Dr. Espinosa, Sr. Memorial State Colleges of Agriculture and Technology
Cabitan, Mandaon, Masbate
Buenasuerte Integrated School Grade 10 Learners’ Perceptions on Modular Distance
Learning
In Partial Fulfillment of the Requirements in Educational Research Methods
(Education 203)
By:
Junan N. Romero
Presented to:
Sherwin Balbuena
Professor
December 2020
First Semester
CHAPTER 1
THE PROBLEM
Introduction
Education plays a vital role in all aspects of human lives. It provides essential skills,
knowledge and values producing productive and globally competitive individuals. This
inseparable relationship of teaching and learning has been present to human being since
ancient times (Ali et.al, 2010). Educational system is based on the premise of “what to teach
and how to teach” which identifies the learning materials to be used. In order to build a
quality educational system, every society, culture, and nation should have a vast bases of
knowledge, learning and expertise because a nation with quality and excellent educational
system is considered as superior and dominant. (Johnson and Dalen, 1988).
One of the recognized and most widespread teaching and learning deliveries used
globally is modular approach (Sejpal, 2013). Module is defined as a unit of work in a course
of instruction that are self-contained method of teaching and learning based on the building
up of skills and knowledge in discrete units. All subjects can be taught in modules helping
the learners to grow and develop at their own pace. Modules are essentially self-contained,
self-instructional packages covering all elements of subject matter content or a group of
content elements forming a discrete unit of subject matter or area of skill.
With the declaration of COVID-19 pandemic altogether countries, governments
resorted to the use of distance learning like online learning and modular approach. Within
the Philippines, the Department of Education prohibited the conduct of face-to-face
classroom setting to stop virus transmission instead the agency implemented distance
learning specifically the utilization of modules as alternative means to succeed in learners in
remote areas who do not have internet access so as to take care of the discussion with
learners and giving them individual help The importance of learning is that it helps in
developing many prominent and outstanding individuals, and in this present times, learners
enjoy their years in which they are able to pursue their goals and satisfy their inquisitiveness.
(Manlove and David, 1985).
Statement of the Problem
The research focuses on perceptions of Grade 10 learners of Buenasuerte Integrated
School on Modular Distance Learning (MDL). This MDL is the chosen teaching and learning
delivery of the parents and students of the said school based on their enrollment form.
Specifically, it aims to answer the following questions:
1. How do Grade 10 learners demonstrate their support and/or resistance on the
implementation of modular distance learning?
2. Do male and female learners vary in opinions regarding modular distance
learning?
Significance of the Study
This study will determine the overall perceptions of learners on their chosen teaching
and learning delivery which is modular. It will also know if the learners support and/or resist
the implementation of MDL.
Although the Department of Education laid out different teaching and learning
approaches, Buenasuerte Integrated School is considered as a remote area where some
places do not have access to internet and learners do not have smartphones suitable for
online learning and other approaches. This resulted to the utilization of MDL where learners
are given set of modules per week for eight subjects where they will answer activities and
perform tasks.
In connection with this, the school will know the ways on how to improve better the
modules given to the students based on their responses.
The government can also assess whether to further improve or make another better
strategy in our educational system amidst this global pandemic to address holistically the
needs of the learners.
Scope and Delimitation
The study aims to know the perceptions of Grade 10 learners of Buenasuerte
Integrated School on the implementation of MDL and on how their perceptions vary. The
study included 153 respondents who will answer survey questionnaires. Its main purpose is
to know the opinions, feelings and beliefs of learners about MDL and how their perceptions
vary. This study limits its coverage on the six sections of Grade 10 who are the subjects of
this study.
Meanwhile, this study excludes the impact of the MDL on learners’ academic
achievement. It also rejects other learners of grade levels.
Notes:
Ali R, Rehman Ghazi S, Saeed Khan M, Hussain S, Tanzeela Faitma Z. Effectiveness of Modular
Teaching in Biology at Secondary Level. Asian Social Science. Vol. 6, No. 9; September 2010
Retrieved from: www.ccsenet.org/ass.
Manlove, D. C. and B. David. (1985). Flexible Scheduling. Longmans Green and
Company, New York, USA. pp. 7-12.
Sejpal K. Modular Method of Teaching. Haribapa Arts & Commerce College, Jasdan. Gujarat
(India). Vol. 2, Issue:2, February 2013. Retrieved from www.raijmr.com.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter discusses the related literature regarding the perceptions of grade 10
learners of Buenasuerte Integrated School on Modular Distance Learning, related studies
about the present study, conceptual framework accompanied with conceptual paradigm, and
the definition of terms.
Related Literature
Modules are considered as specific sort of learning resources. They need clearly
defined, objectives, preferably in behavioral form (Daries,1981). Modules also defined as
units of labor of an instruction that's virtually self-contained and methods of teaching
supported the concept of build-up skills and knowledge in discrete units (Taneja, 1989).
UNESCO (1988) mentioned modules as sets of learning opportunities defining the
subject which contains the weather of instruction, specific objectives, teaching learning
activities, and evaluation using criterion – referenced measures. This is consistent with
Brown et al. (1977) saying that module has following possible advantages within the
administration:
(a)Users can study modules within their own environment. This suggests they will be used
not only within teaching institutions but also on the work.
(b)Users can study modules with minimum disruption to their normal duties and
responsibilities. While this is applicable to both students and teachers and it's particularly
true for teachers who can use modules as resources for workers development.
(c)Modules could also be administered to one user, small groups or large groups consistent
with need.
(d)Modules programs are often easily revised and upgraded by replacing one module by
another amending aspects of one module.
(e)Module programs are flexible within the sense that they will be implemented through a
spread of scheduling patterns.
(f)Modules are economical to use.
While initial costs of designed developments are high in order that they are ultimately
cost effective. Though modules are primarily individualized but it are often developed to
possess group experiences also. The mixing of modules in teaching and learning process has
a lively role in solving major educational problems. It is for the rationale that these modules
also promote effective learning with flexible pacing schemes which is additionally called as
self-learning modules allowing the learners to figure at their own time and readiness. This is
often highlighted by Loughran and Berry (2000) saying that individuals learnt more at their
own pace, because telling is not teaching and listening is not learning but it is a process of
first absorbing then expression of concepts, therefore it's best achieved by self - learning.
The importance of learning is that it helps in developing many prominent and outstanding
individuals and in this present times, learners enjoy their years in which they are able to
pursue their goals and satisfy their inquisitiveness. (Manlove and David, 1985).
Barnes et al. (2000) investigated that implementation of modular approach assisted in
motivating the scholars and that they benefited more from this approach. Generally, modular
learning group perform significantly better than the group taught by traditional method of
teaching. This students’ motivation was connected with obtaining of short-term objectives
and therefore the non-intense teaching approach resulting to positive changes in teaching
style. This positive result traced in rural areas and in female schools. Before introduction of
modular teaching at large scale in schools it is necessary to conduct in-service training of
teachers alongside preparation of modular essentials instructional materials.
Related Studies
A study was conducted on nine polytechnics situated within the Eastern zone, the
Southern zone, and East Malaysia. The themes of the study were language lecturers who
were teaching English course in these polytechnics. It showed that 75 percent of the entire
113 respondents agree that modules are useful as resource book for both students and
lecturers and really helpful in providing guidance and support for brand spanking new and
inexperienced lecturers. (Cheng and Abu Bakar, 1990).
An investigation was also conducted showing the operationalization of modular
approach helped in motivating the scholars and that they benefited more from this approach
(Barnes et al, 2000). The rise in motivation was connected to the short-term objectives and
therefore the intensity of teaching approach promoting positive changes in teaching and
learning styles. A study displayed that modular teaching has shown more effectivity level in
Biology instruction as compared to traditional method of teaching. This is often why this
modular teaching approach are often applied to other subjects also as other level of
education improving the tutorial achievements of the scholars.
Another study was conducted by Ambayon (2020) showing that the performance of
the school students in literature in experimental group who used modules as an instruction
had improved from poor to excellent achievement whereas the control group had relatively
improved from poor to fair achievement.
Oparina and Rakova (2018) presented the results of their research that modular
teaching is effective in improving student’s knowledge and ready to enhance students’
understanding and important thinking.
Conceptual Framework
The focus of the study is on the perceptions of Grade 10 learners of Buenauserte
Integrated School regarding Modular Distance Learning and how their perceptions vary. It
is anchored on the various researches indicating that learners preferred more self-learning
than traditional teaching approach. Learners say that modules are a good source of
information and effective means of learning as well for the reason that they have their own
time to learn, relearn and unlearn concepts.
For the meantime, the researches appear to be more consistent in regards to the
positive perceptions of learners on the implementation of modular distance learning as an
alternative teaching and learning delivery for those who do not have internet access and
gadgets.
The response of the 153 Grade 10 learners will determine the overall opinion and
insights on modular teaching approach by answering the researcher-made questionnaires.
There has been widespread acknowledgement that self-learning modules are the
effective means in rural areas due to lack of data connection and necessary devices and
gadgets. The conceptual framework of this study is illustrated in Figure 1.
Implementation of Modular
Distance Learning
Positive attitudes and perceptions of
Grade 10 learners on Modular
Distance Learning
Conducive teaching and learning
process
Figure 1 Conceptual Paradigm
Definition of Terms.
This study contains terms and ideas that are unclear and unfamiliar. The subsequent are
some key terms defined for better understanding of the content of this study.
DepEd. Refers to Department of Education. the chief department of the Philippine
government liable for ensuring access to, promoting equity in, and improving the standard
of basic education.
Module. Refers to a unit of labor during a course of instruction that is virtually self-contained
and a way of teaching that is supported the build-up skills and knowledge in discrete units.
Modular Teaching Approach. Refers to instruction dividing the curriculum into small
discrete modules or units that are independent, nonsequential, and typically short in
duration.
Modular Distance Learning. Refers to the shape of distance learning that uses Self-Learning
Modules (SLM) supported the foremost essential learning competencies provided by DepEd.
The modules include sections on motivation and assessment that function an entire guide of
both teachers’ and students’ desired competencies.
Perception. Refers to the way of understanding and accepting on the items presented
Notes:
Ali, R., Ghazi, S. R., Khan, M. S., Hussain, S., & Faitma, Z. T. (2010). Effectiveness of
modular teaching in biology at secondary level. Asian Social Science, 6(9), 49.
Ambayon, E. E., & Millenes, C. (2020). Modular-based approach and students’
achievement in literature. Available at SSRN 3723644.
Barnes, J., P. Mayer, R. Alfred and Hayman. (2000). Modularization of Curriculum at
Secondary Level. Kogan Page, London, UK. pp. 67-98.
Cheng C, Abu Bakar M. The Impact of Using Modules In The Teaching and Learning Of
English in Malaysian Polytechnics: An Analysis Of The Views and Perceptions Of English
Language Lecturers. Kementerian Pendidikan Malaysia.
Daries, I. (1981). Instructional Technology and Media. McGraw Hill Book Company New
York, USA. p. 72. Government of Pakistan. (1988). 7th Five-Year Plan (1988-93) Planning
Commission Islamabad, Pakistan. p. 508.
Ibyatova, L., Oparina, K., & Rakova, E. (2018, May). MODULAR APPROACH TO
TEACHING AND LEARNING ENGLISH GRAMMAR IN TECHNICAL UNIVERSITIES.
In Proceedings of the International Scientific Conference. Volume I (Vol. 139, p. 148).
Loughran, J. and Amanda, B. (2000). Improving Teacher Education Practice through
Self Study. Routledge flamer 28 West 35th Street New York, USA. p. 28.
Manlove, D. C. and B. David. (1985). Flexible Scheduling. Longmans Green and
Company, New York, USA. pp. 7-12.
Taneja, R. (1989). Dictionary of Education. Anmol Publication Murare New Dehli, India.
p. 155.
UNESCO. (1988). Developing Instructional Modules for Teacher Education. Regional
Office for Education in Asia and Oceania Bangkok, Thailand. pp. 61-63.
Chapter 3
RESEARCH DESIGN AND METHODOLOGY
This chapter will present and discuss the design and methodology of the study
inclusive of the discussion of the details of the sources of data, respondent of the study, data
gathering procedure, instrumentation, and statistical treatment of the data.
Research Design
The study will use a blend of quantitative and qualitative research methods. The
researcher will gather information through questionnaires that will be given to the Grade 10
learners of Buenasuerte Integrated School determining their perceptions on the utilization
of modular distance learning. The questionnaires include the following information; (a.) do
the respondents accept the use of modular distance learning (b.) do the respondents resist
the use of modular distance learning (c.) learners’ beliefs and opinions on modularization.
(d.) do male and female learners vary in opinions on the implementation of modular distance
learning.
Sources of Data
The primary sources of data for this study are the one hundred fifty-three (153) grade
10 learners of Buenasuerte Integrated School.
Respondent of the study
The respondents of the research are the one hundred fifty-three (153) grade 10
learners of Buenasuerte Integrated School. The respondents are chosen regardless of age
and gender classification. The researchers choose all grade 10 learners to be the subjects of
the study to attain reliable and valid results. The researchers will conduct a survey
questionnaire method.
Data Gathering Procedure
The researcher-made questionnaires will be given to the respondents from
Buenasuerte Integrated School. The researcher will gather the data through questionnaires
with ten (10) composed questions. The researchers will also conduct a random interview in
order to get the additional opinions and perceptions on the students.
Instrumentation
The researchers-designed questionnaires are used to gather data needed for the
study. It consists of ten questions to be accomplished by one hundred and fifty-three (153)
grade 10 learners of Buenasuerte Integrated School. Every question has its choices that
should be checked by the respondents. Whenever the answer of the respondent was not on
the choices or it exceeds, the respondents will put their answers to the provided space. The
questionnaire will help the researchers to determine the following; (a.) do the respondents
accept the use of modular distance learning (b.) do the respondents resist the use of modular
distance learning (c.) learners’ beliefs and opinions on modularization. (d.) do male and
female learners vary in opinions on the implementation of modular distance learning.
Statistical Treatment
The responses to the questionnaires by grade 10 learners will be statistically
analyzed with the data requirements of the study. Students’ data will be statistically analyzed
with the chosen data instruments of the study. Descriptive statistics such as frequency
counts, mean, percent and rank are considered.
To prove the reliability and validity of the data gathered and to determine the
relationships between learners’ sex and overall perceptions, the researcher will use
Spearman rho correlation.