Modular Distance Learning and

Academic Performance in Statistics

and Probability of Grade-11 Students
of Santa Clara National High School
 CHAPTER 1
Introduction
• Education in the Philippines had been shifted from traditional face-to-face and
educators nowadays continuously challenged to find better tutoring strategies to
improve student learning.

• Education nowadays has been slowly adapting to the new normal. As it does,
modular learning that was once an approach commonly utilized during the
outbreak of the pandemic, now gradually shifts to limited face- to -face class. But
though, limited face- to-face has been implemented, there are students who still
chooses to utilize modules.
 WHY?
Why do they prefer modular
learning during the
implementation of limited face-to-
face?

PERCEPTION
This brought as to the idea that maybe
they take their own perception regarding
modular learning as a major consideration
in in relation to their academic
performance?
Statement of the Problem

The study seeks to determine the relationship

between perception of Grade 11 students in Sta.
Clara National High School during the Third
Quarter of the School Year 2021-2022 regarding
modular distance learning and academic
performance in Statistics and Probability.
Statement of the Problem
Specifically, it aimed to answer the following
question:
1. What are the perceptions of the Grade 11 students
regarding modular distance learning in Statistics and
Probability?
Statement of the Problem
Specifically, it aims to answer the following question:

2. What is the level of academic performance of the

Grade- 11 students in Statistics and Probability
subject using modular distance learning approach?
Statement of the Problem
Specifically, it aims to answer the following question:

3. Is there a significant relationship between the Grade

11 students’ perception on modular learning and
academic performance in Statistics and
Probability?
Hypothesis

Alternative hypothesis (Ha): There is significant

relationship between Grade-11 perception on modular
learning and academic performance in Statistics and
Probability.
Research Design

The research will make use of the descriptive-

correlation research design with the survey employing
questionnaires to gather data on the effect of modular
distance learning and academic performance of Grade
11 students in Sta. Clara National High School.
 CONCEPTUAL FRAMEWORK

Perception Student
Regarding Academic
Modular Learning Performance

The conceptual framework of the study is demonstrated in the schematic diagram that
illustrates the relationship of the modular learning and academic performance of the Grade 11
students in Statistics and Probability.
Research Design

Mustieles (2020) defined descriptive correlation

study as a study in which the research is primarily
interested in describing relationships among variable
without seeking to establish a connection.
Research Respondents ( Table 1.)  
   
Number of Students Utilizing Modular
Grade-11 Strands Total Number of Students Modality
 

HUMSS  46  13

(Humanities and Social Sciences)

Agri-Crop Production 25 8
 
BPP    
(Bread and Pastry Production)
38 9
Tailoring
13 4
EIM
(Electrical Installation 40 17
Management)
STEM
(Science, Technology, Engineering,    
and Mathematics)
7 0

Total
169 51
 Sampling Technique

Purposive Sampling will be utilize in this study where

sample will be selected based on characteristics of
population and the objective of the study
(Crossman,2020).
Sampling Technique

Since the study focused only in the modular learning

and academic performance, the researcher will choose
respondents who are Grade 11 student from all strands
utilizing modular modality during the implemented
limited face-to-face class of school of the Third
Quarter, School Year 2021-2022.
 Research Tools

Since the study focused only in the modular learning

and academic performance, the researcher will choose
respondents who are Grade 11 student from all strands
utilizing modular modality during the implemented
limited face-to-face class of school of the Third
Quarter, School Year 2021-2022.
 EVALUATING THE PERCEPTION
Scale Numerical Mean Range Adjectival Equivalent

1 1.00-1.72 Strongly Disagree

2 1.73-2.48 Disagree

3 2.49-3.24 Agree

4 3.25- 4.00 Strongly Agree

LEVEL OF ACADEMIC PERFORMANCE

Academic Performance Adjectival Equivalent

75-80 Satisfactory

81-85 Very Satisfactory

86-90 Outstanding

86-90 Excellence
 Table 2
PERCEPTION OF GRADE XI STUDENTS OF SANTA CLARA NATIONAL HIGHSCHOOL
 
    Scale
  Statements WEIGHTED MEAN Interpretation
No.

1 In modular teaching method, I have a lot of time to answer my activities. 2.96 Agree
2 Students can be guided by friends, parents and relatives on their activities. 2.80 Agree

3 Students are more active and self-directed. 2.78 Agree

4 Modular distance learning approach helps to explore myself in mathematics. 2.65 Agree

5 It is flexible than other approaches in mathematics. 2.78 Agree

6 I am more comfortable to answer the activity in math on my own using modules. 2.73 Agree

7 I prefer modular distance learning approach in mathematics. 2.73 Agree

8 It is cheaper. 2.57 Agree

9 Students can easily answer the problems in mathematics. 2.51 Agree
10 I prefer modular distance learning approach rather than face-to-face instruction. 2.73 Agree

Average Weighted Mean 2.72 Agree

 Table 3
LEVEL OF ACADEMIC PERFORMANCE
FREQUENCY Percentage MEAN ADJECTIVAL EQUIVALENT
ACADEMIC PERFORMANCE

       
75-76
16 31.37%
77-78 (2.0-1.75)
   
79-80
   
    82.25 VERY SATISFACTORY
 81-82
28 54.90%    
(1.75-1.5)
     
83-85
 7  13.72%  

 86-90 (1.5-1.25)
FINDINGS
 Students AGREED on the following:
1. In modular teaching, students have a lot of time to answer the activities.

2. Students can be guided by friends, parents and relatives on their activities

3. Students are more active and self- directed.

4. Modular distance learning approach helps to explore myself in mathematics.

5. It is flexible than other approach in Mathematics.

6. Students are more comfortable to answer the activity in math on their own using modules

7. Students prefer modular distance learning approach in learning mathematics.

8. They believed it is cheaper.

9. Students can easily answer the problems in mathematics.

10. Students prefer modular distance learning approach rather than traditional face-to-face instruction.
1. What are the perception of Grade 11 students regarding modular distance learning in
Statistics and Probability?

The perception of the Grade 11 students regarding

modular distance learning in Statistics and
Probability is calculated as AGREED.
2. What is the level of academic performance of Grade 11 students in Statistics and
Probability?

The Level of Academic Performance of the

Grade 11 Students utilizing modular modality in
Statistics and Probability is VERY
SATISFACTORY.
3. Is there a significant relationship between Grade 11 students’ perception on
modular learning and academic performance in Statistics and Probability?

There is a significant relationship between Grade

11 students’ perception on modular learning and
academic performance in Statistics and Probability.
CONCLUSION
 The result of the study showed that the student had a positive
perception regarding modular distance learning. It was shown as the
perception regarding modular distance learning approach was
generally interpreted as “AGREE”. Also, it was shown that the
students’ academic performance achieved VERY SATISFACTORY.
This only implies the effectiveness of modular distance learning
approach in learning math, specifically the Statistics and Probability
subject during the Third Quarter of the School Year 2021-2022 as
treated by modular approach despite the limited face-to-face classes
of the school.
The study also found out that the positive perceptions regarding
modular distance learning have positive impact on the students’
academic performance in Statistics and Probability.
THANK YOU
And
GOOD DAY!!!!