1
CHAPTER I
INTRODUCTION
This chapter presents the Background of the Study, the Statement of the
Problem, the Significance of the Study, and the Scope and Limitation.
RATIONALE OF THE STUDY
In December 2019 in Huanan Seafood Market in Wuhan City of China, a novel
coronavirus illness known as COVID-19 first emerged. Within a few months, it
developed into a worldwide health emergency (Wikipedia, 2020). Due to the quick
spread of this disease, many of people have been adversely impacted. Additionally,
the COVID-19 epidemic caused significant disruptions including travel bans, school
closures, and a global economic downturn (Dangle & Sumaong, 2020).
Many changes occurred in the educational scene as a result of COVID-19's
development in the Philippines. The Department of Education's implementation of
the manner of teaching is one of them. Most educational systems have been forced
to create alternatives to face-to-face teaching and learning because of the present
COVID-19 dilemma. Many educational systems transferred activities online so that
instruction could continue even while schools were closed (OECD, 2020).
Distance learning, to put it simply, is when students are kept apart from their
instructors and peers. According to Merriam Webster online, distance learning is "a
method of study where professors and students do not meet in a classroom but use
2
the Internet, e-mail, mail, etc. to have courses." This implies that pupils receive their
education online and do not interact directly with teachers or other students.
The most common kind of distance learning is modular learning. According
to a Department of Education (DepEd) poll, learning through printed and digital
modules emerged as the most desired distance learning mode of parents with
children who are enrolled this academic year, hence all public schools in the
Philippines presently employ it (Bernardo, J. ,2020). This also takes into account the
fact that online learning is not possible for students who live in remote regions
without access to the internet.
Unlike the open and remote education system, where the instructor
promotes self-directed learning from a distance, the face-to-face method of
education involves the teacher interacting and instructing the pupils personally. In
distant learning, the instructor engages in a variety of multifaceted activities. The
teacher's roles that are described in this subject are representative but not allinclusive. On the basis of their reflective practices and lateral thinking, the students
are asked to expand upon this list of functions. When addressing the anticipated
abilities, it is presumed that a teacher in an open and remote education system is an
expert in both his or her subject and the distance teaching techniques, or that the
instructor is both a disciplined expert and a system expert. Parents collaborate with
instructors in the classroom since education is no longer confined to the school
setting. Parents are essential home facilitators.
3
Their main responsibility in modular learning is to interact with the student and
mentor them. 2020 (FlipScience).
Parents would need to actively participate in the learning process in a distant
learning strategy. They would be in charge of helping and directing their kids
through the modules that would be given to pupils while they were participating in
remote learning. Now, it is on to parents to make sure that their kids get a good
education without compromising their safety. Numerous parents are stepping
forward to help their children as they acclimate to the new set-up for the upcoming
school year, despite the fact that education suffers greatly as classes are forced to
lock their doors to eager students. The holistic development of the kid is greatly
influenced by the school, the instructors, and the parents. Parents are the children's
primary mentors, while teachers are their secondary mentors. Parents are crucial in
inspiring and motivating their children to learn. A youngster who has supportive
parents is more likely to be happy, healthy, and a good lifetime learner. 2020
(Lebaste).
Independent study is encouraged by the usage of modules. The improvement
of students' self-study or learning skills is one advantage of employing modules for
education. The principles covered in the curriculum are actively learned by the
students. As they complete the activities outlined in the module, they grow in
responsibility. The students advance on their own with little to no help from others.
They are becoming empowered and learning how to learn (Nardo, M.T.B, 2017).
Additional benefits of modular teaching include better adaptation of instructional
4
materials, increased diversity and flexibility for instructors and staff, and increased
choice and self-pacing for students.
Numerous studies indicate that students like intense and/or modularized
course arrangements because they are thought to offer more flexibility and freedom
of choice. However, these same studies also point out that one of the potential issues
is that students' bad decisions would result in inconsistent and disjointed degrees.
Recent research that looks at why students choose certain courses reveal that a
variety of extrinsic and internal variables influence their decisions (Hennessy, et al.
2010; Hedges et al, 2014).
Institutions, administrators, teachers, students, and even parents have found
themselves unexpectedly involved in the distant education process during the
Covid-19 epidemic. Schools have been driven into a learning flow that is
complicated and constrained as a result of the change from direct instruction to
more indirect instruction (Rasmitadila, 2020). Individuals have unavoidably
encountered unique challenges and barriers in institutions along this process.
Closing schools, not having the necessary tools to engage in classes, being unable to
access internet resources from home, and being unable to leave their homes for an
extended period of time have all had a psychological impact on students (Apriyanti,
2020).
According to Dangle and Sumaoang (2020), one of the key issues with the
implementation of modular distance learning is the substantial number of activities
in each module. In order to ensure that mastery is obtained to the greatest extent
5
feasible, the Department of Education should take this issue into consideration, cut
back on activities, and eliminate pointless subjects. The less, the better, as several of
the parents said. The students' lack of time to complete all the modules within a
week is one of their main worries. DepEd must thus reduce the activities if it is
unable to extend the time for completing the modules. We are all aware that
mistakes occasionally cannot be prevented. Teachers should thus reassess the
modules and ensure that all of the courses or activities are suitable for the learners'
needs. The parents and pupils are both correct; each exercise's instructions must be
simple enough for the learners to grasp. Another research by Sejpal (2013)
uncovered the drawbacks of modular learning, including the need for a smart
classroom and the fact that it is only acceptable for older children.
Numerous studies have examined the use of modular learning and how
difficult it was for the students to learn. The difficulties of modular learning,
particularly in the SLM content and learners' attitudes in the emotional and
behavioral elements, have not received much attention, nevertheless.
The purpose of this study was to identify the difficulties that learners have
while using modular instruction. The Grade 6 students of Hinunangan East Central
School for the academic year 2021–2022 were chosen by the researchers.
6
STATEMENT OF THE PROBLEM
This study generally aimed to determine the challenges of modular learning
with the Grade 6 learners of Hinunangan East Central School. This study sought
answers to the following:
1. What is the profile of the learners in terms of:
1.1. Available devices used
1.2. Internet connectivity
2. What are the challenges of Modular Learning in terms of:
2.1. SLM Content
2.2. Learners’ Attitudinal
2.1. Emotional
2.2. Behavioral
SIGNIFICANCE OF THE STUDY
This study was focused on the challenges of modular learning with the Grade
6 learners of Hinunangan East Central School.
Benefitting the study were the various sectors as follows:
The Learners.
The direct recipients of the output of this research were the
learners, especially those who are taking modular learning. Determining the
7
possible solutions to the challenges of modular learning could pave the way to
producing better learning.
The Parents. The research benefited the parents of the learners as they enrolled
their children in this at Hinunangan East Central School with self-assurance that
their children are given more education that would make them purposeful
individuals in society amid the COVID-19 pandemic. This study would give them the
idea to provide functional support that could help their children in their acquisition
of learning amid the challenges faced.
The Teachers.
This study was beneficial to the teachers, especially the teachers
who are just new to modular learning. Through this research, they may purposefully
discover the best interventions that would address the problems they face,
especially in facilitating the learning of the learners in this new scheme of the
teaching-learning process.
The Curricularists.
The research benefited those who plan and develop the
curriculum in changing through time it is examined, evaluated, and revised to meet
the different and changing learning styles of the learners. They could come up with a
revision of a curriculum suited to modular learning.
The Future Researchers. The outcome of the study was beneficial to both present
researchers and future ones. This study might be one of the bases that a new
method of learning will arise.
8
SCOPE AND LIMITATION
The scope of this study is to identify the challenges of modular learning with
the Grade 6 learners of Hinunangan East Central School. The study will be
conducted from December 2021 to July 2022. The study was intended to be
conducted for grade six (6) learners of Hinunangan East Central School, Poblacion,
Hinunangan, and Southern Leyte.
9
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the discussion of the Review of Related Literature and
the Definition of Terms.
The Transition from Face-to-Face to Modular Learning
DepEd Secretary Leonor Briones remarked, "Education cannot wait. Millions
of Filipino students are enrolled in school, thus the government adopted a distant
learning strategy to preserve their education. Additionally, it is for the continuation
of education and the continued achievement of every school's objective and vision,
which is to offer top-notch instruction to every Filipino student. The use of modular
distance learning has been made clear by COVID-19 as a crucial measure to
guarantee ongoing education. The process of adjusting to the new standard of
education is still ongoing in the Philippines. The key to its success is the educators'
ongoing innovation and the active participation of other stakeholders (Dangle and
Sumaoang, 2020). A different investigation by Panganiban, G.L. and Madrigal, D.V.
The learners' health, safety, and well-being are guaranteed by modular distance
learning in 2021 while they continue their education during the COVID-19 period.
The program has advantages, but it also has drawbacks, particularly for low-income
families in rural regions. The students in Modular Distance Learning (MDL) from
this region have complicated and difficult living experiences.
10
The Challenges of Modular Learning
Anzaldo's report from 2021 claims that not all pupils complete their
assignments on time. According to the poll, this is definitely accurate. Most students
and learners complete their courses just for compliance with the rules and for the
sake of formality. Knowing that students are taking modules for granted is really
upsetting for the teacher. Text messages and phone conversations are the sole ways
that teachers can keep track of their students' academic progress; in contrast, in
face-to-face sessions, they may also oversee and support students' learning. The
family unit is strengthened via modular learning, which is also economical and
promotes autonomous learning. However, it adds to the stress for working parents,
there is little teacher-learner connection, students don't socialize with other kids,
and they don't participate in meaningful school activities instead of being exposed
to a lot of distractions at home. Simplifying modules with video lectures and audio
recordings, conducting online mediations, neighborhood training, and home visits
are suggested as ways to fill in the gaps.
In addition, the study by Castroverde & Acala (2021) found that the
difficulties instructors face is focused on how they organize, prepare, and distribute
modules, keep track of students' progress, assess and evaluate outputs, and provide
students feedback on their performance. In another investigation by Llego (n.d. The
duty of keeping track of the students' progress falls on the instructor. The teacher
may be contacted by the students by email, phone, text message, and instant
messaging, among other methods. When feasible, the instructor should make home
11
visits to students who require help or remediation. Teachers will hand out printed
modules to pupils, parents, or guardians directly or via local government
representatives.
Furthermore, Rotas, E. E. & M.B. Cahapay According to (2020), the challenges
of remote learning include poor internet connectivity, insufficient learning
resources, power outages, vague learning contents, overloaded lesson activities, few
teacher scaffolds, poor peer communication, conflicts with home obligations, an
unfavorable learning environment, problems with money, physical and mental
health compromises, and issues with financial stability. This finding offers
contextual bits of information on the complex difficulties faced by students in
underdeveloped nations during the present global crisis. G.L. Panganiban and D.V.
Madrigal Additionally, according to (2021), students struggle with vocabulary and
must improve their language fluency and competency in order to comprehend and
express themselves in both oral and writing procedures. Due to language barriers, a
lack of additional materials and resources, and the absence of an experienced
mentor, they have difficulty answering the learning modules. Therefore, the method
of delivery, the curriculum's content and standards, educational resources, the
parents' ability to help, and the students' capacity to read and study independently
all have a significant impact on the quality of education in the community during
this epidemic.
Additional research by S. Bayucca According to (2021), learners agree that
distance learning is challenging when taking into account the various contributing
12
factors, such as the difficulty of learning on one's own, the lack of resources for
additional examples, the limited support from parents and teachers, the burden of
the research, and the difficulty some learners have understanding English. The
students propose additional reading items that would substantially aid in easing
their difficulties.
Challenges Versus Opportunity on Modular Learning
Contrarily, according to Dargo & Dimas (2021), modular distance learning
teaches students values in addition to courses. In addition to specialized teachings,
students are also learning values that are important during this epidemic. Because
students must rigorously adhere to their schedule in order to complete the LAS or
learner's answer sheets based on their SLM or self-learning modules, they develop
time management skills even while they are at home. Additionally, they strengthen
their relationship with their parents and guardians as a result of the teaching and
learning that takes place at home (Anzaldo, 2021).
The opportunities in the modular classes are outnumbered by the difficulties.
The legitimacy and dependability of the students' replies in the modules, as well as
the instructor supervision, are both under doubt. The disparities and issues of
inequality that plague communities on a constant basis are visible in modular
classrooms. For instance, parents who lack education would have a substantial
impact on their children's learning outcomes, whereas parents with education could
successfully and appropriately instruct their children in the modules. The worst
thing is that students don't take the modular programs seriously, especially in rural
13
areas. They believe that they will automatically be promoted to higher grades once
the school year is over. They opt to play computer games since they are not under
the control of the school and would rather spend their time there than on their
courses. (M. Damao and M. Nabalawag, 2021). According to Bijeesh (2017), there is
a great likelihood that students would become distracted and forget deadlines if
there are no teachers or classmates around to remind them of their work.
Additionally, Dangle and Sumaoang (2020) revealed the key issues that arose in the
implementation of modular distance learning, including the budget not being
sufficient for the creation and delivery of modules, students having difficulty
completing their assignments, and parents lacking the academic knowledge
necessary to guide their child(ren).
THEORITICAL FRAMEWORK OF THE STUDY
The research on S. Bayucca According to (2021), learners agree that distance
learning is challenging when taking into account the various contributing factors,
such as the difficulty of learning on one's own, the lack of resources for additional
examples, the limited support from parents and teachers, the burden of the
research, and the difficulty some learners have understanding English. The students
propose additional reading items that would substantially aid in easing their
difficulties. The opportunities in the modular classes are outnumbered by the
difficulties. The legitimacy and dependability of the students' replies in the modules,
as well as the instructor supervision, are both under doubt. The disparities and
14
issues of inequality that plague communities on a constant basis are visible in
modular classrooms. For instance, parents who lack education would have a
substantial impact on their children's learning outcomes, whereas parents with
education could successfully and appropriately instruct their children in the
modules. The worst thing is that students don't take the modular programs
seriously, especially in rural areas. They believe that they will automatically be
promoted to higher grades once the school year is over. They opt to play computer
games since they are not under the control of the school and would rather spend
their time there than on their courses. (M. Damao and M. Nabalawag, 2021).
15
Figure 1.
Schematic Diagram of the Conceptual Framework of the Study.
Modular Learning
SLM Content
Learners’ Attitudinal
Emotional Factors
Behavioral Factors
Challenges
Note. The respondents of this study were Grade 6 learners of Hinunangan East Central
School. There were two variables in determining the challenges of modular learning:
SLM Content, and the Learners’ Attitudinal, particularly the emotional and behavioral
aspects. Thus, SLM Contents and Learners Attitudinal questionnaires were used to
determine the challenges of modular learning with the Grade 6 learners of
Hinunangan East Central School.
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DEFINITION OF TERMS
The following terms were hypothetically and operationally defined in this
study.
Assessment.
The process of gathering evidence about success or failure
(Principles and Methods of Effective Teaching, 1988). This study refers to the
questions and activities found in the LAS which are given to Grade 6 learners of
Hinunangan East Central School to test their comprehension of the given topic.
Behavioral Factor. Factors stemming from human behavior. They might be due to
personality, the situation, or are a reaction to the environment (http://igiglobal.com). This study refers to the behavior towards modular learning of the
Grade 6 learners of Hinunangan East Central School.
Challenges.
A stimulating task or problem (http://merriam-webster.com). This
study refers to the problems encountered by the Grade 6 learners of Hinunangan
East Central School such as the materials, content, lessons, learning outcomes,
emotional factors, and behavioral factors during modular learning.
Convenience Sampling. Is a method of collecting samples by taking samples that
are
conveniently
located
around
a
location
or
internet
services.
(https://www.sciencedirect.com). In this study, it is the sampling technique used in
selecting the respondents.
Distance Learning. A method of study where teachers and students do not meet in
a classroom but use the Internet, email, mail, etc., to have classes (http://merriam-
17
webster.com). This study refers to the learning method used to continue the
learning during the pandemic.
Emotional Factors. It relates to a wide range of different feelings a performer may
have before and/or during their performance (http://satpe.co.uk). This refers to the
feelings and emotions toward modular learning of the Grade 6 learners of
Hinunangan East Central School during modular learning.
Face-to-Face Learning.
An instructional method where the course content and
learning material are taught in-person to a group of students (http://tophat.com).
This refers to the method of teaching experienced by the Grade 6 learners of
Hinunangan East Central School implemented by DepEd.
Instructions.
An outline or manual of technical procedure (http://merriam-
webster.com). This refers to the process of teaching and engaging specific
knowledge to Grade 6 learners of Hinunangan East Central School to ensure
learning.
Learners.
A person who is trying to gain knowledge or skill in something by
studying, practicing, or being taught (Encyclopedia Britannica). This refers to the
Grade 6 learners of Hinunangan East Central School who are using the modular
learning platform.
Learners’ Attitudinal.
The student learning attitude as: a consistent and lasting
cognition and emotion of related people, things, things and concepts in the cognitive,
affective, and behavioral aspects of te student’s work in learning and behavioral
18
tendencies. (http://kheljournal.com) This refers to the attitude of the learners
toward the challenges encountered during modular learning.
Learning. It is the acquisition of knowledge or skills through experience, study, or
by being taught (http://languages.oup.com). This refers to the capacity of the Grade
6 learners of Hinunangan East Central School to understand and acquire the desired
outcome during a modular learning platform.
Learning Activity Sheet (LAS).
Self-directed instructional materials aimed to
guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community (http://depedtambayanph.org). This
refers to the guide given to the learners which aims to guide them in their learning
activities.
Modality.
A learning delivery modality where learning takes place between the
teacher and the learners who are geographically remote from each other during
instruction (http://teacherph.com). This refers to how the learning is delivered to
the grade 6 learners of Hinunangan East Central School during modular learning.
Modular Learning. It is the current learning modality of primary education in the
Philippines where the traditional teacher-student practice has now been shifted to
mother-child since mothers are the immediate assistants of their child in modular
learning (http://al-kindipublisher.com). This refers to the mode of learning used by
the department of education and is being implemented by the Grade 6 of
19
Hinunangan East Central School for the S.Y. 2021-2022 to continue education
practices during the Covid-19 pandemic.
Self-Learning Modules (SLM).
A systematic set of instructions that facilitate
learners' mastery of a body of knowledge or a complex process and are designed
where the learner is free to choose what to learn, how to learn when to learn, and
where to learn (http://researchgate.net).
This refers to the learning material
distributed to the Grade 6 learners of Hinunangan East Central School which
contains instructions, lessons, and assessments.
The transition of Learning. It is a change or shift from one state, subject, place,
etc. to another (http://merriam-webster.com). This refers to the shift from face-toface learning into modular learning.
20
CHAPTER III
Methodology
This chapter discussed the Research Locale and Respondents of the Study,
Research Design, Research Instruments, and Data Gathering Procedures.
Research Design
This study was to determine the challenges of modular learning with the
Grade 6 learners of Hinunangan East Central School. This study employed the shift
from the Qualitative to Quantitative method. According to Johnson and Christensen
(2005), a Quantitative method is used when little is known about a topic or
phenomenon utilized to comprehend people’s experiences and express their point
of view. Quantitative research focuses on gathering numerical data and generalizing
it across groups of people or explaining a particular phenomenon (Babbie, 2010). A
Quantitative was substituted by a quantitative method since the survey
questionnaire was more on measuring numerical data from the respondents.
Moreover, the researchers used a Likert Scale Method to achieve the data needed.
Research Environment
Hinunangan East Central School with SPED Classes (HECS) is located at the
heart – of most of Poblacion, Municipality of Hinunangan, Southern Leyte. It is the
only central school in Hinunangan District which was founded in 1936. It has an
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average population of 450 – 490 pupils coming from the barangay itself and its
catchment barangays namely: Panalaron, Salog, Badiangon, Sto. Niño 1, Toptop and
Bangcas A. It offered Kinder – Grade VI and SPED classes on 6 disabilities namely
Hearing Impairment, Visual Impairment, Learning Disability, Intellectual Disability,
and Children with Autism. It has 15 teachers in the regular classes from Kinder to
Grade VI and 4 SPED teachers. It has served the youth and the community for the
past 85 years.
Figure 2.
Location Map of Hinunangan East Central School, Labrador, Hinunangan,
Southern Leyte.
22
Research Respondents and Sampling Procedures
The respondents of this study were the Twenty Seven out of Eighty learners
of the Grade 6 learners of Hinunangan East Central School who were enrolled
during the school year of 2021-2022.
Questionnaires were distributed by using convenience sampling to determine the
sample size of the study.
Section
Male
Female
Total
Sample
Population
Population
Citrine
7
22
29
10
Jade
11
16
27
8
Topaz
13
11
24
9
80
27
Research Instrument
The researchers used questionnaires for gathering the data needed to
determine the challenges of modular learning with the Grade 6 learners of
Hinunangan East Central School. The research instrument was composed of two
parts. The first part was the demographic profile of the respondents which
consisted of available devices used and internet connectivity. The second part
consisted of statements on the challenges of modular learning in terms of content
and learners’ attitudinal, wherein the respondents used the Likert Scale to achieve
23
the data needed. According to Joshi et al. (2015), the Likert scale was developed to
measure 'attitude' in a scientifically accepted and validated manner. The original
Likert scale is a set of statements (items) presented in response to a real or
hypothetical situation. On a metric scale, participants were asked to express their
degree of agreement (from strongly disagree to strongly agree) with the given
statements (items). In collecting the data, the researchers presented the participants
with Likert-type statements usually with 5 or 10 items for each factor. Each item
was given a numerical score so that the data could be analyzed quantitatively.
Data Gathering Procedures
In gathering the data, the researchers followed the following procedures:
1. A letter was sent to the School Principal of Hinunangan East Central School
to seek permission to use the Grade 6 learners as research participants.
2. With the approval of the School Principal of Hinunangan East Central
School, the researchers then forwarded to the grade 6 adviser to get the
complete lists of Grade 6 learners.
3. The respondents of the study composed of 27 Grade 6 learners of
Hinunangan East Central School were selected through convenience
sampling. This sampling method involves the sample being drawn from a
part of the population that is close to hand.
24
4. Afterwards, the researcher distributed the questionnaires to the
respondents personally.
5. Finally, the researchers collected the questionnaires from the respondents,
and their answers were kept in the agreement of the respondents & the
researchers.
Data Analysis and Procedure
The following formulas will be used in this study.
1. Frequency and Percentages. This will be used to analyze the distribution of
the respondents' profiles in terms of the availability of devices and internet
connections. The formula is:
P=
F
x 100
N
Where:
P = Percentage
F = Frequency
N = Total Number of Respondents
2. Weighted Mean. This will be utilized to get the average or central value of
the responses in every statement using this formula:
(X1*5) + (X2*4) + (X3*3) + (X4*2) + (X5*1)
25
WM=
n
Where:
WM = Weighted Mean
X1 = number of respondents in strongly agree
X2 = number of respondents agreeing
X3 = number of respondents in neutral
X4 = number of respondents in disagreeing
X5 = number of respondents in strongly disagree
n = total number of respondents
The General Weighted Mean was computed using this formula:
∑
x
GWM=
n
Where:
GWM = General Weighted Mean
∑
x = summation of the weighted mean
n = total number of weighted mean
26
ETHICAL CONSIDERATION
As one of the most important parts of this study, the researchers followed ethical
considerations to come up with the desired data. The researchers made sure that
full consent was obtained from the participants before the data gathering. The
protection, privacy, and confidentiality of the research data have been ensured. Also,
the voluntary participation of the respondents in the research has been observed
and they have the right not to answer the questionnaires as they wish. The
researchers on the other hand did not use offensive words. Discriminatory, or other
unacceptable languages in the formulation of the questionnaire.
27
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter deals with the Presentation, Analysis, and Interpretation of Data
to answer the specific questions in the study. The data gathered were processed and
presented in tables and were accompanied by textual discussion.
Demographic Profile
aim
Table 1.1.
The Profile of the Respondents in Terms of Availability of Devices
AVAILABLE DEVICES
FREQUENCY
KEYPAD CELLPHONE
15
SMARTPHONE
11
TABLET
2
LAPTOP
11
DESKTOP COMPUTER
0
TELEVISION
15
RADIO/CASSETTE
5
OVERALL
59
Note. Multiple Responses
Table 1.1 showed the distribution of respondents according to the
availability of devices. It could be noted that 25% of the total respondents used
28
keypad cell phones and television, 19% used smartphones and laptops, 9% used
audio/cassettes, 3% used tablets and 0% used desktop computers.
Table 1.2.
The Profile of the Respondents in Terms of Internet Connectivity
INTERNET CONNECTIVITY
FREQUENCY
STRONG INTERNET
9
SLOW INTERNET
17
NO INTERNET
1
OVERALL
27
Table 1.2 showed the distribution of respondents according to internet
connectivity. The data revealed that 63% of the total respondents had a slow
internet connection, 33% had a strong internet connection, and 4% had no internet
connection.
1. Challenges of Modular Learning
Table 2.1.
The response of the learners to challenges of modular learning in terms of content
Statement
Mean
Descriptive
Interpretation
1. The objectives are connected to the assessment.
4.30
Strongly Agree
29
2. The learning outcomes of the modules are clear.
3.93
Agree
3. The instructions for the activity are clear.
4.12
Agree
4. I believe that more examples should be
4.11
Agree
3.26
Neutral
3.33
Neutral
7. The instructions use clear and precise language.
4.11
Agree
8. The instructions on how to complete the
3.63
Agree
4.19
Agree
4.11
Agree
3.91
Agree
presented/provided for me to understand well
the lesson
5. The learning materials are not enough as a
guide in answering the tact/assessment or
activities.
6. It is easy for me to answer the task or
assessment even without someone to guide me.
assessed tasks were easy to follow.
9. I can easily answer the task because of the
examples given in the lesson.
10. I find it difficult to answer the assessment due
to insufficient examples.
OVERALL
Note. Scale: 1.00 – 1.80 ; Strongly Disagree; 1.81 – 2.60
5.00 Strongly Agree
Disagree; 2.61 – 3.40 Neutral; 3.41 – 4.20 Agree; 4.21 –
The respondents strongly agreed (x= 4.30) that the objectives were
connected to the assessment. They also agreed that the learning outcomes of the
modules (x= 3.93) and the instructions of the activity were clear (x= 4. 12), and
believed that more examples should be presented/provided for them to understand
well the lesson (x= 4.11). Moreover, they agreed that the instructions used clear and
precise language (x=4.11), the assessed task was easy to follow (x=3.63) as well as
the task was easy to answer because of the example given in the lesson (x=4.19).
However, they agreed (x=4.11) that they found it difficult to answer the assessment
30
due to insufficient examples. On the other hand, they neutrally responded that the
learning materials were not enough as a guide in answering the tact/assessment or
activities (x=3.26) and that it was easy for them to answer the task or assessment
even without someone to guide them (x=3.33).
As presented in the table, the overall mean was 3.91 with a descriptive
interpretation of Agree which means that there was a challenge determined in the
SLM content.
Table 2.4.
The response of the learners to challenges of modular learning in terms of Emotional
Statement
Mean
Descriptive
Interpretation
1. I am happy to answer my modules.
4.26
Strongly Agree
2. I find it stressful when the deadline is near.
3.56
Agree
3. I feel sad because I cannot access additional
3.96
Agree
3.33
Neutral
3.37
Neutral
4.51
Strongly Agree
7. I find it hard to feel motivated.
3.44
Agree
8. I feel relieved knowing that I can learn at my
4.30
Strongly Agree
information without load.
4. I feel depressed whenever I see a
module/learning material.
5. I always experience technology-related
anger.
6. I feel happy and excited every time I finish
my module.
31
own pace.
9. I can easily express my feelings and ideas
3.89
Agree
3.63
Agree
3.83
Agree
through the learning module.
10. I feel that my anxiety has dropped while
being at home.
OVERALL
Note. Scale:
1.00 – 1.80 Strongly Disagree; 1.81 – 2.60 Disagree; 2.61 – 3.40
Neutral; 3.41 – 4.20 Agree; and 4.21 – 5.00 Strongly Agree.
The respondents strongly agreed that they were happy to answer their
modules (x= 4.26), excited every time they finished their modules (x=4.51), and felt
relieved knowing that they could learn at their own pace (x=4.30). Another agreed
that through learning modules, they could easily express their feelings and ideas
(x=3.89), and their anxiety dropped while being at home (x=3.63). However, they
agreed that they found it stressful when the deadline is near (x=3.56), felt sad
because they could not access additional information without load (x=3.96), and
found it hard to feel motivated (x=3.44). They neutrally responded that they feel
depressed whenever they see modules or learning materials (x=3.33) and always
experienced technology-related anger (x=3.37).
As presented in the table, the overall mean was 3.83 with a descriptive
interpretation of Agree which means that there was a challenge determined in the
learners’ attitudinal specifically in the emotional aspects.
Table 2.5.
32
The response of the learners to challenges of modular learning in terms of Behavioral
Factors
Statement
Mean
Descriptive
Interpretation
1. I can learn the lessons by myself.
3.56
Agree
2. I find it hard to stay focused on
3.41
Agree
4.04
Agree
4.44
Strongly Agree
4.44
Strongly Agree
4.30
Strongly Agree
4.11
Agree
8. I can ask for help from my parents.
3.96
Agree
9. I can ask for help from my classmates.
4.07
Agree
10. I have easily adjusted to modular
3.89
Agree
4.02
Agree
answering my modules.
3. I set deadlines in every activity to
manage my time.
4. I am interested to learn more and
knowing more.
5. I am motivated to reach my learning
goals.
6. I am eager to pursue learning even when
faced with challenges.
7. I have good strategy techniques in
answering my modules.
learning.
OVERALL
33
Note. Scale:
1.00 – 1.80 Strongly Disagree; 1.81 – 2.60 Disagree; 2.61 – 3.40
Neutral; 3.41 – 4.20 Agree; and 4.21 – 5.00 Strongly Agree.
The respondents agreed that they could learn the lesson by themselves
(x=3.56), set deadlines in every activity to manage their time (4.04), and have a
good strategy technique in answering their modules (x=4.11). Then, they could ask
for help from their parents (x=3.96) and classmates (x=4.07), and easily adjusted to
modular learning (x=3.89) but they found it hard to stay focused on answering their
modules (x=3.41). Moreover, they strongly agreed that they were interested to learn
more and knowing more (x= 4.44), motivated to reach their learning goals (x=4.44)
as well as eager to pursue learning even when faced with challenges (x=4.30).
As presented in the table, the overall mean was 4.02 with a descriptive
interpretation of Agree which means that there was a challenge determined in the
learners’ attitudinal specifically in the behavioral aspects.
34
CHAPTER V
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
Relying on the data analyzed and discussed in the previous chapter, this
chapter summed up the Summary, Findings, Conclusions, and Recommendations.
SUMMARY
This study generally aimed to determine the challenges experienced by the
learners during modular learning.
Specifically, this study sought to answer the following:
1. What is the profile of the learners in terms of:
1.1. Available devices used
1.2. Internet connectivity
2. What are the challenges of Modular Learning in terms of:
2.1. SLM Content
2.2. Learners’ Attitudinal
2.1. Emotional
2.2. Behavioral
There were 27 Grade 6 learners from Hinunangan East Central School
conveniently selected as the respondents of the study. This study initially used a
35
qualitative research method and shifted to a quantitative method. The data was
collected using a questionnaire that comprised two parts. The first part was the
demographic profile of the respondents and the second part consisted of statements
on the challenges of modular learning in terms of content and learners’ attitudinal.
FINDINGS
The analysis of the data gathered revealed the following findings:
1. The profile of learners in terms of availability of devices, twenty-five percent of
the total respondents used keypad cell phones and television, nineteen percent used
smartphones and laptops, nine percent used audio/cassettes, three percent used
tablets and none used desktop computers. Meanwhile, in terms of internet
connectivity, sixty-three percent of the total respondents had a slow internet
connection, thirty-three percent had a strong internet connection, and four percent
had no internet connection.
2. The challenges of modular learning in terms of SLM content had an overall mean
of 3.91 with a descriptive interpretation of agree. Moreover, in terms of learners’
attitudinal specifically in the emotional aspects had a mean of 3.83 with a
descriptive interpretation of agreeing while the behavioral aspects had a mean of
4.02 with a descriptive interpretation of agree. Thus, it implied that there were
challenges determined in the SLM content and Learners’ attitudinal.
36
C. CONCLUSIONS
The data were collected by using a survey questionnaire which was
distributed conveniently to the sample of 27 learners from Hinunangan East Central
School. The following were some conclusions drawn based on the findings:
1. Based on true value data, most of the respondents used keypads cell phones,
and television in answering their modules. The study also revealed that more
than of the total respondents had a slow internet connection.
2. The findings highlighted that there were challenges determined in terms of
SLM content and Learners’ attitudinal specifically in the emotional and
behavioral aspects. The study found that modular learning was indeed
challenging for the learners, particularly in answering their modules.
RECOMMENDATION
Learners
It is suggested that learners must answer their modules on time. They should
be motivated in answering their modules. They must read the learning materials
provided by the teachers to be able to answer the modules. Students must prioritize
their learning over playtime, with no procrastination.
Teachers
We recommend and encourage the teachers to try their best to keep in touch
with their students by reaching out to each in their modular learning individually if
37
there is a sudden decrease in performance. Teachers must motivate and support
students to increase their interest in learning the modules. Teachers take a vital role
to give feedback and some correction to the students' mistakes directly.
Future researchers
Further researchers regarding the challenges encountered by the teachers
and the parents during the modular learning platform.
38
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42
APPENDICES
43
Republic of the Philippines
Southern Leyte State University –
Hinunangan Campus
Ambacon, Hinunangan, Southern Leyte
April 28, 2022
SOFRONIO TICTIC
Principal
Hinunangan East Central School
Hinunangan Southern Leyte
Dear Sir:
The undersigned are currently working on the study entitled “Challenges of Modular
Learning in Grade 6 Students of Hinunangan East Central School”. This is in partial
fulfillment of the subject requirement in (Thesis II course code 4102).
In connection with this, we would like to ask your good office to allow them to
conduct their thesis study in your school. Rest assured that the data that will be
gathered will remain confidential and be used for academic purposes only.
We believe that you are with us in our enthusiasm to finish the requirement as
compliance for our subject and to develop our well-being. We hope for your positive
response on this humble matter. Your approval to conduct this study will be greatly
appreciated.
Respectfully yours,
JEAN CABARLES
Student
ERADEL DELIMA
Student
VILIA HUMAMOY
Student
ANAFE PERU
Student
ROSALIE SALVA
Student
Noted:
MARY BETH T. SALUDSOD
Department Head/Thesis II Instructor
Approved:
SOFRONIO TICTIC
Principal
44
Republic of the Philippines
Southern Leyte State University – Hinunangan Campus
Ambacon, Hinunangan, Southern Leyte
Dear Respondents:
Greetings!
We, the students of Southern Leyte State University-Hinunangan Campus, are
currently working on our research paper entitled “CHALLENGES OF MODULAR
LEARNING IN GRADE 6 STUDENTS OF HINUNANGAN EAST CENTRAL SCHOOL''
This research employs a survey research design and we would greatly appreciate it
if you could be one of our respondents in this survey. Your participation in this
survey is purely voluntary, rest assured that your data will be treated with the
utmost confidentiality.
Agreement Clause:
( ) I have read the research purpose and I agree to participate in it. I am aware that
my participation is voluntary and that all data involved will be treated with the
utmost confidentially (R.A. 10173).
Part I. Demographic Profile
This section seeks to gather demographic information about you. Please answer the
following as accurately as possible.
A. Kindly fill in your data below and put a check [
] mark on the box that
corresponds to your answer.
Name (optional): _______________________________________________________
Available Devices: (Select the devices/s that is/are used)
Basic Cellphone
Desktop Computer
Smart Phone
Television
Tablet
Laptop
45
Internet Connectivity:
Strong Internet
Slow Internet
No Internet
Please indicate your level of agreement with each of these statements on the
challenges of modular learning. Kindly put a check [ ] mark on the box.
Strongly
Agree
(5)
SLM CONTENT
1. The objectives are
connected to the
assessment.
2. The learning outcomes
of the modules are clear.
3. The instructions for the
activity are clear.
4. I believe that more
examples should be
presented/provided for
me to understand well the
lesson
5. The learning materials
are not enough as a guide
in answering the
tact/assessment or
activities.
1. It is easy for me to
answer the task or
assessment even without
someone to guide me.
2. The instructions use
Agree
Neutral
Disagree
(4)
(3)
(2)
Strongly
Disagree
(1)
46
clear and precise language.
3. The instructions on how
to complete the assessed
tasks were easy to follow.
4. I can easily answer the
task because of the
examples given in the
lesson.
5. I find it difficult to
answer the assessment
due to insufficient
examples.
LEARNERS
ATTITUDINAL
Emotional
1. I am happy to answer
my modules.
2. I find it stressful when
the deadline is near.
3. I feel sad because I
cannot access additional
information without load.
4. I feel depressed
whenever I see a
module/learning material.
5. I always experience
technology-related anger.
6. I feel happy and excited
every time I finish my
module.
7. I find it hard to feel
motivated
8. I feel relieved knowing
that I can learn at my own
pace.
9. I can easily express my
feelings and ideas through
the learning module.
47
10. I feel that my anxiety
has dropped while being at
home.
Behavioral
1. I can learn the lessons
by myself.
2. I find it hard to stay
focused on answering my
modules.
3. I set deadlines in every
activity to manage my
time.
4. I am interested to learn
more and knowing more.
5. I am motivated to reach
my learning goals.
6. I am eager to pursue
learning even when faced
with challenges.
7. I have good strategy
techniques in answering
my modules.
8. I can ask for help from
my parents.
9. I can ask for help from
my classmates.
10. I have easily adjusted
to modular learning.
48
CURRICULUM VITAE
Jean Jualo Cabarles
Salog, Hinunangan, Southern Leyte
09356301840
pritijin03@gmail.com
PERSONAL DATA
EDUCATION
Age: 29
Tertiary: Southern Leyte State
University – Hinunangan Campus
Date of Birth: May 16, 1991
Place of Birth: Zambales
Sex: Female
Address: Ambacon, Hinunangan,
Southern Leyte
Nationality: Filipino
Course: Bachelor in Secondary
Education – Major in English
Religion: Baptist
Year: 2018 – present
Height: 4’11 ft
Weight: 52 kg
Secondary: Holy Rosary Academy
Civil Status: Single
Address: Poblacion, Hinungan,
Southern Leyte
Father: Wilfredo Cabarles
Occupation: (deceased)
Year: 2006 - 2007
Mother: Vedalina Cabarles
Occupation: Housewife
Elementary: Hinunangan East
Central School
Address: Poblacion, Hinunangan,
Southern Leyte
Year: 2002 - 2003
49
CURRICULUM VITAE
Eradel Abril Delima
Salvacion, Hinunangan, Southern Leyte
09565494825
eradeldelima@gmail.com
PERSONAL DATA
EDUCATION
Age: 29
Tertiary: Southern Leyte State
University – Hinunangan Campus
Date of Birth: October 31, 1992
Place of Birth: Taguig, Metro Manila
Sex: Female
Address: Ambacon, Hinunangan,
Southern Leyte
Nationality: Filipino
Course: Bachelor in Secondary
Education – Major in English
Religion: Roman Catholic
Year: 2018 – present
Height: 5’6 ft
Weight: 78 kg
Civil Status: Single
Father: Enrico R. Delima
Occupation: Fisherman
Secondary: Hinunangan National
High School
Address: Bangcas A, Hinungan,
Southern Leyte
Year: 2006 - 2007
Mother: Liliosa R. Abril
Occupation: Housewife
Elementary: Capoocan Central
School
Address: Capoocan, Leyte
Year: 2003 - 2004
50
CURRICULUM VITAE
Vilia Gonzales Humamoy
Katipunan, Silago, Southern Leyte
09677295691
viliagonzales30@gmail.com.ph
PERSONAL DATA
EDUCATION
Age: 29
Tertiary: Southern Leyte State
University – Hinunangan Campus
Date of Birth: July 14, 1992
Place of Birth: Bagong Silang,
Maragusan, Davao Del Norte
Address: Ambacon, Hinunangan,
Southern Leyte
Sex: Female
Course: Bachelor in Secondary
Education – Major in English
Nationality: Filipino
Year: 2018 – present
Religion: Roman Catholic
Height: 5’2 ft
Weight: 66 kg
Civil Status: Married
Father: Vergilio L. Gonzales
Occupation: Farmer
Secondary: Silago National
Vocational High School
Address: Poblacion District II, Silago,
Southern Leyte
Year: 2008 - 2009
Mother: Teudesia P. Gonzales
Occupation: Housewife
Elementary: Pinamanagan
Elementary School
Address: Pinamanagan, Abuyog,
Leyte
Year: 2004 - 2005
51
CURRICULUM VITAE
Anafe Ganad Peru
Salvacion, Silago, Southern Leyte
09361219901
anafeperu0925@gmail.com
PERSONAL DATA
EDUCATION
Age: 21
Tertiary: Southern Leyte State
University – Hinunangan Campus
Date of Birth: September 25, 2000
Place of Birth: Salvacion, Silago,
Southern Leyte
Address: Ambacon, Hinunangan,
Southern Leyte
Sex: Female
Course: Bachelor in Secondary
Education – Major in English
Nationality: Filipino
Year: 2018 – present
Religion: Roman Catholic
Height: 4’11 ft
Weight: 41 kg
Civil Status: Single
Father: Arnell L. Peru
Occupation: Farmer
Secondary: Hingatungan National
High School
Address: Hingatungan, Silago,
Southern Leyte
Year: 2017 - 2018
Mother: Marife G. Peru
Occupation: Housewife
Elementary: Salvacion Elementary
School
Address: Salvacion, Silago, Southern
Leyte
Year: 2011 - 2012
52
CURRICULUM VITAE
Rosalie Villaflor Salva
Biasong, Hinunangan, Southern Leyte
09971457449
rosaliesalva413@gmail.com
PERSONAL DATA
EDUCATION
Age: 23
Tertiary: Southern Leyte State
University – Hinunangan Campus
Date of Birth: February 03, 1999
Place of Birth: Hinunangan, Southern
Leyte
Address: Ambacon, Hinunangan,
Southern Leyte
Sex: Female
Course: Bachelor in Secondary
Education – Major in English
Nationality: Filipino
Year: 2018 – present
Religion: Roman Catholic
Height: 5’5 ft
Weight: 50 kg
Civil Status: Single
Secondary: Lungsodaan National
High School
Address: Lungsodaan, Hinundayan,
Southern Leyte
Father: Santos C. Salva
Year: 2017 - 2018
Occupation: (deceased)
Mother: Rosa V. Salva
Occupation: Housewife
Elementary: Otama Elementary
School
Address: Otama, Hinunangan,
Southern Leyte
Year: 2011 -2012