CHAPTER I

INTRODUCTION

Background of the Study

The outbreak of the new corona virus infection known as covid-19 has

first occurred at Huanan seafood market in Wuhan City of China in December

2019 (Wikipedia, 2020), and within a couple of months it has turned out to be

a global health emergency. It has rapidly affected thousand of people, who

are sick or being killed due to the spread of this disease. The covid-19

pandemic also resulted in a widespread disruption such as travel restriction,

closure of school and global economic recessions.

Most countries around the world have temporarily closed education

instructions to contain the spread of the virus and reduce infection (Tria,2020)

face to face engagement of students and 101 teachers within the school has

also been suspended. The Philippines is in the process of adapting to the new

normal form of education at present, and continuous innovations of educators

and active involvement of the other stake holders are the driving force for its

success .For the continuity of education and for every schools to still attain its

mission and vision which is to provide quality education to every Filipino

learner, the Department of Education implemented the modular learning

class.

Distance learning refers to a learning delivery modality, where learning

takes place between the teacher and the learners who are geographically

remote from each other during instruction. This modality has three types:
Modular Distance Learning (MDL), Online Distance Learning (ODL), and

TV/RADIO based instructions. (Quinones, 2020) Modular learning is the most

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

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

by the Department of Education (Dep Ed), leaning through printed and digital

modules as the most preferred distance learning method of parents with

children who are enrolled this academic year (Bernardo J). This is also in

consideration of the learners in rural areas where internet is not accessible for

online learning. The teacher takes the responsibility of monitoring the

progress of the learners.

Educational achievement represent performance outcomes that

indicate the extent to which a person has accomplished specific goals that

were the focus of activities in instructional environments, specifically in school.

School system mostly define cognitive goals that either apply across multiple

subject areas (e.g.,critical thinking) or include the acquisition of knowledge

and understanding in a specific intellectual domain (e.g.,numeracy , literacy,

science, history). Therefore, education achievement should be considered to

be multifaceted construct that comprises different domains of learning.

Because the field of education achievement is very wide-raging and covers a

broad variety of education outcomes, the definition of educational

achievement depends on the indicators used to measure it. Among the many

criteria that indicates educational achievement, there are very general

indicators such as procedural and declarative knowledge acquired in an

education system, more curricular-based criteria such as grades or

performance on an educational achievement test, and cumulative of

educational achievement such as educational degrees and certificates.

The success and effectiveness of distance learning depend on the

study materials according to Jayaran and Dorababu (2020). Therefore, to

cater to the need of abilities of each student, Dep Ed focus self-study modules

as the man learning tool that can serve all the students, which can be

combined with other modality of the delivery learning that students have

access to. In distance learning live modular learning, teachers and student an

apart from each other, thus SLM (Soft-Learning Modules) must serve as

teachers. However, using modules has its advantages and disadvantages;

according to (Nardo , M. T. B. 2017) the use of modules advocate self-

directed learning while according to (Beejish 2017), without the presence of

the faculty and classmate who remind them on their assignment the chances

of getting distracted and losing track and deadlines are high. With all

advantages and disadvantages of using the modular learning as a learning

modality. This paper aims to determine the effects of PMDLM (Printed

Modular Distance Learning Modality) on the educational achievement of the

students.

The important of conducting this study to discuss the effectiveness of

PMDLM (Printed Modular Distance Learning Modality) to the Educational

Achievement of the Senior High School Student in Atty. Roque A. Marcos

Memorial School. This study also aims to discuss the advantages and

disadvantages provide by this type of learning. The result will beneficial to

both students and teachers as it will assess how efficient implementing this

type of curriculum in this situation

Statement of the Problem

This study is primarily focused of finding out of the effectiveness of

PMLM (Printed Modular Distance Learning Modality) to Educational

Achievement of Senior High School Student of Atty. Roque A. Marcos

Memorial School. Specially, it sought the answer of the following questions.

1. How does printed modular distance learning modality affects the

Educational Achievement of Senior High School students in Atty. Roque A.

Marcos Memorial School?

2. What are the advantages and disadvantages of using Printed

Modular Printed Modular Distance Learning Modality Educational

Achievement of Senior High School students in Atty. Roque A. Marcos

Memorial School?

3. What is the impact of Printed Modular Distance Learning to the

Educational Achievement of Senior High School students in Atty. Roque A.

Marcos Memorial School?

4. What are the Educational Achievement benefits of using Printed

Modular Distance Learning Modality in Senior High School students of

ARAMMS?

5. What percentage of SHS students in Atty. Roque A. Marcos

Memorial School using Printed Modular Distance Learning Modality in the

S.Y. 2020-2021 achieve;

6.1 90-94% average (w/ honors)

6.2 95-98% average (w/ high honors)

 6.3 99-100% average (w/ highest honors)

Scope and delimitation

This research will be focusing on the effectiveness, advantages and

disadvantages of Printed Modular Distance Learning Modality to Educational

Achievement of Senior High School students. This study will be limited only

for the grade 12 students of s.y. 2020-2021 on the first semester.

This study is all about the Educational Achievement of Senior High

School students last school year amidst the use of Printed Modular Distance

Learning Modality, and also the benefits and percentage average of this new

type of learning curriculum. The study will be conducted to determine the

importance and effectiveness of Printed Modular Distance Learning Modality

to the Educational Achievement of Senior High School student in Atty. Roque

A. Marcos Memorial School.

Significance of the Study

This study will be conducted due to the COVID – 19 Pandemic that

primarily affects the sector of education in the whole country. The study shall

provide more relevant results on the educational achievements, benefits,

effectiveness, advantages, and disadvantages of Printed Modular Distance

Learning Modality to Senior High School students of Atty. Roque A. Marcos

Memorial School that relates other High School student in the country.

The study will benefits the Senior High School students, and also the

teachers, and faculties of Atty. Roque A. Marcos Memorial School. Because,

the result will be evaluated for the improvement of the quality education

provided by the school. In addition, the result of this study will help the future
researchers on conducting similar study of the educational achievements,

benefits, effectiveness, advantages, and disadvantages of Printed Modular

Distance Learning Modality to student about the system of learning.

 CHAPTER II

REVIEW OF LITERATURE AND CONCEPTUAL FRAMEWORK

Review of Related Literature

The spread of Covid-19 has brought a rapid change in the country not

only in its economic stability but also in the education system. Schools have

been promptly locked for personal engagement, transactions and students

curricular activities following the order of President Rodrigo Roa Duterte, to

suspend “face-to face” classes in adherence to the advisory of Department of

Health that Philippines be put under Enhanced Community Quarantine. With

that, the Department of Education then had to shift and craft realistic learning

platform without compromising its objective to deliver a continuous and quality

learning among its students and yet promoting health awareness. Despite the

pandemic, the Secretary of Education, Leonor Magtolis Briones, reiterated

that the DepEd maintains its commitment to provide quality education to all

Filipinos and makes education accessible to all Malipot (2020). Apparently,

since Filipinos are tough and resilient to any mishaps, students were able to

cope with whatever is conventional changes that may arise.

Due to the health threat of the pandemic, the DepEd decided to bring

education to the comfort of their homes as they continuously developed

different learning modalities to ensure that education is accessible to all and

to ensure the continuity of education. The sudden transition from the

traditional to new normal in the teaching and learning process, three learning
modalities were offered by the DepEd for the school year 2020-2021,

blended, distance and home schooling learning modalities. According to Llego

(2020), Blended learning is a combined face-to face with any or a combination

of online distance learning, modular distance learning (MDL), and TV/radio-

based instruction. On the other hand, distance learning modality refers to a

learning modality where learning takes place between the teacher and the

students who are geographically distant from each other during the teaching-

learning process. Modular Distance Learning (MDL) Online Distance Learning

(ODL) and TV/Radio-Based Instruction were the types of distance learning

modality. Lastly, home schooling is an alternative delivery mode that seeks to

provide students with basic education in their homes with the aid of parents,

guardians, or tutors.

Based on the Learner Enrolment and Survey Forms, it reveals that the

alternative learning modalities offered by the DepEd, 7.2 million students

enrolees preferred to use “modular” distance learning, TV and Radio based

instruction and other modalities while 2 million enrolees preferred online

learning modality, Malipot (2020). Modular learning can be in printed or digital

format. According to Mark Antony Llego (2020), modular distance learning is

learners ‟learning at their own pace, in their own way adjusting self-learning

modules (SLMs). It can be printed/digitized format/electronic copy that is

appropriate to learners, and other learning resources like learners‟ materials,

textbook, activity sheets, study guides and other learning materials. Learners

can access electronic copies of learning materials on a computer, tablet PC,

or smartphones. CDs, DVDs, USB storage and computer based applications

can be used to deliver learning materials, including offline E-books. The

teacher takes responsibility for monitoring the progress of learners. While the

learners may ask help from them via-email, telephone, text messaging/instant

messaging, etc. Teachers shall do home visits to learners if the learners need

remediation or assistance in his/her module. Any member of the family or

other stakeholders in the community can aid. In addition, modular learning is a

form of distance learning that uses self-learning modules (SLM) and follows

the most essential learning competencies (MELCS) provided by DepEd

(Manlangit, Paglumotan and Sapera).

The success and effectiveness of distance learning depends on the

study materials Jayaram and Dorababu (2020). Therefore, to cater to the

needs and abilities of each student, DepEd focused on self-study modules as

the main learning tool that can serve all students, which can be combined with

other modalities of delivery learning that students have access to. Self-study

materials depend on harnessing the various means and channels of

communication to adapt them to the needs of learners. In distance learning

like modular learning, teachers and students are apart from each other, thus

SLMs must serve as teachers. All the learning experiences that a learner can

have in a classroom set up will be experienced by the learners in the distance

learning with the prepared SLMs. The SLMs prepared encourage

autonomous/ self-directed learning (Malipot, 2020).

However, using modules has its advantages and disadvantages.

According to (Nardo, M.T.B, 2017), the use of modules advocates self-

directed learning. Using modules for learning leads to better self-study or

learning skills among students. The concepts presented in the modules

engross students in learning. The tasks provided develop a sense of

responsibility among students and they progressed on their own. They learn

to learn; they are empowered. In addition, the students participate in real

experiences. They discover new things, and they experience their knowledge

on their own. Students learn to reflect on their own experiences, thus

developing new skills, learning through modular direct students to be in

charge of their own learning.

The use of modules has its disadvantages also. According to Bijeesh

(2017), without the presence of the faculty and their classmates who remind

them of their assignments the chances of getting distracted and losing track of

deadlines are high. In addition, in the study of Dangle, and Sumaoang (2020)

they revealed the main challenges that emerged in the implementation of

modular distance learning where budget is not enough in the making and

delivery of modules; students had a hard time answering their tasks on their

modules and the lack of knowledge of parents academically to guide their

child/children. With all the advantages and disadvantages of using the

modular learning as a learning modality, this paper aims to determine the

effect of printed modular learning on the academic performance of the

students.

Review of Related Studies

This pandemic has paved the way for the implementation of different

learning modalities like the Modular Distance Learning as an urgent response

to ensure the continuity of education. The following studies were reviewed to

determine the gap in existing related literature related to the effect of printed

modular learning on students “educational achievement”. Different studies

were conducted to determine the achievement of students in the traditional

and new normal way of teaching. According to Melad (2016) the using the

“Quadratic Function” module has shown that a modular approach to teaching

improves student achievement. Using the module as an approach as a

corrective teaching material has increased the student achievement level of

the students compared to the traditional way of teaching. In the published

paper by Satyarthi (2021) on the effective learning strategy for secondary

school students-modular approach found out that modular teaching method

was better than the traditional teaching method. So, this modular approach

can improve students’ learning capacity as well as to facilitate them to read

this self- learning material besides the book. Furthermore, Naboya (2019)

concluded that a modular approach is more effective compared to

conventional methods in teaching Inorganic Chemistry. Reading

comprehension moderates the effect of the teaching method on students’

achievement levels in Inorganic Chemistry.

There were studies conducted with regards to the effect of modular

learning on the academic performance of the students in Mathematics. Lim

(2016) in his study on the effectiveness of modular instruction in word problem

solving of BEED students, revealed that modular instruction in teaching

Mathematics, particularly in word problem solving, is an effective approach to

learning. Moreover, Khalil, and Yousuf (2020) revealed in their paper on the

effect of modular approach teaching on achievement of secondary school

mathematics students found out that scores of the students in modular

approach is higher. Furthermore, in a published paper by Jazim, Anwar, B.

and Rahmawati (2017) on The Use of Mathematical Module Based on

Constructivism Approach as Media to Implant the Concept of Algebra

Operation showed that the use of constructivism-based mathematics module

was very effective in improving students’ mathematical understanding on

algebra operation material. In addition, in the use of modules in learning

mathematics the result of observation conducted showed that students with

high academic ability were active in the discussion.

In the different learning areas, Gossenheimer, Bem, Carneiro, and de

Castro (2017) conducted a study on the impact of distance education on

academic performance in a pharmaceutical care course. The study found out

that student performance was better in the distance education module.

Rahmawati, Lestari and Umam (2019) concluded in their study on the

analysis of the effectiveness of learning in the use of learning modules against

students learning outcomes that the average mathematics learning outcomes

of students’ using modules were higher compared to students who did not use

the module. In a published paper by Ambayon (2020) on modular-based

approach and students’ achievement in literature, the study conducted the

performance of the college student in literature in the use of modular

approach had improved from poor to excellent achievement whereas the

students who did not use modular approach had relatively improved from poor

to fair achievement. Another study by Oparina & Rakova (2018) on the

Modular Approach to Teaching and Learning English Grammar in Technical

Universities revealed that the module approach in teaching is effective for

improving students‟ knowledge. Its Modular approach to teaching and

learning in the English grammar is found to be effective in teaching and

increases students’ understanding and critical thinking. A study by Valencia

(2020) Modular Approach in Teaching Science 10 showed that when using a

modular approach to teaching, student performance was significantly

improved on test results and was described as competent. This indicates that

the approach has clearly shown a vital link in increasing students’ academic

achievement. While Yazon (2017) in his article on module validation and

effectiveness in assessing students learning, found the module to be effective

in facilitating the learning process.

Education is the only mean through which a society adjusts with its

needs. Therefore, a society can never exist without education. Through

education, the members of a society learn the skills to enrich, transmit and

transform cultural heritage as well as existing social and scientific knowledge

for the continuous advancement of the society. Teaching learning process has

been inseparable to human being since ancient times. Leaders of human

thoughts have endorsed memorable words about education, knowledge and

learning. An educational system is explicitly based on the quest, what to teach

and how to teach. ” What to teach “ means the learning material. The

continuum of learning material swings from linguistic to scientific knowledge.

The choice of contents and subject from the multifarious branches of

knowledge is subjected to social needs.

According to Johnson and Dalen (2011) there are certain moments in

human history when it seems that all human activities and social

organizations have been directed towards the extension of knowledge. They

further say that human endeavors to explore the universe and foster social,

cultural and economic needs resulted in a widespread educational system on

the global purview. Every society, every culture and every nation is in a race
to build up its educational system on profound bases of knowledge, learning

and expertise. Today, a nation with superior educational system is superior

and dominant.

A module is a specific type of learning resource. Modules are

essentially self contains, self-instructional packages, with learning paced by

each student according to his/her individual needs and ability. A module

covers either a single element of subject matter content or a group of content

elements forming a discrete unit of subject matter or area of skill. A module

has clearly defined, objectives; preferably in behavioral form (Daries, 2012).

Taneja (2013) 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 which

contains the elements of instruction, specific objectives, teaching learning

activities, and evaluation using criterion - referenced measures (UNESCO,

2011).

Most learning packages are entirely individualized but group

experiences can be built in it. The main driving force behind the introduction of

modules in teaching learning process lies in the fact that they have roles that

can help to solve key educational problems. This is largely because they

satisfy the basic condition for promoting effective learning and are extremely

flexible in implementation. The use of such packages takes into account

individual differences and permits students to work at their own pace. That is

why Loughran and Berry (2011) pointed out that individuals learnt more at

their own pace, because “Telling is not teaching and listening is not learning."
But it is a process of first absorbing and then expression of concepts. So it is

best achieved by self - learning.

According to Brown et al. (2011) module has following possible

advantages in the administration. Users can study modules within their own

environment. This means they can be used not only within teaching

institutions but also on the job. Users can study modules with minimum

disruption to their normal duties and responsibilities. While this applies to both

students and teachers and it is particularly true for teachers who can use

modules as resources for staff development. Modules may be administered to

a single user, small groups or large groups according to need. Modules

programs can be easily revised and upgraded by replacing one module by

another amending aspects of a single module. Module programs are flexible

in the sense that they can be implemented through a variety of scheduling

patterns. Modules are economical to use. While initial costs of designed

developments are high so they are ultimately cost effective.

Modular teaching is concerned for each pupil as an individual with his

own special aptitude and interest, goal of helping each student to think for

himself and allowing the individuality to each learner. The emphasis must be

on the one-one students with unique abilities, aspiration and influencing

experiences and, again to provide quality education, the teacher must

personalize and individualize the instructional program. When a teacher

devoted to individual learning, he finds time for personal discussion with

pupils and giving them individual help. The individual learning may help in

developing many notable and self-reliant characters, and in much more

modern ways pupils enjoy periods in which they pursue their interests and

satisfy their curiosities (Manlove and David, 2013).

Most of the modules have the components such as; instructions on how

to use the module, the structure of the module needs to be explained,

especially if it consists of units. The procedure for working through the module

needs to describe and any color-coding explained. Sometimes it is useful to

have standard symbols to represent sections such as objectives; input;

practice task; feedback and so on. If such symbols are used they need to be

defined and explained. What the learner is expected to do during all phases of

study should be emphasized. By purpose is meant for whom the module is

intended and where it fits into a program and a course within a program. It is

useful too, to include a curriculum or syllabus grid, which precisely locates the

module in the overall course. Aims are broad statement about the types of

anticipated learning outcomes such as to develop understanding or to

enhance appreciation in some area of knowledge or skill. These statements

are important since they clarify for the user and the general areas covered by

the module. If prior knowledge or skill is needed for achieving the objectives of

a module these need to be defined, If, for example, the module is about

introductory mechanical drawing it may be necessary for students to know

something about basic geometry and have some skill in solving elementary

geometrical problems. If so these items should be listed so as to allow for

advance preparation for the work of the module itself. List of instructional

objectives, this is a critical part of the module. Instructional objectives have to

be expressed in behavioral terms that is, in terms of a performance, which

can be observed or measured. The objectives of the module as a whole

should be listed at the beginning and any units within the module should start

with lists of their own specific objectives. Diagnostic pre-test sometimes it is

not sufficient to merely list pre-requisite skills and it may be necessary to

include a test specifically designed to check whether students have the

necessary background to understand the module. If they fail in this test they

should be advised on how to catch up by means of reading, solving problems

or completing specified practical tasks. The sequenced instructional activities

these of course, form the “core of the module and set out the input -

processing output, or the input - practice task - feedback sequence for each

activity in turn. All in text questions self-assessment and feedback quizzes

should be included as part of this sequences. Mastery post-test should have

items corresponding one-to-one with the specific objectives of the modules.

During trailing phases the post-test or a parallel form of the test should also

be included at the beginning of the module so that the modules effectiveness

in achieving an educational improvement or gain can be measured. During

trailing students answer the questions both before and after completing the

module and the difference between their scores gives a measure of gain.

Once the module is published in final form, however the “post-test” can be

removed from the beginning of the module and be used only to check on final

mastery of the objective. As the module is self-instructional package it lacks

face-to-face interaction between the teacher and the taught. The teacher’s

role is considered to be in-built in the module. At the final stage when the

learner has attempted the mastery post-test there is a stage to make the

feedback and reinforcement available. For that purpose the responses to the

test-items be clearly justified to be right or wrong with some rationale. So that

the students may avoid any confusion and are properly enriched

reinforcement with necessary feedback process for the process for the

purpose of reinforcement and feedback (Farooq, 2012).

In this perspective it seems very suitable to test and implement modular

teaching in our own culture. Besides the importance of study in our students

pursue to adopt an effective teaching learning strategy. Therefore a study

would be conducted to justify the application of modular teaching amidst

pandemic. This study was aimed to explore the “Effectiveness of Modular

teaching at Secondary Level” and then to develop modules to be used in

teaching. This study would be helpful for the teachers and beneficial for

students. Moreover, it would be a useful study for educators and curriculum

planners.

Conceptual Framework

Input Process Output

Socio-demograhic
Profile Effectiveness of Printed
 Profiling
Strand in Senior Modular Distance
 Survey
High School Learning Modality to
Questionaires
Educational
Effect of Printed  Data Gathering
Achievement of Senior
Modular Distance  Data Analysis High School Students in
Learning ARAMMMS

Figure 1. The schematic diagram of the Input, Process, Output Approach of

the study.
 This conceptual framework shows the input, process, and output

approach of the research entitled Printed Modular Distance Learning Modality

to Educational Achievement of Senior High School Students of Atty. Roque A.

Marcos Memorial School. The input is the independent variable which

includes the socio-graphic profile. The process includes the tools and analysis

in gathering the data, while the output is the outcome based on the result of

the study.

Research Hypothesis

Ha » There were significance advantages and disadvantages of using

Printed Modular Distance Printed Modular Distance Learning Modal the

Senior High School students in Atty. Roque A. Marcos Memorial School.

Ho » There were no significance advantages and disadvantages of

using Printed Modular Distance Learning Modality in the learning of Senior

High School students in Atty. Roque A. Marcos Memorial School.

Ha » There were significant Educational Achievement of using Printed

Modular Distance Learning of Senior High School students in Atty. Roque A.

Marcos Memorial School.

Ho » There were no significant Educational Achievement of using

Printed Modular Distance Learning Modality of Senior High School student in

Atty. Roque A. Marcos Memorial School.

Ha » There is no relationship between printed modular distance

learning modality and educational achievement.

 Ho » There is a relationship between printed modular distance learning

modality and educational achievement.

Definition of Terms

Printed Modular Distance Learning Modality refers to a learning delivery

modality where learning takes place between the teacher and the learners

who are geographically remote from each other during instruction. This

modality has three types; Modular Distance Learning (MDL), Online Distance

Learning (ODL), and TV/Radio-Based Instructions. Is used as an independent

variable of the study where it affected the result on another variable.

Educational Achievement is the extent to which a student, teacher or

institution has attained their short or long-term educational goals. A

completion of educational benchmarks such as secondary school diplomas

and bachelor’s degrees representing educational achievement. The

dependent variable in this study which receives the outcomes provided by the

independent variable. Also measures the effectiveness of the students upon

studying.

Students a person who is studying a school or college, refers also to “a

student of sociology”. They are one’s who are used to conduct the

effectiveness of Printed Modular Distance Learning Modality to their

educational achievement.
Corona Virus COVID-19 an infectious disease caused by SAR-CoV-2 virus.

Most people who fall sick with COVID-19 will experience mild to moderate

symptoms and recover without special treatment. However, some will result

seriously ill that requires medical attention. Resorted to use the PMDLM

amidst the pandemic to continue the education

CHAPTER III

METHODOLOGY

Study Area

The conduct of this study was focused within the campus of Atty.

Roque A. Marcos Memorial School. Located in Poblacion District 1,

Municipality of La Paz, Province of Leyte. Currently there are ___ total

population of the enrolled students of the School Year 2021-2022, the Grade

11 Senior High School Students are ___ and ___ Grade 12 Senior High

School Students.

Respondents
 The respondents of the study are the Senior High School Students of

Atty. Roque A. Marcos Memorial School. The total population of Senior High

School Students are ___. The Grade 11 enrolees are consisted of ___

students with ___ male and ___ female. While the Grade 12 students are ___

in total with ___ male and ___ female as specifically the subjects of the study.

The researchers utilized the heuristic approach in identifying sample size

wherein only 10% of the total population of Grade 12 Senior High School

Students were selected as the participants of the study using simple random

sampling.

Research Design

The researchers utilized a quantitative research design specifically, a

descriptive research type in order to know the “Effectiveness of Printed

Modular Distance Learning Modality to the Educational Achievement of

Senior High School Students in Atty. Roque A. Marcos Memorial School. A

descriptive research’s aims to accurately and systematically “describe” a

population, situation, or phenomenon. (Shona McCombes 2019)

Research Instruments

The researcher used a survey questionnaires as primarily tool to gather

data. It is consisting of two parts, the demographic profile and questions itself.

The researcher provides five questions where in it is answerable by likert

scale measurement and is dependable base on the personal experience of

the respondents on using Printed Modular Distance Learning Modality to their

Educational Achievements as Senior High School Students in Atty. Roque A.

Marcos Memorial School.

Data Analysis

After the researcher obtained the data from the respondents. It was

computed and interpreted using Descriptive Statistical Technique, wherein the

researchers adopted the use of frequency and percentage distribution

wherein the researcher will divide the number of respondents who participated

to answer the given questionnaires with choices over the total respondents

multiply by 100 percent. Below is the presentation of the formulas being used

by the researchers’.

Frequency and Percentage Distribution

All the collected data are interpreted after obtaining the number of

students who participated on answering the given questionnaires by the

researchers and getting the percentage of the result.

1
Formula; f =
T

Wherein;

f= frequency

T= period
 Formula;

F
P= X 100 %
N

Wherein;

P= percentage

F= total number of students participated

N= total number of students

Research Procedure

In this study, the researcher followed the steps religiously to gather data

needed. The following are the steps done;

1. The researchers made a survey questionnaires to assess the

effectiveness of printed modular distance learning modality on the

Senior High School Students in Atty. Roque A. Marcos Memorial

School.

2. The researchers made and sent a letter of request addressed to the

school head principal, school record counsellor and the subject teacher

of research in Atty. Roque A. Marcos Memorial School.

3. Once approved, the researchers conducted the survey on the randomly

selected respondents of the study which they answered the given

questionnaires religiously.

4. Collected the data needed on the study, then after the data gathering.

The researchers tally and tabulates the data obtained.

5. After tabulating, the researchers analysed the data.

Atty. Roque A. Marcos Memorial School

La Paz, Leyte
SENIOR HIGH SCHOOL DEPARTMENT
School I.D. 303342
 LETTER OF REQUEST
January 31, 2022

GILDA P. CANO
School Head
Atty. Roque A. Marcos Memorial School
La Paz, Leyte

Ma’am,
Warmest Greetings!
We the Grade 12 Senior High School researchers of Atty. Roque A.
Marcos Memorial School who are residing at Brgy. Bongtod La Paz, Leyte,
would like to ask permission regarding the conduct for the subject Practical
Research 2. Our study is entitled ‘Effectiveness of Modular Distance Learning
Modality to the Educational Achievement of Senior High School Students in
Atty. Roque A. Marcos Memorial School‘.With this, we would like to formally
ask a request to have the record of the total population of the Senior High
School Students with the GWA (General Weighted Average) of the 1 st
Semester specifically on the Grade 12- Students and also their participation
by answering our survey questionnaires. As this play a vital role in our study.
Rest assured that all the information derived here in will be treated with
outmost confidentiality.
We hope that you will permit this request. Thank you and God
bless.
Respectfully yours,
Pearl Emery A. Come Jhomes Avecilla Aira Mae L. Avecilla
Researcher Researcher Researcher

Jastine Mae Ladaga Jessa B. Picoy John Aaron B. Pedere

Researcher Researcher Researcher

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Mariz R. Juan Gilda P. Cano Loida Advincula
Subject Teacher School Principal School Records Counsel