LEARNING MODALITIES AND MASTERY LEVEL IN STATISTICS OF GRADE 11
STUDENTS IN SELECTED SCHOOLS IN KORONADAL CITY
An Undergraduate Thesis
Presented to
The Faculty, College of Education
Mindanao State University
General Santos City
In Partial Fulfillment of the Requirements for Bachelor of Secondary Education
by
AIRESHANE S. PARCON
ROMEL DOLOTALLAS
2021
ACKNOWLEDGMENT
The completion of this study would not be made possible without the help
of various individuals who actively engaged in this study. Without them, the
researchers might not meet their objectives in this study. The researchers would
like to express their deepest gratitude and appreciation to the following people:
To their Research adviser, Dr. Maria Theresa Pelones, for her guidance in
the completion of the paper of the study. And for thoroughly reviewing and giving
an extra effort in checking the paper of the study.
To the members of the panel for virtual-oral examination, Prof. Paul Olvis
and Dr. Salome Sestina, whom they are indebted for the guidance, advices,
corrections, and recommendations for the development of this study.
To the respondents, for their worthy support, cooperation, and time in terms
of providing the researchers all the needed information.
To their parent’s Mr. and Mrs. Parcon and Mr. and Mrs. Dolotallas, who
imparted great effort in supporting the researchers and for lifting them up when
they are about to quit.
And lastly, to the Almighty Creator who gave all the resources they needed;
strength, wisdom, knowledge and perseverance to overcome the hardships and
problems in creating this study. And because of his sustaining
love and grace, they were able to make this study possible.
-The Researchers
TABLE OF CONTENTS
Page
TITLE PAGE……………………………………………………………………………. i
ACKNOWLEDGEMENT ..................................................................................... ii
TABLE OF CONTENTS ...................................................................................... iii
LIST OF TABLE ................................................................................................. ix
CHAPTER
I.
THE PROBLEM & IT’S SETTINGS
Introduction. ....................................................................................... 1
Statement of the Problem .................................................................. 3
Significance of the Study ................................................................... 4
Scope and Delimitation ...................................................................... 4
II.
REVIEW OF RELATED LITERATURE AND STUDIES
Mastery Level .................................................................................... 6
New Normal Education………………………………………………….11
Modular Learning Modality ..............................................................12
Online Learning Modality ................................................................. 16
Modular Learning Modality Related Studies (Local) ........................ 23
Online Learning Modality Related Studies (Local) ........................... 25
Modular Learning Modality Related Studies (Foreign) ..................... 26
Online Learning Modality Related Studies (Foreign) ....................... 28
Conceptual Framework.................................................................... 30
Hypothesis………………………………………………………………..31
Definition of terms… ........................................................................ 31
III.
METHODOLOGY
Research Design ............................................................................. 34
Research Locale .............................................................................. 35
Research Respondents ................................................................... 37
Research Instruments ...................................................................... 38
Data Gathering Procedures ............................................................. 40
Ethical Considerations…………………………………………….…….40
Statistical Treatment ........................................................................ 41
BIBLIOGRAPHY ............................................................................................... 42
APPENDICES………………………………………………………………………… 44
Appendix A. Letter for the Permission (KNCHS) ............................. 44
Appendix B. Letter for the Permission (NDMU-IBED) ..................... 45
Appendix C. Letter for the Permission (Department Chair) … ........ 46
Appendix D. Letter for the Permission (Subject Teacher) ……........47
Appendix E. Letter for the Permission (Subject Teacher) ………….48
Appendix F. Letter for the Permission (Respondents) ..................... 49
Appendix G. Letter for the Permission (Respondents) ..................... 50
Appendix H. Research Instrument ................................................... 51
Appendix I. Table of Specification.................................................... 52
Appendix J. Curriculum Vitae........................................................... 51
CHAPTER I
THE PROBLEM
Introduction
As the world becomes increasingly interconnected, so do the risks we face. The
COVID-19 has not stopped at national borders, it has affected people regardless of
nationality, level of education, income, or gender, and in all facets of living. And it is more
challenging for teachers and learners in more fragile and unstable contexts. But the same
has not been true for its consequences, which hit the most vulnerable hardest.
Education is no exception. Most countries around the world experienced
unmatched total or partial lockdowns which led to the immediate closure of universities
and schools. As such, teachers and students had to learn instantly how to adapt to remote
teaching especially in those countries that were used in the traditional way of teaching.
Restriction in interaction and moved to new ways of teaching is marked by uncertainty.
While the educational community has made concerted efforts to maintain learning
continuity during this period, students had to rely more on their own resources to continue
learning through the internet, printed modules, television, and even through radio. In
particular, learners in the most marginalized group, who don’t have access to digital
learning resources or lack the resilience and engagement to learn on their own, are at
risk of falling behind.
Less fortunate learners were having a hard time spending their education through
the internet or online learning. That is why some choose modular as their mode of
learning. Barrett (2004) argued that modular teaching and learning is a new approach for
experience taking in encounters in instruction, also it has been getting much
consideration. He pointed out teaching through a module is a self-taking in a bundle with
managing a particular unit or lesson. It could be utilized within any setting helpful to the
learner and may be finished at the learner’s own pace.
According to Knight (2002), that material on design work for students is
insubstantial. He suggests that the texts should be developed to target concrete learning
skills. The focus of designing the modules properly is to assess the students learning,
performance, and achievement.
While other learners who can afford to spend more money prefer online learning.
Chaney (2010) discussed that distance learning such as online classes is a rapidly
expanding environment that allows users the flexibility of operating outside of the
constraints of time and place. Online learning can be defined as “learning that takes place
partially or entirely over the internet” (US Department of Education, 2010).
The advent of the World Wide Web(www) was a powerful catalyst for moving
distance learning forward. Maloney-Krichmar and Abras (2003) stated that the internet
facilitated the widespread use of web sites that eventually developed the learnings online.
Thus, It is essential to know the mastery level or learning of students in studying statistics
and probability. This study sought to determine the learning modalities and mastery level
in Statistics and Probability in KNCHS and NDMU- IBED, the School Year 2020-2021.
Statement of the Problem
The study will compare the mastery level of Grade 11 Mathematics of the STEM
students using the Modular Learning and The Online Learning Modality in Koronadal
National Comprehensive High School and Public School B.
Specifically, the researcher will answer to the following sub-questions:
1. What is the Mastery Level in Grade 11 Mathematics of the students who is using
a modular learning and online learning in Koronadal National Comprehensive High
School in Koronadal City?
2. Is there a significant difference on the Mastery Level in Grade 11 Mathematics of
the students who are using modular learning modality and online-learning modality
in Koronadal National Comprehensive High School?
3. What is the Mastery Level in Grade 11 Mathematics of the students who is using
a modular learning and online learning in Public School (B) ?
4. Is there a significant difference on the mastery level in Grade 11 Mathematics of
the students who are using modular learning modality and Online-Learning
modality in Public School (B)?
Significance of the study
The study aims to investigate and compare if there will be a significant difference
between the mastery level of the Grade 11 students in Mathematics who are exposed to
modular learning and online learning modalities in Koronadal National Comprehensive
High School and Public School B. The outcome of the student will provide the school
administrator the suggestions for the implementation of the learning modalities amidst
pandemic will help improve the mastery level of the students. This study will help the
teachers assess their teaching approaches and improve their teaching careers. For
students, this will inform them of the mastery level in Mathematic and allow them to
choose the best learning modality, help in improving their math proficiency, and guidance.
For the researchers, the study will provide them a better understanding of what
modality is most effective in increasing the mastery level of the students in Mathematics.
In addition, the result of the study will also be of great help to future researchers for it will
provide them enough literature and studies to support their findings and interpretation of
the results implicated from the study.
Scope and Delimitation
This study aims to investigate and compare the mastery level in Grade 11
Mathematics of the students who using modular learning and online learning modalities.
The researchers will focus only on the Probability of statistics, other topics are no longer
included in the study. It is assumed that students from both schools have the same
coverage of topics and competencies.
The study will be conducted in Koronadal National Comprehensive High School
and Public School B located in Koronadal City. The subject of the research will be the
Grade 11 STEM students who are currently taking Statistics and Probability subjects.
These students are purposely selected to ensure that they can provide the information
needed to address the research questions. Thusly, the researchers wanted to increase
the possibilities of having relevant studies, reliable, uniform, and objective manner.
Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents a review of related literature and studies. Together with the
legal basis, conceptual framework and theoretical framework, hypothesis and definition
of terms which helped the researcher in conceptualizing the variables to be undertaken.
RELATED LITERATURE
Mastery Level
Yudkowsky, et.al (2015) characterized authority learning as an instructional
methodology in which instructive advancement depends on showed execution, not
curricular time. Students practice and retest over and again until they arrive at an
assigned dominance level; the last degree of accomplishment is the equivalent for all, in
spite of the fact that chance to authority may differ. Given the remarkable properties of
dominance learning evaluations, an insightful way to deal with building up the
presentation levels and measurements that decide when a student has exhibited authority
is basic. Standard-setting methods require adjustment when utilized for authority learning
settings in medical care, especially with respect to the utilization of proof-based execution
information, the assurance of suitable benchmark or correlation gatherings, and thought
of patient security results. Data about student results and past execution information of
students fruitful at the ensuing degree of preparing can be more useful than conventional
data about test execution of past examinees.
Rosenberg (2012) cited four distinct stages of mastery which are: Novice,
Competent, Experienced and Master or Expert.
First level is novice (or apprentice) is, by definition, new to a job. Novices know little or
nothing about the work, certainly too little to be able to perform to any acceptable
standard. Novices must be taught (or shown) the basics of what is to be done before they
can have any chance of being productive. The learning strategy here is overwhelmingly
instructional. “Show me (teach me) how to do my job,” they ask.
Second, Competent (or journeyman) workers can perform jobs and tasks to basic
standards. They’ve had their basic training and now look for more coaching and practice
to get better at what they do. “Help me do it better,” is their primary request.
Third, Experienced. This is where it gets really interesting. Experienced workers
are beyond merely competent. They can vary their performance based on unique
situations. Because they encounter a variable and often unpredictable set of work
problems and challenges, they need access to knowledge and performance resources
on demand, and the ability to search those resources in ways that are flexible and
customizable by them, depending on the situation. “Help me find what I need,” they ask,
as they search for information, from sophisticated online systems to the coworkers around
them.
And lastly, Master/Expert. Masters and experts create new knowledge. They
invent new and better ways to do a job, and they can teach others how to do it. They are
truly unique individuals and seek to learn in unique and personal ways, primarily through
collaboration, research, and problem solving. “I’ll create my own learning,” they say.
The line between these four levels is fuzzy even beyond the fact that people may
be at two or more levels at the same time, depending on what they are doing. It will be
difficult to determine when exactly someone moves from novice to competent, or from
experienced to master/expert, but this is okay; we can live with some ambiguity as long
as we look primarily at job performance (how people do their work) rather than learning
gain (how people score on a test). The more data points we get (including anecdotal
evidence), the better.
In addition, not everyone will reach mastery, but we know that as people strive to
move up the ladder they get better at their jobs. As they do, they exhibit increasing
performance fluency, agility, and ability to share knowledge. Fluency refers to the
smoothness with which they perform their jobs. The lack of hesitancy and the ease at
which they perform tasks all improve as workers move up the mastery ladder. Agility, the
ability to adapt and react to new situations, to “shift on the fly” based on new information,
also increases as people go through the four phases. And as people get more expertise
and experience, they become better at sharing it with others through collaboration,
coaching, mentoring, and teaching according to Rosenberg (2012).
Zimmerman and Dibenedetto (2008) interviewed students after they had been or
were currently being taught using mastery learning methods in math at a Tennessee high
school. These students reported, “A high sense of confidence or self-efficacy for math,
high self-evaluation with their progress, and high goal standards” (Zimmerman &
DiBenedetto, 2008, p. 215). The additional benefits of mastery learning instruction include
an improvement in self-efficacy and a change in the types of goals students set, which
often carry over into other classrooms, even those not using the mastery method of
instruction.
One approach to mastery learning was proposed by Benjamin Bloom. Bloom
developed a method of instruction to help meet student needs. Bloom developed his
theory in the mid-1960s after spending time observing teachers and students in
classrooms. He proposed that educators needed to varied their instruction in order for the
students to learn, and it takes time for the students to learn so they need an adequate
time. In 1968 he introduced his instructional strategy called Learning For Mastery (LFM),
a student-paced group-based learning method. The content presented some specific
tenets for teachers to implement in their classrooms in terms of both instruction and
assessment ( Guskey, 2007). The method that was developed by Bloom, still in use
overtime.
Schunk (2000) proposed that Bloom’s method involved four different elements:
defining mastery, planning for mastery, teaching for mastery, and grading for mastery (as
cited in Zimmerman & DiBenedetto, 2008, p. 208). Usually a score between 70% and
80% are considered a standard of mastery prior to the implementation of the subject, and
those who attained such scores (average) have surely mastered such concept. The
teacher will give a formative assessment with feedbacks to students, and those students
who weren’t able to pass or attained the defined mastery level, they will be given specific
correctives based on the items they answered correctly.
McGuire and McDonald (2009) found out that there are many different aspects of
mastery learning approach where it leads to it’s effectivity. McGuire and McDonald (2009)
explained that under the instructional strategies of mastery theory, students who
undergone repeated cycle of studying, testing and feedback will surely learned best. This
process is continually repeated until such student attain mastery which enables him/her
to move on the next stage. On the other hand, the students who were not able to achieve
mastery level will undergo with additional corrective measures and the students who
attained mastery level will engage with some enrichment activities such as doing
complex- problem solving tasks and even peer-tutoring (Guskey, 2007). Unlike traditional
instructional methods, which include rote instruction, teacher-driven time frames, and
teaching to the middle performance level, mastery learning allows for differentiated
instruction to take place (Eyre, 2007; Guskey, 2007; Kulik, Kulik, & Bangert-Drowns,
1990; McGuire & McDonald, 2009).
Overall, the mastery learning, regardless of the method used to implement it,
seems to be effective in improving student academic achievement, motivation, subject
satisfaction, and academic self-concept. As long as there's enough time, appropriate and
quality instructions and materials used to help them, surely and with no doubt they will
attained mastery level or mastered a certain concept. Moreover, it's seem to be
overwhelmingly positive for the most part, and with proper implementation, mastery
learning seems to be a legitimate answer to meeting the needs of nearly all students in
the classroom effectively, especially when combined with other cooperative learning
strategies.
New Normal Education
Nearly 75% of the world's student population has been affected by school closures
due to the COVID-19 pandemic (UNESCO, 2020). Of 91.3% of the total enrolled students
in 188 countries, which is a rough total of 1,576,021,818 students (Toquero, 2020). This
was similar when China first witnessed Extreme Acute Respiratory Syndrome in 2003
(SARS). In Hong Kong, for example, 1,302 schools have closed, 1,000,000 students
remain at home, and about 51,000 teachers are scrambling, all while keeping them and
their families safe throughout the outbreak (Fox, 2007; Toquero 2020).
Enrollment for elementary and high school declines by seven million in the
Philippine education system alone (DepEd, 2020; Jorge, 2020). Although out of the 27.7
million students in public and private schools, this still leaves 74.6 percent, the remaining
25.4 percent is still a massive drop in the ocean.
Meanwhile, private higher education institutions (HEIs) and public universities and
colleges (SUCs) are expected to see a 70% decline from last year's 3.2 million enrollees
(CHED, 2020; Romero, 2020). Access to the necessary technologies needed for remote
learning, teacher preparation, and instructional materials and online curricula for modular
approach are among the key concerns of this virtual opening of classes (Altbach and De
Wit, 2020; HESB, 2020).
The Department of Education (DepEd) is addressing the challenges of basic
education for the school year 2020-2021 through its Basic education Learning Continuity
Plan (BE-LCP) under DepEd Order No. 012, s. 2020. As the country continues to face
numerous problems caused by 2019 coronavirus disease (COVID-19) pandemic.
The BE-LCP is consistent with the mandate laid down in Section 1, Article XIV of
the 1978 Constitution, for the State to safeguard and encourage the right of all people to
quality education at all levels and to take reasonable measures to make it available to all.
Chapter 1 of the Republic Act No. 9155, or the Governance of Basic Education Act of
2001; pursuant to Section 6 states that, the jurisdiction, accountability, and responsibility
for ensuring access fostering equality and enhancing the standard of basic education was
entrusted to DepEd.
It aims to ensure the health, safety, and well-being of the learners, teachers, and
personnel in the time of COVID-19, while at the same time seeking ways to continue
education in the midst of the crisis. In particular, the BE-LCP has been crafted with a “new
normal” legal structure, bearing in mind the constitutional obligation to always uphold the
right to quality education for all people.
In line with this, depending on the local health conditions, the availability of servic
es and the background of the learners in the school or locality, the learning delivery mod
alities that schools may implement could be one or a combination of the following:
Modular Learning Modality
The module is a self-contained, autonomous unit of instruction prepared for the
purpose of achieving educational objectives. It is typically self-directional as it includes
instructions on how to carry out the different investigations and includes a listing of the
materials and other resources that should accompany the module text. Classroom
teaching using modules is characterized as self-pacing where the student moves through
learning activities at his own pace (Salandanan, 2001). Modular materials according to
Salandanan (2009), are those defined as self-contained and the manner of presentation
is such that learning tasks can be done independently or in small groups. These materials
are more effectively used in individualized instruction programs. The Self-Training Module
helps provide remedial guidance for slow learners and enrichment content for fast
learners. Topics can better be discussed by these self-instruction content. Through the
use of one, the student is given enough time and assistance to complete the assigned
learning task at his or her own pace. The lesson and the experience will surely be enjoyed,
and the experience gained will be satisfying.
Dochy, et.al (2020) was exploring the role of modular learning as the cornerstone
of higher learning from first implementations in American higher education and
implementation of optional training and the credit system. Modular instruction advantages
include increased student options and pace; increased diversity and versatility for
teachers and staff; and improved adaptability of teaching materials. The downsides
include increased self-discipline and self-motivation, more preparedness and the lack of
substantive incentives for teachers and employees, and higher institutional resources for
students to track and maintain several modules. Lastly, the paper explores the value of
prior knowledge and reveals that students in the modular education environment will
require an education of a kind that is more thoroughly in line with their personal
characteristics and prior knowledge and resulting in improved and more effective training
according to the evolving ideas of contemporary society. Students may also miss or work
through a module more easily on the basis of their previous experience.
Modular learning in many countries and other Western and asian areas is one of
the most common and understands teaching teaching techniques. The modular approach
is applied in almost all subjects such as natural science, especially biological, medical,
social and computer science education. It takes account of the variations between the
students that enable the preparation to follow the right teaching methods to help them
learn and evolve at their own rhythms. When evaluating the modular teaching approach,
we can realize that in the modern area of education this method of teaching is more
efficient, modern and technologically based. The consent of the modular curriculum was
debated in high schools in recent years. The modular approach brings more consistency
both to learners and to distance learning (Sejpal, 2013).
Modular teaching is one of those strategies in which students would study
everything in the module at their own speed through their own efforts. This technique
varies from the conventional system by which an instructor delivers the lecture, and the
students listen to the given principles. A flexible approach can be a good solution to
address the challenges encountered by students in the classroom situation since it is
student-centric, self-paced and requires no marking, this is according to Gonzales (2015).
Modular learning organizes knowledge in a way that intelligently addresses points
and can be adapted to the needs of learners. Traditional course structures typically
address knowledge sequentially, and the experience of the learner is that of monotony.
Traditional courses also intersperse quizzes after any prescribed reading or reading is
given. Modular courses tend to use learning objects that are more closely connected to a
holistic approach to knowledge, often having a problem-oriented approach (Tseng, Su,
Hwang, Hwang, Tsai, & Tsai, 2008).
Khan (2011) has found success in creating and offering modular packages to help
students to become a master in multitude of subjects. Students do not complete the
learning objectives until they can demonstrate 100% mastery. In a pilot program offered
in California, teachers in elementary grades used the Academy's resources to help
children to master their math skills. In the pilot, as well as other venues, students are able
to learn specific subject matter, to get tutoring, to see how they are doing in their
objectives along the way, to understand how their knowledge base integrates with the
subject matter in a larger picture and earn badges in areas they have mastered. The use
of the learning modules allowed students to proceed at their own pace while receiving
help at critical junctures through online or on-ground tutors who have already mastered
the knowledge areas. The Khan Academy offers modules in three forms which are
through formal programs, often involved with public schools; through supplements to
formal educational offerings; or as stand-alone, self-paced tutorials.
Gahutu (2010) studied modular learning as it applied to a physiology course at the
National University of Rwanda. Students reported that they learned best when the
teaching was less theoretical, and they could work through material using practical
classes and demonstrations. However, to make the problem-based approach successful,
they need a greater access to outside materials that might be available through the library
and the Internet. Overall, the Rawandan students reported greater satisfaction with the
modular, self-directed approach to learning than with the more traditional style previously
used in the classroom.
Online-Learning Modality/ E-learning modality
E-learning in Tertiary Education (2014), the term e-learning came into use in the
mid-1990s along with developments in the World Wide Web and interest in asynchronous
discussion groups. The goal of e-learning described here is to create a community of
inquiry independent of time and location through the use of information and
communications technology. An educational community of inquiry is a group of individuals
who collaboratively engage in purposeful critical discourse and reflection to construct
personal meaning and confirm mutual understanding. This perspective, of course, reflects
a particular educational approach using the possibilities of new and emerging
technologies to build collaborative constructivist learning communities. E-learning is
formally characterized as electronically facilitated asynchronous and synchronous
correspondence for the purpose of creating and verifying information. The technical basis
of e-learning is the Internet and related networking technology. Beyond the basic
definition of e-learning, the two main e-learning implementations are online and mixed
learning. Completely online learning is a form of distance learning that has its roots away
from conventional distance learning. However, because of its immersive nature, online
learning is somewhat different from conventional distance learning, with its historical
emphasis on content delivery and individual learning. Meanwhile, computer-assisted
curriculum is transforming the pedagogical environment as a growing number of students
are pursuing online education. Colleges and universities are now embracing the efficiency
of web-based curriculum and are quickly introducing online courses to satisfy student
demands worldwide. One study found that "increases in the number of online courses
offered by universities have been quite dramatic over the last few years" (Lundberg et al.,
2008). Think tanks also disseminate statistics on web-based teaching. "In 2010, the Sloan
Consortium found a 17 per cent increase in online students over the previous year and a
12 per cent increase over the previous year" (Keramidas, 2012).
With technological development, learners now want quality services that they can
access from anywhere and at any time. As a result of these demands, online schooling
has become a feasible, enticing choice for business practitioners, home-parents and
other related communities. In addition to versatility and connectivity, a variety of other
face value advantages, including curriculum preference and time performance, have
enhanced the appeal of distance learning (Wladis et al., 2015).
First, prospective students want to be able to pursue quality education without
compromising work time, family time and travel expenses. Instead of needing to be at a
particular place at a specific time, online education students can connect with teachers,
address peers, study materials, and complete assignments from any internet-accessible
point (Richardson and Swan, 2003). This form of versatility allows students much-needed
agility which, in turn, helps to make the learning experience more attractive. According to
Lundberg et al. (2008), "a student may prefer to take an online course or a complete
online degree program as online courses offer more flexible hours of study; for example,
a student with a job could attend a virtual class watching an instructional film and
streaming videos of lectures after hours of work." Through online instruction, students
who normally do not take part in class can now share their thoughts and concerns. Since
they are not in a classroom setting, quieter students may feel more comfortable
participating in class dialog without being recognized or judged. This, in turn, may
increase the average class score (Driscoll et al., 2012).
The vast existence of the Internet and the usability of technology have contributed
to an increase in demand for web-based teaching and learning (Chaney, 2010). Distance
learning is a rapidly evolving platform that enables users to work in a versatile manner
beyond time and space constraints (Chaney, 2010). Online learning can be described as
"learning that takes place partially or entirely on the Internet" (U.S. Department of
Education, 2010). Online learning appeals to a wide variety of learners and is becoming
more popular in settings ranging from elementary to high school and post-secondary
education. Online learning appeals to diverse populations of students with ranging
academic needs that traditional education classes are deficient or incapable of meeting.
The demand for online courses is derived from a push “to provide quality education to all
students, regardless of location and time” (Chaney, 2010, p.21). The need for flexible
learning environments for potential learners who are hospitalized, have phobias linked to
school environments, are single parents, have been expelled, are dropouts seeking to
gain a diploma and many other specific cases have led to a growth in the amount of
distance learning courses and programs that are offered (Chaney, 2010). Online learning
has the potential to create educational opportunities for individuals who may have faced
unsurpassable barriers prior to the expansion of online educational programs.
The Office of Educational Technology in the U.S. Department of Education
conducted the “Distance Education Courses for Public Elementary and Secondary School
Students” survey in 2002-03 school year to gain insight into the prevalence of distance
learning in public school districts. The study defined distance education as “courses that
are credit-granting, technology delivered, have either the instructor in a different location
than the students and/or have the course content developed in, or delivered from, a
different location than that of the students” (Institute of Educational Sciences, 2014). The
findings revealed that approximately one-third or 5,500 out of a total of 15,040 public
school districts had at least one student enrolled in a distance learning course during the
2002-03 school year (Setzer & Lewis, 2005). In 2009-10, the number of public school
districts offering distance education courses rose to an estimated 53 percent (Institute of
Educational Sciences, 2014). During 2004-05 there were slightly over 300,000 distance
learning enrollments which spiked to over 1.3 million high school enrollments in 2009-10,
an increase in over 1 million enrollments (Institute of Educational Sciences, 2014). The
pervasiveness of the Internet and technology has spurred the infiltration of distance
learning into public school districts across the United States.
It provides a radically new learning experience for students, requiring a distinct
ability set to be effective (Romiszowski, 2004). Critical thinking, analysis and
interpretation skills are becoming increasingly important, as students have growing
amounts of knowledge from a range of outlets to work through (New Media Consortium,
2007). Often, in classes that are completely electronic, students are far more autonomous
than in the conventional environment. This needs a high degree of dedication and
dedication to teaching (Huynh et al., 2003), and less social contact with colleagues or
teachers.
Students of online classes prefer to do the same thing in schools, but there is a
greater rate of removal or missing marks (Zhang, Zhou and Briggs, 2006). It can be seen
as computer-aided learning and pedagogy for student-centered and interactive learning.
Early advances in e-learning based on computer-aided learning, where some or more of
the learning material is accessed online. More recently, the pedagogical component of elearning has been more popular. E-learning encompasses all aspects of computer
learning and teaching. Knowledge and networking networks, whether networked or not,
act as a basic mechanism for the execution of the learning process.
This learning modality was characterized in contrast to F2F learning (e.g., Ryan et
al., 2016). The most influential characteristic is the lack of a physical classroom, which is
replaced using web-based technology that provide opportunities for out-of-class learning
regardless of time, location and speed (Bernard et al., 2014; Chigeza and Halbert, 2014;
Northey et al., 2015; Israel, 2015; Potte, 2015).
(Ryan et al., 2016) point out that "in higher education, the phrase "distance
learning" is often interpreted as referring to courses that are offered entirely online; " (p.
286). Usually, online learning settings are launched by so-called learning management
systems (LMS) or interactive learning environments (VLE) such as Moodle and
Blackboard (Pellas and Kazanidis, 2015).
The advantage of versatility in online courses cannot be overstated due to its
prevalence in the reasons why students are drawn to online learning. Online learning
allows students to work at a time and location that is consistent with their learning needs.
Several teachers and students reflected on their willingness to concentrate more attention
on the content of the course and less on problems such as parking, traffic, and other
issues that may occur while attending a typical classroom setting (Thomson, 2010). One
secondary school teacher explained, "I don't miss the gigantic vision of wasted time that
will eventually become a fact in a face-to-face school setting," and further explained, “No
schedule restricts us... We meet and stay as long as needed in the virtual space”
(Thomson, 2010,).
E-learning has changed the thinking of higher education educators in the sense of
integrated learning to transformative classes and curriculum overhaul. As has already
been said, e-learning is not an industrial method of distance learning. E-learning in higher
education is largely about delivering quality learning experience. Although e-learning has
an aspect of distance learning, it has developed from a separate field of theory and
experience. Distance has been a comparatively minor systemic limitation in delivering
high-quality, highly immersive learning experience. E-learning represents a true paradigm
shift with regard to distance education. It reflects a change from the ideal of control and
mass development of pre-packaged research materials typical of conventional distance
learning. E-learning is a separate instructional branch with its origins in computer
conferencing and interactive, constructive learning methods. This transition of
pedagogical
assumptions
and
methods
expressed
in
e-learning
theory
and
implementation is a new age in distance learning. E-learning in the form of online learning
is a post-industrial age of distance learning, characterized by a return to a craft paradigm
of context-specific shared learning environments (Garrison & Cleveland-Innes, 2010).
Online learning combines freedom (asynchronous online communication) with connection
(connectivity) that overcomes time and space limitations in a way that emulates higher
education principles. In specific, online learning goes beyond technologies and resources
for accessing content. Focus is moved to an educational transaction in the context of a
shared learning community that is viable over time (Garrison, 2010). At the same time,
in order to completely bring e-learning into the mainstream of higher education, the
immense importance of face-to-face learning experience must not be diminished or
dismissed. E-learning should not be used as a replacement for these interactions.
However, we cannot neglect or resist the clear benefits of e-learning technology in terms
of access to information and the preservation of educational debate. Integrating elearning systems should not be seen as having winners and losers. The potential of e-
learning to incorporate verbal and written dialogue, without time constraints, has driven
educators to reconsider the potential for involving campus-based students in face-to-face
and online contexts. This thoughtful blending of complementary face-to-face and online
approaches to achieving instructional objectives has been referred to as blended learning
(Garrison & Vaughan, 2010).
RELATED STUDIES
Modular Learning Modality (Local)
Aggabao (2002) carried out a study aimed at creating individualized self-instruction
modules on chosen subjects in basic mathematics for instructional use at the Teachers
College in Isabela State University. He concluded, after using the experimental approach,
that the teaching materials used at the Basic Mathematics College are insufficient and
not meant for self-instruction; that instruction by self-instruction materials is as successful
as the prevalent teaching method; and that both students and teachers usually have a
positive attitude towards the use of the individual.
The research of Madriaga (2004), "Effects of Modular Instruction in Teaching
Physics," showed that the use of modules allows teachers more time to deal with students
on a one-on-one basis. She observed that the outcome was higher for the experimental
community subjected to modular teaching. In his work "A Comparative Study of the
Effects of Modular Instruction and Lecture Discussion Method on the Achievement of
Grade VI Students in Mathematics," Lacdao (2004) observed that the experimental group
in his study, which was taught using instructional modules, performed better than the test
group, which was taught using the conventional teaching method.
The study of Cavero – Delgado (2006), "Effects of the Use of Computers,
Integrated in an Instructional Module on the Functions of Attitudes towards Mathematics
and Function Achievement in the Pre-Calculus of College Students" shows that, at the
end of the study, the averages of students increased significantly in the experimental
group. The conventional treatment of pre-calculus education for university students
compared to that where technology is used as an instructional module on computerintegrated functions, has shown substantial results in the statistical research, which
enable one to infer that this is an effective method.
Cappetta (2007) in his dissertation, "Reflective Abstraction and the Concept of
Limit: A QuasiExperimental Study to Improve Student Performance at College Calculus
By Promoting Reflective Abstraction Through Individual, Peer, Instructor and Curriculum
Initiates," the pre-test scores revealed that students in the experimental group scored
substantially higher than students in the commercial group.
Salandanan (2001) defined self-instruction materials as self-contained materials
whose manner of presentation is such that learning experiences can be performed
individually or in small groups. They are more effectively used in individualized training.
The module is one type of self-instruction content. The module is a self-contained,
individual unit of instruction prepared for the purpose of achieving specified educational
objectives. Characteristically, this is self-directed as guidelines on how the different
inquiries are to be followed are included. Modular approach is characterized as selfpacing because the student performs the specified learning activities at his or her own
pace. The module offers remedial guidance for late learners and enrichment content for
fast learners. As a result, he appreciates the lecture and has a satisfying experience.
The Bedaure (2012) research looked at the effect of modular teaching on the
success of freshman fishing students in biology. The pre-test post-test control group was
used to design laboratory testing. There was a substantial gap between the pre-tested
findings of the two groups in favor of the control group. A substantial disparity between
the findings of the post-test was found in favor of the study community. Modular teaching
was also greater than lecture-discussion in the success of students in biology.
Another Valderama research (2013) described the acceptability and usefulness of
the Instructional Module (IM) and the Programmed Learning Sequence (PLS) in Plane
Geometry teaching. The counterbalance with the accompanying quasi-experimental
configuration of the party was used. One community was taught to use IM for the first set
of subjects, then PLS for the second set. The other category was first introduced to PLS,
followed by IM. Improvements in math performance among students subjected to IM and
PLS have been observed. Yet the disparity between the two methods of teaching was not
important.
Online Learning Modality (Local)
Valderama (2012) evaluated the effectiveness of the online-modular instruction to
mathematics achievement of high and low math ability group of students. The randomized
pretest-posttest control group design using matched group subject was utilized. It was
observed that the achievement level of the low math ability group exposed to online
modular instruction declined. On the other hand, there was neither improvement nor
decline in mathematics achievement of students in the high math ability group. As a result,
the online-modular method in teaching mathematics is not advisable for use to low math
ability groups. However, it could be adopted in teaching students with high math ability.
Modular Learning Modality (Foreign)
In a study done at an American Community College and a regional university,
Wenner. Burn, and Baer (2011) demonstrated that students did better in remedial math
courses when the math was taught using the context of application to geoscience. The
researchers compared two types of remedial math courses, one that used a traditional
approach, and one using the applied math typical in a modular course. Wenner et al.
found the modular approach in a remedial math course was successful, but that the
success “hinges less on institution type, course characteristics, number of quantitative
concepts covered, or grading stakes and more on instructional methods that lead to
higher levels of student participation and completion”. Beneficial instructor participation
included appropriate introduction to the modules and instructions on how to navigate
testing sites and the learning management system. It was also shown to be important that
instructors reinforced the adequacy of the modules in helping the students pass the post
module quizzes. This positivity helped students feel better about themselves, their
performance, and their chances for success; thereby motivating them to complete the
modules. Finally, when instructors made the connection between the math being learned
and its relevancy to real problems, students tended to complete modules more readily.
Innovations in Education and Technology st Cross (1998) strongly suggest that
emergence into the 21 century is a watershed moment in Educational Technology that
provides an abundance of predictions that offer optimism for new directions and
innovations in teaching and learning. Cross believes that, “the power to drive education
will shift back onto the campus and away from outside sources like legislatures and
accrediting agencies. People will conclude that good, strong education is run from
inside—not from outside the institution”. This precept adds credibility and relevance to the
purpose of this paper for two reasons. The first is that current technology is highly
advanced, accessible, user friendly, and cost effective. The evidence is obvious to see
when an ever-increasing number of today's students are digital natives who intrinsically
see electronic computing devices as a desirable way to explore, discover, and learn.
Additionally, the adult learner is now accustomed to computer-based training and
the motivational advantage of learning in an asynchronous mode. Secondly, the power in
the promise that changes will be fostered and embraced from within the educational
organization. Creative thinking, collaboration, and decision making will be conducted by
the educators who will also be responsible for the implementation and delivery of new
educational platforms. This is becoming more evident in higher education and the shift to
a growing online learning delivery system that is responsive to the needs of the learner.
The mere notion of equipping students with a laptop computer falls short of delivering a
sound approach to learning. It is the task of educators to create active learning activities
so that students can meet benchmarked outcomes, strengthen specific competencies,
and st become prepared to address the demands of the 21st century workplace.
Educators must heed the advice from noted researchers (Shepard, 2003;
Laurillard, 2002; Powell, Wright, Newland, Creed, and Logan, 2008), who argue that
students watching a computer video presentation does not ensure that the learner is
engaged and properly interacting with the medium in order to reinforce the learning
process. Just because the technology teaching tool is used does not mean that the
student is actively learning. Innovations in educational technology are not the singular
answer. Rather a thoughtful learning approach is required that enables learners to
engage in a variety of different learning styles which increases an individual's ability to
transfer information to long term memory. Indeed, is the intent of this paper is to
demonstrate the importance of leveraging electronic delivery of education based on
sound concepts and theory on how adults learn. The technology is present and evolving.
What is missing from the profession of teaching.
Cross (1998), technology is “the ability to advance the teaching profession through
a shared base of knowledge about human learning”. The purpose of paper is designed to
meet this challenge and develop a sound foundation based on understanding what
modular learning is and how this approach can best serve adult learners.
Online Learning Modality (Foreign)
Online courses have been found to be conducive to students who favor selfregulated learning (You & Kang, 2014). Self-regulated learners have a tendency to use
various “cognitive and metacognitive strategies to accomplish their learning goal” (You &
Kang, 2014). Learners who are able to home in on their self-regulated learning skills
frequently utilized time management, reviewed material regularly, sought help from
professors or peers, meet deadlines, and had the skill of metacognition in order to reflect
upon their own learning (You & Kang, 2014). Therefore, non-self-regulated students
tended to demonstrate academic procrastination, increased disorganization, and used
less cognitive and metacognitive strategies to accomplish their learning goals (You &
Kang, 2014).
A study conducted by Dana Thomson during the 2008-2009 academic year
produced qualitative findings that emphasized the significance and appeal of flexibility
and expanded opportunity for students enrolled in online courses: “I can take classes that
my school doesn’t offer, and I can work when I have free time or a lighter homework load
in my school classes” (Thomson, 2010).
A study conducted by Kirtman revealed survey responses from online learners that
“were so overwhelmingly positive that the issue of students satisfaction cannot be
ignored” (2009, p. 113). Not only are environmental factors such as course structure
important to analyze, but it is important to examine intrinsic motivational factors as
components for a successful online course and experience for the learner. In his stidy, a
student responded to online coursework by stating, “It is more self-guided so I can spend
more time on the concepts that I need help with and less on concepts that I can pick up
quickly” (Kirtman, 2009,).
Self-regulation and motivation have been identified as two critical factors for
determining success in online courses (Matuga, 2009). Self-regulation can be defined as
the “ability of students to plan, monitor, and evaluate their own behavior, cognition and
learning strategies” (Matuga, 2009, p. 5). Self-regulation alone is not enough for success,
students must be intrinsically or extrinsically motivated to use self-regulatory strategies
effectively in order to succeed in the academic realm of online courses (Matuga, 2009).
As noted, self-regulation is a key component to success in online courses.
CONCEPTUAL AND THEORETICAL FRAMEWORK
Learning modalities are pathways through which knowledge or information can be
relayed to students. Learning modalities can be on the form of online learning, selflearning module or modular learning, or even it can blended learning. The Department of
Education (DepEd) is addressing the challenges of basic education for the school year
2020-2021 through its Basic education Learning Continuity Plan (BE-LCP) under DepEd
Order No. 012, s. 2020. As the country is still suffering from the changes and uncertainties
brought by the pandemic, the institution brought the educational system to the new
normal. Thusly, every schools now are into different learning modalities such as online
learning, modular, and blended learning, and the like. Modular learning is typically selfdirectional where students are eligible to learn independently with the accompaniment of
module texts. Online learning is done through digital resources.
Online education has been viewed as a possible solution to many of the
educational problems facing our country, including low-achieving schools, overcrowding,
Lack of access to qualified teachers, and the inability to provide high-quality
education to students who need more flexibility (Cavanaugh et al., 2009). Moreover,
online learning are channels or platforms where education is taken place. Along with this
change happened, mastery level of students to certain concept is the concern. According
to Guskey (1980) mastery learning is built around the basic premise that all students are
capable of learning as long as they have enough time, good quality instructions, and
material used, surely mastery will be achieved and can proceed to the next concept to be
taken. So by this, students can be guided to attained mastery level.
CONCEPTUAL FRAMEWORK
Research Title: Learning Modalities and Mastery Level in Statistics and
Probability of Grade 11 students in Selected Schools in Koronadal City
INDEPENDENT
DEPENDENT
Comparison
by Learning
Modalities
Mastery Level
in Statistics
and
Probability
a. Modular
b. Online
Figure 1 Schematic Diagram
HYPOTHESIS
The study will be tested using the 0.05 level of significance.
1. There is no significant difference on the mastery level of Grade 11 Mathematics
students who is using modular learning modality between KNCHS and Public
School B
2. There is no significant difference on the mastery level of Grade 11 Mathematics
students who is using online-learning modality between KNCHS and Public School
B
Definition of Terms:
The terms below were defined conceptually and operationally in order to fully
understand the study.
Online learning. It appeals to diverse populations of students with ranging academic
needs that traditional education classes are deficient or incapable of meeting. It is derived
from a push “to provide quality education to all students, regardless of location and time”
(Chaney, 2010, p.21). In this study, it pertains to the scores on the pre-test mean scores
and the post- test mean scores.
Modular learning. It is a self-contained, autonomous unit of instruction prepared for the
purpose of achieving educational objectives. It is learning typically self-directional as it
includes instructions on how to carry out the different investigations and includes a listing
of the materials and other resources that should accompany the module text
(Salandanan, 2001). In this study, it pertains to the scores on the pre-test mean scores
and the post- test mean scores.
Mastery level. Procter (1992), "mastery learning" is derived from the word "master"
which means to become skilled or proficient in the use of, to gain complete knowledge
through understanding. In this study, it pertains to the scores on the pre-test mean scores
and the post- test mean scores.
Mastery Test. A test administered to students to provide precise measures of reading
achievement (Woodcock, 1973). In this study, this pertains to a test in probability of a
simple event, experimental probability and theoretical probability and solving problems
involving probabilities of simple events made by the researcher to determine the mastery
level of Grade-11 Students in Statistics and Probability.
Statistics and Probability (specifically the probability). Probability is defined as the
expected frequency of occurrence of the event among events of a like sort (Garrett). In
this study, it pertains to the scores on the pre-test mean scores and the post- test mean
scores. This refers to the branch of Mathematics which is usually taught in senior high
school. This course is taken by the respondents currently.
Chapter III
METHODOLOGY
This chapter presents the discussion of the research design, respondents,
instruments, procedures, and statistical methods utilize by the research in conducting this
study.
Research Design
Inferential
Statistics
z-test
2 Public Schools in Koronadal City
The study will compare the mastery level of students who are exposed to modular
and online learning modality of Koronadal National Comprehensive High School and
Public-School B. This study will utilize the descriptive-comparative design because it best
served to answers the questions and the purpose of the study and it's appropriate to
describe the strategies in relation to the degree of their mastery level. Descriptive-
comparative design has two variables considered by the researchers which are not
manipulated and build a procedure to form a conclusion that one is better than the other.
Zikmund (2003) underscored that this method helps in obtaining complete and precise
information. It could also provide opportunity for gathering feedback on strategies
implemented.
Primary data will be used to gather the information needed.
Data will be
processed using Microsoft Excel. Descriptive statistical tools such as frequency count,
percentages and weighted mean and z-test for inferential statistics will be employed.
Research Locale
Public
School B
Public School B, is a public school, known as an institution for exemplifying
academic excellence, submits to accreditation to ensure standard and quality education.
The school was founded in the year ( ) and is located in _______________City of
Koronadal.
When uncertainties happened brought by the pandemic, the educational system
of our country has changed.
From the traditional face-to-face mode of education, Public School B, in
Philippines, took a leap of change by embracing the new normal through online and
distance learning, for the Academic Year 2020-2021.
The school’s learning system will include both Synchronous and Asynchronous
sessions. For the synchronous session, teachers and learners meet through the Big Blue
Button feature of Schoology which is held in real-time for teachers and learners to have
an interactive conversation. As for the asynchronous session, learners study the learning
materials and complete tasks or activities independently. With the help of school’s LMS
features, parents can get more involved in their children’s education because they can
access their children’s grades, assignments, and attendance through their parent’s
account. Despite the challenges brought about by the current pandemic, Public School B
still ensures quality education and guarantees success.
Another well-known school in Koronadal City is the Koronadal National
Comprehensive High School (KNCHS). It was established in the late 1947, occupying at
first a dense cogonal area of 79,000 square meters all the greeneries of shrubs and
shaded trees as its landscape.
KNCHS, a premier public secondary institution of learning, stands to build dreams
and aspirations for the search of newer and broader perspective in the field of education
and will continue to strive for better quality education.
There’s no school that is expected with the challenges and changes brought by
the pandemic, thus KNCHS is one of them.
The school also uses both online and modular mode of learning. As stated in their fb page
(DepEd Koronadal KNCHS SHS) “the enlivening security mechanisms is a huge decision
that needs careful and keen sense of planning”. The school planned all things carefully
as they adapt the new educational system, since the face-to-face mode of learning is
vaguely happening.
Research Respondents
The respondents of this study were the STEM students who are officially enrolled
in 2nd Semester of the school year 2020-2021 of Koronadal Comprehensive High School
(KNCHS) and Public School B. The researcher took the whole population (50 students
per school).
The researchers computed the sample size using the Cochran sampling formula.
Starting with, the researchers assumed that their confidence level is 95% at they find its
z-value using the z-scire table and they had 1.96 as the z-value. Since the researchers
expected to have 50 students as the population, they get its percentage by multiplying 50
to .100 and got 0.50 as the result. To get the q, the researchers just simply subtract the
percentage to 1 and have 0.50 to be the value of q. Yet, the given are still lacking, so they
substituted all the given to the formula of population. After computing, it resulted to 43.
Hence, the given are now completed and ready for substitution. The researchers had the
sample size for each school using the Cochran sampling formula, after computing it
resulted to 23.3696 and decided to make it 24. Thusly, the researchers summed up the
sample size for each school, and it resulted to 48 as the sample size for all. Due to the
massive increasing of Covid-19 cases, the researchers uses convenience sampling as
their technique, since the pandemic brought many changes, then they decided to use this
technique as suggested by a teacher to reach out a group that is accessible and available
as their target population.
Table 1
Distribution of Respondents
KNCHS
PUBLIC SCHOOL B
TOTAL
Population
(N)
50
50
100
Sample
(n)
24
24
48
Research Instrument
The researchers will use a Mastery Test as the data collection instrument for this
study. The Mastery test in Statistics and Probability were aimed at eliciting relevant
information concerning the mastery level of statistics and probability of Grade 11 STEM
students of Koronadal National Comprehensive High School and Public School B with the
modular and online learning modalities.
Mastery Test. It is a questionnaire prepared by the researchers based on the learning
competencies given by the teachers. Using the table of specifications, the test was
constructed consisting of thirty (30) items with a perfect score of thirty (30) points on the
following topics: the Probability of a simple event, the Experimental probability and
theoretical probability, Solving problems involving probabilities of simple events. The test
will be in the form of multiple choice and identification. And in multiple choice type of test
it includes solving. The questionnaire is made by the researchers and will be validated by
teachers.
The following scale is based on Ebel’s criteria on describing proficiency.
This will be used to describe the performance level of the student.
Range
Description.
Qualitative description
86%-100%
Very good.
71%-85%.
Good.
19- 24
49%-70%.
Fair.
15-19
15%-39%.
Poor.
10-14
1%-14%.
Very poor.
Below 9
Above 25
Data Gathering Procedures
Sending letters
to seek
Permission
from the
Principals,
Advisers and
Students
Arrangement to
the advisers for
the distribution
of the
questionnaires
Distribution of
questionnaires
to the students
Data gathered
from the
respondents
was subjected
to statistical
treatment
Formulating
conclusions and
recoomendation
s
Extracting and
Analyzing data
Data will be
calculated and
encoded
The researchers sought permission to the Principal to conduct this study to the
Grade 11 STEM students of Koronadal National Comprehensive High School and Public
School B. When the consent was granted, the necessary arrangement for the distribution
of the questionnaires to the Grade 11 STEM students has done. The researcher asked
their common time availability through online to answer the questionnaire to give the
students an ample time to answer the instrument. Afterward, the data gathered from the
respondents was subjected to statistical treatment. The data was calculated and encoded
in a table. The extracting and analyzing of the gathered data were done to formulate the
findings of the stud. To formulate the conclusions and recommendations, the results of
the study was interpreted.
Ethical Considerations
Several ethical considerations were considered to ensure the proper conduct of
the study and for the safeguard the privacy and protection of the research study. To
comply with ethical considerations in conducting research all participants provided written
consent to participate in the research. In addition, the researchers also provided a written
consent from the principal of the school and from the subject teacher. Therefore, the
participants therefore willingly participated in the study after they were approached by the
researchers and the research purpose and process were explained to them (Leedy
&Neuman, 2000). In this study written consent was deemed appropriate amidst
pandemics. The consent that was used as a guideline for the research/ consent process
is attached as Appendix E and F.
Statistical Analysis
The result was measured and interpreted by means of the following statistical
treatment. Descriptive statistical treatment were performed on the sample groups to
obtain a clear understanding of the population. Measures of central tendency such as the
mean and the percentage were computed. And the raw data will be analyzed through ZTest to find out whether the difference of the scores between them was significant or not.
The mean gain was also computed to determine the mastery level in Statistics and
Probability of the Grade 11 STEM students.
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Appendix A
LETTER OF PERMISSION TO THE PRINCIPAL
Republic of the Philippines
City of General Santos
Mindanao State University
College of Education
Bachelor of Secondary Education
January 2020
The Principal
Koronadal National Comprehensive High School
Koronadal, South Cotabato
Sir:
Greetings!
The undersigned are third year BSED Mathematics students currently undertaking a
research entitled “Learning Modalities and Mastery Level in Statistics and Probability of
Grade-11 Students in selected Public and Private Schools in Koronadal City “. This is in
partial fulfillment of the requirements for the degree Bachelor of Secondary Education.
In this connection, we would like to request permission from your good office to conduct
the said study by distributing the questionnaire among the students of the said
institution. Best assured that whatever data that would be gathered from this study will
be treated confidentially.
The researchers highly appreciate your favorable action to this request.
Respectfully yours,
(SGD) AIRESHANE S. PARCON
ROMEL L. DOLOTALLAS
Researchers
Noted by:
(SGD) MARIA THERESA P. PELONES, DM
Adviser
Appendix B
LETTER OF PERMISSION TO THE PRINCIPAL
Republic of the Philippines
City of General Santos
Mindanao State University
College of Education
Bachelor of Secondary Education
January 2020
The Principal
Public School B
Koronadal, South Cotabato
Sir:
Greetings!
The undersigned are third year BSED Mathematics students currently undertaking a
research entitled “Learning Modalities and Mastery Level in Statistics and Probability of
Grade-11 Students in selected Public and Private Schools in Koronadal City “. This is in
partial fulfillment of the requirements for the degree Bachelor of Secondary Education.
In this connection, we would like to request permission from your good office to conduct
the said study by distributing the questionnaire among the students of the said
institution. Best assured that whatever data that would be gathered from this study will
be treated confidentially.
The researchers highly appreciate your favorable action to this request.
Respectfully yours,
(SGD) AIRESHANE S. PARCON
ROMEL L. DOLOTALLAS
Researchers
Noted by:
(SGD) MARIA THERESA P. PELONES, DM
Adviser
Appendix C
LETTER OF PERMISSION TO DEPARTMENT CHAIR
Republic of the Philippines
City of General Santos
Mindanao State University
College of Education
Bachelor of Secondary Education
December 29, 2020
The Department Chair
Mindanao State University
Fatima, General Santos City
Ma’am:
Greetings!
The undersigned are third year BSED Mathematics students currently undertaking a research
entitled “Learning Modalities and Mastery Level in Statistics and Probability of Grade-11
Students in selected Public and Private Schools in Koronadal City “. This is in partial fulfillment
of the requirements for the degree Bachelor of Secondary Education
In this connection, we would like to request permission from your good office to conduct the said
study by distributing the questionnaire among the students of the said institution. Best assured
that whatever data that would be gathered from this study will be treated confidentially.
Your authorization is by all means for us. It will also confer to us the confidence and the security
we need to juggle our way as conveniently as can be. Kindly consider our plea with the utmost
compassion.
Respectfully yours,
(SGD) AIRESHANE S. PARCON
ROMEL L. DOLOTALLAS
Researchers
Noted by:
(SGD) MARIA THERESA P. PELONES, DM
Adviser
Appendix D
LETTER FOR THE SUBJECT TEACHER
Republic of the Philippines
City of General Santos
Mindanao State University
College of Education
Bachelor of Secondary Education
January 2020
Teacher
Koronadal National Comprehensive High School Koronadal
Koronadal, South Cotabato
Dear Ma’:
Greetings!
The undersigned are third year BSED Mathematics students currently undertaking a
research entitled “Learning Modalities and Mastery Level in Statistics and Probability of
Grade-11 Students in selected Public and Private Schools in Koronadal City “. This is in
partial fulfillment of the requirements for the degree Bachelor of Secondary Education.
In view of this, the researcher would like to ask permission from your good office.
to validate the questionnaire to qualify for conduction. Best assured that whatever data
that would be gathered from this study will be treated confidentially.
The researcher highly appreciates your favorable action to this request.
Respectfully yours,
(SGD) AIRESHANE S. PARCON
ROMEL L. DOLOTALLAS
Researchers
Noted by:
(SGD) MARIA THERESA P. PELONES, DM
Adviser
Appendix E
LETTER FOR THE SUBJECT TEACHER
Republic of the Philippines
City of General Santos
Mindanao State University
College of Education
Bachelor of Secondary Education
January 2020
Teacher
Public School B
Koronadal, South Cotabato
Dear Teacher:
Greetings!
The undersigned are third year BSED Mathematics students currently undertaking a
research entitled “Learning Modalities and Mastery Level in Statistics and Probability of
Grade-11 Students in selected Public and Private Schools in Koronadal City “. This is in
partial fulfillment of the requirements for the degree Bachelor of Secondary Education.
In view of this, the researcher would like to ask permission from your good office.
to validate the questionnaire to qualify for conduction. Best assured that whatever data
that would be gathered from this study will be treated confidentially.
The researcher highly appreciates your favorable action to this request.
Respectfully yours,
(SGD) AIRESHANE S. PARCON
ROMEL L. DOLOTALLAS
Researchers
Noted by:
(SGD) MARIA THERESA P. PELONES, DM
Adviser
Appendix F
LETTER OF PERMISSION TO THE RESPONDENTS
Republic of the Philippines
City of General Santos
Mindanao State University
College of Education
Bachelor of Secondary Education
January 2020
Students
Koronadal National Comprehensive High School
Koronadal, South Cotabato
Dear students:
Greetings!
The undersigned are third year BSED Mathematics students currently undertaking a
research entitled “Learning Modalities and Mastery Level in Statistics and Probability of
Grade-11 Students in selected Public and Private Schools in Koronadal City “. This is in
partial fulfillment of the requirements for the degree Bachelor of Secondary Education.
In this connection, we would like to request permission from your good heart to be one
of our respondents. Best assured that whatever data that would be gathered from this
study will be treated confidentially.
The researcher highly appreciates your favorable action to this request.
Respectfully yours,
(SGD) AIRESHANE S. PARCON
ROMEL L. DOLOTALLAS
Researchers
Noted by:
(SGD) MARIA THERESA P. PELONES, DM
Adviser
Appendix G
LETTER OF PERMISSION TO THE RESPONDENTS
Republic of the Philippines
City of General Santos
Mindanao State University
College of Education
Bachelor of Secondary Education
January 2020
Students
Public School B
Koronadal, South Cotabato
Dear students:
Greetings!
The undersigned are third year BSED Mathematics students currently undertaking a
research entitled “Learning Modalities and Mastery Level in Statistics and Probability of
Grade-11 Students in selected Public and Private Schools in Koronadal City “. This is in
partial fulfillment of the requirements for the degree Bachelor of Secondary Education.
In this connection, we would like to request permission from your good heart to be one
of our respondents. Best assured that whatever data that would be gathered from this
study will be treated confidentially.
The researcher highly appreciates your favorable action to this request.
Respectfully yours,
(SGD) AIRESHANE S. PARCON
ROMEL L. DOLOTALLAS
Researchers
Noted by:
(SGD) MARIA THERESA P. PELONES, DM
Adviser
Appendix H
RESEARCH INSTRUMENT
Republic of the Philippines
MINDANAO STATE UNIVERSITY
Fatima, General Santos City
-ooo0oooMASTERY TEST FOR STATISTICS AND PROBABILITY
Name:________________________________________ Learning Modality:___________________
School:_____________________________________________________________________________
Test I. Multiple Choice
Direction: Read the questions carefully. the letter that corresponds to your
answer on a separate sheet of paper.
____ 1.A number cube is rolled. What is the probability of rolling a number that
is not 3?
A. 0 /6 or 0 B. 1 /6 C. 5/ 6 D. 6/ 6 or 1
____ 2. Suppose you toss two fair coins once, how many possible outcomes are
there?
A. 1
B. 2
C. 4
D. 8
____ 3. The local weather forecaster said there is a 20% chance of rain tomorrow.
What is the probability that it will not rain tomorrow?
A. 0.2
B. 0.8
C. 20
D. 80
____ 4. In a family of 3 children, what is the probability that the middle child is
a girl?
A. 1/8
B. 1/4
C. 1/3
D. 1/2
____ 5. Arlene Joy got coins from her pocket which accidentally rolled on the
floor. If there were 8 probable outcomes, how many coins fell on the floor?
A. 3
B. 4
C. 8
D. 16
____ 6. In a 500-ticket draw for an educational prize, Ana’s name was written on
41 tickets. What
is the probability that she would win?
A. 0.082
B. 0.122
C. 0.41
D. 0.82
____ 7. If you rolled a 6-sided dice, what is the probability of rolling a 3?
A. 1/6
B.2/3 C. 3/6 D. 5/6
____ 8. A glass jar contains 40 red, green, blue and yellow marbles. The
probability of drawing a single green marble at random is 1/5. What does this
mean?
A. There are 5 green marbles in the glass jar.
B. There are 8 green marbles in the glass jar.
C. There are more green marbles than the others.
D. There is only one green marble in the glass jar.
____ 9. There are red, yellow and green lollipops in a bag. What is the probability
of selecting a blue one?
A. 1/4
B. 1 C. 0/3 D. 2/3
____ 10. A coin is tossed thrice. What is the probability of having two heads and
a tail?
A. 1/8 B. 1/2 C. 3/8 D. 1
____ 11. A die is rolled. What is the probability of rolling a number that is greater
than 6?
A. 0/6 or 0 B. 1/6 C. 5/6 D. 6/6 or 1
____ 12. Jun rolls two dice. The first die shows a 2. The second die rolls under
his desk and he cannot see it. What is the probability that both dice show 2?
A. 1/36 B. 1/6 C. 9/36 D. 1/3
____ 13. In a 2000-ticket draw for an educational prize, your name was written
on 58 tickets. What is the probability that you will get the prize?
A. 2.9% B. 5.8% C. 29% D. 58%
____ 14. A bottle contains white, blue, brown and red coated candies. The
P(white) = 1 10 , P(blue) = 4 15 , P(brown) = 7 30 , and P(yellow) = 2 5 . How many
yellow candies are in the bottle?
A. 7 B. 8 C. 12 D. 30
____ 15. Which of the following is an experiment in which results are observed?
A. Head, Tail
B. 1, 2, 3, 4, 5, 6
D. Guessing
marbles in a jar.
the
number
of
C. Rolling an odd number
____ 16. Coco has been observing the types of vehicle passing through an
intersection. Of the last 50 vehicles, 28 were tricycles, 8 were trucks and 14 were
buses. Estimate the probability that the next vehicle through the intersection
will be a BUS.
A. 0.16 B. 0.28 C. 0.56 D. 0.72
____ 17. Xander got coins from his pocket which accidentally rolled on the floor.
If there were 16 probable outcomes, how many coins fell on the floor?
A. 3 B. 4 C. 8 D. 16
____ 18. Which of the following is NEVER true?
A. To find the total number of outcomes, multiply the ways of doing the
different events.
B. A tree diagram can be used to figure out all the possible outcomes in a
sample space.
C. The Fundamental Counting Principle is the easiest way to count the the
number of possible outcomes in a sample space.
D. Experimental probability deals with what should happen after testing
while Theoretical probability deals with what happened after testing.
____ 19. You tossed a coin twenty times and you got tails each time. You tossed
again and still a tail turned up. Do you think the coin is FAIR? Why?
A. I think the coin is not fair because it favored the heads.
B. I think the coin is fair because both faces of the coin have equal chances
of turning up.
C. I think the coin is not fair because for twenty experiments, it is expected
to turn up tails, too but it didn’t.
D. I think the coin is fair because the probability of turning tails up is 3 4
while that of heads is only 1 4.
____ 20. You choose a number at random from three to seven. What do you
conclude on the probability of each event?
A. The event of choosing even numbers is always equal to the event of
choosing odd numbers.
B. The events even and odd are equally likely to occur because 3 to 7 are
composed of odd and even numbers.
C. The events even and odd are not equally likely to occur because there are
three odd numbers and only two even numbers from 3 to 7.
D. The events even and odd are equally likely to occur because the
probability of choosing even numbers is always equal to the probability of
choosing odd numbers.
Test II. Completion test.
Direction: Fill in the blank the correct word or phrase. Write your answer
on the space provided.
1.A well-defined result called an____________.
2. It’s a chance process that leads to a well-defined result. ______________
3. It’s the chance that something will happen. ______________
4. It’s the result of a single trial of an experiment. ______________
5. It is the set of all the possible outcomes or sample points. _______________
6. It’s just one of the possible outcomes. _____________
7. Any set of one or more outcomes satisfying some given conditions. ___________
8. A number from 0 to 1 which tells how likely the event is to happen.
_____________
9. Getting the next candy is affected by the result of the first attempt. Every time
you get a piece of candy from a bag, the chance of getting a red one will change.
These are called____________________________________.
10. It can be used to find all the possible outcomes of an event. ___________
Appendix I
Table of Specification
Appendix J
Curriculum Vitae
AIRESHANE S. PARCON
Agan East Phase 3, Brgy. Sta. Cruz, Koronadal City
09554631963/09203064696
E-mail: aireshane.parcon@msugensan.edu.ph
EDUCATIONAL BACKGROUND:
Tertiary
Mindanao State University- General Santos City
Fatima, General Santos City
BSEd- Mathematics
Senior High School
Mindanao State University- General Santos City
Fatima, General Santos City
With Honors
Junior High School
Lake Sebu National High School
Barangay Poblacion, Lake Sebu
Third Honors
Elementary
Lake Soluton Integrated School
Barangay Lamdalag, Surallah-Lake Sebu
2nd Honorable Mention
MEMBERSHIP/ INVOLVEMENT IN ORGANIZATIONS:
Assistant Auditor
College of Education Students’ Organization
Member
2018-2019
2019-2020
2020-2021
Member
2nd Year Representative
3rd Year Representative
Secondary Education Students’ Club
2018-2019
2019-2020
2020-2021
Member
League of Educators Major in MathematicsSecondary Students
2018-2019
2019-2020
2020-2021
Member
ACTS Life Ministry
2016- 2017
2017-2018
2018-2019
2019-2020
2020-2021
Vice President
President
PERSONAL INFORMATION:
Date of Birth:
April 13, 2000
Place of Birth:
Poblacion Lake Sebu
Civil Status:
Single
Citizenship:
Filipino
Religion:
Pentecostal
Age:
20 years old
Father’s Name:
Demetrio P. Parcon Jr.
Mother’s Name:
Joveth E. Sumaylo
Curriculum Vitae
ROMEL DOLOTALLAS
Kablon, Tupi, South Cotabato
09755446118/09518113140
E-mail: romel.dolotallas@msugensan.edu.ph
EDUCATIONAL BACKGROUND:
Tertiary
Mindanao State University- General Santos City
Fatima, General Santos City
BSEd- Mathematics
Senior High School
Matutum View Academy of SDA, Inc.
Acmonan, Tupi, South Cotabato
With High Honor
Junior High School
Matutum View Academy of SDA, Inc.
Acmonan, Tupi, South Cotabato
Elementary
Balisong Elementary School
Lemblisong, Kablon, Tupi
South Cotabato
MEMBERSHIP/ INVOLVEMENT IN ORGANIZATIONS:
Member
College of Education Students’ Organization
2018- to date
Member
Secondary Education Students’ Club
2018- to date
Member
League of Educators Major in MathematicsSecondary Students
2018-2019
2019-2020
2020-2021
PERSONAL INFORMATION:
+
Date of Birth:
October 1, 1999
Place of Birth:
Tupi, South Cotabato
Civil Status:
Single
Citizenship:
Filipino
Religion:
Seventh Day Adventist
Age:
21 years old
Father’s Name:
Roy R. Dolotallas
Mother’s Name:
Maricel L. Dolotallas