IDENTIFYING FACTORS AFFECTING ACADEMIC PERFORMANCE IN
RELATION TO MODULAR LEARNING MODALITY
AN ACTION RESEARCH
PRESENTED TO
THE SCHOOLS DIVISION OF ZAMBOANGA DEL NORTE
Estaka, Dipolog City
James L. Colaljo
Expedita S. Jaictin
Grace M. Tulabing
January 2021
IDENTIFYING FACTORS AFFECTING THE ACADEMIC PERFROMANCE IN
RELATION TO MODULAR LEARNING MODALITY
ABSTRACT
The study aimed to identify the factors affecting academic performance in relation to the
modular learning modality. It utilized the framework reflecting DepEd Order 21, s. 2019, pp. 96,
that states that learners engage in independent learning at home or in any physical learning space
applicable, will be using learning materials that are accessible
printed in form
while
geographically distant from the teacher. The teacher supervises and monitors the learners’ progress
and provides remediation and enhancement when needed as possible. There were sixty-three (63)
students as respondents of the study. All these students are in the Grade 10 – Section Emerald of
this SY 2020- 2021. The correlational method of research was utilized.
The study revealed that academic performance was affected by factors as identified by the
respondents. There was a significant difference of academic performance in relation to the impact
of said factors. Moreover, there was a significant relationship between the academic performance
and the factors affecting the modular learning modality.
Excellent academic performance is significant to the success of the
learners. Students
are likely to succeed academically when unfavorable factors affecting them will be identified and
resolved. Recommendations are presented in this study.
ACKNOWLEDGMENT
We are so grateful to our Almighty God for His gracious love and endless blessings,
without Him the entire efforts of completing this research would not have been possible. Our
heartfelt thanks and appreciation to the following persons who extended their immeasurable
support and who made remarkable contributions to the success of this research.
Ma. Liza R. Tabilon, Ed. D., CESO V, Schools Division Superintendent of the Division
of Zamboanga del Norte, who made significant directions for the realization of this research;
Pampilo,
Research and Extension, the researcher’s adviser, for his initiatives and
guidance;
Antonina D. Gallo, Ed. D., Polanco I, District Supervisor, for the encouragement extended;
Daisy Flor J. Romaguera, School Principal II, Polanco National High School for her
untiring patience in going over the researchers’ work;
Vince Balladares for his support in the statistical aspect of the study;
Cherry Mei F. Purton, Grade 10 – Emerald, Adviser, for providing us with pertinent data;
and to all students involved in this study.
The Authors
The Authors
CONTEXT AND RATIONALE
Excellent academic performance is significant to the success of the
learners. Students
are likely to succeed academically when they are properly motivated, guided and the atmosphere
is a conducive place for learning. Their positive impression builds their skills and progress
compared to those who are environmentally, psychologically, physically, and financially stressed
due to various factors that affect their academic performance especially during this new normal
educational system.
DepEd Order 21, s. 2019, pp. 96 states that learners engage in independent learning at home
or in any physical learning space applicable, will be using learning materials that are accessible
either online, stored on CD/DVD/USB Flash drive, or in printed form or by viewing TV Lessons
or listening to radio-based instruction while geographically distant from the teacher. The teacher
supervises and monitors the learners’ progress and provides remediation and enhancement when
needed as possible. The learner may ask assistance from the teacher via mail, telephone, text
message/instant messaging. Where ever possible, the teacher shall do home visits to learners
needing remediation or assistance. Any member of the family or other stakeholder in the
community needs to serve as para-teachers.
The modular learning approach situates learners to learn in the comfort of their homes.
Limited contact with teachers will place parents or guardians as learners’ model or the “More
Knowledgeable Other” (MKO).
Psychologist Lev Vygotsky defines an MKO as “ someone who has a better understanding
or higher ability level than the
learner, concerning a particular task, process, or concept.
“Vygotsky proposed that human learning is a social process. A learner may or not learn alone, but
will learn better with an MKO.
But contrary to this popular belief on modular learning, parents are not replacements of
teachers. “Parents are partners of teachers in education. They are home facilitators, the
“tagapagdaloy” but they will not teach the subject matter. It is the teacher’s duty to teach,” clarifies
Dr. Lourdes Servito, Schools Division Superintendent of San Carlos City, Pangasinan.
Parents and guardians will face various challenges in fulfilling their roles as MKO. They
should: (1) be responsible for interacting with the teachers, barangay representatives, and other
stakeholders to acquire the various materials and resources needed by the learners (i.e., modules
or textbooks); (2) regularly check the child’s workweek plan and make sure that the learners stick
to their schedule; (3) prepare a conducive learning study space for the learner; and (4) give
appropriate praises, encouragement and rewards to heighten their child’s motivation to learn.
Accordingly, the National Education Association (NEA), remarked that partnerships with
parents, families, communities, and other stakeholders are essential to quality public education and
success of the learners. They also realize that the learning occurs within the family and contributes
to school success, and so it needs to give greater recognition and support to these collaborative
efforts (Witherspoon, Gary et al, 2011).
It takes a village to raise a child. Stronger communities are needed more than ever,
especially this pandemic. With this, it is expected that the school, home and community shall
meet halfway to resolve the learners’ poor academic performance in school, considering that
presently, it has become an alarming problem in educational institutions.
Polanco NHS just like other Secondary Schools of the Division of Zamboanga del Norte
prefers the use of the Printed Modules to facilitate learning to its almost two thousand students.
Unfortunately, Grade 10 – Section Emerald of Polanco NHS has recorded a very low academic
record of _____ % for the first quarter of school year 2020-2021.
With this existing problem on poor academic performance, this study entitled “Identifying
Factors Affecting Academic Performance of Polanco NHS Students in Modular Learning
Modality” is conducted to find out the factors affecting their academic performance.
The result of this study will be utilized to enhance the School Remediation Program, thus,
improving students’ academic and skills performance.
REVIEW OF RELATED LITERATURE
Factors Affecting Academic Performance
Education plays a vital role in the life of a student. No matter what the situation would be,
education must continue, that fact is echoed by our DepEd Secretary Leonor Magtulis Briones.
The advent of the COVID- 19 ushered the new normal conduct of business and dealing with each
other, including educational setting.
As reiterated in the Learning Delivery Modalities Course, LDM Course 2 for Teachers
( 2020), in the face of the continuing health threat, Department of Education (DepEd ) formulated
the Basic Education Learning Continuity Plan (LCP) to put into motion the marching orders of
the Secretary: ensure that learning continues while guaranteeing the health, safety , and well-being
of all learners, teachers, and other DepEd employees.
There are several learning delivery modalities acceptable to deal with when Face- to- Face
Learning is not possible; Modular Distance Learning (MDL), Online Distance Learning (ODL),
TV-Based Instructions/ Radio-Based Instructions ( TVBI/RBI), and Blended Distance Learning
(BDL). Since many barangays comprising the municipality of Polanco has slow internet
connectivity, thus, Modular Learning Delivery Modality is adapted.
A study of Mark M. Alipio of Davao Doctors College entitled “ Education during COVID
-era: are learners in a less economically developed country ready for e-learning” revealed that most
of the respondents answered NO in all learning readiness items. His implications in his studies
stated that school officials may first address the lack of digital skills among students and formulate
programs that would capacitate them. The possible shift for e-learning should be considered if
financial, operational, and internet connectivity issues of learners in the low-income sectors and
rural areas are addressed. Most strategic planning and quality management mechanisms should be
directed towards an equitable and inclusive education without undermining quality learning. Thus,
adapting modular learning delivery is deem appropriate.
According to Sadia Sadiq of National University of Modern Languages, Islamabad (2014)
modular learning is a new approach in classroom setting. The system of getting in modules has
turned into a piece of all level instructions. Teaching through module is a self- taking in bundle
managing one topic/unit. It could be utilized within any setting helpful to the learner and may be
finished at the learner’s own pace. It is free self -learning style in which immediate reinforcement,
feedback is provided to practice exercises which motivates the students and create interest in them.
It is a way where students could learn in their own way.
Modular teaching is one of the most widespread and recognized teaching learning
techniques in many countries including other Western countries and Asian region. It considers the
individual differences among the learners which necessitates the planning for adoption of the most
appropriate teaching techniques to help the individual grow and develop at his/her own pace (
Kandarp Sejpal, 2013).
As students learn through Modular Distance Learning (MDL), the primary role of the
teachers and school leaders is to ensure that students could learn through this effectively. It is thus,
the teacher’s concern to take a deeper assessment of the academic performance as they go through
it, and the factors affecting it.
There are lots of factors that could affect the academic performance of the students. Most
students had a lot of responsibilities and spent less time in studying, coupled with inadequate
guidance in the distance mode of education. Aside from that, support service is very important as
far as academic performance is concerned. It showed that students who have supportive facilitators
tend to perform higher and therefore this has a positive relationship on the students’ performance.
(Said Abdullah Lukwekwe,2015)
The major contributing factors for the failure of students in the academic program offered
through distance learning were the lack of guidance, unfamiliarity of the study system, and
difficulty in changing over from conventional classroom teaching to self-learning. Further,
students may be guided by irrelevant factors in selecting a most fitting study program for their
capabilities and background, but they should have continuous untiring commitment and self-
motivation to come to the same status as those who have good academic backgrounds. ( Said
Abdullah Lukwekwe,2015).
Mobile learning as an innovative instructional pedagogy plays critical role in assisting
students to become efficacious in developing complex mental frameworks and understand the
content accurately ( Males, Bate, & Macnish,2017; Ng & Nicholas ,2013). Thomas and Orthober
(2011) and Huang, Lin, and Cheng (2010) established positive association between suitable use of
mobile technology and learner’s configuration headed to learning along with educational
achievements. Students tend to score high who incorporate mobile devices for learning than those
who acquire knowledge through traditional textbooks (Wilkinson & Barter, 2016). Incorporating
mobile learning in modular learning delivery can be very useful for students to learn at their own
pace. Thus, there is really a need for stable internet connection and enough load allowance for the
students to have a better modular learning due to incorporation of mobile learning. Without stable
internet connectivity, lack of gadget, and even lack of load allowance can be a great hindrance as
to learning process and academic performance is concerned.
According to Aleema Shuja , et. al. ( 2019) of The University of Lahore, Pakistan,
analyzing the pros of digitized mobile enabled teaching and impact on students’ performance is
an ever demanding domain of study and will remain emerging while the technology advancements
continue to take place. Several factors present favorable future avenues of using mobile learning
especially in terms of innovation.
According to Patricia Brazil Arinto (2016) International Review in Distance and Open
Learning, A thing to also consider in the effective delivery of the distance learning in the
Philippines is the school’s preparedness with regards to equipment and facilities and the
availability of various technologies. Schools having limited technologies are not ready for the
implementation of online education and that virtual teaching can be successful in schools having
a technical environment and support. It is proven imperially that student involvement serves as a
driver of favorable student outcomes which include student’s retention, learning, and development,
and superior student performance ( Arinto, 2016).
Other factor to consider were poorly designed instructional materials that were not
interactive, inadequate academic support and apathy to ICT. ( Arinto, 2016).Some of the key
individual challenges faced are lack of ICT skills, financial constraints, and work-study family
equilibrium ( Arinto, 2016).
According to Ronnie E. Baticulon, MD et.al. of the Department of Anatomy, University of
the Philippines( 2020) in his research entitled Barriers to online learning of COVID-19: A national
survey of medical students in the Philippines, barriers to online learning amidst this pandemic are
in five categories: technological, individual, domestic, institutional, and community barriers. Most
frequently encountered were difficulty adjusting learning styles, having to perform responsibilities
at home, and poor communication between educators and learners.
Felicisimo V. Wenceslao, Jr. of the Institute of Information and Computer Studies,
Northern Iloilo Polytecnic College, Estancia, Iloilo, Philippines, (2015 ) in his research entitled A
Comparative Study on the Effectiveness of e-Learning Technologies Used in the Blended Learning
Approach stated that there are many different ways of learning, and teaching is only one of them.
Hence, the objective of education is learning, not teaching. In the educational process, students
must be given wide learning opportunities allowing them the freedom to decide which they could
choose or even projects they could experiment to further enhance their level of understanding.
Unfortunately, many of the activities in schools allow students to acquire various learning in
almost the same way. Students should learn at a very early age that “learning how to learn” is
largely their responsibility. This will promote the idea of life-long learning.
Carbonilla Gorra , Virginia and Bhati, Shyam S. “Student’s Perception on the use of
technology in the classroom at higher education institutions in Philippines,” ( 2016) Faculty of
Business Surigao State College of Technology in their study, students perception on positive and
negative consequences were observed. The most observed positive consequences were instant
chatting, lesson inquiry about assignments, sending and receiving e-mails, research through
surfing the net, including data gathering by downloading files and sharing cultural experiences
with others through internet. Among the negative consequences listed by students were accessing
social media websites like face book, twitter etc. during class hours, playing games, playing music,
answering the returning calls, and downloading and using copyrighted materials. It is further
observed that incidence of positive and negative consequences varies with the use of technology.
In line with modular learning, these can also be positive and negative consequences as
students learn while staying at home. Such negative and positive consequences must also be taken
into consideration for a meaningful modular learning to occur.
According to Agnes Nogueira Gossenheimer , et. al ,the advantages of teaching by way of
distance classes are often readily apparent, particularly with regard to student access and
availability, but there are some drawbacks . Students cannot develop the socialization and
interpersonal skills that normally accompany traditional learning methods. The daily interaction
with faculty and peers can also be lost.
RESEARCH QUESTIONS
The study aimed to find out the factors affecting the academic performance of Polanco
NHS Students in the Modular Learning Modality, during the First Quarter of School Year 2020
– 2021.
Specifically, the study sought answers to the following questions;
1. What are the common factors affecting the academic performance of the respondents?
2. How do the respondents rate the factors affecting their academic performance?
3. What is the level of academic performance
of the respondents in all learning areas?
4. Is there a significant relationship between the factors affecting academic performance
and their level of performance?
SCOPE AND LIMITATION
This study is limited to find out the factors affecting the academic performance of the
Students of Polanco National High School (Main) in the Modular Learning Modality for the first
quarter of the school year 2020-2021. It focused on identifying the factors that contribute to the
poor academic performance. The Research Respondents are the Grade 10 – Emerald Students of
the aforementioned school.
V. Methodology
a. Sampling
There were 63 respondents from Grade 10-Section Emerald, consisting of 30 Males and
33 Females.
Table 1 Respondents of the Study
Grade Level & Section
Male
Female
10 - Emerald
30
33
Total
63
b. Data Collection
The researchers sent and administered the instrument extracted from the “Household
Capacity and Access to Distance Learning Enrolment and Survey Form” to the respondents
through their parents. After the respondents have answered the questionnaires, these were
immediately retrieved. The responses were tallied, computed and interpreted employing the
appropriate statistical tools.
DISCUSSION OF RESULTS AND RECOMMENDATION
This part presents the data in tabular form. The data were analyzed and interpreted to
answer the specific questions of the study.
Question No. 1 What are the common factors affecting the academic performance of the
respondents?
Table 2 Factors Affecting Academic Performance
Factors Affecting Academic Performance
A. Environmental Factors
1. No or lack of available space
2. Poor lighting and ventilation system
3. Distractions such as playing of music, shouting, blowing of horns and etc.
B. Psychological Factors
1. Fear of being infected with Corona Virus
2. Difficulty in doing independent learning
3. Affected by family conflict
C. Physical Factors
1. Needing medical check-up
2. Conflict with other activities (i.e. house chores)
3. Easily get bored or tired
D. Economic Factors
1. Lack of available gadget/equipment
2. Insufficient load/data allowance
3. Meager monthly income of the family
Table 2 presents
the factors affecting academic performance as identified by the
respondents. It shows that these are related to the environmental, psychological, physical and
financial factors that will distract the learners’ focus in doing the activities designed for learning
and mastery.
This implies that social and economic status of the family is directly linked with students’
performance. The students’ academic performance plays an important role in producing the best
quality graduates who will become great leader and manpower for the country thus responsible for
the country’s economic and social development (Ali et al, 2009).
Pedrosa et. al (2006) in their study on social and educational background pointed out those
students who mostly come from deprived socio-economic and educational background performed
relatively better than others coming from higher social-economic and educational area. Eamon
(2005) “Those students usually come out from low socio-economic status or area show low
performance in studies and obtained low scores as compared to the other students or their counter
parts”.
Noble (2006), students’ academic accomplishments and activities, perceptions of their
coping strategies and positive attributions, and background characteristics (i.e., family income,
parents’ level of education, guidance from parents and number of negative situations in the home)
were indirectly related to their composite scores, through academic achievement in high school.
The students face a lot of problems in developing positive study attitudes and study habits.
Guidance is of the factor through which a student can improve his study attitudes and study habits
and is directly proportional to academic achievement. The students who are properly guided by
their parents have performed well in the exams. The guidance from the teacher also affects the student
performance. The guidance from the parents and the teachers indirectly affect the performance of
the students (Hussain, 2006).
18
Question No. 2
performance?
How do the respondents rate the factors affecting their academic
Table 3. Frequency of Environmental Factors Affecting Academic Performance
Environmental Factors
Description
1.No or lack of available space
Average Weighted
Value
3.01
2. Poor lighting and ventilation
4.08
Always
3. Distractions such as playing of music,
shouting, blowing of horns and etc.
3.20
Often
3.43
Often
Mean
Often
Table 3 shows the frequency of the environmental factors affecting academic performance
as rated by the students. It shows that the highest item rated by the students was item number 4.
Poor lighting and ventilation which obtained an average weighted value of 4.08. The lowest item
rated was number 5. The item is “No or lack or available space”, also affects their academic
performance. It obtained an average weighted value of 3.01 described as often. The mean of 3.43
is described as often as rated by the respondents.
The findings mean that students have different environmental situations as manifested in
the frequency of factors affecting their academic performance. This implies that excellent
academic performance can be achieved through the combined actions of the students, teachers,
parents and community to resolve these factors.
According to Osunloye (2008), children’s home environment can either accelerate or
hinder academic achievement. Particularly, a home influences children at the most vital time of
life because the children often see the parents, siblings and things in their immediate environment
as the most significant. Therefore, home environment becomes a significant factor for learning and
development of children.
C.Ajila and A.Otutola (Ajila, Otutola, 2000) stated that parents of all classes realized the
importance of education. They also pointed out that different families create environment that
influences children’s intellectual growth and educational motivation in different ways. The
function of the family among others includes rearing, protecting and educating the children and
such function can be performed in the home, thus a home is an essential agent of education.
Table 4. Frequency of Psychological Factors Affecting Academic Performance
Average Weighted
Value
Description
Psychological Factors
1. Fear of being infected with Corona Virus
3.39
Often
2. Difficulty in doing independent learning
3.19
Often
3. Affected by family conflict
2.98
Sometimes
3.19
Often
Mean
Table 5. Frequency of Physical Factors Affecting Academic Performance
Average Weighted
Value
Description
1. Need medical check-up
2.60
Sometimes
2. Conflict with other activities (i.e. house
chores)
3.14
Often
3. Easily get bored or tired
3.06
Often
2.92
Sometimes
Physical Factors
Mean
Table 6. Frequency of Financial Factors Affecting Academic Performance
Average Weighted
Value
Description
1. Lack of available
gadget/equipment
3.36
Often
2. Insufficient load/data allowance
3.79
Often
3. Meager Monthly Family Income
3.49
Often
3.54
Often
Financial Factors
Mean
Table 2 shows the frequency of the factors affecting academic performance as rated by the
students. It shows that the highest item rated by the students was factor number 3. Peer influence
affects their class attendance which obtained an average weighted value of 2.86. The lowest factor
rated was number 5. The factor is Treatment of teachers affects their class attendance. It obtained
an average weighted value of 1.71 described as rarely. The mean of 2.41 is described as rarely that
the frequency of factors affecting class attendance as rated by the students was rarely.
The findings mean that students have different situations in as manifested in the frequency
of factors affecting their academic performance. This implies that excellent academic performance
can be achieved through the combined actions of the students, teachers, parents and community
to resolve these factors.
A study conducted by ( Blank, 2012) dealt about the impact of School – Community
Collaboration reveals that schools do not exist in isolation and they cannot do it alone. To ensure
excellent academic performance, the learners physical, social, economic, and family needs, as
well as their academic needs must be met. They need the support and help of the whole community.
The often heard statement, ‘It takes a village to raise a child,” is very true.
Dr. Lourdes Servito, Schools Division Superintendent of San Carlos City, Pangasinan,
clarifies that parents and guardians will face various challenges in fulfilling their roles. They
should: (1) be responsible for interacting with the teachers, barangay representatives, and other
stakeholders to acquire the various materials and resources needed by the learners (i.e., modules
or textbooks); (2) regularly check the child’s workweek plan and make sure that the learners stick
to their schedule; (3) prepare a conducive learning study space for the learner; and (4) give
appropriate praises, encouragement and rewards to heighten their child’s motivation to learn.
Operationally, a collaboration is defined by its functions. Family, community and school
connections may be made to pursue variety of functions. These include enhancing how existing
resources are used, generating new resources, improving communication, and much more (
Adelman, H. et. al, 2007).
Question No. 3 What is the level of academic performance of the respondents in all learning
areas?
Table 7 Level of Academic Performance of the Respondents
Learning Areas
Average Weighted Value
Description
Filipino
English
Mathematics
Science
Araling Panlipunan
TLE
MAPEH
ESP
Mean
Table 4 shows that ____ is the average grade of the male respondents, while, ____ is the
average grade of the female respondents. After combining their averages, it shows that ____ is the
general average of all respondents. The general average of ____ indicates that the respondents
have poor academic performance.
This implies that there is a direct link between that factors affecting academic performance
and the respondents grades. According to research, children living below the poverty threshold
are 1.3 times as likely as nonpoor children to experience learning disabilities and development
delays. The findings suggest that the effects of poverty on children’s cognitive development occur
early.
Children with specific difficulties, physical impairments, which can also bring cognitive
difficulties. They have very specific impediments to acquire knowledge, such as hearing, vision,
body integration.
This group also included students with poor school performance, leading to difficulties
very basic (for example from traumatic births, diseases, hospital income to months of life…), of
which no one has noticed at the time. In these cases, there is a clear cognitive deficit product of
poor integration of information for early failures in the ways of receiving and processing the same.
In relation with psychological factors, these children are physically but emotionally fragile.
Their psycho-emotional for various reasons, maturation has been affected. They have the skills,
resources, but they can not apply because they are blocked.
This situation can be punctual (loss of loved one, major changes at home, separation from
parents…) become chronic or something (bad atmosphere at home ever since).
Social factors include cases of children from families with very low purchasing power and
low cultural level. Small houses are steeped in an environment that has nothing to do with the
living in school, which may find it totally alien to their interest.
Broken home experience is a problem caused by parents to their children. The effect of it
on children makes them lose concentration in their studies and even make them lose interest in
learning.
Question No. 4 Is there a significant relationship between the level of factors affecting
academic performance and their level of performance?
Table 8
Test of Relationship Between the Environmental
Factors
and
Academic
Performance
Environmental
Factors
More Frequent
Academic Performance
Satisfactory Unsatisfactory
25
23
Total
Chi-Square
Value
Critical
Value (X2)
4.870*
3.841
48
Less Frequent
43
84
127
Total
68
107
175
Table 24 presents the test of relationship between school-community collaboration and
physical development of school in terms of independence. The two (2) variables yielded
significant results. The Pearson chi-square value of 4.870 and critical value of 3.841 shows a
significant relationship of the level of school-community collaboration and physical development
of school in terms of independence. The null hypothesis is rejected. This implies that when
stakeholders have a chance to function independently, they bring forth great accomplishments in
terms of physical development of the schools. School infrastructure projects and facilities are
constructed and maintained through the spirit of collaboration that exists and gives learners a
conducive place to grow and to become competitive.
This finding is supported by Asiabaka (2008) whose study revealed that schools exist for
the purpose of teaching and learning. Human and material resources ardeployed for this purpose.
School facilities are the material resources provided for staff and students to optimize their
productivity in the teaching and learning process. The realization that the transfer of knowledge
does not only take place in the four walls of the classroom from the teacher to the students but
rather that learning takes place through discovery, exploration, interaction with the internal and
external environment has necessitated the creative and innovative development of teaching and
learning facilities that reflect these changes. Schools exist to serve socio-economic and political
needs of the ever-changing society, consequently, they are in constant interaction with their
external environment. They receive inputs from the external environment in the form of human
and material resources, processes them and empty same into the society as finished products and
services. The quality of the products bears a direct relationship with the quality of the facilities
deployed in the process of the production. This demands that
state of the art facilities are provided in schools to prepare school leavers for life in the global
village.
Table 9 Test of Relationship Between the Psychological Factors and Academic Performance
Psychological
Factors
More Frequent
Academic Performance
Satisfactory Unsatisfactory
25
23
Total
Chi-Square
Value
Critical
Value (X2)
4.870*
3.841
48
Less Frequent
43
84
127
Total
68
107
175
Table 24 presents the test of relationship between school-community collaboration and
physical development of school in terms of independence. The two (2) variables yielded
significant results. The Pearson chi-square value of 4.870 and critical value of 3.841 shows a
significant relationship of the level of school-community collaboration and physical development
of school in terms of independence. The null hypothesis is rejected. This implies that when
stakeholders have a chance to function independently, they bring forth great accomplishments in
terms of physical development of the schools. School infrastructure projects and facilities are
constructed and maintained through the spirit of collaboration that exists and gives learners a
conducive place to grow and to become competitive.
This finding is supported by Asiabaka (2008) whose study revealed that schools exist for
the purpose of teaching and learning. Human and material resources ardeployed for this purpose.
School facilities are the material resources provided for staff and students to optimize their
productivity in the teaching and learning process. The realization that the transfer of knowledge
does not only take place in the four walls of the classroom from the teacher to the students but
rather that learning takes place through discovery, exploration, interaction with the internal and
external environment has necessitated the creative and innovative development of teaching and
learning facilities that reflect these changes. Schools exist to serve socio-economic and political
needs of the ever-changing society, consequently, they are in constant interaction with their
external environment. They receive inputs from the external environment in the form of human
and material resources, processes them and empty same into the society as finished products and
services. The quality of the products bears a direct relationship with the quality of the facilities
deployed in the process of the production. This demands that
state of the art facilities are provided in schools to prepare school leavers for life in the global
village.
Table 10 Test of Relationship Between the Physical Factors and Academic Performance
Physical Factors
More Frequent
Academic Performance
Satisfactory Unsatisfactory
25
23
Total
Chi-Square
Value
Critical
Value (X2)
4.870*
3.841
48
Less Frequent
43
84
127
Total
68
107
175
Table 24 presents the test of relationship between school-community collaboration and
physical development of school in terms of independence. The two (2) variables yielded
significant results. The Pearson chi-square value of 4.870 and critical value of 3.841 shows a
significant relationship of the level of school-community collaboration and physical development
of school in terms of independence. The null hypothesis is rejected. This implies that when
stakeholders have a chance to function independently, they bring forth great accomplishments in
terms of physical development of the schools. School infrastructure projects and facilities are
constructed and maintained through the spirit of collaboration that exists and gives learners a
conducive place to grow and to become competitive.
This finding is supported by Asiabaka (2008) whose study revealed that schools exist for
the purpose of teaching and learning. Human and material resources are deployed for this purpose.
School facilities are the material resources provided for staff and students to optimize their
productivity in the teaching and learning process. The realization that the transfer of knowledge
does not only take place in the four walls of the classroom from the teacher to the students but
rather that learning takes place through discovery, exploration, interaction with the internal and
external environment has necessitated the creative and innovative development of teaching and
learning facilities that reflect these changes. Schools exist to serve socio-economic and political
needs of the ever-changing society, consequently, they are in constant interaction with their
external environment. They receive inputs from the external environment in the form of human
and material resources, processes them and empty same into the society as finished products and
services. The quality of the products bears a direct relationship with the quality of the facilities
deployed in the process of the production. This demands that
state of the art facilities are provided in schools to prepare school leavers for life in the global
village.
Table 11 Test of Relationship Between the Financial Factors and Academic Performance
Physical Factors
More Frequent
Academic Performance
Satisfactory Unsatisfactory
25
23
Total
Chi-Square
Value
Critical
Value (X2)
4.870*
3.841
48
Less Frequent
43
84
127
Total
68
107
175
Findings
1.The mean of 3.43 which is described as sometimes showed that the frequency of the
factors affecting class attendance occurred sometimes as manifested or evident as rated by
students, teachers and parents. The findings mean that students, teachers and parents alike have
different perceptions in relation with the frequency of factors affecting class attendance. This
implies that attendance improvement can be achieved through the combined actions of the
students, teachers and parents.
2. Table 3 shows the average daily attendance per month from June-October in each year
level. It reflects that Grade 7 has an average of 43.61; Grade 8; 40.11, Grade 9; 49.02 and Grade
10; 39.22. It further reflects that Grade 9 has the highest average daily attendance, while; Grade
10 has the lowest average daily attendance. The over-all average of the four grade levels is43.0.
3. Table 3 presents the percentage of attendance per month from June-October in each year
level. It reflects that Grade 7 has an average percentage of 72.58; Grade 8; 77.21, Grade 9; 79.49
and Grade 10; 84.44. The over-all average of the percentage of attendance is 78.43.
Conclusions
The students, teachers and parents’differ significantly in their perception of the frequency
of factors affecting class attendance. That despite of differences in perceptions to the frequency of
factors affecting class attendance they still manage to improve class attendance during
implementation phase. This manifests that their functions are geared towards the progress of the
learners concerned.
Recommendations
1. The School head/administration should find strategies to improve class attendance
through the school attendance improvement program implementation from sometimes to
rarely if not never. This could be done through regular checking and monitoring of SF2
reports and meetings with teachers and parents. This goal is half-way achieved with the
manifested commitment, enthusiasm and participation of students, teachers and parents in
the class improvement program.
2. Teachers must be futuristic and take advantage of the parents passion for cooperation
because in the factors affecting class attendance; the parents perceived it as sometimes in
terms of frequency.
3. The students must fully understand the advantages of being always present in the class that
will lead to better academic and non-academic performance.
4. The School head and teachers in discharging their functions must attract students to spend
more time, efforts and skills to establish desirable existence in school. Classrooms to
become class-homes where the learners feel comfortable and focused. Make the school a
safe and conducive place for the learners to stay and study with the presence and
availability of knowledgeable people to maintain the condition of school facilities.
Learners shall be motivated to stay inside the school campus, instead of going out to look
for a safe place to stay.
5. School head to monitor and counter balance small gaps on the school class attendance
improvement program. Its implementation should be maximized or at least sustained.
6. The parents to establish a more encouraging relationship with the school through their
cooperation to the class attendance improvement program. They must have a collective and
strong attachment to the school administration and teachers and be involved in planning.
DISSEMINATION AND ADVOCACY PLANS
School-Based Action Research Forum will be conducted and the faculty and staff of
Polanco
NHS will be invited for dissemination purposes..
District wide dissemination will be done also through the district supervisor who will
schedule the date and venue of the forum.
Division wide dissemination will be done through the concerned focal person who will
schedule the date and venue of the forum.
REFERENCES
Alipio, Mark (2020) : Education during COVID-19 era: are learners in a less economically
developed country ready for e-learning?, ZBW -Leibniz Information Center for Economics, Kiel
Hamburg.
Arinto, Patricia Brazil (2016) International Review in Distance and Open Learning
Baticulon, Ronnie E. M.D. , et.al. (2020) “ Barriers to online learning in the time of COVID-19:
A national survey of medical students in the Philippines” Department of Anatomy, University of
the Philippines College of Medicine, Manila, Philippines.
Carbonilla Gorra, Virginia and Bhati, Shyam S. , “Students perception on the use of technology
in the classroom at higher education institution in the Philippines” ( 2016) Faculty of Business –
Papers ( Archive) , 874.
Nortvig, A.M. , Petersen, A. K. and Balle ,S.H. ,(2018) A literature review of the factors
influencing E-Learning and Blended Learning in Relation to Learning Outcome , Student
Satisfaction and Engagement . The electronic Journal of e-Learning 16(10, pp. 46-55.
Gossenheimer AN, Bem T, Carneiro MLF, de Castro MS (2017) Impact on distance education
on academic performance in a pharmaceutical care course. PLoS ONE 12(4): e0175117
Lukwekwe,Said Abdallah ( 2015) “ Factors affecting students’ performance in open and
distance learning: a case study of Kinondoni Regional Center” Open University of Tanzania.
Carrol Norman, Burke Molly, (2010) “ Learning effectiveness using different teaching
modalities” Dominican University, American Journal of Business Education – December 2010
Sadiq Sadia, Zamir Shazia ( 2014) “ Effectiveness of modular approach in teaching at
university level” Journal of Education and Practice, Vol 5,No.17, 2014.
Shuja,A., Qureshi,I. A. , Schaeffer, D.M., & Zareen, M. (2019). Effect of m-learning on
students’ academic performance mediated by facilitation discourse and flexibility. Knowledge
Management & E- Learning, 11 (2),
158-200.
Wenceslao, Felicisimo Jr. V. ( 2015) “ Comparative study on the effectiveness of e-learning
technologies used in the blended learning approach”. International Journal of Innovative Science,
Engineering and Technology, Vol. 2 Issue 11, November 2015.
Department of Education Order No. 21, s. 2019, Policy Guidelines on the K to 12 Basic Education
Program, www.deped.gov.ph
Maganga, J. (2016). Factors Affecting Sudents’ Academic Performance: A Case Study of Public
Secondary Schools in Ilala District, Dar-Es-Salaam, Tanzania. Unpublished.
FINANCIAL SUPPORT
RESEARCH TASK/ACTIVITY
BUDGET
SOURCE OF
FUNDS
Downloading of Research Topics and
Contents ( Internet Load)
200.
MOOE
Printing of Questionnaires and etc. ( Ink )
1000.
MOOE
Bond Papers ( 1 ream short size )
155.
MOOE
Total
P 1,155.00
MOOE