THE IMPACT OF MODULAR LEARNING ON STUDENTS’ MOTIVATION TOWARDS
LEARNING
A RESEARCH PAPER SUBMITTED TO ZAMBOANGUITA SCIENCE HIGH SCHOOL
By
Ellima, Jellian L.
Elumbra, Stephanie Kayl B.
Parao, Michaella G.
Peñaranda, Veronique K.
Tubil, Edward Anthony D.
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE SUBJECT RESEARCH 10
2022
ZAMBOANGUITA SCIENCE HIGH SCHOOL
Abstract
This study investigated the impact of modular learning on students' motivation
towards learning. Based on the purpose of the study, the statements of the
problem were used as a guide for the study. In this study, the descriptive and
quantitative research design were used. The researchers conducted a survey to
30 randomly selected grade-10 students of Zamboanguita Science High School.
Survey questionnaires were used as the research instruments to determine the
respondents' motivation to learn. According to the findings that the researchers
collected, out of 30 respondents, 0% were very highly motivated, 6.6% were highly
motivated, 6.6% were moderately motivated, 6.6% had low motivation and 80%
of the respondents had very low motivation during modular learning which is
equivalent to 24 students. It shows that majority of the respondent population had
a moderately low motivation to learn during modular learning. This study
concludes that modular learning has a negative impact on the students'
motivation towards learning.
Table of Contents
Page No.
Title Page
__________________
i
Abstract
__________________
ii
Table of Contents
__________________
iii
List of Tables
__________________
vi
List of Figures
__________________
vii
Acknowledgment
__________________
viii
Chapter I: The Problem and Its Scope
Introduction
1
Theoretical Background of the Study
Review of Related Literature
7
Conceptual Background of the Study
__________________
__________________
2
__________________
__________________
10
Statement of the Problem
__________________
11
Statement of the Null Hypotheses
__________________
11
Scope and Limitations of the Study
__________________
12
Research Methodology
__________________
13
Research Design
__________________
13
__________________
13
Research Environment
Research Respondents
__________________
13
Research Instruments
__________________
13
Research Procedure
__________________
14
Statistical Treatment of Data
__________________
14
Operational Definition of Terms
__________________
15
Chapter II: Presentation, Analysis and Interpretation of Data
16
________
Chapter III: Results and Discussion, Conclusions and Recommendation
Results and Discussion
__________________
19
Conclusion
__________________
21
Recommendation
__________________
References
__________________
22
Appendices
__________________
25
21
List of Tables
Table No.
1
Title
The score, the percentage score, and the motivation
16
level of each student respondent
2
Motivation Level of Students During Modular Learning
3
Percentage Score and Motivation Level
18
19
Page
List of Figures
Figure No.
1
Title
Page No.
Diagram of the Theoretical Framework of
6
the study based on Maslow’s Hierarchy of Needs
2
Diagram of the Conceptual Framework of the study
10
Acknowledgement
The researchers would like to acknowledge and give their warmest thanks
to the following people who made this work possible:
Ms. Everon Joy P. Catanus, the researchers’ Research Instructor, who
patiently guided and kindly helped the researchers in accomplishing their
research paper.
Ms. Gwyneth K. Peñaranda, a grade-12 student in Zamboanguita Science
High School, for sharing her insightful suggestions and advices to the researchers.
The researchers’ family and friends, for the love, support, and
encouragement.
And most importantly, the researchers would like to express their sincere
gratitude to our Almighty God, for giving them guidance and strength throughout
their journey and for making their work a success.
Chapter I:
The Problem and Its Scope
Introduction
The education system was suddenly changed due to COVID-19 pandemic.
Since March of 2020, students and teachers have been unable to engage in
face-to-face learning within the school. Amidst of the COVID-19 crisis, the
education must continue according to DepEd Secretary Leonor Briones (Agarin,
2021).
After then, the ‘new normal’ of education is introduced. Since the conduct
of face-to-face classes is prohibited, the DepEd announced that the adoption of
various learning delivery options including but not limited to blended learning,
distance learning, home schooling, and other modes of delivery shall be
implemented in accordance with the local COVID Risk Severity Classification and
compliance with minimum health standards (Briones, 2020). Some students learn
through modular learning. Modular learning is a type of distance learning that
makes use of self-learning modules (Estrada, 2021). Learners accomplish the tasks
and activities provided by the modules at home and study the lessons all by
themselves.
Now the question is, how did modular learning affect students’ motivation
towards learning? Motivation is the process of initiating, guiding, and maintaining
goal-oriented behaviors (What is Motivation?, 2022). The motivation to complete
their modules is one of the most common challenges that students confront
nowadays. Modular learning can either have a positive or negative impact on
students’ motivation to learn. In other words, the researchers conducted this kind
of study to further study about the impact of modular learning on students’
motivation towards learning.
Theoretical Background of the Study
This study is anchored on Abraham Maslow’s best known theory of human
motivation called “Maslow’s Hierarchy of Needs” (1943). Maslow’s Hierarchy of
Needs states that an individual’s behavior is dictated by the five categories of
human needs. Based on Maslow’s Hierarchy of Needs, the five categories of
human needs are : 1) physiological needs, 2) safety needs, 3) social needs, 4)
esteem needs and 5) self-actualization needs.
In this theory, the five categories of human needs are grouped into two.
Physiological, Safety, Social, and Esteem needs are the deficiency needs. On the
other hand, the Self-actualization needs is the growth needs. Maslow believed
that humans have already an inborn desire to be self-actualized, that is, to be all
they can be. However, the other four human needs must be met in order to
achieve this ultimate goal. Maslow also believed that these needs are related to
instinct and play a significant role in motivating behavior. According to his theory,
if you don’t meet your deficiency needs, you’ll experience detrimental or
unpleasant results. Unmet deficiency needs result in a variety of conditions
ranging from illness and starvation up through loneliness and self-doubt. For a
clearer understanding of the theory, each human need is discussed below.
Physiological needs. These are basic physical needs such as drinking when
thirsty or eating when hungry. Some of these needs, according to Maslow, involve
our attempts to meet the body’s need for homeostasis, or maintaining consistent
levels in various biological systems (for example, maintaining a body temperature
of 98.6°). Physiological needs, according to Maslow, are the most important of
human needs. If someone is missing more than one need, they will most likely
prioritize meeting their physiological needs. When someone is extremely hungry,
for example, it is difficult to concentrate on anything else. The requirement for
proper sleep is another example of a physiological need. Tiredness is one of the
biggest and obvious side effect of not getting proper sleep. Being tired is not
helpful when it comes to staying motivated. When you are tired, you are much
less motivated (Berman, 2018). Poor sleep can cause mood changes, anger,
anxiety, and despair, which can lead to decreased motivation and the inability
to perceive the big picture (geteversleep.com, 2019).
Safety needs. Safety needs in Maslow’s Hierarchy of Needs refer to the
need for security and protection. Our safety needs take precedence once our
physiological needs for food and drink are addressed. These requirements stem
from our innate yearning for a predictable, orderly world that we can influence in
some way. Jobs, savings accounts, insurance plans, financial stability, health, and
well-being are all examples of safety needs in today’s world (Thomas, 2021).
Social needs. In Maslow’s Hierarchy of Needs, the social needs include such
things as love, acceptance, and belonging. At this category, the need for
emotional relationships drives humans behavior. Some of the things that satisfy this
need include romantic attachments, family, social groups, community groups,
and churches and religious organizations. It is important for the people to feel
loved and accepted by others in order to avoid problems such as loneliness,
depression, and anxiety. Personal relationships with family, friends, and lovers play
an important role, as well as involvement in groups. Some research (Unger and
Meiraj, 2020) say that for some students, the adjustment to distance learning has
been a cause of anxiety so their academic motivation is low. Here, the students’
social needs are not met.
Esteem needs. The urge to feel good about ourselves is one of our esteem
needs. Maslow divides esteem needs into two categories. The first involves selfassurance and self-esteem. The second factor is feeling valued by others, or
having our accomplishments and efforts recognized by others. When people’s
esteem needs are addressed, they gain confidence and see the value and
significance of their contributions and accomplishments. When their esteem
needs aren’t met, people may have “feelings of inferiority,” as psychologist Alfred
Adler defined it (Hopper, 2020). A student’s drive to learn, her capacity to focus,
and her willingness to take chances can all be affected by low self-esteem.
Positive self-esteem, on the other hand, is an important component of academic
success since it gives a solid basis for learning (Shore, n.d.).
Self-actualization needs. Maslow’s Hierarchy of Needs supports the premise
that self-actualization is a good place to start for motivation. He explains that selfactualization is only possible when other needs are addressed, such as
physiological , safety, social, and esteem. Once they are, individuals can progress
to the stage of self-actualization, where they begin to realize their full potential
(Wallage, 2020). The self-actualization needs are at the very top of Maslow’s
Hierarchy of Needs. People who are self-actualizing are self-aware, concerned
with personal growth, less concerned with others’ opinions, and interested in
fulfilling their potential (Cherry, 2022).
The theoretical framework of the study is presented on the next page to
visually see the connection of the five categories of human needs in Maslow’s
Hierarchy of Needs to human motivation.
Fifth Category: Self-actualization needs
Fourth Category: Esteem needs
Third Category: Social needs
HUMAN
MOTIVATION
Second Category: Safety needs
First Category: Physiological needs
Figure 1. Diagram of the Theoretical Framework of the study based on Maslow’s
Hierarchy of Needs
Review of Related Literature
Motivation to learn. Motivation is defined as a “theoretical construct used
to explain the commencement, direction, intensity, persistence, and quality of
behavior, particularly goal-directed behavior” (Brophy, 2010:3). Individual
cognitive and affective processes on situated and interactive contact between
learners and their learning environment in relation to environmental and social
elements as enhancers or barriers are related with it (Schuck et al., 2014).
Motivation has an impact on what, how, when of learners’ learning (Schuck &
Usher, 2021). In their study, (Cahyani et al., 2020) found that external elements
such as learning environment, learning time, and instrumental supports had a
significant effect on those students who lack of motivation.
Modular Learning. The Covid-19 pandemic has impacted all parts of life,
including education. Students have struggled to continue their education
through distance learning via printed modules, dubbed the “new normal.” Kids
are unfamiliar with modular learning because it is a new education system for
Filipino student (Basenas & Bibon, 2021). The results of Jay Mar Basenas and
Michael Bibon’s study entitled “Coping Mechanism of Island School Students on
the Problems Encountered in Modular Distance Learning,” showed that many of
the responses revealed that the students were preoccupied with non-academic
activities, causing them to neglect studying time. Time management for modular
learning drew challenges such as household duties and personal attitudes toward
studying. In fact, the grouped themes of the replies suggested that (1) household
duties, (2) irresponsible use of technology, (3) procrastination, and (4) early
employment were the key time management issues faced by island school
students. This demonstrates that a variety of circumstances influenced their
education mentality and discipline, resulting in poor time management. Though
some of these causes were unavoidable due to life’s challenges, the majority of
the replies indicated a lack of self-control in prioritizing academic involvement as
the main priority of time allocation. When the issues were rooted in time
management, it was discovered that time allotted for studying is disrupted by
environmental and personal circumstances.
Distance Learning. Distance learning, according to Britannica, is “a type of
education characterized by the physical separation of teachers and students
during instruction and the use of various technologies to allow student-teacher
and student-student contact” (Simonson and Berg, 2016). According to the
studies, students’ attitudes about distance learning vary. Some research (Mathew
& Chung, 2020; Avsheniuk et al., 2021) say that students’ attitudes are primarily
positive, while others (Bozavl, 2021; Yurdal et al., 2021) state that their attitudes are
primarily negative. Furthermore, studies (Akcil & Bastas, 2021) show that students’
attitudes are moderate. For some students, the adjustment to distant learning has
been a cause of anxiety (Unger & Meiran, 2020). When the satisfaction levels of
students are examined, it is clear from the research (Gonçalves et al., 2020;
Avsheniuk et al., 2021; Bakhov et al., 2021; Glebov et al., 2021; Todri et al., 2021)
that they are high. In other research, the participants’ general satisfaction levels
are moderate (Viktoria & Aida, 2020; Aldossary, 2021; Didenko et al., 2021) or poor
(Taşkaya, 2021).
Self-Regulated Learning. Disistance learning requires a large amount of selfregulation, placing students at danger of missing out on more extensive learning
opportunities and becoming overwhelmed by the demands of acquiring and
understanding academic subject with little or no support from their lecturers or
teachers (Pelikan et al., 2021). Self-regulation is viewed as a dynamic and cyclical
process that entails active task interpretation, goal setting, planning, identifying
success techniques, and constantly assessing and readjusting one’s learning
toward the achievement of specified goals (Schunk & Greene, 2018). Selfregulation is acknowledged in the research literature as a developmental process
that begins long before children join formal schooling. It is regarded a
fundamental
educational
talent,
especially
in
terms
of
academic
accomplishment and life-long learning, and must be learned over the course of
one’s life (Usher & Schunk, 2018).Despite the fact that there are numerous
theoretical viewpoints on self-regulated learning, they all share some similar
characteristics (Pandero, 2017). The importance of motivation is one of the most
prominent features. It is thought to be important for both self-regulation and
sustaining energy in order to fulfill goals (Ekflides, 2011).
Conceptual Background of the Study
The conceptual framework of the study consists of the independent and
dependent variables. In this study, the independent variable is the modular
learning. On the other hand, the dependent variable is the motivation of the
students towards learning.
The researchers have a presumption that the independent variable might
have a positive, moderate, or negative impact on the dependent variable. The
findings of this study will help the researchers analyze the impact of modular
learning on students’ motivation to learn.
Figure 2 is presented below for visual presentation of the relationship
between the independent and dependent variable in the study.
Independent Variable (cause)
Modular Learning
Dependent Variable (effect)
Student’s Motivation
Towards Learning
Figure 2. Diagram of the Conceptual Framework of the Study
Statement of the Problem
This study aims to determine the impact of modular learning on students’
motivation towards learning. In order to address the general problem, the
researchers came up with the following specific questions:
1. How does modular learning affect the students’ motivation towards learning?
2. Do students have higher motivation towards learning during modular learning?
3. Do students feel discouraged to learn during modular learning?
4. Does modular learning have a positive/negative impact to students’ motivation
towards learning?
Statement of the Null Hypotheses
Ho1: Students have lower motivation to learn during modular learning.
Ho2: Modular learning has a negative impact on the students’ motivation to learn.
Ho3: The motivation of the students to learn was negatively affected by the
modular learning.
Significance of the Study
This study is necessary to be conducted as this is beneficial to many people,
specifically to the:
Students. Students who have low motivation will be given more attention
they need as well as motivation through this study.
Teachers. The study’s results will be beneficial to them since these will raise
awareness in them regarding students low motivation to learn during modular
learning. This study gives the teachers the opportunity to develop their capabilities
as a teacher by guiding and helping the students more who lack of motivation.
Parents. The parents will be aware of the impact of modular learning on
their children’s motivation to learn. This will then help them encourage their
children in their studies.
Future researchers. The future researchers still have room to enhance and
expand on the findings of this existing study. For instance, the effect of modular
setup and the students’ motivation to learn on their academic performance. This
study can be also used as their basis for exploring for better way to study the
impact of modular learning on students’ motivation to learn.
Scope and Limitations of the Study
This study is conducted with a main goal of determining the impact of
modular learning on students’ motivation towards learning specifically to grade
10 students of Zamboanguita Science High School.
In this study, there are 30 respondents from 10th grade. The researchers will
conduct a survey for them to help them determine if their motivation to learn is
affected by the modular learning. This study is considered long term as it will take
for about two months
Research Methodology
Research design. The study will utilize the descriptive-quantitative research
design. It is descriptive because it will determine and describe the students’
motivation to learn during modular learning. Quantitative research design will be
also utilized in the study since the study will collect and analyze numerical data
to describe the students’ motivation.
Research environment. The study will be conducted in Zamboanguita
Science High School which is located in Del Pillar St. Zamboanguita Negros
Oriental. The study will consider the students from Zamboanguita Science High
School, specifically the grade 10 students.
Research respondents. The respondents of this study are 30 randomly
selected grade 10 students of Zamboanguita Science High School.
The school, grade level, population, and sample are shown below:
Name of School
Grade Level
Population
Zamboanguita
10th grade
44 students
Sample
30 respondents
Science High School
Research instruments. The study will use survey questionnaires. The
researchers created survey questionnaires in which 15 positive and 15 negative
statements determining the respondents’ motivation to learn during modular
learning will be answered. For proper data collection, five columns were created:
definitely agree, mostly agree, neither agree nor disagree, mostly disagree, and
definitely disagree with corresponding scores.
Ethical considerations. The study will be conducted with research ethics.
Throughout the conduction of the study, research ethics will be observed and
maintained by the researchers. The study’s participants are humans. Therefore,
confidential information will be kept. Also, reducing possible risk to the
participants will be always observed.
Research procedure. Thirty survey questionnaires will be randomly
distributed online by using the messenger app to be answered by 30 randomly
selected grade 10 students from both sections and to be conducted then
analyzed after. All the scores are added together based on which column the
respondents put a check mark in. The scores are then computed and converted
into percentage scores which are made to determine the students’ motivation
level.
Statistical Treatment of the Data
The tool that will be used by the researchers in analyzing the data will be:
Percent. This tool will be used in determining how high or low the motivation
of each respondent of the study.
The following interpretations and classifications will be used by the
researchers as well to determine and describe the motivation of the students.
Score
Verbal Description
Motivation Level
Percentage Score
5
Definitely agree
Very high
90 – 100
4
Mostly agree.
High
85 – 89
3
Neither agree nor
Moderate
80 – 84
disagree
2
Mostly disagree
Low
75 – 79
1
Definitely disagree
Very low
Below 75
Operational Definition of Terms
In order to comprehend unfamiliar terms used in the study, it is important to
read the following definitions:
Motivation to learn. “Motivation to learn has been described as a student’s
energy and drive to learn, work effectively and achieve to their potential, in
addition to the behaviors associated with this energy and drive” (Edgar, 2019).
Modular learning. “Modular learning is a form of distance learning that
employs the use of self-learning modules. These self-learning modules are based
on the most essential learning competencies (MELCS) provided by DepEd”
(Estrada, 2021).
Distance learning. “Distance learning describes any learning that happens
without the students being physically present in the lesson” (Daniel, 2021).
Self-regulated learning. “Self-regulated learning (SRL) refers to intentionally
and strategically adapting learning activities to achieve goals of learning.
Learners self-regulate by applying learning tactics they predict will be successful.
They monitor how well tactics achieve goals and, when differences exceed a
threshold, they make adjustments” (Zimmerman, 2015).
Chapter II
Presentation, Analysis and Interpretation of Data
This chapter presents and analyzes data that answers the problems of the
study. The interpretation of data will be shown below each table.
Table 1. The score, percentage score, and the motivation level of each student
respondent.
Respondents
Raw Score
Percentage Score
Motivation Level
1
80
53
Very low
2
54
36
Very low
3
82
55
Very low
4
86
57
Very low
5
82
55
Very low
6
81
54
Very low
7
129
86
High
8
96
64
Very low
9
87
58
Very low
10
94
64
Very low
11
101
67
Very low
12
122
81
Moderate
13
127
85
High
14
117
78
Low
15
100
86
Very low
16
49
33
Very low
17
95
63
Very low
18
116
77
Very low
19
79
53
Very low
20
72
48
Very low
21
110
73
Very low
22
97
65
Very low
23
92
61
Very low
24
87
58
Very low
25
66
44
Very low
26
92
61
Very low
27
124
83
Very low
28
64
43
Very low
29
85
58
Very low
30
83
62
Very low
Table 1 shows the score, percentage score, and the motivation level of
each student respondent. The data shown in this table will be interpreted and
analyzed in the following table.
Table 2. Motivation Level of Students During Modular Learning
Motivation Level (score)
No. of Students
Very high
0
High (85-86)
2
Moderate (81-83)
2
Low (77-78)
2
Very low (33-73)
24
Table 2 shows the motivation level of 30 students during modular learning.
It shows that out of 30 respondents, 0% were very highly motivated, 6.6% were
highly motivated, 6.6% were moderately motivated, 6.6% had low motivation and
80% of the respondents had very low motivation. A total of 80% had a very low
motivation during modular learning which is equivalent to 24 students. It shows
that majority of the respondent population had a moderately low motivation
during modular learning.
Table 3. Percentage Score and Motivation Level
Percentage Score
Motivation Level
Below 75
Very low
75-79
Low
80-84
Moderate
85-89
High
90-100
Very high
Table 3 shows the Percentage Score and Motivation Level that will be
used in determining and describing the students’ motivation towards learning
during modular setup.
Results and Discussion
The results show that out of 30 respondents, a total of 80% equivalent to 24
students had obtained a very low motivation which means that the majority of
the respondent population had a moderately low motivation during modular
learning. This finding is similar to other research (Bozavl, 2021; Yurdal et al., 2021)
which states that students’ attitudes towards distance learning is primary
negative. In the study of Jay Mar Basenas and Michael Bibon, it was proven that
students have struggled to continue their education through distance learning
via printed modules, dubbed the “new normal”. It shows in their study that
students were preoccupied with non-academic activities, causing them to
neglect studying time. For some studies, the adjustment to distance learning has
been a cause of anxiety (Unger and Meiran, 2020). This explains why students'
motivation is very low and why they have struggled to continue their studies
through modular learning.
Distance learning requires a large amount of self-regulation, placing
students at danger of missing out on more extensive learning opportunities and
becoming overwhelmed by the demands of acquiring and understanding
academic subject with little or no support from their lecturers or teachers (Pelikan
et al., 2021). A study of Basenas & Bibon, 2021, also states that a variety of
circumstances influenced the students education mentality and discipline,
resulting in poor time management. Later it was discovered that the time allotted
for studying is disrupted by environmental and personal circumstances. The study
of Cahyani, Listiana, & Larasati (2020), Rachmat (2020), and Simamora (2020) also
found that external elements such as learning environment, learning time, and
instrumental supports had a significant effect on those students who lack of
motivation. From here, we can safely say that the factors affecting the students’
motivation to learn are mainly the learning environment, the learning time and
also the personal circumstances the students’ face. To wrap it up, we can
securely say that the student’s motivation in learning during modular learning
modality is negatively low given these factors affecting the students’ motivation
to learn.
Conclusion
Based on the results and findings of this study, the researchers came up with
the following conclusions:
1. Modular learning negatively affects the students’ motivation towards learning.
2. Students have lower motivation towards learning during modular learning.
3. Students feel discouraged to learn during modular learning.
4. Modular learning has a negative impact on students’ motivation towards
learning.
Recommendation
The impact of modular learning on the academic performance of students
may also be studied to know and to test if modular learning also affects the
students’ academic performance. Further studies can also be done to find out if
the motivation of the students towards learning also affects their academic
performance.
It is recommended that planning tactics for enhancing motivation and
academic accomplishment be placed at top priority along with continuing
education which can be addressed by officials and educationalists.
References
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Appendices
Questionnaire
The Impact of Modular Learning on Students’ Motivation Towards Learning
This questionnaire aims to determine if students have higher or lower
motivation to learn during modular learning.
I.
Students’ Response on the Modular Setup
The questionnaire asks you to provide feedback on your experience during
modular learning. Please indicate how much you agree/disagree with each
following statements by checking the appropriate box. We, the researchers, are
hoping that you will answer this questionnaire with complete honesty. Thank you!
Name: __________________________________________ (optional)
Score
Verbal Description
Motivation Level
Percentage Score
5
Definitely agree
Very high
90 – 100
4
Mostly agree
High
85 – 89
3
Neither agree nor
Moderate
80 – 84
Disagree
2
Mostly disagree
Low
75 – 79
1
Definitely disagree
Very low
Below 75
A. Positive Responses
During
modular
learning…
1. I feel
motivated to
do my tasks
faster.
2. I’m excited
to learn more
about my
subject.
3. I feel
encouraged
to do my
Definitely
agree
Mostly
agree
Neither
Mostly
agree nor disagree
disagree
Definitely
disagree
homework
immediately.
4. I’m always
open for
more
opportunities
on learning.
5. I’m excited
to read my
modules
every time I
receive a
new set.
6. I feel
encouraged
whenever I
see my
modules.
7. I always
accomplish
my tasks and
activities on
time based
on my weekly
schedule
plan.
8. I’m eager
to learn new
lessons from
the modules.
9. I’m focused
on my
modules all
the time.
10. I want to
completely
do my tasks
well at all
times.
11. I find
managing my
time to
answer
modules
easy.
12. I prioritize
my modules
first before
anything else.
13. I always
make sure to
read and
comprehend
the
discussions of
lessons.
14. I feel
enthusiastic
about
receiving
another set of
modules.
15. I’m
passionate
about
learning the
lessons in
order to
perfect my
summative
test.
Score
Verbal Description
Motivation Level
Percentage Score
1
Definitely agree
Very low
Below 75
2
Mostly agree
Low
75 – 79
3
Neither agree nor
Moderate
80 - 84
disagree
4
Mostly disagree
High
85 – 89
5
Definitely disagree
Very high
90 – 100
B. Negative Responses
During
modular
learning…
1. I do not feel
like finishing
my tasks at
all.
2. I’d rather
sleep than
read my
modules
3. I do not feel
like doing my
homework
immediately.
4. I feel
academically
discouraged
during
modular
learning.
5. I don’t
want to learn
more about
my subjects.
6. I feel
discouraged
whenever I
see my
modules.
7. I tend to
procrastinate
and not
answer my
modules on
time.
8. I’m not
interested in
learning new
lessons.
9. I easily get
distracted
Definitely
agree
Mostly
agree
Neither
agree
nor
disagree
Mostly
disagree
Definitely
disagree
and lose my
concentration
whenever I
do my
modules.
10. I don’t
bother
completing
my tasks.
11. I have a
hard time
managing my
time to
answer my
modules.
12. I’d rather
use my phone
than to
answer.
13. I don’t
mind reading
the
discussions of
lessons.
14. I feel
down
whenever I
receive
another set of
modules.
15. I’m not
passionate
about
studying the
lessons.