MODULAR DISTANCE LEARNING MODALITY IN

MATHEMATICS AND ACADEMIC PERFORMANCE

OF GRADE 6 PUPILS: BASIS FOR
INTERVENTION PROGRAM

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 13
Pages: 378-385
Document ID: 2023PEMJ1168
DOI: 10.5281/zenodo.8332638
Manuscript Accepted: 2023-9-9
Psych Educ, 2023, 13: 378-385, Document ID:2023 PEMJ1168, doi:10.5281/zenodo.8332638, ISSN 2822-4353
Research Article

Modular Distance Learning Modality in Mathematics and Academic Performance of

Grade 6 Pupils: Basis for Intervention Program
Chenzhen E. Apura*
For affiliations and correspondence, see the last page.
Abstract
This study aimed to determine the perceptions of the Mathematics teachers and Grade 6 pupils on the
modular distance learning modality and the academic performance of Grade 6 in Bagong Nayon I
Elementary School SY. 2021-2022 which could serve as basis for developing an intervention
program. The descriptive method of research with the survey questionnaire was used. The
respondents consisted of 252 pupils and 30 teachers.It was found out that the teacher and the Grade 6
pupils’ perceptions on the modular distance learning modality is evident by the grand weighted mean
of 3.57 and 3.60 respectively, both are verbally interpreted as strongly agree. Likewise, there was no
significant difference in the perceptions of the two groups of respondents. Moreso, the level of
academic performance of Grade 6 pupils in Mathematics was satisfactory with the weighted mean of
83.50. Furthermore, there was no significant relationship between the perception of the Grade 6
pupils and the level of academic performance in Mathematics on the Modular Distance Learning
Modality.An intervention program was proposed based on the results of the study.

Keywords: modular distance learning, academic performance, intervention program

Introduction whichever is applicable in the context of the learner

Mathematics in the Philippine curriculum is one of the
major academic subjects. It aims to develop pupils'
critical thinking and problem-solving skills. These
skills go beyond academic grades. Simple
Mathematics is widely used as a tool in daily living. It
must be learned comprehensively and with much
depth. It must be taught strategically and with proper
support of teachers to acquire the skill needed to
attain.
In this year, Coronavirus disease (COVID-19) was
declared a pandemic by the World Health
Organization. Control efforts worldwide led to travel
bans and restrictions. In the Philippines, the entire
Luzon archipelago has been placed to enhance
community quarantine that leads to curfew,
checkpoints, and travel restrictions. Business and
School activities were suspended indefinitely, and
people were forced to stay in their homes (WHO
2020).
Due to suspended face to face classes amid the
continuing threat of the COVID-19 pandemic, the
Department of Education was forced to implement
new guidelines to still meet the objectives of a quality
educational system.
As defined in DepEd order no. 12 s. 2020 p. 27;
Modular distance learning involves individualized
instruction that allows pupils to use self-learning
modules in print or digital format/electronic copy
and other learning resources like Pupils’ materials,
textbooks, activity sheets, study guides and other study
materials. Pupil’s access electronic copies of learning
materials on a computer, tablet PC, or smartphone.
CDs, DVDs, Flash Drive, and computer-based
applications can all be used to deliver e-learning
materials, including offline E-books.
The decision made by the Department of Education is
from the survey conducted last July 2020 whereas,
71% of parents, or 8.8 million prefer modular learning
for their children. In this case, printed modules will be
handed over to parents or guardians weekly and will
have a retrieval of outputs same as scheduled. This
means that parents will facilitate the learning process
in modular distance learning whereas teachers will be
the mode of instructions. Such is the case in Bagong
Nayon I Elementary School where the researcher is
positioned as a teacher.
In the aforementioned school, the mean percentage
score (MPS) of Grade 6 pupils for school year
2019-2020 in Mathematics was observed by the
researcher to range from 65% to 75% which indicates
that the pupils are on Average Mastery and Moving
Towards Mastery in the said subject. However, this
was during the face-to-face classes where inside the
classroom, pupils are studying, and teachers are
explaining the lesson to them.
Whereas, in this pandemic time, almost 85% of the
Grade 6 pupils ‘population were enrolled in modular
learning. Their classrooms are their houses, and their

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Research Article
teachers mostly are their parents. Yet, the school
especially their subject teachers in Mathematics are
doing their best to provide materials and implement
programs so that these pupils may be able to learn
even without seeing them physically. The question is
to how effective modular learning is to the academic
performance of the pupils, or will it just have the same
effect as face-to-face classes especially in Mathematics
wherein competencies require definite instructions and
explanation.
The challenges dealt with the by the people in the
education sector should not hamper its objectives of
providing excellent learning environment to their
pupils. Education should not limit its boundary, but
instead, must continue to find solutions even in the
most crucial time, such as the pandemic. Teachers,
parents, administrators, supervisors, and those that are
involved in the teaching-learning process may work
hand-in-hand in order to improve the current strategies
and to provide a more adequate learning environment
to pupils who will take charge in the future. Thus, the
conduct of this study.
Research Questions
This study aimed to determine the perceptions of the
Mathematics teachers and Grade 6 pupils on the
modular distance learning modality and its effect on
the Academic performance of Grade 6 pupils in
Bagong Nayon I Elementary School for S.Y.
2021-2022 which could serve as basis for developing
an intervention programs. Specifically, the study
sought to answer the following questions:
1. What are the perceptions of the Mathematics
teachers and Grade 6 pupils on the modular distance
learning modality in terms of the following aspects:
1.1. Answers’ Accuracy;
1.2. Pupils’ Interest;
1.3. Study Habit; and
1.4. Task Accomplishment?
2. Is there a significant difference between the
perception of the Mathematics teachers and Grade 6
pupils on the modular distance learning modality in
terms of the above-mentioned aspects?
3. What is the level of academic performance of Grade
6 pupils in Mathematics as revealed by their level
academic grades during the S.Y. 2021-2022 for the
first quarter?
4. Is there a significant relationship between the
perceptions of the pupils on the modular distance
learning modality and their academic performance in
Mathematics?
5. Based on the result of the study, what intervention
program can be proposed or developed?
Chenzhen E. Apura
Literature Review
Modular Distance Modality has been the solution of
the Department of Education to the insufficient
capacity of pupils to provide gadgets and internet for
online learning. While this modality is new and not yet
tested if it will be a success, this has been the best
solution to cater or continue to assure that education
has never been disregarded despite the new problems
emerging due to pandemic. According to Briones
(DepEd, 2020), due to pupils’ insufficient capacity to
acquire new gadgets for online learning, the
department considered modules to be utilized for
modular distance learning modality. The said modality
will only require pupils to answer tasks with the
support of guardians to facilitate learning.
Based on a survey by Ciriaco (2020), modular learning
has been students' top choice because it allows them to
study in the comfort of their own homes. As this
becomes more popular for the enrollees, the
Department of Education has been conducting,
training and upskilling teachers through online training
programs and are being coordinated by the National
Educators Academy of the Philippines in cooperation
with the Department of Education and non-DepEd
learning service providers. In a different point of view,
Lardizabal-Dado (2020) explained that modular
distance learning might have a negative result yet is
still the best solution for some who have limited access
to new normal ways of teaching. Also, Bagoog (2020)
cited that distance modality may be the solution, but
the challenges caused by the pandemic which are faced
by the education sector may put the quality of
education at risk.
According to the study of Abude (2021), the positive
impact of Modular Distance Learning Modality on
students who experienced the new normal education
are the following: first, it fulfills the diversified needs
of learning of students of all levels; second, students
learn at their own pace; and lastly, the modularization
promoted positive changes in teaching style. But on
the often hand, some have negative impact of modular
distance learning which resulted in the decreased rate
of academic performance of students. Parents had
claimed that time allotment to finish the learning tasks,
too many activities incorporated in the modules, less
interaction of the teachers and learners, and
educational attainment of parents were the reasons for
their hard time as facilitators to their children.
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Research Article

Furthermore, Tangonan, A. (2022), looked at how Participants of the Study

modular distance learning affected students'
motivation, interest/attitude, anxiety, and achievement
in Mathematics. This was done in Gabaldon, Nueva
Ecija, Philippines, during the first and second grades
of the 2021-2022 school year. According to the data,
pupils perform quite well in math. Students say that
they are driven, passionate, and enthusiastic about
Mathematics. They do agree, however, that
Mathematics gives them the chance to worry.
Mathematics interests and anxiety differ dramatically
when pupils are split based on gender. There was,
however, no statistically significant difference in
interest/attitude and achievement. Further to that, it
can be interests and anxiety do differ based on gender.
Then aiding them with the teacher's tactics can help to
motivate each of them toward Mathematics.
Lastly, Ibyatova, et. al (2020), their research aims to
find out the effectiveness of a modular approach in
teaching and learning to assess pupils’ performance,
achievement, and motivation and to decide if a
modular approach is more effective than traditional
methods while performing an experiment at a technical
university. This project combines quantitative and
qualitative research methods to address the impact of
modular teaching, learning and assessment on
engineering pupils. The authors use a unique modular
system and their own book on English Grammar. This
experiment shows that pupils of modular syllabuses
find it useful and motivating and say that it encourages
them to do better on the next modules.
Methodology
The researcher made use of descriptive research
design. This is appropriate in the study since it utilized
a researcher made questionnaire that described the
following: profile of the respondents, the effectiveness
of Modular Distance Learning Modality. According to
Surbhi S. (2017), descriptive research aims to obtain
complete and accurate information for the study. A
descriptive research design can use a wide variety of
research methods to investigate one or more variables.
Descriptive research is an appropriate choice when the
research aim is to identify characteristics, frequencies,
trends, and categories.The researcher deemed it
significant to use the descriptive survey design since it
is appropriate in the present undertaking. It described
the relationship of modular distance learning to the
academic performance of pupils. Thus, a descriptive
survey is appropriate to use in this study.
The respondents of the study were the two hundred
fifty-two (252) Grade 6 pupils. These respondents
were randomly picked from the 679 pupils enrolled in
modular distance learning modality and thirty (30)
Mathematics teachers teaching modular learning in
Bagong Nayon I Elementary School.The researcher
used random sampling technique in choosing the
pupils-respondents who randomly picked from 20
sections of Grade 6 pupils in Bagong Nayon I
Elementary School while the teacher-respondents were
selected through purposive.
Instruments of the Study
A researcher-made survey questionnaire was utilized
in the conduct of this study and was the main
instrument used to gather the pertinent data for the
study. Items in the questionnaires cover the
perceptions of the Mathematics’ teachers and Grade 6
pupils on the modular distance learning modality in
terms of answers accuracy, pupils interest, study habit
and task accomplishment. Each aspect has ten (10)
question surveys which served as the basis of
effectiveness of the study. The 1st Quarter current
academic grades of the Grade 6 pupils were collected
to compare and assess the changes or improvement
with regards to the effectiveness of modular distance
learning to the Mathematics academic grades.
Procedure
In this study, the researcher sought the permission of
the School Principal of Bagong Nayon I Elementary
School to allow the researcher to administer the
questionnaire to the intended respondents after having
sought the necessary permission.Copies of the
questionnaire were distributed to all respondents then
the gathered data were tallied, tabulated, interpreted,
and analyzed using appropriate statistical tools.
S u m m a ry of f i n d i n g s , c o n c l u s i o n s and
recommendations were then formulated and presented
to the researcher’s assigned adviser for corrections.
Ethical Considerations
The researcher herself explained and gave the
informed consent to each participant before the
conduct of the study. She ensured them that the
information would be used with utmost confidentiality
and within the purpose of the study only.

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Research Article

the pupils should be encouraged to be active in

Result answering the modules and doing the tasks based on the
abovementioned perceptions.
Perceptions of the Mathematics Teachers and Table 2. Respondents’ Perceptions on the Modular
Grade 6 Pupils on the Modular Distance Learning Distance Learning Modality with Respect to Pupils’
Modality Interest

Table 1. Respondents’ Perceptions on the Modular

Distance Learning Modality with Respect to Answers’
Accuracy

Table 3. Respondents’ Perceptions on the Modular

Distance Learning Modality with Respect to Study
Habit

It can be gleaned from the table that the teachers and

the pupils’ perceptions on the answers’ accuracy
obtained an overall weighted mean of 3.85 and 3.90
respectively which are verbally interpreted as strongly
agree.

Based on the findings, it was revealed during the

Focused Group Discussion among the teachers, it was
reiterated that pupils did not ask help in answering the
learning tasks in Mathematics that is why when the
researcher ask the side of the pupils, they said that they
were afraid to ask questions from their teachers which
resulted to their low academic performance.

It can be gleaned from the table that the teachers and

the pupils’ perceptions on the answers’ accuracy
It shows an overall weighted of 3.42 and 3.38 of the
obtained an overall weighted mean of 3.55 and 3.66
teachers and pupils’ perception, respectively, which
respectively which are verbally interpreted as strongly
are verbally interpreted as Moderately Agree.
agree.
This finding implied that the pupils are not enjoying
This proves that the pupils are focused on their class
the modules and are not answering the task
activities. The same implication may be said about the
independently and they do not follow the time
perception of the students. It is then recommended that

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Research Article
schedules. Likewise, they do not read other books as
additional references. These findings further indicate
that there is a need to prepare an intervention to
address the need to improve the study habits of the
pupils.
Table 4. Respondents’ Perceptions on the Modular
Distance Learning Modality with Respect to Task
Accomplishment
It shows an overall weighted mean of 3.45 and 3.44 of
the teachers and pupils’ perceptions respectively which
is verbally interpreted as Moderately Agree.
These findings implied that the pupils are not
following the time schedule when accomplished the
assigned task. They can either assist their classmates
with tasks because they are not yet done. They also do
not answer their task independently. Likewise, they do
not read other books as additional references. These
findings indicate that there is a need to prepare an
intervention to address the needs of the pupils in order
to improve their study habits.
Significant Difference Between the Perception of
the Mathematics Teachers and Grade 6 Pupils on
the Modular Distance Learning Modality
Chenzhen E. Apura
Table 5. Test of Difference in the Perception of the
Two Groups of Respondents on the Modular Distance
Learning Modality as to Answers’ Accuracy
Based on the table, it was statistically shown that there
is no significant difference in the perception of the
groups of respondents on the modular distance
learning modality as to answers’ accuracy since the
computed z value is greater than 0.05 level of
significance thus it failed to reject the null hypothesis.
This means that answers’ accuracy is not contributory
to the perception of the modular distance learning
modality. The implication of this is that the school
leaders should focus on validating the pupils' answers
of their assessment so that proper assessment and
evaluation may be done accordingly.
Table 6. Test of Difference in the Perception of the
Two Groups of Respondents on the Modular Distance
Learning Modality as to Pupils’ Interest
It is statistically shown in the presented table that there
is no significant difference in the perception of the
groups of respondents on the modular distance
learning modality as to pupils’ interest since the
computed z value is greater than 0.05 level of
significance thus it failed to reject the null hypothesis.
This means that pupils’ interest is not contributory to
the perception of the Modular Distance Learning
Modality. This implies that the teachers should modify
the learning activities which can encourage pupils to
participate in more interactive activities that will
suffice the learning habit and behavior of the pupils.
Table 7. Test of Difference in the Perception of the
Two Groups of Respondents on the Modular Distance
Learning Modality as to Study Habit
Based on the table it was statistically shown that there
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Research Article

is no significant difference in the perception of the

groups of respondents on the modular distance
learning modality as to study habit since the computed
z value is greater than 0.05 level of significance thus it
failed to reject the null hypothesis.
This means that study habits are not contributory to the
perception of the modular distance learning modality.
The implication of this is that pupils should be
encouraged to have good study habits while working
on their modules at home which is important at their
early age.
Table 8. Test of Difference in the Perception of the
Two Groups of Respondents on the Modular Distance
Learning Modality as to Task Accomplishment
Pupils is on satisfactory level which means that the
academic performance of the Grade 6 pupils is on the
level and within the capacity of the modular distance
learning. In addition, the pupils’ academic
performance revealed that they need to do their best by
establishing good study habits and develop their
interest in the lessons to pass their subject. The
teachers' big role is to motivate and encourage the
pupils to participate actively in the intervention
program which may be developed based on this study.
Significant Relationship Between the Perceptions of
the Pupils on the Modular Distance Learning
Modality and Their Academic Performance in
Mathematics

Table 10. Significant Relationship Between the

Perceptions of the Pupils on the Modular Distance
Learning Modality and Their Academic Performance
in Mathematics

It is statistically presented in the table that there is no

significant difference in the perceptions of the groups
of respondents on the modular distance learning
modality as to task accomplishment since the
computed z value is greater than 0.05 level of
significance thus it failed to eject the null hypothesis.

This means that task accomplishment is not

contributory to the perception of the modular distance
learning modality. The implication of this is pupils
should be motivated and encouraged in accomplishing
their task so that they may be able to submit their
learning materials, like test and activity sheets on time.

Level of Academic Performance of Grade 6 Pupils
in Mathematics as Revealed by Their Academic
Grades During the SY. 2021 – 2022 for the First
Quarter
Table 9. Academic Performance of Grade 6 Pupils in
Mathematics
The table displays the computed Pearson r coefficients
(0.06, 0.03, 0.04, 0.02) between the level of
Perceptions of the Pupils in Modular Distance
Learning (answer’s accuracy, pupil’s interest, study
habit, task accomplishment). Their academic
performance signifies a very low positive correlation
or with almost negligible relationship. As the
computed t values (0.97, 0.55, 0.64, 0.33) are smaller
than the critical t value (1.97) with 251 degrees of
freedom, this suggests that the null hypothesis cannot
be rejected. So, at the 5% level of significance, there is
no significant relationship between the perceptions of
the Grade 6 pupils’ respondents on modular distance
learning modality and their level of academic
performance.

The findings revealed that the performance of Grade 6

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Research Article
Proposed Intervention Program on Modular
Distance Learning Modality in Mathematics
Rationale
Since its outbreak, the COVID-19 has brought changes
in the educational system globally. This resulted in
affecting the vulnerable pupils the hardest. School
closures have been experienced and was not only felt
for just a year but in two years of the pandemic.
Different types of learning modality had been offered
to address this problem. This exposed the economic
conditions of pupils and their family in the type of
learning modalities they choose to be enrolled.
Modular Distance Learning Modality was one of the
learning modalities offered to parents and pupils who
had difficulty to have an internet connection and have
their own gadgets for online learning. Enrolling in this
type of modality means that parents had to fully
support their children in the absence of their teacher
physically and the teacher to guide them through the
WHLP. For the teachers, this means that whatever it
takes, they must encourage the pupils to pass the
current grade level and provide whatever it means to
achieve it.
This paper determines the perception of the
Mathematics teachers and Grade 6 pupils on the
modular distance learning modality and the academic
performance of Grade 6 in Bagong Nayon I
Elementary School S.Y. 2021-2022 which could serve
as a basis for developing an intervention program.
Although the two group of respondents’ present
similarities
In their perceptions in most of the aspects, it was
clearly seen that there are indicators to be improved on
the modular distance learning particularly in
Mathematics subject. There is a need to improve those
indicators that obtained the lowest weighted mean
such as pupils enjoy learning new things even by just
reading it on the module, always look forward to the
next module, enjoy reading the modules and answering
the learning tasks independently. This has been the
reason of the researcher to come up with an
intervention program.
Objectives
This proposed intervention action plan will be a whole
year activity which aims to:
• determine the answers’ accuracy of the pupils in
accomplishing the learning task independently;
• arouse pupils’ interest in studying Mathematics
through modular distance learning modality;
• create a comfortable and enjoyable learning
Chenzhen E. Apura
experiences which can make the lessons easier to
understand; and
• accomplish the tasks given by the teacher.
Conclusion
Based on the findings of the study, the following
conclusions were drawn: (1) The realization in the
answers’ accuracy, the pupils’ engagement, their study
habits, and their task completion have all been
positively impacted by how the Mathematics teachers
and sixth-grade pupils view the modular distance
learning modality. These pupils' involvement should
continue so that they can demonstrate improvement in
the topic of Mathematics while also improving their
academic performance. (2) The Mathematics teachers
and Grade 6 pupils on the modular distance learning
modality are not brought together by answers’
accuracy, pupils’ interest, study habits, or task
accomplishment. The implication of this is that neither
teachers nor pupils will depend on the accuracy of the
answers because teachers should validate the answers
of the pupils, the pupils' interest should be maximized
so that their learning will be enhanced, the teacher
should teach the pupils good study habits, and the
pupils should prioritize task completion in order to
submit the completed test materials. (3) The level of
performance of Grade 6 pupils on Mathematics has
brought positive impact on the perception of modular
distance learning modality. (4) An intervention
program was crafted to further enhance the
performance of the teachers and the pupils.
Based on the findings and conclusions drawn, the
following recommendations were proposed: (1) The
proposed intervention program should be implemented
to enhance the performance of the pupils to a higher
level of performance. (2) Future researchers may
conduct an in-depth study as a guide for their research
considering other variables not mentioned here.
References
Abude, Anjilene J. (2021) “The Effectiveness of Modular Distance
Learning Modality to Academic Performance of Students: A
Literature Review” Graduate Student, University of Rizal System,
Antipolo Campus.
Bagoog, Joseph Bryan (2020) “Teaching-Learning modality under
the new normal”.
Briones, Leonor M. (2020) “Official Statement in alternatives to
Face to Face learning despite the public health situation”.
Department of Education (2020) “DO_s2020_012 Adoption Of The
Basic Education Learning Continuity Plan For School Year
2020-2021 In Light Of The Covid- 19 Public Health Emergency”
from https://authdocs.deped.gov.ph/deped- order/do_s2020_012-
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adoption-of- the-be-lcp-sy-2020-2021.
Affiliations and Corresponding Information
Ibyatova, Lyaysan, Oparina, Kseniya & Rakova, Elena (2018)
“Modular Approach to Teaching and Learning English grammar in Chenzhen E. Apura
Technical Universities” Samara State Technical University, Russian • Marikina Polytechnic College – Philippines
Federation. • Bagong Nayon I Elementary School
Department of Education – Philippines
Lardizabal-Dado, Noemi (2020) “Challenges parents face in
Education’s new normal”.

Mocon-Ciriaco, Claudeth (2020) “Modular Learning, top choice of

enrollees so far- DepEd”.

Tangonan, A. (2022). “Impact of Modular Distance Learning on

High School Students Mathematics Motivation, Interest/Attitude,
Anxiety and Achievement during the COVID-19 Pandemic.”
European Journal of Education Research.

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