CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

Education is the key to success. It is well established that the foundation for our

future lies in the accumulated learning and experiences from our times acquiring

knowledge in school. Education open doors to career opportunities; it flexes and

strengthens our minds and introduces us to like-minded individuals (Van De Walle,

2018).

The COVID-19 pandemic has had a significant impact on virtually every aspect of

human life, including education. As a result, many activities, including educational

landscape, have shifted towards a more significant use of modular distance learning.

According to Magsambol (2020), this is a learning delivery mode where interaction takes

place between the teachers and students which they are geographically remote from each

other during instruction and the lesson proper delivers outdoors the traditional face-to-

face platform.

Modular distance learning is a learning form of individualized instruction allows

learners to utilize self-learning modules, it’s either in printed or digital format (Anthony,

2020). It is a form of distance learning that uses hard copies or learning packs and

specifically use at public schools but is also used in private schools and universities.

According to a study by Bernardo, (2019), learning through printed and digital modules

emerged as the most prepared distance learning method. This method of learning is

separated into two, which are online learning that uses learning packs or digital copy that

is passed through online, and modular distance learning that uses hard copies or learning

packs.
 Modular distance learning, on the other hand, is a distance learning approach that

employ Self-Learning Modules (SLMs) based on the Department of Education’s Most

Essential Learning Competencies (MELCS). The modules include motivation and

assessment elements that serve as a comprehensive reference for teachers’ and students’

required competencies (Manlangit et al., 2020).

A study conducted by Alonzo and Rojas (2021), which examines the effectiveness

of modular distance learning in the Philippine educational context. The authors found that

modular distance learning not only facilitated continuity in education during the

pandemic but also encouraged self-directed learning among students. This finding aligns

with the principles of constructivist learning theories, which emphasize the importance of

learner autonomy and active engagement in the learning process (Brusilovsky & Millán,

2018).

Moreover, the study by Alonzo and Rojas (2021) highlights several challenges

associated with modular distance learning. These include issues related to the quality of

learning materials, the digital divide affecting access to technology, and the need for

adequate support systems for both students and educators. The authors argue that while

modular distance learning offers significant advantages, its implementation must be

carefully managed to ensure that all learners can benefit equitably.

Academic performance serves as a critical indicator of students’ success in their

educational journey. It reflects their ability to understand and apply knowledge, perform

well in assessments, and meet learning objectives. Levin, (2012) states that, academic

performance is used to assess student progress in variety of academic subjects, and

teachers and school officials evaluate students’ performance based on classroom

achievements, graduation rates, and test scores on standardized assessments. According to

2
Shoukat Ali et al., (2013), it can be influenced by a variety of factors such as gender, age,

teachers, learning environment, social economic level of parents or guardians, tuition

trends, learning styles, and even the medium of instruction in schools. Aside from these

factors, other issues, such as natural disasters and national health crises, may have an

impact on these personal and school-related factors influencing academic performance.

Recent studies have begun to explore the correlation between modular distance

learning and academic performance. A study conducted by Reyes and Santos (2023)

found that students who actively engaged with modular distance learning material and

utilize available resources demonstrated higher academic achievement compared to those

who did not. This finding underscores the importance of student engagement and resource

utilization in maximizing the benefits of modular distance learning. Similarly, a meta-

analysis by Chen et al. (2022), highlighted that students who developed effective self-

regulation strategies in modular distance learning environments tended to perform better

academically, suggesting that fostering these skills should be a priority for educators.

Modular distance learning presents both opportunities and challenges in the

educational landscape. While it promotes flexibility and self-directed learning, careful

consideration must be given to the quality of materials, access to technology, and the

support systems in place to facilitate effective learning experiences.

Understanding the impact of modular distance learning on academic performance is

crucial, especially as educational institutions increasingly adopt these innovative learning

models. By illuminating the nuances of students experiences, this study will contribute to

a deeper understanding of the factors that contribute to an effective modular distance

learning and inform strategies for enhancing student academic performance in this

evolving educational paradigm.

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 This study aims to explore the correlation between modular distance learning and

students’ academic performance. The research is conducted within the academic setting

of Medina Foundation College of Sapang Dalaga Incorporated, providing valuable

insights into how modular learning is implemented and its effects on student

achievement. By analyzing students’ experiences, perceptions, and challenges in modular

distance learning, this research seeks to understand how this instructional approach

affects their academic success. The finding of this study will contribute to the ongoing

discourse on the effectiveness of modular learning, providing valuable insights for

educators, policymakers, and institutions in developing strategies to improve modular

learning implementation. Ultimately, the study aspires to bridge gaps in understanding

how modular learning can be optimized to support student learning and academic growth.

Theoretical Framework

This study is anchored in various learning that support the understanding of

modular learning and its relationship with students’ academic performance. One of the

primary theories that underpin this research is Constructivist Learning Theory, developed

by Jean Piaget (1936) and expanded by Lev Vygotsky (1978). Constructivism posits that

learners actively construct knowledge based on their experiences and interactions with

their environment. In the context of modular learning, students engage with self-

contained learning materials, requiring them to develop their own understanding without

constant direct instruction. Vygotsky’s concept of the Zone of Proximal

Development(ZPD) also plays a crucial role, emphasizing that students learn best when

they are provided with tasks slightly beyond their current abilities but achievable with

guidance. In modular distance learning, this guidance often comes in the form of

4
instructional materials rather than direct teacher intervention, making the design and

clarity of learning modules essential for effective learning.

Another relevance theory is Self-Regulated Learning (SRL) Theory by Barry

Zimmerman (2002, updated in 2020) and the Community of Inquiry (COI) Framework by

Garrison, Anderson, and Archer (2000, updated in 2019), both of which provide a strong

foundation for understanding how students manage their learning in a modular setup and

how different learning modalities influence their academic performance. The Self-

Regulated Learning (SRL) Theory emphasizes that students take control of their own

learning process through goal-setting, self-monitoring, and strategic adaptation to

learning challenges. Zimmerman outlines three phases of self-regulated learning: the

forethought phase, where students set learning goals and choose study strategies; the

performance phase, where students actively engage with learning materials using

techniques like note-taking and self-testing; and the self-reflection phase, where students

evaluate their progress and make necessary adjustments to improve comprehension and

retention. In a modular distance learning setup, where students in the Bachelor of

Secondary Education (BSED) and Bachelor of Elementary Education (BEED) programs

must study independently, their ability to regulate their learning becomes a key factor in

determining their academic success. Without direct and immediate supervision from

instructors, students who possess strong self-regulation skills are more likely to stay

motivated, complete academic tasks efficiently, and adapt to learning challenges, leading

to better academic performance.

Complementing this perspective, the Community of Inquiry (COI) Framework

highlights the importance of three essential elements in distance learning: cognitive

presence, teaching presence, and social presence. Cognitive presence refers to the extent

to which students can construct meaning from the learning materials, which is crucial in

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modular learning as students engage with self-learning modules, activity sheets, and

online discussions to develop understanding. Teaching presence pertains to the

instructional design and facilitation provided by educators, including the structure of

learning modules, the guidance given through feedback, and the overall management of

students’ learning experiences. Meanwhile, social presence emphasizes students' ability to

engage with their peers and instructors, which, although limited in modular learning, can

still be facilitated through online discussions and collaborative activities. The integration

of Self-Regulated Learning Theory and the Community of Inquiry Framework provides a

comprehensive perspective on the factors influencing students' academic performance in a

modular learning environment. The ability of students to regulate their own learning,

along with the effectiveness of the learning modalities provided by their instructors, plays

a crucial role in their comprehension, completion of academic outputs, study habits,

engagement, and problem-solving skills. Given this, the present study seeks to examine

the correlation between modular distance learning modalities such as self-learning

modules, activity sheets, online discussions, and portfolio preparation and students'

academic performance, particularly in their midterm grades. By understanding these

relationships, this study aims to provide insights into enhancing modular distance learning

practices to improve students' learning experiences and outcomes.

Conceptual Framework

This study examined the relationship between modular distance learning and

students’ enrolled in the Bachelor of Secondary Education (BSED) Major in English and

the Bachelor of Elementary Education (BEED) programs. The framework illustrates how

modular distance learning, as an instructional approach, influences students’ academic

success while considering various factors that may affect learning outcomes.

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 The independent variable was the modular distance learning modality. Modular

distance learning is a self-paced learning approach where students use structured modules

(printed or digital) to acquire knowledge independently.

The dependent variable was the students’ academic performance of the college

students’ enrolled in the Bachelor of Secondary Education (BSED) Major in English and

the Bachelor of Elementary Education (BEED) programs in a modular distance learning

setup. The levels of academic performance demonstrated through comprehension and

retention of learning materials, completion and quality of learning outputs, independent

learning and study habits, problem-solving and adaptability in modular distance learning,

engagement and motivation in modular distance learning, and practical application of

learning in teaching contexts.

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INDEPENDENT VARIABLE DEPENDENT VARIABLE

Modular Distance Learning Levels of Academic

Modality Performance

1. Self- learning 1. Comprehension and

Modules retention of learning

2. Activity Sheets materials.

3. Online Discussion 2. Completion and quality

4. Preparation of of academic outputs

Portfolio 3. Independent learning

and study habits.

4. Problem solving and

adaptability

5. Engagement and

motivation

6. Practical application of

learning in teaching-

related tasks.

Demographic Profile

1. Sex

2. Age

3. Economic status

4. Distance of home to school

Figure 1: Schematic Diagram of the Study

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Statement of the Problem

The implementation of modular distance learning has significantly influenced the

academic performance of students in teacher education programs. With limited face-to-

face interaction and increased reliance on self-directed learning, students’ academic

performance may be affected by various factors, including their comprehension on

various materials, ability to complete task, and motivation to engage with independent

study.

This study aimed to examine the academic performance of Bachelor of Secondary

Education Major in English (BSED English) and Bachelor of Elementary Education

(BEED) students at Medina Foundation College of Sapang Dalaga Inc. in a modular

distance learning.

Specifically, this study sought to answer the following questions:

1. What is the demographic profile of the students under modular distance learning

as to:

a. Sex;

b. Age;

c. Economic Status; and

d. Distance of home to school.

2. What are the reasons of the student-respondents to opt in enrolling under modular

distance learning?

a. Single Parent;

b. Working Mom/Dad; and

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 c. Enrollees as second courser.

3. What are the modular distance learning modalities employ by the teachers and

how often these are utilized by the teacher?

a. Self-learning Modules;

b. Activity Sheets;

c. Online Discussion;

d. Preparation of Portfolio.

4. How do students demonstrate their academic performance in modular distance

learning in terms of;

a. Comprehension and retention of learning materials;

b. Completion and quality of academic outputs;

c. Independent learning and study habits;

d. Problem solving and adaptability;

e. Engagement and motivation; and

f. Practical application of learning in teaching-related tasks.

5. Is there a significant relationship between students’ demographic profile and their

reasons of opting to enroll under modular distance learning?

6. Is there a significant relationship between the modalities of modular distance

learning and the academic performance of BSED English and BEED?

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Hypothesis

Ho1: There is no significant relationship between students’ demographic profile and

their reasons for enrolling in modular distance learning.

Ho2: There is no significant relationship between the modular distance learning

modalities and the academic performance of BSED English and BEED during second

semester school year 2024-2025

Scope and Delimitation of the Study

This study investigated on the correlation between modular distance learning and

students’ academic performance in the Bachelor of Secondary Education major in English

(BSED English) and Bachelor of Elementary Education (BEED) programs at Medina

Foundation College of Sapang Dalaga Incorporated during the first semester of the

academic year 2024-2025.

The study examined students’ demographic profile and their reasons for enrolling

in modular distance learning. It also explores the modular distance learning modalities

employed, such as self-learning modules, activity sheets, online discussions, and portfolio

preparation, and how frequently they are used by students.

The students’ academic performance was measured based on their midterm grades,

and the study analyze how modular distance learning influences comprehension,

retention, study habits, engagement, motivation, and practical application of learning in

teaching-related tasks.

The study is limited to students enrolled in BSED English and BEED at Medina

Foundation Collage of Sapang Dalaga Incorporated. It does not include other programs,

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face-to-face learning, or other external factors affecting academic performance. The

results will be base- solely on the gathered data and students’ academic records.

Significance of the Study

This study provides valuable insights into the relationship between modular

distance learning and students’ academic performance in the Bachelor of Secondary

Education major in English (BSED) and Bachelor of Elementary Education (BEED)

programs at Medina Foundation College of Sapang Dalaga Incorporated. The findings of

this research will benefit the following stakeholders.

To the students, this study will help them understand how modular distance

learning affect their academic performance. It may also provide them with insights into

how different learning modalities influence comprehension, retention study habits and

overall academic achievement.

To the teachers, faculty members, of this institution, the study will assist educators

in evaluating the effectiveness of modular distance learning modalities in enhancing

students’ learning outcomes. The results may guide teacher in improving their

instructional approaches and adapting strategies that foster better student engagement and

performance.

To the future researchers, this study will serve as a reference for them who wish to

explore modular distance learning, distance education, and academic performance. It will

provide a foundation for further studies, particularly in developing improved educational

strategies and policies for students in similar learning setups.

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Operational Definition Oof Terms

The following terms are defined based on how they are used in this study. These

definitions provide clarity and context to ensure a better understanding of the research.

Academic Performance. Refers to the midterm grade of the BSED English and

BEED students enrolled during the second semester of school year 2024-2025.

Bachelor of Elementary Education (BEED). A degree program that prepares

students to teach at the elementary level.

Bachelor of Secondary Education (BSED) Major in English. A degree program

that prepares students to teach English at the secondary level.

Correlation. The statistical relationship between two variables, in this study,

modular distance learning and students’ academic performance.

Distance Learning. A mode of education where students study remotely, using

modular materials and other learning resources.

Learning Modalities. The different instructional methods used in modular

learning, including printed modules, online discussions, activity sheets, and portfolio

preparation.

Medina Foundation College of Sapang Dalaga Inc. It is a private higher

educational institution in Sapang Dalaga, Misamis Occidental, Philippines. It is the

location of the study.

Midterm Grades. The grades obtained by students during the midterm period of

the academic year 2024-2025.

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 Modular Learning. Distance learning approach where students use self-learning

modules to study independently.

Online Learning. A form of distance education where students access lessons,

discussions, and assessments through the internet and digital platforms.

Self-Learning Modules (SLMs). Printed or digital materials that guide students in

learning topics without direct teacher supervision.

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 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This shift to modular distance learning (MDL) has become a significant educational

response to the challenges posed by the COVID-19 pandemic. This mode of learning,

characterized by the distribution of learning materials in a modular format, has promoted

a growing body of research examining its impact on students’ academic performance.

Understanding the correlation between modular distance learning and academic outcomes

is crucial for educators and policymakers as they navigate the competencies of

contemporary education.

Numerous studies have explored the effectiveness of modular distance learning in

enhancing academic performance. For instance, research indicates that modular distance

learning can provide flexibility, allowing students to learn at their own pace, which may

lead to improved comprehension and retention of material (Benson, 2020). However, this

flexibility can also result in procrastination and decreased motivation for some students,

potentially hindering their academic performance (Smith & Jones, 2021).

Research indicates that modular distance learning can enhance student autonomy

and self-regulation, which are critical factors in academic success (Benson, 2020; Kuo et

al., 2021). Students engaged in modular distance learning often report increased

responsibility for their learning, which can lead to improved academic performance.

However, this self-directed learning approach requires a certain level of intrinsic

motivation, which varies among students (Kumar & Kumar, 2021). A study by Reyes and

Salinas (2021) found that students who utilized modular learning materials reported a

15
better understanding of course content compared to those in traditional classroom

settings. This suggests that the self-directed nature of modular distance learning may cater

to diverse learning styles, allowing students to allocate time according to their needs.

The impact of peer interactions in MDL settings is another area of interest. Studies

have shown that collaborative learning opportunities, even in a modular format, can

enhance student engagement and academic performance (Nguyen et al., 2020).

Encouraging peer-to-peer interactions through discussion forums and group projects can

mitigate feelings of isolation and foster a sense of community among students.

The social aspect of learning is significantly altered in modular distance learning. A

study by Lim and Chai (2020) found that students who engage in collaborative learning

activities, even in a remote setting, tend to perform better academically. The lack of social

interaction in traditional classrooms can lead to feelings of isolation, which may

negatively impact motivation and performance. Therefore, incorporating collaborative

elements into modular distance learning can enhance the learning experience and improve

academic outcomes.

A study by Moore and Kearsley (2012) posits that interaction and collaboration

among peers are essential components of effective learning. In an modular distance

learning setting, the absence of face-to-face interaction may hinder students' ability to

collaborate and seek help from their peers, potentially impacting their academic

performance. This suggests that educational strategies should incorporate opportunities

for social interaction, even in a modular format, to enhance learning outcomes.

The social aspect of learning is often diminished in modular distance learning

settings, which can impact student performance. A study by Moore et al. (2021) found

that students who participated in collaborative learning activities, even in a modular

16
format, demonstrated better academic outcomes compared to those who studied in

isolation. This suggests that incorporating social interaction into modular learning can

enhance student engagement and performance.

The effectiveness of modular distance learning can vary across different academic

disciplines. Studies suggest that students in fields requiring hands-on practice or

collaborative projects may face greater challenges in adapting to modular learning

formats (Johnson & Johnson, 2020). In contrast, students in more theoretical disciplines

may find modular distance learning to be a more suitable learning environment, as it

allows for greater flexibility and self-paced study.

Some studies have identified challenges associated with MDL, such as feelings of

isolation and lack of engagement (Gonzalez et al., 2020). These factors can negatively

impact students' academic performance, particularly for those who thrive in collaborative

learning environments. The absence of face-to-face interaction may hinder the

development of essential social skills and peer relationships, which are vital for holistic

educational experiences (Smith & Smith, 2021).

However, the effectiveness of modular distance learning is contingent upon several

factors, including student motivation and self-regulation. According to a study by Baloian

et al. (2021), students who exhibited high levels of intrinsic motivation were more likely

to excel in modular distance learning environments. Conversely, those lacking self-

discipline struggled to keep pace with the curriculum, leading to poorer academic

outcomes. This underscores the importance of fostering self-regulatory skills among

students to maximize the benefits of modular distance learning.

The emotional and psychological aspects of learning, such as motivation and stress

management, also emerged as significant factors influencing academic performance in

17
modular distance learning settings (Gonzalez & Martinez, 2020). Moreover, student

motivation plays a critical role in determining academic outcomes in an modular distance

learning environment. A study by Reyes and Rojas (2020) highlighted that students who

are intrinsically motivated tend to perform better academically, regardless of the learning

format. In contrast, extrinsically motivated students may struggle with modular distance

learning, as the lack of immediate feedback and face-to-face interaction can diminish their

drive to succeed. This suggests that fostering intrinsic motivation is essential for

improving academic performance in modular distance learning settings.

Another significant factor influencing the correlation between modular distance

learning and academic performance is the level of student motivation. Research by Artino

(2007) suggests that motivation is a key predictor of academic success, particularly in

distance learning contexts. Students who are intrinsically motivated are more likely to

engage with the material and persist through challenges, leading to improved academic

outcomes. Conversely, those who lack motivation may struggle to keep pace with the

demands of modular learning, resulting in poorer performance.

Research by Santos and Cruz (2020) indicates that students who struggle with time

management and self-regulation may experience a decline in academic performance when

subjected to modular distance learning. The lack of immediate feedback from instructors,

a common feature of distance learning, can exacerbate these challenges, leading to

feelings of isolation and disengagement. This highlights the importance of support

systems and resources that can facilitate student engagement in a modular learning

environment.

Research by Santos et al. (2020) indicated that students who struggled with self-

regulation and time management faced significant difficulties in adapting to modular

18
distance learning, leading to lower academic performance. This highlights the importance

of individual differences in learning styles and self-discipline in the context of distance

education.

A study by Alshahrani et al. (2021) found that students who engaged with modular

learning materials demonstrated varying levels of academic performance based on their

self-regulation skills. The research indicated that students with higher self-discipline and

time management abilities tended to perform better academically in an modular distance

learning environment. This finding aligns with the work of Zimmerman (2002), who

emphasized the importance of self-regulated learning in achieving academic success.

The role of self-regulation in modular distance learning is critical. Students who

possess strong self-regulatory skills tend to perform better in modular learning

environments (Zimmerman, 2018). Conversely, those lacking these skills may struggle to

manage their time effectively, leading to poorer academic outcomes (Brown, 2019). This

finding underscores the importance of teaching self-regulation strategies as part of the

modular distance learning framework.

Research by Pineda et al. (2021) demonstrated that students who possess strong

self-regulation skills are more likely to excel in modular distance learning environments.

These students are better equipped to set goals, manage their time effectively, and seek

help when needed, leading to improved academic outcomes. In contrast, students lacking

these skills may find it challenging to navigate the demands of modular distance learning,

resulting in lower performance.

The quality of instructional materials plays a significant role in student

performance. Studies have shown that well-designed modular materials that incorporate

interactive elements can enhance engagement and understanding, leading to better

19
academic results (Lee & Choi, 2020). In contrast, poorly designed materials may

contribute to confusion and disengagement, negatively impacting performance (Garcia,

2021).

The design and quality of modular materials play a crucial role in determining

student success. Studies have shown that well-structured and engaging learning materials

can enhance comprehension and retention, thereby improving academic performance

(Hernandez et al., 2020). Conversely, poorly designed modules may lead to confusion and

disengagement, adversely affecting students' learning experiences.

In addition to technological considerations, the quality of the modular materials

themselves plays a critical role in shaping academic performance. Research by Garcia and

Lopez (2022) emphasizes that well-structured and engaging learning modules can

enhance student motivation and understanding. Conversely, poorly designed materials

can lead to confusion and frustration, ultimately hindering academic success. This finding

suggests that educators must prioritize the development of high-quality modular content

to maximize the benefits of modular distance learning.

A study by Alonzo and Rojas (2021) found that students who engaged with

modular learning materials demonstrated improved performance in subjects where they

had prior knowledge, suggesting that familiarity with content can mitigate the challenges

of distance learning. Conversely, research by Santos et al. (2020) indicated that students

who struggled with self-regulation and time management faced significant difficulties in

adapting to modular distance learning, leading to lower academic performance. This

highlights the importance of individual differences in learning styles and self-discipline in

the context of distance education.

20
 The design and quality of modular learning materials are pivotal in determining

student engagement and understanding. A study by Dela Cruz and Villanueva (2021)

found that well-structured and interactive modules led to higher levels of student

satisfaction and better academic outcomes. This suggests that educators must prioritize

the development of high-quality learning resources that cater to diverse learning needs.

The effectiveness of modular distance learning is also influenced by the quality of

instructional materials and the level of support provided to students. According to a study

by Muilenburg and Berge (2016), well-structured modular content that incorporates

interactive elements can enhance student engagement and understanding, thereby

positively impacting academic performance. In contrast, poorly designed modules may

lead to confusion and frustration, ultimately hindering learning.

Accessibility of resources and the quality of instructional materials play a critical

role in determining academic performance in modular distance learning. According to a

study by Baticulon et al. (2021), students who had access to well-structured modules and

supplementary online resources reported higher levels of understanding and engagement,

which positively correlated with their academic performance. This highlights the

necessity for educational institutions to invest in high-quality learning materials and

support systems to facilitate effective learning in a modular format.

Research by Alshahrani et al. (2021) found that well-structured modules that

incorporate interactive elements significantly enhance student engagement and

comprehension. Conversely, poorly designed modules can lead to confusion and

disengagement, adversely affecting academic performance. This underscores the

importance of instructional design in the context of modular distance learning.

21
 Research indicates that modular distance learning can enhance academic

performance when implemented effectively. For instance, a study by Alshammari et al.

(2020) found that students who engaged with modular materials showed improved

understanding of course content compared to those who relied solely on traditional

methods. This suggests that the structured nature of modular learning can facilitate better

comprehension and retention of information. Similarly, a study by Reyes et al. (2021)

highlighted that students who utilized modular resources reported higher grades,

indicating a positive correlation between the use of modular distance learning and

academic success.

The accessibility of resources plays a crucial role in determining the success of

modular distance learning. A study by Tullao et al. (2021) revealed that students with

limited access to technology and internet connectivity faced significant barriers, which

adversely affected their academic performance. This finding aligns with the work of

Kauffman et al. (2020), who emphasized that equitable access to learning materials is

essential for ensuring that all students can benefit from modular learning approaches.

The role of technology in modular distance learning is another critical area of

investigation. Research suggests that access to reliable technology and internet

connectivity significantly influences students' academic performance in modular learning

settings (Alvarez et al., 2021). Students with limited access to technological resources

may struggle to keep pace with their peers, leading to disparities in academic outcomes.

This digital divide underscores the importance of equitable access to educational

resources in the implementation of modular distance learning.

The availability and accessibility of digital tools significantly influence students'

ability to engage with modular materials. A study conducted by Lim and Tan (2021)

22
revealed that students with reliable internet access and technological proficiency

performed better academically than their peers who faced technological barriers. This

disparity underscores the digital divide that exists in education, where socioeconomic

factors can impact students' learning experiences and outcomes.

The social aspect of learning should not be underestimated. While modular distance

learning offers flexibility, it can also lead to a sense of isolation among students. Studies

have shown that collaborative learning opportunities, even in a modular format, can

enhance academic performance. Martinez and Reyes (2021) found that students who

participated in online discussion forums and group projects reported higher levels of

satisfaction and academic achievement. This indicates that integrating social interaction

into modular distance learning can mitigate feelings of isolation and foster a sense of

community among learners.

The relationship between modular distance learning and academic performance is

further complicated by the varying levels of student preparedness for distance learning.

Research by Lee and Choi (2011) indicates that students with prior experience in online

learning environments are more likely to succeed in MDL compared to those who are

new to such formats. This finding suggests that preparatory programs and orientation

sessions could be beneficial in enhancing student readiness for modular learning.

A study by Reyes and Cruz (2022) emphasized that access to technology and

digital literacy significantly influenced students' ability to engage with modular materials

effectively. Students with limited access to technological resources often reported

feelings of isolation and disengagement, which negatively impacted their academic

performance. This finding aligns with the digital divide literature, which suggests that

23
disparities in access to technology can exacerbate existing inequalities in educational

outcomes.

The impact of technological proficiency on academic performance in modular

distance learning is another critical factor. Research by Tan et al. (2021) indicated that

students with higher levels of digital literacy are more likely to succeed in modular

distance learning environments. They can navigate online platforms, utilize digital

resources effectively, and engage with content in a meaningful way. Conversely, students

with limited technological skills may struggle, leading to decreased academic

performance.

The role of technology in facilitating modular distance learning is paramount.

Research by Wang et al. (2020) indicates that the effective use of technology can enhance

student engagement and academic performance. However, disparities in technological

access and digital literacy can create barriers for some students, leading to inequities in

academic outcomes. Addressing these disparities is essential for ensuring that all students

can benefit from modular distance learning.

The technological proficiency of students also plays a vital role in the success of

modular distance learning. Studies suggest that students with higher levels of digital

literacy are more likely to excel in modular learning environments (Huang, 2021).

Conversely, those who struggle with technology may face challenges that hinder their

academic performance (Kumar & Kaur, 2020).

The role of institutional support is critical in facilitating successful modular

distance learning experiences. Research highlights the importance of providing adequate

resources, such as academic advising and mental health support, to help students navigate

the challenges of modular learning (Thompson & Thompson, 2021). Institutions that

24
prioritize student support services tend to see better academic outcomes among their

students engaged in modular distance learning.

In addition to individual factors, the broader educational context also plays a

significant role in shaping the outcomes of modular distance learning. Studies by Zhao et

al. (2020) indicate that institutional policies and practices, such as the provision of

training for educators and the availability of resources for students, can significantly

influence the effectiveness of modular distance learning. Institutions that prioritize these

aspects tend to see better academic performance among their students.

Another critical aspect of modular distance learning is the level of interaction

between students and instructors. Studies by Moore (2013) and Garrison et al. (2010)

suggest that meaningful interactions can enhance the learning experience and foster a

sense of community among students, which is essential for motivation and academic

success. In contrast, a lack of interaction may lead to feelings of isolation and

disengagement, negatively impacting performance.

The impact of parental support and home environment on students' performance in

modular distance learning settings has been highlighted in several studies. For instance,

research by Fan and Chen (2017) suggests that students who receive encouragement and

assistance from their parents tend to perform better academically in modular learning

contexts. This finding underscores the importance of a supportive home environment in

facilitating academic success during distance learning.

The correlation between modular distance learning and academic performance is

also influenced by external factors, such as home environment and socio-economic status.

Research by Santos et al. (2021) highlighted that students from supportive home

environments, where parents are involved in their education, tend to perform better in

25
modular distance learning. In contrast, students from less supportive backgrounds may

face additional challenges that hinder their academic success.

The impact of parental involvement in students' academic journeys during modular

distance learning cannot be overlooked. Research indicates that supportive parental

engagement can positively influence students' motivation and performance in modular

learning settings (Patel, 2021). This highlights the need for schools to foster

communication with parents to enhance student outcomes.

A substantial body of literature indicates that the transition to modular distance

learning can have both positive and negative implications for students' academic

performance. For instance, research by Alshahrani et al. (2021) highlights that students

who adapt well to modular distance learning often exhibit improved self-regulation and

time management skills, which are critical for academic success. Conversely, studies such

as those by Kauffman et al. (2020) suggest that students who struggle with the

independent nature of modular distance learning may experience declines in motivation

and engagement, leading to poorer academic outcomes.

Additionally, the availability of support systems plays a vital role in the success of

modular distance learning. A study by Garcia and Martinez (2020) found that students

who have access to academic support services, such as tutoring and counseling, tend to

perform better in modular distance learning settings. These support systems can help

mitigate the challenges faced by students and provide them with the resources needed to

succeed academically.

Research by Garrison and Akyol (2020) indicates that effective communication and

feedback from instructors are vital for student engagement and success in modular

learning environments. Students who received timely and constructive feedback were

26
more likely to remain motivated and perform well academically. This highlights the need

for educators to adapt their teaching strategies to provide adequate support in a distance

learning context.

In addition to technological factors, the support systems available to students

during modular distance learning play a critical role in their academic success. Research

by Lim and Tan (2021) highlighted that students who received consistent guidance from

teachers and peers were more likely to perform well academically. This underscores the

necessity of fostering a supportive learning environment, even in a distance learning

context

The psychological factors associated with modular distance learning also warrant

consideration. Research by Artino (2008) indicates that students' self-efficacy beliefs play

a vital role in their academic performance in distance learning environments. Students

who believe in their ability to succeed in modular distance learning are more likely to

engage with the material and perform well academically. Conversely, low self-efficacy

can lead to avoidance behaviors and decreased academic achievement.

The psychological impact of distance learning should be considered. Research by

Wang et al. (2021) indicates that students experienced increased levels of anxiety and

stress during the transition to modular distance learning, which negatively affected their

academic performance. Addressing mental health concerns and providing support systems

for students is crucial for fostering a conducive learning environment.

The psychological impact of modular distance learning on students is also

noteworthy. Research indicates that students may experience increased stress and anxiety

levels due to the demands of self-paced learning and the pressure to perform

independently (Lee et al., 2021). These emotional factors can significantly influence

27
academic performance, as students who are overwhelmed may struggle to focus and

engage with their studies effectively.

The transition to modular distance learning has also revealed disparities in access

to resources among students. Studies indicate that students from lower socioeconomic

backgrounds may face significant barriers, such as lack of access to technology and a

conducive learning environment, which can negatively impact their academic

performance (Adams & Smith, 2020). Addressing these disparities is essential for

ensuring equitable educational outcomes.

28
 CHAPTER III

RESEARCH METHODOLOGY

This chapter investigates the research methodology of the study, which includes the

research design, research respondents, research environment and research instruments and

the statistical tool utilized in the study.

Research Design

This study employed a Correlational Research Design under the Quantitative

Research Approach to determine the relationship between modular distance learning and

students’ academic performance.

Research Respondents

The respondents of this study were students enrolled in the Bachelor of Secondary

Education (BSED) and Bachelor of Elementary Education (BEED) programs under the

modular distance learning set up at Medina Foundation College of Sapang Dalaga, Inc.

for the academic year 2024-2025. The total number of the students was twenty (20).

Sampling Techniques

This study employed purposive sampling as sampling technique its primary. The

researchers specifically selected students enrolled in Bachelor of Secondary Education

(BSED) and Bachelor of Elementary Education (BEED) programs who were participating

in modular distance learning during the academic year 2024-2025 at Medina Foundation

College of Sapang Dalaga, Inc.

29
 To begin the process, the researchers coordinated with the instructors handling the

education programs to obtain a list of students currently engaged in modular distance

learning. These instructors provided guidance in identifying participants who were

suitable and available for the study based on the inclusion criteria.

The researchers then respectfully requested permission from the college

administration to conduct the survey among the selected students. With approval granted,

the researchers approached the participants and administered the questionnaires during

their free time to avoid disrupting their academic schedule.

A total of twenty students were selected based on their willingness to participate

and their active involvement in the modular learning setup. This purposive approach

ensured that only those with relevant experience were included, thereby strengthening the

reliability and focus of the study.

Research Instrument

This study utilized a researcher-made questionnaire to gather data on students'

demographic profiles, reasons for enrolling in modular distance learning, and the modular

learning modalities employed by teachers. It also assesses students' academic

performance by evaluating their comprehension, study habits, engagement, and practical

application of learning.

Additionally, midterm grades were collected to provide a quantitative measure of

academic performance. This allows for a more objective analysis of how modular

distance learning influences students' academic success.

Lastly, the instrument is designed to analyze the correlation between students’

demographic profiles and their reasons for enrolling in modular distance learning, as well

30
as the relationship between modular distance learning modalities and students’ academic

performance.

The questionnaire had undergone expert validation to ensure its reliability, clarity,

and alignment with the research objectives. The collected data will be subjected to

statistical analysis to determine the significance of the relationships between the

identified variables.

Research Environment

This study was

conducted at Medina Foundation College of Sapang Dalaga, Incorporated (MFCSDI),

formerly known as Medina Foundation College. It is a private, non-sectarian higher

education institution located in Jasmine St., Poblacion, Sapang Dalaga, Misamis

Established in June 1984, MFCSDI is a younger sibling to its flagship campus in

Ozamiz City, founded in June 1963 by Dr. Rico Macan Medina, Sr. and Dr. Beatriz

Crisostomo Medina. Both campuses have risen to become leading institutions in the

region, offering a wide range of programs, including arts, education, business

31
administration, and secretarial courses. MFCSDI, in particular, serves the educational

needs of the Misamis Occidental community, providing access to higher education in a

diverse range of fields. (Google Map)

Data Gathering Procedure

This study followed a systematic process in collecting data to ensure accuracy and

reliability. Before the distribution of research instruments, the researchers sought

approval from the appropriate authorities of Medina Foundation College of Sapang

Dalaga Inc. to conduct the study among BSED English and BEED students. Upon

approval, the researchers informed the respondents about the purpose, confidentiality, and

voluntary nature of their participation in the study.

The data collection process involved administering a researcher-made questionnaire

to gather information on students' demographic profiles, reasons for enrolling in modular

distance learning, modular distance learning modalities, and academic performance. In

addition to the survey responses, prelim and midterm grades were obtained to provide a

quantitative measure of students' academic performance. The researchers ensured that all

questionnaires were properly completed before retrieval.

After gathering the data, the responses were organized, encoded, and subjected to

statistical analysis to determine the significance of relationships between variables. The

results were then interpreted to draw conclusions and provide recommendations based on

the findings of the study.

32
Statistical Treatment of Data

To analyze the data collected, the study employs appropriate statistical tools to

determine the relationships between variables and interpret findings accurately.

1. Frequency and Percentage Distribution

This was used to analyze the demographic profiles of the respondents, including

their sex, age, economic status, and distance of home to school. It will also be applied to

determine the reasons why students opted for modular distance learning. The formula is:

Percentage = f/n x 100

f = frequency of each response

n = total number of respondents

2. Mean and Standard Deviation

These was used to measure the average academic performance of students in

modular distance learning, based on their midterm grades, as well as how those students

demonstrate their academic performance in modular distance learning and the modular

learning modalities employed.

3. Spearman Rank Correlation Coefficient ( p or rs)

This statistical tool was used to determine the relationship between students'

demographic profiles and their reasons for enrolling in modular distance learning, as well

as the correlation between modular learning modalities and students' academic

performance. It will help assess the strength and significance of these relationships.

33
Ethical Consideration

This study was conducted with strict adherence to ethical research standards to

protect the rights and welfare of the participants. Before conducting the research, the

researchers sought and obtained approval from the appropriate authorities of Medina

Foundation College of Sapang Dalaga, Inc. All participants were informed about the

nature and purpose of the study and were asked to voluntarily participate. Participants

were assured that their responses would remain confidential and would only be used for

academic and research purposes. No personal identifiers such as names or student

numbers were recorded to ensure anonymity. All information gathered was treated with

strict confidentiality and anonymity, ensuring that individual identities were not disclosed

in any part of the research findings.

34
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter focuses into the most important part of the study. It explains the

presentation, analysis, and interpretation of the study. It yields useful insights and reaches

a relevant conclusion that contributes to the overall goal of the research when the data is

carefully examined and understood.

Table 1 Demographic Profile of Respondents in Terms of Gender

GENDER Frequency Percentage

FEMALE 16 80.0

MALE 4 20.0

Total 20 100.0

Table 1 showcases the demographic profile of the respondents in terms of gender.

As disclosed, 20% of the respondents were male and 80% were female. When analyze

with respect to the cumulative percentage of the demographics, majority of the

respondents are female.

35
Table 2 Demographic Profile of Respondents in Terms of Age

Age Frequency Percentage

21 years old 8 40.0

22 years old 1 5.0

24 years old 2 10.0

26 years old 2 10.0

28 years old 1 5.0

30 years old 3 15.0

31 years old 1 5.0

32 years old 1 5.0

33 years old 1 5.0

Total 20 100.0

Table 2 showcases the demographic profile of the respondents in terms of age. As

their age, 40.0% of the respondents age 21 years old; 5.0% of the respondents age 22

years old; 10.0% of the respondents age 24 years old; 10.0% of the respondents age 26

years old 5.0% of the respondents age 28 years old; 15.0% of the respondents age 30

years old; 5.0 % of the respondents age 33 years old.

Table 3 Demographic Profile of Respondents in Terms of Economic Status

Economic Status Frequency Percentage

Below ₱ 12, 000 16 80.0

Bet.₱ 24,000-₱145,000 4 20.0

Total 20 100.0

36
 Table 3 showcases the demographic profile of respondents in terms of economic

status. It reveals that 80.0% of the respondents live in households with a monthly income

below ₱ 12,000 and 20.0% of the respondents fall within the income bracket of ₱24,000

to 145,000.

Table 4 Demographic Profile of Respondents in Terms of the Distance from their home

to school

Distance Frequency Percentage

Less than 5km 1 5.0

5km-10km 6 30.0

11km- 20km 4 20.0

More than 20km 9 45.0

Total 20 100.0

Table 4 showcases the demographic profile of respondents in terms of the distance

from their home to school. The data show that only 5.0% of the respondents live less than

5 km; away from to school from their home to school; 30.0% of the respondents live

within 5 to 10 km away from their home to school; 20.0 % of the respondents reside 11 to

20 km. away; and 45.o% of the respondents live more than 20km. away from their home

to school. When analyze with respect to the cumulative percentage of the demographics,

majority of the respondents were live more the 20 km. from their home to school.

37
Table 5 Statistical Description: Reasons for Enrolling in Modular Distance Learning

Reasons Frequency Percentage

Learning My own pace 3 15.0

Single Parent 2 10.0

Working Parent 11 55.0

Working Student 4 20.0

Total 20 100.0

Table 5 showcases the statistical description reason for enrolling in Modular

Distance. Working parents constitute the largest group (55%) followed by working

students (20%), self-paced learners (15.0%) and single parents (10%). This underscores

the varied reasons for participation with working parents being the most dominant factor.

Table 6 Statistical Description: How often do your teachers use the following learning

modular distance modalities?

Statements Mean SD Description

1. Self-learning Modules 4.15 .988 Frequently

2. Activity Sheets 3.85 1.182 Frequently

3. Online Discussions 2.40 1.314 Rarely

4. Preparation of Portfolios 2.80 1.508 Sometimes

Weighted Mean Average 3.30 1.248 Sometimes

Table 6 indicates the statistical description of respondent’s responses to the

question, “How often do your teachers use the following modular distance learning

modalities?” The results shows that the respondents reported” “FREQUENTLY use of

self-learning modules M=4.15, SD= .988 and “FREQUENTLY” use of activity sheets

38
(M-3.85, SD= 1.182). Moreover, they “RARELY” use online discussions (M=2.40, SD

1.314) AND “SOMETIMES” use of preparation of portfolios (M= 2.80, SD= 1.508).

Therefore, the respondent has an overall mean of 3.30 in terms of how often each

modality is used by teachers. This suggests that the respondents “SOMETIMES” use the

following modalities. Modular distance learning modalities such as self-learning modules,

activity sheets, online discussions and portfolio preparation play a significant role in

enhancing the learning experience.

The design and quality of modular materials play a crucial role in determining

student success. Studies have shown that well- structured and engaging learning materials

can enhance comprehension and retention, thereby improving academic performance

(Hernandez et al., 2020). Conversely, poorly designed modules may lead to confusion and

disengagement, adversely affecting students’ learning experiences.

Another relevance theory is Self-Regulated Learning (SRL) Theory by Barry

Zimmerman (2002, updated in 2020) and the Community of Inquiry (COI) Framework by

Garrison, Anderson, and Archer (2000, updated in 2019), both of which provide a strong

foundation for understanding how students manage their learning in a modular setup and

how different learning modalities influence their academic performance.

39
Table 7 Statistical Description: Academic Performance in Modular Distance Learning

Statements Mean SD Description

1. How do you comprehend and retain 3.65 .74516

the learning materials provided in the Good

modules?

2. How would you rate the completion 3.90 .44721

and quality of your academic outputs (e g,

Good
assignments, projects, activity sheets,

exams)?

3. How would you rate your ability to 3.60 .59824

study independently without direct Good

teacher supervision?

4. How well do you solve problems and 3.90 .44721

adapt to challenges in your learning Good

process?

5. How engaged and motivated are you in 3.80 .69585

your studies during modular distance Good

learning?

6. How effectively do you apply your 3.85 .36635

learning to real-life teaching-related Good

tasks?

Weighted Mean Average 3.78 .5500 Good

Table 7 shows the statistical description of respondent’s academic performance in

modular distance learning. The result shows that the respondents are “GOOD” in terms of

40
comprehension and retention of the learning materials provided in the modules (M= 3.65,

SD=.74516) and “GOOD” in terms of completion and quality of academic outputs (M=

390, SD=.44721). Moreover, they are “GOOD” in terms of independent learning and

study habits (M=3.60, SD= 59824) and “GOOD” in terms of problem solving and

adaptability (M=3.90, SD= 44721. They also “GOOD” in terms of engagement and

motivation (M=3.80, SD= 69585) and “GOOD” in terms of practical application of

learning in teaching related tasks (M=3.85, SD= .36635). Therefore, the respondents have

an overall mean of 3.75 in their academic performance in modular distance learning. This

implies that respondents are “GOOD” in terms of; comprehension and retention of

learning materials, completion and quality of academic outputs, independent learning and

study habits, problem solving and adaptability, engagement and motivation, and practical

application of learning in teaching-related tasks. The results indicate that students

generally have “GOOD” academic performance in modular distance learning.

Chen et al. (2002), highlighted that students who developed effective self-

regulation strategies in modular distance learning environments tended to perform better

academically, suggesting that fostering these skills should be a priority for educators.

Table 8 Statistical Description: Academic Performance in Modular Distance Learning

Academic Performance Mean SD

(Midterm Grade) 81.7000 2.61775

Table 8 shows the statistical description of respondent’s academic performance in

modular distance learning. The result shows the completed mean grade and standard

deviation are (M=81, 7000, SD= 26,1775) indicating that the average academic

performance of students among students in the modular distance learning.

41
 A study by Aris (2020) found that students who received modular distance

learning instruction had higher academic achievement scores compared to those who

received traditional classroom instruction. The researchers attributed this to the flexibility

that modular distance learning provides, allowing students to review the materials and get

additional support when needed.

Table 9 Spearman Rank Correlation Coefficient ( p or rs) Between the Students’

Demographic Profile and their Reasons for Enrolling in Modular Distance

Learning

Correlations

GENDER1 STATUS HOWFARSURE REASONS

Spearman's rho GENDER1 Correlation

Coefficient 1.000 .063 -.116 -.418

Sig. (2-tailed) . .794 .627 .067

N 20 20 20 20
STATUS Correlation
.063 1.000 .000 .012
Coefficient
Sig. (2-tailed) .794 . 1.000 .960
N 20 20 20 20
HOWFARSURE Correlation
-.116 .000 1.000 .431
Coefficient
Sig. (2-tailed) .627 1.000 . .058
N 20 20 20 20
REASONS Correlation
-.418 .012 .431 1.000
Coefficient
Sig. (2-tailed) .067 .960 .058 .
N 20 20 20 20

H01: There is no significant relationship between the students’

demographic profile and their reasons of opting to enrol under modular distance

learning.

The data on the table above disclosed that as to gender , Sig. (2-tailed)

=.067. This value is bigger than the alpha value 0.05, indicating that there is no

significant

42
relationship between the students’ demographic profile (gender) and their reasons of

opting to enrol under modular distance learning. Hence, H01 was supported. Moreover,

Pearson’s rho (r) was found to.-.418. This value is between -0.59 to -0.40 indicating a

moderate negative correlation.

The analysis revealed no significant relationship between students' demographic

profiles and their reasons for enrolling in modular distance learning. This finding aligns

with Lee and Choi's (2011) study, suggesting that regardless of age, gender, or

socioeconomic status, students' motivations for enrolling in MDL are largely influenced by

factors such as personal circumstances, learning preferences, and external pressures rather

than demographic characteristics.

The data further showed that status the computed Sig. (2-tailed) is =.960. This

value is bigger than the alpha value 0.05, indicating that there is no significant

relationship between the students’ demographic profile (Economic Status) and their

reasons of opting to enroll under modular distance learning. Hence, H01 was supported.

Moreover, Pearson’s rho (r) was found to .012. This value is between 0.00 t0 0.19

indicating a very weak positive correlation.

A study by Zhang et al. (2020), it was found that students from different

demographic backgrounds exhibited varying motivations for choosing online learning

platforms. The researchers noted that age and socioeconomic status significantly

impacted students' perceptions of online learning's benefits. Conversely, a study by Lee

and Choi (2011) suggested that demographic Factors did not significantly affect student's

motivations for enrolling in distance education programs. This inconsistency in findings

indicates a need for further investigation into the relationship between demographic

profiles and enrolment motivations in MDL.

43
 It can de deduced from the above data that for HOWFARSURE Sig. (2-tailed) is

only =0.58. This value is bigger than the alpha value 0.05, indicating that there is no

significant relationship between the students’ demographic profile (distance from home to

school) and their reasons of opting to enroll under modular distance learning. Hence, H01

was supported. Moreover, Pearson’s rho (r) was found to .431. This value is between 0.40

to 0.59 indicating a moderate positive correlation.

The lack of significant relationships found in this study raises important questions

about the motivations behind students' choices in educational modalities. It suggests that

while demographic Factors may shape students' educational experiences, they do not

necessarily dictate their reasons for choosing MDL. This finding has implications for

educators and policymakers, indicating that strategies to enhance enrollment in MDL

should focus on addressing the diverse needs and preferences of students rather than

solely considering demographic characteristics. The lack of significant relationships

found in this study raises important questions about the motivations behind students'

choices in educational modalities. It suggests that while demographic Factors may shape

students' educational experiences, they do not necessarily dictate their reasons for

choosing MDL. This finding has implications for educators and policymakers, indicating

that strategies to enhance enrolment in MDL should focus on addressing the diverse

needs and preferences of students rather than solely considering demographic

characteristics.

44
Table 10 Spearman Rank Correlation Coefficient ( p or rs) Between the Students’

Demographic Profile and their Reasons for Enrolling in Modular Distance

Learning

Correlations

Learning Academic
Modalities Performance
Spearman's rho Learning Correlation Coefficient 1.000 .278
Modalities
Sig. (2-tailed) . .236
N 20 20
Academic Correlation Coefficient .278 1.000
Performance Sig. (2-tailed) .236 .
N 20 20

H01: There is no significant relationship between the modalities of modular

distance learning and their academic performance among BSED English and BEED

students.

The result above shown in the table revealed that the computed Sig. (2-tailed) is

=.236. This value is bigger than the alpha value 0.05, indicating that there is no

significant relationship the modalities of modular distance learning and their academic

performance in BSED English and BEED. Hence, H01 was supported. Moreover,

Pearson’s rho (r) was found to .278. This value is between 0.20-0.39 indicating a weak

positive correlation. Therefore, this shows as modalities of modular distance learning, the

academic performance in BSED English and BEED might slightly improve as well, but

the relationship is weak positive.

The analysis revealed no significant relationship between the modular distance

learning modalities and the academic performance of the students. The correlation

coefficients indicated that regardless of the modality__ print, online, or blended students'

academic performance remained relatively consistent. This finding aligns with the work

of smith and Brown (2022), who also reported no significant differences in academic

45
outcomes across different learning modalities. Research by Johnson and Johnson (2020)

indicated that the effectiveness of learning modalities is contingent upon individual

learning styles and preferences. These findings suggest that while some modalities may

offer advantages, they do not universally guarantee improved academic performance.

The lack of a significant relationship suggests that factors such as student

motivation, self-discipline, and external support systems may play a more pivotal role in

academic success than the modality of learning itself. This finding is consistent with the

theories of self-regulated learning, which emphasize the importance of learner agency and

personal responsibility in educational achievement (Zimmerman, 2002). Furthermore, the

results highlight the need for educators to focus on enhancing student engagement and

support, regardless of the learning modality employed.

46
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions, and recommendations

based on the findings of the study.

Summary of Findings

Based on the results of the data gathered in this study, the summary of findings are

the following:

1. Majority of the respondents are female.

2. The study showed that majority of the respondents are age 21 years old.

3. Majority of the respondent’s monthly family income are below ₱12,000.

4. Most of the respondents are living more than 20 km. from the school.

5. Many of the respondents cited working parenthood as their reason for choosing

modular distance learning.

6. The most frequently used learning modalities of respondents are self-learning

modules (mean = 4.15).

7. The respondents have an overall mean of 3.30 in terms of how often modular

distance learning modalities utilized by teachers.

8. The respondents are good in terms of comprehension and retention, completion

and quality of academic outputs, independent learning and study habits, problem solving

and adaptability, engagement and motivation, and practical application of learning in

teaching-related tasks, with an overall mean of 3.78.

47
 9. The result showed that the computed mean grade (mean = 81.7%) indicating

that the average academic performance of students falls within the good range based on

common grading standards.

10. There is no significant relationship between students' demographic profile and

the reasons for enrolling in modular distance learning.

11. There is no significant relationship between the modular distance learning

modalities and the academic performance of BSED English and BEED students during

second semester school year 2024-2025.

Conclusions

1. The study surveyed 20 respondents aged 21-33, with 80% being females.

2. Families of the respondents are earning below P12,000 monthly and living

over 20 kilometers from school.

3. Most respondents often choosing modular learning due to working

parenthood. Self-learning modules are the most used resources, with a mean

score of 4.15 and demonstrated satisfactory academic performance with an

overall mean of 3.78, midterm grade 81.7%..

4. There was no significant correlation was found between demographics,

learning modality used, and academic performance, suggesting that learner

motivation, adaptability, and instructional quality are key factors in successful

modular learning.

Recommendations

Based on the findings and conclusions of this study, the following

recommendations are proposed:

48
For Educational Institutions

Schools and administrators should continue to support teachers to improve the

delivery and quality of modular distance learning, particularly by enhancing the content

of self-learning modules and activity sheets, which were the most utilized by students.

Efforts should also be made to integrate more interactive and engaging elements such as

online discussions and portfolio preparation to enrich learning and support deeper

understanding.

For Instructors and Curriculum Developers

Teachers should be encouraged to provide timely feedback and support to students

using modular learning, especially in areas where online interactions are limited.

Additionally, instructional materials should be designed with clear instructions and

adaptable formats that consider students' varying learning paces and circumstances.

For Students

Students are encouraged to develop stronger independent learning habits and time

management skills, which are essential in modular distance learning. They should also

maximize available resources and seek help when necessary to ensure they stay on track

with their academic responsibilities.

For School Counselors and Support Services

It is recommended that schools provide guidance and support services to students,

particularly those from low-income households or those facing challenges in accessing

learning materials. Regular check-ins or consultations can help in identifying learning

barriers early and addressing them effectively.

49
For Future Researchers

It is recommended that future researchers can consider this study to explore more

variables and factors to widen it's thought.

50
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