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LEARNING MODALITY PREFERENCE OF GRADE 11 AND 12 HUMSS STUDENTS

AT POLANGUI GENERAL COMPREHENSIVE HIGH SCHOOL

A Practical Research Proposal

Presented to the Senior High School Department
Polangui General Comprehensive High School
Polangui Albay

In Partial Fulfillment of the

Requirements for the Senior High School
Inquiry Investigation Immersion
Humanities and Social Sciences

KYSHA ANNE A. PENETRANTE

DANICA S. PORTEM
LALAINE C. RAMBUYONG
MA. AIRA B. SABIDO

June 2023
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TABLE OF CONTENTS

TITLE OF CHAPTERS Page

Chapter 1 - THE PROBLEM

Introduction 3
Statement of the Problem 5
Scope and Delimitation 5
Significance of the Study 6
Definition of Terms 7
End Notes 10

Chapter 2 - REVIEW OF RELATED LITERATURE

Related Literature 11
Related Studies 17

Theoretical Framework 21
Theoretical Paradigm 24
Conceptual Framework 25
Conceptual Paradigm 26
Synthesis of the Art 27
Gap Bridged by the Study 28
End Notes 30
Chapter 3 - RESEARCH METHODOLOGY

Research Design 32
Data Sources 32
Data Gathering Procedure 33
Instrumentation 33
Statistical Tools 33
End Notes 35

APPENDICES

Letter to Teachers 37
Letter to Respondents 38
Instrumentation 39
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ACKNOWLEDGEMENT

We wish to express our sincere gratitude for the unfailing contributions and guidance of

everyone who helped us to complete this research.

To our research adviser, Mrs. Venessa Rivera, thank you for guiding us throughout this

research. We are sincerely thankful for your patience, enthusiastic encouragement, and critiques

that greatly assisted our research.

To our research professor, Mrs.Hilda Remendado, thank you for the constant encouragement in

conducting this research.

To the adviser of Grade 11 and 12 HUMSS students, Mr. Emil Yshmael Sabillena,

Mr.Wilhelm Ted O. Mandac, Mrs. Grace Llona, Mr. Robert D. Alamo, Ms. Salve M.

Maraño, Mr. Rico B. Carinan, Mrs. Venessa Rivera, Mrs. Cherry S. Ll, Mrs. Jheycel P.

Pesante, Mrs. Ma. Salve Mirabueno, Ms. Christine S. Reynes, and Mrs. Jellane S. Seletaria,

thank you for allowing us to conduct the research in your advisory class.

To our dear respondents, our sincere thanks for responding to our surveys.

To the defense panelists, Mr. Joebert R. Rivera, Mrs. Jemalyn N. Sabile, and Mr. Eddie Ll.

Ferrer for their suggestions, comments, constructive criticism, and methodical evaluation that is

prominent for the improvement of this research study.

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To our validator, Ms. Ella Mae S. Velarde, Mrs. Ma. Salve Mirabueno, and Mrs. April Lyne

A. Paje, thank you for responding positively to our request, and for spending time checking our

research instrument despite your busy schedules.

To the researchers’ parents, for giving the researchers the love, support, and accommodation, and

also for being the inspiration and motivation to accomplish this research study.

To the researchers’ friends and colleagues, for being one of the sources of inspiration, and for

being the helping hand of the researchers with every challenge and struggles.

Above all, to Almighty God, thank you for the knowledge, strength, and unwavering guidance

you have given us all throughout this research. 

Kysha Anne A. Penetrante

Danica S. Portem 

Lalaine C. Rambuyong

Ma. Aira B. Sabido

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ABSTRACT

PENERANTE, KYSHA ANNE A., PORTEM, DANICA S., RAMBUYONG, LALAINE C,

SABIDO, MA. AIRA B. “Learning Modality Preference of Grade 11 and 12 HUMSS

Students at Polangui General Comprehensive High School” (Practical Research

Proposal, P Polangui General Comprehensive High School, Polangui Albay 2022-2023)

The pandemic had drastically changed our lives, both figuratively and literally. It brought

changes to the perspectives of our lives, including our education and academic lives. As a matter

of fact, a recent global study conducted by the World Bank, UNICEF, and the United Nations

Educational, Scientific, and The Cultural Organization (UNESCO) revealed that learning loss

due to the pandemic is higher than expected, with this generation of students risking a loss of

$17 trillion in lifetime earnings in present value.  Nevertheless, to make sure learning remains

unshackled, the Department of Education (DepEd) adopted different methods for teaching

students due to COVID-19. Pandemic.  which includes modular distance learning (MDL) and

online distance learning. (ODL), TV/Radio-Based Instructions (TVI), or a combination of these

(blended learning). Henceforth, teachers must know how to adapt their methods in such a way

that teaching, and its quality is not negatively affected. In this case, this research will be carried

out in the hopes of making an impact. It focuses on determining the learning modality preference

for Grade 11 and 12 HUMSS students at Polangui General Comprehensive High School. The

study (used) the descriptive type of quantitative research design that describes the characteristics

of a population and phenomena being studied. A survey design checklist (was) distributed to six

randomly selected students in every section of Grade 11 and 12 HUMSS at Polangui General
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Comprehensive High School. The general population of Grades 11 and 12 HUMSS students was

six hundred seventy-two (672) that served as the respondents of the study, using the solvin

formula. The sample size for every section of grade 11 and 12 is six (6) in total of seventy-two

(72) respondents. The researchers conducted the survey face-to-face, using the printed survey

forms, the researchers collect the survey design checklist and interpret the results. Based on the

results of the data gathered, the researchers concluded that the learning modality preference of

the students is Face to face. Due to the following reasons respectively ; according to

them, through face to face learning, they can easily learn and keep up with the lesson (1),it is

more preferable and effective (2),it is much active (3),it is simpler to comprehend (4),they

can express their creativity and talents in school (5),and lastly, it is more convenient

and manageable (6). Furthermore, the researchers hereby recommend that teachers could

formulate different teaching and learning methods that may suit the student's academic

performance depending on the context, situation, and needs of the students.

Keywords:
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Chapter 1

THE PROBLEM

Introduction

Learning is a continuous process, a process of gaining new skills, knowledge,

understanding and values. However, learning cannot be obtained if existing challenges will

cause the learning to be interrupted. A successful learning plan can unravel these challenges,

resulting to a learning that is personalized or Student-centered. One of those barriers is the

mismatch in the teaching-learning approach. An inappropriate way of using methods,

techniques, and strategies to the learners may lead to this barrier. The mismatch will grow

because of the ineffective use of approaches, techniques, and tactics with the learners.

Recognizing the learner’s style of learning can lead to a potential and effective learning.

During 2020, the world has been figuratively stopped. It brought changes on the

perspectives of our lives including our education and academic life. A recent global study

conducted by the World Bank, UNICEF, and the United Nations Educational, Scientific and

Cultural Organization (UNESCO) revealed that learning loss due to the pandemic is higher

than expected, with this generation of students risking a loss of $17 trillion in lifetime earnings

in present value. Nevertheless, to make sure the learning remains unshackled, Department of

Education (DepEd) adopted different methods in teaching students due to the COVID-19

Pandemic. Which includes the Modular Distance Learning (MDL), Online Distance Learning

(ODL), TV/Radio-Based Instructions (TVI) or a combination of these (blended learning). (De

Guzman,2021)

In the Philippines, the Basic Education - Learning Continuity Plan (BE-LCP), which

DepEd first implemented in 2020, has been subject to improvements the past few months. The
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issues surfaced about a month after it was introduced. The students became aware of the

financial costs associated with the holding of online or virtual classes, such as the need to

purchase a laptop/desktop, or an Android phone that is WIFI compatible, as well as a good

internet connection, to fulfill the requirements for virtual or online classes. This goes against

the purpose of distance learning, which is to allow students to study without leaving their

homes. Some students, however, are forced to leave their homes because of a lack of internet

access. Aside from the internet, other difficulties include the learning environment, the

availability of gadgets (for the online learners), the learner's ability to concentrate, and lack of

socialization, social behaviors, and lack of transportation (DepEd LCP, n.d).

With this, the effects of the pandemic have affected and continue to affect the educational

modalities here in the Philippines. The educational modalities are not immune to the pandemic

periods we are facing, so as the resumption of the on-campus (face to face) classes. Henceforth,

teachers must know how to adapt their methods in such a way that teaching, and its quality, is

not negatively affected. In this case, this research will be carried out in the hopes of making an

impact. It focuses on determining the learning modality preference for Grade 11 and 12

HUMSS students at Polangui General Comprehensive High School. With the results, it will

provide a basis for reflection about the pros and cons of educational modalities in K-12

curriculum.

The current situation demands to continue to rethink what is the best methodology for

teaching and learning so that the education of the students is not affected in any way.

Moreover, they experience difficulties during the pandemic specifically in education, with the

different learning modalities available, provided with their advantages and disadvantages, and

limitations, The researchers would like to find out the learning modality preferences of the
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students and their underlying reasons that may suit the participants’ academic performance

depending on the context, situation, and needs of the students.

Statement of the Problem

The purpose of this descriptive quantitative study is to determine the learning modality

preference of grade 11 and 12 HUMSS students of Polangui General Comprehensive High

School

Specifically, answer the following objectives:

1. What is the demographic profile of Grade 11 and 12 HUMSS in terms of:

a. gender

b. age;

c. economic status;

d. availability of tools and gadgets;

e. proximity; and

f. access to school

2. What is the learning modality preference of Grade 11 and 12 HUMSS students?

3. What recommendations may be formulated based on the results of the study?

Scope and Delimitation

The study focuses on determining the learning modality preference of Grade 11 and 12
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HUMSS Students of Polangui General Comprehensive High School. Descriptive quantitative

study research design will be used to gather and interpret the data. Also, it only focuses on the

different learning modalities which includes the Modular Distance Learning (MDL), Online

Distance Learning (ODL), TV/Radio-Based Instructions (TVI) or a combination of these

(blended learning) and Face to Face Classes. This study is delimited for the randomly selected

students of grade 11 and 12 HUMSS of Polangui General Comprehensive High School for the

present school year 2022 2023. The study would like to find out the learning modality

preference and the reason too their preference.

Significance of the Study

This study will be a great contribution to the vast knowledge in relation to the

achievements of the students. The vital results of this research are highly significant and

beneficial specifically to the following:

Students. The students of Polangui General Comprehensive High School, particularly

the selected grade 11 and 12 HUMSS students, will benefit from this research as they were the

ones involved. They will gain knowledge about their learning modality preference, their

difficulties in different learning set up, and the educational approaches teachers implement to

address the problem. This will in turn help them understand and reflect on which learning

modality preference is more effective for them.

Teachers. This study will provide teachers basic information about the learning

modality difficulties of grade 11 and 12 HUMSS Students and which is more effective learning

modality for them. This, in turn, help them formulate different teaching and learning methods

that may suit the students’ academic performance depending on the context, situation, and

needs of the students.

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Parents. Findings in this study will help parents to be aware of the aspects of the

learning modality preference and difficulties of their children in different learning approach.

Parents could contribute to the teachers and school institution by facilitating optimum growth

and development of their children. They could provide appropriate parental guidance through

proper advice and a supportive learning environment for the child.

School Administration. This study provides information to the school administration

about the learning modality preferences and the difficulties encountered of grade 11 and 12

HUMSS students. The institution could formulate a deliberate and effective plan on how to

address the educational difficulties of the students and how they can create amendments in

their current education system being implemented in the school. The institution could also help

teachers by providing them with the necessary actions to meet the desired learning outcomes of

the students as well as achieve the goals and objectives of the institution.

Local Government Unit. This study brings awareness to the Local Government Unit

(LGU) about the difficulties in different learning modality of the students in the locality. LGU

could promote projects and aid students as to how they can lessen student's burden and to how

they can leverage student's academic performance.

Future Researchers. These ideas presented in this study may serve as their cross-

reference that will give them a background or an overview of the different learning modality

that is available.

Definition of Terms

For better understanding, the following terms are defined operationally and

conceptually.
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Access to School. Means the different kinds of transportation. In this study, it refers to

the transportation that the students use when they go to school, like tricycle, bus, personal

service, etc.

Availability of Tools and Gadgets. Is an available tool that you have or own. In this

study it is referred to as an available gadget or tools that you use when you are attending school

in face to face, online, modular like smartphones, pen and notebook, laptop, television, etc.

Blended learning. It is a learning modality that combines different methods of

learning. In this study, blended learning refers toa learning delivery modality that combines

distance learning approaches such as online distance learning, modular distance learning, and

TV/radio-based instruction.

Face to Face. On campus or face to face is another method of educational modalities.

It refers to the way of studying before the pandemic happen. In this study Face-to-face classes

refer as the traditional form where there is a physical interaction with the students and teachers.

Learning Modality. It is the method of student participation in instruction. In this

study, learning modality refers to a learning delivery modality where learning takes place

between the teacher and the learners who are geographically remote from each other during

instruction, namely Modular Distance Learning, Online Distance Learning, TV/Radio Based

Instruction, Blended Learning and Face to Face.

Modular distance learning. It is an instruction that allows learners to use self-

learning modules in print or digital format (electronic copy), whichever is applicable in the

context of the learner, and other learning resources like learner’s materials, textbooks, activity

sheets, study guides, and other study materials. In this study, modular distance learning is a

learning method where students can use printed self-learning modules (SLM) and modules that

can be accessed digitally or through electronic devices.

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Online Distance Learning. This features the teacher as a facilitator, engaging

learners' active participation through the use of various technologies accessed through the

internet while they are geographically remote from each other during instruction. In this study,

online distance learning is a learning method where teachers can teach their students via online

or the internet. Students can also download learning materials and submit their homework

through online means like Google Classroom.

Proximity. Is the physical distance between people measured in units such as inches,

meters, or miles. In this study, proximity referes to the distance between the student's house and

their school.

TV/Radio Based Instructions/ TVI. This utilizes SLMs converted to video lessons for

Television-Based Instruction and SLMs converted to radio scripts for Radio-Based Instruction. In

this study tv/radio-based instructions is a learning method where the self-learning modules are

taught on television and radio. It is an effective alternative to students without internet access and

computers, tablets, and smartphones.

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NOTES

Aras B., Insung J., Junhong X., Viviane V., Robert S., et al. (2020) Asian Journal of Distance

Education, 15(1), 27-30. Retrieved from

https://files.eric.ed.gov/fulltext/EJ1290039.pdf

Kirtman, L. (2009). Online Versus In-Class Courses: An Examination of Differences in

Learning Outcomes. California State University, Fullerton. Retrieved from

https://eric.ed.gov/?id=EJ858508

De Guzman M. (2021). As blended education becomes the norm, PHL should strengthen

distance learning Modalities -DepEd, UNICEF. Business World Publishing. Retrieved

from https://www.google.com/amp/s/www.bworldonline.com/health/2021/12/15/41750

8/as -blended-education-becomes-the-norm-phl-should-strengthen-distance- learning-

modalities-deped-unicef/%3famp

Reynaldo A. C. (2021). Learning Styles and Preferred Learning Modalities in the New Normal.

Scientific Research Publishing Inc. Retrieved from

https://www.scirp.org/journal/paperinformation.aspx?paperid=10829
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Chapter 2
REVIEW OF RELATED LITERATURE

This chapter present some relevant literature and studies which are closely related to

the study. The researchers are properly guided in formulating problems and hypothesis based

on the students herein cited, which are supported by studies both local and abroad.

Moreover, this chapter also presents the concept related to different educational

modalities. Sources and past studies related to this research study seek to determine the

preferred educational modalities of students and will be cited and discussed. In this chapter as

well, related studies are particularly covered and discussed. The findings in each study are used

to determine what learning modality are more effective among students.

Related Literature

Learning is an ongoing process, and a process is an action that results in a particular

result. If difficulties prevent or postpone the learning process, understanding will not be

achieved. These issues will be solved by a successful learning strategy, resulting in instruction

that is tailored to the needs of the learner. The ineffective use of approaches, strategies, and

tactics with the learners will cause the mismatch to increase. By identifying the learner's

preferred learning modalities and learning style, successful teaching and student learning can

be accomplished. Every student has a unique learning style and set of preferences. While some

people identify their primary learning style, others employ a variety of learning styles

depending on the situation. Within the new normal, the situation presents a unique challenge to

every education leader in the decision-making process. This decision process will most
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probably carry into the future as technology improves and as students demand better learning

experiences.

However, learning cannot be obtained if existing challenges will cause the learning to

be interrupted. A successful learning plan can unravel these challenges, resulting in learning

that is personalized or Student-centered. Every learner has their own preferred way of learning.

It is diverse and distinctive. The student's success is partly dependent on the teacher's

understanding of their learning styles. Then faculty should understand these styles to create

more appropriate instruction for students. This way, learners can have the accessibility to an

effective and potent way of learning. (Cabual, 2021)

In accordance with Cornoldi and De Beni, the concept of "strategy" can be applied to

all situations that can be approached in different ways. Studying is one of these complex

situations. A true study strategy ought to embody the motivation for learning, the way work is

equipped, and the flexibility of the administration of the whole process. Study strategies have

been variously explored in common face-to-face schools, whereas their functioning online has

been objecting to investigation only in the closing years. These techniques can simply be built-

in with the significance of making brief subsidies, clear and interesting the use of easy media,

and carrying out ordinary and continuous evaluations. Another current study, however, showed

a positive correlation between self-efficacy and the use of self-regulated learning by way of

students, highlighting how this construct is indispensable for the development of unique

strategies, mainly for online learning.

Teachers commonly categorize students as visual or auditory learners. Despite a lack

of empirical evidence, teaching to a student’s perceived learning style remains a common

practice in education. The fundamental tenet of learning styles is that students learn best when
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their preferred learning style is followed when being taught. For instance, it is assumed that

pupils who are categorized as visual learners will remember information better when it is

presented in a visual style. Students who are auditory learners will also remember information

better when it is delivered to them in an aural fashion. Although it seems obvious that teaching

should follow each student's preferred method of learning Pashler et al., 2009).

As Nafukho F. basically says "E-Learning has a sort of potential to actually improve

students' performance, but to mostly boost success in the digital economy, individuals and

institutions of higher learning must use research to guide the adaptation and integration of new

technology into the learning process." Although some researchers literally are in favor of E-

Learning and others kind of are against it, no conclusion mostly has been generally found in a

big way. With advancement, learners now want quality programs they can access from

anywhere and at any time, contrary to popular belief. Because of these demands, online

education has become a viable, alluring option to business professionals, stay-at-home parents,

and other similar populations, which kind of is significant. In addition to flexibility and access,

multiple generally other face value benefits, including program choice and time efficiency,

have increased the attractiveness of distance learning. (Wladis et al., 2015)

Teachers must not just comprehend how their pupils learn but also their preferred

methods of learning. Instructors have known for a long time that every student is an individual

with a preferred learning style that helps them comprehend the material more fully. The key to

unlocking the classroom with a teacher who is educated about preparing the class and can

match the student's preferences with the appropriate method and technique is for faculty to

assume that knowing the student’s learning styles.

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Student-centered is one of the approaches that create more stability between the

teacher and student each playing a role in the learning process. While the teachers still hold

authority, they act more as facilitators, coach students, and assist them in their learning. The

teachers should consider the student’s preferred learning styles in order for this strategy to be

effective. Students will be able to handle this approach with ease if they are aware of their

learning preferences. (Lathan, 2021)

According to DepEd Data Bits, different learning strategies is A group of abilities that

students employ to comprehend various tasks are referred to as learning methods. They are then

able to decide on and use the best strategy to complete tasks or achieve learning objectives.

These methods include ways to sharpen your memory as well as better methods for studying or

taking tests. Different learning strategies are important in developing flexible thinking and

emphasizing to students the value of adapting how they approach various tasks. Techniques

support self-directed learning. Using strategies allows students to study more effectively and

efficiently.

The foundation of traditional academic education has always been instructors teaching

in a classroom environment, students listening, taking notes, asking questions, and having those

questions addressed. New forms of education, including distance learning, have evolved

because of developments in communication technology, including the telephone, radio,

television, and most recently the internet. By simply pressing a few buttons on the computer,

students can now easily learn at home and receive instruction from professors who are located

thousands of miles away. away, interact with the teacher, and manage problems without having

to be present in a physical classroom. Distance learning has advanced in idea and execution,

despite being a more costly alternative for education in terms of setup. (Mensah et al., 2020)
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Unfortunately, as stated by White (2006), research on blended learning has only been

done to compare the learning outcomes in traditional and blended foreign language classes. The

various sociocultural (external) and psychological (internal) factors that mediate teachers' and

learners' transition from face-to-face to online learning, and which provide a richer

understanding of this phenomenon, appear to be ignored. Also, there is a dearth of knowledge

regarding teachers' perspectives and the roles they play in these hybrid settings, making it

challenging to develop innovative and successful blended learning models without an

awareness of these elements (Grgurovic, 2010).

Homeschooling, often known as home-based learning, is a method of formal education

where parents or tutors educate their children at home rather than sending them to a public or

private school. Homeschooling is a popular choice among parents who don't want their kids to

be subjected to bullying or have their values distorted by their peers. The pressure to "fit in" or

attain a certain degree of social standing among peers may be fairly high in both private and

public schools.

In accordance with Hunkar Korkmaz and Guter Duman, Participants' responses to

homeschooling tend to be influenced by a number of variables, most notably their gender

identity and socioeconomic orientation. The implementation of such an alternative model and

corresponding regulation of home school entrance procedures and curriculum may be

conceivable if the factors influencing participants' decisions to choose homeschooling or

schooling can be reliably identified.

Applying self-learning modules (SLMs) in print or digital format/electronic copy,

depending on the learner and other learning materials, is permitted by modular distance

learning, which takes the form of personalized teaching. Parents and guardians have a variety
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of in modular learning, including Module-actor, Bundy-clock, and Home Innovator, according

to the Department of Education (DepEd). Depending on the arrangement between the parents

and the school, the Module-actors are responsible for collecting the printed Self-Learning

Modules (SLMs) from and delivering them to the barangay halls or schools at the start and end

of each week.

A TV/RADIO-based program is an alternate method of delivering education that

instructs students on how to use self-learning modules through the use of a radio broadcast

(SLM). Students who live in rural locations or have restricted internet access can obtain

instruction using this means. According to the Department of Education (DepEd), self- learning

modules are available in schools and field offices, these are also converted into DepEd TV

episodes and radio-based lessons for flexibility of the modality.

Students that participate in online distance learning receive instruction via online

courses, video recordings, video conferencing, or any other audio-visual technology medium.

Education that takes place over the internet makes it possible for individuals to obtain an

education without needing to be present in a physical classroom. Online Distance Learning

features the teacher as a facilitator, engaging the learner's active participation through the use

of various technologies accessed through the internet while they are geographically remote

from each other during instruction. DepEd has faced a barrage of criticism prior to its

implementation, with some raising the issue of whether DepEd and other educational

institutions are ready for the current circumstances. (Llego, 2020)

According to Tomlinson (2010), just as everyone has a unique fingerprint, each

student has a unique learning style. In a classroom, not all students learn the same way or

have the same level of ability. She defines differentiated instruction as a strategy for
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developing lesson plans and providing instruction that maximizes the learning for each

student. According to each student's aptitude, the teacher must provide lessons with varied

degrees of difficulty. or it mandates that the teacher teach the same subject to every student

while employing a variety of teaching techniques.

Related Studies

It is challenging to drive education forward in the Philippines in the face of the new

normal the deadly COVID-19 pandemic that it sparked. The Department of Higher Education

(CHED) adopted and implemented the flexible model of blended learning despite strong

opposition from the Department of Education (DepEd) and Commission on Higher Due to the

possible risk of opening classes owing to the virus. There are several ways to learn, including

(printed), modular (digital), online, educational television, instructional radio, homeschooling,

and blended learning. In cities where modern living is prevalent and students and learners

have the luxury of having an internet connection at home, online learning is primarily used in

high schools and colleges. However, for some students who live in remote or provincial

locations where only a select few have access to the internet, modular distance learning is

used. Modular distance learning, which is built on core learning skills, refers to the use of

modules designed by teachers with a variety of learning activities and tasks.

Educational institutions worldwide need to adapt to the barriers brought by the

pandemic by transitioning to online platforms as an alternative place for learning. Some claim

online learning is an indispensable alternative to making up for the lost presence in physical

classrooms, while others struggle as they adjust to the digital environment. One drawback of

online learning is the possibility of students not being able to connect or relate to their

classmates like in the classroom where students may ask their peers or teachers for immediate
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clarifications. This may cause stress and other mental problems among isolated students.

Another setback among students is that they may lose interest in the subject matter and thus

become fewer effective learners. At times, it is also hard to obtain immediate feedback or

other related concerns from teachers due to the synchronicity.

According to Pingol(2020), students enjoy interacting and keeping in touch with

teachers and peers, as well as getting feedback on their work, despite the physical distance

between them. The way that regular synchronous classes are run, however, is not entirely

popular with students. The majority also think distance learning is more challenging than the

situation before the pandemic. It is advised that anyone with an interest in education look for

ways to assist kids who had difficulty adapting to the rapid change in the educational system.

Due to the COVID-19 pandemic, schools have been forced to close, and distance

learning has become a major form of instruction. Students from disadvantaged backgrounds

and those who live in rural areas, however, have less access to the technology required for

online instruction. By making education more accessible to all people, modular learning

addresses this learning disparity. The commission on higher education suggested

strengthening online platforms and blended learning such as Google classroom. Messenger.

Zoom Facebook and YouTube, However, the implementation would pose issues for students

who have limited internet access, gadgets, and the poor. According to the report of Akamai

(2017), the Philippines has the lowest internet connectivity in Asia. Most students do not have

a computer or internet at home, leaving them unable to access online classes and lessons

broadcast over social media.

In the study of Guzman, and Guitering (2022), entitled “Preparedness of Senior High

School Students and Modular Distance Learning Education in the New Normal: A
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Framework for a Plan of Action” it is concluded that there were 120 participants in the study

who were composed of students from the Academic Track and Technical Vocational

Livelihood Track. The questionnaire served as the principal instrument of the analysis. The

data analysis was carried out using ANOVA, z-test, frequency, percentage, and weighted

mean. The study results revealed that the disadvantages of modular distance learning

education prevail more than their advantages. Furthermore, there is no significant difference

in the student’s preparedness for modular learning when grouped according to their age. The

same result also showed that there is no significant difference in the student’s preparedness

for modular learning when grouped according to sex, while there is a significant difference in

the extent of students’ preparedness for modular learning when grouped according to their

senior high school track. Blended learning is a solution to overcome the limitation of learning

space, time, and source learning.

According to Ellynd Dwi Kurnia, D. Setiadi, and Baiq Sri Handayani(2022), face-to-

face and online learning are being used in three stages— planning, the learning process, and

evaluation—to implement blended learning during the Covid-19 pandemic. The preparation

phase of teaching involves creating a learning timetable, allocating teaching time among

teachers, preparing learning resources such as gadgets and materials, learning activities and

media, and evaluating students.

There were consistent challenges with online learning that stemmed from the content

of the course, technical difficulties, and the nature of the assignments. Students typically

swayed away from taking online courses due to previous negative experiences such as an

unprecedented workload, increased student involvement, lack of interaction with peers, lack

of professor presence, malfunctioning electronic devices, and difficulties with self-teaching

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and time management. The above challenges may have caused of students to underperform in

online courses and contributed to low retention rates. In the news report of Filipino Times

(2020) entitled “Pinoy students kills himself over difficulty of school modules”, On the first

day of the previous school year, many students and teachers struggle to adjust to the distance

which affects their mental health. One example was a 16-year-older old Grade 11 student in

the town of South Cotabato that committed suicide due to alleged pressure and difficulty in

learning school modules. The student told his mother that he was having to study during the

lesson. He also wanted to just return the learning materials to his teachers who some of them

say were not trained for the new normal education. If given a choice, most students said they

prefer not to take all their courses online, and very few believed they would learn more in the

online modality.

It is generally agreed that understanding requires prioritizing the basic language ability

to listen. To master it, nevertheless, many pupils find it challenging. Thus, it is crucial to find

a solution to this issue. A study is made to create a model of listening strategy-based

instruction for senior high school students in response to this issue. It seeks to raise student

knowledge of listening techniques and aid in listening skill development. Students were

unaware of listening techniques. In a study conducted by Erfan Efendi, and Abdul HAMDI

ALY (2021), students gained listening skills by just listening and responding to the

worksheet's questions. such that they believe it is challenging to master the art of listening. To

meet their needs, a listening strategybased education model has been designed.

These studies suggest that students may have varying preferences for different learning

modalities, with some preferring modular distance learning, online distance learning,

TV/Radio Based In structures, blended learning, or face-to-face class for its flexibility and
 25

convenience, and others preferring face-to-face learning for its engagement and interaction. It

is important for educational institutions to consider these preferences when designing and

implementing learning modalities.

The effects of pandemic have affected and continue to affect education methods every

day. The education methods are not immune to the pandemic periods we are facing, so

teachers must know how to adapt their methods in such a way that teaching, and its quality,

are not negatively affected. The current situation demands that we continue to rethink what is

the best methodology for teaching so that the education of students is not affected in any way.

This study is useful for learning about different teaching methods that exist, and which ones

may suit us best depending on the context, situation, and needs of our fellow students.

Theoretical Framework

According to John B. Watson, behaviorism focuses on the notion that all behaviors are

learned via interaction with the environment. This studying idea states that behaviors are

observed from surroundings and says that innate or inherited factors have very little influence

on behavior. In order to determine if students are learning as quickly and efficiently as

possible, Behaviorism theory is examining their visible behaviors. Before expecting students

to mimic the intended behavior, the behavioristic approach to learning suggests that the

necessary operation, technique, or skill be demonstrated, broken down into its component

elements, and appropriately explained. Learners are expected to develop competency through

repeated practice with constructive feedback or frequent review or revision with check

assessments at key areas. Thoughts about behaviorism are divided. Some believe that the

method disregards students' identities and individuality, while other educational theorists
 26

contend that because it focuses on bodily rather than mental acts, it is incapable of evaluating

true learning. Despite this, behaviorism methods are frequently used in classrooms by schools.

While it might not work in its purest form, several components of essential to the instruction

of the student and the new curriculum.

Albert Bandura's social cognitive theory posits that learning happens in a social

context with a dynamic and reciprocal interaction between the person, environment, and

behavior. It emphasizes social influence and the emphasis on external and internal social

reinforcement. Examining and developing Bandura's social cognitive theory while applying

current theoretical developmental psychology research and the relevant philosophical history

of ideas. Consideration is given to the implications for self-regulated learning in schools.

Particularly, it is claimed that the notions of self- regulation and action within cognitivism in

educational psychology might be replaced with the understanding of action included within

social cognitive theory as defined here. Yet, the implementation of such an alternative in the

classroom would necessitate a significantly less dualistic and teacher-directed kind of

instruction than is advocated in the majority of past and present social cognitive work on self-

regulation. The responses to the stimulus to achieve goals, their ability to perform a behavior

that is resourced to the acquired knowledge and skills, competence in observational learning,

witnessing the behavior conducted by others, the anticipation of the consequences of one's

behavior, and the confidence of an individual to successfully perform behavior influenced by

environmental factors.

According to Lev Vygotsky's social constructivism theory, posits that individuals are

active participants in the creation of their own knowledge. How students interact with one

another, their community and the entire society creates knowledge. The social constructivism
 27

theory is related to innovative thinking and solving issues through collaborative learning.

Despite this, any educational institutions have issues with the practice that make it difficult for

students to learn productively online. Online learning enables both asynchronous and/or

synchronous collaboration through video conferencing, chat rooms, blogs, discussion boards,

and other online tools. Given the type of students who attend educational institutions

nowadays, this style of education is seen as essential. They are technologically aware students

that mainly rely on online social networking to connect with one another and acquire the

newest developments and innovations. This theory can help them with their own understanding

of certain lessons or situations. Instead, getting to know is a lively method in which learners

negotiate their built knowledge.

 28

Behaviorism Theory
(behaviors are learned
through interaction
with the environment)

Social Cognitive Theory Learning Modality

(environment behavior, Preference of Grade
external and internal 11 and 12 HUMSS
reinforcement) Students

Social
Constructivism
Theory
(collaborative nature
of learning through
interaction)

Figure 1. Theoretical Paradigm

 29

Conceptual Framework

The Input Process Output (IPO) model guided the researchers in conducting the study

which is the Learning Modality Preference of randomly selected students of grade 11 and 12

HUMSS of Polangui General Comprehensive High School.

Input. The input of this study includes the profile of grade 11 and 12 HUMSS at

Polangui General Comprehensive High School and the learning modality preference of the six

(6) selected grade 11 and 12 HUMSS students at Polangui General Comprehensive High

School.

Process. The researchers will use descriptive survey research design with a

quantitative approach. To gather necessary data, a survey design checklist will be used. Using

statistical tools, the researchers will analyze and interpret the data.

Output. The output of this study is to provide recommendations in addressing the

learning modality preference and difficulties.

 30

Input
Profile of selected grade 11 Process Output
and 12 HUMSS at
Polangui General Descriptive survey research Provide
Comprehensive High design with quantitative recommendations in
School. approach
addressing the
The learning modality Administering survey design
learning modality
preference of the selected checklist
Data tabulations of the preference and
grade 11 and 12 HUMSS difficulties.
at Polangui General participant's responses
Comprehensive High statistical analysis of data
School.

Figure 2. Conceptual Paradigm

 31

Synthesis of the Art

The foregoing chapter discusses various literature and studies related to the present

study. This relation dwells on the fact that these and other studies served as background for

the analysis.

Every learner has their own preferred way of learning. It is diverse and distinctive. The

student’s success is partly dependent on the teacher's understanding of their learning styles.

Then faculty should understand these styles to create more appropriate instruction for

students. This way, learners can have the accessibility to an effective and potent way of

learning. (Cabual,2021)

According to Pingol (2020), students enjoy interacting and keeping in touch with

teachers and peers, as well as getting feedback on their work, despite the physical distance

between them. Students from disadvantaged backgrounds and those who live in rural areas,

however, have less access to the technology required for online instruction. By making

education more accessible to all people, modular learning addresses this learning disparity.
 32

Students that participate in online distance learning receive instruction via online

courses, video recordings, video conferencing, or any other audio-visual technology

medium. Education that takes place over the internet makes it possible for individuals to

obtain an education without needing to be present in a physical classroom. Student

knowledge of listening techniques and aid in listening skill development. Students were

unaware of listening techniques. Erfan Efendi, and Abdul HAMDI ALY (2021) stated that

students gained listening skills by just listening and responding to the worksheet's questions.

such that they believe it is challenging to master the art of listening. To meet their needs, a

listening strategy-based education model has been designed.

Although some students prefer learning modes that are face-to-face, all learning

modalities are useful to develop everything. Face-to-face learning is how we’ve historically

been learning. It usually takes place in a classroom and most times is centered around the

lecturer. There are of course other ways to organize the classroom like group learning and

learning with a partner and/or a mentor. Face-toface learning requires that you are at a

specific location at a specific time. It also usually requires interaction or participation at

times. For most people, going to a specific location, at a specific time, is what puts them in

the learning mindset and helps them concentrate. For all these reasons, students prefer

classroom learning over virtual. This is the reason for the wide popularity of face-to-face

learning. It continues to be the default learning method in most institutions.

Gap of the Study

 33

The researcher may have learned from experience or through a literature review that

there are students, particularly senior high school students who were having a hard time with

what learning modalities they prefer. Moreover, it is not clear whether students become

active in learning the lessons through the learning modalities. For this reason, these students

may become indolent to do the activities and their well-being may be affected. Now, based

on the researcher’s initial review of related literature, it was found that no study has been

conducted on the topic.

Additionally, The previous studies focus on the effects of covid 19 in online and on-

campus classes, while the present study focuses on the preferred learning modalities of

students it is Modular Distance Learning (MDL), Online Distance Learning (ODL),

TV/Radio-based Instructure (TVI), or Blended Learning and Face-toFace Classes. In this

way, the researchers can identify which are the most convenient and preferred learning

modalities.
 34

NOTES

Agaton, C. B., & Cueto, L. J. (2021). Learning at home: Parents’ lived experiences on

distance learning during COVID-19 pandemic in the Philippines. International Journal

of Evaluation and Research in Education (IJERE), 10(3), 901.

https://doi.org/10.11591/ijere.v10i3.21136

Anzaldo, G. D. (2021). Modular distance learning in the new normal education amidst

covid19. International Journal Of Scientific Advances, 2(3). Retrieved from

https://doi.org/10.51542/ijscia.v2i3.6

Armstrong-Mensah, E., Ramsey-White, K., Yankey, B., & Self-Brown, S. (2020). Covid-

19 and distance learning: Effects on Georgia State University School of Public Health

Students. Frontiers in Public Health, 8. https://doi.org/10.3389/fpubh.2020.576227

Begica, C., Calugan, J., Dumo, J., et,.al. (2020) Online Distance Learning: Thematic Study

on the Challenges faced By Educare College Inc. Primary Pupils. Retrieved from

https://www.google.com/search?q=About+https%3A//www.dpublication.com/

wpcontent/uploads/
 35

2020/12/3010340.pdf&tbm=ilp&gsas=1&ilps=AB_Lh3omvzJcw885FbuA0j

6uxe852RLmCw

Cabual, R. A. (2021). Learning styles and preferred learning modalities in the new normal.

OALib, 08(04), 1–14. Retrieved from https://doi.org/10.4236/oalib.1107305

DepEd to increase utilization of TV and radio lessons for SY 2021-2022. Department of

Education. (n.d.). Retrieved March 8, 2023, from

https://www.deped.gov.ph/2021/09/03/deped-to-increase-utilization-of-tv-and-

radiolessons-for-sy-2021-2022/

EFENDI, E. R. F. A. N., & HAMDI ALY, A. B. D. U. L. (2021). Designing model of

listening strategy-based instruction for the tenth grade students of Senior High

School. Innovare Journal of Social Sciences, 15–19. Retrieved from

https://doi.org/10.22159/ijss.2021.v9i6.41010

Korkmaz, H., & Duman, G. (2014). Public understanding about homeschooling: A

preliminary study. Procedia - Social and Behavioral Sciences, 116, 3891–3897.

Retrieved from https://doi.org/10.1016/j.sbspro.2014.01.861

Kurnia, E. D., Setiadi, D., & Handayani, B. S. (2022). Analysis of blended learning

effectiveness at senior high school during covid-19 pandemic. Jurnal Pijar Mipa,

17(2), 260–264. Retrieved from https://doi.org/10.29303/jpm.v17i2.3121

Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2020). Providing instruction based on

students’ learning style preferences does not improve learning. Frontiers in

Psychology, 11. Retrieved from https://doi.org/10.3389/fpsyg.2020.00164

 36

Staff Report (2020),.  Pinoy students kills himself over difficulty of school modules.

The Filipino Times, Retreived from

https://filipinotimes.net/latest-news/2020/10/07/pinoy-student-kills-himself-

over-difficulty-of-learning-modules/

Chapter 3

RESEARCH METHODOLOGY

This chapter presents the discussion on the research designq, data sources, data
gathering procedure, instrumentation, and statistical tools that will be used in the study.

Research Design

This study will use a descriptive type of quantitative research design that describes the

characteristics of a population and phenomena being studied. The technique of research,

according to Creswell (1994), is to learn more about an existing condition and systematically

uncover a thorough justification and description of the research object. Descriptive design

befitted the study, for this showed the respondents' perceptions in their learning preference

in terms of the modality available. Thus, the researchers utilize a survey design checklist to

be administered to a random sample size of Grade 11 and 12 HUMSS students that provided

the researcher with a better understanding of the study.

 37

Source of the Data

The primary sources of data will be based on the results of the respondents' responses

to the Survey Design Checklist The chosen respondents are the total population of grades

11 and12 HUMSS students. The researcher uses the solvin formula to determine the

sample size, where six (6) is the sample size in total of 72 respondents. The six (6)

randomly selected students will answer the survey checklist. The checklist covered most of

the variables of the research, from the profile of the students up to the main variables. The

instrument was validated by the thesis adviser before it was distributed to the respondents

to gather data. The researchers will also use secondary sources that were retrieved from the

internet, like literature and previous research studies related to the present study, to discuss

the data provided by the primary sources.

Data Gathering Procedure

A survey design checklist will be distributed to the six randomly selected students in

every section of Grade 11 and 12 HUMSS at Polangui General Comprehensive High School.

By sample size, researcher understand a group of subjects that are selected from the general

population and is considered a representative of the real population for that specific

study.  The general population of Grades 11 and 12 HUMSS students is six hundred

seventy-two (672), using the solvin formula. The sample size for every section of grades 11

and 12 is six (6) with the total of 72 students. The researchers will conduct the survey face-

to-face, using printed survey forms. After answering, the searchers will collect the survey

design checklist and interpret the results. The researchers made sure to keep the

confidentiality of the information listed in each checklist.

 38

Instrumentation

This study will use Survey Design Checklist for the randomly selected 6 students of

every section of Grade 11 and 12 HUMSS at Polangui General Comprehensive High School.

The checklist will contain the variables of the research, from the profile of the students up to

the main variables, and their learning modality preference. According to Check and Schutt

(2012), Survey Research Method is the collection of information from a sample of

individuals through their responses to questions.

Statistical Tool

In order to statistically analyze the data collected from the respondents, the researchers

used the following statistical procedures:

1. Frequency and Percentage Distribution. This statistic will be used to determine the

profile of the respondents in terms of age, economic status, availability of Tools and

Gadgets, proximity, access to school and thier learning modality preference.

This formula for computing this statistic is as follows:

P = f/n (100%)

Where:

P – Computed percent

f – Frequency for each class or category

 39

n – Total number of respondents

100 – Constant multiplier to change the decimal into percentage value

NOTES

Barrot, J.S., Llenares, I.I. & del Rosario, L.S. (2021). Students’ online learning challenges

during the pandemic and how they cope with them: The case of the Philippines.

Educ Inf Technol 26, 7321–7338. Retrieved from https://doi.org/10.1007/s10639-021-

10589-x

Check J., Schutt R. K. (2012) Survey research. In: J. Check, R. K. Schutt., editors.

Research methods in education. Thousand Oaks, CA: Sage Publications; pp. 159–185.

Retrieved from Google Scholar

VanBaren, J. (2019). What are the types of Action Research Design? Retrieved from
 40

https://bizfluent.com/list -7608678- types-action-research-design.html

Verde A., Valero J.M (2021) Teaching and Learning Modalities in Higher Education

During the Pandemic: Responses to Coronavirus Disease, Front. Psychol. Retrieved

from12:648592.

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF THE DATA

This chapter present the analysis and interpretation of the data obtained from the

conducted survey checklist of the researchers in Polangui General Comprehensive High

School. The data was collected using a survey checklist for the six (6) randomly selected

students in every section of Grade 11 and 12 HUMSS. The computed data are presented

using tables form in accordance with the specific questions posted on the statement of the

problem. The determined values are also used by the researchers to analyze the learning

modality preference of Grade 11 and 12 HUMSS.

I. Demographic Profile of the Respondents

 41

This presents the demographic profile of Grade 11 and 12 HUMSS in terms of

gender, age, economic status, availability of tools and gadgets, proximity, and access to

school.

Table 1.1.1. Gender of the Respondents

Variables   Frequency   Percentage
Male 27 38%
Female 45 62%
Total   72   100%

Table 1.1.1 presents the gender of the respondents, from the data presented in the

table, majority of the respondents are female; with predominantly 45 or 62% in contrast to

27 or 38% of the male respondents which more randomly selected.

Table 1.1.2. Age of the Respondents

Variables   Frequency   Percentage
15-17 years old 50 69%
18-20 years old 21 30%
21-23 years old 1 1%
24 years old above 0 0%
Total   72   100%

Table 1.1.2 presents the age profile of the respondents wherein the age group of 15-

17 years old posts the highest frequency of 50 or 69% of the total population. Followed by

the age group of 18-20 years old which garnered 21 or 30% of the total population. Next, the

age group of 21-23 years’ old which garnered 1 or 1% of the total population. As a whole,
 42

none of the respondents where in the group of 24 years old above which is very reasonable

since the respondents where Grade 11 and 12 students.

Table 1.1.3. Economic Status of the Respondents (monthly family income)

Variables   Frequency   Percentage
P25,000-50,000 9 13%
P15,000-25,000 15 21%
P10,000-15,000 10 14%
P5,000-10,000 19 26%
Less than P5,00 19 26%
Total   72   100%

Table 1.1.3 presents the economic status of the respondents. It was found out that the

majority of the respondents had a monthly income of P5, 000 - P10, 000 and less than P5,

000; with the 19 frequency , both earning a total of 26%. Meanwhile,15 or 21% of the

respondents have a P15, 000 - P25,000 monthly family income,10 or 14% of the respondents

have P10,000 - P15, 000. Lastly, 9 or 13% of the respondents have P25000 - P50000

monthly family income.

Table 1.1.4. Availability of Tools and Gadgets of the Respondents

Variables   Frequency   Percentage
Laptop 33 45%
Smartphone 67 93%
Radio 22 31%
Television 31 43%
Radio Transistor 0 0%
Personal Computer 10 14%
Tablet 9 13%
Paper, pen, notebook 53 74%
Total   225   100%
 43

Table 1.1.4 presents the availability of tools and gadgets of the respondents. It is

found that 67 or 93% of the respondents uses smartphone as their gadgets in School.

Followed by 53 or 74% uses paper, pen, and notebooks as their tools used in learning. Next

is 33 or 45% use laptop; 31 or 43% uses the television; 22 or 31% uses radio; 10 or 14%

uses their personal computer; and lastly 9 or 13% uses their tablets. As a whole, none of the

respondents has radio transistor with 0 or 0% of the total Population.

Table 1.1.5. Proximity of the Respondents

Variables   Frequency   Percentage
1km-5km 27 38%
6km-10km 18 25%
11km-15km 12 17%
16km-20km 6 8%
21km-25km 9 13%
Total   72   100%

Table 1.1.5 presents the proximity or distance of the school from home of the

respondents wherein 27 or 38% of the total population resides 1km to 5 km away from

school. Followed by 18 or 25% resides 6km to 10km resides away from school. Next is 12

or 17% resides 11km to 15km away from school. Next is 9 or 13% resides 21km to 25 km

away from school. Lastly, 6 or 8% resides 16km to 20 km away from school.

Table 1.1.6. Access to School of the Respondents

Variables   Frequency   Percentage
Tricycle 58 80%
Jeepney 4 6%
Bus 3 4%
Bike 0 0%
Motorcycle 28 39%
Personal Service (e.g., car) 7 10%
Others (Walking) 3 4%
 44

Total   103   100%

Table 1.1.6 presents the access to school or means of transportation of the

respondents wherein, majority of the respondents pointed out that tricycle serves as their

own means of transportation with the frequency of 58 or 80%, followed by 28 or 39% uses

bike, 7 or 10% uses their personal service, 4 or 6%. uses jeepney, 4 or 6% of the respondents

uses bus and, lastly, 3 or 4% walks their distance upon going to school. As a whole, none of

the respondents choose bus as their mean od transportation.

Table 1.2. Summary of the Demographic Profile of the Respondents

Variables Category Frequency Total Percentage

      (P=F/N*100)
a. Gender Male 27 38%
  Female 45 62%
b. Age 15-17 years old 50 69%
18-20 years old 21 30%
21-23 years old 1 1%
  24 years old above 0 0%
c. Economic Status P25,000-50,000 9 13%
P15,000-25,000 15 21%
P10,000-15,000 10 14%
P5,000-10,000 19 26%
  Less than P5,000 19 26%
d. Availability of Tools Laptop 33 45%
and Gadgets Smartphone 67 93%
Radio 22 31%
Television 31 43%
Radio Transistor 0 0%
Personal Computer 10 14%
Tablet 9 13%
  Paper, pen, notebook 53 74%
e. Proximity 1km-5km 27 38%
6km-10km 18 25%
11km-15km 12 17%
 45

16km-20km 6 8%
  21km-25km 9 13%
f. Access to School Tricycle 58 80%
Jeepney 4 6%
Bus 3 4%
Bike 0 0%
Motorcycle 28 39%
Personal Service(e.g. car) 7 10%
  Others (Walking) 3 4%
Table 1.2 presents the summary of the demographic profile of the Grade 11 and 12
HUMSS respondents wherein majority of the respondents are female; with predominantly
45 or 62% in contrast to 27 or 38% of the male respondents. The prevailing age of the
respondents comes between 15-17 years old; with a substantial percentage of 50 or 69%.It is
also found that the majority of the respondents has an monthly family income of P5, 000 -
P10, 000 and less than P5, 000 with the frequency of 19; both earning a percentage of 26%.
In terms of availability of tools and gadgets of the respondents, it is found that 67 or 93% of
the respondents uses smartphone as their common tool in learning. And also, in accordance
to the proximity of the respondents, 27 or 38% of the total population resides 1km to 5 km
away from school. Lastly, majority of the respondents pointed out that tricycle serves as
their own means of transportation with the frequency of 58 or 80%.

Part II. Learning Modality Preference of the Respondents

This presents the learning modality preference of Grade 11 and 12 HUMSS students.

Table 2.1. Learning Modality Preference of the Respondents

Variables   Frequency   Percentage
Modular Distance Learning 3 4%
(electronic/digital)        
Modular Distance Learning 6 8%
(printed module)        
Online Distance Learning 6 8%
(Synchronous and Asynchronous)        
Television-Based Learning (TBI)   0   0%
 46

Radio-Based Learning (RBI)   0   0%

Blended Distance Learning   0   0%
(MDL/ODL/TBI/RBI)        
Face to Face Learning 57 80%
Total   72   100%

Table 2.1 presents the learning modality preferences gathered from the total

population of Grade 11 and Grade 12 HUMSS students in Polangui General Comprehensive

High School. Seven (7) learning modalities are given as the choices for the total of 72

respondents. In accordance to this matter, 57 students chooses face to face learning with a

substantial percentage of 80%. In addition, Modular Distance Learning (electronic) and

Online Distance Learning (asynchronous and synchronous) both earning 6 or 8% of the

population; 3 or 4% of the respondents chooses Modular Distance Leaning (electronic);

Television-Based Learning, Radio-Based, Learning and Blended Distance Learning

(TBI/RBI/MDL/ODL) got 0 or 0% within the total population. Based on the gathered

percentage, we can conclude that majority of the respondents prefers face to face learning

rather than other learning modalities. Due to the COVID-19 pandemic, schools have been

forced to close, and distance learning has become a major form of instruction. However,

there were still constant challenges with online learning that stemmed from the content of

the course, technical difficulties, and the nature of the assignments. Students typically

swayed away from taking online courses due to previous negative to experiences such as an

unprecedented workload, increased student involvement, lack of interaction with peers, lack

of professor presence, malfunctioning electronic devices, and difficulties with self-teaching

and time management. The above challenges may have caused of students to underperform

in online courses and contributed to low retention rates.

 47

Students from disadvantaged backgrounds and those who live in rural areas,

however, have less access to the technology required for online instruction. By making

education more accessible to all people, modular learning addresses this learning disparity.

The commission on higher education suggested strengthening online platforms and blended

learning such as Google classroom. Messenger. Zoom Facebook and YouTube, However, the

implementation would pose issues for students who have limited internet access, gadgets,

and the poor. However, according to the report of Akamai (2017),the Philippines has the

lowest internet connectivity in Asia. Most students do not have a computer or internet at

home, leaving them unable to access online classes and lessons broadcast over social media.

Hereby, students particularly prefer face to face learning other than other modalities

available. According to them,through face to face learning, they can easily learn and keep up

with the lesson (1),it is more preferable and effective (2),it is much active (3),it is simpler to

comprehend (4),they can express their creativity and talents in school (5),and lastly,it is

more convenient and managenable (6).Face to face learning experience is one the place a

students attends classes in-person,in a physical location.Students meet face-to-face with

teachers and classmates,students have an opportunity to have an in-person conversation with

teachers and classmates for better understanding.Moreover,students can ask a question in

class, take down notes,and listen actively. Furthermore, face to face learning also requires

that you are at a specific location at a specific time. It usually requires interaction or

participation at time. For most people, going to a specific location, at a specific time, is what

puts them in the learning mindset and helps them concentrate. As mentioned by Titthasiri,

Wanpipa (2013), face to face learning is the learning under the scope of classroom, optically

viewed as teacher-centered and static. The learning is carried out with the whole-class
 48

participating, taking area within lecture room and the school. In addition to this matter,

Atchley et. al (2013) stated that "online learners quit more easily" and "online earning can

lack feedback for both students and instructors”. Thus, favoring face to face learning.

NOTES

Atchley, et al., Comparison of Course Completion and Students Performance through Online

and Traditional Courses, IIR, ODL, Retrieved from https://www.google.com/imgres?

imgurl=https%3A%2F%2Fi1.rgstatic.net%2Fpublication

Adel., 2017. Philippines has lowest internet speed, Phil.Star Headlines

https://www.philstar.com/headlines/2017/05/22/1702506/.

DepEd to increase utilization of TV and radio lessons for SY 2021-2022. Department of

Education. (2023). Retrieved March 8, 2023, from

https://www.deped.gov.ph/2021/09/03/deped-to-increase-utilization-of-tv-and-

radiolessons-for-sy-2021-2022/

Haryanto,(n.d.) Analysis of Utilization of Gadgets as Effective Learning Media in

Innovation Education to improve Student Learning Achievement. Retrieved from

KnE Social Sciences

https://knepublishing.com/index.php/Kne-Social/article/view/4671/9402?

Peteros et al., 2022 Effects of School Proximity on Students’ Performance in Mathematics.

Retrieved from https://www.scirp.org/journal/paperinformation.aspx?paperid=

 49

PhoneMore ,2022. Importance of using gadgets and apps in education –

Retrieved from https://www.phonemore.com/news/importance-of-using-

gadgets-and-apps-in-education/7441?

Titthasiri, Wanpipa,2013. A Comparison of E-Learning and Traditional Learning:

Experimental Approach,2013. https://www.academia.edu/11079155/

A_Comparison_of_E_Learning_and_Traditional_Learning_Experimental_Appro ach

Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the findings gathered from the conducted study,

conclusion drawn from the findings, and recommendations for future researchers.

Summary of Findings

The following are the findings obtained from the conducted study: 

1. As reflected on the data, the demographic profile of the respondents are as follows:

a.  In terms of gender, 45 students are female, in contrast to 27 male respondents.

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b. In terms of the age, 50 students are in the age group of 15-17 years old.

students are in the age group of 18-21 years old, and 1 student is in the 21-23 age bracket. 

c. In terms of the economic status, 19 students have both P10,000-15,000 and less

than P5000 monthly family income. In addition, 15 students have P15,000-25,000 monthly

family income, 10 students have P10,000-15,000 family monthly income and 9 students

have P25,000-50,000 monthly family income. 

d. In terms of the availability of tools and gadgets, 67 students use smartphones as

their gadgets, 53 students use paper, pen, notebook as their tools, 33 students use laptops,

31 students use television, 22 students use radio, 10 students use their personal computer,

and 9 students use their tablets as gadgets.

e. In terms of proximity, 27 students reside 1km to 5 km away from school, 18

students reside 6 km to 10km away from school, 12 students reside 11km to 15km away

from school, 9 students reside 21 km to 25 km away from school and 6 students resides 16

km to 20 km away from school.

f. In terms of access to school, 58 students use tricycle as their means of

transportation, 28 students use motor as their own means of transportation, 7 students use

personal service as their means of transportation, 4 students use jeepney as their means of

transportation and 3 students use bus as their means of transportation. In addition, 3

students walk their distance upon going to school.

2. With the overall results of the survey, seven (7) learning modalities are given as the

choices for the total of 72 respondents. In accordance with this matter, 57 students chose

face to face learning with a substantial percentage of 80%. In addition, Modular Distance
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Learning (printed module) and Online Distance Learning (asynchronous) both earning 6 or

8% of the population; 3 or 4% of the respondents chooses Modular Distance Learning

(electronic); Television-Based, Radio-Based, and Blended Distance Learning

(TBI/RBI/MDL/ODL) got 0 or 0% within the total population. Based on the gathered

percentage, we can conclude that majority of the respondents prefers face to face learning

rather than other learning modalities.

Conclusions

After the results have been obtained and the findings were stated, the

researchers came

up with the following conclusions:

1. The researchers, therefore, conclude that: 

a. majority of the respondents are female.

b. majority of the students belong to the age bracket of 15-17 years old. 

c. considering the economic status of the respondents it was concluded that students

have both P10,000-15,000 and less than P5000 monthly family income. 

d. when it comes to the availability of tools and gadgets, the students use

smartphones more as their preferred gadgets in school.

e. considering the proximity, majority of the students reside 1km to 5 km away from

school.
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f. considering the distance, most of the students use tricycles as their means of

transportation. 

2. Based on the results of the data, the researchers concluded that the learning modality

preference of the students is Face to face due to the reason that students according to them,

through face to face learning, they can easily learn and keep up with the lesson (1),it is

more preferable and effective (2),it is much active (3),it is simpler to comprehend (4),they

can express their creativity and talents in school (5),and lastly, it is more convenient and

manageable (6).Face to face learning experience is one the place a student’s attends classes

in-person, in a physical location. Students meet face-to-face with teachers and 

classmates, students have an opportunity to have an in-person conversation with teachers

and classmates for better understanding. Moreover, students can ask a question in class,

take down notes, and listen actively. In conclusion, grade 11 and 12 HUMSS students

preferred Face to Face as their learning modality. 

Recommendations

Based from the summary of findings and conclusion, the following are

the recommendations: 

1. The researchers recommend that future researchers increase the population size

and widen the target locality.

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2. The researcher recommended that it be broad and expound the content of the

research since the study is very specific. 

3. The researchers recommend that future researchers focus on factors that affect the

preferred learning modality of the students.

4. The researchers recommended that teachers could formulate different teaching and

learning methods that may suit the student's academic performance depending on the

context, situation, and needs of the students.

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APPENDICES
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Appendix A
INSTRUMENT

Survey Checklist

Directions: Kindly fill up the following with the correct details about yourself. Rest assured that
your responses will be treated with utmost concern and confidentiality.

Name: (Optional): ________________________________ Date: _

Grade and Section: ____________________________________________________________

PART I. Demographic Profile of the Respondents

Directions: Please put a (✓) check mark in the box next to the answer of your choice.

1. Gender
□ Male
□ Female

2. Age
□ 15 – 17 years old
□ 18 – 20 years old
□ 21 – 23 years old
□ 24 years old above

3. Economic Status (monthly family income)

□ P25,000 - 50,000
□ P15,000 - 25,000
□ P10,000 - 15,000
□ P5,000 – 10,000
□ Less than P 5,000

4. Availability of Tools and Gadgets

□ Laptop
□ Smartphone
□ Radio
□ Television
□ Radio Transistor
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□ Personal Computer
□ Tablet
□ Paper, pen, notebook

5. Proximity (distance of the school from home)

□ 1km - 5km
□ 6km - 10km
□ 11km - 15km
□ 16km - 20km
□ 21km - 25km

6. Access to School (means of transportation)

□ Tricycle
□ Jeepney
□ Bus
□ Bike
□ Motorcycle
□ Personal Service (e.g., car)
□ Others, please specify _________________________________________________

PART II: Learning Modality

As a student, what is your learning modality preference? Please choose the learning
modality of your choice in the box that corresponds to your answer. You can check or choose
more than one modality. Write the reasons why you prefer that learning modality. Furthermore,
the researcher allows the respondents to explain or elaborate their responses using the
FILIPINO LANGUAGE.

□ Modular Distance Learning Reasons:

_________________________________
(electronic/digital)
□ Modular Distance Learning
(printed module)
________________________________________
________________________________________
________________________________________
Reasons: ________________________________
_______________________________________
_______________________________________
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_______________________________________

□ Online Distance Learning Reasons: ________________________________

(Synchronous and Asynchronous) _______________________________________
_______________________________________
_______________________________________

□ Television-Based Instructions Reasons: ________________________________

(TBI) __________________________________________
_______________________________________
_______________________________________

□ Radio-Based Instructions Reasons: ________________________________

(RBI) _______________________________________

_______________________________________
_______________________________________

□ Blended Distance Learning Reasons: ________________________________

(MDL/ODL/TBI/RBI) _______________________________________
_______________________________________
_______________________________________

□ Face to Face Learning Reasons: ________________________________

_______________________________________
_______________________________________
_______________________________________