EFFECTIVENESS OF DISTANCE LEARNING TO THE SPECIAL

SCIENCE ELEMENTARY SCHOOL PUPILS OF CABIAO CENTRAL

SCHOOL

Polytechnic University of the Philippines

Cabiao Campus

DIZON, JEZZEL R.
GARCIA, JIHAN KAMILAH C.
PABLO, CATHRINA R.
SANTOS, JANMEL L.

Bachelor in Elementary Education

2022
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Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

The Philippines was heavily affected by the quick spread of Corona Virus Disease in

2019. Its virus transmission quickly increased through person-to-person contact which was why

there were so many establishments and businesses that needed to close. Schools, colleges,

and universities were temporarily shut down, not only in the Philippines but worldwide.

As a response to school closures, UNESCO or the United Nations Educational,

Scientific and Cultural Organization recommended the use of a distance learning program to

prevent the quick spreading of the said virus. Distance learning was where learning took place

between the teacher and the learner who were geographically remote from each other during

instruction (DepEd, 2020).

This study highlights the effectiveness of the distance learning approach in learners'

homes and workplaces. The study sought to investigate the effectiveness of blended learning

in improving pupils' academic performance. This study was conducted on the intermediate level

of Special Science Elementary School pupils of Cabiao Central School.

At the time of quarantines and viral outbreaks, it would seem that online learning was the only

viable way to continue learning at a distance. This, however, seemed to rest on a mistaken

assumption. It should be emphasized that online learning was just one mode of distance

education.

From the standpoint of the Department of Education, blended learning or hybrid

learning was a fusion of online distance learning and in-person delivery of printed materials to

the homes of the learners through the villages for those who do not have internet access and
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interactive facilities in the comforts of their homes. In localities where this was not possible, the

Department of Education will use radio and television to broadcast lessons, materials, and

instructions for the students (Custudio, 2020). The teacher had the biggest role in this approach.

Blended learning however had several disadvantages such as inadequate technical

accessibility, technical problems including poor internet connectivity, lack of knowledge about

modern technologies, and high maintenance cost was yet another concern. Blended learning

can also be challenging to instructors as it was demanded time for preparation, distribution of

modules, and evaluation.

Distance education was broadly characterized as any form of learning experience

where the learners and the instructors were physically separated from each other (not only by

place but also by time). Arguably, such a dislocation was the perfect context for free-flowing

thought that let us move beyond the restricted confines of a familiar social order (Hooks, 2003).

Moreover, this type of education was a way of providing learning opportunities to every learner,

whatever their circumstances might be. This means that distance education may extend access

to education through distribution and economies of scale (Guri-Rosenblit, 2005; Owusu-

Agyeman and Amoakohene, 2020).

One may claim that the main thrust of distance education was to bring education to

those who were unreachable, under-resourced, less privileged, and inaccessible (Biana, 2013).

Taken as such, distance education “reaches out to students wherever they live or wish to study”.

This kind of flexibility gave students more freedom to actively participate in learning (Guri-

Rosenblit, 2005; Daniel, 2016). Students learned even if they were separated from their

instructors by space and/or time. In the time of COVID-19, distance learning became a necessity

for learners and educators all over the world (Ali, 2020).
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Such a form of education, however, need not be limited to online learning. Some had

suggested using cell phones and (SMS) texting technology to facilitate learning (Flores, 2018).

Others urged to employ TV programs, radio broadcasts, and other non-internet-based media

(Punzalan, 2020). Perhaps, some teachers might go back to basics and distribute annotated

physical textbooks to their students through courier services. As long as the education sector

was engaged, teachers and students have ample support, the curriculum and content of the

learning modules are well-defined and personalized, technological limitations were

acknowledged, and user-friendly and enjoyable materials are present, education will continue

one way or another (Ramos et al., 2007; Ali, 2020). Such support presupposed collaboration

between teachers and policymakers and authorities to develop the relevant referenced

programs as well.

Notwithstanding the various stresses that it brought, the outbreak of COVID-19 not only

forced us to think about the technologies for delivering education but also compelled us to

rethink the very nature of education itself. The government should create and implement

concrete policies that will support a new breed of distance educators. Educators in turn needed

to innovate and ensure that education remained inclusive and accessible, and that distance

learning was not limited to pure online learning (Kim, 2020).

In the Philippines, the Department of Education has applied distance learning

modalities to ensure learning continuity, which involved technology and internet connection.

This way, students can continue their education in remote setups through online/offline

platforms, TV and radio, and printed modules. They can access these tools in various ways,

such as blended learning and homeschooling. In blended learning, any of these modalities were

combined to maximize their benefits and achieve high-quality learning. In homeschooling,

students can learn with the aid of a caregiver as their teacher.

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Distance learning offers individuals educational environments independent from time

and space with the support of advancing web-based platforms and technologies (Bilgiç & Tüzün,

2015). Institutions used distance learning for a variety of reasons, including accessing learning

and education, updating skill development, increasing cost-effectiveness, improving

educational structure quality, balancing inequalities between age groups, providing education

to specific target groups, providing emergency care training to target groups, expanding

educational capacity in new subject areas, and associating with other institutions (Moore &

Kearsley, 2012). However, institutions sometimes encounter obstacles and problems in

technology integration. Ertmer (1999) identified first-order (external) and second-order (internal)

barriers to technological integration. First-order barriers were related to equipment, education,

access, time, and technical support; while second-order barriers (specific to teachers) were

related to pedagogy, belief, and personal preferences.

Distance education or distance learning was not a new concept. In the late 1800s, at

the University of Chicago, the first major correspondence program in the United States was

established in which the teacher and learner were at different locations. Before the epidemic hit

Cabiao, Nueva Ecija, classes at every school were routine. Inside their classroom, students and

instructors have face-to-face meetings; they also participated in various outdoor and indoor

educational activities. However, everything changed when Covid-19 arrived, including the

educational system. Face-to-face education was replaced with distance learning. In terms of

communication, they rely on technology. Cabiao Central School students have their evaluations

and activities completed at home. The new standard of schooling was pretty distinct.

Covid-19 had thrown the lives of many into disarray in numerous ways, not the least of

which is education. Because of the epidemic and international closure, a rapid transition to

distance schooling became necessary. At the height of the Covid-19 outbreak, school closures
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directly impacted over 1.5 billion students, or 91.3 percent of global enrollments. With so many

students suddenly out of classrooms, school administrators, teachers, and parents scrambled

to meet students' educational needs with online learning (Kansas 2020).

This research was conducted at Cabiao Central School located in Cabiao, Nueva Ecija,

Philippines. The Special Science Elementary School (SSES) pupils of the above-mentioned

school were using Online Distance Learning (ODL) and Modular Distance Learning (MDL). The

teachers distributed the students’ weekly Self-Learning Modules (SLMs) or Learning Activity

Sheets (LAS).

This study highlights the effectiveness of the distance learning approach in learners'

homes and workplaces. The study sought to investigate the effectiveness of distance learning.

Theoretical Framework

In accordance with the directive of the Office of the President that no face-to-face

classes shall be held until the vaccine for COVID-19 becomes available, the distance learning

delivery modalities (DLDM) shall be implemented this SY 2020-2021. Pending issuance of the

DepEd Order on the POLICY GUIDELINES ON THE IMPLEMENTATION OF LEARNING

DELIVERY MODALITIES FOR THE FORMAL EDUCATION, the Curriculum, and Instruction

Strand at the DepEd Central Office provides the following suggested strategies in implementing

and managing DLDM.

Furthermore, should the vaccine become available, parents and learners were still

given the discretion to continue with distance learning as long as there was a qualified learning

facilitator who shall guide and supervised the learner at home.

This OUCI Memorandum included the following appendices:

Appendix A. GENERAL GUIDELINES AND CONSIDERATIONS

1. Distance Learning may be implemented through the following delivery modalities:

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a. Modular Distance Learning (MDL)

a.1. Digital Modular Distance Learning (DMDL)

a.2. Printed Modular Distance Learning (PMDL)

b. Online Distance Learning (ODL)

2. As much as possible, the primary learning resources that shall be used were the self-

learning modules (SLMs) developed by the regions for the implementation of the Alternative

Delivery Modes. It shall be the foundation for conversion to various content formats such as,

but not limited to, digital formats (flat PDF and e-SLM), educational video, radio, and others.

The digital format of the SLMs shall be uploaded to the LR Portal and DepEd Commons.

Appendix B. DESCRIPTIONS AND CONSIDERATIONS FOR EACH DLDM

Distance Learning may be implemented through any of the following: Modular Distance

Learning (MDL), Online Distance Learning (ODL).

A. Modular Distance Learning

1. A learner may adopt either Digital Modular Distance Learning (DMDL) or Printed

Modular Distance Learning (PMDL). Learners with devices at home like laptops, desktops, or

tablets, may adopt DMDL. The SLMs in different digital formats such as flat PDF, education

videos, audio lessons, e-SLMs, and others may be stored in a CD/DVD/USB flash drive/pen

drive while the printed SLM shall be used by learners adopting PMDL.

2. Self-learning Modules (SLMs) which were K to 12 compliant developed the following

ADM Learning Resources Standards. The SLMs were designed to provide ample time for

mastery and sufficient practice to ensure that the targeted most essential learning competencies

were achieved. Clearly defined goals were attainable within the specific time frame by taking

into consideration the learners’ learning capacity based on their grade level.

B. Online Distance Learning

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1. A class adopting Online Distance Learning shall follow the regular planning

standards in the organization of classes set by the DepEd.

2. It shall be applicable in schools where both the teachers and learners have access

to digital devices, such as laptops, tablets, smartphones, and desktop computers, with available

online resources and Internet connectivity.

3. The learning resources to be used were, but not limited to, the following: self-learning

modules (SLMs), textbooks (TXs), primer lessons, activity sheets, teacher-made videos, and

other supplementary learning materials, and Open Educational Resources (OERs). self-

learning modules and primer lessons shall be converted into different digital content formats

such as video/audio lessons, interactive/inclusive electronic SLMs (e-SLMs) and shall be

available through the DepEd Learning Resources Portal, DepEd Commons, DepEd Learning

Management System (LMS), and/or different DepEd recognized LMS (DepEd Aide Memoire,

2019), such as:

i. Edmodo. This learning management system constituted tools and resources

to manage classrooms and engage students remotely, offering a variety of languages.

ii. Google Classroom. This helped classes connect remotely, communicate, and

stay organized.

iii. Schoology. This comprised tools to support instruction, learning, grading,

collaboration, and assessment.

iv. The Modular Object-Oriented Dynamic Learning Environment (Moodle) may

option. It was an educational platform that provided custom learning environments for learners

where teachers created lessons, interact with learners, and informed them of the class calendar

of activities, submit assignments, take quizzes, and interact with their classmates.
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v. ICTS uses Moodle as the platform for the DepEd Learning Management

System (LMS). Other available LMSs may be used as long as there was software that allowed

the school to administer, document, track, and record the progress of the learners.

4. Where feasible, learners may also be provided with printed copies of SLMs in

consideration of the allowable screen time by key stage or as support should there be a power

interruption.

5. Schools may adopt a combination of synchronous and asynchronous online teaching

in consideration of the Screen Time Guidelines by Age as recommended by the American

Academy of Pediatrics (AAP) and World Health Organization (WHO) which was as follows:

i. Kindergarten – maximum of one hour daily

ii. Grade 1 to 5 – maximum of 1.5 hours daily

iii. Grade 6 to 8 – maximum of 2 hours daily 8

For Grades 9 to 12, a maximum of 4 hours daily (2 hours in the morning and

another 2 hours in the afternoon was recommended.

6. In the preparation of the Weekly Home Learning Plan and Class Programs, schools

shall comply with the recommended screen time for learners. (MEMORANDUM DM-CI-2020-

00162)

Conceptual Framework

The conceptual framework was a set of coherent ideas or concepts organized in a

manner that made it easy for them to communicate with each other. It used an IPO model that

showed how the data was brought together to be processed and provide a certain output. The

IPO included requirements that were needed for the study.

Figure 1 presented the conceptual framework of the study. The researcher used an

INPUT-PROCESS-OUTPUT diagram where:

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The first frame showed the input of the study. It consisted of the demographic profile

of the respondents in terms of grade level, devices owned, internet connectivity, and support

person. This also presented the respondents' level of agreement with the effectiveness of

distance learning in printed and online distance learning.

The second frame showed the process. It consisted of data gathering, statistical

treatment, analysis, and Interpretation.

And the third frame showed the output. It consisted of assessed academic performance

of Special Science Elementary School Pupils in the intermediate grade of Cabiao Central

School.

Figure 1: Conceptual Framework of the Study

Input Process Output

• Demographic profile of the Questionnaire Assessed

respondents in terms of: Academic
a) Grade Level Data Gathering Performance of
b) Devices owned Special Science
c) Internet Connectivity Statistical Treatment
Elementary School
d) Support
Frequency and Pupils in
Person/Individual
Percentage Intermediate
• The respondents’ level of Grade of Cabiao
effectiveness of distance Weighted Mean Central School
learning in terms of:
a) Printed Modular ANOVA
Distance Learning
(PMDL) T-test
b) Online Distance
Learning (ODL)

F e e d b a c k
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Statement of the problem

This study aimed to determine the effectiveness of distance learning on the academic

performance of Special Science Elementary School pupils of Cabiao Central School S.Y 2020-

2021.

And it sought to find the answers to the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1. Grade Level

1.2. Devices owned

1.3. Internet Connectivity

1.4. Support Person/Individual

2. What is the respondents’ level of agreement with the effectiveness of distance

learning in terms of:

2.1. Printed Modular Distance Learning (PMDL)

2.2. Online Distance Learning (ODL)

3. Is there a significant difference between the respondents’ level of agreement

with the effectiveness of distance learning when grouped according to their profile?

Hypothesis

There is no significant difference between the respondents’ level of agreement in the

effectiveness of distance learning when grouped according to their profile with a 0.05 level of

significance.
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Scope and Limitations of the Study

This study focused on the effectiveness of Distance Learning in Special Science

Elementary schools S.Y. 2020-2021. Among the 20 public elementary schools in Cabiao, Nueva

Ecija, the researchers chose Cabiao Central School because it was one of the public schools

in Cabiao that used both Printed Modular Distance Learning and Online Distance Learning

mode.

Cabiao Central School had a special section called Special Science Elementary School

or SSES from grade (1) one to grade (6) six. The researchers limit the study to three grade

levels such as grade (4) four, grade five (5), and grade (6) six because their grade levels can

show the effectiveness of distance learning.

This study will not cover other problems that were not related to the effectiveness of distance

learning among the selected respondents.

Significance of the Study

The result of the study will be of great benefit to the following:

To Department of Education

This study will provide valuable information that will help the Department of Education

to determine the strengths and weaknesses of Printed Modular Distance Learning and Online

Distance Learning.

To the Teachers

The results will help the teachers to determine the possible problems of using PMDL

such as the effectiveness of its content in students' learning and using ODL such as lack of

gadgets, poor internet connection, and lack of parental involvement. With this, they can suggest

if the PMDL and ODL are effective or not.

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To the Students

This will help them assess their selves if distance learning helps them to achieve

academic progress and adjust their selves to the new form of learning.

To the Future Researchers

This study could be used as the basis for future research or in line with this program,

especially in the areas which were not part of the present study.
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Chapter 2

REVIEW OF LITERATURE AND STUDIES

The purpose of the review of related literature and studies was to give several ideas on

how the researchers formulated the purpose of the study.

Printed Modular Distance Learning

The identified research gap that the researchers wanted to present in this article

concerns the effectiveness of distance learning for pupils. The researchers wanted to know how

Printed Modular Distance Learning (PMDL) gave impacts on the learning process of the

students.

Using the constructivism theory, the learners were actively constructing their knowledge

through their own experiences. Asynchronous learning or Printed Modular Distance Learning

(PMDL) was known as independent learning where children learned at their own pace. Its

premise was learning in different times and spaces (Finol, 2020). Learners will answer their

modules on their own and devise ways how to understand their lesson which in a way they

developed a sense of responsibility in accomplishing the task provided in the modules. The

learners were provided with modules, worksheets, or textbooks that aided in their independent

learning process (Elliott, et, al. 2020).

This article had significant implications for research and practice because modular

learning was the most popular type of distance learning. In the Philippines, this modality was

currently used by all public schools because according to the survey conducted by the

Department of Education, learning through printed and digital modules emerged as the most

preferred distance learning method for parents with children who were enrolled in this academic
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 14

year. The Department of Education promulgated the use of modular printed materials. Modular

Distance Learning was intended for those learners who do not have an internet connection (Flip

Science, 2020).

The learners, especially elementary learners get uninterested and worn out by merely

seeing many activities to be answered given their short attention span (Flip Science, 2020).

Based on the result of the study by Dargo, J. & Dimas, M. (2021), the academic performance

of the learners after the implementation of Printed Modular Distance Learning (PMDL)

decreased. It only means that face-to-face which was the most important side of physical

learning was more favorable and more effective in terms of children’s learning. It was

determined that there were more effects of Printed Modular Distance Learning (PMDL) than

positive ones. According to the respondents, limited interaction between the teacher and the

learners was the main problem that emerged in the implementation of Printed Modular Distance

Learning (PMDL). Another problem was that there were too many tasks or activities

incorporated into the modules. Hence, constant monitoring of teachers (home visitations) on the

progress of the learners to be able to give feedback mechanisms and guide those learners who

needed special attention was a must. The researchers suggested that the administration should

concentrate on improving and simplifying worksheets to be distributed to learners accompanied

by video lessons that were aligned with the Most Essential Learning Competencies (MELC). It

was highly recommended that Printed Self Learning Modules were to be accompanied by video

lessons and audio lessons. Teachers had to take advantage of what technology can offer by

utilizing applications for video and audio making to enrich learning and still be able to deliver

their lessons efficiently. Moreover, through this, the learner who had no connections due to

economic constraints and location were catered to as they can utilize these materials offline.
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 15

The framework and findings suggested that the Department of Education should consider

reducing the number of activities included in the self-learning modules. (Flip Science, 2020).

Empirical validation and elaboration of these concepts in other settings were suggested

for further study. Based on the result of the study, the school must further improve Printed

Modular Distance Learning by reducing activities, more examples for each subject, home

visitation once a week, limited face-to-face class or blended learning, provision of colored

printed modules, immediate information given by teachers on what to answer in the modules,

online consultation with students, the responsiveness of teachers through the use of social

media platforms and leniency of teachers in the submission of students’ output.

Online Distance Learning

The identified research gap that the researchers wanted to present in this article

concerns the effectiveness of distance learning for pupils. The researchers wanted to know how

Online Distance Learning (ODL) gave impacts on the learning process of the students.

The researchers used the Memorandum DM-CI-2020-00162 as a method for this

research. The memorandum showed the policies and guidelines for implementing distance

learning in the Philippines. The theory was used to focus on the effectiveness of Online Distance

Learning (ODL) and Printed Modular Distance Learning (PMDL). This study used a descriptive

research method and random sampling techniques to distribute the questionnaires to the pupils.

This study had significant implications for research and practice because educators

have traditionally expressed skepticism about the prospects of reproducing outcomes

equivalent to traditional face-to-face instruction using online distance learning. In a study

comparing outcomes from online and hybrid courses, it was believed that academic

achievement and retention were worse for students following online distance learning programs

than for those being taught in traditional classroom settings. An explanation cited for this relative
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lack of efficacy traces it back to a lack of contact between students, their teacher, and their

peers in the online learning environment (Portfliet, P. V. and Anderson, M., 2020). Several

studies have found that online learning programs led to outcomes that were comparable to

those of face-to-face programs. (Kauffman, H. 2015)

The framework and findings suggested that it was difficult to draw general conclusions

about the efficacy of online learning as such, not least because it constituted in significant ways

a distinctive mode of learning when compared with real-world instruction. It is perhaps better,

then, to look more specifically at questions such as the comparative strengths and challenges

of moving to virtual schooling, the conditions which needed to be in place for it to function well,

and the manner in which this transition was experienced by learners with different capabilities.

(John, T. 2020)

Empirical validation and elaboration of these concepts in other settings were suggested

for further study. The switch to online learning that took place in the middle of the teaching

semester will enable students to compare the digital with the analog versions of their classes.

There has never been a better time for students, professors, and innovators to lay the

foundations of a new type of education. However, reimagining education was not an easy task.

Consequently, in the post-pandemic world, a hybrid model of education was better positioned

to respond to the existing challenges, take advantage of opportunities, and expand access to

quality education for millions of people around the world. Online education was not yet the

future, but with a few “patches” and “add-ons,” it might very well be (D. Timis & A. Kodjabachi,

2020).

Synthesis of the Reviewed Literature and Studies

Each literature and study above came from the articles, research/dissertation, and

journals that were related to the proposed study.

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 17

The different literature provided support for the effectiveness of distance learning to the

Special Science Elementary Pupils of Cabiao Central School. Most of the studies about the

effectiveness of distance learning focused on the academic performance of the students.

Implying that printed modular and online distance learning produced a positive academic

performance for the students.

These studies were published in foreign countries. Although some gaps needed to be

filled in and needed to be studied, the researchers, however, chose to focus on the effectiveness

of distance learning for the Special Science Elementary Pupils of Cabiao Central School which

is located locally.

These studies and literature were important in writing the research. This present study

was not a duplicate of any other studies earlier conducted. They may have similarities in

objectives and might be parallel in research methods used, but differed only in the areas where

it was conducted and its respondents.

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CHAPTER 3

RESEARCH METHODOLOGY

This chapter presented the methodology used that was composed of the research

method used, population and sample size, sampling technique, instrumentation, the data

gathering procedures, and the statistical treatment of the study.

Method of Research

The type of research method that was used by the researchers in this study was the

descriptive research method. According to Good (2002), descriptive research includes studies

that purport to present facts concerning the nature and status of anything. This means that

descriptive research gives meaning to the quality and standing of facts that are going on. The

descriptive design was focused on the present phenomena in terms of conditions, practices

beliefs, processes, relationships, or trends invariably termed to determine the effectiveness of

distance learning to the Special Science Elementary School pupils of Cabiao Central School.

This study focused on the present condition wherein problems with learning were being

experienced because of the pandemic. Using the descriptive method, the researchers will

gather information about their study.

Population, Sample Size, and Sampling Technique

The area of the study was conducted in Cabiao Central School, Cabiao Nueva Ecija,

wherein the respondents were Grades IV, V, and VI of Special Science Elementary School, with

a total of 97 enrolled pupils. To determine the sample size of the respondents, Slovin’s formula

has been utilized, with a .05 margin of error, a total of 97 respondents have been determined to

be the proper sample size.

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Slovin’s Formula:

Where:

n = Sample size

N = Population

e = Margin of error

n = 97/1+97(0.05)2

n = 97/1+97(0.0025)

n = 97/1+0.243

n = 97/1.243

n = 78.04

n = 79

Table 1. Showed the population size of Grades IV, V, and VI Special Science

Elementary School pupils of Cabiao Central School with a total of 97 pupils. The table was

divided into three columns. The first column was the grade levels, the second column was the

population of respondents and the third column was the sample size of each grade level. Where

Grade IV has a total of 35 pupils enrolled, with a sample size of 29. Grade V has a total of 33

pupils enrolled, with a sample size of 24. Grade VI has a total of 29 pupils, with a sample size

of 24, a total of 80 pupils of Cabiao Central School.

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Table 1

Population and Sample Size

Grade level Population Sample size

IV 35 29

V 33 27

VI 29 24

Total 97 80

Sampling Technique

Random Sampling is the technique that the researchers used. Researchers chose this

type of sampling because it ensured that the results obtained from the sample should

approximate what would have been achieved if the total population had been measured. The

simplest random sample allowed an equal chance for all units in the population to be selected

(Shadish et al., 2002).

Simple Random Sampling is a type of sampling where the first available primary data

source will be used for the research without additional requirements. In other words, this

sampling method involved getting participants wherever you can find them and typically

wherever is convenient. In inconvenience sampling, no inclusion criteria were identified prior to

the selection of subjects. All subjects were invited to participate.

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The random sampling technique was a subset of a statistical population with each

member of the subset having an equal probability of being chosen. A simple random technique

was meant to be an unbiased representation of a group.

In this case, the population is 97 pupils, and the sample was random because each

pupil has an equal chance of being chosen as the respondent in this study.

Description of the Respondents

The respondents of this study were Grades IV, V, and VI Special Science Elementary

School pupils of Cabiao Central School S.Y. 2020-2021. The researchers also used the sample

size, wherein Grade IV has 35 pupils with a sample size of 29. Grade V has 33 pupils with a

sample size of 27 and Grade VI has 29 pupils with a sample size of 24. The total population of

Grade IV, V, and VI pupils of Cabiao Central School was 97 and a total sample size of 80 pupils

in all grade levels to complete the necessary number of respondents needed. The researchers

believed that the respondents will be honest and truthful upon answering the questionnaires.

Research Instrument

The researchers used a research-made questionnaire. A research-made questionnaire

referred to the instrument to be used in research prepared or crafted by the researcher himself

or herself. The contents were primarily based on the information shared by colleagues, the

panel of experts, and the personal knowledge of the researcher (Cononizado, 2020).

In this study, the researchers used checklist questionnaires to obtain the data for the

descriptive method. The content survey was adopted on the effectiveness of distance learning

to the Special Science Elementary School pupils of Cabiao Central School.

Part 1, was the demographic profile of the respondents in terms of grade level, devices

owned, internet connectivity, and support person.

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 22

Part 2, was about the effectiveness of distance learning in terms of printed modular

distance learning and online distance learning.

Validation of Instrument

The researchers provided their research-made questionnaires for this study. The

validation of the questionnaire will be given to the person with a master's degree or doctorate

degree.

The relevance and sufficiency of the instrument designed and used in this study were

carefully examined and underwent a validation process with the following research experts; Mr.

Ville Andrei Villano, Dr. Gloria Santos, and Ms. Dina Grace Magnaye. The researchers used

Messenger App as a platform for sending a request through private messages. The experts

carefully examined the appropriateness and relevancy of the instrument. The questionnaires

were used to measure the perceptions of the respondents of this study.

Questionnaires will be structured as a Likert scale with 5 numerical values (1) for

extremely disagree, (2) for disagree, (3) for neutral, (4) for agree, and (5) for extremely agree.

Data-Gathering Procedure

The first step towards collecting necessary data was requesting approval for their

questionnaire. The researchers sent an authorization letter to the director of the Polytechnic

University of the Philippines Cabiao Campus. Upon approval, they attached the authorization

letter noted by the Campus Director, Engr. Fernando F. Estingor and to be passed to the School

Division Superintendent of DepEd Division Office, Santa Rosa, Nueva Ecija Jessie D. Ferrer,

CESO V. Once approved, they gave a copy of the signed request letter from Mr. Jessie D.

Ferrer to the District Supervisor of Cabiao, Nueva Ecija Dr. Noemi C. Sagcal, to get her

permission to allow the researchers to conduct the study on Cabiao Central School. Once
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 23

approved, the distribution of the questionnaire had been paper-based. The researchers leave

the printed survey questionnaire to the principal and distributed it to the advisers of the

respondents. The principal instructed the researchers to come back after two weeks to get the

results.

The gathered data will be assessed, tabulated, and interpreted to show the significance

of this study.

Statistical Treatment of Data

The study used the following formula for data interpretation and analysis:

1. Frequency and Percentage – are used in the first problem which is the

demographic profile of the respondents in terms of grade level, devices owned, internet

connectivity, and support person. Also used to calculate the total number of respondents in this

study. The percentage is a particular observation divided by the total observation multiplied by

100.

Percentage Formula:

Where:

P= Percentage

f = Frequency

N = Total Number of Respondents

2. Weighted Mean – involved multiplying each data point in a set by a value which

was determined by the respondents’ level of agreement with the effectiveness of distance
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 24

learning in terms of Printed Modular Distance Learning (PMDL) and Online Distance Learning

(ODL).

Weighted Mean Formula:

Where:

• ∑ denotes the sum

• w is the weights and

• x is the value

Likert Scale – was used to interpret the various elements in the questionnaire. The responses

were based on the respondent's assessment of the effectiveness of distance learning to the

Special Science Elementary School pupils of Cabiao Central School. The range and

interpretation of the five-point scale were shown below.

The Five-Point Likert Scale

Level of Agreement

Scale Weighted Mean Interpretation

5 4.51 – 5.00 Extremely agree

4 3.51 – 4.50 Agree

3 2.51 – 3.50 Neutral

2 1.51 – 2.50 Disagree

1 1.00 – 1.50 Extremely disagree

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 25

3. One-way Analysis Variance (ANOVA) - is a way to test the quality of three or

more groups at one time by using variances. It was used if the main statement of the problem

was about a significant difference in a variable when the respondents are grouped into three or

more groups.

The researchers used a one-way analysis variance test on the effectiveness of distance

learning in terms of grade level, devices owned internet connectivity, and support person.

Wherein determining the significant difference between the respondents’ responses to the

survey questions.

One-way Analysis Variance (ANOVA) Formula:

Where:

• F - is the variance ratio for the overall test

• MST - is the mean square due to treatments/groups (between groups)

• MSE - is the mean square due to error (within groups, residual mean square)

• Yij - is an observation

• Ti - is a group total

• G - is the grand total of all observations

• ni - is the number in group i

• n - is the total number of observations.

The study also used the following formula interpretation of data and analysis.
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 26

a. Hypothesis

Accept Ho. There is no significant difference relationship between the demographic

profile in terms of grade level, devices owned, internet connectivity, and support person on the

effectiveness of distance learning to the Special Science Elementary School pupils of Cabiao

Central School.

b. Decision rule:

Reject Ho if computed 𝑥 2 ≤ 𝑥 2 0.05, where 𝑥 2 0.05 = critical value of f.

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 27

CHAPTER 4

Results and Discussion

This chapter included the presentation, analysis, and interpretation of the data

gathered. These were presented in tables following the sequence of the specific research

problem regarding the effectiveness of distance learning to the special science elementary

school pupils of Cabiao Central School. The results of the study were presented in tabulation

provided by the researchers for the analysis and interpretation of data in this study.

1. Demographic Profile of the Respondents in terms of Grade Level, Devices

Owned, Internet Connectivity, and Support Person/Individual

Table 2

Demographic Profile of the Respondents in terms of Grade Level

Grade Level Frequency Percent

Grade 4 35 36.08

Grade 5 33 34.02

Grade 6 29 29.90

Overall 97 100.00
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 28

Table 2 presented the demographic profile of the respondents in terms of grade level.

Out of 97 respondents, it showed that 35 or 36.08% of the respondents were in grade 4, 33 or

34.02% of the respondents were in grade 5, and 29 or 29.90% of the respondents were in grade

6.

Table 3

Demographic Profile of the Respondents in terms of Devices Owned

Devices Owned Frequency Percent

Laptop 4 4.12

Smartphone 81 83.51

Tablet 12 12.37

Overall 97 100.00

Table 3 presented the demographic profile of the respondents in terms of devices

owned. Out of 97 respondents, it showed that 81 or 83.51% of the respondents had a

smartphone, 12 or 12.37% had a tablet, and 4 or 4.12% of the respondents are owning a laptop.

Table 4

Demographic Profile of the Respondents in terms of Internet Connectivity

Internet Connection Frequency Percent

Cellular (Mobile Data) 79 81.44

Wireless (Wi-Fi) 18 18.56

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 29

Overall 97 100.00

Table 4 presented the demographic profile of the respondents in terms of the internet

connection they use. Out of 97 respondents, it showed that 79 or 81.44% of the respondents

were using cellular (mobile data) and 18 or 18.56% were using wireless (Wi-fi).

Table 5

Demographic Profile of the Respondents in terms of the Support person

Support Person Frequency Percent

Guardian 12 12.37

Parents 61 62.89

Siblings 24 24.74

Overall 97 100.00

Table 5 presented the demographic profile of the respondents in terms of the support

person. Out of 97 respondents, it showed that 61 or 62.89% of the respondents were supported

by their parents, 24 or 24.74% were supported by their siblings, and 12 or 12.37% were

supported by their guardians.

2. Respondents Level of Agreement to the Effectiveness of Distance Learning in

terms of Printed Modular Distance Learning (PMDL) and Online Distance
Learning (ODL)
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 30

Table 6

Respondents' Level of Agreement to the Effectiveness of Distance Learning in terms

of Printed Modular Distance Learning (PMDL)

Weighted Verbal

2.1 Printed Modular Distance Learning (PMDL) Mean Interpretation

1. I consider the printed modules to be an enjoyable way of learning. 4.23 Agree

2. The printed modules have greatly contributed to my learning of new lessons. 4.48 Agree

3. I consider the printed modules to be effective in learning our new lessons. 4.20 Agree

4. The printed modules make me spend more time studying to learn our lessons. 4.20 Agree

5. I would describe the printed modules as being highly interesting in studying our lesson. 4.21 Agree

6. I am satisfied with my learning from the printed modules. 4.15 Agree

Overall 4.31 Agree

Legend: 5.00-4.51 extremely agree; 4.50-3.51 agree; 3.50-2.51 neutral; 2.50-1.51 disagree; 1.50-1.00 extremely
disagree.

Table 6 presented the respondents' level of agreement in terms of printed modular

distance learning with an overall weighted mean of 4.31 and verbally interpreted as ‘’Agree”. It

showed that the statement, “The printed modules have greatly contributed to me in learning our

new lessons.” had a weighted mean of 4.48; “I consider the printed modules to be an enjoyable

way of learning.” had a weighted mean of 4.23; “I would describe the printed modules as being

highly interesting in studying our lesson.” had a weighted mean of 4.21; “I consider the printed

modules to be effective in learning our new lessons.” had a weighted mean of 4.20; “The printed

modules make me spend more time studying to learn our lessons.” had a weighted average of
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 31

4.20; and "I am satisfied with my learning from the printed modules” had a weighted mean of

4.15 and verbally interpreted as “Agree”.

According to the result of the study by Dargo, J. & Dimas, M. (2021), the academic

performance of the learners after the implementation of Printed Modular Distance Learning

(PMDL) decreased. It only means that face-to-face which was the most important side of

physical learning was more favorable and more effective in terms of children’s learning. It was

determined that there were more effects of Printed Modular Distance Learning (PMDL) than

positive ones. According to the respondents, limited interaction between the teacher and the

learners was the main problem that emerged in the implementation of Printed Modular Distance

Learning (PMDL).

Based on the results, the study of Dargo, J. & Dimas, M. (2021) was contrary to the

findings of the researchers collected. Based on the findings of the researchers, printed modules

were effective and have greatly contributed to students’ learning while Dargo, J. & Dimas, M.

(2021) stated that the academic performance of the learners was decreased after the

implementation of Printed Modular Distance Learning (PMDL).

Table 7 presented the respondent's level of agreement in terms of online distance

learning with an overall weighted mean of 4.19 and verbally interpreted as "Agree". It showed

in the statements “I am motivated in learning our new lessons through online class with my

teacher and classmates” had a weighted mean of 4.36; “My online teacher presents clear

instructions for assignments and projects.” had a weighted mean of 4.33; “I am happy and

satisfied with my online learning experience.” had a weighted mean of 4.25; “Online learning is

a more effective and efficient way to learn.” had a weighted mean of 4.21; “I clearly understand

our lessons through online learning.” had a weighted mean of 4.20; “I find online learning more
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 32

engaging.” had a weighted mean of 4.14; while in “I became more active learner in online

learning.” had a weighted mean of 4.05 and verbally interpreted as “Agree”.

Table 7

Respondents' Level of Agreement to the Effectiveness of Distance Learning in terms

of Online Distance Learning (ODL)

2.2 Online Distance Learning (ODL) WM VI

"1. I find online learning more engaging. 4.14 Agree

2. I am motivated in learning our new lessons through online classes with my teacher

and classmates. 4.36 Agree

3. My online teacher presents clear instructions for assignments and projects. 4.33 Agree

"4. I clearly understand our lessons through online learning. 4.20 Agree

5. Online learning is a more effective and efficient way to learn. 4.21 Agree

"6. I became a more active learner in online learning. 4.05 Agree

7. I am happy and satisfied with my online learning experience. 4.25 Agree

Overall 4.19 Agree

Legend: 5.00-4.51 extremely agree; 4.50-3.51 agree; 3.50-2.51 neutral; 2.50-1.51 disagree; 1.50-1.00 extremely
disagree.
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 33

According to the result of the study by Portfliet, P. V. and Anderson, M. (2020),

comparing outcomes from online and hybrid courses, it was believed that academic

achievement and retention were worse for students following online distance learning programs

than for those taught in traditional classroom settings. An explanation cited for this relative lack

of efficacy traced it back to a lack of contact between students, their teacher, and their peers in

the online learning environment.

Based on the results, the study of Portfliet, P. V. and Anderson M. (2020) were contrary

to the findings of the researchers collected. Based on the findings of the researchers, online

learning was a more effective and efficient way to learn while academic achievement and

retention were worse for students following online distance learning programs than for those

being taught in traditional classroom settings.

Table 8

The Respondents' Level of Agreement to the Effectiveness of Distance Learning

WM VI

2.1 Printed Modular Distance Learning (PMDL) 4.31 Agree

2.2 Online Distance Learning (ODL) 4.19 Agree

Overall 4.19 Agree

Legend: 5.00-4.51 extremely agree; 4.50-3.51 agree; 3.50-2.51 neutral; 2.50-1.51 disagree; 1.50-1.00 extremely
disagree.

Table 8 presented the respondent's level of agreement with the effectiveness of

distance learning with an overall weighted mean of 4.19 and verbally interpreted as "Agree". It

showed that the level of agreement of the respondents agreed in terms of "Printed Modular
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 34

Distance" with a weighted mean of 4.31 and "Online Distance Learning" with a weighted mean

of 4.19.

3. Significant Difference Between Grade Level, Devices Owned, Internet

Connectivity, and Support Person/Individual

Table 9

Significant Difference Between Grade Level

Grade Level F-VALUE P-VALUE DECISION CONCLUSION

2.1 Printed Modular Distance Learning (PMDL) 2.53 0.09 Accept Ho Not Significant

B. 2.2 Online Distance Learning (ODL) 2.15 0.12 Accept Ho Not Significant

Overall 2.26 0.11 Accept Ho Not Significant

Table 9 presented the significant difference between the respondents’ level of

agreement with the effectiveness of distance learning when grouped according to their grade

level. It showed that the P-value of Printed Modular Distance Learning (PMDL) and Online

Distance Learning (ODL) were more than 0.05 level of significance (0.09, 0.12), therefore, the

researchers accepted the null hypothesis.

Table 10 presented the significant difference between the respondents’ level of

agreement with the effectiveness of distance learning when grouped according to their devices

owned. It showed that the P-value of Printed Modular Distance Learning (PMDL) and Online

Distance Learning (ODL) were more than 0.05 level of significance (0.77, 0.98), therefore, the

researchers accepted the null hypothesis.

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 35

Table 10

Significant Difference Between Devices Owned

Devices Owned F-VALUE P-VALUE DECISION CONCLUSION

2.1 Printed Modular Distance Learning (PMDL) 0.26 0.77 Accept Ho Not Significant

B. 2.2 Online Distance Learning (ODL) 0.02 0.98 Accept Ho Not Significant

Overall 0.36 0.70 Accept Ho Not Significant

Table 11 presented the significant difference between the respondents’ level of

agreement in the effectiveness of distance learning when grouped according to the internet

connectivity they have. It showed that the P-value of Printed Modular Distance Learning (PMDL)

and Online Distance Learning (ODL) were more than 0.05 level of significance (0.26, 0.07),

therefore, the researchers accepted the null hypothesis.

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 36

Table 11

Significant Difference Between Internet Connectivity

Internet Connectivity F-VALUE P-VALUE DECISION CONCLUSION

2.1 Printed Modular Distance Learning (PMDL) 1.27 0.26 Accept Ho Not Significant

B. 2.2 Online Distance Learning (ODL) 3.43 0.07 Accept Ho Not Significant

Overall 0.85 0.36 Accept Ho Not Significant

Table 12 presented the significant difference between the respondents’ level of

agreement in the effectiveness of distance learning when grouped according to their support

person. It showed that the P-value of Printed Modular Distance Learning (PMDL) and Online

Distance Learning (ODL) were more than 0.05 level of significance (0.75, 0.53), therefore, the

researchers accepted the null hypothesis.

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 37

Table 12

Significant Difference Between Support Person

Support Person F-VALUE P-VALUE DECISION CONCLUSION

2.1 Printed Modular Distance Learning

(PMDL) 0.29 0.75 Accept Ho Not Significant

B. 2.2 Online Distance Learning (ODL) 0.63 0.53 Accept Ho Not Significant

Overall 0.92 0.40 Accept Ho Not Significant

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 38

CHAPTER 5

Summary of Findings, Conclusions, and Recommendations

This chapter presented the summary of findings, the conclusion made and the

recommendation offered.

Summary of Findings

1. The demographic profile of the respondents in terms of:

1.1. Out of 97 respondents, it showed that 35 or 36.08% of the respondents were

grade 4, 33 or 34.02% of them were grade 5, and 29 or 29.90% were Grade 6.

1.2. Out of 97 respondents, it showed that 81 or 83.51% of the respondents have a

smartphone, 12 or 12.37% of them have a tablet and 4 or 4.12% have a laptop.

1.3. Out of 97 respondents, it showed that 79 or 81.44% of the respondents were

using cellular (mobile data) and 18 or 18.56% were using wireless (Wi-fi).

1.4. Out of 97 respondents, it showed that 61 or 62.89% of the respondents were

supported by their parents, 24 or 24.74% were supported by their siblings, and 12 or 12.37%

were supported by their guardians.

2. The respondent's level of agreement with the effectiveness of distance learning in

terms of Printed Modular Distance Learning (PMDL) and Online Distance Learning (ODL):

2.1. It showed that the respondents agreed with the statements “The printed

modules have greatly contributed to me in learning our new lessons.” with a weighted mean of

4.48; "I consider the printed modules to be an enjoyable way of learning." with a weighted mean

of 4.23; "I would describe the printed modules as being highly interesting in studying our lesson."

with a weighted mean of 4.21; "I consider the printed modules to be effective in learning our
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 39

new lessons" with a weighted mean of 4.20; "The printed modules make me spend more time

studying to learn our lessons." with a weighted average of 4.20; and "I am satisfied with my

learning from the printed modules" with a weighted mean of 4.15. Overall, Printed Modular

Distance Learning (PMDL) got a weighted mean of 4.31.

2.2. It showed that the respondents agreed with the statements “I am motivated in

learning our new lessons through online class with my teacher and classmates” with a weighted

mean of 4.36; “My online teacher presents clear instructions for assignments and projects.” with

a weighted mean of 4.33; “I am happy and satisfied with my online learning experience.” with a

weighted mean of 4.25; “Online learning is a more effective and efficient way to learn.” with a

weighted mean of 4.21; “I clearly understand our lessons through online learning.” with a

weighted mean of 4.20; “I find online learning more engaging” with a weighted mean of 4.14;

while in “I became more active learner in online learning.” with a weighted mean of 4.05. Overall,

Online Distance Learning (ODL) got a weighted mean of 4.19.

3. The significant difference between the demographic profile of the respondents to

the effectiveness of distance learning are:

3.1. The significant difference between respondents’ level of agreement with the

effectiveness of distance learning when grouped according to grade level. It showed that the P-

values of Printed Modular Distance Learning (PMDL) and Online Distance Learning (ODL) were

more than 0.05 level of significance (0.09, 0.12).

3.2. The significant difference between respondents’ level of agreement with the

effectiveness of distance learning when grouped according to devices owned. It showed that

the P-values of Printed Modular Distance Learning (PMDL) and Online Distance Learning (ODL)

were more than 0.05 level of significance (0.77, 0.98).

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 40

3.3. The significant difference between respondents’ level of agreement with the

effectiveness of distance learning when grouped according to internet connectivity. It showed

that the P-values of Printed Modular Distance Learning (PMDL) and Online Distance Learning

(ODL) were more than 0.05 level of significance (0.26, 0.07).

3.4. The significant difference between respondents’ level of agreement with the

effectiveness of distance learning when grouped according to support person/individual. It

showed that the P-values of Printed Modular Distance Learning (PMDL) and Online Distance

Learning (ODL) were more than the 0.05 level of significance (0.75, 0.53).

Conclusions

1. Majority of the respondents were in grade 4, had a laptop, used cellular or mobile

data, and were supported by their parents.

2. The respondent's level of agreement with the effectiveness of distance learning in

terms of:

2.1. Printed Modular Distance Learning. The respondents agreed that the printed

modules have greatly contributed to learning their new lessons; they considered the printed

modules to be an enjoyable way of learning; they described the printed modules as being highly

interesting in studying their lessons; they considered the printed modules to be effective in

learning their new lessons; the printed modules make them spend more time studying to learn

their lessons, and they were satisfied with their learning from the printed modules.

2.2. Online Distance Learning. The respondents agreed that they were motivated in

learning their new lessons through online classes with their teacher and classmates; their online

teacher presented clear instructions for assignments and projects; they were happy and

satisfied with their online learning experience; online learning was a more effective and efficient
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 41

way to learn; they clearly understand their lessons through online learning; they found online

learning more engaging, and they became more active learner in online learning.

3. The significant difference between the demographic profile of the respondents:

3.1. There was no significant difference between the respondents’ level of

agreement with the effectiveness of distance learning when grouped according to their grade

level.

3.2. There was no significant difference between the respondents’ level of

agreement with the effectiveness of distance learning when grouped according to the devices

they owned.

3.3. There was no significant difference between the respondents’ level of

agreement in the effectiveness of distance learning when grouped according to the internet

connectivity they have.

3.4. There was no significant difference between the respondents’ level of

agreement in the effectiveness of distance learning when grouped according to their support

person/individual.

Recommendations

This research was conducted to assess the effectiveness of distance learning to the

Special Science Elementary School Pupils of Cabiao Central School. Based on the conclusion

and the findings, the following recommendations were proposed:

1. To the Department of Education. They should consider the pupils’ needs. For those

who do not have devices to use in their online meeting and an improvement to the quality of the

given printed modules and provide a specific example and a clear direction to the given

activities.
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 42

2. To the teachers. Since the students say that they were motivated in learning their

lessons when they have a discussion with their teacher and classmates, it was better if the

teacher set an online meeting at least thrice a week. The students say that teacher presented

clear instructions for assignments and projects when they were having their online class.

3. To the parents. To support their children in their online classes by providing a device

to use and an internet or data to help them connect to their online lessons. To guide their

children in doing their learning activities to be their module-ator.

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 43

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Education, D. o. (2020, May 25). Republic of the Philippines Department of Education.

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Joaquin, J. J. (2020). The Philippine Higher Education Sector in the Time of COVID-19.
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 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 44

Juan, A. D. (2020, September 23). Manila Bulletin. Retrieved from mb.com.ph:

https://mb.com.ph/2020/09/23/youth-group-urges-govt-to-recognize-
importance-of-internet-access-due-to-shift-to-online-learning/
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Dargo, J.M., Dimas, M. (2021). Modular Distance Learning: Its Effect in the Academic
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education?gclid=Cj0KCQjw0PWRBhDKARIsAPKHFGg9P-
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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 45

APPENDICES
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 46

APPENDIX 1

Request Letter to Conduct Survey

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 47

Cover Letter
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 48

APPENDIX 2

Questionnaire
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 49

Continuation of Appendix 2
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 50

Continuation of Appendix 2
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 51

APPENDIX 3

Grammarian’s Certificate
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 52

APPENDIX 4

BIOGRAPHICAL STATEMENT

Jezzel R. Dizon is pursuing a bachelor's degree in Elementary Education at Polytechnic

University of the Philippines-Cabiao Campus. She is currently enrolled in her fourth year of the

said program.
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 53

Continuation of Appendix 4

Jihan Kamilah C. Garcia is pursuing a bachelor's degree in Elementary Education at

Polytechnic University of the Philippines-Cabiao Campus. She is currently enrolled in her fourth

year of the said program.

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 54

Continuation of Appendix 4

Cathrina R. Pablo is pursuing a bachelor's degree in Elementary Education at

Polytechnic University of the Philippines-Cabiao Campus. She is currently enrolled in her fourth

year of the said program.

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 55

Continuation of Appendix 4

Janmel L. Santos is pursuing a bachelor's degree in Elementary Education at

Polytechnic University of the Philippines-Cabiao Campus. He is currently enrolled in his fourth

year of the said program.

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 56

EFFECTIVENESS OF DISTANCE LEARNING TO THE SPECIAL

SCIENCE ELEMENTARY SCHOOL PUPILS OF CABIAO CENTRAL
SCHOOL

A Thesis
Presented to the Faculty of the
Polytechnic University of the Philippine – Cabiao Campus
San Roque, Cabiao, Nueva Ecija

In partial Fulfillment of the Requirements for the Degree

Bachelor in Elementary Education

by

Dizon, Jezzel R.
Garcia, Jihan Kamilah C.
Pablo, Cathrina R.
Santos, Janmel L.

July 2022
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 57

Philippine Copyright 2021

by the Authors
and the
College of Education
Polytechnic University of the Philippines – Cabiao Campus

All rights reserved. Portions of this manuscript may be reproduced with the proper referencing
and due acknowledgment of the authors.
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 58

CERTIFICATION

This thesis entitled “EFFECTIVENESS OF DISTANCE LEARNING TO THE SPECIAL

SCIENCE ELEMENTARY SCHOOL PUPILS OF CABIAO CENTRAL SCHOOL” prepared and
submitted by the following researchers: JEZZELR. DIZON, JIHAN KAMILAH C. GARCIA,
CATHRINA R. PABLO and JANMEL L. SANTOS in partial fulfillment of the requirements for the
degree of BACHELOR IN ELEMENTARY EDUCATION has been examined and recommended
for Oral Examination.

Evaluation Committee

FERNANDO F. ESTINGOR, MSIT

Adviser

CRISELDA P. CORONADO, MEM JENNY Q. ESTINGOR

Evaluator Evaluator

APPROVAL

Approved by the Panel on Oral Examination on _________ with the grade of ______.

JENNY Q. ESTINGOR, MEM

Chair

CRISELDA P. CORONADO, MEM MICALYNE R. AMURAO

Evaluator Evaluator

Accepted in partial fulfillment for the degree of Bachelor in Elementary Education.

ENGR. FERNANDO F. ESTINGOR, MSIT

Campus Director
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 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 59

CERTIFICATION OF ORIGINALITY

This is to certify that the research work presented in this thesis, entitled

EFFECTIVENESS OF DISTANCE LEARNING TO THE SPECIAL SCIENCE ELEMENTARY

SCHOOL PUPILS OF CABIAO CENTRAL SCHOOL for the degree of Bachelor in Elementary

Education at the Polytechnic University of the Philippines, Cabiao Campus embodies the result

of original and scholarly work carried out by the undersigned. This thesis does not contain words

or ideas taken from published sources or written works that have been accepted as the basis

for the award of a degree from any other higher education institution, except where proper

referencing and acknowledgment were made.

JEZZEL R. DIZON

JIHAN KAMILAH C. GARCIA

CATHRINA R. PABLO

JANMEL L. SANTOS
Researchers

Date Signed (date, month, year)

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ACKNOWLEDGEMENTS

The researchers first and foremost wanted to thank God for his divine protection and

provision through the research journey.

Gratefulness goes as well to the Polytechnic University of the Philippines (Cabiao

Campus) for allowing the researchers to conduct this research. Especially, gratitude and

appreciation to their thesis adviser, Engr. Fernando F. Estingor, MSIT who directed,

supervised, and encouraged us to bring this work to completion.

They would also like to express their deepest gratitude to the researcher’s Statistician

for helping them to make this research reliable and valid; his knowledge and information have

greatly helped to complete this thesis within the deadlines.

To all Polytechnic University of the Philippines students-respondents from Cabiao

Campus, Cabiao, Nueva Ecija, School Year 2020-2021, thank you for your spontaneous

cooperation in answering the survey questionnaire.

To the very understanding parents and family members of the researchers, much

love, gratitude, and affection, for the thoughtfulness and support accorded to the researchers.

To everyone who gave encouragement, trust, and support to the researchers, they

owed them tremendously for the success of this study. With grateful hearts, the researchers

extended to them their most sincere.

J. R. D., J. K. C. G., C. R. P., J. L. S.

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 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 61

ABSTRACT

Title : Effectiveness of Distance Learning to the Special Science

Elementary School Pupils of Cabiao Central School
Researchers : Jezzel R. Dizon
Jihan Kamilah C. Garcia
Cathrina R. Pablo
Janmel L. Santos
Degree : Bachelor in Elementary Education
Institution : Polytechnic University of the Philippines – Cabiao Campus
Year : 2021
Adviser : Engr. Fernando F. Estingor

The main purpose of this study was to determine the effectiveness of distance learning

to the Special Science Elementary School Pupils of Cabiao Central School. The researchers

utilized the descriptive method for interpretation, as well as the random sampling technique to

determine the study's respondents. The primary data collection instruments for this study were

survey questionnaires embedded with a Likert Scale. These were distributed to 97 pupils of

Cabiao Central School.

This study determined the effectiveness of distance learning to the Special Science

Elementary School Pupils of Cabiao Central School in terms of grade level, devices owned,

internet connectivity, and support person. Also, to determine if there was a significant

relationship between the new normal education and the learning styles of the students.

According to the results, there was a significant relationship between the respondent's level of

agreement with the effectiveness of distance learning when grouped according to their profile.

According to the results, the majority of the respondents often agreed with the

statements listed in the effectiveness of distance learning in terms of Printed Modular Distance

Learning and Online Distance Learning. There was no significant relationship between the

demographic profile of the respondents. As the results of this study, the teacher should set an

online class meeting at least thrice a week since the students understand the lesson and
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instruction online. And the Department of Education should consider the pupils’ needs like

gadgets to be used for their online classes and improve the quality content of the printed

modules.

Keywords: Polytechnic University of the Philippines-Cabiao Campus, Special Science

Elementary School, Distance Learning, Printed Modular Distance Learning, and Online
Distance Learning

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TABLE OF CONTENTS

Page

TITLE PAGE i
CERTIFICATION-AND-APPROVAL SHEET ii
CERTIFICATION OF ORIGINALITY iii
ACKNOWLEDGMENTS iv
ABSTRACT v
TABLE OF CONTENTS vii
LIST OF TABLES ix
LIST OF FIGURES x

1: THE PROBLEM AND ITS SETTING

Introduction 1
Theoretical Framework 5
Conceptual Framework 8
Statement of the Problem 10
Hypothesis 10
Scope and Limitations 10
Significance of the Study 11

2: REVIEW OF LITERATURE AND STUDIES

Printed Modular Distance Learning 13
Online Distance Learning 15
Synthesis of Reviewed Literature 16
and Studies

3: METHODOLOGY
Method of Research 18
Population, Sample Size, and Sampling 18
Technique
Description of the Respondents 20
Research Instrument 21
Validation of Instrument 21
Data-Gathering Procedure 22
Statistical Treatment of Data 22
23

4: RESULTS AND DISCUSSION

Demographic Profile of the Respondents in terms of 27
Grade Level, Devices Owned, Internet Connectivity,
and Support Person/Individual
Respondents Level of Agreement to the Effectiveness 29
of Distance Learning in terms of Printed Modular Distance
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 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Learning (PMDL) and Online Distance Learning (ODL)

Significant Difference Between Grade Level, Devices Owned, 34
Internet Connectivity, and Support Person/Individual

5: SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary of Findings 38
Conclusions 40
Recommendations 41

REFERENCES 43

APPENDICES
APPENDIX 1: Request Letter To Conduct Survey 46
Cover Letter 47
APPENDIX 2: Questionnaire 48
APPENDIX 3: Certificate Of Grammarian 51
APPENDIX 4: Biographical Statements 52

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LIST OF TABLES

Number Title Page

1 Population and Sample Size 19

2 Demographic Profile of the Respondents in terms of Grade 27

Level

3 Demographic Profile of the Respondents in terms of 28

Devices Owned

4 Demographic Profile of the Respondents in terms of 28

Internet Connectivity

5 Demographic Profile of the Respondents in terms of 29

Support Person

6 Respondents' Level of Agreement to the Effectiveness of 30

Distance Learning in terms of Printed Modular Distance
Learning (PMDL)

7 Respondents' Level of Agreement to the Effectiveness of 32

Distance Learning in terms of Online Distance Learning
(ODL)

8 The Respondents' Level of Agreement to the Effectiveness 33

of Distance Learning

9 Significant Difference Between Grade Level 34

10 Significant Difference Between Devices Owned 35

11 Significant Difference Between Internet Connectivity 36

12 Significant Difference Between Support Person 37

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LIST OF FIGURES

Number Title Page

1 Conceptual Framework 9