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. 16 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 21 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 REFERENCES Anzaldo, G. (2021). Modular distance learning in the new normal education amidst Covid-19. International Journal Of Scientific Advances. Volume 2. 263-266. 10.51542/ijscia.v2i3.6. Apriyanti, C. (2020). Distance learning and obstacles during Covid-19 outbreak. Jurnal Ilmiah Pendidikan Dasar. Volume 7(2), 68-83. Babbie, E. (2010). The practice of social research. 12th ed. Belmont, CA: SAGE Publications, 2010. Bayucca, S. (2021). Challenges encountered and technical assistance needed by parents and learners utilizing modular distance learning: basis for a proposed support program. Journal of Humanities and Social Sciences, 3(3), 128-135. https://doi.org/10.36079/lamintang.jhass-0303.297 Bernardo, J. (2020, July 30). 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The compressed video experience. Educational Resources Information Center (ERIC). Wikipedia contributors. (2020). COVID-19 pandemic. Wikipedia. 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