MODULAR DISTANCE LEARNING AND THE ENGLISH PERFORMANCE OF GRADE 10

STUDENTS IN UEG NATIONAL HIGH SCHOOL

Chapter 1

The Problem and its Background

Introduction

Although modular learning and distance learning have become

buzzwords recently, these educational approaches have been around

for a long time.

Modular learning involves the use of modules for

instruction. The module is a self-contained unit of a topic which

requires the learner to perform a specific task or a series of

interrelated tasks. Nardo (2017) also defines it as a form of

individualized instruction which enables learners to use a self-

contained package of learning activities.

According to Guido (2014), the module composes of a series

of activities with teaching instructions, explanations, exercises

and generalizations which the learners can go through at their

own rate and even recycle when necessary. As a self-instructional

material, the module promotes learner-centeredness since it

enables students to discover and experiment with knowledge by

themselves. They also become more responsible for their learning

thus shifting their role from passive receiver of knowledge to

1
active participants involved in the learning process. As

Friestad-Tate, Schubert & McCoy (2014) pointed out, modular

learning’s strongest attribute is its consideration for the

student’s individualized approach to the content.

As the 21st Century emphasizes autonomous learning more and

more, the concept of modular learning has started to gain

popularity in many educational systems. It is particularly a

useful part of distance learning in which teachers are students

do not meet in a physical classroom set-up. As Guido (2014)

mentioned, modular learning is guided by the psychological

principles of learning while doing: “The learner works by itself

and verifies the correctness of his answers by comparing it with

the correct one. It also gives the students some provision

whereby the student can obtain an immediate feedback.”

While the popularity of the internet has contributed to the

rising favor for distance learning, it was the COVID-19 pandemic

which really brought distance learning to the spotlight.

In a policy brief concerning this, the United Nations

Educational, Scientific and Cultural Organization (UNESCO)

recommended governments to address the disruption of education

during the onslaught of the COVID-19 pandemic. In the brief, the

organization called out for the educational sector to reimagine

and innovate the modes of quality education delivery. The

2
suggestion for distance learning was highlighted therein (UNESCO,

2020). Countries all over the world heeded the call and most

educational sectors began to transition to alternative modes of

education delivery. Digital education was popular and so was

distance learning.

In the Philippines, distance learning was prioritized as the

method can deliver lessons to students via different channels

such as the internet, television, radio and printed materials

(Nicholls, 2020). Upon the recommendation of the Inter-Agency

Task Force which was in charge of overseeing the general welfare

of all sectors with regards to health issues during the pandemic,

the Department of Education came up with a framework that will

guide the K12 educational system while COVID-19 still persists in

many communities. The framework came to be known as the Learning

Continuity Plan and it aimed to address school readiness, human

resources, infrastructure readiness, transition program,

partnerships, teaching and learning modalities and assessment

(Capulso, 2020).

The Department of Education therefore initiated the

strengthening of public schools through its online platform for

teachers to support distance learning. The platform, which is

called DepEd Commons, is accessible free of data charges courtesy

of mobile networks in partnership with the Department of

3
Information and Communications Commission (De Leon, 2020). While

the effort was commendable, concerns for the digital divide

became rampant as the poor internet infrastructure of the country

was cited as a major disadvantage for many students. With this,

modular learning became a preferred alternative to digital.

Similarly, as stated by the Department of Education (2020),

distance learning delivery modality options provided to learners

during the pandemic include: modular distance learning which

includes both printed and digital materials; online distance

learning, TV-video or radio-based instruction; and blended

distance learning. Of all these options, the printed modular

learning remains the most popular mode because it requires the

least financial obligation or gadget provision on the part of the

learners.

Hernandez (2020) also reported for The Manila Times that the

enrolment survey of DepEd indicated how about 41 percent of

parents in Central Luzon preferred the modular approach for their

children. 27 percent liked online learning, 18 percent blended

learning, 10 percent television, 8 percent other modes and 3

percent for radio-based learning. For the larger picture, DepEd

reported that their Learner Enrolment Survey showed how 8.9

million parents all over the country preferred modular distance

learning (Bernardo, 2020). Meanwhile, in a partial survey, DepEd

4
was also able to determine that most students also preferred

modular learning (Hernando-Malipot, 2020).

The results of the survey might be surprising given that

21st Century learners are known to be partial to anything related

to online. However, the preference of both students and parents

for modular learning can be attributed to the unstable internet

connection in the Philippines and unavailability of gadgets for

many families. In particular, this was cited the most common

reason of parents surveyed by the Cebu City Public School

Teachers’ Association President, Remus Marinas (Magsumbol,2020).

The modular learning applied by DepEd makes use of Self-

Learning Modules or SLM. These are based on the essential

learning competencies or MELCS. Each module is divided into

sections composing of motivational and assessment activities

serving as a complete guide for the desired competencies of

teachers and students (Manlangit et al., 2020).

Various studies and articles have lauded the benefits of

modular learning, hence the preference of parents and students

will be justified. For an instance, Sadiq & Zamir(2019)

explicitly stated in their study that modular learning enables

teachers to transform learning into an active and student-

centered enterprise which provides effective results in

comparison to traditional learning. Another benefit of the module

5
is that it can provide immediate reinforcement and feedback.

Also, student participation is maximized and the learners have

the freedom to learn in accordance to their own style.

While the advantages are much lauded, certain studies also

looked into the disadvantages of modular distance learning; and

these are what curriculum developers and teachers should note of.

In the study of Sandeghi (2019) for example, the downside of

modular learning were discussed and they are as follows: there

are high chances of distraction since the teacher is not around

to keep the learner focused; lack of social interaction since the

learner will be learning by himself; and difficulty staying in

contact with the teacher especially when the learner encounters

difficulties with the materials. In another report, Luczon

(2020)explained that local problems encompass all the

stakeholders: high printing costs for materials and the meeting

of deadlines for teachers; convincing parents and guardians to

support and facilitate their children studying at home; and lack

of focus on the part of learners.

The researcher, being a teacher of English under the DepEd,

is especially concerned with the use of modular distance learning

for the subject in English. Because while research data from

Ibyatova, Oparina & Rakova (2018) and Eralslan (2019) proved the

effectiveness of modular learning to students for ESL learning,

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the researcher found that most of the studies conducted on the

efficacy of this approach dealt with higher education setups.

Also, while there are some studies that deal with the use of

modular learning in the basic education level, they deal more

with subjects such as physics and mathematics. Such is the case

in the study of Cabardo (2014) in which he determined the

effectiveness of modules as supplementary materials in teaching

science to Grade 8 students For the Open High School Program of

Hagonoy National High School. On the other hand, Dimasuay and

Aguna’s (2015) study determined the effectiveness of the module

as a supplement material for teaching mathematics in light of the

K to 12 curriculum. Both studies, which were experimental in

nature, indicated that the module was effective in improving the

performance of students.

This study, therefore aims to determine the effect of

modular distance learning in the basic education levels,

particularly in the high school level. The study will target the

Grade 10 students of Ueg National High School and ascertain the

effect of modular learning to their performance in English.

Ueg National High School is the farthest among the schools

in San Mariano. Situated along the Sierra Madre ranges, it is 17

kilometers away from the población. The school was built to serve

the far-flung barangays of Macayucayu, Ueg, Buyasan, Udiao,

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Balliao, Ibujan and Nacalma since most of the youth there had a

limited access to education.

At present, Ueg National High School is now in its 20th year

of operation. Currently, there are 19 teachers serving the junior

high and five who are in charge of the senior high. All in all,

there are 436 students enrolled therein.

As an educator, the researcher is aware that there are a lot

of challenges that are associated with the administering of self-

learning modules, especially on the part of the students who are

not really familiar with this mode of learning. This is

especially true since modules were previously perceived and used

as supplementary materials but at present are now utilized as the

primary mode of instruction due to the pandemic.

The researcher believes that this study will be a key

determinant for English teachers like her to improve and innovate

their teaching practices, particularly in the development of

materials that will truly cater to the needs of students at this

time when they cannot conduct face-to-face learning.

As Guido (2014) stated, instructional innovation is partly

rooted on the teacher’s ability to develop effective learning

materials and determine their effect on the performance of

students. This is exactly what this study aims to achieve.

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Conceptual/Theoretical Framework

The theoretical underpinnings of modular distance learning

can be attributed to the experiential theory which was formally

created by David Kolb in 1975. It was John Dewey however who laid

the groundwork for it as he had already stressed the importance

of experience in education as early as 1938 through his book

Experience and Education. According to Dewey, education should be

composed of a continuous reconstruction of experience in which

the past experience contributes to the learning in the current

one.

Other notable theorists like Kurt Lewin, Jean Piaget Carl

Rogers and William James expanded upon the theory and the central

principle was posited as follows: ““learning is the process

whereby knowledge is created through the transformation of

experience. Knowledge results from a combination of grasping and

transforming experience.” From this, experiential learning became

characterized by the following components: students have a

concrete experience from which they reflect on; they analyze

their responses and formulate new ideas; then they test the new

ideas in new situations (Georgia State University, 2015).

This is exactly what happens in modular learning as the

components of the module capitalize on the parts of experiential

learning enumerated above.

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 In the DepEd self-learning module for an instance, the pre-

test enables the student to review his/her past learning

experiences, activities that introduces and deepens understanding

of new concepts, reflection which helps the learner to think

about what they have learned and how far they had gone in

learning. Post-tests are also given to test the learners’

knowledge. All of these contribute to the principle of

experiential learning: learning by doing, reflecting and applying

what has been learned.

Research Paradigm

Modular Grade 10
Distance students’
Learning performance
in English

Figure 1. The Research Paradigm

The figure indicates the research paradigm of the study. The

paradigm indicates how the researcher aims to show the

relationship between Variable 1 (Grade 10 students’ performance

in English) and Variable 2 (Modular Distance Learning).

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Statement of the Problem

The study aims to determine the effect of correspondence

modular distance learning on the performance of the Grade 10

students in Ueg National High School. Specifically, the following

questions will be addressed in the study:

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

a. Sex

b. Socio-economic Status

2. What is the current performance of the students in English

without modular distance learning?

3. What is the performance of the students in English after

modular distance learning?

4. Is there a significant relationship between the sex and

socio-economic status of the respondents and their

performance in English through modular learning?

5. Is there a significant impact of modular distance learning

on the performance of the students in English?

Hypothesis

It is hypothesized that modular distance learning has no

direct impact on the performance of the students in English. The

sex and the socioeconomic status of the respondents.

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Importance and Significance of the Study

The researcher believes that the following people will

benefit from the outcomes of this study:

English Teachers. The recent changes in the educational setup has

put many teachers in unfamiliar situations as they are required

to adjust and innovate the mode of education delivery to students

under the ‘new normal’. This study may help teachers develop

knowledge and awareness of the pros and cons of modular distance

learning that many are now applying to their classes. It will

also give them a bird’s eye view of the impact of modular

learning to the performance of students. With this, they may be

able to improve themselves and their instructional methods and

techniques.

School Administration. Similarly, the school administration may

refer to this study in terms of addressing gaps in how the school

is dealing with the learning of the students while they are

making use of modular distance learning. The school

administration may view this study as an objective reflection of

what is taking place in the teaching-learning process.

The Researcher. The researcher also benefits from this study

since it directly impacts her profession as a teacher. Also, the

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research aspect develops her awareness of the significance of

research when it comes to improving the teaching-learning process

through academic research.

Future Researchers. Modular distance learning is one of the

popular modes of education delivery not only at present but also

in the future. With this, it is expected that more researchers

will deal with the same topic. This study may prove beneficial as

a resource material in terms of related literature and

recommended topics for further studies.

Scope and Delimitation

This study is focused on determining the impact of modular

distance learning on the academic performance of students.

The academic performance to be determined in this study will

be limited to the English subject of the Grade 10 students in Ueg

National High School during the School Year 2020-2021.

Definition of Terms

For a better understanding of this study, the following

terminologies have been defined operationally:

Distance learning. This is a method of learning in which students

and teachers do not meet in a physical classroom but conduct

instruction through correspondence over alternative modes of

learning delivery.

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Experiential learning theory. This theory promotes the idea that

students gain knowledge through related and meaningful

experiences which stimulate their learning by doing, reflecting

and applying concepts.

Modular learning. This is an alternative mode of learning applied

by the DepEd during the COVID-19 pandemic. Herein, students are

provided with a series of self-contained learning materials which

guides them to work on activities that encourages independent

study.

Module. This is the learning material used in modular distance

learning. Referred to as self-learning modules by DepEd, it is a

printed material which contains a series of activities meant to

guide the students in learning.

Respondents. This refers to the Grade 10 students of Ueg National

High School who will be chosen as participants in the conduct of

this study.

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 Chapter 2

Review of Related Literature and Studies

Foreign Literature

The educational sector has come a long way in its quest for

improving learning. As Agarwal (2019) mentioned, the digital

economy and the fast-paced technological changes has transformed

everything, including the education sector. The shift of trends

in education is largely due to the evolving skill sets required

by the nature of the work in the 21st Century. One of the ways by

which the education sector addressed this is by unbundling

curricula and creating non-linear modular pathways.

The modular approach is designed in such a way that a

particular course is organized logically, enabling the

scaffolding of knowledge and skills while highlighting the

narrative of a course. Each module highlights the important

conceptual pieces in a course and therefore assists learners to

recognize these big ideas. The lessons are built around learning

objectives or what students should be able to do at the end of

the course (Wiley Education Services, 2020).

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 The modular learning approach is rooted in the instructional

strategy and educational philosophy of Benjamin Bloom which he

first introduced in 1968. Bloom suggested that students will

learn and master their lessons better if teachers made use of

effective practices in creating favorable learning situations;

one of the ways this can be done is by clearly defining learning

objectives guided by a taxonomy which is now recognized as

Bloom’s taxonomy. The taxonomy is visually presented as a

triangle with the lower part composing of lower order learning

levels such as remembering and understanding and the upper part

composing of higher order learning levels such as applying,

analyzing, evaluating and creating (Lease, 2017). Ellis (2019)

refers to mastery learning as ‘the transformational education

innovation of our time.’ When implemented properly, the teaching

and learning process will be completely transformed for the

better. In addition, curriculum development, measurement of

learning and even teacher training will also be revolutionized.

The founding principle of Mastery Learning is that learners

can achieve learning better if they are provided with the proper

instruction and the sufficient time to master concepts. In

detail, the following principles define mastery learning:

clearly-defined and delineated learning objectives; discretely

divided learning units of lessons; instruction of each unit

16
targeting mastery; and student evaluation that reflects mastery

of the curriculum (International Clinician Educators, 2019).

Similarly, Ellis also named the five key elements of mastery

learning: specific and demonstrable learning objectives; clear

mastery thresholds for each objective; clear processes that will

demonstrate learners’ mastery; clear processes that helps

teachers discern their student’s mastery; and an effectively

organized system and display of the student’s mastery-based

learning progress.

In mastery learning, instruction may be teacher-paced, one-

on-one tutoring or self-paced with programmed materials. The

modular learning approach falls in the last category with its

learning objectives further organized into smaller units that are

sequentially organized (K12 Academics, 2020).

Another characteristic of mastery learning that is seen in

the modular approach is how the pace of learning is perceived.

According to Renard (2017), mastery learning posits the idea that

students do not learn materials at the same time. Every student

has his own track that is why education should be personalized.

This is applied in modular learning in which students are given

the chance to master one lesson before they move on to another.

This allows struggling learners to master critical concepts

properly without the stigma of them being ‘left behind’ and the

17
advanced students to keep enriching their capabilities according

to their abilities (Professional Learning Board, 2020).

Whether it is admitted or not, the classroom model of

teaching and learning at present is still very similar to that

used years ago: students grouped by age moved through grade

levels with corresponding subject requirements. The teacher takes

charge of setting the pace with students moving from one lesson

to the next in a lockstep regardless if they are ready or not.

With mastery learning, this can be addressed (Core Learning

Exchange, 2020).

All of the aforementioned are the rationale why many schools

have increasingly shifted to mastery learning curricula in the

last 20 years (French, 2015).

The foreign literature discussed above indicates the theory

from which modular learning originated from. Discussions about

mastery learning illustrate the key principles that will help

define student success when the theory is applied properly: well-

defined objectives; lessons sequentially divided into smaller

units; effective assessment activities to test students’ mastery;

and a set criterion to measure mastery.

Experts in the field have suggested for the implementation

of mastery learning in its different forms so as to address the

needs of students and the workforce of the 21st Century.

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Local Literature

The principles and concepts of mastery learning has also

been recognized and utilized in the Philippines. In Far Eastern

University for an instance, a learning system known as Mastery-

based Individualized Learning Enhancement System or MILES is

applied in the Institute of Technology. This system utilizes

mastery learning to enhance the learning environment through

individualized learning. Students learn their lessons through

carefully-designed content and assessment. They are provided with

two modes of learning—fully online and blended (Far Eastern

University, 2020).

With the inundation of the COVID-19 in communities all over

the country, mastery learning has taken a more meaningful context

in the Philippines as distance and modular learning approaches

became the primary mode for instruction. As Tan (2020) pointed

out, while mastery learning has been applied many times before

like in the 60s and the 70s, it has never really reached

mainstream level of application. The ongoing pandemic however

provides a unique opportunity to harness the approach once more.

The Department of Education, in pursuance to the guidelines

provided by the Inter-Agency Task Force on Emerging Infectious

19
Diseases, has authorized the continuity of instruction through

various distance learning modalities. Perez (2020) reports that

the DepEd has commissioned regional and division offices to

decide on delivery modalities they deem appropriate. Palang-at

(2019)explained that the designation of learning delivery methods

was made possible in the case of their district through a series

of consultations and discussions between the personnel from DepEd

and the stakeholders.

And while many educational institutions geared up for online

learning delivery modes, a majority of schools in rural areas

opted for modular learning. In fact, Education Undersecretary

Diosdado San Antonio declared that at least 59 percent of the

total number of enrollees in public schools have opted for

printed modules as their mode for learning. In this system,

students are provided with a set of self-learning materials or

SLMs for each quarter.(Magsambol, 2020).

According to Rosales (2020), DepEd’s modular learning

appears to be the most well-funded since it seems to be the most

vital of all the components of learning options provided for the

students.

Codamon (2020) explains the printed modular learning

delivery modality in detail as follows: “the teachers prepare the

learning material which comprise of weekly study guides and other

20
resources for the modular distance learning. These are

accompanied by quality assured instructional packets wherein the

parent/guardians or para-teachers shall meet with the teacher and

receive instructions and the learning materials to be

accomplished by the learner for an entire week. The learning

guide will enable the parents or guardians to supervise their

child’s interaction with the materials. For the other students

they accomplish the module activities, complete the individual

learning pan, connect with the teacher for feedback through text,

messenger or any form of communication.”

Assessment methods also needed to undergo a shift. Before

the pandemic, assessment composed of written tasks, performance

tasks and quarterly examinations. With the current restrictions

however, the assessment tools had to suite the mode of

instruction being given to students. Since learning is now mostly

home-based, the assessment and grading system should also be as

flexible. According to Mateo (2020), current assessment methods

now focus on written and performance tasks that can describe the

knowledge, abilities and skills of learners. As the Education

Undersecretary specified in a senate hearing, the interim policy

guidelines regarding the assessment and grading of learners

during the pandemic required a long time to finalize since

experts had to be consulted and teachers’ inputs considered to

ensure the “practicability of the guide.” More or less, however,

21
the undersecretary expressed certainty that the Department of

Education will be focusing more on formative assessment in place

of summative ones that were utilized extensively in the past (CNN

Philippines, 2020). Similarly, Montemayor (2020) quoted the

Department of Education’s statement regarding the interim

guidelines for assessment and grading learners: that the

assessments used should be “holistic and authentic in capturing

the attainment of the most essential learning competencies and is

integral for understanding student learning and development. A

variety of assessment strategies is necessary, with formative

assessment taking priority to inform teaching and promote growth

and mastery. Assessment and feedback should be a shared

responsibility among teachers, learners and their families.”

Written tasks recommended may include essays, journals, book

or article reviews, reaction and reflection papers, reports and

analysis. Performance tasks may include interviews, projects,

multimedia presentations, multimedia production, portfolios,

collages and diorama-making, experiments and investigations.

Feedbacking also takes more importance with the current

instructional mode. Teachers are encouraged to give timely,

constructive and meaningful feedback along with the assessment

they provide their students to maximize learning.

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 The literature laid out above explain the application of

mastery learning through modular distance learning—something has

gained prominence with the emergence of COVID-19 in countries all

over the world. Literature from the Philippines indicate that a

majority of educational institutions in the country has chosen

the printed modular delivery mode for their students. With this,

the Department of Education has dedicated much of its efforts in

developing not only the materials but also the guidelines needed

in effectively carrying out distance learning. In addition to the

mode of learning delivery, the Department of Education also

needed to overhaul its assessment tools to suit the flexibility

of the learning mode being used by the students.

Foreign Studies

Before the pandemic, it is to be noted that distance and

modular learning was perceived by many as an alternative approach

in instruction which was primarily tried out for their learner-

centeredness. Specifically, these approaches appeal to diverse

student populations with different academic needs—something which

traditional approaches cannot address adequately (Gilbert, 2015).

In the study of Bai et al., (2016) for example, the

utilization of newly-developed modules for engineering students

was assessed in relation to their learning motivations. The

outcome of the study revealed that the using the interactive

23
modules increased the learning motivations of the respondents by

a significant rate. Similarly, McLeod (2019) was able to

determine in another study that contextualized modular learning

was one of the factors that contributed positively to higher

student retention in a two-year college course. The perceived

benefits of the modules to the students include promoting

students’ awareness of the program-specific scholarships,

industry jobs and specific program expectations for the degree

they are enrolled in. The instructors also had positive opinions

about using said modules. With this, it was concluded that

contextualized and program-specific modules provided

opportunities in developing student awareness about how a course

is linked to future careers.

Meanwhile, Gossenheimer et al. (2017) compared the impact of

face-to-face format and distance learning format to the academic

performance of pharmacy students; just like the findings of Bai

et al. and McLeod, results showed that the students under the

distance learning format and who used modules for instruction,

performed better than those who took face-to-face classes.

A study by Mazrekaj and De Witte (2019) also indicated the

effect of modular education on the number of students dropping

out from some Flemish school programs. Results showed that school

dropout rates decreased by 2.5 percent; this implies that modular

24
education is effective as a policy in addressing the dropout

problems, particularly among the foreign student population.

The results of the aforementioned studies however do not

automatically guarantee the positive impact of distance and

modular learning for all. Xu and Jaggars (2014) for an instance,

looked into the adaptation of students to alternative learning

models and they found out that self-paced modular learning models

were less effective to students with developmental needs. Also,

in the study of Kintu et al., (2017), they pointed out that there

are certain factors that affect the effectiveness of distance and

modular learning. These may include student characteristics like

self-regulation, attitudes and competence in technology (for

online learning); student background which comprise of subfactors

like family support, social support and workload management.

In relation to this, adapting to distance and modular

learning may also be difficult for those who have minimal

exposure to such educational approaches. This aspect was explored

in the study of Fidalgo et al. (2020) and the outcome of the

investigation showed that although many students liked the idea,

they were still apprehensive of undertaking distance education

courses because they were unfamiliar with its features and

methods.

25
 Meanwhile, Kroll (2019) explained that one of the foremost

reasons why modular learning is not applied extensively is that

it is too challenging for schools to create a personalized or

individualized learning environment required by the said

approach.

As Paul and Jefferson (2019) indicated in their analysis of

literature about distance and modular learning, the opinion and

findings about these learning modalities are expansive but

divided. That is why research has to be continued on the

advantages and disadvantages of said approaches.

The given literature indicates the utilization of distance

and modular learning in the international setting. Various

studies showed the effectiveness of said approaches when they

were experimentally used among students of various ages and

diverse backgrounds. Regardless, the literature also revealed

that using the approaches does not automatically guarantee

success. As suggested by some experts, there are certain factors

that can affect the success rate of distance and modular

learning. That is why, they also concluded that opinion about the

approaches are still divided.

Moreover, the body of literature gathered by the researcher

also revealed a gap: first, distance and modular learning were

used either as supplementary or alternative learning delivery

26
modes, not full-time like what is taking place now due to the

pandemic; and second, the utilization of the approaches were more

common in higher education—that while there are some studies

showing the use of the approaches in lower levels, they have not

reached the mainstream as of yet when said studies were

conducted.

Local Studies

Similar to the international setup, the utilization of

distance learning also initially emerged as an alternative

learning model in higher education institutions. One of the first

HEIs to apply the philosophy of distance learning was the

University of the Philippines. According to Arinto (2016), UP

coined the term ‘open and distance e-learning’ or ODeL to refer

to the learning model they have constructed. ODeL was primarily

created for the UP Open University or UPOU which was established

in 1995 to make quality higher education more accessible to

students who were geographically dispersed all over the country.

Initially UPOU started out with print-based mode learning

delivery; in 2000, online tutorials were introduced through an

open-source learning management system. In UPOU, students utilize

mostly text-based course packages independently with distant

27
guidance from professors; participate and collaborate in

computer-mediated discussions and activities; submit assignments;

and for most courses, take a proctored final examination at a

UPOU learning center.

Related to the principles of distance learning is modular

instruction which was used as the primary learning delivery mode

for the Alternative Learning System or ALS, a parallel learning

system which enables out-of-school youth and adults to acquire

literacy skills, knowledge and values for them to function

independently in society. Modules were used to deliver topics to

the learners in consideration to their individual needs and pace.

While other modalities were also implemented in ALS, the modular

approach was perceived to be the most successful (Vergara, 2017).

According to Yazon (2017), schools in the Philippines tend

to apply the modular approach at some points in their classrooms

as supplementary and enrichment activities or as remedial

instruction for slow learners and as advanced instruction for the

fast learners.

When assessed by Lim (2016) in relation to modular

learning’s effectiveness in improving the performance of BEEd

students in solving word-problems. The results of the study

showed that teaching mathematics, particularly word-problem

solving, was effective as an approach among junior BEEd students

28
in a state university. Further analysis also revealed that they

performed better compared to when they were taught the same

subject matter in the traditional method.

In Cabrera’s (2014) study, he investigated the impact of

modular cooperative learning on the teaching of college algebra.

Therein, it was proven that students performed better with

modular learning and they found it more ‘enjoyable’ compared to

the traditional learning usually employed by their professors.

Filipino researchers also looked into the impact of modular

learning in the secondary school levels. Valencia (2020), for

example, applied the modular approach in teaching science to

Grade 10 students. The effect of the approach to the performance

of the students were analyzed through a quasi-experimental study.

The outcome showed that the approach was effective and had a

significant connection to the increase of the students’ academic

achievement. Delgado et al. (2017) also analyzed the impact of

modular learning to the academic achievement of Grade 9 students

in Mathematics through what they called eclectic teaching

approach or ETA. Results of the post-test indicated a significant

increase in the scores of the students thus implying the

effectiveness of the approach in teaching mathematics.

The aforementioned studies pertain to the utilization of the

module as alternative learning delivery mode. However, with the

29
entire world being plagued by the pandemic, modular learning has

gained importance as the most serviceable means for students to

continue their academics even without face-to-face instruction.

As Lapada et al. (2020) explained, stakeholders of the education

sector had to cope and adjust for the pandemic. Hence,

institutional plans had to be developed and overhauled and the

school’s readiness to continue instruction had to be upheld.

Distance and modular learning were the key to this mission.

The rationale for prioritizing the modular learning delivery

mode more than the online delivery mode was perceived in the

study of Baticulon et al. (2020) in which it was found out that

while online learning was advantageous, it is confronted by

several barriers on the part of the students. These barriers were

mostly of the socio-economic kind. Because of this, modular

learning was perceived to be more learner-friendly.

Aside from the practical considerations aforementioned,

Nardo (2017) also pointed out that using modular instruction can

aid students’ autonomy in learning since the learners are trained

to be more responsible for their own learning as accorded by the

experiential theory underpinning the approach.

The local literature gathered for this study indicates that

distance and modular learning have also been used in the

Philippines, albeit exclusively for enrichment, supplementary and

30
alternative purposes in the academe. With COVID-19’s threat to

public health however, distance learning, particularly modular

learning, has taken the center stage as the most preferred and

most practical learning delivery mode for many Filipino students.

Chapter III

Methods and Procedures

Methods of Research Used

This study follows the quantitative design, particularly the

descriptive survey research method. Anastas (2020) defines this

methodology as a means of obtaining information about the

existing status of a phenomena or to characterize the current

status of something with respect to variables or conditions in

that situation. Dudovskiy (2018) simply defines the methodology

as the attempt to determine, describe or identify ‘what is’. It

aims to shed light on current issues or situations by a

systematic data collection.

This design is suitable to the study because the researcher

aims to determine and describe the status of students who are

31
undergoing modular distance learning as accorded by the health

and safety protocols of the Department of Education. Furthermore,

while the researcher is much aware that this study is not unique—

and that other studies like this exists—she still pursued it to

accomplish what Dudovskiy (2018) describes as one of the primary

aims of the descriptive research method: to explain and validate

already-existing research findings.

Respondents of the Study

The respondents of the study comprise of Grade 10 students

currently enrolled in Ueg National High School for the school

year 2020-2021.

Randomly chosen, the respondents are students from three

sections composing of 100 male students and 100 female students

totaling to 200 respondents. Said respondents reside in the far-

flung barangays of San Mariano such as Macayucayu, Ueg, Buyasan,

Udiao, Balliao, Ibujan and Nacalma.

Data Gathering Instruments

The researcher will utilize a performance test to assess the

achievement of the respondents in English. Said test will be

constructed in accordance to the contents and objectives of the

Grade 10 English curriculum and to the specified topics that have

32
been included in the self-learning modules used by the

respondents in their studies.

Said performance test will be composed of pre- and post-

tests in a multiple choice format. The test is composed of 50

items dealing with topics from the first quarter of the English

curriculum for Grade 10. Generally, the main topic is using

information from news reports, speeches, informative talks and

panel discussions in everyday life. The test will be duly

validated by experts to ensure their relevance, validity and

adequacy as a research instrument for this study. English

language experts, composing of English professors teaching in the

College of Education in Isabela State University Cauayan Campus,

will be requested for this purpose.

Data Gathering Procedures

To accomplish the study, the researcher will follow the

given process:

a. The researcher will coordinate with the administration of

Ueg National High School for the conduct of the study.

Letters of permission to the principal will be submitted for

approval.

b. The performance test which will be used as the primary

instrument for this study will be constructed. The

researcher will base this on the objectives and course

33
 contents specified in the self-learning modules being used

by the respondents. After construction, said test will be

validated by authorities.

c. The performance test composing of a pre-test and a post-test

will be administered to the respondents with due guidance

from the researcher.

d. After the retrieval of the tests, they will be checked and

the results tabulated accordingly. The data will then be

analyzed and interpreted to address the problem of the

study.

Statistical Tools

To analyze the data gathered from the respondents, the

frequency, average and the weighted mean will be computed

accordingly. The t-test will also be utilized to test the

significant difference between the pre-test and post-test as a

measure for the performance of the respondents. The formula for

the t-test is as follows:

T = mean1-mean2
s(diff)
√(n)

In which:

 mean1 and mean2= are the average values of each of the

sample sets

34
  s(diff)= is the standard deviation of the differences of the

paired data values

 n= is the sample size

 n-1= pertains to the degrees of freedom

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