Thesis 7th Proofreading Final Main Parts

West Visayas State University
(Formerly Iloilo Normal School) 1

JANIUAY CAMPUS
(Formerly Janiuay Polytechnic College, Don Tiburcio A. Lutero National
Comp. High School, Janiuay Nat’l Comp. High School, Janiuay National
Vocational High School, Janiuay High School)
School of Teacher Education
Janiuay, Iloilo, Philippines
Chapter
*Trunkline: 1 330-3485
(063) (033)
* Website: www.wvsu.edu.ph *Email Address: janiuay@wvsu.edu.ph
Introduction to the Study
This chapter consists of six main parts: (1) Background of the Study,
(2) Statement of the Problem and Hypothesis, (3) Theoretical Framework of the Study,
(4) Definition of Terms, (5) Delimitation of the Study, and (6) Significance of the Study.
Part One, Background of the Study, presents the introduction and discusses the
rationale.
Part Two, Statement of the Problem, states the main and the specific problem.
Part Three, Theoretical Framework of the Study, provides theories used by the
researcher to be anchored in their present study.
Part Four, Definition of Terms, presents the conceptual and operational definition
of some important terms used in the study.
Part Five, Delimitation of the Study, presents the limitation and coverage of the
study.
Part Six, Significance of the Study, presents the benefits that could be derived
from the study.
Background of the Study 2
Different studies have been conducted about learning strategies (e.g. Weinstein,
Husman, and Dierking (2000); (Chamot, 2004; Grenfell & Macaro, 2007) and
motivations employed by students (e.g. Tallent-Runnels et al. (2006); Pintrich & Schunk,
2002; Pintrich, Wolters, & Baxter 2000; Schunk & Pajares, 2002; Zimmerman, 1989,
however the two topics were conducted separately and mostly were conducted during
pre-pandemic years.
(Formerly Iloilo Normal School)
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Thus, the current study will address
*Trunkline: (063)the
(033)gap on the common learning strategies
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and motivations of English Major Students that they have been using since the start of
the Covid 19 pandemic.
Students' motivation is inextricably linked to their ability to study. Tallent-
Runnels et al. (2006) emphasized that learners' motivation is the most important aspect
in developing a successful instructional approach. This could aid educators in helping
students learn more effectively. It is a well-known truth that students' ability to increase
their passion for academic activities has long been seen as an important aspect in
determining their performance and learning (Wolters, 1999). According to research on
learning methods and motivation, learners' motivational beliefs and learning strategies
are linked to their learning outcomes. (Pintrich & Schunk, 2002; Pintrich, Wolters, &
Baxter 2000; Schunk & Pajares, 2002; Zimmerman, 1989) 3
Weinstein, Husman, and Dierking (2000) define learning strategies as “the different
combinations of activities students use while learning, with greater variability over time
or as any behaviours that facilitate the acquisition, understanding or later transfer of
knowledge and skills” (p. 727). Chamot (2004) defines learning strategies as “the
thoughts and actions that learners take in order to achieve learning goals” (p. 14).
Students use strategies willingly so that they may recognize themselves. Learning
strategies are important factors in research that aimed to describe the motivation and
learning strategy of students as its understanding allow students to report learning
strategy they are using and to progress their learning (Chamot, 2004; Grenfell &
Macaro, 2007). Generally, learning strategies of students are dynamic in nature and
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established to meet learning goals*Trunkline:
which can (063)be developed
(033) 330-3485 in short time span (Zlatovix,
Balaban, & Kermek, 2015).
Numerous studies have examined learners' motivation and learning strategies in a
variety of subjects, using a variety of instructional techniques or by utilizing various
forms of multimedia (e.g., Abeysekera & Dawson, 2015; Morales, Hernandez, Barchino,
& Medina, 2015; Zlatovix, et al., 2015). As a result, having an effective learning strategy
is critical for achieving high levels of learning performance (Mascarell & Cabedo, 2014).
Empirical research seeks to identify the best learning strategy for students in order to
help them. Furthermore, it is necessary to understand students' motivations and
learning strategies in order to assist lecturers at the higher education level in improving
their teaching (Arquero, Byrne, Flood, & Gonzalez, 2009; Arquero, Fernandez-Polvillo,
Hassal, & Joyce, 2015).
Paris, Lipson and Wixson (1983) described that students learning strategies are not
enough to show improvement in their learning, but students must be motivated to
practice learning strategies and to establish their cognition and effort. According to
Yates (2004) “motivation is the internal power that drives individuals to act in order to
satisfy their desire” (p. 159). Azrien and Adnan (2006) investigated the association
between components of motivation and self-regulated learning. They found that most of
the motivational factors are significantly associated with the components of self-
regulated learning. 4
Statement of the Problem

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This study is geared to *Trunkline:
determine (063)the
(033)learning
330-3485 strategies and motivations in
modular learning of English Major Students in the time of pandemic.
Specifically, it aims to answer the following questions:
1. What are the common learning strategies employed by English major students
in modular learning?
2. What is the level of motivation of English major students in learning their major
courses through modular learning?
Research Hypothesis
Based on the aforementioned research problems, the null hypothesis will be
stated below:
1. There is no significant difference in the level of motivation and learning
strategies of English Major Students in the implementation of modular learning.
Theoretical Framework of the Study
Theories about learning are mostly derived from psychology. While psychology
describes how people act, educational theory describes how we learn (O’Neil et al., p.
17). An understanding of this theories can assist us in the design and implementation of
an effective online learning environment.
The Self-Regulated Learning Theory is one of the prevalent theories are described
below (O’Neil et al., pp. 17-20): 5
Self-regulated learning is an integrated learning process that occurs when
individuals attempt to adjust the characteristics of their own behaviour, motivation, and
cognition to best suit their own learning, according to self-regulated learning theory.
Self-regulated learning, according to Pintrich (1999), is an active, constructive process in

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which learners set goals for their learning
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(063) (033) actions and monitor, regulate, and
control their cognition, motivation, and behaviour.
Student learning and motivation are interdependent, according to self-regulated
learning theory. Their learning strategy enables them to be self-aware, knowledgeable,
and decisive in their learning strategy implementation. In terms of motivation, they have
a high level of self-efficacy, self-attribution, and intrinsic task interest. Their self-
motivation is also evident in their continuing tendency to set higher learning goals for
themselves once they have met the lower goals (Zimmerman, 1990). Self-regulated
learners are not only self-directed but also self-motivated at that level.
Learning strategies, according to Pintrich et al. (1991), can be divided into
cognitive, meta-cognitive, and resource management strategies. We only used cognitive
and meta-cognitive strategy as our theoretical framework in this study. Cognitive and
meta-cognitive strategies are further subdivided into meta-cognitive self-regulation,
organizational, and peer learning. According to Paris et al. (1983), using self-regulated
learning strategies promotes students' motivational beliefs. As a result, it is expected
that meta-cognitive self-regulation, organizational strategy, and peer learning strategy
are associated on motivation.
The Paradigm
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Figure 1. Conceptual* Framework of Learning
Website: www.wvsu.edu.ph Strategies
*Email and Motivation
Address: janiuay@wvsu.edu.ph
The diagram shows the direct connection of BSED English Major Students to the
learning strategies and motivations which they employed in modular learning in the time
of pandemic. It also shows that BSED English Major Students depend on the learning
strategies and motivations they employed as they study on a modular type of learning.
Definition of Terms
To promote better understanding of this study, the researchers defined the
following terms conceptually and operationally:
Learning Strategies - an individual's way of organizing and using a particular set
of skills in order to learn content or accomplish other tasks more effectively and
efficiently in school as well as in non-academic. (Schumaker & Deshler, 1992).
As used in the study, the term “ Learning Strategies” referred to how an individual
learn on their own way using their own knowledge and abilities.
Modular Learning - is a form of distance learning that uses Self-Learning Modules

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(SLM) based on the most essential learning competencies (MELCS) provided by DepEd.
The modules include sections on motivation and assessment that serve as a
complete guide of both teachers' and students' desired competencies. (Regoniel, 2021)
In this study, the term “Modular Learning” referred to the method of teaching
that uses learning modules that supports the learning of English Major Students by
themselves.
Motivation - is the universal characteristic of every organism state of affair. It is
constant, never ending, fluctuation and complex phenomenon. (Abraham Maslow)

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“Motivation”
In this study, the term *Trunkline: referred
(063) (033) 330-3485 to someone’s behaviour that
encourages you to continue and never stop in learning in despite many difficulties.
Pandemic – an epidemic occurring worldwide, or over a very wide area, crossing
international boundaries and usually affecting a large number of people. (Bull World
Health Organization, 2011)
In this study, the term “Pandemic” referred to the disease that gives hindrance
or difficulty to students in their learning.
Delimitation of the Study
This study focused and concerned on the learning strategies and motivations of
Bachelor in Secondary Education Major in English students from first year to fourth year
of the West Visayas State University-Janiuay Campus in modular learning in this time of
pandemic. The qualitative method of research was employed in this study. The
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respondents of the study were first year to(063)
*Trunkline: fourth
(033) year BSED Major in English students
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of the West Visayas State University-Janiuay Campus with the total sum of 134.
This research is designed to have a thorough knowledge about the learning
strategies and motivations of English Major Students in modular learning in this time of
pandemic.
The instrument used to obtain the data on the learning strategies and
motivations of English Major Students were researcher-made questionnaire.
The statistical tools employed in this study were the mean, standard deviation,
Cronbach’s Alpha based on Standardized Items and Statistical Package for Social
Sciences software (SPSS).
This study employed the descriptive method. Likewise, the study used a
questionnaire-checklist for data collection. The results, conclusions and
recommendations are limited only to the population being studied.
Significance of the Study
The results of this study would benefit the following groups of people:
School Departments. This will help them determine the strengths, weaknesses and
learning approach of a certain program based on the responses of the students. It will
also help to determine what specific areas they should focus more and further enhance
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in order to make the program more responsive
*Trunkline: towards
(063) (033) 330-3485preparing the students for their
future professions.
Students. This will help them realize the importance of different learning
strategies and motivation towards any educational program.
Teachers. The educators during this time of the pandemic will have a grasp of
how students learn, therefore can be able to make adjustment in the curriculum
implementation from the grassroots level.
Department of Education/CHED. As chief institutions of education in the
Philippines, DepEd and CHED will know the learning strategies and motivations of
students during this time of pandemic. With this information, they shall be able to alter
how curriculum is crafted to better adapt to the majority of the students and provide a
more meaningful way of learning.
Future researchers. Future researchers may use this study as basis for future
researches covering the topic of learning strategies and motivation of students in
distance learning during the time of the pandemic. The results of this research may
serve as a reference for future literature and similar studies.
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Chapter 2
Review of Related Literature
This chapter discusses studies relevant to the present study. The review consists
of three parts: (1) Learning Strategies and (2) Motivations.
Part One, presents studies or other definitions of learning strategies.

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Part Two, talks about theories and (063)
*Trunkline: related
(033)studies
330-3485 about motivations.
The modular learning regulation is in force to all education institutions. It is
undertaken the learning from traditionally face-to-face approaches to remotely digital
platforms. This sudden transformation has been debatable due to the quality of
education resulted. Some previous studies revealed that the online learning during the
Covid-19 pandemic era in Indonesia has caused advantages while others has caused
disadvantages. On one hand, modular learning was reported beneficial for students
because they had high interaction to rich learning materials regardless time and place as
well as high opportunity to experience non-digital learning programs (Firman & Rahayu,
2020; Hidayat & Noeraida, Holistics Journal, Volume 12, Number 2, December 2020, p-
ISSN 2085-4021 | e-ISSN 2657-1897 24 2020; Simamora, 2020)
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Learning Strategies
There was a recent hint of interest towards the collaborative online learning
environments that have created new spectrum of roles and responsibilities for both
teacher and learner where the onus of learning is shifting towards learners, and
the teacher acts more like a facilitator. Aforementioned shifted roles have
created new motivational (e.g., intrinsic motivation, anxiety), cognitive (e.g.,

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self-regulation, resource management), and
*Trunkline: (063) (033) performance
330-3485 challenges for
learners (Visser, Plomp, Amirault, & Kuiper, 2002; Kim, 2009; Macfadyen &
Dawson, 2010).
Instructional designers and classroom teachers are generally aware that students
can choose and use a variety of different types of learning tactics. However, it is unclear
why pupils choose certain tactics over others (Kurnaz & Ergün (2020). For instance, can
the field of study influence strategy selection, or does gender influence strategy
selection? Additionally, educators are interested in the relationship between strategy use
and the development of various learning outcomes such as achievement, perseverance,
and attitudes. One can wonder whether there is a genuine association between the
employment of specific tactics and academic performance, or whether students' prior
achievement levels influence their strategy selection. All of these questions are vital, and
the answers are necessary for successful learning. 12
It is unsurprising that pupils employ a number of tactics during the educational
process. There are probably as many strategies as there are students. This is because
each student chooses and utilizes a unique strategy based on instructional variables
such as individual differences, domain types, teaching techniques, available time,
learning technology, forms of feedback, needed level of mastery, and methods of
assessment. Naturally, these characteristics are equally critical when it comes to
developing effective, engaging, and efficient training (Ilgaz and Gülbahar, 2020).
Recent studies about the Motivated Strategies for Learning Questionnaire (MSLQ)
which is a self-reporting instrument for foreseeing the academic performance of
college students. It ascertains the student motivation, self-regulation, and learning

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strategies. Development of MSLQ *Trunkline:
was based (063)on the330-3485
(033) integration of motivational and
cognitive theories of learning (McKeachie, Pintrich, Lin, & Smith, 1987; Pintrich & De
Groot, 1990). MSLQ adapted Atkinson’s expectancy-value theory of motivation for
conceptualizing motivation (Pintrich & De Groot, 1990).
Furthermore, authors said that the abstract idea of learning strategies were based
on cognitive and social cognitive approaches of teaching and learning (McKeachie,
Pintrich, Lin, & Smith, 1987). The achievement plan theory of motivation has been
a prominent area of theoretical and empirical inquiry in educational psychology since
the late 1970s and early 1980s, which evolved from the pioneering work of Dweck
(1986), Nicholls (1984), and others. Central to the achievement goal theory were the
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concepts of achievement motivation and competence.
The range of learning tactics is extensive, ranging from basic repetition to learners'
internal drive. Weinstein and Mayer (1986) categorize them into five primary groupings.
These categories include rehearsal, elaboration, organization, metacognition, and
incentive methods. Additionally, the first three categories of this taxonomy include sub-
clusters of fundamental and complicated activities. The current analysis combined these
sub-clusters and applied Simsek (2006) five key strategy groups.
Rehearsal Activities cover tasks that require students to identify and repeat
significant chunks of the presented content. Memorizing, reading aloud, listing concepts,
highlighting, making special marks, underlining, and applying mnemonics are only a few
of the tactics included in this category.
Elaboration goes beyond the provided content and incorporates additional
information provided by the student. Elaboration tactics include the use of new words in
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a sentence, paraphrasing material,*Trunkline:
summarizing,
(063) (033)matching,
330-3485 using analogies, generating
metaphors, making comparisons, writing questions, and forming mental images.
Organization comprises tasks involving the review and reorganization of the
presented material. The student determines that the content's existing structure is
insufficient and creates an alternate framework. Outlines, tables, classification, re-
grouping, connecting components, building concept maps, and listing differently are all
popular tactics in this area.
Motivation is self-awareness and refers to a student's understanding of his or her
own capability in a particular area of study. The learner examines his or her
performance and attempts to devise more effective methods of learning. Metacognitive
methods include self-criticism, accepting responsibility, personal reflection, individual
monitoring, and modifying study habits. 14
Motivational Strategies contain the student's perceptions and deliberate efforts to
improve performance and feelings. Several tactics in this category include focusing
attention, directing worry, effective time management, lowering stress, generating
interest, promoting internal motivation, and defining significant ideals.
Leveraging MSLQ Data for Predicting Students Achievement Goal Orientations had
a total of 376 undergraduate students took part in the preliminary study. Of 353 valid
responses, 55.2% (n=194) were female and 44.8% (n=158) were male. The study
found that pupil's learning strategies were measured using the Motivated Strategies
for Learning Questionnaire, which included 44 items on student motivation,
cognitive and metacognitive strategy use, and self-regulation. The researchers
measured their goal orientations using a 3X2 Achievement Goal Orientation

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questionnaire. Researchers conducted a second
*Trunkline: study
(063) (033) with another 34 undergraduate
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students one semester later. The researchers used the second dataset to validate
the models from the first study. They also theorized four new scales from the
MSLQ data to measure the mastery approach, mastery avoidance, performance
approach, and performance avoidance goal orientations. The researchers was
dealing with student activity data was collected from an online software engineering
course. The researchers' data was analysed using parametric linear models including
correlations, canonical correlations analysis, and multiple regression analysis. We
analysed theorized scales using both confirmatory and exploratory data analysis
approaches. The research preliminary results provided empirical support for
building new models to draw secondary information from the datasets collected
for other primary purposes. The provision of secondary information can enhance the
understanding of a phenomenon on one hand, and can allow for the reuse of precious
datasets for additional purposes on the other (Ali, L., Hatala, M., Gašević, D., & Winne,
P. H. (2014). Leveraging MSLQ Data for Predicting Students Achievement Goal
Orientations. Journal of Learning Analytics, 1(3), 157-160.
https://doi.org/10.18608/jla.2014.13.11).
Motivation
Achievement motivation energizes and focuses behaviour toward achievement,
and is hence a well-established predictor of academic success (Robins et. al., 2014).
Achievement motivation is not a single construct but rather encompasses a number of
distinct components such as motivational beliefs, task values, objectives, and
achievement motives (Murphy et. al., 2011).

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Radovan (2011) surveyed students
*Trunkline:enrolled
(063) (033)in a distance-learning program. The
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study enrolled a total of 319 students and demonstrated the significance of motivational
factors, task and goal orientation, and effort-regulating methods. 16
Additionally, it has been demonstrated that motivation and learning practices
have a beneficial effect on learning outcomes (Ying et al. 2015). Delialioglu (2014)
evaluated the sources of motivation for 25 students enrolled in a hybrid course (blended
learning – a combination of on-campus and online education). This study established
that intrinsic motivation is the primary component of distance and hybrid education and
has a greater influence on student motivation than extrinsic motivation. Chen and Jang
(2011) examined Deci and Ryan's self-determination theory of motivation in online
learning, demonstrating that while motivation and self-determination are essential, they
cannot be utilized to predict learner results. Gabrielle (2013) designed solutions for
online students using Keller's (1983) ARCS approach.
Most common version of the behavioural perspective on motivation is the theory of
operant conditioning associated with B. F. Skinner (1938, 1957). To understand this
model in terms of motivation, think of the likelihood of response as the motivation and
the reinforcement as the motivator. Imagine, for example, that a student learns by
operant conditioning to answer questions during class discussions: each time the
student answers a question (the operant), the teacher praises (reinforces) this
behaviour. In addition to thinking of this situation as behavioural learning, however, you
can also think of it in terms of motivation: the likelihood of the student answering
questions (the motivation) is increasing because of the teacher’s praise (the motivator).
A lot concepts from operant conditioning, in fact, can be understood in motivational

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terms. Another one, for example, *Trunkline:
is the concept of 330-3485
(063) (033) extinction, the tendency for learned
behaviours to become less likely when reinforcement no longer occurs—a sort of
“unlearning” or at least a decrease in performance of previously learned behaviours. The
decrease in performance frequency can be thought of as a loss of motivation, and
removal of the reinforcement can be thought of as removal of the motivator. 17
Student motivation is influenced by a variety of elements, and the apparent
conclusion is that teachers are compelled to address everything from intangibles such as
the student's internal driving force and self-determination to succeed to more tangible
factors such as course structure and didactics. According to the findings, certain factors
such as teachers lacking pedagogical abilities, technological difficulties, perceived
difficulty, and course structure all have a pronounced negative effect on motivation,
while having little, if any, positive effect on student motivation. One interpretation of
this phenomenon is that it is analogous to Herzberg's hygiene factors, in which a factor
is required to avoid discontent but contributes relatively little satisfaction when present.
(Herzberg, 1966) as referenced by Wettergren (2020).
Motivation theory has evolved over time as limitations of each new theory have
become salient, and new theories are proposed to improve upon the old ones. Since
each theory makes sense on its own, it is illuminating to understand their shortcomings,
especially since it may feel intuitive to apply these to your students without realizing
these limitations.
Moreover motivations had this, behavioural models held that behaviours were
reinforced positively through rewards and negatively through punishment, which helps
explain how to extrinsically motivate people or animals. For example, rewards such as
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prizes may motivate students to study while
*Trunkline: punishments
(063) (033) 330-3485 such as losing privileges may
also motivate students to study. 18
On another article entitled Learning and Individual Differences it presents a meta-
analytic review of the Motivated Strategies for Learning Questionnaire (MSLQ), which
consists of fifteen subscales designed from classic social–cognitive learning theories and
which is widely used to predict academic performance. The article research results
based on 2158 correlations from 67 independent samples and 19,900 college students
indicate that the subscales of the MSLQ vary in their utility for predicting grades, with
grade-related validities ranging from ρ = .40 for the subscale measuring students' effort
regulation to ρ = .05 for the subscale measuring students' help-seeking behaviours. The
article had done a factor-analyses of the meta-analytic intercorrelations broadly support
the theoretical structure of the MSLQ. The research also includes that the alteration or
elimination of items with undesirable psychometric characteristics could potentially both
augment empirical support for the theoretical structure of the MSLQ and strengthen its
subscales' predictive utility for academic performance.
The article researchers were able to identify potential data sources via keyword
searches of the PsychINFO, Eric, and Dissertation Abstracts databases as well as
internet searches and examinations of the reference lists of identified articles.
Dissertations judged to be likely to include relevant data were purchased from Proquest.
Researchers also attempted to contact authors of articles that did not present
information in a manner that allowed inclusion in this review order to obtain the relevant
data.
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The research findings have important implications
*Trunkline: (063) for not only research relying on
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the MSLQ but also on the broader self-regulated learning literature and the even more
general literature regarding the determinants of and influences on college academic
performance. Their meta-analytic review suggests that the MSLQ is a reasonably reliable
measure of constructs, some of which exhibit meaningful relationships with college
academic performance. Moderate to strong relationships (Cohen, 1988) were observed.

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Another study, Learning and Individual Differences (Volume 17, Issue 1, 2007,
Pages 69-81) discussed the relationship between the big-five model of personality and
self-regulated learning strategies. The study involves a total of 219 undergraduate
students enrolled in nine classes at a large university in Northeastern US were recruited
for participation in the study. Undergraduate students were chosen, because they are
more likely to have developed self-regulated learning strategies (Pintrich & Zusho,
2002). Sixty-one (28%) of the participating students were male and 158 (72%) were
female. Less than 4% (n = 8) of the participants were international students. Study
attempted to explore the relationships between a selected set of self-regulated learning
strategies and the big-five personality dimensions. Canonical correlation analysis was
used to evaluate the overall relationship between self-regulation learning strategies and
personality.
In addition, hierarchical multiple regression was conducted to predict academic
achievement, with the big-five personality dimensions as predictors and self-regulatory
learning strategies as mediators.
Another research article, Studies in Educational Evaluation (volume 68, March
2021, 100967). Relationships between learning motivations and practices as influenced

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by a high-stakes language test: Task value(063)
*Trunkline: mediated intrinsic and extrinsic goals’ impact
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on rote learning. 20
The study investigated the statistical relationships between four motivational
variables (i.e., intrinsic and extrinsic goal orientations, self-efficacy and perceived task
value) and three types of learning practices (test drilling, rote learning and normal
learning activities) based on the self-reported data of 258 undergraduate English majors
preparing for a high-stakes English language test in China. Still consistent with previous
findings conducted in both wash back and non-wash back contexts, extrinsic goals
geared towards the test significantly positively contributed to students’ test drilling and
rote learning activities, while intrinsic goals positively affected their normal learning
activities overall. Unexpectedly, intrinsic goals it also found to have a statistically
positive, though indirect, effect on test drilling; meanwhile, both intrinsic and extrinsic
goal orientations exerted positive influence, through the mediation of perceived task
value, on rote learning activities.
These findings help researchers pinpoint how motivational factors interact with
test impact in shaping wash back on learning, and thus constitute evidence to underpin
possible claims about wash back from the target test (Messick, 1996). Implications of
these findings for how to address negative wash back are also discussed at the end of
paper.
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*Trunkline: (063) (033) 330-3485
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Chapter 3
Methodology
Chapter 3 consists of five main parts: (1) Research Design and Purpose of the
Study, (2) Respondents, (3) Instruments, (4) Data Collection Procedure, and (5) Data
Analysis Procedure.
Part One, the Research Design and Purpose of the Study talks about the design
used and the reasons why the study was conducted.
Part Two is the Methodology, presents the respondents who are Bachelor in
Secondary Education Major in English students from first year to fourth year of the West
Visayas State University-Janiuay Campus in modular learning in this time of pandemic.
Instrument used in the study was a researcher made questionnaire-checklist for data
collection which was answered by the chosen respondents. Data Gathering Procedure
stated the techniques used to describe and evaluate data and Statistical Analysis were
the responses of the respondents were statistically checked.

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*Trunkline: (063) (033) 330-3485
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Research Design
The researchers used the descriptive survey method of investigation. Descriptive
method research according to Shield, Patricia, Rangarjan, N. (2013) is used to describe
characteristics of a population or phenomenon being studied.
The advantage of this method provides a great opportunity to gather precise data
about students’ learning strategies and what their motivations are.
Respondents
The respondents of this study were the 134 Bachelor in Secondary Education English
Major Students of West Visayas State University - Janiuay Campus enrolled in an English
Major course. The respondents were first-year to fourth-year students: 33 first-year, 34
second-year, 35 third-year, and 32 fourth-year.
Table 1: Distribution of Respondents
Categories N %
Entire Group 134 100%

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Instrument *Trunkline: (063) (033) 330-3485 23
A researcher-made questionnaire sent through Google forms was utilized to gather
the needed data of the study. A ten-item questionnaire checklist was duly validated by
three experts in the field mainly to determine the common learning strategies employed
by English Major Students and a thirteen-item questionnaire for the level of motivation
in learning their major courses through modular learning. The revised and final copy
was submitted to the thesis adviser for approval.
Data Gathering Procedure
The study was conducted in the second semester of the school year 2021-2022.
The researchers constructed the questionnaire and presented it to the adviser. It was
duly validated by three experts in the field, then revised and finalized and was submitted
to the adviser for approval. Copies were reproduced and a letter of permission was sent
to the Campus Administrator and School Director. Upon approval, the questionnaire
checklist was administered to the target respondents via Google form. The respondents
were given enough time to answer the said questionnaire considering that most of them
don’t have stable internet connection.
Data Analysis
The data gathered in this study was subjected to appropriate statistical tools using the
Statistical Package for Social Sciences software (SPSS). Mean and standard deviation
were employed as descriptive statistics. The mean is the sum of all observations divided
by the total number of items/responses. This was employed to describe the learning
strategies of BSED English Students of WVSU- Janiuay and essential in ranking the
learning strategies and level of motivations accordingly from highest to lowest weighted
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mean. While Standard deviation *Trunkline:
is the measure
(063) (033) of dispersion among all scores in the
330-3485
distribution. This was utilized to describe the homogeneity and heterogeneity of the
respondents’ responses with regard to the learning strategies and level of motivations in
modular learning in time of pandemic. 24
Chapter 4
Results and Discussion
The study was conducted to determine the learning strategies and motivations in
modular learning of English Major Students from first year to fourth year of the West
Visayas State University-Janiuay Campus in the time of pandemic in Second Semester of
SY 2021-2022. This study was likewise conducted to determine the common learning
strategies and level of motivation employed by English Major Students in modular
learning.
Descriptive Data Analysis
The Learning Strategies and Motivations in Modular Learning of English Major
Students from First year to Fourth year in the time of Pandemic.
To determine the common learning strategies in Modular Learning of English
Major Students from First year to Fourth year in the time of Pandemic in Second
semester of S.Y. 2021-2022, the mean scores of the respondents’ responses are
computed and then rank according to commonly used learning strategies by students.
For the level of motivations of English Major Students from First year to Fourth year in
Modular Learning in the time of Pandemic in Second semester of S.Y. 2021-2022,
standard deviation, mean and description of the level of motivations are being utilized.
JANIUAY CAMPUS
*Trunkline: (063) (033) 330-3485
25
As shown in Table 2, the common learning strategies employed by
English Major Students in modular learning were indicated with specific standard
deviation, mean and rank. The learning strategies which rank first is “I highlight the
keywords or most important ideas in the learning materials.” with standard deviation of
1.13 and mean of 4.01. Second, “I re-read the learning materials two or three times
until I fully understand it.” with standard deviation of 1.09 and mean of 3.94. Third, “I
summarize and organize the key ideas so that I could easily remember them.” with
standard deviation of 1.12 and mean of 3.92, fourth, “I use keyword method to enhance
memory for definitions of certain words.” with standard deviation of 1.09 and mean of
3.87. Fifth, “I learn the meanings of the key terms and difficult words before attempting
to understand the concept with standard deviation of 1.17 mean of 3.80. Sixth, “I use
specific examples to understand abstract ideas.” with standard deviation 1.08 and mean
of 3.75. Seventh, “I use acronyms for easy remembering.” and “I ask myself open-
ended questions about the learning material, answer in as much detail as possible, and
then check the learning materials to make sure if my understanding is correct.” with the
standard deviations of 1.08 and 1.13, and have the same mean of 3.71. Ninth, “I use
concept maps, graphic organizers or hierarchical structures to help me visualize and
construct ideas.” with standard deviation of 1.14 and mean of 3.56. And lastly, I use
JANIUAY CAMPUS
mental imagery in remembering *Trunkline:
factual (063)
information.” with standard deviation of 1.05
(033) 330-3485
and mean of 3.41. 26
Furthermore, the results indicated that keyword method helped students to
understand vocabulary meaning and not just dealing with rote learning. Also, the link
between the previously learned vocabularies with the new one in keyword method
facilitated the interpretation of educational situations and therefore understanding them.
This was supported by the second common learning strategies that students employed
which is re-reading the learning materials two or three times until they fully understand
it and then using the vocabulary they learned and determining which vocabulary they
should use and replace to give meaningful sentences. The third most common learning
strategies is summarizing and organizing the key ideas so that the students could easily
remember them. Since nowadays, students learn in a modular type, these three first
common learning strategies are more convenient and less hassle to employ with when it
comes to studying. While the bottom three of the common learning strategies are
difficult in facilitating learning since some students lack in concentration.
The above results are in line with the study of Abdel-Majeed (2000), Sagarra & Alba
(2006), Yaakub (2007), Fritz et al. (2007), Ismail (2008) and Abdul Razak (2008) as all
stated that keyword method enhanced vocabulary achievement. It is also in line with the
study of Badawi (2002), Torres (2003), Mendonça (2003), Weissheimer (2007), Finardi
(2009) and Andersson (2010) as they stated that keyword method enhanced learning
English as a foreign language in general and vocabulary acquisition in particular. It also
agrees with the research study conducted by Aureli (2011) that states that the keyword
method was more effective as learning strategy as reflected in the students’ recall of
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vocabulary definitions than the other direct(063)
*Trunkline: instruction method for learning the same
(033) 330-3485
vocabulary words. It was also proven by the latter studies that keyword method was
successful in increasing the long term memory recall of the learned vocabulary words.27
On the other hand, the study of Dmitsak (2007) did not agree with these results. It
showed that keyword method did not enhance vocabulary achievement. This
disagreement could be understandable because of the different educational context and
learner‘s proficiency level of English language.
Table 2. The Common Learning Strategies Employed by English Major Students in

Modular Learning.
Learning Strategies (Strategies) N SD Mean Rank
I highlight the keywords or most important ideas in the learning 104 1.13 4.01 1
materials.
I re-read the learning materials two or three times until I fully 104 1.09 3.94 2
understand it.
I summarize and organize the key ideas so that I could easily 104 1.12 3.92 3
remember them.
I use keyword method to enhance memory for definitions of certain 104 1.09 3.87 4
words.
I learn the meanings of the key terms and difficult words before 104 1.17 3.80 5
attempting to understand the concept.
I use specific examples to understand abstract ideas. 104 1.08 3.75 6
I use acronyms for easy remembering. 104 1.08 3.71 7.5
I ask myself open-ended questions about the learning material, 104 1.13 3.71 7.5
answer in as much detail as possible, and then check the learning
materials to make sure if my understanding is correct.
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I use concept maps, graphic organizers Janiuay,
or hierarchical structures to
Iloilo, Philippines 104 1.14 3.56 9
*Trunkline: (063) (033) 330-3485
help me visualize and construct ideas.
I use mental imagery in remembering factual information. 104 1.05 3.41 10
28
As shown in Table 3, the level of motivation of English major students in learning
their major courses through modular learning were indicated with specific standard
deviation, mean, description and rank. The level of motivation which rank first is “Trying
to understand the content of learning material as thoroughly as possible” with standard
deviation of .49, mean of 2.60, and has a description of high level. Second, “Receiving
regular feedback that helps me improve my performance in the class” with standard
deviation of .57, mean of 2.53, and has a description of high level. Third, “Using my
schema or prior knowledge in learning things” with standard deviation of .56, mean of
2.50, and has a description of high level. Fourth, “Increasing my effort when I began to
lose interest” standard deviation of .54, mean of 2.48, and has a description of high
level. Fifth, “Trying hard to understand the learning material presented” with standard
deviation of .52, mean of 2.46, and has a description of high level. Sixth, “Forcing
myself to do my learning modules” with standard deviation of .54, mean of 2.43, and
has a description of high level. Seventh, “Receiving compliments, praises and rewards
are my motivations of doing good in class” with standard deviation of .71, mean of 2.37,
and has a description of high level. Eighth “Pushing myself even harder to concentrate
and do good in learning the lesson” with standard deviation of .55, mean of 2.32, and
has a description of Moderate. Ninth, “Believing that I'll receive excellent grades in my
classes” with standard deviation of .67, mean of 2.32, and has a description of
Moderate. Tenth, “Preferring material that arouses my curiosity, even if it's difficult to
JANIUAY CAMPUS
learn” with standard deviation of *Trunkline:
.63, mean of(033)
(063) 2.27, and has a description of Moderate.
330-3485
Eleventh, “Knowing that I’m knowledgeable enough to learn the basic concepts that are
being taught.” with standard deviation of .64, mean of 2.26, and has a description of
Moderate. Twelfth, “Persuading myself not to worry about the mistakes I make” with
standard deviation of .66, mean of 2.24, and has a description of moderate. Thirteenth,
“Not worrying about the possibility of doing worse than I wanted.” with standard
deviation of .65, mean of 1.99, and has a description of moderate.
Results revealed that the level of motivation of English major students in learning
their major courses through modular learning is high and it indicates that it have
positive correlation with learning strategies containing elaboration, rehearsal,
metacognitive self-regulation, organization, and critical thinking; positively weak
correlation with peer-learning, help seeking, and, time and study environment.
The above results are in line with the study of Rashid, S.and Rana, R. A. (2019)
as they stated that high level of motivation of students are associated with organization,
elaboration, rehearsal, metacognitive self-regulation, and, critical thinking as learning
strategies more than help seeking, peer-learning, and, time and study environment as
learning strategy but associated with effort regulation as learning strategy. Moreover,
results concluded that high motivation level of students are associated with effort
regulation as a learning strategy; this might be due to reason that they are eager to
exert effort in learning strategy as, according to Pintrich, et al.(1991), it is self-
management which indicates determination to complete study goals even in the
presence of distractors or difficulties.

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*Trunkline: (063) (033) 330-3485
* Website: www.wvsu.edu.ph *Email Address: janiuay@wvsu.edu.ph 30
Table 3. Level of Motivation of English major students in learning their major

courses through modular learning.
Motivation N SD Mea Descriptio Rank
n n
Trying to understand the content of learning material as 104 .49 2.60 High Level 1
thoroughly as possible
Receiving regular feedback that helps me improve my 104 .57 2.53 High Level 2
performance in the class
Using my schema or prior knowledge in learning things 104 .56 2.50 High Level 3
Increasing my effort when I began to lose interest 104 .54 2.48 High Level 4
Trying hard to understand the learning material 104 .52 2.46 High Level 5
presented
Forcing myself to do my learning modules 104 .54 2.43 High Level 6
Receiving compliments, praises and rewards are my 104 .71 2.37 High Level 7
motivations of doing good in class
Pushing myself even harder to concentrate and do good 104 .55 2.32 Moderate 8.5
in learning the lesson
Believing that I'll receive excellent grades in my classes 104 .67 2.32 Moderate 8.5
Preferring material that arouses my curiosity, even if it's 104 .63 2.27 Moderate 10
difficult to learn
Knowing that I’m knowledgeable enough to learn the 104 .64 2.26 Moderate 11
basic concepts that are being taught
Persuading myself not to worry about the mistakes I 104 .66 2.24 Moderate 12
make
Not worrying about the possibility of doing worse than I 104 .65 1.99 Moderate 13
wanted
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*Trunkline: (063) (033) 330-3485
31
Scale Description
2.34 - 3.00 High level
1.67 - 2.33 Moderate
1.00 - 1.66 Low

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Chapter
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(063) (033)
Summary, Conclusions, and Recommendations
This chapter presents four parts: (1) Summary; (2) Findings; (3) Conclusions;
and (4) Recommendations. Parts One and Two reflect the salient
points of the study. Part Three, Conclusions, present the generalization derived from the
findings of the study. Part Four, Recommendation, offers some suggestions and
recommendations based on the results and conclusions.
Summary
This study sought to find out the common learning strategies and level of
motivations in modular Learning of English Major Students from First year to Fourth year
of the West Visayas State University-Janiuay Campus in the time of Pandemic S.Y. 2021-
2022.
This study aimed to answer the following questions:
1. What are the common learning strategies employed by English major students
in modular learning?
2. What is the level of motivation of English major students in learning their
major courses through modular learning?
33
Findings
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The findings of the present investigation
*Trunkline: included
(063) (033) 330-3485 in the following:
1. The common learning strategies employed by English major students in
modular learning ranks 1 to 10 were the following; (1)highlighted the keywords or
most important ideas in the learning materials ( Highlighting), (2)re-read the learning
materials two or three times until I fully understand it ( Re-reading), (3)summarized
and organized the key ideas so that I could easily remember them ( Summarizing),
(4)used of keyword method to enhance memory for definitions of certain words
(Keyword Method), (5)learned the meanings of the key terms and difficult words
before attempting to understand the concept ( Pre-training), (6)used specific
examples to understand abstract ideas (Concrete Examples), (7)used acronyms for
easy remembering (Acronyms), (8)Asked myself open-ended questions about the
learning material, answer in as much detail as possible, and then check the learning
materials to make sure if my understanding is correct ( Elaboration), and (9)used
concept maps, graphic organizers or hierarchical structures to help me visualize and
construct ideas (Concept Mapping), and (10)used mental imagery in remembering
factual information (Representational Imagery).
2. The level of motivation of English major students in learning their major
courses through modular learning as a whole was “high”.
34
Conclusions
Based on the findings of the study, the following conclusions were drawn:
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1. Highlighting the keywords or most
*Trunkline: (063)important ideas in the learning materials
(033) 330-3485
was ranked to be the first of the most common learning strategies employed by English
major students in modular learning followed by re-reading the learning materials two or
three times until they fully understand it, summarizing and organizing the key ideas so
that they could easily remember them, using keyword method to enhance memory for
definitions of certain words, learning the meanings of the key terms and difficult words
before attempting to understand the concept, using specific examples to understand
abstract ideas, using acronyms for easy remembering, Asking themselves open-ended
questions about the learning material, answered in as much detail as possible, and then
checking the learning materials to make sure if their understanding is correct, using
concept maps, graphic organizers or hierarchical structures to help visualize and
construct ideas.” And lastly, using mental imagery in remembering factual information.”
Highlighting the keywords or most important ideas in the learning materials was ranked
to be the first of the most common learning strategies because it essentially help
students organize what they have read by selecting what is important on a modular type
of learning. As students study, highlighting the keywords helped them learn to pay
attention to the essential information within a text. Since nowadays, students learn in a
modular type, the three first common learning strategies are more convenient and less
hassle to employ with when it comes to studying. While the bottom three of the
common learning strategies are difficult in facilitating learning since some students lack
in concentration.
2. This implies that the English Major Students from First year to Fourth year of
the West Visayas State University-Janiuay Campus in the time of pandemic have high
JANIUAY CAMPUS
level of motivation. Moreover, results concluded
*Trunkline: (063) (033) that high motivation level of students
330-3485
are associated with effort regulation as a learning strategy; this might be due to reason
that they are eager to exert effort in learning strategy as, according to Pintrich, et al.
(1991), it is self-management which indicates determination to complete study goals
even in the presence of distractors or difficulties. It also implies that the learning
materials distributed to them in this modular learning are engaging and entertaining to
study and to read with. It had them engrossed to do the activities that are supposed to
perform and accomplished. Furthermore, the learning activities contained in the modules
inject real-life examples and social context, interactive, productive and engaging
discussions.
36
Recommendations
Based on the conclusion of the study, the following recommendations were
presented:
JANIUAY CAMPUS
1. Students should not*Trunkline:
only focus (063)on using
(033) the keyword method in enhancing
330-3485
their memory for definitions of certain words as their prior learning strategy in
modular learning. They should have to explore other possible techniques of learning
things and open their minds and heart to learn more and do good in their academic
endeavour. For the parents, they should facilitate their children’s educational needs
by guiding and motivating them to utilize the various learning strategies as they
study. For the teachers, they should portray awareness and resourcefulness of their
students’ needs. They should create support materials that can stimulate the
students’ interest and learning preferences and approaches. Moreover, teachers can
also conduct workshops or seminars that involve and tackle the various effective
learning strategies in studying. These workshops or seminars must be supported by
the administration. 37
2. Since the English Major Students from First year to Fourth year of the West
Visayas State University-Janiuay Campus in the time of Pandemic S.Y. 2021-2022
have a high level of motivation, but it should still be given great emphasis and
attention by teachers in order to make teaching and learning process more
meaningful, comprehensive and engaging. Moreover, students must be responsible
of their own learning and must be motivated at their utmost and find ways to
maintain the level of motivation in studying. Parents also have to be supportive of
their children’s needs. Teachers must improve the learning materials as to arouse
the interest and curiosity of the students as well as their learning capacity.
Teachers must be teaching in the range of activities that are engaging, contains
vicarious experiences, cooperative learning, and encourage self-reflection.

JANIUAY CAMPUS
Furthermore, the support of *Trunkline:
the administration to the teachers will create a better
(063) (033) 330-3485
possibility for all proposed programs, seminars, workshops and learning activities
meant for the improvement of the students’ skills and motivation.
38
References
Al-Zahrani, M. (2011). The Effectiveness of Keyword-based Instruction in Enhancing
English Vocabulary Achievement and Retention of Intermediate Stage Pupils with

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Different Working Memory*Trunkline:
Capacities.(063) Curricula & Methods of Teaching English,
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page 118-199.
Dealagdon, T. (2021). Modular Learning: Struggles and Coping Mechanisms of Mothers
Not Speaking Mother Tongue. Journal of Learning and Development Studies,
1(1), 77–93. https://doi.org/10.32996/jlds.2021.1.1.8
Dignath, C., Büttner, G., and Langfeldt, H. (2008). How can primary school students
learn self-regulated learning strategies most effectively? A meta-analysis on self-
regulation training programmes. Educ. Res. Rev. 3, 101–129. doi:
10.1016/j.edurev.2008.0
Dignath, C., and Büttner, G. (2008). Components of fostering self-regulated learning
among students. a meta-analysis on intervention studies at primary and
secondary school level. Metacogn. Learn. 3, 231–264. doi: 10.1007/s11409-008-
9029-x
Doshi P. The elusive definition of pandemic influenza. Bull World Health Org.
2011;89:532–538. [PMC free article] [PubMed] [Google Scholar]
Puustinen, M., and Pulkkinen, L. (2001). Models of self-regulated learning: a review.
Scand. J. Educ. Res. 45, 269–286. doi: 10.1080/00313830120074206 39
Rashid, S.and Rana, R. A. (2019). Relationship between the Levels of Motivation and
Learning Strategies of Prospective Teachers at Higher Education Level, Bulletin
of Education and Research. Vol. 41, No. 1 pp. 57-66
Sitzmann, T., and Ely, K. (2011). A meta-analysis of self-regulated learning in work-
related training and educational attainment: what we know and where we need
to go. Psychol. Bull. 137, 421–442. doi: 10.1037/a0022777

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Zimmerman, B. J. (2000). Attaining self-regulation:
*Trunkline: A social cognitive perspective. In M.
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Boekaerts, P. R. Pintrinch & M. Zeidner (Eds.), Handbook of self-regulation (pp.
13-39). San Diego, CA: Academic Press.
Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview
for assessing student use of self-regulated learning strategies. American
educational research journal, 23(4), 614-628.
Zimmerman, B. J., and Schunk, D. H. (2011). Handbook of Self-Regulation of Learning
and Performance. New York, NY: Routledge.
Zimmerman, B. J., Moylan, A. R., Hudesman, J., White, N., and Flugman, B. (2011).
Enhancing self-reflection and mathematics achievement of at-risk urban technical
college students. Psychol. Test Assess. Model. 53,141–160.
Zimmerman, B. J., and Schunk, D. H. (2011). Handbook of Self-Regulation of Learning
and Performance. New York, NY: Routledge.
40
Appendix A
March 1, 2022
DR. GUILLER P. PENDON

Campus Administrator
WVSU-JC
We, the undersigned BSED IV-A students of West Visayas State University -
Janiuay Campus will be conducting our research study entitled, "Learning Strategies and
Motivations in Modular Learning” as a requirement for the course, ELT 207 (Language
and Education Research).
JANIUAY CAMPUS
In connection with this, we would like Iloilo,
Janiuay, to request
Philippinesyour good office to allow us to
*Trunkline: (063)
conduct our study to the 33 First Year, 34 Second Year, (033) 330-348535 Third Year and 33 Fourth
year Bachelor of Secondary Education - Major in English students of West Visayas State
University - Janiuay Campus. Rest assured that the data gathered will be strictly for
research purposes only and will be kept with utmost confidentiality.
We are hoping for a positive response regarding this matter. Thank you.
Respectfully yours,
(SGD) BARSALES, JESSA MAE (SGD) NAVAREZ, ADRIAN C.
(SGD) CARMAN, JUDY ANN C. (SGD) PALMES, MARINEL SHYNE
C.
(SGD) LUTERO, JOYLYN J. (SGD) SOYOM, JOEVI O.
Noted: Recommending
Approval:
(SGD) JOHN MARK A. MASAGNAY, Ph.D. (SGD) NANCY A. ARELLANO,

Ed.D
Thesis Adviser SOTE Director
Approved:
(SGD) GUILLER P. PENDON, Ed. D. 41

Campus Administrator
Appendix B
BSED Students,
Greetings!
We, the undersigned BSED IV-A students of West Visayas State University - Janiuay
Campus will be conducting our research study entitled, "Learning Strategies and
Motivations in Modular Learning” as a requirement for the course, ELT 207 (Language
and Education Research).
JANIUAY CAMPUS
In connection with this, we are asking for your
Janiuay, precious time and effort to answer all the
Iloilo, Philippines
*Trunkline: (063)
questions in the questionnaire that are important and (033) 330-3485
helpful in the completion of the
study. Rest assured that your answers will be treated with utmost confidentiality and will
be used purely for academic purposes.
Your positive response in this request will be a valuable contribution to the success of
the study. Thank you very much for your cooperation.
Respectfully yours,
(SGD) BARSALES, JESSA MAE (SGD) NAVAREZ, ADRIAN C.
(SGD) CARMAN, JUDY ANN C. (SGD) PALMES, MARINEL SHYNE C.
(SGD) LUTERO, JOYLYN J. (SGD) SOYOM, JOEVI O.
Noted:
(SGD) JOHN MARK A. MASAGNAY, Ph.D.

Thesis Adviser
42
Appendix C
February 10, 2022
Validator/s
This Campus
Sir/Ma’am:
Greetings!
We, the undersigned are 4th year BSED English students of West Visayas State University
- Janiuay Campus undertaking a thesis titled “Learning Strategies and Motivations in
Modular Learning”.
JANIUAY CAMPUS
In connection with this, the researchers willIloilo,
Janiuay, be Philippines
needing assistance with regard to the
validation of their questionnaires necessary for(033)
*Trunkline: (063) the330-3485
study. Knowing that you are most fit
and capable to provide such, we are humbly asking your permission to validate the
attached self-made questionnaire for the study.
We are highly anticipating your kind approval regarding this matter. Thank you.
Respectfully yours,
(SGD) BARSALES, JESSA MAE

(SGD) CARMAN, JUDY ANN C.
(SGD) LUTERO, JOYLYN J.
(SGD) NAVAREZ, ADRIAN C.
(SGD) PALMES, MARINEL SHYNE C.
(SGD) SOYOM, JOEVI O.
Noted:
(SGD) JOHN MARK A. MASAGNAY, Ph.D.

Thesis Adviser
43
Appendix D
LEARNING STRATEGIES AND MOTIVATIONS IN MODULAR LEARNING (INSTRUMENT)
Name: Course, Year & Section:
Directions: Please check the column that corresponds to your answer. Rest assured that
your responses will be treated with utmost confidentiality.
Learning Strategies Never Rarely Sometimes Often Always
(1) (2) (3) (4) (5)
1. I use mental imagery in remembering

factual information.
2. I use acronyms for easy remembering.
3. I use keyword method to enhance

JANIUAY CAMPUS
memory for definitions of certain words.
*Trunkline: (063) (033) 330-3485
1. I summarize and organize
* Website: the key
www.wvsu.edu.ph *Email Address: janiuay@wvsu.edu.ph
ideas so that I could easily remember

them.
2. I use concept maps, graphic organizers
or hierarchical structures to help me
visualize and construct ideas.
6. I use specific examples to understand
abstract ideas.
7. I re-read the learning materials two or

three times until I fully understand it.
8. I ask myself open-ended questions

about the learning material, answer in as
much detail as possible, and then check
the learning materials to make sure if my
understanding is correct.
9. I highlight the keywords or most

important ideas in the learning materials.
10. I learn the meanings of the key terms

and difficult words before attempting to
understand the concept.
44
Directions: Please check the column that corresponds to your answer. Rest assured that
your responses will be treated with utmost confidentiality.
Level of Motivation Low Average High
(1) (2) (3)
1. Pushing myself even harder to concentrate and do

good in learning the lesson
2. Increasing my effort when I began to lose interest
3. Forcing myself to do my learning modules
4. Persuading myself not to worry about the

mistakes I make
5. Not worrying about the possibility of doing worse

than I wanted
JANIUAY CAMPUS
6. Preferring material that arouses Janiuay,
my curiosity,
Iloilo, Philippines
even if it's difficult to learn *Trunkline: (063) (033) 330-3485
7. Trying to understand the content of learning

material as thoroughly as possible
8. Trying hard to understand the learning material

presented
1. Believing that I'll receive excellent grades in my

classes
1. Knowing that I’m knowledgeable enough to learn
the basic concepts that are being taught
11. Receiving compliments, praises and rewards are
my motivations of doing good in class
12. Using my schema or prior knowledge in learning

things
13. Receiving regular feedback that helps me

improve my performance in the class
45
Appendix E
Application for the Research Paper Defense
Paper: Defense: Date of Defense:
Baccalaureate Proposal: _____ Date:

Research _____ May 18, 2022
Paper
Final :_____ Date: _____
Course, Year& Section: BSED IV- A

Title of the Study: LEARNING STRATEGIES AND MOTIVATIONS IN MODULAR LEARNING
Proponents (Name and Signature): This is to certify that the above titled
Research Paper is ready for defense:
Jessa Mae Barsales
Judy Ann C. Carman
Joylyn J. Lutero
JANIUAY CAMPUS
(SGD.)High
Vocational High School, Janiuay JOHN
School)MARK A. MASAGNAY, Ph. D.
Janiuay, Iloilo, Philippines Adviser
*Trunkline: (063) (033) 330-3485
* Website: www.wvsu.edu.ph *Email (SGD.) DIVINA E. BORBON,
Address: janiuay@wvsu.edu.ph Ed.D.
English Critic
(SGD.) REGINA G. MAGNO, MA. Ed.
Statistician
(SGD.) MARIAN ARGIE DARADAR, Ph. D.
Panel
(SGD.) NANCY A. ARELLANO, Ed. D._
Panel
Noted: (SGD.) DIVINA E.

Recommending BORBON, Ed.D.
Approval:
Panel
(SGD.) JOHN MARK A. MASAGNAY, Ph. D. (SGD.) NANCY A. ARELLANO, Ed. D.
Research Professor Director
Approved: 46
(SGD.) DR. LENY A. QUINTILLA,

Appendix F Ed. D.
Research Dean of Acceptance/Appointment
Panelist Instruction
Course, Year & Section: BSED IV-A

Title: LEARNING STRATEGIES AND MOTIVATIONS IN MODULAR LEARNING
Proponents: Research Committee:

1. JESSA MAE BARSALES Adviser: JOHN MARK A. MASAGNAY,
Ph.D.
2. JUDY ANN C. CARMAN English Critic: DIVINA E. BORBON, Ed. D.
3. JOYLYN J. LUTERO __ Statistician: REGINA G. MAGNO, MA. Ed
4. ADRIAN C. NAVAREZ Panel:

5. MARINEL SHYNE C. PALMES MARIAN ARGIE DARADAR, Ph. D.
6. JOEVI O. SOYOM
NANCY A. ARELLANO, Ed. D.____
JOHN MARK A. MASAGNAY, Ph. D.
It is requested that the following faculty members be assigned as members of the

Research panelist during the Proposal and Final defense of the group:
Name: Signature:
JANIUAY CAMPUS
1. DIVINA E. BORBON, Ed. D. Janiuay, Iloilo, Philippines
____________________
2. Ph. D. (063) (033) 330-3485
MARIAN ARGIE DARADAR,*Trunkline: ____________________
3. NANCY A. ARELLANO, Ed.D. ____________________
4. JOHN MARK A. MASAGNAY, Ph. D. ____________________
Noted: Recommending Approval:
(SGD.) JOHN MARK A. MASAGNAY, Ph. D. (SGD.) NANCY A. ARELLANO, Ed. D.

Research Professor School Director
Approved:
(SGD.) DR. LENY A. QUINTILLA, Ed. D.

Dean of Instruction
47
Appendix G
Research Certificate for Bookbinding
Title: LEARNING STRATEGIES AND MOTIVATIONS IN MODULAR LEARNING
Proponent/s Course, Year & Section: BSED IV-A

1. JESSA MAE BARSALES
2. ADRIAN C. NAVAREZ
3. JUDY ANN C. CARMAN
4. JOYLYN J. LUTERO
5. MARINEL SHYNE C. PALMES
6. JOEVI O. SOYOM
This is to certify that the proponent/s have submitted to me the manuscript of the above
titled thesis. I have examined the same and found it in order. Suggestions raised during
the Final Oral Defense are incorporated and the manuscript is now ready for book
binding.
JOHN MARK A. MASAGNAY, Ph.D. Date:

Thesis Adviser
JANIUAY CAMPUS
DIVINA E. BORBON, MA. Ed. D. Date:
*Trunkline: (063) (033) 330-3485
English Critic * Website: www.wvsu.edu.ph *Email Address: janiuay@wvsu.edu.ph
REGINA G. MAGNO, MA. Ed. Date:

Statistician
MARIAN M. DARADAR, Ph. D. Date:

Panel Member
NANCY A. ARELLANO, Ed. D. Date:

Panel Member
DIVINA E. BORBON, Ed. D. Date:

Panel Member

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West Visayas State University

(Formerly Iloilo Normal School) 1

Introduction to the Study

researcher to be anchored in their present study.

of some important terms used in the study.

from the study.

Background of the Study 2

the Covid 19 pandemic.

Students' motivation is inextricably linked to their ability to study. Tallent-

in developing a successful instructional approach. This could aid educators in helping

determining their performance and learning (Wolters, 1999). According to research on

Baxter 2000; Schunk & Pajares, 2002; Zimmerman, 1989) 3

or as any behaviours that facilitate the acquisition, understanding or later transfer of

learning strategy of students as its understanding allow students to report learning

Balaban, & Kermek, 2015).

Numerous studies have examined learners' motivation and learning strategies in a

variety of subjects, using a variety of instructional techniques or by utilizing various

help them. Furthermore, it is necessary to understand students' motivations and

Hassal, & Joyce, 2015).

enough to show improvement in their learning, but students must be motivated to

Statement of the Problem

modular learning of English Major Students in the time of pandemic.

Specifically, it aims to answer the following questions:

courses through modular learning?

Based on the aforementioned research problems, the null hypothesis will be

1. There is no significant difference in the level of motivation and learning

strategies of English Major Students in the implementation of modular learning.

Theoretical Framework of the Study

an effective online learning environment.

below (O’Neil et al., pp. 17-20): 5

Self-regulated learning is an integrated learning process that occurs when

Self-regulated learning, according to Pintrich (1999), is an active, constructive process in

control their cognition, motivation, and behaviour.

Student learning and motivation are interdependent, according to self-regulated

learning theory. Their learning strategy enables them to be self-aware, knowledgeable,

Learning strategies, according to Pintrich et al. (1991), can be divided into

cognitive, meta-cognitive, and resource management strategies. We only used cognitive

meta-cognitive strategies are further subdivided into meta-cognitive self-regulation,

learning strategies promotes students' motivational beliefs. As a result, it is expected

that meta-cognitive self-regulation, organizational strategy, and peer learning strategy

are associated on motivation.

To promote better understanding of this study, the researchers defined the

following terms conceptually and operationally:

Learning Strategies - an individual's way of organizing and using a particular set

efficiently in school as well as in non-academic. (Schumaker & Deshler, 1992).

Modular Learning - is a form of distance learning that uses Self-Learning Modules

The modules include sections on motivation and assessment that serve as a

Motivation - is the universal characteristic of every organism state of affair. It is

constant, never ending, fluctuation and complex phenomenon. (Abraham Maslow)

Pandemic – an epidemic occurring worldwide, or over a very wide area, crossing

Health Organization, 2011)

or difficulty to students in their learning.

Delimitation of the Study

This research is designed to have a thorough knowledge about the learning

motivations of English Major Students were researcher-made questionnaire.

Sciences software (SPSS).

questionnaire-checklist for data collection. The results, conclusions and

recommendations are limited only to the population being studied.

Significance of the Study

strategies and motivation towards any educational program.

implementation from the grassroots level.

Department of Education/CHED. As chief institutions of education in the

more meaningful way of learning.