“FACTORS AFFECTING THE EFFECTIVENESS OF MODULAR MODE OF

LEARNING TO GRADE 9 STUDENTS OF SAN VICENTE GRANDE HIGH SCHOOL

SY 2023-2024”

PRACTICAL RESEARCH 1

San Vicente Grande High School

San Vicente Grande, Daraga, Albay

JESSA MORALINA

JOLLIBETH MEJEDANA

MYRA BESMONTE

ANDREA MADELAR

MARY MAE LUNAR

MARLON NAPILI

DENIELLE RIÑON

November 2023
 CHAPTER 1

The Problem and its Background

Introduction

Education is the passport to the future, for tommorows belong to those who

prepare for it today .According to Malcon x black American, admist the pandemic

happened last year 2020 it as created a sudden impact in the history of mankind

changes.The gobal outbreak of Corona Virus Disease speruned suddened adversity to

address the needs of the learners.To conntinue the learning, modular mode of

learning was implemented,though we can’t avoiid that there were some problems

encountered.Modular Learning is a form of distance learning that uses self-learning

modules(SLM) based on the most essential learning competencies with the aid of

curriculum developers. This students new way of learning that uses self-learning

module which include sections of motivation and assessment that serve as complete

guide of both teachers and students desired competencies.Parents also take an acitive

in doing the modules,they will serve as a guide and monitor to their childrens

activity.Children and Parents relationship a very important role to completely succeed

with their children academic activities.

 Table of Contents
Chapter 1-The problem and its Background

Intoduction................................................................................................................................2

Table of Content........................................................................................................................3

Formal Consent.........................................................................................................................4

Statement of the Problem..........................................................................................................5

Significance of the Study..........................................................................................................6

Scope and Delimitation.............................................................................................................6

Definition of Terms...................................................................................................................7

Chapter 2-Review of Related Literature

Related Literature......................................................................................................................8

Related Studies..........................................................................................................................9

Synthesis of the State of the Art..............................................................................................10

Theoretical Framework...........................................................................................................14

Conceptual Framework...........................................................................................................15

References...............................................................................................................................16

Chapter 3 -Research Methodology

Research
Method....................................................................................................................................17

Participants of the
Study.......................................................................................................................................17

Reseach Instruments...............................................................................................................17

Sources of Data....................................................................................................................18

Data Gathering
Procedures...............................................................................................................................18
 Republic Of The Philippines
Department of Education
Region V (Bicol)
Division office of albay
San Vicente Grande High School
San Vicente Grande, Daraga, Albay

June 2023

MACHAEL G. MACASINAG
HT1/School Head
San Vicente Grande High School
San Vicente Grande,Daraga,Albay

Ma’am/Sir:

Good Day!

We,the Grade 11-TVL of San Vicente Grande High School are conducting a
research study entitled“THE IMPACT OF BLENDED LEARNING MODALITY,IT’S
EFFECTIVENESS AND WEAKNESS PARTICULARLY TO GRADE 7 STUDENTS
OF SAN VICENTE GRANDE HIGH SCHOOL”

In connection with this,we would like to ask for your approval if you can lend us
time to gather data through the use of survey questionaire and interview.We believe that you
will be a big help through this research and study.
May this request merit your approval.
Thank you and God bless.

Best Regards, Researchers

JESSA MORALINA MARLON NAPILI ANDREA MADELAR

MARY MAE LUNAR DENIELLE RIÑON JOLLIBETH MEJEDANA

MYRA BESMONTE

Noted by:

JUDY L. DE ASIS Approved by:

Research Adviser

MACHAEL G. MACASINAG
HT1/School Head
Statement of the Problem

4
 The Modular Mode of Learning occurred during Covid-19 Pandemic,so on this

study will provide questions that is relevent to our research problem “ FACTORS AFFECTING

THE EFFECTIVENESS OF MODULAR MODE OF LEARNING TO GRADE 9 STUDENTS OF SAN

VICENTE GRANDE HIGH SCHOOL SY 2023-2024.

These are the following questions that is related to our research problem stated above:

1.What are the factors that affects the effectiveness of Modular Mode of

Learning to grade 9 students of San Vicente Grande High School?

2.What are the demographic background of the students?

A. Age

B. Gender

C. Economic Status

The guiding questions will be used to accomplish the fulfillment of research.The

answers from respondents is also important to sustain the study with analized and reliable

data.The respondents will going to answers an approximately 15 questions and their answers

will be counted.

Significance of the Study

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 The findings of the study will be helpful and benefits the following:

1. Teachers - It will develop possible interventions to improve Learning outcomes

and can give significant plan to improve the teaching-learning and think a suitable

strategies and approach to address the needs of the learners.

2. Learners - To help them trained a time management of setting their priorities and

also to help them mentally and it can be associated with developing self-regulation

skill.

3. Parents - Motivates them to extend more assistance and guide to their childrens

modules.It is also to identify the strength and weaknesses of their children in doing

their assigned task in their module.

4. Future Researchers - It will serve as a guide and help them in their future study.

Scope and Delimitation

This study limits its coverage only on the Grade 9 students of San Vicente

Grande High School. It’s composed of 15 male and 15 female , a total of 30

respondents.The aim of this study is to probably know the factors affecting the

effectiveness of modular mode of learning to Grade 9 students of San Vicente

Grande High School.

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Definition of Term

Curriculum - the subjects comprising a course of study in high school

or college

Approach - the way of looking at teaching and learning.

Modular System - An educational system whose curriculum is made up of

modules.

Learning Modalities - sensory channels or pathways through which individuals

give, receive and store information.

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 CHAPTER 2
Review of Related Literature and Studies

Related Literature

The year 2020 has been remarkable period when the Philippines has on the

peak of struggle as the COVID-19 virus continues to find its way to disrupt the

economy,health,culture and education in the country.The increasing number of infected

people and the threat of the new strains of the coronavirus has forced the

government to still ban the face-to-face classes.A a result, the Modular Distance

Learning becomes the widely used modality in consideration to the learners in areas

where the internet is inaccessible for online learning.As citied in Ragandang(2020),

Our country ranked eleventh slowest in uploading speed and sixteenth slowest in

download speed among 87 countries; while named 21st or 72.4 percent - leveled from

those of Albania, Brazil and Tunisla among others - in terms of 4G

availability(Mercurio,2020). By this result, it can be concluded that online distance

learning is not applicable to use by students all over the country due to the slow

rate of upload and download speed.

8
Related Studies

Factors Affecting The Performance Of The Grade 11 Students In General Mathematics

During The Modular Distance Learning Modality

Jude Thaddeus M. Metante, Mardy S. Luebbeke, Melody M. Sere, Ramil P. Manguilimotan,

Gengen G. Padillo

The quality of students’ academic performance remains at top priority for educators.

But traditional learning method was changed when China was shaken by COVID-19 which

rapidly spread across the world. Because of this situation the modality in learning in the

Philippines must shift to ensure the continuity of education. This research aims to determine the

factors affecting the performance of grade 11 students during the modular distance learning modality

for S.Y. 2020 - 2021. This study employed a descriptive correlational method. The respondents of

this study were 186 grade 11 students who took general mathematics. They answered the modified

survey questionnaires from Tuntirojanawong (2013). Frequency, simple percentage, weighted mean,

chi-square test and Pearson r were used to treat the gathered data. The study revealed that the profile

which had negligible relationship with the readiness factors were age, gender and number of

siblings. The senior high school strand, and gadgets used, internet connectivity and combined family

income of the respondents had significant relationship with the readiness factor. The three readiness

factors such as Technology access, technology skills time management skills and academic

performance of the respondents had weak positive correlations. The psychological factors such as

motivation self-efficacy had weak positive correlation with the academic performance of the

respondents while the study skills of the respondents had weak positive correlation with the

respondents’ academic performance. Researchers recommended the learners enhancement plans for

each identified school to be implemented and monitored to enhance the learners need during their

modular distance learning.

9
Synthesis of the State of the Art

The year 2020 has been remarkable period when the Philippines has on the

peak of struggle as the COVID-19 virus continues to find its way to disrupt the

economy,health,culture and education in the country.The increasing number of infected

people and the threat of the new strains of the coronavirus has forced the

government to still ban the face-to-face classes.A a result, the Modular Distance

Learning becomes the widely used modality in consideration to the learners in areas

where the internet is inaccessible for online learning. The quality of students’ academic

performance remains at top priority for educators. But traditional learning method was

changed when China was shaken by COVID-19 which rapidly spread across the world.

Because of this situation the modality in learning in the Philippines must shift to ensure the

continuity of education.

Theoretical Framework

Multiple theories about blended learning and/or related into this study will be elaborate in

this sector.

According to the U.S. Department of Education (Means, Toyama, Murphy, Bakia, &

Jones, 2009), a blend of classroom and web-based teaching and learning offers access to the

widest range of learning modes and methods for developing student skills and expertise as

learners (Cleveland-Innes, 2017). Many findings on blended learning show an increase in

learners’ ability to learn collaboratively, think creatively, study independently and tailor their

own learning experiences to meet their individual needs.

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This study also provides information about some of the technology tools you can use to

support in-person delivery in a seamless, truly blended way. Through careful, thoughtful

blending and with consideration for technological skill levels and Internet access, learning

for anyone can now take place with greater flexibility and convenience.

Six Blended Learning Structures in Education

Now that you have a view on the theory underlying blended learning, we can discuss more

concrete applications of types of instruction.

Many factors must be considered when choosing how to blend in-person and online

teaching and learning activities. In some cases, most interactions between students and the

teacher, as well as the direct delivery of instruction, take place in person in the classroom,

while materials and possibly some additional activities are delivered online. In other cases,

most of the class activities occur online, with infrequent meetings in person to solve

problems and support community building. In some blended arrangements, students may

choose which activities to complete online and which to complete in a classroom.

Ideally, blends are personalized so individual students have the blend that best fits

their age, life circumstances and learning needs. These are called à la carte models. Students

choose what to take fully online, what to take fully in person and, when the design is

available, blended courses where they choose when to go to in-person classes and when to

watch videos, download readings and complete assignments online.

This kind of personalization is not always available. Most important is ensuring that

students are able to function well as learners with any delivery method, single-mode or

blended, even if it is not their preference or the best situation for them. Teachers are valuable

coaches for helping students manage in any learning situation; it is up to teachers and

11
 learning designers to offer blended activities that best suit the subject, the learners’ needs

and the curriculum requirements. Not all unique and interesting blended learning designs are

one-size-fits-all model.

Below are seven sample configurations of blended learning activities, offered by

O’Connell (2016) for you to consider for your teaching situation. These examples of blended

learning are drawn from higher education but can be shaped to fit any teaching and learning

situation. Chapter 3 will provide further information about creating your own unique design

of blended learning.

 Blended face-to-face class: Also sometimes called the “face-to-face driver model,” the

blended face-to-face class model is based in the classroom, although a significant amount of

classroom time has been replaced by online activities. Seat time is required for this model,

while online activities are used to supplement the in-person classes; readings, quizzes or

other assessments are done online at home. This model allows students and faculty to share

more high-value instructional time because class time is used for higher-order learning

activities such as discussions and group projects.

 Blended online class: Sometimes referred to as the “online driver model,” this class is the

inverse of the blended face-to-face class. The class is mostly conducted online, but there are

some required in-person activities such as lectures or labs.

 The flipped classroom: The flipped classroom reverses the traditional class structure of

listening to a lecture in class and completing homework activities at home. Students in

flipped classes watch a short lecture video online and come into the classroom to complete

activities such as group work, projects or other exercises. The flipped classroom model can

be seen as a sub-model of the blended face-to-face or blended online class.

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 The rotation model: In this model, students in a course rotate between various modalities,

one of which is online learning. There are various sub-models: station rotation, lab

rotation and individual rotation. Some of these sub-models are better suited to K–12

education; station rotation, for example, requires students to rotate between stations in the

classroom at an instructor’s discretion. Others work well on a college campus; the lab

rotation model, for example, requires students in a course to rotate among locations on

campus (at least one of which is an online learning lab). In the individual rotation model, a

student rotates through learning modalities on a customized schedule.

 The self-blend model: While many of the blended learning models on this list are at the

course level, self-blending is a programmer-level model and is familiar to many college

students. Learners using this model are enrolled in a school but take online courses in

addition to their traditional face-to-face courses. They are not directed by a faculty member

and choose which courses they will take online and which they will take in person.

 Flexible-mode courses: Flexible-mode courses offer all instruction in multiple modes — in

person and online — and students choose how to take their course. An example of this is San

Francisco State University’s hybrid flexible (HyFlex) model, which offers classroom-based

and online options for all or most learning activities, allowing students the ability to choose

how they will attend classes: online or in person (Beastly, 2016).

Creating an effective blended learning environment means making appropriate choices and

overcoming the challenges that come with the use of technology. The following challenges

and recommendations were identified in recent research on teacher perspectives, conducted

by Athabasca University and the Commonwealth of Learning (Cleveland-Innes,

Ostashewski, Mishra, Gauvreau, & Richardson, 2017):

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 Blended Face-
to-Face classes Blended Online
class
Flexible -mode
courses Modular
Mode Of
Learning
The Self- The Flipped
Blended Model Classroom

The Rotation
Model

14
Conceptual Framework

Fig.1

Learner Dessign features

characteristic/backgroun
d
Self Regulation Technology quality
Attitude Effectiveness Interactions
Computer indicators Face-to-face
Social Support support
Management Performance
Intrinsic-
motivation
Satisfaction
Knowledge-
construction

The reviewed literature clearly shows learner characteristics/background and blended

learning design features play a part in blended learning effectiveness and some of them are

significant predictors of effectiveness.The conceptual model for our study is depicted as

follows(Fig.1).The figure above presents the factors that affecting the students performance

under blended learning modality.These factors are also used by other researchers that has the

same variable as it was investigated and have various results.

15
References

Ravi,C.(2022).”Impact of blended learning on the education

system.India.Entrepreneur Media https://www.entrepreneur.com/en-

in/technology/impact-of-blended-learning-on-the-education-

system/419375#:~:text=Blended%20learning%20helps%20improve%20variou

s,and%20time%20management%2C%20among%20others.

Kintu, M.J., Zhu, C. & Kagambe, E.(2017)Blended learning effectiveness: the

relationship between student characteristics, design features and outcomes.Int J

Educ Technol High Educ 14, 7 https://doi.org/10.1186/s41239-017-0043-4

Kintu, M.J., Zhu, C. & Kagambe, E.(2017)Blended learning effectiveness: the

relationship between student characteristics, desig n features and outcomes.Int J

Educ Technol High Educ 14, 7 https://doi.org/10.1186/s41239-017-0043-4

Bowman, J.D. (2017). Facilitating a class Twitter chat. Edutopia. Retrieved from

https://www.edutopia.org/article/facilitating-class-twitter-chat

Metante, J.D, Luebbeke,M.S.(2021)Journal of Positive School Psychology

https://journalppw.com/index.php/jpsp/article/view/12856

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 CHAPTER 3

Research Methodology

Research Method

This research is a kind of Quantitative Research which uses field research as a

method to collect data in real-world environment.It aims to collect data in actual to

prevent the confidentiality of the study and also to avoid plagiarisms.

The usage of Stratified Random Sampling is present in this study which it is a

method of sampling that involve the devision of a population into smaller subgroups

known as strata.In stratification, the strata are formed based on members’ shared

attributes or characteristics, such as income or educational atainment.

Participants of the Study

This study will be participated by the researchers and the respondents.Both sections

will take a very important role to complete this research. In cooperation with the

respondents,the researcher can distribute questions in connection with the certain

topic.

Research Instruments

The research instrument used to gather data on the effectiveness of modular

mode of learning in the school includes includes the following:

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 1. Survey - a paper-based surveys that distributed to the students to collect

feedback on their experience with modular mode of learning.It cover various

aspects such as the effectiveness of the modules, the ease of use of the learning

management system, and the level of engagement with the material.

2. Scales - It is used to determine the count of students where in they the same

and opposite feedback about the effectiveness of modular mode of learning.

Sources of Data

The sources of data in this study can eventually collect to the assessments or

examinations that the researchers distributed to the respondents.The data on these

assessments or examinations will be collected if only it has a significant to the topic

or questions distributed by the researchers.

Data Gathering Procedures

The data gathering procedures for researching the effectiveness of modular

mode of learning in the school includes the following:

1. Developing a Survey - Formulating a surveys to collect feedbacks of students

during the modular mode of learning existence.

2. Collecting Assessment Data - The researchers would collect data from

assessments and examinations to determine the effectiveness of the modules in

achieving learning outcomes.These data would be analyzed to identify areas where

students are struggling and areas where they are excelling.

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