Understanding the Challenges and Benefits of Shifting from Modular Learning to Face-to-Face Classes

among Grade 11 TVL Students

By:

Angeline Raguro

Rica Mae Tolentino

Lavina Gallardo

Relane Veloso

Zyrel Denise Lideros

 Chapter I
INTRODUCTION

This chapter exhibits the Background of the Study, Research Questions, Objective of the Study,
Significance of the Study, Conceptual Framework, and Definition of Terms.

The COVID-19 pandemic has brought a significant impact on education systems around the world,
including the Philippines. As schools shut down to prevent the spread of the virus, modular learning has been
introduced as an alternative mode of education. However, as we aim for a 'new normal', shifting from modular
learning to face-to-face classes has become a hot topic among educators, parents, and students.

This paper aims to explore the challenges and benefits of shifting from modular learning to face-to-
face classes among Grade 11 TVL students. It is important to understand how this shift could impact their
academic performance, social development, and overall learning experience. Through this discussion, we hope
to provide insights that would support school administrators in making informed decisions in transitioning to
face-to-face classes.

Rationale

Modular Distance Learning (MDL) is a way of learning in the Philippines' basic education that allows
students to access printed self-learning modules (SLM) and modules that can be accessed digitally or via
electronic devices such as laptops, computers, tablets, and smartphones.

A face-to-face session is one in which participants, instructors, and facilitators meet together in the
same place and at the same time.

The challenges of shifting from modular to face to face classes is so challenging for us because when it
was modular, because it's difficult for us to understand the lesson given by our teachers in modular learning
because we can't understand the lesson unless if we search about the topic and it was discussed to us properly.

And here are some benefits of shifting from modular learning to face to face classes:

1.You can concentrate better in classroom

2.You can understand better from ‘real world’ examples and stories from classmates and teachers.

3.Interaction between students and teacher is clear and accurate.

4. Students can think more if they are in the classroom setting.

5.Ease the burden for teachers and students.

6.Learning from an actual teacher is very much different from learning through modules.

7.The laughter and the fun inside a classroom setting is priceless.

8. Social interaction is a very important aspect in one’s growth.

Research Questions

1.Are you comfortable in face to face class?

2.Is face to face classes help you more to study?

3.Do you agree that face to face classes is better than distance learning?

4.How effective is face to face learning to students?

Scope and Delimitation

The research will be conducted at Las Piñas City National Senior High School Manuyo Campus that is
located in Tramo St. Manuyo I, Las Piñas City.

The target respondents is limited only to grade 11 tvl student of Las Pinas City National Senior High
School Manuyo Campus. The period of the study will be conduct on the monthly of August 22 to July 7 2023.

Significance of the Study

The purpose of the study is to know the Challenges and Benefits of Shifting from Modular Learning to
Face-to-Face Classes among Grade 11 TVL students on Manuyo. The title of the research paper is
"Understanding the Challenges and Benefits of Shifting from Modular Learning to Face-to-Face Classes among
Grade 11 TVL Students"
 Chapter II
Review of Related Literature

Review of Related Literature

The academic community has long been engaged in researching the impact of different teaching
methods on learning outcomes. The shift from modular learning to face-to-face classes has been one of the most
extensively researched areas in this regard. This review of literature aims to explore the challenges and benefits
of this shift amid grade 11 TVL students.

A study conducted by Ortiga et al. (2018) examined the perceptions of grade 11 TVL students toward
online learning, modular learning and traditional face-to-face instruction. The authors found that students found
modular learning challenging, as it often required high levels of self-discipline and emphasis on routine.
Additionally, students reported feeling isolated and lacking in support. However, traditional face-to-face
instruction was preferred over modular classes as it provided students with immediate feedback and interactive
classroom discussions.

Morrison et al. (2019) also found similar results in a study that explored the experience of learners
transitioning from modular learning back to the traditional classroom setting. The study showed that students
experienced challenges in readjusting to the more structured environment of traditional classrooms, but enjoyed
the benefits of social interaction and having a regular classroom setting.

On the other hand, some studies suggest that modular learning can be beneficial for students who
prefer learning at their own pace and who are comfortable with self-directed learning. A study by Puentespina
(2017) found that modular learning allowed for more personalized learning experiences with a greater degree of
autonomy. Modular learning also provided opportunities for students to work on specific projects based on their
interests.

In conclusion, the shift from modular learning to traditional classroom instruction can pose challenges
to grade 11 TVL students. The need for self-discipline and routine may be a hindrance for some, while the lack
of face-to-face interaction can lead to feelings of isolation. However, traditional classroom instruction can
provide a structured and interactive learning environment that is beneficial for many students. The decision of
which teaching method to use should depend on the specific needs and preferences of the learners.

Conceptual Framework

The conceptual framework for this study is depicted in the table below, showing the research
question, research design, dependent and independent variables, and the relationships between these variables.
Independent Variables:

Learning Platform – Modular learning and Face-to-face classes.

Psychological Factors – Learning styles, motivation, and anxiety

Dependent Variables:

Student Performance – Class attendance, academic achievement, and engagement.

Student Satisfaction – Learning experience and social interaction.

Relationships:

Learning Platform and psychological factors may affect student performance.

Student performance may influence student satisfaction.

Psychological factors may impact student satisfaction.

Student satisfaction may affect student retention and academic achievement.

Conclusion:

The conceptual framework suggests that the shift from modular learning to face-to-face classes
may impact students' psychological factors, performance, satisfaction, retention, and academic achievement.
The study's findings will provide a clear understanding of the benefits and challenges of shifting from modular
learning to face-to-face classes and provide recommendations for improving the learning process.

Definition of Terms

Teacher Role Distance Education refers the interactive, educational process between student and
teacher separated by physical distance (Harry et al, 1993, p.32), it adapts to individual differences and the way
students react to media Personality, intellectual abilities, cognitive and learning styles are important concerns in
distance education (Harry et al, 1993)

A teacher is responsible for preparing lesson plans and educating students at all levels. Their duties
include assigning homework, grading tests, and documenting progress. Teachers must be able to instruct in a
variety of subjects and reach students with engaging lesson plans.

For societal development education should be a leader in providing easy access to knowledge,
effective ways to learn, and growth opportunities for qualified people. Distance education enables people to
learn individually at any time or place. They learn from computer assisted programmes. interactive multimedia,
and internet discussions rather than from lectures and classroom methods of instruction Distance Education is
really related by the discovery of truth for gaining antithesis sides of the thoughts to get the exact knowledge
(Willis, 2002)

Understanding your role as a teacher in technology rich learning environment is important and needs to
be supported with effective teaching strategies when teaching with technology. In an online and digital world,
equipping students is essential, and shifting your focus from a teacher-centred to a student-centred learning
focus will not be easy.

However, your effective teaching environment depends on it. Teaching with technology can be
achieved if pedagogical approaches allow students to make decisions about what they need to learn, how they
need to learn when it should be learned.

This is a lengthy process and the role of the teacher in an effective teaching and learning environment
is the key to creating and maintaining how students learn in technology rich learning environments. You will
need to focus on instructional emphasis such as relationships, inquiry, and intervention along with the
transformation of facts. Teaching with technology in the learning process requires you to understand how
technology can enhance the teaching and learning process.

Every student as a learner must be engaged in the learning process - a leaming process that involves an
authentic learning experience. In such technology rich learning environments, they can take ownership as they
construct their own learning, and scaffolding in the classroom is provided yourself as the teacher through the
structure of the teaching and learning environment.

Situation in Pandemic of Education The way of learning began to change since the pandemic hit in
December 2019, there was a change in learning, the teachers thought of using internet access for learning and
thought of making it a way through modular as a student, it was difficult to study during the pandemic because
you could not afford internet access and it was difficult to study during the pandemic because it was your own
effort in learning without the guidance of teachers and as a student not everyone can access the same internet
connection

The coronavirus (COVID-19) is a pandemic disease that affects the education system of different
income level countries (Wajdi et al., 2020).

The pandemic of COVID-19 pandemic is affecting schools, students, teachers, and parents. The
COVID-19 crisis increases social inequality in schools. Students from more advantaged parents attend schools
with better digital infrastructure and teachers might have higher levels of digital technology skills. Some
schools can be well equipped in digital technology and educational resources.

Disadvantaged students are attending schools with lower ICT infrastructure and educational resources
(Di Pietro et al., 2020)

Following COVID-19 more advantaged students are attending schools to adopt online learning.
Schools in disadvantaged, rural areas lack the appropriate digital infrastructure required to deliver teaching at
the remote. Also, there is a significant difference between private and public schools in technology and
educational resources.

In most countries, private schools are more effective than public schools. Students’ have not equal
access to digital technology and educational materials. In the (Woday et al., 2020) survey, the study finds
during schools closure the level of anxiety, depression disorders, and stress are high among students.

Online learning and modular learning- Online learning is a method of education whereby students learn in a
fully virtual environment. First introduced in the 1990s with the creation of the internet and utilized in distance
learning, online learning (also called e-learning) is most prevalent in higher education, enabling students from
different geographical areas to engage with an academic institution and other students online and learn flexibly,
at their own pace, while working towards a degree or certificate.

Online learning refers to an internet-based learning environment that can connect students of diverse
backgrounds who boast different perspectives. A higher education institution will use a learning management
system, or LMS, to facilitate online learning, which can take the form of asynchronous learning (where students
are not required to be online at the same time, and utilize discussion threads and e-mails to complete
coursework) or synchronous learning (where students must be online at the same time).

What is Modular Distance Learning

It is an individualized instruction that lets the learners use a self-learning module either in print or digital format
depending on the applicability to the learner. In this chapter, modular distance learning refers to the mode of
learning commonly used by teachers in basic education, particularly in rural areas. Learn more in: COVID-19
and Remote Learning in the Philippine Basic Education System: Experiences of Teachers, Parents, and
Students

Modular instruction is an alternative instructional design that uses developed instructional materials
which are based on the needs of the students. Students are encouraged to work on various activities that are
interesting and challenging to maintain focus and attention [1], thereby encouraging independent study. And
Online learning is education that takes place over the Internet. It is often referred to as “e- learning” among
other terms. However, online learning is just one type of “distance learning” - the umbrella term for any
learning that takes place across distance and not in a traditional classroom.

Obligations of Educators- Individual educators have the responsibility to teach, teach well and teach
even better.

According to Alegado, P. J. E. (2018) The application of teacher leadership in the local context can
potentially make a significant contribution in shaping the culture of their schools, advancing student learning,
and influencing practice among their peers.

Ethically obligated to serve the learning needs of all children, and to do this they must recognize,
understand, and demonstrate an appreciation for the perspectives, cultural backgrounds, values and beliefs,
world views, and different kinds of motivation that students bring to school. They also evaluate the strengths
and weaknesses of their students and guide them to follow the best practices.

According to Gepila Jr, E. (2020) Teachers are catalysts of national development. With them, the
nation is able to produce and develop learners, who may lead the country to development and progress.

What Happened at Years of Pandemic and what to do on Face to Face Classes-

The COVID-19 pandemic, which has already claimed millions of lives and altered how each of us interacts
with and travels through the world, began a year ago. What effects has the epidemic had on our lives over the
last 12 months? Medical News Today evaluates the circumstances.

Dr. Tedros Adhanom Ghebreyesus, the director-general of the World Health Organization
(WHO)Trusted Source, announced that the global COVID-19 epidemics had reached pandemic proportions on
March 11, 2020.

The World Health Organization has been monitoring this outbreak round-the-clock, and we are
extremely concerned about both the worrisome rates of spread and

A face-to-face session is one in which all parties involved gather in the same location and at the same
time. Sessions held in person are Synchronous

According to a good school head, full face-to-face classes must be implemented as soon as possible in
order to avoid future health issues, especially among students and teachers who interact with one another on a
daily basis in the classroom. As a result, on November 2, 2022, all staff members worked together under the
head of school's supervision to ensure a smooth start to the full face-to-face classes' implementation. The
security officers were stationed at the entrance gate under the guidance and supervision of the designated
Department Heads and teachers to monitor the pupils' orderly admittance. Students were reminded to follow
these practices at all times after the right distance and face mask wearing were checked. as soon as they enter
the school's grounds, students use

What Happened in Modular Learning and Face to Face Classes- On Modular Classes our parents or
guardian used to go in our school every week just to get modules and LAW (Learning Activity Worksheets).
Our parents used to get it because we're not allowed to go outside. After the parents get it, we have a schedule
to follow for answering our module but most of the students didn't do it. They would just answer it on the last
minute or would only answer if they want to.

According to Agaton, C. B., & Cueto, L. J. (2021). Modular learning addresses this learning inequality
by providing more inclusive access to education. This study explored the lived experiences of the parents who
act as learning supervisor, tutor, and home-schooling teacher for modular learning during the health crisis.
 On modular classes we also have an online class but some people couldn't attend it because of their
poor signal connection, lack of mobile gadgets to use, time management, anxiety, laziness, etc.

According to Bustillo, Ermelyn, and Maricar Aguilos. Nonstructured interview results showed that
most students were constrained by many challenges and struggles in complying with the tasks. These include
internet connectivity problems, inadequate learning resources, difficulty understanding the module contents and
assessment instructions, overloaded remote learning tasks, poor learning environment, and mental health
problems. This study also revealed that the country’s digital divide became more apparent as we navigated this
new mode of the remote learning system.

Today on Face to Face classes it was us that needed to go in school every week. We can now go to
school freely without any restriction. This was the best for us because on modular it was hard to answers the
LAW (Learning Activity Worksheets) because we don't have enough resources to find an answer.

It was also fun in face to face because we can gain more friends unlike the modular. On the modular
we only ask for help in our friends and by that we can't have more friends because we are just talking our
friend.

Now on Face to Face Classes we can have a lot of friends by just talking to your seatmate in front,
back, left or right and also be friend with others on people you don't know in the groupings.

In my own experience on modular it was hard because i stay up to late night just to finish answering a
LAW( Learning Activity Worksheet) because some questions are hard. I cant find it on internet, in module and
even on the book.

Chapter III
Methodology

Local of the Study

The research will be conducted on Las Piñas City National Senior High School Manuyo Campus.

Research Design

The researchers will use phenomenology. Because they will be studying about the phenomena that
happened that cause the modular learning

Sampling Procedure

The researchers will use the convenience sampling technique. This sampling technique doesn't require
a random selection of participants bases on any set of criteria instead, researchers will subjectively select people
at random, who are happy to be approached and become part of the research.

Research Instrument

The Instrumentation that the researcher's will use is survey. Because they would use survey to know
what are the perceptions of Grade 11 TVL on the Modular Learning and Face to Face Classes
Data Analysis

Our title is Understanding the challenges and benefits of shifting from modular learning to face to face
classes among grade 11 tvl students. The research design for this study would be phenomenology study. The
participants in this study will be grade 11 TVL students. The response of students will tracked using the survey,
and lastly the data was analyzed to answer the research question