11 HUMSS B Effects of The New Learning Modalities On The Academic Performance of HUMSS Students in Rizal Nueva Ecija Chapter 1 2

Republic of the Philippines
Department of Education
Region III
Division of Nueva Ecija
RIZAL NATIONAL HIGH SCHOOL
Rizal, Nueva Ecija
EFFECTS OF THE NEW LEARNING MODALITIES ON THE ACADEMIC

PERFORMANCE OF HUMSS STUDENTS IN RIZAL NATIONAL HIGH SCHOOL
A Qualitative Research Paper

A Research Paper Presented to the Faculty of Senior High Department
RIZAL NATIONAL HIGH SCHOOL
In Partial Fulfillment of the Requirement for Grade 11 Practical Research 1
By:
Precious Lyneth C. Sampayan

Cyriss Alynna H. Fernando
Arielle Marshian O. Saludez
Eloiza Catherine S. Barela
Rodney R. Ruiz
John Arsen P. Pascua
July 2021
Effects of New Learning Modalities on the Academic Performance of HUMSS Students in Rizal National High School
Precious Lyneth C. Sampayan, Cyriss Alynna H. Fernando, Arielle Marshian O. Saludez, Eloiza Catherine S. Barela, Rodney R. Ruiz, John Arsen P. Pascua
Rizal National High School- Senior High
Pob. West, Rizal, Nueva Ecija
ACKNOWLEDGEMENT
All of this will not be accomplished without the people who helped the researchers to
accomplish this study without hesitation.
First, the researchers would like to thank the Almighty God for giving them the strength,
determination, and enough knowledge throughout accomplishing this study.
Secondly, the researcher would like to thank their teacher Mrs. Christina P. Gordolan for
giving us useful tips, suggestions, and advices.
Also, the researchers would like to thank their parents for their financial and moral
support and to all the respondents who helped us in order to finish this study. We are sincerely
thankful to everyone.
Sincerely,
The Researchers
DEDICATION
This study is dedicated to our family, especially our beloved parents, who have been our
inspiration and our strength when we were on the brink of giving up, who unconditionally
supported us spiritually, morally, emotionally, and financially.
To our teachers, classmates, and friends who gave their words of motivation and advice
to finish this research.
Most importantly, we dedicate this study to our Almighty God. We thank You for the
strength, knowledge, skills, guidance, protection, and a healthy life. All the glory be unto You.
ABTRACT
On March 11, 2020 the World Health Organization (WHO) declared COVID-19 as a
global pandemic which put the whole world in a crisis. Education was immensely affected, thus,
the reason there are new learning modalities implemented. Learning is a tough and continuous
process. The shift from traditional learning towards a new modality of learning encompasses a
major impact on the academic performance of students.
Online learning ends up in self-directed learning where students can see the real world
from their own online experience on different virtual platforms. Research shows that without the
learner interaction, it causes failure and eventual drop-out in online courses. courses (Willging &
Johnson, 2009) and the lack of connection between learners was noted as and internal factor
leading a learner to drop-out (Zielinski, 2000). Learning styles also make an essential component
of how the teacher will demonstrate the student’s knowledge to understand what is being taught
easily (Busilaoco et al., 2014).
The use of self-learning modules is another form of individual used instructions,
otherwise known as modular approach in teaching and learning (K. Jaya Sree, 2004). In many
countries, the rate of using of modules as a way of learning is increasing. Consequently, tons of
books are now using “modules” as a basis rather than “units”. Moreover, psychologists stated
that there is no adequate evidence to justify incorporating learning style assessments into general
educational practice.
In this study, the researchers used the basic research method in analyzing and
gathering data since this research is meant to figure out the effects of the new modalities of
learning on the academic performance of Humanities and Social Sciences students in Rizal
National High School. Qualitative research method is used as the researchers need to unearth the
thoughts and feelings of the respondents to be able to give new concepts, theories and results
about this study.
TABLE OF CONTENTS
ACKNOWLEDGEMENTS…………………………………………………………………… i
DEDICATION…………………………………………………………………………………. ii
ABSTRACT……………………………………………………………………………………. iii
TABLES OF CONTENTS…………………………………………………………………… iv
CHAPTER 1………………………………………………………………………………………
INTRODUCTION………………………………………………………………………...1
STATEMENT OF THE PROBLEM……………………………………………………...3
SIGNIFICANCE OF THE
STUDY……………………………………………………….4
CONCEPTUAL FRAMEWORK…………………………………………………………5
SCOPE AND DELIMITATION………………………………………………………….6
DEFINITION OF TERMS……………………………………………………………….7
CHAPTER 2……………………………………………………………………………………….
REVIEW OF RELATED LITERATURE…………………………………………………
BIBLIOGRAPHY………………………………………………………………………………
CHAPTER I
INTRODUCTION
Due to this unprecedented situation that we’re in because of the sudden birth of COVID-
19 which was declared a global pandemic by the World Health Organization on March 11, 2020.
The Philippines is in the process of adapting to the new normal form of education at present, and
continuous innovations of educators and active involvement of other stakeholders are the driving
force for its success. According to Quinones (2020), distance learning refers to learning delivery
modality, where learning takes place between the teacher and the learners who are
geographically remote from each other during instruction. This modality has three types:
Modular Distance Learning (MDL), Online Distance Learning (ODL), and TV/Radio-Based
Instruction. Two among the three stated modalities are mostly used by the students, namely the
modular distance learning, and online distance learning. With these, the students finally
continued on with their studies.
Online education has been the fastest growing segment of higher education. Because it is
so unlike traditional classroom-based instruction, many questions have been raised as to the
quality of the education offered in the online modality (Carrol and Burke, 2013). According to
Gibson (2008), the test scores that were compared from online and face-to-face sections of a
course taught by the instructor, it was found that the face-to-face students did slightly better than
the online students. Haavind (2000) concluded from his research that it was more difficult to
monitor discussion in an online environment than in a classroom setting.

The most popular type of distance learning is modular learning. Public schools in the
Philippines have implemented this learning modality because of the survey conducted by the
Department of Education (DepEd), learning through printed and digital modules emerged as the
most preferred distance learning method of parents with children who are enrolled this academic
year (Bernardo, J). FlipScience (2020) stated that, since education is no longer held within the
school, parents serve as partners of teachers in education. Parents play a vital role as home
facilitators. Their primary role in modular learning is to establish a connection and guide the
child. Students without access to internet connections were also taken consideration when it
came to implementing this learning modality. The use of modules encourages independent study
and students develop a sense of responsibility. The only downfall for this modality is that greater
self-discipline and self-motivation is required from students, increased preparation time and lack
of concrete rewards for teachers and staff, and greater administrative resources needed to track
students and operate multiple modules.
Meanwhile, an online learning network called DepEd commons was designed to promote
alternative learning delivery methods. This is an example of TV and radio-based teaching,
wherein educational materials and instructions will be broadcasted.
Knowledge is a must during these tough times but despite that, can students really gather
such? The key purpose of this research is to determine the effects of the new learning modalities
on the academic performance of Humanities and Social Sciences (HUMSS) students in Rizal
National High School. Additionally, to find out the challenges encountered by the teachers,
parents, and students in the implementation of Distance Learning in the Philippine public
secondary schools. Lastly,this study also aims to find a solution for those who have a hard time
with the newly implemented modalities and to help them cope and for them to pick up new ways
on achieving a good academic performance.
STATEMENT OF THE PROBLEM
This research aims to determine the effects of the new learning modalities on the
academic performance of Humanities and Social Sciences (HUMSS) students in Rizal National
High School. Specifically, this study seeks to answer these following questions:
1. What are the experiences of students with the new learning modalities?
2. How do the students cope up with these?
3. What are the strategies they used to achieve their academic performance?
SIGNIFICANCE OF THE STUDY

The researchers found the results of the study significant to the following:
To the students. This study can give ways to students on how to cope with the new
modalities of learning and on how to achieve a good academic performance.
To the teachers. This study can give insights on the students’ welfare about the new
learning modalities and this can also help them improve their ways of teaching.
To the parents. The current study gives the parents an understanding on the different
effects of the new modalities on the academic performances and this would also help them give
proper guidance to their child.
To the future researchers. The future researchers can utilize this study as a basis for
their future study that is relevant to the current study. The topic for this research is a good one
that the future researchers can possible use and this paper will serve as a guide for them if they
pursue to widen their knowledge on the effects of the new modalities.
CONCEPTUAL FRAMEWORK
The purpose of this study is to determine the effects of the new learning modalities on the
academic performance of Humanities and Social Sciences students in Rizal National High
School. The researchers present this conceptual framework for better understanding of the study.
Effects of the New Modality of Learning on the

Academic Performance of HUMSS Students in Rizal
National High School
HUMSS Students
New Modality of Learning
Academic Performance
Comparison of New Learning Effects

Modality and face Techniques
to face learning
Disadvantage Advantage
Recommendation
Figure 1. Framework of the study
Figure 1 depicts the study’s summary and how the variables and elements are
interconnected. The study’s independent variable is the new mode of learning, while the
dependent variable is the student’s academic performance.

Concerning the above statement and figure, the study sought to ascertain the effects of
the new mode of learning on the academic performance of the selected senior high students.
Aside from that, it demonstrates the students’ thoughts and ideas on whether the new modality
assists them achieve better academic performance than the traditional face-to-face setting.
Furthermore, their learning techniques were included to elaborate and conceptualize how
the new modality affected the students. Lastly, this conceptual framework will be useful to the
following people and institutions: schools, teachers, parents, and students.
SCOPE AND DELIMITATION
This study only covers the relationship of New Learning Modalities to the Academic
Performance of the Humanities and Social Sciences students. The eligible students in this study
are current students in the academic year 2020-2021.
The study will only be conducted inside the parameters of Rizal National High School from the
last week of May until the second week of July
DEFINITION OF TERMS
Academic Performance – is the measurement of student achievement across variables academic
subject (Ballotpedia, n.d).
Academic Task – any learning activity or assessment that asks the student to hand in to
demonstrate their knowledge, understanding, and proficiency.

Blended Learning – This refers to a learning delivery that combines face-to-face with any, or a
mix of, Modular Distance Learning, Online Distance Learning, and Television/Radio-Based
Instruction.
Distance Learning – This refers to a modality where learning takes place between the teacher
and the learners who are geographically remote from each other during instruction.
Online Education – A domain of learning that delivers instruction and course materials over the
Internet and other computer-mediated communication tools.
Self-efficacy - “The belief in one’s capability to organize and execute the courses
of action required to produce given attainments” (Bandura, 1997, p.3).
Self-learning – Individuals take the initiative in diagnosing their learning requirements,
establishing learning goals, identifying human and material resources for learning, and
evaluating learning outcomes, with or without the support of others.
Self-regulation – Three phases of self-regulation: forethought, performance control, and self-
reflection. Forethought includes such cognitive processes as goal settings, self-efficacy beliefs,
and strategic planning. Subprocesses of performance control include attention focusing, self-
instruction, and self-monitoring. Self-reflective
subprocesses are self-evaluation, attributions, and adaptivity (Zimmerman, 2002).
Students- Person enrolled in school who are experiencing New Learning Modalities.
Students Achievements- the measurement of the amount of academic content a student learns in
a given time frame. Each instruction-level has specific standards or goals that educators must
teach to their students.

CHAPTER II
REVIEW OF RELATED LITERATURE
The new way of learning brought by COVID-19 pandemic can be an additional challenge
for the teachers, students and even parents during this difficult time. Learning is a continuous
process, and a process is a series of actions that culminate in a result. Learning barriers might
cause the learning process to be slowed or stopped. The shift from traditional learning towards a
new modality of learning encompasses a major impact on the academic performance of students.
The face-to-face (F2F) learning format is characterized as “traditional” by many of the
authors, referring to the fact that this is the format with the longest history of the three formats
and in relation to which online and blended learning represent a modern or innovative
intervention (e.g., Chigeza and Halbert, 2014; Adams, Randall and Traustadóttir, 2015; Pellas
and Kazandis, 2015; González-Gómez et al., 2016). Generally, its meaning derives from an
understanding of an instructional format that involves a physical classroom and the synchronous
physical presence of all participants (i.e., teachers and students). One study emphasizes that even
in-class use of computers and educational technology does not affect the definition of the F2F
format so as to change it into blended learning (Bernard et al., 2014).
According to Alismail (2015), E-learning is a powerful tool in technology that provides
people direct access to information and knowledge. Online learning ends up in self-directed
learning where students can see the real world from their own online experience on different
virtual platforms. E-learning is a form of education in which students use their home computer to
access the web. More than just a new twist on distance learning, online schooling is changing the
face of traditional classrooms and making education more accessible than ever before
(Venkataraman, 2020).
Many studies compare the effect on students’ learning outcome generated by respectively
F2F teaching and/or blended learning. In Bernard et al.’s (2014) meta-study of blended learning
in higher education, students in blended programs have turned out to achieve slightly better than
students following traditional classroom instruction programs. Similar findings have been made
by other studies – e.g., Israel (2015), Northey et al. (2015), Southard, Meddaug and Harris
(2015), González-Gómez et al. (2016) and Ryan et al. (2016).
A 2015 study by Heather Kauffmann explored factors predictive of student success and
satisfaction with online learning. Kauffmann notes that several studies have found that online
learning programs lead to outcomes that are comparable to those of face-to-face programs.
VanPortfliet and Anderson note that research into hybrid instruction indicates that
students achieve outcomes that match, if not exceed, outcomes from other instructional
modalities. In particular, academic achievement by students in hybrid programs is consistently
higher than that of students engaged in purely online programs.
McCormick, Dimmitt, & Sullivan, 2013 also sated that students who are explicitly
taught metacognitive activities, such as written self-reflection, tend to be more highly engaged in
their school work as well as maintain higher levels of academic proficiency.
In connection, Modular Distance Learning is another approach for blended
learning. In the Philippines, this learning modality is currently used by all public schools because
according to a survey conducted by the Department of Education (DepEd), learning through
printed and digital modules emerged as the most preferred distance learning method of parents
with children who are enrolled this academic year (Bernardo, J). This is also in consideration of
the learners in rural areas where internet is not accessible for online learning.
The teacher takes the responsibility of monitoring the progress of the learners. The
learners may ask assistance from the teacher via e-mail, telephone, text message/instant
messaging among others. Where possible, the teacher shall do home visits to learners needing
remediation or assistance (Llego, n.d.). Printed Modules will be delivered to students, parents or
guardians by the teachers or through the Local Government Officials.
Since education is no longer held within the school, parents serve as partners of teachers
in education. Parents play a vital role as home facilitators. Their primary role in modular learning
is to establish a connection and guide the child. (FlipScience, 2020).
According to the Department of Education (DepEd), parents and guardians perform the
various roles in Modular Learning such as Module-ator, Bundy-clock, and as Home Innovator.
As a Module-ator, they are the ones to get and submit the printed Self-Learning Modules (SLMs)
from and to schools or barangay halls at the beginning and end of the week, depending on the
agreement between the parents and the school. As a Bundy-clock, they must check their child's
schedule or workweek plan. Because of the number of subjects or activities to be done, they must
see that it is being followed accordingly to avoid cramming or delays in submission, which may
affect the child's performance. Lastly, as a Home Innovator, they must provide their child with a
productive learning environment to help them focus more on Learning. It must be a well-lighted
and well-ventilated space in the house, with little or no distraction.
The use of modules encourages independent study. One of the benefits of using modules
for instruction is the acquisition of better self-study or learning skills among students. Students
engage themselves in learning the concepts presented in the module. They develop a sense of
responsibility in accomplishing the tasks provided in the module. With little or no assistance
from others, the learners progress on their own. They are learning how to learn; they are
empowered (Nardo, M.T.B, 2017). Other advantages of modular instruction include more choice
and self-pacing for students; more variety and flexibility for teachers and staff; and increased
adaptability of instructional materials.

BIBLIOGRAPHY
Carrol, N., & Burke, M. (2010). Learning effectiveness using different teaching modalities.
American Journal of Business Education, 10 (3), 12. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1058308.pdf
Dangle, Y., & Sumaoang, J.(2020). The implementation of modular distance learning in the
Philippine secondary public schools. Retrieved from https://www.dpublication.com/wp-
content/uploads/2020/11/27-427.pdf
Snyman, J. (2020). The new normal in basic education. Retrieved from

https://www.lexology.com/library/detail.aspx?g=f4c146a9-7ef0-4bc1-8d6d-e6516a4a14ff
Eastin, M., & LaRose, R. (2006). Internet self-efficacy and the psychology of the digital divide.
Journal of Computer-Mediated Communication, 1(6). doi: https://doi.org/10.1111/j.1083-
6101.2000.tb00110.x
Zimmerman, B. (2002). Becoming a self-regulated learner: an overview. Theory Into Practice,

41(2), 64-70. Retrieved from https://www.jstor.org/stable/1477457
Student achievement definition and meaning. (2020). Top Hat. Retrieved from
https://tophat.com/glossary/s/student-achievement/
Academic performance. (2020). Ballotpedia. Review:

https://ballotpedia.org/Academic_performance
Sadiq, S., & Zamir, S. (2014). Effectiveness of modular approach in teaching at university level.
Journal of Education and Practice, 17(50). Retrieved from
https://core.ac.uk/download/pdf/234635879.pdf
Kintu, M.J., Zhu, C. & Kagambe, E. Blended learning effectiveness: the relationship between
student characteristics, design features and outcomes. Int J Educ Technol High Educ 14, 7
(2017). https://doi.org/10.1186/s41239-017-0043-4
Reader, S. (2018). Self-learning; why it's essential for you in the 21st century. Retrieved from
https://medium.com/wondr-blog/self-learning-why-its-essential-for-us-in-the-21st-century-
9e9729abc4b8

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Republic of the Philippines

Rizal, Nueva Ecija

EFFECTS OF THE NEW LEARNING MODALITIES ON THE ACADEMIC

A Qualitative Research Paper

In Partial Fulfillment of the Requirement for Grade 11 Practical Research 1

Precious Lyneth C. Sampayan

accomplish this study without hesitation.

determination, and enough knowledge throughout accomplishing this study.

giving us useful tips, suggestions, and advices.

supported us spiritually, morally, emotionally, and financially.

to finish this research.

major impact on the academic performance of students.

easily (Busilaoco et al., 2014).

The use of self-learning modules is another form of individual used instructions,

about this study.

STATEMENT OF THE PROBLEM……………………………………………………...3

SCOPE AND DELIMITATION………………………………………………………….6

REVIEW OF RELATED LITERATURE…………………………………………………

continued on with their studies.

monitor discussion in an online environment than in a classroom setting.

students and operate multiple modules.

alternative learning delivery methods. This is an example of TV and radio-based teaching,

wherein educational materials and instructions will be broadcasted.

on achieving a good academic performance.

STATEMENT OF THE PROBLEM

2. How do the students cope up with these?

SIGNIFICANCE OF THE STUDY

modalities of learning and on how to achieve a good academic performance.

proper guidance to their child.

pursue to widen their knowledge on the effects of the new modalities.

Effects of the New Modality of Learning on the

New Modality of Learning

Comparison of New Learning Effects

Figure 1. Framework of the study

dependent variable is the student’s academic performance.

following people and institutions: schools, teachers, parents, and students.

SCOPE AND DELIMITATION

are current students in the academic year 2020-2021.

last week of May until the second week of July

Academic Performance – is the measurement of student achievement across variables academic

subject (Ballotpedia, n.d).

demonstrate their knowledge, understanding, and proficiency.

Internet and other computer-mediated communication tools.

of action required to produce given attainments” (Bandura, 1997, p.3).

Self-learning – Individuals take the initiative in diagnosing their learning requirements,

evaluating learning outcomes, with or without the support of others.

Self-regulation – Three phases of self-regulation: forethought, performance control, and self-

instruction, and self-monitoring. Self-reflective

subprocesses are self-evaluation, attributions, and adaptivity (Zimmerman, 2002).

teach to their students.

REVIEW OF RELATED LITERATURE

The face-to-face (F2F) learning format is characterized as “traditional” by many of the

format so as to change it into blended learning (Bernard et al., 2014).

According to Alismail (2015), E-learning is a powerful tool in technology that provides

(2015), González-Gómez et al. (2016) and Ryan et al. (2016).

modalities. In particular, academic achievement by students in hybrid programs is consistently

higher than that of students engaged in purely online programs.

their school work as well as maintain higher levels of academic proficiency.

In connection, Modular Distance Learning is another approach for blended

according to a survey conducted by the Department of Education (DepEd), learning through

guardians by the teachers or through the Local Government Officials.

is to establish a connection and guide the child. (FlipScience, 2020).

and well-ventilated space in the house, with little or no distraction.