Effectiveness of Self-Directed Learning on Modular Students Learning Outcome

A THESIS

Presented to

The Senior High School Department

In Partial Fulfillment

of the requirements in

Investigation, Innovation, Immersion

of Humanities and Social Sciences

By:

Tura, Benjamin Q.

Dullete, Jelina I.

Visaya, Joshua G.

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 ABSTRACT

Due to the world current situation in COVID-19, the idea of self-directed learning

with modules under new norm of learning brings up. It gives struggle upon adjusting

with the new nature of learners to learn. The major effects of this pandemic are felt by

the million students around the country causing major struggle on students learning

outcome. This quantitative research aims to assess the effect of self directed learning

on modular students learning outcomes. The respondents of this research were

composing of senior high school student of paradise farms national high school. The 25

respondents were purposively and randomly chosen answered the survey questionnaire

formulated by the researcher and validate by experts. With the use of online platforms

the data use in research were gathered and help in assessing their learning outcomes

in the middle of pandemic.

ACKNOWLEDGEMENT

Through the process of making the study we are very grateful, especially to our

almighty god who gave us the strength, wisdom, and guide to face the problems that

we’ve been through to make this study successful. To give a glance of gratitude we also

want to give thanks to our friends.

We can’t conduct this research without the approval of our dearest principal Mrs.

Annie Joacquin. We are very grateful for her help to conduct this study and make this

research possible.

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 We also want to mention our very hardworking and diligent assistant principal

who also helps us to make this research possible by improving our research and help

us to know the true essence of conducting a good research.

To our most considerate, enthusiastic, loving and great teacher in Practical

research 1 and investigation, innovation and immersion or 3I, Mrs. Gwen T. Francisco.

We are very grateful with her glace of pure kindness in guiding us to make this

research. We want to mention her being a very considerate and patience attitude

towards our group struggles and trials in making our research.

To our generous teacher that open their door for us to make our research

possible, Mrs. Joan Garcia and Mr. Marlon Dias that help us in validating our research

instrument.

To our family that provides us the needs that we need through the process, for

their moral support and guidance that made this research possible for us. For our

friends that open their hands to help us in the things that we find difficult to understand.

To Ayen Nonan, Jovilyn Antalan and Ira Meneses that been a big help for us in

conducting this research.

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 TABLE OF CONTENTS

Abstract………................................................................................................ 2

Acknowledgement…………………………………………………………………..3

Context and Rationale

Introduction……………………………………………………………….....5

Statement of the problem………………………………………………….7

Significance of the study…………………………………………………..9

Research Hypothesis………………………………………………………..11

Conceptual framework……………………………………………………..12

Literature Review……………………………………………………………13

Research Methodology

Research design, Respondents, Sampling…………………………….20

Data Collection………………………………………………………………21

Plan for data analysis……………………………………………….............22

Result and discussions

Findings of the study………………………………………………………………23

Conclusion, Recommendations………………………………………………….47

References……………………………………………………………………………

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Appendices…………………………………………………………………………..

CHAPTER I

The Problem and Its Background

Introduction

Coronavirus is the primary reason for why students' lack education in recent

times. This virus caused this pandemic that made face to face learning process

impossible for this year. The new normal system of education is one of the factors that

give struggle with students. Many adjustments were done after bringing back the

schooling with the new set up. Online schooling is the best way to make the new normal

learning possible. Thus, online learning is not the only way that a student can learn in

the midst of pandemic (Sec. Briones, 2020). The other option could be modular modality

and self-directed learning.

Self-assessment or self-taught amidst this pandemic are the processes that

learners are dealing in this kind of situation. The researchers aim to know how self-

directed learning with the use of reading materials such as modules is effective on the

learning outcome of a student who chose modular distance learning modality.

To make a clearer view on how students were affected by this social problem we

will conduct a non-experimental research that will focus on the effectiveness of self-

directed instructions in the students learning outcome especially with the students with

modular modality in amidst pandemic.

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 Over the past decade, the world has experienced the again same phenomena of

pandemic. March 11, 2020, nine months since the virus was officially announced by the

world health organization as a world health crisis (Ducharme, 2020). It changes the

normal way of living of people. The different social institutions in the country adjust with

the new way of normal. To continue the schooling, the department of education

proposes the distance learning modalities.

Distance learning refers to the learning of student without the physical presence

(ViewSonic, 2020). This is the plan and action by the department of education to avoid

the spread of COVID-19; it was applied to practice the social distancing. This is to

protect the students and as well as the country against the rapid contagion of virus. This

type of learning was forced due to the policy “no vaccine, no classes” (Santos, 2020).

Modular modality was one type of distance learning wherein it involved the

individualized instructions. Students are self-directed studying with the use of SLM's or

self-learning modules that are in printed and digital format (Llego, 2020). The fact that

the family is an impoverished family, they don’t have a capability to provide the

materials in new normal learning. The most preferred kind of modality of the parents is

Modular modality after giving a Learner Enrollment and Survey Form or LESF (Cariaco,

2020). Some parents preferred the said modality because of some certain problems in

finance, lack of sources, can’t access with internet connection, and etc. (Santos, 2020).

Self- directed learning is the method of acquiring knowledge or learning by

himself/herself without other individual help (Petro, 2017). This method of studying

already exist before and not a latest trend. However, this is required to the students with

modular modality. They need to comprehend well to gain learning from their modules.

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This is a skill that is allowing an individual to manage themselves and their task without

being directed by other (Weimer, 2010). This learning prepares the student nowadays

or the learners of 21st century to consider the perspective of lifelong learning (Tekkol

and Demirel, 2020). Thus, not all of student are able or can teach themselves especially

modular students in midst pandemic.

Senior High school students don’t have the same subjects unlike when they are

in Junior High school. Subjects are more complex and vary depending on their tracks

and specialization. Moreover, learning individually is difficult and might affect their

learning outcomes especially in Senior High school. Furthermore, the light of the

purpose of this study is to determine the impact of the self-directed learning in their

learning outcomes as Senior High school students of Paradise Farms National High

school, who chose the modular modality in midst of pandemic

Statement of the problem

This study aims to understand the impact of self-directed instruction in learning

outcomes of the senior high school students with modular distance learning modality.

Moreover, the study aims to answer the following questions:

1. What are the levels of modular students being self-directed learners in terms

of;

1.1. Age

1.2. Level of independence

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 2. How may self-directed learning affect students learning outcomes in terms of;

2.1. Cognitive

2.2. Affective/feelings

2.3. Psychomotor

3. What is the significance of the self-directed learning on the students learning

outcomes?

Scope and Delimitation

This non-experimental study will focus on determining the impact of self-directed

learning on modular students' learning outcomes, on how students' assessing their

learning by self-teaching and how they able to get an accurate and valuable answer and

learned by doing those activities that they need to read and answer for themselves. This

study will also show the different techniques of the modular students' while doing their

different performance tasks and how they able finish all of the readable and answerable

materials.

The result of this study will not generalize all the areas that include students'

learning outcomes. There is only limited time for the researchers to do the intervention.

This study will use survey questionnaires for gathering data/information that researchers

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need with set of questions that is validated by the expert of that particular field. Even

respondents are not enough to achieve the numbers that researchers need because of

some problems like students may not have access to internet, whether they don't have

load, data or internet connection in their place. This study will be conducted at first

semester of school year 2020-2021 at Paradise Farms National High School.

Significance of the study

This study aims to understand the impact of self-directed learning of student in

the middle of pandemic to their learning outcomes. The findings of these research will

be significant to the following people:

Students, the outcome of this study will help to student to find possible

techniques to lessen the hardship in finishing the given learning material with the self-

directed learning in the middle of pandemic.

Teachers, the result of this research will help the teachers to able to see the

problem that students encounter in making self-directed learning. They can find a better

way to provide more efficient and effective materials for the student understand more

the lessons.

Parents, this study will show them the experiences that their children might

encounter. It will also show them the different strategies on how they could able to help

their children while answering there learning modules.

Administration, this research could show them that the learning of student might

deal with the material that they are using. So they can provide more effective material

that is easier to understand for the modular modality students.

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 Future researchers, this is study will be helpful to the future researchers

because they can use it as a springboard to their own study and it will show them the

gap that the researcher able to bridge. They can use it as a related literature in future

studies.

DEFINITION OF TERMS

COVID-19 – a virus that came from the new strain of corona virus that cause a severe

respiratory illness. A transmittable virus that can infect an individual with just a

respiratory droplet of infected person.

Pandemic – disease that spread all over the whole world.

Domains of learning:

Cognitive – learning that acquires the comprehension and understanding of individual,

learning under the influence of both internal and external factors.

Affective / feelings –a learning that pass through the emotional impact of an individual

to learn

Psychomotor – the result, outputs and skill that acquire to show the learning process of

an individual

Learning modality – type of learning method in the midst of the pandemic, this can be

in form of online learning or modular learning.

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Modular modality student – students that uses hard copied learning materials or

modules to acquire knowledge provided by the Department of Education.

Distance learning – a kind of learning where the class is didn’t require or allowed

physical presence and contact.

RESEARCH HYPOTHESIS

The researcher can assess the impact using the applicable statistical treatment

H0 = the distance learning has negatively impacted the learning outcomes of modular

students.

H1 = the distance learning has positively impacted the learning outcome of modular

students.

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CONCEPTUAL FRAMEWORK

This part of the study discusses the input, process and output of the study

INPUT
1. Self-directed learning that
affects students learning
outcome
The levels of modulars
students being self-directed
lectures
The significant of self-
directed learning on the
students outcomes
PROCESS
1. asessment on the impact of
self directed learning on the OUTPUT
modular student learning
outcomes
Proposed a program for the
self directed learners to have
1. survey a technique and enhancing
2. interview programs to self learn .
- presentation, statistical
analysis and interpretation oh
the data.

Input talks about the objectives that the researchers need to observe and see

through the research process. The variables that and the target goal of the paper on

how distance learning affect the students learning outcome in terms of the being self

directed learner.

The process discuss about method that the researcher will use in conducting the

study. This talks about how the researcher will gather the data. Through the use of the

survey questionnaire and interview in online platform. This is to be able for the

researcher to follow the safety health protocols.

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 Lastly, the output shows the program that will be implemented to the expected

outcome of the study which is the enhancement in the self-directed learning of modular

student. This program will propose to help the students to learn more on their learning

materials.

CHAPTER II

REVIEW OF RELATED LITERATURE

Distanced learning has been the form of remote education in the Philippines

due to the current situation which is the Covid-19 Pandemic. The Department of

Education came up with different distanced learning modalities and the Modular

Distanced learning is one of them, an alternative for the students who cannot afford

online distance learning modality. ODL is the preferred mode since some of the

elements of the traditional learning/teaching method is observed such as real time

teaching and interaction and expanded use of technology. However, most of the

students in public schools do not have enough resources, gadgets, and time for it, in the

view of the fact that some students need to help for their family sustainability. Since

these students cannot attend the online class, they have to do a self-directed learning in

order to understand and learn from the module provided.

Self-directed learning is a mechanism in which individuals diagnose their

learning needs, formulate learning priorities, determine human and material tools for

learning, choose and execute effective learning methods, and evaluate learning

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outcomes on their own, with or without the assistance of others (M. Knowles, 1975).

The following are the possible factors affecting the impact of self-directed learning on

modular student’s learning outcome:

According to Setlhodi (2019), The willingness of a learner to direct his or her

own learning usually means that the learner decides his or her own learning method

and speed in a way that supports her own learning style. Assuming obligation for one's

own learning, heading one's own learning tasks, and displaying competency in

conducting learning tasks at a manageable rate includes this. Meaning, one of the

things that defines competencies of the modular students is having time management in

conducting academic tasks and doing it in a pace in which the student is able to learn

from the module. Some of the modular students nowadays needed to provide help for

their family’s sustainability knowing some of the businesses today are being closed due

to the pandemic. Thus, the time of the learners are being divided in helping their family

and working on their academic tasks. In order to finish the task on time, the student

must plan out a schedule in which the learner would be able to do their responsibility as

a family member and as a student subsequently.

Planning a self-learning method requires trust on both the student and the

teacher. Knowing the fact that the modules provided has answer keys, constant

communication between the student and teacher is a must especially to the MDL

students that are not able to access the online distance learning. This kind of

relationship builds the trust and confidence among the students in doing their academic

tasks (Grant,2019). It also avoids cheating in working on their modules.

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Learning Domain

According to Pandey (2017), Bloom's Taxonomy (BT), which was established by

Benjamin Bloom, is one of the most widely used theoretical frameworks for learning in

instructional design. In eLearning, Bloom's Taxonomy (BT) and the Revised Bloom's

Taxonomy (RBT) are used to design the learning architecture of a course. Teachers are

crucial in the teaching process because they create and deliver classes. Teachers must

therefore guarantee that the three (3) areas of learning, namely cognitive (thinking),

affective (emotions or feelings), and psychomotor (physical or kinesthetic), are met

(London school Of Management Education, 2019). The 1956 hierarchy was revised in

2001 by David Krathwohl, on of Bloom’s original partnersand co-editor Lorin Anderson,

with input from the cognitive psychologists, instructional researchers, testing and

assessment professionals, and curriculum theorist.

This new updated version made a significant modification to Bloom's Taxonomy's

cognitive domain: it changed the terminology used from nouns to verbs, shifting the

focus away from acquisition and toward active execution of the sorts of learning needed

in each step of the hierarchy. "Synthesis" was likewise removed, and "create" was

relocated to the domain's top level. The domain consists of the following in

chronological order from the bottom to the top: remember, understand, apply,

analyze, evaluate and create.

Learning aids in the development of a person's mindset and the learning of new

abilities. The cognitive domain is concerned with improving an individual's mental

abilities and knowledge. Knowledge, understanding, application, analysis, synthesis,

and assessment are among the six areas that comprise the cognitive domain and its

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application of the student to use the abstract knowledge in a new situation (London

School of Management Education, 2019). According to Pandey (2017), knowledge,

understanding, and critical thinking about a certain subject are all part of the cognitive

domain. Traditional modes of education, such as classrooms or online learning, place a

greater focus on this domain's abilities, especially the lower-order objectives.

In accordance with London School of Management Education (2019), the

affective domain encompasses a person's feelings, emotions, and attitudes. Receiving

phenomena, reacting to phenomena, valuation, organizing, and characterization are

examples of emotional domain categories. The affective domain includes learning that

occurs at the behavioral level and describes how people behave emotionally. Affective

aims attempt to enhance attitudes, emotions, and feelings through raising awareness

(Pandey, 2017).

According to the study of Cannon and Feinstein (2005) which is citated by

London School of Management Education (2019), receiving phenomenon is a

subdomain that produces awareness of feelings and emotions as well as the ability to

use selective attention. This might involve paying attention in class to teachings. The

learner's active engagement in class or during group discussion is the next subdomain

of reacting to phenomena. Pandey (2019) added, the psychomotor domain is concerned

with skill acquisition. Skills entail the capacity to physically handle tools or instruments in

the same way as a hand can. Most psychomotor goals are concerned with behavior and

skill development. This involves a student's capacity to express their opinions and ideas

on numerous topics discussed in class. Organization refers to a student's capacity to

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prioritize one value above another and develop a distinct value system (London School

of Management Education, 2019).

Advantage of distance learning and self-directed learning

Pandemic is the main reason why all of us are dealing with lot of problems

nowadays. With this, Distance learning was introduced to us with its different features

that benefits teachers, parents and students which is forced to learn the new way of

educational system. Despite of being discomfort about the new system the benefits of it

is essential in learning process of each student (Emma, 2020).

Emerging self to self-directed learning give a lot of benefits in holistic way of

living. Upon learning in distance, the learners are required to have the right attitude of

having self-discipline, being able to evaluate progress and have organizational skills

(Greene, 2021). The fact that this new adjustment brings a lot of obstacles it gives off

the realization of our own personal learning style counted as one of benefits (Greene,

2021). Furthermore, having a success outcome under distance learning relies on the

student’s self-evaluation, self-discipline, and independence (Kindy et al 2018).

Students that are learning from their homes can have a flexible time for studying

by making schedule to balance multiple responsibilities (Regent Businesses School,

2016). Being under the distance learning, student will receive lot of benefits with regards

of; 1.) having accessible learning for student living in remote, 2.) The ability to tracked

faster the career growth and lastly to have a learning, update skills and enhance

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potential of a student (Regent Businesses School, 2016). With the advantages of

distance learning there is a big possibility that this could be the one of the best ways to

expand experience and skills.

The distance learning for those people who are able to study by themselves is

one of the best ways to learn as well as to those who find their home environment to be

less stressful. Distance learning and self-directed study may come in tandem for helping

a child nurturing under this health crisis. Furthermore, it can be also helpful in many

aspects in terms of finance, time and health (Emma, 2020)

Disadvantage of Distance Learning and Self-directed Learning

Distance Learning is one of the systems of education which separates educator

to students and vice versa (Scholarship Positions, 2014). With this setup there are a lot

of hindrances that may interfere in students learning process which are 1.) No physical

Interaction 2.) Less motivational 3.) Distance learning does not help developing oral

skills and social interaction 4.) Difficult to choose quality educational programs 5.)

Important to have good time management skills and 6.) Technical difficulties

(Scholarship Position, 2014)

According to Helplineph (n.d.), there are lots of hindrances for teachers which

they are dealing in the current educational system that is qualified as disadvantages

which are 1.) Not all students do their modules wholeheartedly 2.) Some parents spoil

their children, 3.) Some students tend to copy their answers from others without reading

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the modules, 4.) Many students said they never learn from modules and 5.) Modules

are for formality cause and do not internalize by the students.

In accordance with Boca Raton (2019) which evaluates and sees different

disadvantages of distance learning which are 1.) Credibility and quality of online

learning, 2.) Questionable accountability, 3.) Difficulty in comprehending the study

material 4.) No individual attention or feedback and 5.) Missing campus life.

Even though distance learning is one of the best options for learning and has a

lot of its advancements because of new media and there will always be disadvantages

that student may experience and will experience in this kind of new educational system.

Synthesis

In accordance with the pertinent literatures provided by the researchers, which includes

all related and significant concepts gleaned from numerous publications, studies, and

writers, the researchers formulated and gathered information about self-directed

learning of modular distanced learning and factors that affects the outcomes, the three

domains of learning by bloom’s taxonomy.

The chapter tackled about the blooms taxonomy in where the domains are given in

chronological order. The researchers also mentioned the 3-learning domain which are

the Cognitive, Affective and Psychomotor domain that is required for effective self-

directed learning of the students. Furthermore, the researchers quoted the advantages

and disadvantages of the current situation being related to the self-directing of the

modular distanced learning.

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Encapsulating the chapter, includes all of the literature that researchers read and scan

to suffice the information that readers and future researchers needed. All the

information that is discussed is related to the topic which is self-directed learning on

modular learner’s outcome. And lastly, researchers able to present the advantages and

disadvantages that shows the strength and weaknesses of modular modality that affects

the students learning outcome.

CHAPTER 3

RESEARCH METHODOLOGY

Research Design

A non-experimental study which employs descriptive research design. According

to Formplus Blog (2020), descriptive design focuses on the population, situation, and

phenomenon that is being studied which answers how, what, when and where

questions rather than why. A non-experimental research is a type of research which

does not involve the manipulation or controlling of dependent variable (Formplus Blog,

2020). The purpose of the said research design is to focus at the descriptive results

though it measures the causal variables and effect of the dependent variables, it does

not measure how or the extent to which these dependent variables changes (Formplus

Blog, 2020).

Sampling procedure

The objective respondent set by the researcher is the modular distance learners

that are self-directed learning in the middle of pandemic new learning system. The

researcher will propose to utilize the examining methodology which is purposive

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sampling. The procedure that was mentioned was chosen because the respondent

must have the set of necessary information that is vital for the researcher to perform the

study. The purposive sampling is used to meet the standard and goal of the research.

Research Instrument

The research instrument that a researcher employs to use is survey

questionnaires. According to International Encyclopedia of Human Geography (2009),

these are techniques for gathering statistical information about the attributes, attitudes,

or actions of a population by a structured set of questions. In quantitative studies, the

same set of questions are presented to wide range of sample or respondents, usually

with fixed response alternative or close-ended questions to choose from (Hellevik,

2019).

Data Gathering Procedure

The researchers will provide a survey questionnaire through google form that will

be send via messenger or facebook to the respondents that will give the data for the

research study. The survey questionnaires were systematically and provided by the

experts. It follows the use of likert scale to define the level of modular student’s self-

directed learning capacity. In accordance with the design of the scale, strongly agree is

equivalent to 5, Agree is to 4, neutral is to 3, disagree is set as 2 and strongly disagree

equals to 1 as the lowest. The guide question is design with regards to the research

topic in order to collect the data needed.

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Plan for data analysis

To know the modular students’ self- directed learning level, the data that the

researcher will gather from the questionnaire answered by the respondents will be

counted and listed properly in order to ensure the reliability and validity of data.

Frequency distribution of data will be used to determine the percentage of the

level of student in self-directed learning.

Formula:

P = f/n×10

Wherein:

P = percentage

F = frequency

N = total number of respondents

PART 1. Age

Table 1.Age of the respondents.

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 Frequency Percentage

17 9 36%

18 12 48%

19 2 8%

20 0 0%

21 2 8%

Total 25 100%

This table for age shows the number of student that age 18 get the most number

among the respondents which is forty-eight percent (48%) or twelve (12) of the selected

population. next with the nine (9) of the respondents among the population are at the

age of 17. Meanwhile the two (2) or eight percent (8%) at the age of nineteen (19) and

the left other two were the eldest at the age of twenty-one (21).

LEVEL OF INDEPENDENCE (STANDARDIZED TEST)

Table 2. student level of independence

WEIGHTED VERBAL
QUESTIONS RANK
MEAN RESPONSE

1. I set the target to achieve my

assignments and examinations for each

3.72 AGREE 3
course.

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2. I find time to study the learning

materials and/or resources in a course. 3.80 AGREE 2

3. I do not submit my assignments on

time. 2.20 DISAGREE 15

4. I persist in finishing uncompleted study

tasks as quickly as possible. 3.52 AGREE 5

5. I prefer to do other things than study the

learning materials or resources. 2.92 NEUTRAL 11

6. I have the capacity to present the

information on my assignments clearly. 3.32 NEUTRAL 7

7. The information I gathered for my

assignment is relevant. 3.08 NEUTRAL 10

8. I feel motivated whenever I am

studying. 3.24 NEUTRAL 9

9. I fear not doing my assignment/ 3.28 NEUTRAL 8

assessment

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10. I have poor performance on tests and

examinations. 2.64 NEUTRAL 13

11. I do not worry about submitting my

assignments on time 2.92 NEUTRAL 12

12. I’m physically drained when studying

2.56 DISAGREE 14

13. I’m able to use the information I

gathered in my assignments
3.60 AGREE 4
meaningfully.

14. I spend too much time researching

information for my assignments. 3.44 AGREE 6

15. The internet makes my life more

interesting 3.84 AGREE 1

This table for the standardized test shows the number of respondents that answered

whether agree, strongly disagree, neutral, disagree and strongly agree. the item that

had respondents to answer "agree" is the "internet makes my life most interesting" with

a 3.84 weighted mean. The second one is "I found time to study the learning materials

25
and/or resources in a course" with a 3.80 weighted mean. The third rank is "I set target

to achieve my assignments and examinations in each course. The fourth one is "I’m

able to use the information I gathered in my assignments meaningfully" with a 3.60

weighted mean. Fifth rank is "I persist in finishing uncompleted study task as quickly as

possible" with a 3.52 weighted mean. Sixth is "I spend too much time researching

information for my assignments" with a 3.44 weighted mean. Seventh rank is "i have

capacity to present the information in my assignment clearly" with a 3.32 weighted

mean. The eight rank is "I fear not doing my assignment/assessment" with a 3.28

weighted mean. Ninth rank is "I feel motivated whenever I am studying" with a 3.24

weighted mean. The tenth rank is "the information that I gathered for my assignment is

relevant" with a 3.08 weighted mean. the eleventh rank is " "I prefer to do other things

than study the learning materials or resources" with a 2.92 weighted mean. Twelfth rank

is "i do not worry about submitting my assignment on time" with a 2.64 weighted mean.

Thirteenth is "i have poor performance on tests and examinations" with a 2.64 weighted

mean. Fourteenth rank is "I'm physically drained when studying" with a 2.56 weighted

mean. Lastly, the fifteenth rank is "i do not submit my assignment on time" with a 2.20

weighted mean.

COGNITIVE

WEIGHTED VERBAL
RANK
MEAN RESPONSE

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1. I always translate the content of the
3.44 AGREE 5
modules for me to comprehend well

2. I read the modules and I can translate it on

3.68 AGREE 3
my own thoughts

3.I'm inspired to do my modules because I

3.48 AGREE 4
can apply my learning in real life

4. I find other resources to analyze well the

topic 3.92 AGREE 1

5. I evaluate the modules well by reading and

3.84 AGREE 2
understanding it

This table for cognitive domain shows the number of respondents that answers

whether agree, disagree, neutral, strongly agree and strongly disagree. Most of the

population agree on "I find other resources to analyze well the topic" with 3.92 weighted

mean. Second, respondents agree on the question "I evaluate the modules well by

reading and understanding it" with 3.84 weighted mean. Third, respondents also agree

with 3.68 weighted mean on the question "I read the modules and I can translate it on

my own thoughts". Next, respondents are agree with "I'm inspired to do my modules

because I can apply my learning in real life" with 3.48 weighted mean. Lastly, there are

3.44 weighted mean and respondents agree to the question "I always translate the

content of the modules for me to comprehend well".

AFFECTIVE

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 WEIGHTED VERBAL RANK

MEAN RESPONSE

1. I feel motivated in doing my module all 2.80 NEUTRAL 4

the time

2. I strictly follow instructions given in my 3.96 AGREE 1

modules

3. I prioritize doing my module all the time 2.76 NEUTRAL 5

4. I prioritize learning something from my 3.12 NEUTRAL 3

module all the time.

5. I plan out a schedule in doing my 3.44 AGREE 2

modules

This table for cognitive domain shows the number of respondents that answers

whether agree, disagree, neutral, strongly agree and strongly disagree. Most of the

population agree on "I strictly follow the instructions given in my modules" with 3.96

weighted mean. Second, there are 3.44 weighted mean on the question “I plan out a

schedule in doing my modules" which respondents agree with. Third, respondents are

undecided or neutral on “I prioritize learning something from my module all the time"

with 3.12 weighted mean. Next, respondents are undecided or neutral with weighted

28
mean 2.80 on the question "I feel motivated in doing my modules all the time". Lastly,

there are 2.76 weighted mean and respondents are undecided or neutral on the

question, “I prioritize doing my modules all the time".

PSYCHOMOTOR

WEIGHTED VERBAL RANK

MEAN RESPONSE

1. I am able to understand and 3.40 AGREE 3

perform the activities in my modules

2. I am able to get passing scores on 3.32 NEUTRAL 4

my exams

3. I am able to apply and perform what 2.88 NEUTRAL 5

I have learned in the modules

4. I am able to adapt the nature easily 3.44 AGREE 2

where I'm working with my school

work

5. I always get high scores every time 3.48 AGREE 1

I answer the learning Activity sheets

29
 This table for cognitive domain shows the number of respondents that answers

whether agree, disagree, neutral, strongly agree and strongly disagree. Most agree on

the question "I always get high scores everytime I answer the learning activity sheets"

with 3.48 weighted mean. Second, respondents are agree on the question "I am able to

adopt the nature easily where I'm working with my school work" with 3.44 weighted

mean. Third, respondents are also agree and have 3.40 weighted mean on the question

"I am able to understand and perform the activities in my modules". Next, there are 3.32

weighted mean and respondents are undecided or neutral on the question "I am able to

get passing scores on my exam". Lastly, respondents are undecided or neutral with the

question "I am able to apply and perform what I have learned in the modules" with 2.88

weighted mean.

Chapter V

Conclusions and Recommendations

This chapter involves the summarization of the study as the basis of major findings ,

conclusions and recommendations.

Conclusions

30
 This study involves the modular students’ of Paradise Farms National High School

and has a sample size of 25. The respondents are chosen by the use of purposive

sampling and are categorized as correlational study. The researcher employs to use

survey questionnaires that structured questions in order to collect the data needed.

1. SHS students from age 17- 18 were find as self-directed learners

Findings emphasizes that majority of respondents are 17-18 years old which are self

directed themselves under the new normal system of education and it comprises of

84% of the population.

2. Students Level of Independence

Statistics shows that large size of population are able to learn by themselves. Most

can manage to make targets, finished tasks in their modules, and feel motivated in

answering modules which results to positive outcome.

3. Self directed learning outcomes affects cognitive domain of learning

The findings shows that thinking of abilities of modular student’s become efficient in

terms of translating, reading and evaluating the materials on their own thoughts and

result to positive outcomes because most of the respondents responses are agree.

4. Student’s feelings towards being self-directed learner

Motivated, inspired and goal keeper towards self directed learning are the dominant

characteristics that is shown after statistical treatments. Most of students spend their

time prioritizing their modules and don’t feel bad while answering. Furthermore,

31
there are students that found undecided or unsure about what they feel answering

the module.

5. Student’s skills in self directed learning

Student’s found that they were able to do their task and performance accurately and

on time, thus, most of the student’s were unable to identify themselves from having a

passing scores, high scores and apply what they have learned.

Recommendation

In the light of the aforementioned conclusions which are drawn in this study, the

following presentation is hereby presented.

1. Most of the student’s are able to learn by themselves but there are still some

students that need of assistance and guide in learning process, so there must be an

assistive learning aid to help them analyze and evaluate the modules.

2. Planning and scheduling are essential in self-directed learning and some are still

struggling in managing time on doing their tasks, so that time management is one of

the factors that is needed for the learners.

3. This study may be also used for gathering further information for the future

researchers in which can be helpful for the enhancement of the study in accordance

to the stated problem.

32
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APPENDICES

36
37