Mr. Nathaniel Gura and Ms. Robilie Anji Mallari, I want to express my
appreciation for providing me an emotional and moral support throughout the research process.
You guys are such a great blessing and I thank God for your existence!
Last but not least, I would also want to extend my appreciation to those who could not be
mentioned here but have well played their role to inspire me behind the certain.
TABLE OF CONTENTS
TITLE PAGE 1
ACKNOWLEDGMENT 2
TABLE OF CONTENTS 3
LIST OF TABLE 4
CHAPTER 1 5
PROBLEMS AND IT'S BACKGROUND 5
1.1 INTRODUCTION 5
1.2 BACKGROUND OF THE STUDY 6
1.3 STATEMENT OF THE PROBLEM 8
1.4 SCOPE AND LIMITATIONS 9
1.5 SIGNIFICANCE OF THE STUDY 9
CHAPTER 2 11
REVIEW OF RELATED STUDIES AND LITERATURE 11
2.1 THEORETICAL FRAMEWORK 11
2.2 CONCEPTUAL FRAMEWORK 13
2.3 REVIEW OF RELATED LITERATURE 14
2.3.1 FOREIGN LITERATURE 14
2.3.2 LOCAL LITERATURE 17
2.4 RELATED STUDIES 19
2.4.1 FOREIGN STUDIES 19
2.4.2 LOCAL STUDIES 21
2.5 SYNTHESIS OF THE ART 23
CHAPTER 3 24
RESEARCH METHODOLOGY 24
3.1 RESEARCH DESIGN 24
3.2 POPULATION OF THE STUDY 24
3.3 RESEARCH INSTRUMENTS 24
3.4 DATA GATHERING PROCEDURES 24
3.5 STATISTICAL TREATMENT/DATA ANALYSIS 26
3.6 ETHICAL CONSIDERATION 26
CHAPTER 4 27
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 27
1. DEMOGRAPHIC PROFILE OF THE RESPONDENTS 28
1.1 AGE OF THE PARTICIPANTS 28
1.2 SEX OF THE PARTICIPANTS 29
4. CASE STUDY 35
THE IMPLICATION OF THE STUDY ON THE DISCIPLINE OF SOCIAL WORK 42
CHAPTER 5 43
SUMMARY FINDINGS, CONCLUSIONS AND RECOMMENDATIONS 43
SUMMARY OF FINDINGS 43
CONCLUSION 45
RECOMMENDATION: 45
BIBLIOGRAPHY 48
APPENDICES 50
LIST OF TABLE
Table 1.1: Distribution of the Participants According to Age 28

Table 1.2:Distribution of Participants According to Sex 29
Table 1.3:Distribution of the Participants According to Address 30
Table 2:Participant's Responses on the Challenges in Modular Learning 31
Table 3:Respondent's Responses on Coping Mechanism in Modular Learning 33
Table 4: Summarized responses of the Participants ..40
LIST OF FIGURE
Figure 1. Showed the relationship and connection of every variables 12

Figure 2. Showed the relationship of every variable that was used in this research. 13
CHAPTER 1
PROBLEMS AND ITS BACKGROUND
1.1 Introduction
The mode of learning nowadays, due to the coronavirus pandemic, is the distance education. It
means that school sessions will be conducted in a non-traditional way. In this kind of system,
students can pursue their studies, but it includes physical separation and being connected through
the use of technology. Department of Education released modalities for the school year 2020-2021.
Those are modular, online, home and blended learning.
The newly identified coronavirus was first named the 2019-novel coronavirus first occurred at
Wuhan, China, in December 2019. On February 11, 2020, the 2019 novel coronavirus was officially
named SARS-CoV-2 by the World Health Organization (WHO), also known as the COVID-19. The
COVID-19 is not just causing health crises around the world, but it is also affecting all spheres of
life, including the field of education.
To avoid the spread of the virus, citizens should obey the quarantine protocols that include the "no
personal interaction." As a strategy, the Department of Education implements the distance learning
so that student's future won't be delayed. In the middle of the crises created by the widespread
COVID 19 virus, teachers, students, schools and parents are still doing their best to cope up and to
adjust to the changes that the world is experiencing these days.
"Change is the only constant in life." These words were spoken by Greek philosopher Heraclitus
(535 BCE) Change is often initiated with a word or phrase to set the stage of what is to come. The
modular approach of learning is not very familiar for the learners. In just a blink of an eye,
everything becomes new and students do not have a choice but to embrace the new normal so that
they won't be left behind.
The Department of Education most popular type of distance learning is the modular system. It
includes self-motivation to learn. It is not the usual system that students do in schooling because it
does not involve face-to-face interaction. However, teachers can still observe learners through home
visits with implementing and obeying protocols to avoid the virus. Educators and students can also
use the online platform as optional to extend their concerns with each other.
1.2 Background of the Study
The corona virus pandemic pushed the students and teachers to participate in the new normal. In
return, the department of education came up with the idea of distance learning, the "no physical
interaction of schooling" that is being implemented nationwide with two modalities: the modular
and online kind of studying.
Based on data gathered via DepEd's National Learner Enrollment and Survey Forms (LESFs), 8.8
million out of the 22.2 million enrollees (39.6% of total respondents) preferred modular distance
learning for the upcoming school year. Meanwhile, 3.9 million enrollees (17.6%) were partial to
blended learning (which uses a combination of different modalities), 3.8 million (17.1%) preferred
online learning, and 1.4 million and 900,000 enrollees preferred TV-based and radio-based
learning, respectively.
Leonor Briones, 2020 said that education could not wait and the school year was set to resume on
October 5, 2020. Despite the calls for an academic freeze due to the coronavirus outbreak, Briones
still believes that education should not be compromised and no student should be left behind.
In modular learning, learners can pursue their studies with the individualized instructions from
teachers. The Department of Education will prepare printed materials and do lessons on televisions
or radios, textbooks, activity sheets, electronic copies and offline education books. It depends on the
availability and applicability of resources that the students have.
Soon after the opening of classes, students and teachers are encountering many problems and
difficulties. The feeling of being home all the time to study is giving reason to students to keep on
procrastinate instead of prioritize their duties in school. Although, learners are also doubtful about
the learning modules if those are truly reliable, few individuals are facing stress and losing hope
about education.
Students attempting and already committed suicides are increasing nationwide because of the
anxiety and stress of answering their modules and attending online classes. According to a report
reaching police regional office 11, the body of the secondary learner from Tubalan National High
School was found hanging inside their house. The report said that the student was embracing his
self-learning module paraphernalia. The Samahan ng Progresibong Kabataan noted that as of
October 25, 2020, they already have monitored twenty cases of deaths directly connected to
distance learning.
Parents have a significant role in implementing distance learning. They are the ones who will guide
the students in studying. The modular approach is expecting students to learn without face-to-face
or physical interaction. Limited contact with teachers will place parents or guardians as the
learners' model or the "More Knowledgeable Other" Psychologist Lev Vygotsky defines more
knowledge other as "someone who has a better understanding or higher ability level than the
learner, concerning a particular task, process, or concept." so we can conclude that the more
knowledgeable others of the students can be the teachers, classmates, friends and of course parents
or family. Vygotsky proposed that human learning is a social process. A learner may or may not
learn alone but will learn better with more knowledge than others. This theory confirms that
students need a guardian to perform their responsibility in education, specially this time of
coronavirus pandemic.
Another dilemma is the capability and capacity of parents or guardians to teach their children in
their modules and adjust in the new normal mode of learning. According to the Department of
Education, there are more than one million pre-literates in the country and more than six million
people are deemed to be functionally illiterate. It may sound unlucky, but the fact is, not all parents
are equipped with the proper degree of education. Not all parents can help their kids in their
modules. Not all parents have enough money to support their children in doing distance learning.
Many students said it is not true that no student should be left behind because the reality is, most of
the learners cannot learn well due to a lack of resources and opportunities.
The latest data from the Department of Education (DepEd) showed that there are 24.72 million
enrolled pupils in basic education this school year, representing 89.02 percent of the student
population of 27.7 million in 2019. A survey conducted by Save the Children International showed
that at least 10 million students worldwide would not be able to return to school this year due to
lack of access to the technology needed for distance learning and support they need at home. The
survey showed that less than one percent of children from poor households have access to the
internet for distance learning, despite more than 60 percent of national distance learning initiatives
relying on online platforms.
At least 40 percent of children from poor households said they needed help with their schoolwork.
Still, there is no one who can help them. "it is clear that the most deprived and marginalized
children are being hit the hardest by the pandemic, exacerbating existing inequalities and pushing
the most vulnerable children even further behind," Inger Ashing, chief executive officer of Save the
Children International.
Existing research also shows the interconnectedness of parents' educational level and their income.
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.
Another challenge is the ability of children to learn by imitation. In his Social Learning Theory,
behaviorist Albert Bandura says that learners learn by imitation, observation, and modeling. With
parents as the primary models of learners, their attitudes, specific beliefs, thoughts, and feelings—
cognitive biases—may affect each learner's learning process. It may be intentionally or
unintentionally shown or taught by the MKOs, depending on their understanding of a particular
lesson or subject matter.
From these data, the researcher wanted to describe how students cope up with the challenges in the
modular distance learning and proposed a possible intervention in this new normal setting in
education.
1.3 Statement of the Problem
Generally, this study aimed to describe the challenges of Grade 8 students engaged in Modular
Learning in San Miguel Academy, Masantol Pampanga.
Specifically, it sought to answer the following:
What are the socio-demographic profile of the grade 8 students in terms of
Age
Sex
Address
2. What are the challenges of the Grade 8 students engaged in Modular Learning?
3. How may the coping mechanism of the participants be described in addressing their challenges?
4. Based on the findings, what intervention program may be proposed for them?
1.4 Scope and limitations
The main purpose of this study was to describe the challenges and coping mechanisms of the Grade
8 High School Students who are 12 to 14 years old, primarily and currently enrolled in San Miguel
Academy for the school year 2020-2021 and are residents of Masantol and Macabebe Pampanga.
1.5 Significance of the Study
The significance of the study may be viewed from the following perspectives:
To the Department of Education, this study may be of guide to improve the new system of learning.
To the Future Researchers, this study can be used by future researchers as one of their references
on their future studies about modular learning.
To the Parents, this study will help them to understand and lead their children in their modular
learning journey.
To the Social Welfare Institution, this study would be of help to create new programs and services
for the betterment of individuals.
To the Social Work Students, this study will help them on their academics in terms of
understanding the social behavior of students especially engaged in this kind of new learning.
To Society, this study may be of help to the society to be aware of the challenges and difficulties of
students engaged in modular learning in order to broaden their understanding with them.
To the Students, this study will help the students to be aware of the difficulties and challenges they
are experiencing in engaging modular learning.
To the Teachers, this study would be of great help to the teachers so that they will know the
different challenges of their students and might give them an idea on to have a better assessment on
the academic performance of their students.
1.6 Definition of Terms
For a better and clearer understanding of this study, the following terms were operationally
defined:
Challenges in this study refer to the struggles of 2nd Year High School students enrolled in San
Miguel Academy and are under the modular category in the new learning system during the
pandemic.
Coping Mechanism refers to the actions that the participants made in order to address the
challenges they are experiencing in engaging in modular learning.
Cognitive Appraisal refers to the personal interpretation of the grade 8 students to the stressful
situation.
Modular Learning refers to the new type of learning system that the participants are engaging
with. Instead of having a face-to-face class interaction, they remain in the house where they have to
answer the module given by their teachers.
Modules refer to the printed materials provided by The Department of Education.
Students, it refers to the individuals who are currently grade 8 students undergoing modular
distance learning.
Parents refer to the guidance of students in doing their modules at home.
CHAPTER 2
REVIEW OF RELATED STUDIES AND LITERATURE
2.1 Theoretical Framework
This study was associated with the cognitive-motivational-relational theory of coping; Lazarus
(1991) and Folkman (1984) viewed stress not as a stimulus or a response but as a person-
environment relationship that is perceived as taxing or exceeding a person's resources. When faced
with a stressful situation, a person will evaluate its potential personal relevance and significance in
terms of its impact on valued personal goals. This process is known as primary appraisal. Lazarus
and Folkman (1984) distinguished among different types of primary appraisal: harm loss, threat,
challenge, and benign. Harm/loss Appraisals refer to an injury or damage that has already been
done, such as being diagnosed with a terminal illness. Threat appraisals refer to the potential for
harm or loss, fairly typical before health screening tests, for example. Challenge appraisals refer to
an opportunity for personal growth or mastery, for example, being involved in a weight loss
program exercise program. When a source of stress (stressor) is perceived as benign, no further
appraisal or action is undertaken. Harm and threat appraisals are associated with negative
emotional reactions, whereas challenge appraisals are linked to more pleasant emotions. Many
factors have been identified as determinants of each of these appraisals, including generalized
beliefs about control, goal commitment, and the novelty of the stressor (Folkman, 1984). Folkman
emphasized that the three appraisals are not independent and can occur simultaneously to a
different extent during a stressful event. In addition to primary appraisals, Lazarus and Folkman
(1984) also identified a secondary appraisal process. When a stressor is perceived as relevant and
significant, an individual will evaluate the controllability of the stressor and his/her resources and
options. Therefore, secondary appraisals involve situational appraisals of control. The researcher
will use cognitive-motivational-relational theory as her guide in this study, where the aim of the
study is to determine the stressors or challenges of the participants in their modular learning class.
With those challenges, this study will try to find out how those challenges were overcome by the
participants with their personal responses and resources. In the end, the researcher will formulate
a proposed intervention program specially designed for students having modular classes.
COGNITIVE-MOTIVATIONAL
RELATIONAL THEORY
STRESSORS
NEGATIVE
POSITIVE
EMOTIONAL RESPONSE
COPING MECHANISM
Figure 1. Showed the relationship and connection of every variables
2.2 Conceptual Framework

This concept explained that students encountered challenges or stressors in modular distance
learning. The students took it positively or negatively.
CHALLENGES
*STRESS
IN MODULES
*LACK OF
RESOURCES/
TECHNICAL DIFFICULTIES
PROPOSED
INTERVENTION
SELF
LEARNING
MODULES
MODULAR
LEARNING
COPING MECHANISM
*Motivation
*Encouragement
*Dreams and Goals in Life
Figure 2. Showed the relationship of every variable that was used in this research.
2.3 Review of Related Literature
This chapter presents the ideas, generalizations, conclusions, methodologies and others that were
included in this part of research that are relevant and similar to the present study.
2.3.1 Foreign Literature
Corona Virus
COVID‐19 has been declared a pandemic by the World Health Organisation (WHO) as confirmed
cases approach 200 000 patients with what will exceed 8000 deaths across over 160 countries. This
is the reason why many individuals need to undergo quarantines. This pandemic has a big impact
on people's health, livelihood, business, economy, psychosocial, and of course, education.
Individuals are forced to adapt and embrace this new normal kind of learning and living. Lives
should not be delayed just because of the virus. With this, countries develop a new mode of studying
and that is what so-called "Distance Learning" has two types, those are modular and online.
Ensuring Effective Learning from Modular Courses
Thomson questioned the effectiveness of real learning outcomes from the employment of modular
courses, the assessment procedures currently employed and the relative advantages of modular
courses vis-a-vis traditional courses. A critical stance would appear to be vital in the establishment
and maintenance of any effective educational system. In the light of the fact that there are concerns
surfacing concerning the effectiveness of learning outcomes with this mode of presentation (e.g.,
Ainley, 1993, p. 91; Young, personal communication, 1994; Hager, 1995, p. 145; Thomson, 1995), it
seems appropriate to adopt a critical attitude and draw upon the psychology of learning to provide
insights to assist in effective modular course design and implementation. This concern is being
expressed both in the UK (Ainley, 1993; Young, personal communication, 1994) and Australia
(Hager, 1995; Thomson, 1995), countries where competency-based training and modular learning
have come to be closely associated. Those expressing concern reflect a number of different
perspectives ranging from competency-based training (Hager, 1995), general effectiveness of
training (Thomson, 1995), sociology (Ainley, 1993) and sociology of education (Young, personal
communication, 1994).
Nowadays, the coronavirus pandemic shuts down schools, but learning goes on through modular
distance teaching. It is the biggest challenge to face worldwide because not all countries are ready
for that kind of approach. As a result, education changed in just a blink of an eye. Whereby
teaching suddenly switches on digital or distance platform.
The skill learning theory of Fitts (1964, 1968) identifies three stages or phases in the learning of
individual skills. The first is a cognitive phase in which components and their order are identified
along with basic standards of excellence. The second is a practice fixation phase in which the skill is
refined and consolidated into long-term memory through practice and feedback, and the third an
autonomous phase where the skill comes to be automatically performed. The autonomous stage is
quite important in human skill learning and effective performance since it frees up conscious
working memory with its limited capacity to concentrate on incoming data and allows problem-
solving to take place quickly and efficiently (see Sweller, 1993).
Effective learning at the cognitive and practice fixation stages involves the development of schema
or mental models through the integration of new information with past learning, the recognition of
the individual parts of a learning task and their meaningful integration into a comprehensible
whole (Sweller, 1993; Weinstein & Mayer, 1986). Both motivation and knowledge of learning-to-
learn strategies that is will and skill are important here in the development of effective schemes
with elaboration, repetition and organization of incoming information key elements according to
(Weinstein & Meyer, 1994). An effective learner here is an active learner making an effort to
engage in coding, rehearsal, self-testing, and integration of past and present learning activities (Chi
et al, 1989; Weinstein & Mayer, 1986).
The design of modular courses needs to ensure that there is sufficient time for the teaching of
theory relevant to mastery of skills and sufficient practice to ensure that the skills become securely
established. Problem-solving skills will only become possible if there is a good understanding of
relevant theory and how it integrates with practice. This indicates that the designers of modular
courses also need to plan content and process very carefully, bearing in mind both the
characteristics of students and the relevant level of expertise which it is aiming to develop. The
limitations of learners at different levels must be observed. There also needs to be an incorporation
of teaching-learning strategies that will assist in development and consolidation at the existing stage
and facilitate progression to higher stages in the development of expertise.
Where there are instructions to review previous modules, time pressures in teaching content in the
new module tend to reduce the review to token coverage. Few courses adopting modularisation
specifically plan for time and special modules to review past learning relatively extensively so that
learners can easily construct links. Yet modules devoted specifically to review and integration
appear necessary to ensure that adequate attention is paid to these aspects of learning and teaching,
Evaluation of Distance Education Components: A Case Study of Associate Degree Programs.
Researchers have argued that when there is a physical distance between students and their teachers
in terms of interpersonal and group communication, encountering some problems when teaching is
unavoidable. It was a bid to solve some of the problems that distance education evolve. The history
of distance education goes as far as the early 1700s in the form of correspondence education, but
technology-based distance education might have evolved from the introduction of audiovisual
devices into the schools in the early 1900s (Jeffries 2009). When we searched the literature related
to distance education, it was apparent that people who were interested in distance education used
the best technology of their days, such as correspondence, radio, published books, TV, videos, e-
mail, and computers. All of these mediums have been used to convey educational content.
Alternatives to traditional higher education emerged in the U.S. in the 1960s and 1970s. Trends
such as escalating college costs, renewed interest in non-traditional education by a more mobile
population, and the success of Britain's Open University paved the way for numerous experiments
in higher education (Matthews 1999). Distance education programs that exist today have a wide
range of approaches (Diane 2011). Computer-aided learning programs offer independent study
courses through computer networking (Ashby 2002) and relies heavily on computer-based student
contacts and feedbacks. History has shown that proponents of non-traditional education have tried
to blend their approaches with traditional education approaches while striving to meet the
challenge of constantly changing learning theories and evolving technologies (Jeffries 2009).
Today, there are some media applications that are available to facilitate the application of distance
education. However, only a few of these media are acceptable as tools for distance education. They
use information technologies, networking, and interactions between the teacher and the student.
Also, for a true distance education application, there must be some restriction on the number of
registered students and the application must be supported by some associated educational
functions. The rest can be accepted as open education, online education, web-based education, or e-
learning. For these reasons, distance education applications must be accredited by independent
institutions. For example, in the U.S., the Distance Education and Training Council (DETC)
approved accreditation for such programs, and the current number of accredited educational
institutions is 113 (DETC 2009). In Turkey, the Distance Education Commission of The Council of
Higher Education of Turkey (YOK) accredited distance education applications. In Turkey, unless
an educational institution is accredited, it cannot register students (YOK 2009). Distance learning
has become increasingly popular over the years. In the 2000-2001 academic period, more than three
million students were enrolled in distance education courses in the U.S.
Distance Learning Literature Review Educational Research Management
Distance education, which is now also referred to as distance learning or e ‐learning, has existed for
centuries. Although, as Keegan says, "the ideas surrounding the educational endeavor are
somewhat similar." it is not easy to find a single definition of distance education. While according
to North, a few definitions even look to define it in terms of a single technology, according to long‐
distance teaching, others display distance education simply as a recent development of the class into
a remote location. However, such definitions are restrictive and fail to recognize the actual needs of
distance education users. Mug ridge provides a better definition, describing distance education as
"a form of education in which there is normally a separation between teacher and learner and thus
one in which other means—the printed and written word, the telephone, computer conferencing or
teleconferencing, for example—are used to bridge the physical gap."
Technology like cellphones, laptops, computers, etc., are useful in transforming teaching systems. It
contributes to the student's new modern learning with these specific technologies, learners can
develop different forms of communication, enhance motivation and productivity.
2.3.2 Local literature
Distance education is broadly characterized as any form of learning experience where the learner
and the instructor are physically separated from each other (not only by place but also by time).
Arguably, such a dislocation is "the perfect context for free-flowing thought that lets us move
beyond the restricted confines of a familiar social order" (hooks, 2003). This type of education is a
way of providing learning opportunities to every learner, whatever their circumstances might be.
This means that distance education may extend access to education through distribution and
economies of scale (Guri-Rosenblit, 2005; Owusu-Agyeman and Amoakohene, 2020).
In the Philippines, there are more than hundreds of thousands have been infected with the
coronavirus pandemic, and 6 thousand of them have already died. (Worldometer,2020) to control
the spread of the virus, government implement quarantine protocols and temporarily shut down
educational institutions. As a result, students have to adapt to the new normal kind of learning to be
not left behind.
According to (Ally, 2004) Globally, many educational institutions are now using the internet to
deliver instruction, both on campus or in a distance education platform. Also, (Anderson 2004)
described the internet as multifaceted technology that offers a vast array of information and
communication technologies that can be used for a capable educational program.
The movement towards e-learning is becoming an essential trend for a more responsive 21st-
century education. One such effort is blended learning, where learning via the web and face-to-face
teaching are combined (UNESCO, 2011).
As the Philippine's Department of Education (DepEd) Secretary, Leonor Briones, quipped,
"Education must continue even in times of crisis whether it may be a calamity, disaster, emergency,
quarantine, or even war" (Department of Education, 2020). According to her, education is
important. Students must continue to achieve their goals even in times of pandemics. People should
use their resources, and especially we are in the contemporary world nowadays.
The petitioners argue that "access to the internet connection and learning devices continued to be a
privilege up to this day, placing those with poor internet access at a disadvantage when it comes to
online classes." For a better picture, 45% of Filipino citizens (46 million) and 74% (34,500) of
public schools do not have access to the internet, according to jones 2019.
Moreover, "adding more workload for the students increases their burden and contradicts the
purpose of the lockdown, which is to help their families prepare and adjust to the situation at
hand." Finally, there is an issue about the "lack of environments conducive to learning at home and
the effectiveness of the online lectures" (Bagayas, 2020). Social media hashtags like, No Student
Left Behind, No School Left Behind, End Online Classes, End the Sem and No To Online Classes
strengthen these sentiments further.
Will distance learning work? Parents, teachers not so sure.
In July, teachers were forced to shell out up to P150 from their own pockets to attend a 3-day
webinar organized by the regional office of the Department of Education (DepEd). The "chalk
allowance" was not enough, Students who do not own any gadget will have a more difficult time
adjusting to distance learning (Tenorio 2020).
A survey conducted by the Department of Education in June found that tens of thousands of
teachers nationwide lacked gadgets and the internet connection needed for distance learning. The
survey also found that 49 percent had network signals but did not have internet connections in their
households, while 10 percent lacked both. On more thing, a lot of educators do not have a technical
skill when it comes in teaching.
Education Undersecretary Diosdado San Antonio said digital literacy among teachers should not be
the sole basis of determining the department's readiness for distance learning, as online classes
were not the only means of delivering instruction.
As of September 28, 93 percent of public schools nationwide have acquired devices such as tablets,
laptops, and desktop computers in preparation for online learning, said Department of Education
ICT Service Director Abram Abanil.
More than a million devices have been distributed to 43,948 public schools all over the country, he
said. Department of Education plans to deliver 211,344 more devices before the end of December
2020. Also, former education secretary Bro. Armin Luistro said that giving distance learning a shot
would be better than halting studies altogether.
For the statements above mentioned, the researcher can assume, Department of Education believes
that Students should not stop learning, pandemic would not be the reason for the learners to stop
achieving their goals in life. Filipinos will always have the ability to bounce back and be resilient no
matter how hard the situation is.
2.4 Related Studies
This is about reviewing or studying existing works that have connection to this research.
2.4.1 Foreign Studies
Understanding Modular Learning-Developing a Strategic Plan to Embrace Change
Normal kind of education can be described when a teacher and a student doing face-to-face
interactions, wearing uniforms, using desk, chalks and blackboard. Nowadays, it seems different.
Education is no longer dispensed in a traditional brick-and-mortar institution. Computer-based
training is becoming commonplace for professional adults and the technology is continually being
enhanced.
Yet, many adult learners can benefit from a blended learning environment of face-to-face meetings
in concert with an electronic delivery system. The key is to explore how modular learning can serve
as an educational approach to build a strategic plan with the result of empowering learners to
achieve academic and professional success. It is crucial to create a share foundational
understanding of key terms for the organizational members to embrace changes. The shift in the
past several years has moved from Teacher-led Curriculum to Student-Centered curriculum, which
shifted the focus on the knowledge, skills, and competencies that students have when exiting a
course or program as well as changed the process of course design (Donnelly and Fitzmaurice, as
cited in O'Neill, Moore, and McMullin, 2005). Modular learning is the approach where the focus is
on learning outcomes, and its success relies on connecting outcomes to student learning and course
design. These areas combine to make a course constructively aligned, as discussed by Biggs (1999).
For the curriculum to be constructively aligned, it is important to define and determine the
learning and teaching outcomes that lead to the successful realization of appropriately assessed
student outcomes (Biggs, 1999).
Donnelly and Fitzmaurice (as cited in O'Neill, Moore, and McMullin, 2005) "suggest that academic
staff can begin the process not by focusing on the content of the module and also how they intend to
teach it, rather by focusing on the quality of learning that can be achieved by their students."
Creating modules takes commitment, time, and a systematic approach, which includes the rationale
for the module, appropriate design and development and an evaluation process in order to find
success in their implementation.
Modular learning arranges information in a way that presents points in an intelligent way, and it
can be individualized according to learners' needs. Traditional course frameworks generally
present information sequentially, and the perception by the learner is one of monotony. Traditional
courses often intersperse quizzes after some prescribed reading or lecturing is offered. Modular
courses tend to use learning objects that are more closely related to a holistic approach to
information, often including a problem-oriented approach (Tseng, Su, Hwang, Hwang, Tsai, &
Tsai, 2008).
Sahin (2009) explained that problem-based learning involves teaching how to resolve problems that
exist in the real world through experiential learning. It is often accomplished through the use of
scenarios. In a Peruvian study of problem-based learning using a modular structure to teach
physics through scenarios, students developed an unfavorable view of the modular approach after
having exposure to it in introductory physics classes. The unfavorable view appeared to arise
because students felt that the instruction of physics is best accomplished through memorization of
material that the learner gets from texts and instructor knowledge. Any favorable view the students
expressed solely centered on how physics was connected to real life and how it connects to other
subjects like math. While some confounding variables may have been present (e.g., course load,
grading variations, etc.), the findings were significant.
Dochy (1989) explained that modular learning's most important consideration is the student. The
author explained that learners want a more individualized approach to the course content so that
his/her prior knowledge and personal characteristics are taken into account. Further,
modularization will generally allow a student to learn at his or her own pace. By definition, an
appropriate pace may allow the learner to skip modules if they already know the material. Offering
pre-tests for each module is, therefore, a critical element to modularization. If the student achieves
a passing score, they may skip the section. If he or she does not take the section, a post-test is
administered.
In a modular system, students need better communication with the lecturer. The main goal of this
kind of learning is to overcome barriers and to save more time. Through this, learners who are in a
less populated area can access and pursue their studies.
2.4.2 Local Studies
Education in the Philippines
Filipino parents value education as one of the most important legacies they can impart to their
children. They believe that having a better education opens opportunities that would ensure a good
future and eventually lift them out of poverty. Thus, they are willing to make enormous sacrifices to
send their children to school (Dolan 1991, De Dios 1995, LaRocque 2004). The 1987 Philippine
Constitution declares that education, particularly basic education, is a right of every Filipino. On
this basis, government education policies and programs have been primarily geared toward
providing access to education for all.
Education is one of the main factors to boost economic growth (Quiroga 2003: 601). Education
makes people more productive and provides them with skills that improve their efficiency (Krueger
and Lindahl, 2001: 1103). Thus, having a certain level of education generally results in better-
qualified workers, which may have a positive impact on people's income. In addition, the potential
of a country to improve its economic position depends mostly on its capacity to increase its
production per worker, which can be established by education (Krugman, 1990: 9). Psacharopoulos
(1994) argues that primary education is the main investment priority in developing countries in
order to reduce poverty levels.
2.5 Synthesis of the Art

The preceding review of related literature and studies proved to be important to the present study
since it discussed the effect of the coronavirus pandemic in the educational system and how students
encountered challenges and cope up with those difficulties brought by the virus.
Diane,2011, Emphasized that distance education programs nowadays exist in a wide range of
approaches. Guri-Rosenblit, 2005; Owusu-Agyeman and Amoakohene, 2020, Stated that distance
learning could create an opportunity for students through equal distribution and economies of
scale. Leonor Briones quipped, "Education must continue even in times of crisis whether it may be
a calamity, disaster, emergency, quarantine, or even war." (Biggs, 1999) said that, in doing modular
learning, it is a vital part to see what would be the outcome of the learning and teaching. And it
should be aligned with the curriculum. Donnelly and Fitzmaurice (as cited in O'Neill, Moore, and
McMullin, 2005, suggest that the focus of modular learning is the quality of knowledge that can be
achieved by the learners. Tseng, Su, Hwang, Hwang, Tsai, & Tsai, 2008; Sahin 2009, Explained the
problem-based learning. By using a modular structure to teach physics through scenarios, students
develop a disadvantage view in the modular learning approach. Dochy (1989) explained that
modular learning's most important consideration is the student they are being allowed to learn at
their own pace. Quiroga 2003: 601. Education is one of the main factors to boost economic growth.
Based on the words mentioned above, it proves that there are real challenges and difficulties in
doing modular learning. The education system has a huge role and consideration to help the
students how to cope up with this kind of approach. Teachers, students, parents, and other
concerned individuals are not sure if this new normal kind of education will be effective. In spite of
uncertainties, they are still trying and doing their very best.
CHAPTER 3
RESEARCH METHODOLOGY
This chapter will discuss the research design, local of study, sampling procedure, research
instruments, participants of the study, data gathering procedures and ethical consideration.
3.1 Research Design
A mixed-method approach was used in this study because the researcher aimed to describe the
challenges and coping mechanism of students in modular learning in San Miguel Academy,
Masantol Pampanga. The term mixed-method refers to an emergent methodology of research that
advances the systematic integration of mixing both qualitative and quantitative data within a single
investigation. Cresswell and Plano Clark (2011) defined mixed-methods researches as those studies
that include at least one quantitative and one qualitative strand. The researcher used the
descriptive design because its objective was to have a detailed analysis of the challenges and coping
mechanisms of students in doing their modules.
3.2 Population of the Study
The participants of the study were grade eight students enrolled in San Miguel Academy and are
residents of Masantol and Macabebe, Pampanga. 12 to 14 years of age. A total of 5 participants
were interviewed.
3.3 Research Instruments
A structured and semi-structured question was used in this study. It is a type of interview in which
the interviewer asked only a few predefined questions while the rest of the questions are not
planned in advance. The researcher used an open-ended-questions in order to gather the needed
information. It is the most "familiar strategy in collecting qualitative data" (Bloom and Crabree,
20116). The researcher also used a Likert scale to identify the challenges of students in a modular
learning system.
3.4 Data Gathering Procedures
The researcher made a letter of approval to the La Verdad Social Work Department chairperson
and a consent letter to the Principal of San Miguel Academy. After it was validated, the researcher
gets the lists of names of all grade 8 students that enrolled in San Miguel Academy to know who will
fit in the criteria. The researcher scheduled a personal visit and virtual communication with the
participants to conduct the interview on their available date and time.
Preceding the interview, a consent letter was presented to the participants and to their parents. In
which the reason and the intention of the study were clearly stated and their amenability to
participate in the study. Furthermore, the researcher informed the participants that the interview
would be recorded and will at most be used for the research study purposes.
Throughout the conduct of the interview, the researcher was guided by the semi structured
question and a likert scale to gather the needed information in the study. It is the most "Familiar
strategy in collecting qualitative data" (Bloom and Cabree, 2016). The content of the question was
validated by three professional's experts in the field of the study.
Made a letter of approval to the chairperson of La Verdad Christian College and a Consent letter
to the Principal of San Miguel Academy.
Conducted an interview with a semi-structured question and a likert scale
Presented a consent letter to the Participants and their Parents
Chose Participants who will fit in the criteria of the research study
3.5 Statistical Treatment/Data Analysis
Nonprobability purposive sampling was used to gather the participants of the study; Purposive
sampling was an intentional selection of informants based on their ability to elucidate a specific
theme, concept, or phenomenon. According to Cresswell, 2011 it is a technique that the participants
were chosen based on the criteria set by the researcher.
They were chosen based on the following: They are grade 8 high school students in San Miguel
Academy; engaged in a modular learning system; their age is ranging from 12 to 14 years of age
and willing to participate in the study. Respondents will express their responses through a narrative
or descriptive approach. The researcher made sure that the data will be saturated.
3.6 Ethical Consideration
The researcher observed ethical considerations in conducting the research study. The review of
related literature and other data that were used in this study was properly acknowledged. The
researcher asked for the consent of the participants and made sure that the participants understood
the rationale of the study. Also, they were informed that the gathered data will be treated
confidential and will only be discussed with the professionals concerned. The researcher also
mentioned and addressed the data privacy law of the Philippines to ensure and protect the human
right to privacy.
CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter demonstrates the presentation, analysis and, interpretation of the data based on the
findings related to the research questions that guided the study. For this study to be complete, it is
essential to interpret and analyze the information. Data were review to identify the challenges and
coping strategies of students in the modular learning system. It is a case study research. The
discussion shows transcribed and coded findings gathered recordings and transcripts of the
participants, while all figures and tables were also attached to this paper.
The data from the questionnaires were transcribed and analyzed by the Researcher. The first part
comprised the respondents' demographic profile, such as age, sex, and address. The second part
contained eleven (11) statements depicting the challenges of students in modular learning and
another eleven (11) statements showing how those students can cope with those challenges. The last
part included the copied response from the semi-structured questions.
Presentation, Analysis and Interpretation of Data
1. Demographic Profile of the Respondents
This section examined the demographic profile of the five grade 8 students from San Miguel
academy. Supporting tables are provided by the researcher. The given questionnaires are age, sex,
and address.
1.1 Age of the Participants
Table 1.1. Distribution of the Participants According to Age
Age
Frequency
Percentage (%)
12-13 years old
2
40
14-15 years old
3
60
16-17 years old
0
0
Total:
5
100
The figure above shows the data regarding the categories of the five Participants according to age.
60% of the participants are 14 years old and, the remaining 40 percent are 13 years of age. Youth
12 to 14 are at the prime age to engage them in leadership roles and give them a voice in decision
making. (Michigan State University Extension) Youth can also experience cognitive, social,
emotional and, interpersonal changes. They can be influenced by outside factors. While it is true
that each teenager is an individual with a unique personality, special interests, and likes and
dislikes, there are also numerous developmental issues that everyone faces during the early, middle
and, late adolescent years (American Academy of Child and Adolescent Psychiatry).
1.2 Sex of the Participants

Table 1.2.
Distribution of Participants According to Sex
Sex
Frequency
Percentage (%)
Male
0
0
Female
5
100
Total:
5
100
The table above presents the data regarding the Participant' sex. 100 percent of them are female.
The researcher tried to interview few Grade 8 men students from San Miguel Academy, but most of
their responses are "Sorry I Can't," "I am Okay," "I don't want to," and considerably more
excuses. In our society, men believe that expressing their feelings is out of character with the male
identity. Doing so can ruin their image of being strong and stoic. Men are aroused internally but
"keep in" emotions, whereas women freely express feelings. (Buck, 1997, 1984; Levensen,
Carstensen. And Gottman, 1994). In addition, women show more excellent rates of clinical
depression and some forms of anxiety disorders than men starting in adolescence, conditions which
involve in their etiology and in their description the experience and expression of high levels of
internalizing negative emotions such as sadness, guilt, and fear (Chaplin & Cole, 2005; Keenan &
Hipwell, 2005; Zahn-Waxler, Shirtcliff, & Marceau, 2008).
1.3 Address of the Participants
Table 1.3
Distribution of the Participants According to Address
Address
Frequency
Percentage (%)
Masantol (San Isidro)
1
20
Masantol (San Pedro)
2
40
Macabebe (Santa Rita)
1
20
Macabebe (Colgante, Danga)
1
20
Total:
5
100
The Researcher included the address of the Participants in the questionnaire to represent those
students who are having a hard time getting their modules because of transportation. There are
places in Masantol and Macabebe that have a slow and unstable signal. Forty percent of the
participants are from San Pedro, Masantol. 20 percent is from San Isidro, Masantol. 20 percent is
from Santa Rita, Macabebe and another 20 percent from Colgante Danga, Macabebe. Modular
learning is the most popular type of Distance Learning. In the Philippines, this learning modality 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 this academic year (Bernardo,
J). This is also in consideration of the learners in rural areas where the internet is not accessible for
online learning. Under DepEd's printed modular learning system, students will be provided with
self-learning materials (SLMs). Teachers will be giving students SLMs per quarter. Parents have to
get the printed modules at San Miguel Academy. This is proof that address has a big impact and
influence in this new mode of learning.
2. Challenges of the Students in Modular Learning System
Table 2.
Participant's Responses on the Challenges in Modular Learning
Items
Mean Score
Descriptive Equivalent
1. The time given to accomplish the modules is not enough
3.6
often
2. I have a hard time doing self-study
4.0
often
3. There's a lot of distractions and interruptions inside the house
4.6
always
4. I have a lack of sleep due to the great numbers of activities
3.8
often
5. It is hard to pay attention and have enough focus to do the modules
3.4
Sometimes
6. Lack of environments conducive to learning at home
2.4
Rarely
7. I am not able to get my modules on exact date since the transportation is not accessible
2.8
Sometimes
8. I can't research on internet frequently since I only borrow gadgets to someone else
1.6
Never
9. I don't have internet access to stay in touch with teachers
3.4
Often
10. I have difficult times adapting the new normal kind of learning
3.2
Sometimes
11. Modules can give stress and pressure to the students
3.8
Often
Composite Mean Score
3.32
often
T
Table 2. Presents the challenges experienced by Grade 8 students in San Miguel Academy in the
new normal kind of learning, which is Modular distance education. It is shown that the Participants
often experienced that the time given to accomplish the modules is not enough with the mean score
of 3.6. The Participants are often having a hard time doing self-study as well it has a mean score of
4.0. For the next statement with a mean score of 4.6. Participants show that there's always a lot of
distractions and interruptions inside the house. Students often have lacked sleep due to the great
number of activities, with a mean score of 3.8. They are sometimes having a hard time paying
attention and have enough focus to do the modules it has a mean score of 3.4. Participants rarely
have a lack of environments conducive to learn at home, with a mean score of 2.4. Also,
Participants sometimes not able to get the modules on the exact date and time due to the
transportation is not accessible, with a mean score of 2.8. They never borrowed gadgets from
someone else since it has a mean score of 1.6. Grade 8 students from San Miguel Academy don't
have internet access to stay in touch with the teachers oftentimes. It has a mean score of 3.4. They
sometimes have difficulties adapting to the new normal kind of learning with a mean score of 3.2.
At last, with a mean score of 3.8. Oftentimes, modules can give stress and pressure to the students.
The findings and data gathered in table 2. proved that there are challenges experienced by grade 8
students doing printed module materials for the school year 2020-2021. This table shows that there
are challenges in the new normal kind of education. Studying at home is not really admirable since
there is a lot of interruption might encounter. Students don't have the materials needed and that is
the reason why they are having a hard time communicating with teachers virtually. Some of them
don't have internet connection gadgets and signals. They often experience challenges.
Coping Mechanism of Students in Modular Learning
Table 3
Respondent's Responses on Coping Mechanism in Modular Learning
Items
Mean Score
Descriptive Equivalent
1. I will find a greater space where a signal is stable. Like for example: studying upstairs
3.6
Often
2. I ask questions to the teachers whenever I don't understand the topics in the modules
3.0
Sometimes
3. I list all my task in the paper so that I can choose which one should be accomplished first
2.6
Sometimes
4. I take a short break at least an hour when I feel tired doing modules
3.8
Often
5. I ask for guidance and tutorials from my loved one's or family when I don't understand the
lessons in the modules
3.4
Often
6. When I feel down, I am reminding myself that I do have dreams and goals in life
3.8
Often
7. I cry when I'm sad so that I can lessen the stress in modules
4.0
Often
8. My classmates and I are having some conversation to check each other's situation
3.6
Often
9. My classmates and I are sending motivational messages to each other whenever we have free time
and internet access
4.2
Always
10. When I feel stressed, I convince myself that everything will be fine soon
3.2
Sometimes
I also do self-care when the task is done.
3.2
Sometimes
Composite Mean Score
3.49
Often
Table 3. Presents how students cope with the challenges they experienced in this new normal kind
of learning. It is shown that oftentimes, participants find greater space where a signal is stable. It
has a mean score of 3.6. Sometimes participants are asking questions to the teachers whenever they
don't understand the topic in the modules with a mean score of 3.0. Also, sometimes, they list their
task on the paper with a mean score of 2.6. For the next statement with a mean score of 3.8.
Participants often take a short break at least one hour when they feel tired doing modules.
Oftentimes also, with the mean score of 3.4. Participants ask for guidance and tutorial from their
loved ones or family when they don't understand the lessons in modules. With a mean score of 3.8.
Oftentimes Participants remind themselves of the goals and dreams they have. With the 4.0 mean
score, participants cry to lessen the stress in modules participants also having conversations
oftentimes to check each other's situation with the mean score of 3.6. For the other statement,
Participants are always sending motivational messages whenever they have free time and internet
accessibility. It has a 4.2 mean score with a mean score of 3.2. Sometimes, to lessen the stress,
Participants convince themself that everything will be fine soon and lastly, Participants sometimes
do self-care when their task is done.
The findings showed the participant's coping mechanisms in modular distance learning. This table
shows that Grade 8 students from San Miguel Academy are trying to adjust using their coping
mechanisms. They do have goals in life that is one of the reasons why they kept on fighting in spite
of this challenging time. Filipinos are really family-oriented. Most of the participants said that their
motivation and inspiration to aim high is their family. They want to finish their studies so that they
can provide a good life for their parents. In this new normal kind of education, they learned how to
improvise and find a solution to problems they are facing.
4. Case Study
Participant 1
Modular Learner Participant 1 is a 14-year-old grade 8 student from San Miguel Academy. She has
two siblings. Her mother is a housewife and her father is a carpenter. They are extended family
because her aunties are living with them. They live in Sitio, Colgante Danga, Macabebe Pampanga.
It is 20 to 25 minutes away from school via jeep or motorcycle transportation. The problems she is
experiencing because of modular learning are the internet connection, hard topics on self-learning
modules, transportation, and financial stability. The income of her father is not enough to support
all their needs. She said that it is hard to be connected with her teachers due to the internet un-
instability. "Yun po yung nawawalan ng internet tapos po yung mga modules ay mahirap tapos po
yung pasahan ay di sapat. Hindi po na ko call madalas ang teacher chat Lang po tapos busy po sya
sa pag aayos ng modules Chaka pag che check po. Minsan nahihirapan din ang parents ko sa
tuition ko po nahihirapan po silang magbayad. Kukuhanin at ihahatid pa dito ng parents ko yung
modules kasi sa colgante pa kami". She stated. Her parents are the ones who are getting the
modules from school. It is also hard for them to pay her tuition pay since they have necessities to
prioritized. "Hindi po sapat yung araw na binibigay para ma accomplished ang mga modules".
The given days to accomplished the modules is not enough. She stated that as a child, she also has
responsibilities in their house. Like caregiving and household chores. Even though it's hard to face
the new normal due to pandemics she and her family are doing their best to survive because they
still believe that education is important. There's a lot of difficulties but she said she will fight until
she becomes successful. The family she have is her inspiration to fight and to dream in the midst of
Covid 19 Pandemic."Tapos po iisipin ko yung Pamilya ko yung kinabukasan nila po. Gusto ko po
silang tulungan". According to her, there were many times she wanted to give up but she never did
because she wants to help her family and give them a good life through education.
Participant 2
Modular Learner Participant 2 is from San Pedro Masantol, Pampanga. It is 30 to 40 minutes away
from San Miguel Academy via motorcycle transportation. Her parents owned a mini Sari-Sari
store. She is currently a grade 8 student. The mode of learning she chose in this new normal is self-
learning modules that include printed materials while her sister is a 2nd-year college student doing
an online class at Bulacan State University. The challenges she's experiencing are weak signals and
unfamiliar topics. "Kapag po marami pong sinesearch tas di po gaanong mabilis yung signal. Pag
po nahihirapan sa English ganun po, mga yun pong language ng mga iba pong ginagawa yung
tinuturo po sa Filipino po Mas Nakaka stress po ngayon kesa sa dati kasi po Wala pong nagtuturo
sayo self-study po". According to her, there are a lot of unknown topics in the modules. Most of the
time she doesn't understand the lesson. Also, the signal in their Barangay is weak indeed. They
don't have internet connectivity. They rely on mobile sim card loads. "Naglo load lang po kami
pero mahina po talaga ang signal" to get a proper signal, she usually does her modules at midnight.
Despite those difficulties, she's still motivated to finish college. She wants to be a Police Woman
Someday. "Hmm, Siguro po iniisip nalang yung mga pangarap ko para matapos ko po yung
modules. Siguro po yung mga pamilya po ganun, kasi po gusto ko maging police pag na katapos po
ako sila rin po yung masaya." Regardless of this pandemic the world has, she is still inspired
because of her family. She's looking forward that everything will be fine soon. While doing the
interview, the Researcher saw the sparks of hope in her eyes.
Participant 3
Modular Learner Participant 3 is a 14-year-old girl. She is currently a grade 8 student who's taking
modular as a mode of learning at San Miguel Academy. She lives in San Pedro Masantol,
Pampanga it is 30 to 40 minutes away from school via motorcycle transportation. They are 4 in the
family; her father is a worker of a minibus in Masantol while her mother has a mini sari-sari store.
She said that her parents are always busy to the point that they don't have time to pass and get the
modules from school on time. When she was asked about her challenges in modular learning
"Parang nahihirapan po talaga, di mo po maintindihan tapos ano po di po ako makapag pasa ng
maayos kase sina mama ko po nagtitinda tas si papa ko po ano nag tatrabaho din po. Sya po yung
nag ma manage sa mga bagong labas na mini bus. Nag gagawa rin po kami ng mga salamin. Kami
din po namamahala sa pinapagawang bahay ni Tito ko. Kaya ayun, minsan nakikisabay Lang po
ako kay katkat." she can't also accomplish the module on time "Minsan na le late po ako sa mga
modules, kunyare po, malapit na yung pasahan tas di papo ako tapos." She believes that everything
will fall into its right places with God's help and Mercy. Every time she's having difficulties, her
coping mechanism is prayer. She prays and talks to God. She said, her techniques to survive this
school year is "Syempre po nahihirapan ako, nagtatanong nalang po ako sa teacher ko tas minsan
nag Pe pray nalang po talaga ako kay God kase mahilig po akong mag pray." "Pag kase nag Pe
pray po ako kase parang kinakausap mo talaga si God. Tas yun po inaalala ko rin po yung mga
Pangarap ko". She trusts God so much.
Participant 4
Modular Learner Participant 4 is a female 14-year-old girl from San Isidro 1st Street Masantol,
Pampanga. It is 10 minutes away from San Miguel Academy. Her father is an apartment caretaker.
They seldom meet since he is allowed to go home on weekends only. Her mother is a housewife. She
has two siblings. The eldest is currently in a rehabilitation center because of drugs. The other one is
a graduating Grade 12 student. When she was asked what the challenges are, she experienced in
today's new normal kind of learning, she said, "Yung nahihirapan ka sa pag sagot ng modules mo
kase Ikaw Lang ang nagtuturo sa sarili mo, yung sumasabay yung mga Gawaing sa bahay.
(Paglilinis) nagbabantay ng mga bata na 4 years old. Yung inuutusan ako madalas. Wala po kasi
yung nanay nya kase naka rehab po sya. Kilala nya naman dahil dinadalaw sya, sinasama. Ako
yung nag aalaga". She takes the responsibility of being the mother of her 3-year-old nephew and
that somehow a big burden for her. She cannot perform well in school because of that reason.
According to her, this school year is really different from the usual. "Kase dati pag pasok mo ganun
sa eskwela ka, kauwi mo yung ginagawa mo Tapos ngayon ang daming utos na ginagawa sa
mahirap na buhay Tapos minsan di kapa makakuha ng module Kasi walang pera ganun. Kung
nasa paaralan daretcho po ang pag aaral". When she was asked about her coping mechanism, she
response that she regularly takes rest when she's tired doing the school work. That is her strategy
to survive this school year. She is full of hope believing that everything will be fine soon. "Nag-
aaral ng mabuti, nagpapahinga kapag Pagod na. At iniisip ang mga pangarap". She wants to finish
her study for her family. Regardless of those struggles brought by Corona Virus Pandemic, she
kept on fighting for the future. Her proposed intervention is to extend the deadline of the modules.
According to her, it will be helpful.
Participant 5
Modular Learner Participant 5 is from Villa Pricilla Macabebe, Pampanga. She is currently Grade
8 student from San Miguel Academy. Both of her parents are working abroad. She lives with her
aunties and cousins. They are six in the household. According to her, all of us are having hard
times, even Teachers, DepEd employees, and others. The researcher asked her about the challenges
in modular learning she said, "Yun pong, yun pong mga unfamiliar topic. Yun pong ibang question
na Hindi naman po naituro ng maayos". There are a lot of unknown topics she encountered.
According to her, students could not understand those unfamiliar topics even they search them on
google. She's doing self-study and fortunately, her sister is a teacher. She is guiding her in spite of
her busy work schedules. According to the participant, when she was asked by the researcher about
her coping mechanism, she said, can endure the pain of this new normal kind of learning as long as
her family supports her. "Yun pong Hindi ko masyado pine-pressure yung sarili ko." This is the
way she copes with those challenges. When she was asked about what intervention she might
propose, she said that it would be helpful if the Department of Education will extend the deadlines
in passing modules.
Interpretation
Covid 19 has a big impact on Filipino learners. Students have to embrace this what we call the
"new normal" and continue to aim high in spite of the coronavirus. The sudden transition brought
by the pandemic becomes a struggle for both educators and students. Most of the participants need
transportations to be able to get their modules from school. Four out of five of them are twenty (20)
to (30) minutes away from San Miguel Academy. The challenges experienced by the participants
are as follows:
The internet connection, though the modular system does not need online interaction, the students
still have to search about the strange topics they encountered. Most of them have to do the modules
alone since their parents don't have enough time. They are busy working to provide their everyday
necessities. If the researcher will compare and contrast, participant number 5 is somewhat
fortunate because she has a sister who is a teacher by profession, but the rest need to strive more by
themselves to answer the learning materials correctly. Few are having a hard time to perform their
roles as a student and as a child. All of them can't fully understand the learning materials.
It is not that easy to personal and interpersonal problems, especially nowadays students don't have
face-to-face interactions. The following Coping Mechanism is hereby given:
These students are really resilient in facing problems. They showed that in spite of the pandemic,
they could continue to learn and dream for a better future. These five Participants are one of those
Filipinos who are family-oriented. Most of them made their family a strength to cope up with those
challenges brought by the coronavirus pandemic. They are good at finding a solution to survive this
school year 2020-2021. One of the Participant's coping mechanisms is to pray and have faith in God
because he is the only one who can make things fall into their right places. Some of them did not
also forget to do self-care and to reward themselves when they accomplished the modules. As what
BF Skinner's theory, Positive reinforcement is a term described by B. F. Skinner in his theory of
operant conditioning. In positive reinforcement, a response or behavior is strengthened by rewards,
leading to the repetition of desired behavior. The reward is a reinforcing stimulus.
The coronavirus pandemic has changed the education in many ways. As a proposed intervention,
many of the participants are requesting the Department of Education to extend the days of
accomplishing the modules. They also want the printed materials to be free and accessible for all
students.
Table 4. Summarized responses of the Participants
Key Point Code

Challenges:
Participant's Code
Unstable and low internet connection
Modular Learner Participant 1, Modular Learner Participant 2
Insufficient days to comply in printed modules
Modular Learner Participant 1
Unavailability of teachers
Difficult and unfamiliar topics
Modular Learner Participant 2, Modular Learner Participant 3, Modular Learner Participant 4,
Parent's shortage of time
Conflicting household choirs
Having your own time schedule
Modular Learner Participant 1,
Sleepless nights due to printed materials need to be accomplished
Modular Learner Participant 2, Modular Learner Participant 3, Modular Learner Participant 4
Conflicts in roles as a student and as a child
Communicating with teachers online
Technical Difficulties
Modular Learner Participant 1, Modular Learner Participant 2, Modular Learner Participant 3
Coping Mechanism:
Family as an inspiration and motivation

Prayers and encouragement
Thinking about goals and dreams in life
Not pressuring self
Thinking positive
Study well
Accept the reality
Proposed Intervention
Extend the deadline on passing the modules

Pray and ask help from God
Financial assistance
Discussion with the teachers
Considerations for the teachers
That will be helpful
The implication of the study on the discipline of Social Work
Social work is a practice-based profession that promotes social change, development, cohesion, and
the empowerment of people and communities. Social work practice involves the understanding of
human development, behavior, and the social, economic, and cultural institutions and interactions.
(IFSW) this chapter represents the implication of the study to this profession. The main concern of
the Social Work profession is the social functioning of every individual. The study is about the
challenges and coping mechanisms of students in the modular learning system. The study aimed to
identify the difficulties of students in this new normal kind of learning and know how they can cope
up with it to propose an intervention that can help students to lessen their burden and stress during
the coronavirus pandemic.
This study gave an overview and a huge perception and understanding of the struggles faced by
students who chose modular distance education as a new mode of learning. This study explained the
challenges of students in modular learning and how they might cope with it. The social work field
can use this research as a base for an intervention design, especially for individuals who are
experiencing the same situation. This study can also be used by the social workers to promote well-
being in terms of education and to discuss awareness about the mental health of students and
individuals who are experiencing the same situation. This study can also be used by the social
workers to promote well-being in terms of education and to discuss awareness about the mental
health of students and individuals, and of course, the profession can use this study to make
advocacy concerning to this new normal kind of learning.
This research paper aims to describe the struggles of individuals in terms of education, especially in
the middle of a pandemic. One of the essences of being a Social Worker is to be an agent of change.
The more you educate children, the more changes can possibly be attained.
Social workers support individuals through difficult times and ensure that vulnerable people,
including youth, are safeguarded from harm. Their role is to improve people's lives, to strengthens
those individuals who need empowerment and to guide people to adjust to the demand of society.
CHAPTER 5
Summary findings, Conclusions and Recommendations
This chapter is represented in three sections. The first section is about the summary findings
followed by conclusions and the last part is recommendations for future research.
Summary of findings
Coronavirus pandemic has a big impact not only on health but also on the daily lives of every
individual. Everything has changed, including the education system. Before, we have face-to-face
interaction and discussion. Now, we have modular distance learning and online distance learning.
The objective of this study is to identify the challenges and coping mechanism of students in
modular learning systems through sentences listed as follows:
Socio-demographic Profile
challenges of the Grade 8 students engaged in Modular Learning
the coping mechanism of the students in Modular Learning
Proposed Intervention based on the findings
The first one is about the demographic of the participants in terms of age, sex, and address.
Participant's age ranges are 12 to 14 years old. Some of them are 13 years old, while most of them
are 14 years of age. Participants are all females because males don't want to be interviewed. In
terms of address, most of them are from Masantol, Pampanga, while some of the participants are
from Macabebe, Pampanga. The second one is about the challenges they experienced or
experiencing in doing printed modules. The third one is about how they can cope up with the
challenges. The last one is about the intervention that may be proposed specially design for the
modular learner students. Data are gathered through online and face-to-face interaction interviews.
It is conducted in a recorded way.
The findings showed distinct and similar words and phrases used in their way of communicating.
Whether in written, verbal, face-to-face, and virtual communication. For research question number
2, which is about challenges faced by the participants, the findings are as follows:
Two participants said that they have a low and unstable internet connection. They need the
network to answer those printed materials given to them. One of the participants stated that the
days given to accomplished the printed materials are insufficient. Also, one of the participants said
that the unavailability of teachers is one of the challenges they have to face. Four out of five of the
participants emphasized that they are having a hard time answering the printed modules due to the
difficult and unfamiliar topics they encountered.
Two of the participants answered that their parents are having a shortage of time since they are
working to provide for their necessities. One of the participants said that the household choirs are
conflicting; the other one has a bright perspective because she answered that because of the
modular distance learning, she has her own time schedule.
The findings revealed that three of the participants are having sleepless nights due to the printed
materials that need to be accomplished. One of the participants revealed that modular education
cause conflicts in her role as a child and as a student. One of the participants said it's hard to
communicate with teachers online. Lastly, three of the participants saw technical difficulties as a
challenge in this new normal kind of learning.
Research number 3 questions investigated how may the coping mechanism of the participants be
described in addressing their challenges. The analysis of the data led to the following findings:
Lazarus and Folkman (1984), are pioneers of coping theory. They defined it as a constantly
changing cognitive and behavioral effort to manage specific external and internal demands that are
appraised as taxing or exceeding the resources of the person. Individuals have a different way how
to cope up with stress.
Two of the participants said that family is an inspiration and a motivation to continue modular
distance learning. One of the participants revealed that prayers can help and can encourage people.
One of the participants said to cope up; you must imagine your goals and dreams in life. Two of the
participants said that they are not pressuring themselves in doing printed module materials. Also,
two of the participants stated that their way to cope up is thinking positive things. Four of the
participants revealed to study well means coping with the modules, and lastly, One of the
participants said she just accept the reality.
Research question number 4 identifies the intervention program that possibly can be proposed for
them. The analysis of data are the following findings:
All of the five participants response that schools should extend the deadline on passing the modules,
they should have more understanding and considerations about the situation nowadays. One of the
participants said that prayers could be helpful another participant said what they need is financial
assistance. Also, another participant stated they need discussion from the teachers either one by one
face to face or a scheduled virtual meeting even once in a while to understand the lessons and lastly,
they said that they need a broad consideration.
Conclusion
Coronavirus pandemics have a big impact on people's lives. Many things have changed and it seem
the word had stop revolving. The unemployment rate raised higher, individuals are worried about
their health and of course, education has to replace its system with modular and online learning.
Department of Education, Secretary Leonor Briones, believed that education must continue even in
times of pandemic and then we had a distance learning education system. Modular learning
brought a lot of challenges to the students in San Miguel Academy, they need to push themselves to
adjust to this new normal kind of learning. It brought a lot of struggles, but in a wide perspective,
on the other hand, students in San Miguel Academy learned to cope up with the situation, accept
the reality and fight a midst pandemic to have a better future.
This study is relevant for those who are facing similar challenges because of modular learning.
They can use this research as a guide and they can gain insight from this on how to overcome
challenges using individuals' coping mechanisms. The revealed challenges of the San Miguel
Academy students who are doing modular education, a case study made by the researcher can be
used to formulate a proposed intervention to lessen or minimize the challenges that the students are
experiencing.
Recommendation:
The findings in this study have contributed to understanding what kind of challenges modular
learner students have, how they can cope with it, and what intervention can be proposed to
addressed those difficulties. The following recommendations are as follows:
For those in the field of education.

I strongly recommend that the Department of Education should extend the deadline on passing the
modules since students find it hard to submit the modules in a limited time.
They should impose or improve rules and regulations pertaining new normal of the education
system.
They should provide financial assistance for the internet connection of students.
DepEd should give assistance free modules as well to private institutions.
They should have more considerations and make a new instruction for the teachers concerning
unfamiliar topics most of the students don't understand
Department of Social Welfare and Development
To come up with a program that would help the students with their financial problems.
They should provide awareness or workshops or home visits following the proper protocols. So
that, parents would have enough idea what is the new normal kind of learning and how they can
help their children with it.
They should sustain emotional and mental wellbeing to help students to cope up with this new
normal kind of education.
To come up with a program about empowering students to embrace the new normal and
disseminate information properly.
Can have a deep understanding of the challenges and difficulties facing by distance learner
students. They can create a program or make this study based on an intervention to help those
students to get through education in times of pandemic. As what the participants revealed that they
need more time to accomplish modules since they have an unstable and low internet connection.
According to the responses, they need financial assistance and more considerations.
To the Teachers
They should make the self-learning modules more understandable.
They should improve the instructions and avoid deep-meaning English.
will gain insights from this research and they will have a deep understanding of the real situation of
the students in a modular learning system. They can help by understanding those students who are
experiencing challenges and struggles and have more considerations.
To the Students
They should learn from this paper about the different techniques and coping mechanisms of
students in the middle of a pandemic.
They will also benefit from this research study, and they can gain knowledge from this paper on
how to cope up with the challenges in distance learning brought by this pandemic.
Bibliography
Altintas Tugba: Gunes, Ali (2012, September) Evaluation of Distance Education Components: A
Case Study of Associate Degree Programs.
Retrieve from
https://www.questia.com/library/journal/1G1-289620448/evaluation-of-distance-education-
components-a-case
Bonz Magsambol (2020, September) DepEd's modular learning
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deped-probes-students-suicide/782769/amp/
Carol Schubert(2014, March-May) Understanding modular learning- Developing a strategic plan to
embrace change.
Retrieve from https://files.eric.ed.gov/fulltext/EJ1097629.pdf
Ding Cervantes(2020, October) Group assails DepEd, cites 17 student suicide cases.
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Fidalgo, P., Thormann, J., Kulyk, O. et al. (2020) Students' perceptions on distance education: A
multinational study.
Retrieve from https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-020-
00194-2
Hazel T. Biana, Jeremiah Joven B. Joaquin, and Mark Anthony Dacela (2020, October) The
Philippine Higher Education Sector in the Time of COVID-19
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https://www.frontiersin.org/articles/10.3389/feduc.2020.576371/full
Ian R. Cornford (1997) Ensuring effective learning from modular courses: a cognitive, Journal of
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Joseph Peter Calleja, (2020, June) Filipino boy kills himself over online learning.
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over-online-learning/88459
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himself/
Philippine Star (2020, October) Learning Crisis' Highlighted With Millions Of Students Left
Behind Retrieve from https://www.onenews.ph/as-classes-open-learning-crisis-highlighted-with-
millions-of-students-left-behind
R S Lazarus. Am Psychol. (1991 Aug.) Progress on a cognitive-motivational-relational theory of
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Ruth Palo (2020, October) DepEd probes students' suicide
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and Doesn't Tell Us? Retrieve from https://www.edweek.org/ew/articles/2020/03/23/how-effective-
is-online-learning-what-the.html
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teachers-not-so-sure
Appendices
Questionnaires:
CHALLENGES AND COPING MECHANISM OF STUDENTS IN MODULAR LEARNING
SYSTEM: A Case Study Research
(Mga suliranin at estratehiya sa pag gampam ng mga estudyante sa modular learning na sistema:
Isang case study na pananaliksik)
Personal Information (Personal na Impormasyon)

Kindly fill up the following information (pakisagutan ang mga sumusunod na katanungan).
Name (Pangalan) Optional __________________________________________________
Age (Edad) ___________ Sex (Kasarian) __________
Address____________________________________________________
Types of modular learning
Blended Learning TV/Radio based learning Self-Learning Modules
Direction
Please read each item carefully. Put a checkmark in the appropriate column that best describes
your feelings/behavior about the statement. Your responses will be kept confidential. (Basahing
mabuti ang bawat item. Lagyan ng tsek ang akmang datos na nagpapaliwanag nang maayos sa
iyong nararamdaman o kaugalian sa bawat bagay na napag-uusapan. Ang inyong mga sagot ay
gagamitin lamang para sa isang pag-aaral)
Indicate your response to every item using the scale below (Itala ang iyong tugon sa bawat item sa
naturang paglalapat sa ibaba).
A- Always (Palagi)
O- Often (Madalas)
S- Sometimes (Minsan)
R- Rarely (Bihira)
N-Never (Hindi)
II. Challenges of the students in Modular Learning (Mga Suliranin ng mga Estudyante sa modyular
na pag-aaral)
Items (Mga Aytem)

A
O
S
R
N
The time given to accomplish the modules is not enough (hindi sapat ang mga araw na ibinibigay
upang masagutan ang modyuls)
I have a hard time doing self study (Nahihirapan akong mag-aral mag isa)
There's a lot of distractions and interruptions inside the house (Maraming mga libangan at abala sa
loob ng bahay)
I have lack of sleep due to the great numbers of activities (hindi kumpleto ang aking tulog dahil
maraming pinasasagutan at pinagagawa)
It is hard to pay attention and have enough focus to do the modules (Nahihirapan akong makapag
focus sa paggawa ng modyuls)
Lack of environments conducive to learning at home (Kakulangan sa maayos na kapaligiran upang

matuto sa tahanan)
I am not able to get my modules on exact date since the transportation is not accessible (Hindi ko
makuha ang aking modules sa eksaktong petsa dahil wala akong magamit na transportasyon)
I cant research on internet frequently since I only borrow gadgets to someone else (Hindi ako
makapag siyasat sa internet dahil wala akong sariling gadyets)
I don't have internet access to stay in touch with teachers (Walang signal upang ma kontak ang
mga guro)
I have difficult times adapting the new normal kind of learning (Nahihirapan akong makibagay sa
bagong paraan ng pag-aaral)
Modules can give stress and pressure to the students (nakakapag bigay ng kabalisahan ang mga
modyuls)
III. Coping Mechanism of the Participants (Estratehiya ng mga estudyante)
Items (Mga Aytem)

A
O
S
R
N
I will find a greater space where signal is stable. Like for example: studying upstairs (Maghahanap
ako ng lugar kung saan mayroong signal. Halimbawa: pag-aaral sa mataas na lugar)
I ask questions to the teachers whenever I don't understand the topics in the modules (Nagtatanong
ako sa mga guro kapag hindi ko naiintindihan ang leksyon sa modyuls)
I list all my task in the paper so that i can choose which one should be accomplish first (Inililista ko
sa papel ang mga gawain upang malaman ko ano ba dapat ang unang gawin)
I take a short break at least an hour when I feel tired doing modules (Nagpapahinga ako kahit
isang oras lang kapag napapagod na ako sa paggawa ng modyuls)
I ask for guidance and tutorials from my love ones or family when I don't understand the lessons in
the modules (Nanghihingi ako ng gabay at tulong sa aking mga mahal sa buhay o pamilya kapag
hindi ko naiintindihan ang mga leksyon sa modyuls)
When I feel down, I am reminding myself that I do have dreams and goals in life (kapag
nalulungkot ako at iniisip na susuko, pinapaalala ko sa aking sarili yung mga pangarap ko sa
buhay)
I cry when I'm sad so that I can lessen the stress in modules (Umiiyak ako kapag malungkot, upang
mabawasan ang stress ko sa modyuls)
My classmates and I are having some conversation to check each other's situation
(nagkakamustahan kami ng aking mga kaklase para malaman kung ayos ba ang isa't isa)
My classmates and I are sending motivational messages to each other whenever we have free time
and internet access (Nagpapasahan kami ng mga mensahe upang mapalakas ang loob ng isa't isa)
When I feel like stressed, I convince myself that everything will be find soon (kapag na iistress ako,
pinapaalala ko sa aking sarili na magiging okay din ang lahat)
I also do self-care when the task is done (Ginagawa ko ang mga bagay na nakakapag pasaya sa akin
kapag natapos ko na ang mga modyuls)
Dear Respondents: We would like you to know that we value your privacy and confidentiality. In
line with the Data Privacy Act of 2012, all personal information that will be gathered are only for
the purpose of completing this survey form. However, if you choose to withdraw your answers, we
assure you to permanently remove the data collected.
(Mga minamahal na taga-tugon: Gusto naming malaman mo na pinahahalagahan namin ang iyong
privacy at pagiging konpidensiyal. Alinsunod sa batas ng Data Privacy 2012, ang lahat ng
impormasyon na mako-kolekta ay para lamang sa hangarin na makumpleto ang sarbey form na
ito. Gayunpaman, kung pipiliin mong bawiin ang iyong mga sagot, sinisiguro naming sa iyo na
permanenteng aalisin ang nakolektang impormasyon).
IV. Open ended Questions (Mga bukas na katanungan)
Please read each item carefully. Your responses will be highly appreciated and will be kept
confidential. (Pakibasang mabuti ang mga aytem at sagutin ito. Ang inyong mga tugon ay malaking
bagay at sisiguraduhin na magagamit lamang ang mga datos na ito para sa isang pag aaral.)
A. Challenges (Suliranin)
What are the usual problems that the students encountered in modular learning? (Ano ang
kadalasang mga problema na nararanasan ng mga estudyante sa modular learning?)
How difficulties in modular learning affect your daily lives? (Paano na aapektuhan ng mga
problema sa modular learning ang araw araw na pamumuhay ng mga estudyante?)
How can you explain the struggles in doing modules? (Paano mo maipapaliwanag ang mga
pagsubok at problema sa pag gawa ng modules?)
B. Coping Mechanism (Estratehiya)
What are your techniques to survive this school year? (Ano ang ginamit nyong estratehiya upang
malampasan ang akademikong taon na ito?)
How your adaptive strategies help you to cope with stress in modules? (Paano nakatulong ang mga
estratehiyang iyon upang maibsan ang stress nyo sa module?)
What are the things you do to adjust to this new normal kind of learning? (anu-ano ang mga bagay
na inyong ginagawa upang makapag adjust sa bagong paraan ng pag-aaral?)
C. Proposed intervention program (Pagmumungkahi ng programa)
What do you suggest on how to address the challenges encountered? (Ano ang inyong maipapayo
para masolusyunan ang mga problemang nararanasan sa modular learning?)
What programs do you recommend? (Ano ang mga programa na pwede mong mairekomenda?)
How those programs you recommend can help the students in modular learning? (Paano
makakatulong ang mga programa na yon sa mga estudyante sa modular learning?)
Submitted by: Lacap, Richer C.

Letters:

McArthur Highway, Sampaloc Apalit, Pampanga
SAN MIGUEL ACADEMY

Masantol, Pampanga
Dear Sir,
Greetings of Peace and solidarity!
My name is Richer Cruz Lacap, a 3rd-year student of Bachelor of Science of Social Work in La
Verdad Christian College Apalit Pampanga. I am currently in the process of finishing my Social
Work Research, with the title "CHALLENGES AND COPING MECHANISM OF STUDENTS IN
MODULAR LEARNING SYSTEM: A Case Study Research."
In this connection, I am respectfully requesting your permission and consent to conduct a study on
the grade 8 students of San Miguel Academy. They will be the participants in my survey and case
study. I believe that this research study will be of great significance to your school, as the results
and findings of this research will provide knowledge about the challenges experienced and coping
activities by the grade 8 students in the new mode of learning.
I assure you that all the files and information given are confidential. I hope that your school will
consider my request. Your feedback will be appreciated and it will help the development of my
study. Thank you very much for your generous assistance.
With much appreciation:
Ms. Richer Lacap

Researcher
09317079693
Noted By:
Ms. Annabelle Bercasio, RSW, MSSW
Research Instructor
Ms. Raquel Umbalin, RPm, RSW, MSSW
BS Social Work – Program Chair
LETTER FOR THE RESPONDENTS

February 5, 2021
Dear Respondents:
Greetings of Peace!
I am presently conducting a study entitled "CHALLENGES AND COPING MECHANISM OF
STUDENTS IN MODULAR LEARNING SYSTEM: A Case Study Research," as a partial
requirement for the course title Social Work Research 2.
This study aims to determine the different challenges of grade 8 students from San Miguel
Academy and how they can cope up with it.
In this light, I am humbly requesting your participation as a respondent in the conduct of the study.
I hope you can help me by answering the survey questionnaires sincerely and truthfully. It consists
of 22-item statements and nine open-ended questions related to the challenges of the students in
doing modular learning and how their coping mechanisms can be described. Rest assured that all
your responses and data gathered will be treated with the utmost confidentiality and will be used
for academic purposes only.
I believe that you are with me in my enthusiasm to finish this requirement as compliance on this
subject. Thank you very much for your support and cooperation. I hope for your positive response
on this humble matter.
With much appreciation and respect,
Ms. RICHER CRUZ LACAP

Researcher

SULAT PARA SA MGA TUTUGON
Pebrero 5, 2021
Mahal naming Tagatugon:
Maligayang Pagbati!
Ako po ay kasalukuyang nagsasagawa ng isang pag aaral na pinamagatang "(Mga suliranin at
estratehiya sa pag gampam ng mga estudyante sa modular learning na sistema: Isang case study na
pananaliksik)", na kinakailangan sa pag aaral ng kurso o asignaturang Social Work Research 2.
Ang pag aaral na ito ay naglalayong alamin ang iba't-ibang mga suliranin o mga problema ng mga
estudyante sa bagong pamamaraan ng pagkatuto ngayon na tinatawag na modyular. Tatalakayin
din kung paano nalalmpasan at nareresolba ng mga estudyante ang mga suliranin na ito.
Ako po ay humihingi nang napakalaking pasasalamat at malawak na pang unawa sa pagpapaunlak

bilang maging isang tagatugon sa aking gagawin na pag aaral. Nawa po'y matulungan niyo akong
makuha ang ninanais na maging resulta ng pag aaral sa pagsagot ng (31) tanong nang ayon sa
inyong kaalaman at katotohanan. Ang bawat tanong po'y may kinalaman sa iba't-ibang suliranin
na kinakaharap ng mga estudyante sa modyular learning at paano nila nakakayanan at na
reresolba ito. Kung anuman po ang inyong magiging sagot ay sinisigurado pong paka-iingatan at
gagamitin lamang sa pag aaral na ito
Ako po ay naniniwala na kayo po ay kaisa ko sa pag aaral na ito at nagnanais na matapos ko ito.
Taos puso po akong humihingi ng pasasalamat para sa inyong kooperasyon at suporta. Nawa po'y
maging maganda't maayos ang inyong pagsagot sa pag aaral na gagawin.
Lubos na gumagalang at rumerespeto,
Ms. Richer Lacap

Tagasuri
CONSENT LETTER
Dear Beloved Parents,
My name is Richer Cruz Lacap, a 3rd-year student from La Verdad Christian College-Apalit,
Pampanga. Taking up Bachelor of Science in Social Work. I am currently in the process of
finishing my Social Work Research II with the title "CHALLENGES AND COPING
MECHANISM OF STUDENTS IN MODULAR LEARNING SYSTEM: A Case Study Research."
In this connection, I would like to ask your permission to allow me to conduct a survey and an
open-ended interview with your child, who is a grade 8 student from San Miguel Academy.
With love and Respect,

Richer Cruz Lacap
SULAT PARA SA MGA MAGULANG

Mga Minamahal na Magulang,
Ako po ay si Richer Cruz Lacap, nasa ikatlong taon na sa kolehiyo at nag-aaral sa La Verdad
Christian College kumukuha ng kursong Mangagawang Panlipunan. Ako po ay kasalukuyang
nagsasagawa ng isang pag aaral na pinamagatang "(Mga suliranin at estratehiya sa pag gampam
ng mga estudyante sa modular learning na sistema: Isang case study na pananaliksik)"
Ako po ay humihingi ng permisyon mula sa inyo na ma interview ko ang inyong anak na

kasalukuyang nag-aaral sa San Miguel Academy.
Lubos na gumagalang ,
Richer Cruz Lacap

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LA VERDAD CHRISTIAN COLLEGE

CHALLENGES AND COPING MECHANISM OF STUDENTS IN MODULAR LEARNING

Table 1.1: Distribution of the Participants According to Age 28

Figure 1. Showed the relationship and connection of every variables 12

Figure 1. Showed the relationship and connection of every variables

2.2 Conceptual Framework

2.3 Review of Related Literature

2.5 Synthesis of the Art

1.2 Sex of the Participants

1.3 Address of the Participants

2. Challenges of the Students in Modular Learning System

Coping Mechanism of Students in Modular Learning

Table 4. Summarized responses of the Participants

Key Point Code

Family as an inspiration and motivation

Extend the deadline on passing the modules

The implication of the study on the discipline of Social Work

For those in the field of education.

Personal Information (Personal na Impormasyon)

Items (Mga Aytem)

Lack of environments conducive to learning at home (Kakulangan sa maayos na kapaligiran upang

Items (Mga Aytem)

IV. Open ended Questions (Mga bukas na katanungan)

B. Coping Mechanism (Estratehiya)

C. Proposed intervention program (Pagmumungkahi ng programa)

Submitted by: Lacap, Richer C.

LA VERDAD CHRISTIAN COLLEGE

SAN MIGUEL ACADEMY

With much appreciation:

Ms. Richer Lacap

LETTER FOR THE RESPONDENTS

Ms. RICHER CRUZ LACAP

LA VERDAD CHRISTIAN COLLEGE

SULAT PARA SA MGA TUTUGON

Mahal naming Tagatugon:

Ako po ay humihingi nang napakalaking pasasalamat at malawak na pang unawa sa pagpapaunlak

Lubos na gumagalang at rumerespeto,

Ms. Richer Lacap

Dear Beloved Parents,

With love and Respect,

SULAT PARA SA MGA MAGULANG

Ako po ay humihingi ng permisyon mula sa inyo na ma interview ko ang inyong anak na

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