CONCEPT PAPER: IMPACTS OF MODULAR LEARNING TO STEM – 11

STUDENTS

A Qualitative Research
presented to the Faculty of Senior High School
DANGCAGAN NATIONAL HIGH SCHOOL
Dangcagan, Bukidnon
In partial fulfillment of the requirements in
PRACTICAL RESEARCH 1

Sabud, Reez Angela C.

Rondina, Catherine I.
Durog, Erika Eunice L.
Bargamento, Kim Zyra Iana P.
Tejano, John Dhyreen O
Granaderos, Giane S.
Porcadilla, Jasper B.
Porcadilla, Welly B.
Saldua, Sedric M.

Grade 11 STEM - SALOMA

Mr. Rudeno Pequiro

Research Adviser

July 2023
I. Introduction

A. Background of the Study

Majority of schools around the world are operating again after the
disruption caused by the COVID-19 pandemic, but education is still in
recovery as it evaluates the damage done and impacts on all the students who
are affected. On January 30, 2020, the World Health Organization declared the
Coronavirus Disease 2019 (COVID-19) outbreak as a global health emergency.
COVID-19 is an infectious disease caused by SARS-CoV-2 virus (WHO, 2020).
The wild spread of this disease has affected a lot of sectors in the world; one of
it is education. Most countries around the world have temporarily closed
educational institutions to contain the spread of the virus and reduce
infections. In order for education to continue amid the pandemic, the
Department of Education implemented modular learning.
Modular Learning is a type of learning delivery modality that the
Department of Education (DepEd) conceptualized and classified under the
distance learning approach. Amidst the COVID-19 pandemic, modular learning
has become an essential alternative for reforming the entire traditional
educational system (Aj Yes, 2022). However, researchers have observed that
modular learning has resulted in various changes in the behavior of both
teachers and students, as well as teaching and learning styles, after the
resumption of face-to-face classes in November 2022. The researchers also
observed that students struggle to catch up on lessons after learning through
modules for approximately two (2) years. The impact of modular learning can
be examined in several areas, including academic performance and overall
learning experience. The impact could be both positive and negative.
For the teachers to know what they will do to address the issues raised
by modular learning, this study is undertaken to determine whether or not
students are affected negatively or favorably by the implemented learning
modality. A study by Dargo and Dimas (2021) indicated that following the
installation of Modular Distance Learning (MDL), learners’ GWA decrease,
which indicates a considerable deterioration in their academic performance. In
Addition, Abude (2021) found that the use of modules requires time allotment
in accomplishing learning tasks placed in the module, the absence of
interaction of teachers and learners, and educational attainment of the
parents. Meanwhile, there are positive implications of using modular learning
as revealed by French (2015) considering that modular degrees have many
advantages for students in terms of their capacity to offer flexibility, choice,
access and mobility.
This research can help students and teachers gain a better
understanding of the impacts of modular learning on students’ overall
academic skills. The research will be beneficial for both students and teachers
as it will provide insights on the impacts of modular learning on students’
academic capabilities. Additionally, this can help in developing better
guidelines and teaching processes.
On the importance of conducting a qualitative study at Dangcagan
National High School: Conducting a qualitative study at Dangcagan National
High School would provide valuable insights into the specific context,
challenges, and opportunities related to modular learning in a STEM-focused
senior high school. This study can help inform educational practices,
curriculum design, instructional strategies, and resource allocation to better
meet the needs of STEM-11 students.
II. Objectives

A. General objectives
The general objectives of this study is to distinguish the impacts of
modular learning to STEM – 11 students enrolled in the school year 2022-2023
at the Senior High School Department, Dangcagan National High School.
Specifically, this study aims to:
1. Determine the impacts of modular learning to STEM-11 students,
2. Identify the effects of modular learning to STEM-11 students; and
3. Ascertain how are the students in STEM-11 responding to the impacts of
modular learning.
B. Statement of the Problem

This qualitative research has the following research questions:

1. What are the impacts of modular learning to STEM-11 students?
2. What are the effects of modular learning to STEM-11 students? and
3. How are the students in STEM-11 responding to the impacts of modular
learning?

III. Literature Review

A. Theoretical Framework
The study is anchored on Piaget’s Constructivism Learning Theory which
emphasizes that learners actively construct knowledge through their
experiences and interactions with the learning environment (Piaget, 1950).
According to this theory, learning is most effective when students are actively
engaged in authentic, hands-on activities that promote inquiry, problem-
solving, and critical thinking.
In the context of modular learning, students have the opportunity to
engage in self-directed learning and explore STEM topics at their own pace. By
breaking down the curriculum into self-contained modules, modular learning
allows students to delve into specific topics or skills and make connections
between different concepts. This approach provides a conductive environment
for STEM-11 students to construct their understanding of STEM subjects.
Modular learning can promote the development of problem-solving skills,
as students are encouraged to actively engage with real-world problems within
the modules. They can apply their knowledge and skills to authentic situations,
fostering critical thinking and problem-solving abilities. By engaging in hands-
on activities and exploring concepts independently, students have the
opportunity to develop a deep conceptual understanding of STEM subjects, as
they actively construct their own meaning and connect new information with
their prior knowledge.
Through the lens of the constructivist learning theory, the study can
investigate how modular learning facilitates students’ construction of
knowledge in STEM-11 classrooms.

B. Review of Related Literature

The discussion in this part is structured in consonance with the study’s

variables, which include modular learning, COVID-19 pandemic, and modular
learning modality's effect on the students’ overall academic skills.
The COVID-19 pandemic has disrupted education systems globally,
leading to the closure of schools and universities in many countries. According
to UNESCO, as of mid-April 2020, over 1.5 billion students were affected by
school closures, which accounted for over 91% of enrolled learners worldwide
(UNESCO, 2020). This abrupt shift to remote learning posed various challenges
for students, educators, and parents alike. A study conducted by Viner et al.
(2020) examined the impact of school closures during the pandemic on
children and young people's education and well-being. The research
highlighted that the loss of in-person learning opportunities and social
interaction has had adverse effects on students' academic progress, mental
health, and overall well-being. The study emphasized the need for appropriate
strategies and support to mitigate the negative consequences of prolonged
school closures. Moreover, the transition to online or distance learning has
presented significant disparities in access to education. Many students,
especially those from disadvantaged backgrounds or with limited internet
connectivity, have faced difficulties in accessing remote learning resources
(United Nations, 2020). This digital divide has exacerbated existing inequalities
in education and has raised concerns about the potential long-term impacts on
educational attainment and future prospects for these students.
Remote learning posed several challenges, including limited access to
technology and internet connectivity for some students, lack of direct teacher-
student interaction, and difficulties in maintaining student engagement and
motivation. These challenges highlighted pre-existing inequalities in access to
education according to World Bank (2020).
In the book "E-learning and the Science of Instruction," Clark and Mayer
discuss challenges that align with modular learning approaches. While the
specific term "modular learning" may not be explicitly mentioned, the authors
highlight the importance of coherence and sequencing in instructional design.
It was argued that if the connections between modules are not clear or if the
sequencing is poorly designed, modular approaches can result in fragmented
knowledge. This fragmentation can hinder students' ability to apply their
learning in real-world contexts. The book also addresses challenges related to
motivation and engagement in modular learning. It suggests that some learners
may struggle with self-regulation and maintaining motivation when given the
flexibility to choose their learning path within the modules. Without
appropriate guidance and support, students may feel overwhelmed or
disengaged, which can lead to incomplete or superficial learning.

IV. Methodology

A. Research Method
In the study on the impacts of modular learning to STEM-11 students,
the qualitative research method will be applied. Qualitative research offers
specialized techniques for obtaining in depth responses about what people
think and how they feel. It enables the researcher to gain insight into attitudes,
beliefs, motives and behaviors of the target population. It is a research study
that investigates the quality of relationship, activities, situations or materials.
It also provides rich description and well - founded rationale for explaining
behavioral processes. It is also about people's thoughts, lives and relationships
(Prado et al., 2019). Qualitative research was historically employed in fields
such as sociology, history, and anthropology (Austin and Sutton, 2014). This
methodology was selected due to the reason that it fits the study that will be
undertaken and allows to obtain in-depth contextual understandings of users
through non-numerical means and direct observations.
B. Participants of the Study
The participants of this study are Dangcagan National High School 11th
graders who are enrolled in the school year 2022-2023 and who passed the
entrance exam for the academic strand of Science, Technology, Engineering,
and Mathematics (STEM). These students are divided into two sections, STEM-
Zara and STEM – Saloma, with ages ranging roughly from fifteen to twenty
years old (15 – 20). Prior to interviewing the participants, the researchers will
first submit a letter of consent from the school principal and permission for an
interview. Participants’ private information will be treated as highly confidential
and is not allowed to be made public.
C. Research Instrument
This study used a structured interview, a focus group discussion (FGD),
and a checklist as the research instruments. Structured interviews enable the
interviewer to ask each respondent the same questions in the same way. A
tightly structured schedule of questions is used, very much like a
questionnaire. The questions contained in the questionnaire will have been
planned in advance, sometimes with the help of a pilot study to refine the
questions (Fox et al., 2002).
 As well as Focus Group Discussion (FGD), this is essentially an interview
method but instead of being done one-on-one, it`s a group discussion. A focus
group should ideally consist of 3–10 participants and a moderator. There
should, of course, be certain commonalities among all the focus group
participants based on the research purpose and the intended application of the
data. Focus groups can be useful to obtain certain types of information or
when circumstances would make it difficult to collect information using other
methods of data collection (Mathers et al., 2002).
Moreover, a checklist will also be used as a research instrument. A
checklist is a form that is used for quickly and easily recording data or
identifying actions or requirements. It is usually easy to extract useful data
from a checklist. By outlining key questions that must be asked, it has helped
those who are unfamiliar with this approach evaluate or review qualitative
work (Barbour, 2007).
The researchers believed that using structured interviews, focus groups,
and checklists would be an efficient instrument to collect data relevant to the
following research questions: impacts of modular learning on STEM students,
positive and negative effects of modular learning on STEM students, and how
STEM students are dealing with the impact of modular learning.
D. Data Gathering Procedure
The following illustrates how the data for this study is gathered:
In accordance with the ethical principles for research, the researchers
requested permission from the School Principal of Dangcagan National High
School to receive a list of Senior High School students from which random
samples were chosen. The participants also received a letter of consent asking
for their permission to gather information for interviews and take part in focus
group discussion. With consent from the facilitating teacher and a note of
approval from the school, the checklist was given to the students during one of
their classes. During the interview, audio recordings and a transcript were
made.
E. Data Analysis
Data analysis will be done through thematic analysis. Thematic Analysis
involves coding the data, reviewing the codes, organizing them into groups and
then developing a theme which are essentially topics and patterns that answers
the research questions (Kriukow, 2023). Furthermore, Padama (2022) refer
codes as to assigning the data into labels that sum up what is being said in the
sentence or paragraphs. Coding is done to reduce the amount of information
into manageable portions.
V. Timeline

February, March, April, May, June, July,

2023 2023 2023 2023 2023 2023

Creating a
Research
Title

Title

Proposal

Creating the
Objectives of
the Study &
SOP

Searching for
Related
Literatures

Making of
Chapter I

Making of
Chapter II

Looking for
the
appropriate
research
instruments

Making of
Chapter III

Sending a
letter of
Consent to
the office of
the School
Principal

Gathering
the Data

Coding the
data

Making
initial
interpretatio
n

Making of
chapter IV

Making of
Chapter V

Research
Colloquium

VI. List of References

WHO. (2020). COVID-19 Public Health Emergency of International Concern

(PHEIC) Global research and innovation forum. Retrieved from World
Health Organization: https://www.who.int/publications/m/item/covid-
19-public-health-emergency-of-international-concern-(pheic)-global-
research-and-innovation-forum
Bank, W. (2020). Remote Learning During Covid-19. Retrieved from
https://documents1.worldbank.org/curated/en/160271637074230077/
pdf/Remote-Learning-During-COVID-19-Lessons-from-Today-Principles-
for-Tomorrow.pdf
Nations, U. (2020). Policy Brief: Education during Covid-19 and beyond.
Retrieved from https://www.un.org/development/desa/dspd/wp-
content/uploads/sites/22/2020/08/sg_policy_brief_covid-
19_and_education_august_2020.pdf
UNESCO. (2020). Education: From school closure to recovery. Retrieved from
https://www.unesco.org/en/covid-19/education-response
Viner R, R. S. (n.d.). School Closures During Social Lockdown and Mental
Health, Health Behaviors, and Well-being Among Children and
Adolescents During the First COVID-19 Wave: A Systematic Review.
Retrieved from doi:10.1001/jamapediatrics.2021.5840
Dargo, J. &. (2021). Modular Distance Learning: Its Effect in the Academic
Performance of Learners in the New Normal. JETL (Journal of Education,
Teaching and Learning).
Abude, A. J. (2021). The Effectiveness of Modular Distance Learning Modality
to the Academic Performance of Students: A Literature Review.
Himalayan Journal of Education and Literature.
French, S. (2015). The Benefits and Challenges of Modular Higher Education
Curricula. Retrieved from
https://melbourne-cshe.unimelb.edu.au/resources/categories/occasion
al-papers/the-benefits-and-challenges-of-modular-higher-education-
curriculum
Fox, M. N. (2002). Trent Focus for Research and Development in Primary Health Care Using
Interviews in a Research Project.
Barbour, R. S. (2007). Checkist for Improving Rigour in Qualitative Research. Boston
Universuty Medical Campus.
Mathers, N. &. (2002). Trent Focus for Research and Development in Primary Health Care
Using Interviews in a Research Project.
Yes, A. (2022). Modular Disatnce Learning in the Philippines - DepEd's Alternative Learning
Method. Retrieved from https://www.itacloban.com/2021/09/modular-distance-
learning.html?m=1