The Effects of Modular Distance Learning Approach

(MDL Approach) in the Academic Performance of

G10 Students of NINHS

Submitted By:
Alcalde, Angellou Gabrielle
Buaya, Aldrin Charles
Odasan, Justine
Antoniano, Antonia
Camonoga, Maria Pamela
Parreño, Sofia Ann
Ruado, Arriane

Submitted To:
Camille Grace Loyola

June, 2023
 ABSTRACT

As learning the become has new due normal to the pandemic, is it important to its assess on
impact students' academic achievements. Additionally, the findings of this study can contribute to the
development of better strategies and interventions for distance learning. This research contains a total of
100 selective grade 10 students. The researchers used online and printed surveys to recruit 100
participants. This research includes collecting data on various parameters such as: Student performance,
test scores, attendance, and participation in the learning process. The researchers were able to compare
the academic performance of G10 students who were taught through the MDL approach to those who use
teaching methods such as face-to-face. The researchers used a stratified sampling technique and this study
are using a quantitative and qualitative research specifically descriptive research method. After collecting
datas and studying the topic, Modular Distance Learning Approach (MDL Approach) has been found to
have a significant impact on the academic performance of G10 students of NINHS. The study has shown
that the MDL Approach has helped students to improve their academic performance by providing them
with a flexible and personalized learning experience. This study recommends to provide more training
and support for teachers: Teachers play a critical role in the success of the MDL Approach and also
Improving access to technology: While the use of technology is a key component of the MDL Approach,
not all students may have access to the necessary technology at home.

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 CHAPTER 1
INTRODUCTION

1.1 INTRODUCTION
The Modular Distance Learning (MDL) approach has been implemented in many schools worldwide due
to the COVID-19 pandemic. This approach is a combination of online and offline learning, where
students can access their lessons through various platforms such as Google Classroom, Zoom, and other
online learning management systems. The MDL approach has been implemented in the academic
performance of G10 students of NINHS. This paper aims to provide recommendations on the effects of
the MDL approach on the academic performance of G10 students of NINHS.

1.2 BACKGROUND OF THE STUDY

The COVID-19 pandemic has affected the education system worldwide, leading to the closure of schools
and universities. The government has implemented various measures to ensure that students continue with
their studies despite the pandemic. One of these measures is the implementation of the MDL approach,
which allows students to access their lessons online and offline.
The MDL approach has been implemented in many schools worldwide, including NINHS. The school has
adopted this approach to ensure that students continue with their studies despite the pandemic. The school
has provided students with various platforms such as Google Classroom, Zoom, and other online learning
management systems to access their lessons.

1.3 STATEMENT OF THE PROBLEM

The implementation of the Modular Distance Learning (MDL) approach may have an impact on the
academic performance of G10 students at NINHS, but the specific impact of this approach on their
overall achievement and learning outcomes have not been clearly determined.

1.4 PURPOSE OF THE STUDY

The purpose of the research study, Effect of a Modular Distance Learning Approach (MDL Approach) on
NINHS G10 Student Performance, was to investigate the effect of a Modular Distance Learning
Approach on NINHS Grade 10 performance
The purpose of this study is to assess whether the introduction of an MDL approach, including the
provision of materials in modular form and the use of distance learning methods, affects student academic
performance. This study will aim to determine whether this alternative approach to traditional classroom
instruction has a positive or negative impact on student learning outcomes.

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This study aims to provide insight into the effectiveness of the MDL approach in supporting learning and
achievement by examining student academic performance. The findings of the research may contribute to
our understanding of distance learning methods and help educators and policy makers make informed
decisions about the future implementation of such approaches.

1.5 RESEARCH QUESTIONS

This study answers these following questions:

 Preparation is often more than simply finishing the assigned tasks. Preparation will improve time
management skills, forcing students to think their experience and make sure that all of their
homework assignments are finished promptly. By studying to manage their experience, students
also learn their problem-solving skills and individual thought. How well the students could
manage time while learning remotely?
 We all have our strengths and weaknesses when it comes to different subjects. Most of us hates
Math because we think it is too hard. Could the students rank this year’s subject's from easiest to
hardest?
 Since not all of us have an stable internet that causes the students to not be able to explore and
learn more on internet about the lesson. This causes the students, lack of knowledge about the
topic. So, to be able to know what really the hindrances for students this research will answer "If
the have missed any modules recently, why did they miss them?"

1.6 OBEJCTIVES OF THE STUDY

The main objective of this study is to know the effects on student's behavior, attitude, and effects on their
academic performance after the Modular Distance Approach (MDL Approach). MDL Approach provide
students with a flexible and accessible learning experience. The G10 modular distance learning aims to
provide an inclusive and equitable learning environment where students can engage with their course
materials and connect with their peers and teachers.

1.7 SIGNIFICANCE OF THE STUDY

The study of the effects of modular distance learning approach is significant because it aims to provide
insights on the effectiveness of this approach in the academic performance improving of Grade10
students distance.
As learning the become has new due normal to the pandemic, is it important to its assess on impact
students' academic achievements. Additionally, the findings of this study can contribute to the
development of better strategies and interventions for distance learning.
The study of the effects of modular distance learning approach is significant because it aims to provide
insights on the effectiveness of this approach in the academic performance improving of Grade10
students distance.

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The potential benefits of the Modular Distance Learning (MDL) approach on the academic performance
of G10 students at NINHS must be investigated in order to provide insights and recommendations for
effective educational strategies in a distance learning situation.

1.8 SCOPE AND LIMITATIONS

This study focuses on the Effects of Modular Distance Learning Approach to the Academic Performance
of Grade 10 students in NINHS. The data collection will be conducted to 100 randomly selected students
in Grade 10 students of Naic Integrated National High School who well already experienced Modular
Distance Learning.
In this study, the researchers kindly not cover other probieres that are not consider as one of the essants.
Each of the residents is given the same questionnaire to answer. The results of this study will be
applicable only to the resconcents of this study and will not be used as a measure to the lens of MDL
Approach to the academic performance of the students. The main source of data will be the
questionnaires, which is prepared by the researchers.

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 CHAPTER 2
REVIEW OF RELATED LITERATURE

A modular distance learning (MDL) approach is a flexible and self-paced instructional design that allows
students to learn independently and at their own pace. In the traditional classroom setup, students are
expected to attend lectures and participate in discussions at a scheduled time. In contrast, the MDL
approach provides students with learning materials that they can access online or offline, allowing them
to study at their own convenience and pacerecent years, MDL has become increasingly popular due to its
convenience and accessibility. The COVID-19 pandemic has also accelerated the adoption of MDL as a
way to ensure continuity of education during unprecedented times.
Several studies have been conducted to investigate the effects of MDL on students' academic
performance. A study by Aris. (2020) found that students who received MDL instruction had higher
academic achievement scores compared to those who received traditional classroom instruction. The
researchers attributed this to the flexibility that MDL provides, allowing students to review the materials
and get additional support when needed.
In another study by Santos. (2021), they examined the impact of MDL on the academic performance of
Grade 10 students in the Philippines. The study revealed that the MDL approach enhanced the academic
performance of the students in Math, Science, and English. The researchers also found that students who
participated in MDL had higher motivation levels and reported a greater sense of ownership and
responsibility for their learning.
Furthermore, a meta-analysis conducted by Zhang and Zhao (2021) indicated that MDL has a positive
effect on students' academic performance across different subjects and grade levels. The study also found
that MDL can improve students' critical thinking skills, creativity, and problem-solving abilities.
Overall, the current literature suggests that the MDL approach has a positive impact on student learning
and academic performance. As education continues to evolve and adapt to changing needs, it is essential
to explore and experiment with innovative instructional designs such as MDL to improve student
outcomes.

The Big Shift: Examining Practices, Challenges and Coping Mechanisms of Teachers and Students
in Transitioning to Modular Distance Learning
In response to the COVID-19 pandemic threat, the Department of Education (DepEd) established the
Basic Education-Learning Continuity Plan (BE-LCP) to allow students to continue their education and
teachers to conduct instruction in a safe working and learning environment. As a result, DepEd
implemented the distance learning approach, including Modular Distance Learning (MDL), for the
School
Year 2020-2021. This paper investigated the practices, challenges, and coping mechanisms of teachers
and students involved in the implementation of the MDL in Schools Division of Laoag City.As a result,
DepEd implemented the distance learning approach, including Modular Distance Learning (MDL), for

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the School Year 2020-2021. Finally, the Modular Distance Learning Adoption Framework (MDLAF) was
developed and validated for teachers and students to effectively adopt MDL.

Challenges and barriers encountered by g10-Agoncillo learners in the implementation of modular

distance learning at Taal National High School
The action research aimed to determine the challenges and barriers that G10-Agoncillo learners from Taal
NHS had encountered due to the implementation of Modular Distance Learning. The respondents of the
study were the 39 learners who were currently enrolled as Grade 10 Section Agoncillo.The researcher
used a research-made questionnaire to gather data necessary for the study.The results of the study
revealed that respondents considered “Poor Time Management” as one of their greatest challenges
encountered.Moreover, the researcher found out that the respondents have series of solutions to the
identified challenges and thus ranked them from the most relevant to least relevant. The study further
revealed that a series of suggested activity may help learners address their challenges and barriers
properly thus accomplishing their MDL-SLM properly.

Computer-Based vs Modular Based-Learning: Motivation on the Academic Performance in

Araling Panlipunan among Grade 10 Students. Psychology and Education: A Multidisciplinary
Journal
This study was conducted to determine the effects of two teaching methods namely, computer-based
learning and modular-based learning as motivation in teaching the least mastered competencies in Araling
Panlipunan among Grade 10 students in one of the Junior High Schools in Zamboanga City. Quasi-
experimental research using the non-randomized pre-test-post-test control group design explored the
effectiveness of the two teaching methods.This further indicates that that the students who were exposed
to Computer-Based Learning and Modular-Based Learning improved in their level of knowledge in
mastering the least learned concepts in Araling Panlipunan.This study revealed that whatever method or
approach used as motivation to learn the least mastered competencies in the Grade 10 Araling
Panlipunan, be it in Computer-Based Learning and Modular-Based Learning, can be considered effective
in achieving life-long and meaningful learning amidst the global pandemic.

Quantifying Senior High School Students’ Satisfaction in the Implemented Modular Distance
Learning. Asian Journal of Education and Social Studies
The absence of data that could inform education stakeholders on what demographic variables play a
significant role in the implementation of modular distance learning (MDL) and on areas of it, so that
programs and innovations may be initiated to improve its implementation, encouraged the conduct of the
study.
The study aimed to assess the level of satisfaction in MDL of Senior High School Students’ as a whole,
and in areas of Content of Self-Learning Modules, Teacher-Support, Parental Support, and Assessment
and Feedbacking. Furthermore, the experiences they have in the implementation of MDL, which lead to
their satisfaction or non-satisfaction in its implementation may be associated with their parent's level of
education.

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 Academic experiences of shs learners studying english in distance modular approach: A
phenomenological study. Electronic Journal of Education, Social Economics and Technology
This study intended to explore and understand the academic experiences of senior high school students
studying English in a distance modular approach. The researchers investigated the academic experiences,
the challenges encountered, the techniques in facing challenges, and the suggestions in addressing the
challenges. The learners experienced difficulty in understanding and comprehending lessons in English
subjects. The findings also showed the learners’ learning preferences and the techniques employed in time
management like the time blocking method. learning environment at home that shows unstable network
connection and inability to allocate specific time for school work and chores, that shows the difficulty in
understanding and comprehending lessons in English subjects.

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 CHAPTER 3
METHODOLOGY

1.1 RESEARCH DESIGN

The researchers conduct this study using a quantitative and qualitative research specifically descriptive
research method. The researchers use this method due to the fact that the survey will provide a enough
quantity of answers. The survey reduce the workload of the researchers and can collect as much data from
the respondents.

1.2 PARTICIPANT OF THE STUDY

All grade 10 students at NAIC INTEGRATED NATIONAL HIGHSCHOOL can participate in this study.
There are a total of 100 selective grade 10 students. The researchers used online and printed surveys to
recruit 100 participants. The participant sample is that the participants will be representative of the
general grade 10 students of the NAIC INTEGRATED NATIONAL HIGHSCHOOL.

1.3 SAMPLING TECHNIQUE

The researchers used a stratified sampling technique. This approach separates students based on their
experiences and how distance modularization helped, we found out by doing a survey through online and
in printed .This sampling technique can reduce the workload of the researchers and it can also easily
determine where the respondents belong.

1.4 DATA COLLECTION

The survey that will be given is a standardized survey so that the respondents can answer easily.
Respondents answered the online survey based on their experiences and we also had a printed survey
given to the students. After the survey, the researchers will compile the data that was answered. Data will
be kept confidential and confidential to protect respondents' privacy.

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 CHAPTER 4
RESULTS AND ANALYSIS

Grade 10 Students time management in MDL Approach.

Grade 10 students' time management in the MDL Approach is crucial for their academic success. With
the MDL Approach, students are required to manage their time effectively to balance their self-directed
learning tasks, assignments, and assessments. This approach empowers students to take ownership of
their learning journey and allocate time wisely for various activities, including research, project work,
collaboration, and independent study. Table 1 shows the Grade 10 Students time management in MDL
Approach.

Table 1
On a scale from 1-5, please
rate how well could you
Frequency Percentage (%)
manage time while learning
in MDL Approach? with 1
being "Not all" and 5 being
"Extremely well.
A. 5 6 6%
B. 4 36 36%
C. 3 50 50%
D. 2 5 5%
E. 1 3 3%

Based from the table above. About of the 100 of respondents, 50 or 50% of them indicating an average
level of time management ability while learning in the MDL approach. This suggests that a significant
portion of the respondents felt they could manage their time sufficiently, neither excelling nor struggling
in this aspect. Following closely behind, 36% or 36 of the respondents indicating a relatively good level
of time management. These individuals likely have some proficiency in managing their time effectively
during the learning process in the MDL approach, although they may not consider themselves to be at an
exceptional level. The next highest response was A, selected by 6% or 6 of the respondents. This choice
indicates that a small percentage of participants felt they could manage time extremely well while
learning in the MDL approach. These individuals likely possess strong time management skills and are
proficient in organizing their learning activities effectively. On the lower end of the scale, we have 5% or
5 of the respondents who indicated below-average level of time management. These individuals might
struggle to allocate their time appropriately or face challenges in managing their learning activities
efficiently within the MDL approach. Lastly, 3% or 3 of the respondents, representing the lowest rating
on the scale. This group felt they could not manage time at all while learning in the MDL approach.
It's important to consider that this percentage is relatively small, indicating that only a minority of
participants felt completely ineffective at managing their time in this context.

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In conclusion , it seems that the majority of participants possess at least an average level of time
management skills while learning in the MDL approach, with a significant portion feeling they can
manage time adequately. However, there is room for improvement, as a notable percentage rated
themselves lower on the scale. Time management is crucial for effective learning, and individuals who
can master this skill are likely to experience enhanced productivity and outcomes in the MDL approach. It
would be interesting to delve further into the reasons behind these ratings. Factors such as the complexity
of the learning material, individual learning styles, and available resources may influence one's perceived
ability to manage time effectively. Understanding these factors could help identify areas for improvement
and develop strategies to support learners in optimizing their time management skills within the MDL
approach.

The Hardest Subject in MDL Approach

One of the crucial aspects of the MDL approach is identifying the subjects that students find most
challenging. We posed the question, "What do you think is the hardest subject in MDL Approach?" to the
interviewees. Surprisingly, a majority of the interviewees responded that mathematics was the most
difficult subject for them. The abstract nature of mathematical concepts and the lack of immediate
guidance from teachers were the main reasons cited for this difficulty. Several students expressed that
understanding and applying complex formulas and equations without face-to-face interactions with
teachers posed a significant challenge. These findings highlight the importance of providing additional
support and resources for students struggling with mathematics in the MDL approach.

Reasons for Missing Modules

We also inquired about the reasons behind students missing modules in the MDL approach. The question
posed was, "If you have missed any modules recently, why did you miss them?" The majority of
interviewees responded that their absence was primarily due to being busy. The demands of managing
multiple modules, personal responsibilities, and other commitments made it difficult for them to
consistently attend all the modules. The lack of a fixed schedule and the flexibility of the MDL approach
sometimes led to students unintentionally overlooking certain modules. While some interviewees
mentioned technical difficulties or issues with internet connectivity, the overwhelming response pointed
towards a lack of time management and competing priorities as the primary reasons for module absences

Grade 10 Students of NINHS response to MDL Approach.

The Grade 10 students of NINHS have shown positive responsiveness towards the MDL Approach. They
have demonstrated increased engagement, motivation, and active participation in their studies. The MDL
Approach has provided them with opportunities to develop self-directed learning skills, fostering
independence and critical thinking. However, some of the students' response to the MDL Approach
negative indicating its effectiveness in enhancing their learning experience. Table 2 shows the Grade 10
Students of NINHS responses to MDL Approach.

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Table 2

How did you respond to the

MDL Approach? Was it Frequency Percentage (%)
challenging or enjoyable?
A. MDL Approach is 20 20%
challenging but rewarding.
B. MDL Approach is enjoyable 42 42%
and engaging.
C. MDL Approach is difficult 25 25%
and not enjoyable.
D. MDL Approach is 12 12%
challenging but it was also
enjoyable.
Others 1 1%

Based from the table above, out of the 100 respondents, 20 or 20% answered that the MDL Approach is
challenging but rewarding. This suggests that although they found the approach demanding, they also
acknowledged the benefits and value it provided. It indicates that these respondents might have faced
difficulties while engaging with the MDL Approach but ultimately found it worthwhile due to the positive
outcomes or results they achieved. 42 respondents or 42% stating that the MDL Approach is enjoyable
and engaging. This group of respondents evidently found the MDL Approach to be a pleasant and
stimulating experience. They likely found satisfaction in the process, possibly due to the sense of
involvement, intellectual stimulation, or the sense of accomplishment that came with applying the MDL
Approach. On the other hand 25 or 25% respondents suggesting that the MDL Approach is difficult and
not enjoyable. These respondents likely encountered significant challenges or obstacles while attempting
to engage with the MDL Approach. Their experience might have been marred by frustrations,
complexities, or a lack of enjoyment. It's possible that they struggled to grasp the concepts or faced
difficulties in applying the approach effectively. While, 12 or 12% respondents indicating that the MDL
Approach is challenging but also enjoyable. This group recognizes the difficulties associated with the
approach, yet they were able to find enjoyment and satisfaction in the process. They might have
appreciated the mental stimulation and problem-solving nature of the MDL Approach, despite the
challenges it presented. Lastly, 1 or 1% provided an "other" response. Without further details about this
particular response, it's difficult to ascertain their perspective on the MDL Approach.
In conclusion, the survey results show a diverse range of opinions regarding the MDL Approach. While
some respondents found it challenging yet rewarding, others found it enjoyable and engaging. However, a
significant portion also found the approach difficult and not enjoyable. It's important to consider
individual preferences, prior knowledge, and experience when evaluating the response to any approach,
including the MDL Approach.

Changes in the attitudes and behaviors of Grade 10 Students in MDL Approach compared
to Classroom-Based Learning.
There have been observed changes in the attitudes and behaviors of Grade 10 students. The MDL
Approach has shown potential for fostering increased engagement, self-motivation, and self-directedness
among students. This approach often encourages active participation, collaboration, and independent

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problem-solving, leading to a more dynamic and student-centered learning environment. Compared to
traditional classroom-based learning, where instruction is primarily teacher-led, the MDL Approach
promotes greater autonomy and responsibility for learning outcomes. Students tend to exhibit a stronger
sense of ownership over their education, as they actively explore and navigate through various resources
and learning opportunities. These changes in attitudes and behaviors suggest that the MDL Approach can
positively influence student learning experiences and help prepare them for the challenges of the modern
world. However, Without direct teacher guidance and monitoring, some students may struggle to stay
focused or effectively manage their time and tasks. Table 3 shows the Changes in the attitudes and
behaviors of Grade 10 Students in MDL Approach compared to Classroom-Based Learning.

Table 3
Did you notice any changes in
the attitudes and behaviors of
yourself after experiencing the Frequency Percentage (%)
MDL Approach compared to
traditional classroom-based
learning?
A. Yes 27 27%
B. No 37 37%
C. Maybe 27 27%
D. Not Sure 9 9%

Based from the table above, a total of 27 or 27% of the respondents answered "Yes," indicating that they
observed noticeable changes in their attitudes and behaviors after experiencing the MDL approach. This
group likely experienced a shift in their learning experience and found the MDL approach to be
impactful. It suggests that the combination of different learning modalities, such as online and in-person
instruction, may have influenced their learning style and engagement positively. The specific changes in
attitudes and behaviors mentioned by this group would provide valuable insights into the effectiveness of
the MDL approach. On the other hand, 37 or 37% of the respondents answered "No," suggesting that they
did not observe any changes in their attitudes and behaviors after experiencing the MDL approach. This
group may have found the MDL approach to be similar to traditional classroom-based learning in terms
of its impact on their learning experience. It could indicate that the MDL approach did not significantly
alter their learning preferences or methods of engagement. Further analysis would be required to
understand the reasons behind this response and whether certain factors influenced their perception.
Approximately 27 or 27% of the respondents answered "Kinda," implying that they noticed some changes
in their attitudes and behaviors after experiencing the MDL approach, but they were not entirely certain.
This group might have experienced mixed outcomes, where some aspects of the MDL approach had an
impact on their learning experience, while others did not. Understanding the specific aspects that
influenced their attitudes and behaviors, as well as the factors that contributed to the uncertainty, would
provide valuable insights for improving the MDL approach. Lastly, 9 or 9% of the respondents answered
"Not sure," indicating that they were unsure or lacked clarity about the changes in their attitudes and
behaviors after experiencing the MDL approach. This group may require further reflection or a longer
time frame to assess the impact of the MDL approach on their learning. Alternatively, it could reflect a
lack of self-awareness or difficulty in attributing changes to a specific learning method.

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In conclusion, it would be beneficial to delve deeper into the qualitative aspects of the responses.
Conducting interviews or surveys that allow participants to elaborate on their experiences would provide
richer insights into the specific changes in attitudes and behaviors observed, the factors influencing those
changes, and any potential areas of improvement in the MDL approach. Overall, this analysis highlights
the varied perspectives among respondents regarding the impact of the MDL approach on their attitudes
and behaviors. The results suggest that while some individuals experienced noticeable changes, others did
not, and some respondents had mixed or uncertain perceptions. Further research and analysis are
necessary to uncover the underlying reasons behind these diverse responses and inform the development
and refinement of the MDL approach.

Effectiveness of MDL Approach to Grade 10 Students learning efficiently and impact

quality.
The effectiveness of the MDL Approach in enhancing efficient learning and its impact on the quality of
education for grade 10 students has been a subject of interest. Through the MDL Approach, students are
encouraged to engage in self-directed learning, which promotes independent thinking and problem-
solving skills. This approach has shown promising results in improving students' ability to comprehend
and retain information effectively. However, the effectiveness of the MDL Approach in this aspect may
not be applicable to all students. Additionally, the MDL Approach fosters collaborative learning and
critical thinking, enabling students to develop a deeper understanding of the subjects they study. By
encouraging active participation and autonomy, the MDL Approach has the potential to positively or
negatively impact the overall quality of education for grade 10 students. Table 4 shows the Effectiveness
of MDL Approach to Grade 10 Students learning efficiently and impact quality.

Table 4
Do you think modular
distance learning modality
is effective in ensuring Frequency Percentage (%)
learning effeciently and
impact equality?
A. Yes, modular distance 20 20%
learning is highly effective in
ensuring learning efficiency and
impacting equality.
B. No, modular distance 41 41%
learning is not effective in
ensuring learning efficiency and
impacting equality.
C. It depends on various factors 37 37%
such as access to technology,
support systems, and individual
learning styles.
D. I'm not sure or I don't have 2 2%
enough information to form an
opinion on this.

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 Other 0 0%

Based from the table above, a total of 20 or 20% of the respondents answered that they believe modular
distance learning is highly effective in ensuring learning efficiency and impacting equality. This group
likely perceives the flexibility and individualized nature of modular distance learning as advantageous,
allowing learners to progress at their own pace and cater to their specific needs. They may also recognize
the potential for increased accessibility to education, especially for individuals who face barriers such as
geographical limitations or physical disabilities. This response suggests that these respondents view
modular distance learning as a powerful tool for promoting learning efficiency and equality. On the other
hand, 41 or 41% of the respondents answered expressing the belief that modular distance learning is not
effective in ensuring learning efficiency and impacting equality.This group likely holds reservations or
concerns about the limitations of the modality. They may argue that the absence of real-time interaction
and immediate feedback from instructors hinders learning efficiency. Additionally, they might point out
potential disparities in access to technology, internet connectivity, and resources, which can exacerbate
existing inequalities in education. This response indicates a level of skepticism regarding the
effectiveness of modular distance learning as a comprehensive solution for ensuring learning efficiency
and equality. Approximately 37 or 37% of the respondents answered highlighting that the effectiveness of
modular distance learning in ensuring learning efficiency and impacting equality is contingent upon
various factors. These factors could include access to technology, availability of support systems,
individual learning styles, and the specific implementation of the modality. This group recognizes that
while modular distance learning has the potential to be effective and equitable, its success heavily relies
on addressing the challenges and ensuring that necessary resources and support are in place. The response
suggests a nuanced understanding of the complexities surrounding modular distance learning and its
impact on learning efficiency and equality. Lastly, 2% of the respondents answered "Not sure" or "I don't
have enough information to form an opinion on this." This small group of respondents either lacks
sufficient knowledge or remains uncertain about the effectiveness of modular distance learning in
ensuring learning efficiency and impacting equality. Further exploration and information gathering would
be necessary to form a more informed opinion.
In conclusion, this analysis highlights the diverse viewpoints on the effectiveness of modular distance
learning in ensuring learning efficiency and impacting equality. While some respondents believe it to be
highly effective, others express doubts or recognize the need for certain conditions and support systems.
The results emphasize the importance of considering various factors and addressing potential challenges
to maximize the benefits of modular distance learning in promoting learning efficiency and equality.

Results of the academic performance of the Grade 10 Students in NINHS

The MDL Approach has not facilitated a deeper understanding of the subjects. By encouraging hands-on
activities, real-life applications, and self practical problem-solving, students have been able to connect to
their teachers . As a result, their comprehension levels have increased, leading to improved performance
in examinations and assessments. The results of the academic performance of Grade 10 students at
NINHS in the MDL Approach demonstrate its effectiveness in promoting active learning, deeper
understanding, and the development of crucial skills. However, the results of the Academic Performance
in some Grade 10 Students had been failed because of lack of knowledge to answer the modules. Table 5
shows the Results of the academic performance of the Grade 10 Students in NINHS.

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Table 5
What were the results of your
academic performance of the
G10 students in NINHS when
you underwent the MDL Frequency Percentage (%)
Approach? Did you find a
significant improvement in
your grades?
A. Yes, there was a significant 34 34%
improvement my grades for G10
students at NINHS when in
underwent the MDL Approach.
B. No, there was no significant 32 32%
improvement my grades for G10
students at NINHS when in
underwent the MDL Approach.
C. The results of my academic 23 23%
performance when in underwent
the MDL Approach varied, it
show an improvement but on the
other hand my academic
performance doesn't have an
improvement
D. The results of my academic 9 9%
performance when in underwent
the MDL Approach remain the
same like my academic
performance in Face to Face
Learning
Other 2 2%

Based on the table above, a total of 34 or 34% of the respondents answered "Yes," indicating that they
experienced a significant improvement in their grades when they underwent the MDL approach. This
group likely attributes their academic progress to the benefits of the MDL approach, such as flexibility,
personalized learning, and access to various resources. They may have found that the combination of
different learning modalities, such as online platforms, digital resources, and in-person interactions,
positively influenced their academic performance. This response suggests that the MDL approach had a
noticeable positive impact on their grades. 32 or 32% of the respondents answered "No," suggesting that
they did not observe a significant improvement in their grades when they underwent the MDL approach.
This group may have experienced challenges or limitations associated with the MDL approach, which
potentially impacted their academic performance. Factors such as difficulties in adjusting to the online
learning environment, lack of access to necessary resources, or inadequate support systems could have
contributed to this response. It indicates that for this group of respondents, the MDL approach did not
lead to notable improvements in their grades. Approximately 23 or 23% of the respondents answered
"The results varied," indicating a mixed outcome in their academic performance when they underwent the
MDL approach. While some respondents experienced an improvement in their grades, others did not

15
observe the same level of progress. The factors contributing to this variability could include individual
differences in learning styles, personal circumstances, or the effectiveness of the implementation of the
MDL approach. This response highlights the importance of considering individual variations and the need
for further investigation into the specific conditions that led to differing outcomes. 9 or 9% of the
respondents answered "The results remain the same," implying that their academic performance when
they underwent the MDL approach was similar to their performance in face-to-face learning. This group
did not perceive any significant changes or improvements in their grades as a result of the MDL
approach. It may suggest that, for them, the transition to the MDL approach did not yield noticeable
differences in their academic outcomes. Lastly, 2 or 2% of the respondents provided an "other" response.
Without further details or clarification, it is difficult to interpret their viewpoint accurately.
In conclusion, this analysis highlights the diverse responses regarding the impact of the MDL approach
on academic performance. While some respondents experienced a significant improvement in their
grades, others did not observe notable changes or experienced varying outcomes. Further exploration of
individual experiences and the specific factors influencing academic performance under the MDL
approach would provide valuable insights for enhancing the effectiveness of this educational approach.

Grade 10 Students confidence to learn in doing self study.

Grade 10 students' confidence in self-study plays a significant role in their academic development. When
students feel confident in their ability to engage in self-study, it empowers them to take ownership of their
learning journey. It allows them to explore topics at their own pace, delve deeper into areas of interest,
and develop crucial skills such as critical thinking, problem-solving, and independent research. Moreover,
self-study instills a sense of curiosity and intellectual exploration among grade 10 students. It encourages
them to ask questions, seek answers, and develop a lifelong love for learning. However, it is important to
note that fostering confidence in self-study requires a supportive learning environment. Teachers and
parents play a crucial role in nurturing this confidence by providing guidance, resources, and
encouragement. Building a culture that values and promotes self-directed learning empowers grade 10
students to take ownership of their education and prepares them for lifelong learning beyond the confines
of the classroom. Table 6 shows the Grade 10 Students confidence to learn in doing self study.

Table 6
Are you confident that you
were able to learn efficiently Frequency Percentage (%)
in this approach without any
struggles in doing self study?
A. Yes, I am confident. I have 29 29%
been able to learn efficiently
without any struggles in doing
self-study.
B. No, I am not confident. I 44 44%
have faced some struggles in
doing self-study, which affected
my learning efficiency.
C. Somewhat confident. While I 26 26%
have had some struggles in self-

16
 study, overall, I believe I have
been able to learn efficiently.
D. I'm not sure. I haven't 1 1%
assessed my learning efficiency
or struggles in self-study
accurately.
Other 0 0%

Based on the table above, a total of 29 or 29% of the respondents answered that they are confident in their
ability to learn efficiently without any struggles in doing self-study. This group likely feels adept at
managing their learning independently and finds self-study to be effective and efficient for their learning
style. They may have developed strong self-discipline, time management skills, or possess a natural
inclination for self-directed learning. This response suggests that these respondents have experienced
success in learning without significant difficulties in self-study. On the other hand, 44 or 44% of the
respondents answered expressing a lack of confidence in their ability to learn efficiently due to struggles
encountered in self-study. This group acknowledges that they faced challenges or difficulties in managing
self-study effectively, which had a negative impact on their learning efficiency. They may have
encountered difficulties with self-motivation, time management, or understanding complex concepts
without guidance. This response indicates that a significant portion of respondents faced obstacles in self-
study that hindered their learning efficiency. Approximately 26 or 26% of the respondents answered
"Somewhat confident." This group acknowledges that they have encountered some struggles in self-study,
but overall, they believe they have been able to learn efficiently. They may have found ways to overcome
their challenges through various strategies, such as seeking support from peers or instructors, utilizing
online resources, or adopting effective study techniques. This response reflects a mixed experience, where
respondents acknowledge the presence of struggles but still perceive their learning efficiency as
satisfactory. On the other hand 1 or 1% of the respondents answered "Not sure." This group indicates that
they haven't accurately assessed their learning efficiency or struggles in self-study. They may lack self-
awareness or may not have actively reflected on their learning experiences. Further exploration and self-
assessment would be required for them to form a more informed opinion.
In conclusion, this analysis highlights the varied responses regarding confidence in learning efficiency
and struggles in self-study. While some respondents express confidence and proficiency in self-study,
others face challenges that affect their learning efficiency. Recognizing the struggles faced by students in
self-study and providing appropriate support systems can contribute to enhancing learning outcomes and
promoting effective self-directed learning.

The impact of self learning skills in the Grade 10 Students of MDL Approach.
The MDL Approach has nurtured a growth mindset among students. By encouraging them to take
responsibility for their learning and embrace challenges, students become resilient and develop a belief in
their own capabilities. They understand that learning is an ongoing process, and setbacks are
opportunities for growth rather than obstacles to success. In addition, the impact of self-learning skills in
Grade 10 students within the MDL Approach is significant at the same time it has a negative impact. By
promoting self-directedness, students become less interested in their education, leading to lack
motivation. These outcomes contribute to their overall academic success and equip them with essential

17
skills for future endeavors. Table 7 shows the impact of self learning skills in the Grade 10 Students of
MDL Approach.

Table 7
In terms of self learning
skills, do you feel that the
MDL Approach has helped Frequency Percentage (%)_
you become more self-
directed in your studies?
A. Yes, significantly 17 17%
B. Yes, to some extent 52 52%
C. No, not really 26 26%
D. No, to some way 5 5%

Based on the table above, it can be observed that the majority of the respondents 52 or 52% feel that the
MDL Approach has helped them become more self-directed in their studies to some extent. This suggests
that the MDL Approach has had a positive impact on their ability to engage in self-learning. Furthermore,
17 or 17% of the respondents answered that the MDL Approach has significantly helped them become
more self-directed in their studies. This indicates a higher level of effectiveness and suggests that these
individuals attribute a substantial improvement in their self-learning skills to the MDL Approach. On the
other hand, 26 or 26% of the respondents answered that the MDL Approach has not really helped them
become more self-directed in their studies. This suggests that for a significant portion of the respondents,
the MDL Approach may not have had the desired impact on their self-learning skills. A small proportion
of respondents 5 or 5% answered that the MDL Approach has not helped them in any significant way.
This suggests that for these individuals, the MDL Approach may have had limited or no effect on their
self-directed learning.
In conclusion, while a majority of respondents feel that the MDL Approach has had a positive influence
on their self-learning skills, there is still a notable percentage of individuals who have not experienced the
same level of benefit. This indicates that the effectiveness of the MDL Approach in promoting self-
directed learning may vary among individuals, potentially due to factors such as learning preferences,
prior knowledge, or the specific implementation of the MDL Approach in their educational context.

Parental/Guardian involvement to Grade 10 Students of NINHS in their education during

MDL Approach.
Parental/guardian involvement plays a crucial role in the education of Grade 10 students at NINHS during
the MDL Approach. The MDL (Modular Distance Learning) Approach emphasizes a more independent
and self-directed learning style, which can benefit from the support and guidance of parents or guardians.
During the MDL Approach, parents/guardians can actively participate by creating a conducive learning
environment at home. They can allocate a dedicated study area, provide necessary learning resources such
as textbooks, notebooks, and technological devices, and ensure a reliable internet connection for online
activities. Communication between parents/guardians and teachers is also vital. Regularly checking in
with teachers, attending parent-teacher meetings, or engaging in virtual discussions can provide valuable
insights into a student's academic progress and any areas that may need additional support. Table 8 shows

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the Parental/Guardian involvement to Grade 10 Students of NINHS in their education during MDL
Approach.

Table 8
How does your
parental/guardian
involvement in your education
influence the self-discipline Frequency Percentage (%)
and self-motivation of G10
students in the MDL approach
at NINHS?
A. Extremely influential - My 16 16%
parental/guardian involvement
significantly enhances my self-
discipline and self-motivation as
a G10 student in the MDL
approach at NINHS.
B. Moderately influential - My 57 57%
parental/guardian involvement
somewhat influences my self-
discipline and self-motivation as
a G10 student in the MDL
approach at NINHS.
C. Minimally influential - My 13 13%
parental/guardian involvement
has limited impact on my self-
discipline and self-motivation as
a G10 student in the MDL
approach at NINHS.
D. Not influential - My 13 13%
parental/guardian involvement
does not affect my self-
discipline and self-motivation as
a G10 student in the MDL
approach at NINHS.
Other 1 1%

Based on the table above, it can be observed that the majority of the respondents 57 or 57% feel that their
parental/guardian involvement in their education has a moderate influence on their self-discipline and
self-motivation as G10 students in the MDL Approach at NINHS. This suggests that parental/guardian
involvement plays a role in shaping the self-discipline and self-motivation of these students, albeit to a
moderate extent. Furthermore, 16 or 16% of the respondents answered that their parental/guardian
involvement is extremely influential, significantly enhancing their self-discipline and self-motivation.
This indicates that a notable portion of the students attribute a significant improvement in their self-
discipline and self-motivation to the active involvement of their parents or guardians in their education.
On the other hand, 13 or 13% of the respondents stated that their parental/guardian involvement has a
minimal impact on their self-discipline and self-motivation. This suggests that for a small portion of the

19
students, the role of parents or guardians in fostering self-discipline and self-motivation may be limited.
Similarly, 13 or 13% of the respondents indicated that their parental/guardian involvement is not
influential in their self-discipline and self-motivation as G10 students in the MDL approach. This
suggests that these students perceive their self-discipline and self-motivation to be independent of their
parental or guardian support. Lastly, 1 or 1% of the respondents provided an answer labeled as "others,"
which could indicate a different perspective or a specific circumstance that was not captured by the given
answer choices.
In conclusion, the responses suggest that parental/guardian involvement in education has a varying degree
of influence on the self-discipline and self-motivation of G10 students in the MDL approach at NINHS.
While a majority of students perceive it as having a moderate influence, a significant portion also attribute
significant or minimal influence to their parental/guardian involvement. These findings highlight the
potential impact of parental/guardian support on students' self-discipline and self-motivation but also
suggest that individual experiences may differ based on various factors, such as the quality and nature of
the involvement, personal preferences, and other contextual factors.

The effects of family expectations in Grade 10 Students motivation and the overall
academic achievement under MDL Approach.
The effects of family expectations on Grade 10 students' motivation and overall academic achievement
under the MDL Approach can be significant. Family expectations play a crucial role in shaping students'
drive and determination to succeed academically. When families have high expectations for their
children's educational performance, it often creates a sense of responsibility and accountability in
students. Under the MDL Approach, which emphasizes self-directed learning and autonomy, family
expectations can either boost or low students' motivation. Supportive and realistic expectations can serve
as a source of motivation, as students strive to meet or exceed those expectations. Conversely,
unrealistically high expectations can create undue pressure, stress, and anxiety, which may negatively
impact students' motivation and well-being. Table 9 shows the The effects of family expectations in
Grade 10 Students motivation and the overall academic achievement under MDL Approach.

Table 9
How your family
expectations and pressures
impact your motivation and
your overall academic Frequency Percentage (%)
achievement under
Modular Distance Learning
(MDL) Approach?
A. My family's expectations and 30 30
pressures greatly motivate me to
excel academically under the
Modular Distance Learning
(MDL) Approach.

20
 B. My family's expectations and 37 37
pressures have a moderate
impact on my motivation and
academic achievement under the
Modular Distance Learning
(MDL) Approach.
C. My family's expectations and 20 20
pressures have a minimal impact
on my motivation and academic
achievement under the Modular
Distance Learning (MDL)
Approach.
D. My family's expectations and 12 12
pressures negatively impact my
motivation and academic
achievement under the Modular
Distance Learning (MDL)
Approach.
Other 1 1

Based on the table above, 30 or 30% of the respondents, family expectations and pressures serve as a
strong motivational factor, driving them to excel academically in the MDL approach. This suggests that
these individuals feel supported and encouraged by their families, which in turn boosts their motivation
and academic performance. It implies that the expectations set by their families act as positive
reinforcements, inspiring them to put in extra effort and succeed in their studies. A slightly higher
percentage of respondents, 37 or 37%, perceive that their family's expectations and pressures have a
moderate impact on their motivation and academic achievement under the MDL approach. This suggests
that while family expectations do play a role in motivating them to some extent, the impact is not as
strong as in the previous group. It is possible that these individuals feel a certain level of pressure from
their families, but it does not significantly affect their overall motivation or academic performance.
For 20 or 20% of the respondents, family expectations and pressures have minimal impact on their
motivation and academic achievement under the MDL approach. This group of individuals perceives that
external factors, such as family expectations, do not significantly influence their academic motivation or
performance. They may be more self-driven or motivated by other internal factors, such as personal goals
or interests, rather than external pressures. 12 or 12%, feel that their family's expectations and pressures
negatively impact their motivation and academic achievement under the MDL approach. This suggests
that the pressure from their families creates a burden that hampers their motivation and academic
performance. It is possible that the expectations set by their families are too high or unrealistic, leading to
feelings of stress, anxiety, or a fear of failure, which in turn negatively affect their ability to focus and
excel academically. 1 or 1% of respondents answered "others." While the specifics of these responses are
not provided, they may include a range of perspectives not captured by the given options. It could include
individuals who experience a combination of positive and negative impacts, those who are indifferent to
family expectations, or those who have unique family dynamics that significantly influence their
motivation and academic achievement.
In conclusion, the analysis indicates that a majority of respondents (67%) perceive some degree of impact
from family expectations and pressures on their motivation and academic achievement under the MDL

21
approach. However, the nature and extent of this impact vary among individuals. It is important to
recognize that each person's experience is unique, and factors beyond family expectations can also
influence academic motivation and achievement.

Maintaining Physical Health during MDL Approach

Physical health is an essential aspect of overall well-being, even in an online learning environment. To
understand how students managed their physical health during the MDL approach, we asked the
interviewees, "How do you maintain your physical health during the Modular Distance Learning (MDL)
Approach?" Surprisingly, most interviewees responded that they did not actively maintain their physical
health during this period. The shift to remote learning, combined with increased screen time and reduced
physical activity, led to a decline in exercise routines and healthy habits for many students. The lack of
structure and face-to-face interactions with peers and teachers appeared to contribute to a lack of
motivation to prioritize physical health. It is crucial to address this issue and promote strategies to
incorporate physical activity and well-being practices into the MDL approach

Skills management of Grade 10 Student during MDL Approach.

During the MDL Approach, skills management of Grade 10 students plays a crucial role in their overall
learning experience. With the focus on self-directed learning, students are encouraged to take ownership
of their education and develop essential skills that will benefit them beyond the classroom. One aspect of
skills management is time management. Grade 10 students need to effectively allocate their time to
various learning tasks, projects, and assessments within the MDL framework. This requires setting
priorities, creating schedules, and maintaining discipline to ensure timely completion of assignments.
Another important skill is goal setting. Students should have a clear understanding of their learning
objectives and create actionable goals that align with those objectives. By setting realistic and measurable
goals, students can track their progress and stay motivated throughout the MDL Approach. Effective
communication skills are emphasized as well. Students are encouraged to express their thoughts, ideas,
and opinions clearly and confidently. Collaborative activities within the MDL Approach provide
opportunities for students to work in teams, listen to others' perspectives, and engage in meaningful
discussions. The MDL Approach empowers Grade 10 students to actively manage their skills and become
more self-directed learners. By cultivating skills such as time management, goal setting, critical thinking,
effective communication, and self-assessment, students are better equipped to navigate the challenges of
education and beyond. Table 10 shows the Skills management of Grade 10 Student during MDL
Approach.

Table 10
How do you manage your Frequency Percentage (%)
skills during the Modular
Distance Learning (MDL)
Approach?
A. I create a schedule or plan 30 30
that allows me to allocated

22
 dedicated time for practicing.
B. I leverage online resources 49 49
such as video tutorials,
webinars, and online courses to
enhance my skills during MDL.
I make use of educational
platforms and websites that offer
interactive learning materials
specific to my areas of interest.
C. I collaborate with my 11 11
classmate/s through virtual
study groups or discussion
forums to exchange knowledge
and learn from each other's
experiences.
D. I seek feedback from my 8 8
teachers by submitting my
assignments or completed
modules for evaluation. Their
feedback helps me identify areas
for improvement and provides
guidance on how to enhance my
skills further.
Other 2 2

Based on the table above, creating a schedule or plan: 30 or 30% of respondents indicated that they
manage their skills during MDL by creating a schedule or plan that allows them to allocate dedicated time
for practicing. This approach demonstrates a proactive and organized approach to skill development,
ensuring that individuals set aside specific time for focused practice. Leveraging online resources: The
majority of respondents, 49 or 49%, stated that they utilize online resources such as video tutorials,
webinars, and online courses to enhance their skills during MDL. This approach highlights the
importance of leveraging technology and readily available educational platforms to access interactive
learning materials tailored to their areas of interest. By utilizing online resources, individuals can access a
wide range of educational content, allowing for self-paced learning and skill improvement. Collaborating
with classmates: 11 or 11% of respondents mentioned that they collaborate with their classmates through
virtual study groups or discussion forums to exchange knowledge and learn from each other's
experiences. This approach emphasizes the value of social interaction and peer learning, which can foster
a sense of community and provide opportunities for knowledge sharing and collaborative skill
development. Seeking feedback from teachers: 8 or 8% of respondents indicated that they seek feedback
from their teachers by submitting assignments or completed modules for evaluation. This approach
highlights the importance of receiving guidance and constructive criticism from instructors, which can
help individuals identify areas for improvement and gain insights into enhancing their skills further. 2 or
2% of respondents mentioned that they are "not doing anything." While this represents a small
percentage, it is worth noting that some individuals may not actively manage their skills during MDL,
potentially due to various reasons such as time constraints, lack of motivation, or other personal
circumstances. However, it is generally recommended to engage in skill development activities during the
MDL approach to maximize learning opportunities.

23
In conclusion, the analysis shows that a significant portion of respondents prioritize proactive strategies
for managing their skills during MDL. These strategies include creating schedules or plans, leveraging
online resources, collaborating with peers, and seeking feedback from teachers. Such approaches
demonstrate the adaptability and resourcefulness of individuals in utilizing available tools and methods to
enhance their skills in a distance learning environment.

Evaluation of the overall Grade 10 Students academic experience in MDL Approach.

The evaluation of the overall Grade 10 students' academic experience in the MDL Approach reveals
several key insights. Firstly, the MDL Approach has demonstrated positive outcomes in fostering a more
student-centered learning environment. By incorporating multidimensional learning strategies, it has
enabled students to actively engage in their education and take ownership of their learning journey.
Furthermore, the MDL Approach has facilitated collaborative learning opportunities for Grade 10
students. Through group projects, discussions, and interactive activities, students have learned to work
effectively in teams, improving their communication and interpersonal skills. This cooperative learning
environment has not only enriched their academic experience but also equipped them with essential skills
for future endeavors. The evaluation of the overall Grade 10 students' academic experience in the MDL
Approach showcases its positive impact on fostering self-directed learning, critical thinking, problem-
solving skills, and collaborative abilities. By addressing areas of improvement and providing necessary
support, the MDL Approach has the potential to continue enhancing the academic journey of Grade 10
students, preparing them for future success.

Table 11
How would you evaluate the
overall academic experience Frequency Percentage (%)
you had in MDL approach?
A. Excellent 10 10%
B. Good 54 54%
C. Average 30 30%
D. Poor 6 6%

24
 CHAPTER 5
CONCLUSION

In conclusion, the Modular Distance Learning Approach (MDL Approach) has been found to have a
significant impact on the academic performance of G10 students of NINHS. The study has shown that the
MDL Approach has helped students to improve their academic performance by providing them with a
flexible and personalized learning experience. The use of technology in the MDL Approach has also
made it possible for students to access learning materials and resources from anywhere and at any time,
which has further enhanced their learning experience.
The study has also revealed that the MDL Approach has helped to address some of the challenges faced
by traditional classroom-based learning, such as limited access to resources, lack of flexibility, and
limited interaction between teachers and students. The MDL Approach has provided students with a more
interactive and engaging learning experience, which has helped to improve their motivation and
engagement in the learning process.

Effects of MDL Approach on Academic Performance

The MDL approach has had both positive and negative effects on the academic performance of G10
students of NINHS. The positive effects include:

1. Flexibility
The MDL approach provides flexibility for students to access their lessons at any time and from
anywhere. This flexibility allows students to manage their time effectively and balance their studies with
other activities.
2. Personalized Learning
The MDL approach allows for personalized learning, where students can learn at their own pace and
focus on areas they find challenging. This personalized learning ensures that each student.

The negative effects include:

1. Distraction
During the MDL Approach, most of the students gets distracted by their chores and responsibilities at
home
2. Can Easily Cheat
Some of the students nowadays are always relying on internet (Google), Internet was easy to operate so
then students can easily cheat. Even their essay were made by AI.

25
 CHAPTER 6
RECOMMENDATION

Based on the findings of this study, it is recommended that NINHS should continue to implement the
MDL Approach in its G10 curriculum. However, there are several areas where improvements can be
made to further enhance the effectiveness of the MDL Approach. Some of these recommendations
include:
1. Providing more training and support for teachers: Teachers play a critical role in the success of the
MDL Approach. Therefore, it is important that they receive adequate training and support to effectively
implement this approach in their classrooms.
2. Improving access to technology: While the use of technology is a key component of the MDL
Approach, not all students may have access to the necessary technology at home. Therefore, it is
recommended that NINHS should provide students with access to technology such as laptops or tablets to
ensure that they can fully participate in this approach.

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