Effects of Modular Classes To The Study Habbits of Grade 10 Student in Acnhs 1

Republic Of the Philippines
Department of Education
Region 02
Schools Division of Nueva Vizcaya
Alfonso Castañeda National Higgh School
“EFFECTS OF MODULAR
CLASSES TO THE STUDY
HABBITS OF GRADE 10
STUDENT IN ACNHS”
Rake Raily A Andres

Rainer L Geronimo
Mark Joseph Alvarado
1
Region 02

Region 02
Alfonso Castañeda National High School
“EFFECTS OF MODULAR CLASSES TO THE STUDY
HABBITS OF GRADE 10 STUDENT IN ACNHS”
In Partial Fulfilment of the Subject English
A QUANTITATIVE RESEARCH
Presented by;
Rake Raily A Andres

Rainer L Geronimo
Presented to;
Manilyn M. Valdez
Research Adviser
2
Region 02
June, 2023
Acknowledgement
We, researchers would like to express our sincere appreciation to the following
people who
offered their untiring support and help to make this research complete.
To, Ms. Manilyn M. Valdez, for her constructive criticism, patience in checking the
grammatical errors, untiring effort in sharing us ideas and encouragement which inspired us
to
make thus study success.
To our parents, Mr. And Mrs. Andres, Mr. And Mrs. Landingin and Mr. And Mrs. Alvarado
Who sustained and motivated us through this whole quarter, for willingly giving us the
moral and
financial support for this study, and for the patience in understanding when we have sleep
nights
while making this study.
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To our beloved respondents, the 10th grade student in Alfonso Castañeda National
High
School, for their participation in this study and for their time in answering our
questionnaires
Sincerely.
Most of all, to our almighty God who give us the strength and wisdom to do this research,
for giving us the enlightenment to pursue the study.
It was heart whelming feelings to have your support during the process of completing this
study. Thank you and God bless Us All.
Rake Raily Andres

Rainer Geronimo
Dedication
We dedicate this research to God Almighty, my creator, my strong pillar, my source of
inspiration, wisdom, knowledge and understanding. He has been the source of our strength
Throughout this research and His wings only have our soared. We also dedicate this
research to our beloved teacher Ms. Manilyn M. Valdez, who encouraged us all the way
and whose encouragement has made sure that we give it all it takes to finish that which we
have started. To our Parents, Friends and classmates who have been affected in every way
possible by this quest. My love for you all can never be quantified. God Bless.
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Rake Raily Andres

Rainer Geronimo
Table of contents
Acknowledge
Dedication
CHAPTER I: PROBLEM AND IT’S BACKGROUND
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Introduction …..................................................................................................................................... 1
Theoretical and Conceptual Framework .......................................................................................... 2-3
Research Paradigm …......................................................................................................................... 4
Statement of the problem …............................................................................................................... 4
Significance of the study ….................................................................................................................. 5
Scope And Delimitation ….................................................................................................................... 5
Operational and Definition of Terms …................................................................................................ 6
CHAPTER II: REVIEW RELATED LITERATURE
Review Related Literature …................................................................................................................. 7
Related studies ........................................................................................................................... 8-9-10
Synthesis ........................................................................................................................................... 10
CHAPTER III: RESEARCH METHODOLOGY
Research Design ................................................................................................................................ 11
Related Locale …................................................................................................................................ 11
Research Respondents …................................................................................................................... 11
Data Gathering Procedure ............................................................................................................ 12-13
Research Instrument ........................................................................................................................ 13
Data Analysis and Treatment …......................................................................................................... 13
CHAPTER IV: RESULT AND DISCUSSION
Respondent Gender............................................................................................................................ 14
Age Of Grade 10 Student.................................................................................................................... 14
Grade level and Section ….................................................................................................................. 15
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Had it easy to get a module …............................................................................................................ 15
Quick to understand even if no one teach …...................................................................................... 16
Working At home while making a module …......................................................................................16
Easy to make a module at home …..................................................................................................... 17
Focus on Module …............................................................................................................................. 17
CHAPTER V: SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary of findings …....................................................................................................................... 18
Conclusions …..................................................................................................................................... 18
Recommendation …....................................................................................................................... 18-19
ABSTRACT …................................................................................................................................ 19
REFERENCES ….................................................................................................................................... 20
PROFILE OF RESEARCHER ….......................................................................................................... 21-23
APPENDECIES …........................................................................................................................... 24
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CHAPTER I
Problem and it’s Background
Introduction
COVID-19 pandemic has highly affected our society because of its health risks that
may lead to danger. One of the affected sectors was education and it resulted too the
suspension of classes in order to avoid the spread of the virus. Despite of these challenging
situations, the Department of Education still managed to continue the classes through
online conduct setting. Education helps people think, show their emotions, feel about things
in a way that benefits to their success, and improves not only their own personal
contentment but also their society and community. Also, education develops the
individual's
personality, thoughts, that deals with other people and prepares anybody for the purpose of
the reality and life experiences (Al-Shuaibi, 2014). Face-to-face learning usually were the
instructor and the student meet in a set place for a set time, for either one-on-one leaming
or, most commonly, in gathering class lessons comparable to what happens in school. Face
to face learning could be a truly compelling way to memorize information and abilities
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since
it frequently combines distinctive ways of learning to count writing, reading, discussion,
presentations, projects, group work, film clips, demonstration and practice (Jones, 2017).
Online leaming is the most up to date and the most prevalent form of distance education
nowadays. In the past decade, it has a major effect on postsecondary education and the
trend is only increasing. Online learning is an instruction that takes put over the Internet. It
is frequently referred to as "e-leaning" among other terms. However, online learning is fair
one sort of.
The pandemic has had a lot of impact on students, especially parents who are also asking questions
because they don't understand the topic of a module. The pandemic is not easy for students
because they are not able to understand a topic well.
Conceptual Framework
Student engagement is consistently identified as a key predictor of learner outcomes within
the online learning environment. However, there is limited guidance about using proactive
strategies to improve engagement for low and non-engaged students: for example, by
specifically employing course learning analytics (CLA) and nudging strategies in courses to
assist these students. To explore how CLA and nudging can be used more effectively to
engage students, the authors were informed by a 12-month research project, as well as by
the theoretical perspectives presented by communication and critical literacies. These
perspectives were applied to develop a conceptual framework which the authors designed
to prioritise expectation management and engagement principles for both students and
academics. The article explains the development of the framework as well as the elements
and key communication strategies it embodies. The framework contributes to practice by
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explaining and justifying the accessible, time-efficient, student-focused approaches that
can be integrated simply into each course’s online learning pedagogy to support both
academics and students’ engagement.
Theoretical Framework
According to Maria Aristeidou and Simon Cruz Despite a growing body of
work on understanding how students perceived
the impacts of the Covid-19 pandemic, the effects on existing distance learning
have received less attention.
This study aimed to understand changes in
distance learning students’ study habits (learning, assessment and social activities)
and assess the factors associated with negative impacts. An online survey collected
information on demographics, study-related information, Covid-19 personal
circumstances and changes in study habits from 555 undergraduate students at The
Open University, UK. Of the study population, an average of 36% reported negative
impacts on their study activities and 15% positive impacts. Logistic regression
analysis (n = 269) demonstrated that negative impacts on study habits overall were
associated with difficulties in managing workload and limited interaction with other
students. Other factors, such as socioeconomic background, study level, limited
interaction with tutors, age, personal health, employment issues, and childcare and
caring responsibilities, relate to particular study habits. Our findings have
implications for how universities with new and existing distance learning practices
address these factors and better support ongoing learning activity during Covid-19
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and other similar disruptions.
Independent Variable
Research Paradigm Dependent Variable Expected Outcomes
Setting: Alfonso -Modular Learning This study expect the

Castaneda National Good learning and the
-Study Habbits
High School understand the topic in
Figure 1: Research Paradigm module
Respondents: Grade 10
It shows the independent variables contain the setting of this research the respondents and
student
their profile the dependents variable is the academic performance of grade 10 students during the
Gender:
pandemic, and the expected variable it shows expected about in this study in Grade 10 student of
Age:
Alfonso Castañeda national high school
Statement of the Problem

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The problems that this study will address are as follows:
What are the effects of pandemic in grade 10 students
The modular has been made easy
The 10th grade student really understands each topic in the module.
What are the positive and negative effect of having a modular class
Significance of the Study
This study Will be Beneficial to the following:
Teacher:
This research or study will help to know how does the modular are difficulties.
Future Researcher:
The Study will make the researcher knowledgeable on the Effects of Modular classes to the
study habits of grade 10 students in ACNHS, moreover this will be researchers' basis in giving
information to the future researcher.
Scope and Delimitation
Scope
This study will only scope in Alfonso Castaneda National High School 10th grade student.
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The researcher will conduct a survey to all grade 10 Student in Alfonso Castañeda National
High School
Delimitation
This study is for grade 10 student only in Alfonso Castaneda National High School
CHAPTER II
REVIEW RELATED LITERATURE
Foreign Study
According to Marinoni et al. the Covid-19 pandemic has affected teaching and learning at almost all
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HEIs worldwide, with two-thirds reporting replacing classroom teaching with distance teaching and
learning. Large-scale research involving 31,212 students explored the means of delivering distance
learning content among the HEIs of 62 countries and found that the most dominant form has been
online lectures via real-time video conferences. This synchronous approach was followed by other
asynchronous forms, such as sending presentations to students, video recording, written
communication using forums and chats, and, more rarely, audio recording. This rapid shift from
face-to-face to distance learning accommodated social distancing requirements and economic
shutdowns caused by Covid-19 but it did not come without significant challenges and costs.
The sudden and unexpected global shift to online teaching caused difficulties from several aspects
access to online systems, teacher and student competencies and pedagogies for distance learning,
and the requirements of specific fields of study. For example, restricted internet access has
presented major problems in low- to medium-resource countries such as India, whilst Tuquero
describes the suspension of distance learning in the Philippines because HEIs were not prepared to
implement online learning systems. Similarly, HEIs in countries with good internet connection
reported financial difficulties in investing in tools and online licences. Regarding competencies and
pedagogies, several HEIs discuss the implications of applying a different pedagogy for distant
teaching and learning. While some institutions, such as the OU, have developed and applied
Pedagogical approaches for online learning and sought to develop solutions for subject-specific
demands such as laboratories, staff in other HEIs have had to tackle this sudden shift with ‘learning
by doing’ approaches or by transferring their face-to-face practices into distance-mode teaching
Overall, a successful transition from face-to-face to online teaching depends on the existing
infrastructure, the capacity of teaching staff to adopt an online-teaching approach in them
discipline, and understanding how students respond to and experience this transition.
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Local Study
A module has clearly defined by Angeline Abude.
Taneja (1989) defined module as a unit of work in a course of instruction that is virtually self-
contained and a method of teaching that is based on the concept of building up skills and
knowledge in discrete units. A module is a set of learning opportunities organized around a well-
defined topic that contains the elements of instruction, specific objectives, teaching-learning
activities, and evaluation using criterion-referenced measures (UNESCO, 1988).
In the study conducted by Ali et al., (2010), entitled “Effectiveness of modular teaching at
Secondary level”, it appears that the modular learning groups perform significantly better than
the group taught by the traditional method of teaching. The Modularization also promoted
positive changes in teaching style. The result of the study was in Favor of modular distance
learning thus it is recommended to use this approach in conventional classrooms at various
levels of education.
Furthermore, (Sadiq and Zamir, 2014), proved that modular teaching is a more effective
approach in teaching university students of Master in Educational Planning and Management.
This method can be applied widely to other fields and subjects as well as other levels of
education because this approach can fulfil the diversified needs of learning of students of all
levels.
Moreover, Sadiq (2014) states in her study that modular teaching is more effective on university
students in the teaching-learning process as compared to ordinary teaching methods. Because in
this modular approach the students learn at their own pace.
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Foreign Literature
The Covid-19 pandemic has affected teaching and learning at almost all HEIs worldwide, with two-
thirds reporting replacing classroom teaching with distance teaching and learning. Large-scale
research involving 31,212 students explored the means of delivering distance learning content
among the HEIs of 62 countries and found that the most dominant form has been online lectures via
real-time video conferences. This synchronous approach was followed by other asynchronous
forms, such as sending presentations to students, video recording, written communication using
forums and chats, and, more rarely, audio recording. This rapid shift from face-to-face to distance
learning accommodated social distancing requirements and economic shutdowns caused by Covid-
19, but it did not come without significant challenges and costs.
Local Literature
A profusion of literature anchored towards the interplay of academic performance and study habits
can be considered as a basis for the improvement of institutional policies. In earlier studies, local
researchers have ascertained that a positive relationship between study habits and academic
performance exists, more so, having consistent study habits is a prerequisite to good academic
performance (Salcedo-Relucio, 2019). Study habits, as explicated by Crede and Kuncel (in Kaur &
Singh, 2020), are the procedures, standards, or routines that students are consistently following in
their years in school. There are students who have adapted a certain routine or pattern when they
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study, such as being at a particular place or corner of the house, and establishing patterns like
reading, reviewing, or writing notes and all these are done outside class hours (Mendezabal, 2013).
The ideology and practices behind study habits are believed to be measured in multiple ways. To
mention as an example is the Philippine-based correlational study of Magulod Jr. (2019), which
found that the Filipino university students, who took part as research respondents, manifested a
moderate level of study habits and skills based on the Reid’s Perceptual Learning Style Preference
Questionnaire. Meanwhile, there are other works that adopted other survey tools that can quantify
the study habits of students, such as the Survey of Study Habits and Attitudes (SSHA) of Brown and
Holtzman in the research of Aquino (2011), the Study Skills Inventory (SSI) of Congos in Numan and
Hasan (2017), the Students’ Study Habits Assessment Scale (SSHAS) of Charles-Ogan and Alamina in
Capuno et al. (2019), and finally, the Study Habits Inventory (SHI) of Patel in Nair and Kulkarni
(2020).
Synthesis
The study of Angeline Abude and Marinoni Most of their Researchers are almost the same
result. They discuss the importance of modular and the effectiveness of having an online class.
And said having a pandemic it is not easy.
The result of this study was to know the Effects of having a modular class in grade 10
students here at Alfonso Castaneda National High School
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CHAPTER III
RESEARCH METHODOLOGY
Research Design
The Study involve the correlation method of quantitative research specially the descriptive
correlational design with the used of interviewed questionnaire. The method was non-
experimental
soliciting information from Grade 10 students in Alfonso Castaneda National High School
The Method is used to present the relationship of the effects of modular classes to the study
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habits in grade 10 students at Alfonso Casteneda National High School
Research Locale
This research conducted in Alfonso Castañeda National High School. This School was located
in purok 2 Brg. Lub-lub Alfonso Castaneda Nueva Vizcaya, it was headed by Mrs. Rucelle T. Borja
the School Principal
Research Respondents
The respondents of this research are the students in Alfonso Castaneda National High School. There
will be a grade 10 respondents in this research. The aid respondents are chosen using stratified
purpose sampling
Data Gathering Procedure
Process Steps
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Preparation Of The Approval of Proposal
Proposal
Development Research Question Gathering Data
Determine the Independent and Interpretation and Analysis Data

Dependent Variable
Identify The Respondents Mean Frequency
Collection Data
Survey Analysed Analysed Recommendation Resort Finding

Question the the result
aire survey of survey
The research of this study will be following the procedures to achieve the objectives of this week.
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First is the future research make a questionnaire and the researcher will conduct a survey to know
the effects of modular classes in 10th grade of ACNHS
Research Instrument
The researcher tool to be used in this study is research made a questionnaire; this was a total
of counts of 10th grade in ACNHS. The questions are open-minded which means that the informants
will have to give their answer based in them know ledged or insight.
Data Analysis and Treatment
In the analysis and interpretation of the data that gathered, the researcher used weighted
to find out the effects of modular classes. Moreover, it used thematic and narrative analysis to
assess the effectiveness of the tools to be used.
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Chapter IV
Results And Discussion
Table no. 1 Respondents Gender
GENDER NO.
Male 14
Female 6
Total 20
>Table 1 Show that there are 6 females respondent's gender. 14 male grade 10 student respondents
Gender.
Table No. 2 Age of 10th grade student in ACNHS
GRADE 10 STUDENT No
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14
15 4
16 14
17 1
18 1
19
20
>Table No. 2 The table show the percentage or the count of the age. At age of 15 have 4
respondents,
age 16 have 14 respondents, age 17 have 1 respondent, age 18 have 1 respondent. in a total the
respondents are 20.
Table No. 3 Grade level and section.
>Table No. 3 In section of 10 diamond have 3 respondents in the percentage
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of 15%, in 10 Silver have 15 respondents in the percentage of 75%, in section of zircon have 2
respondents in the percentage 10%.
Table No.4 Had it easy to get a module
>Table No. 4 Shows that 19 answered YES in the percentage of 95% So it means in this situation The
module is easy to answer because they can only be searched on Google or other apps, and 1
respondent in the percentage of 5% He may not understand every topic contained in a module.
Table No. 5 Quick to understand even if no one teach
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>Table No. 5 14 respondents answered the choices YES in the percentage of 70%, and 6
Respondents answered NO in the percentage of 30%. It may be easier for others because they have
a lot of sources on Google. But there are also those who answer no because it is not easy to
understand a topic
Table No. 6 Working At home while making a module
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>Table No. 6 in this table 13 student answered YES in the percentage of 65%, and 7 respondents
answered NO in the percentage of 35%.
Table No. 7 Easy to make a module at home
>Table No. 7 In this table 15 respondents on grade 10 answered YES in the percentage of 75%, and
5 respondents Answered NO in the percentage of 25%.
Table No. 8 Focus on module
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>Table No. 8 in this table 15 respondents of grade 10 answered YES in the percentage of 75%, and 5
Respondents of grade 10 student answered NO in the percentage of 25%.
Chapter V
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary of findings
From the result, the following conclusion had been drawn.
The percentage of respondent's gender, 15 (75%) are male and 6(30%) are female. Most of the perc
grade 10 student age ranged 15 to 18 years old. The Percentage of 10 silver in grade 10 students in
ACNHS have 75%, 10 diamond has 15% and the 10 zircon has 10%. Almost all grade 10 students in
ACNHS did not get module and it was not easy for them to answer the module because there was
nothing to learn.
CONCLUSION
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Most of the students in the 10th grade have not been able to get their classes to work. Most of the
time, the module is used to skip work at home. One of the reasons for this is that they are not able
to help their parents in the home. but on the other hand, the 10th grade student in ACNHS made it
easy to get the module. It was also easy for them because they had enough ideas.
RECOMMENDATIONS
To our beloved teachers
 Always Supervise
Support in this study to know the effects of pandemic in grade 10 student in Alfonso Castañeda
National high school.

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 Keep calm
Understand the problem of modular. Give Encouraging and inspiring words in order to know the
effects of modular classes.
To the Grade 10 student
 Volunteer
Be active and be responsible in your school even in your home.
To the institutions
 Be Proud
Support all activities, rules and regulations in Alfonso Castañeda National High School
To the Future Researcher
 Be happy
This research will be the guide of future researchers in order to look deeper in order to determine
the effects of modular classes.
ABSTRACT
>The purpose of this research is to know the effects of modular classes in study habits on 10 th grade
of Alfonso Castañeda National High School. This study was conducted to help future researchers
find out what the impact of modular classes on the grade 10 student on Alfonso Castañeda
National High School. The Significance of the study is to let the student and the teacher and other
person that the effects of modular classes have positive thing happened and negative thing.
The problem of this research are the effects and the thing that changed in grade 10 student on
Alfonso Castañeda National High School During the modular classes. It is a great experienced and it
is a training to them to manage their time during doing their module. Hoping the grade 10 student
in Alfonso Castañeda National High School listened to all teacher and adviser in ACNHS BE active
and focus on your study l to achieve your all goals.
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REFFERENCE AND LINKS
Effect OF Modular Learning TO THE Academic Performance OF Grade 12 Students IN ACLC College
OF Iriga - Studocu
Assessing the effect of the COVID-19 pandemic, shift to online learning, and social media use on the
mental health of college students in the Philippines: A mixed-method study protocol | PLOS ONE
The Effectiveness of Modular Distance Learning Modality to the Academic Performance of Students:
A Literature Review| Himalayan Journals (himjournals.com)
Effect of Modular Learning To The Academic Performance of Grade 12 Students in Aclc College of
Iriga | PDF | Constructivism (Philosophy Of Education) | Survey Methodology (scribd.com)
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Profile of Researcher
Name: Rake Raily Apostol Andres
Nick Name: RR
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Gender: Male
Birthday: October 31, 2007
Age: 15
Address: Marikit Pantabangan Nueva Ecija
Education: Junior High School
Motto: “just believe in yourself that the secret of success”
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Name: Mark Joseph D Alvarado
Nick Name: MJ
Gender: Male
Birthday: October 21, 2006
Age: 15
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Motto: “Time is gold”
Name: Rainer L Geronimo
Nick Name: Paul
Gender: Male
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Birthday: July 29, 2007
Age: 15
Motto: “The Sweetest revenge is being success”
35

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Republic Of the Philippines

Alfonso Castañeda National Higgh School

Rake Raily A Andres

Alfonso Castañeda National Higgh School

Republic Of the Philippines