Republic of the Philippines

Department of Education
SCHOOLS DIVISION OF PALAWAN
_____________________________________________________________________________________________________________
OFFICE OF THE SCHOOLS DIVISION SUPERINTENDENT

ANNEX 1: Research Proposal Application Form and Endorsement of

Immediate Supervisor

A. RESEARCH INFORMATION

RESEARCH TITLE

THE EFFECT OF MODULAR DISTANCE LEARNING ON THE MATHEMATICS

PERFORMANCE OF THE GRADES I-III PUPILS IN SALVACION ELEMENTARY
SCHOOL
SHORT DESCRIPTION OF THE RESEARCH

This study seeks to know the effects of modular distance learning due to
pandemic in the Mathematics performances of Grades I-III pupils in Salvacion
Elementary School.

RESEARCH CATEGORY (check only RESEARCH AGENDA CATEGORY

one) (check only one main research theme)
( ) National (/) Teaching and Learning
( ) Region ( ) Child Protection
(
) Schools Division ( ) Human Resource Development
() District ( ) Governance
( /) School (check up to one cross-cutting theme, if
applicable)
( ) DRRM
(check only one) ( ) Gender and Development
(/
) Action Research (/) Inclusive Education
( ) Basic Research
( ) Others (please specify):

FUND SOURCE (e.g.

SERF, AMOUNT
SEF, others)*
DEPED Php 6,180.00

TOTAL AMOUNT
*indicate also if proponent will use personal funds

B. PROPONENT INFORMATION
LEAD PROPONENT I INDIVIDUAL PROPONENT
LAST NAME: FIRST NAME: MIDDLE NAME:
ALBAG MELMARK CABAGSANG
BIRTHDATE POSITION I
(MM/DD/YYYY) SEX: DESIGNATION:
09/17/1982 M TEACHER I

REGION I DIVISION I SCHOOL (whichever is applicable)

IVB-MIMAROPA/PALAWAN/SALVACION ELEMENTARY SCHOOL
CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:

09266953636 melmark.albag0001@deped.gov.ph

EDUCATIONAL ATTAINMENT TITLE OF THESIS I RELATED RESEARCH PROJECT

(DEGREE TITLE)
enumerate from bachelor's THE MANIPULATION AND FAMILLIARIZATION OF
degree up to doctorate degree SCHOOL LIBRARY OF PUPILS AT CLAUDIO SANDOVAL
ELEMENTARY SCHOOL
BEED-English

MMEM (24 units)

SIGNATURE OF PROPONENT:

PROPONENT 2

LAST NAME: FIRST NAME: MIDDLE NAME:

BACONES MA. ELOISA TEJADA

BIRTHDATE (MM/DD/YYYY) SEX: POSITION DESIGNATION:

04/02/1967 F MASTER TEACHER II

REGION I DIVISION I SCHOOL (whichever is applicable)

MIMAROPA/PALAWAN/SALVACIONELEMENTARY SCHOOL
EMAIL
CONTACT NUMBER 1: CONTACT NUMBER 2: ADDRESS:

09157882183 09276036982 ma.eloisa.bacones0001@deped.gov.ph

EDUCATIONAL ATTAINMENT TITLE OF THESIS I RELATED RESEARCH PROJECT
(DEGREE TITLE)
enumerate from bachelor's (NO THESIS DURING COLLEGE)
degree up to doctorate degree
BEED-PHYYSICAL EDUCATION,
SPORTS STREAM

Master in Educational
Management (28 units)
 SIGNATURE OF PROPONENT:

PROPONENT 3
LAST NAME: FIRST NAME: MIDDLE NAME:

TABAGO ELEANOR RAMOS

BIRTHDATE
(MM/DD/YYYY) SEX: POSITION I DESIGNATION:
MASTER
12/01/1957 F TEACHER I
REGION I DIVISION I SCHOOL (whichever is applicable)
MIMAROPA/PALAWAN/SALVACION ELEMENTARY SCHOOL
CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:

Eleano.tabago0001@deped.go
09216882158 v.ph
EDUCATIONAL ATTAINMENT TITLE OF THESIS I RELATED RESEARCH
PROJECT (DEGREE TITLE)
BSEED-FILIPINO
(NO THESIS DURING COLLEGE)
MASTERS IN EDUCATIONAL
MANAGEMENT (26 units)

SIGNATURE OF PROPONENT:

IMMEDIATE SUPERVISOR'S CONFORME

I hereby endorse the attached research proposal. I certify that the proponent/s
has/have the capacity to implement a research study without compromising his/her
office functions.

` ARIEL P. GASPAY, Ph.D.

Name and Signature of Immediate Supervisor
Position I Designation: -------PSDS
Date: --------02/23/2021

DR. NATIVIDAD P. BAYUBAY, CESO VI

Name and Signature of Immediate Supervisor
Position I Designation: ------ Schools Division Superintendent
Date: --------02/10/2020
ANNEX 2:

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. I/We, MELMARK C. ALBAG, MA. ELOISA T. BACONES and ELEANOR R.

TABAGO understand that conflict of interest refers to situations in which financial
or other personal considerations may compromise our judgement in evaluating,
conducting, or reporting research.

2. I/We hereby declare that we do not have any personal conflict of interest that
may arise from our application and submission of our research proposal. We
understand that our research proposal may be returned to us if found out that
there is conflict of interest during the initial screening as per (insert RMG
provision).

3. Further, in case in any form of conflict of interest (possible or actual) which may
inadvertently emerge during the conduct our research, we will duly report it to the
research committee for immediate action.

4. I/We understand that we may be held accountable by the Department of

Education and (insert grant mechanism) for any conflict of interest which we have
intentionally concealed.

LEAD PROPONENT 1: MELMARK C. ALBAG

SIGNATURE: __________
DATE: 02/10/20

PROPONENT 2: ELOISA T. BACONES

SIGNATURE: _____________
DATE: 02/10/20

PROPONENT 3: ELEANOR R. TABAGO

SIGNATURE: _________________________
DATE: 02/10/20
ANNEX 3:

DECLARATION OF ANTI-PLAGIARISM

1. I/We, MELMARK C. ALBAG, MA. ELOISA T. BACONES and ELEANOR R.

TABAGO understand that plagiarism is the act of taking and using another’s
ideas and works and passing them off as one’s of. These includes explicitly
copying the whole work of another person and/or using some parts of their work
without proper acknowledge and referencing.

2. I/We hereby attest to the originality of this research proposal and has cited
properly all the references used. We further commit that all deliverables and the
final research study emanating from this proposal shall be of original content. We
shall use appropriate citations in referencing other works from various sources.

3. I/We understand that violations form this declarations and commitment shall be
subject to consequences and shall be dealt with accordingly by the Department
of Education and (insert grant mechanism).

LEAD PROPONENT 1: MELMARK C. ALBAG

SIGNATURE: __________
DATE: 02/10/20

PROPONENT 2: ELOISA T. BACONES

SIGNATURE: _____________
DATE: 02/10/20

PROPONENT 3: ELEANOR R. TABAGO

SIGNATURE: _________________________
DATE: 02/10/20
 Republic of the Philippines
Department of Education
MIMAROPA Region
Division of Palawan
BUSUANGA DISTRICT
Salvacion Elementary School

_____________________________________________________________________

A RESEARCH PROPOSAL ON

THE EFFECT OF MODULAR DISTANCE LEARNING ON THE MATHEMATICS

PERFORMANCE OF THE GRADES I-III PUPILS IN SALVACION ELEMENTARY
SCHOOL

Proponents:

Melmark C. Albag
Teacher I, Salavacion Elementary School
Schools Division Office-DepEd Palawan
melmark.albag0001@deped.gov.ph

Ma. Eloisa T. Bacones

Master Teacher II, Salvacion Elementary School
Schools Division Office-DepEd Palawan
maeloisatbacones@yahoo.com.ph

Eleanor R. Tabago
Master Teacher I, Salvacion Elementary School
Schools Division Office-DepEd Palawan
eleanorrtabago@yahoo.com.ph
 FEBRUARY 23, 2021
I. INTRODUCTION AND RATIONALE

The world was surprised of the outbreak of Covid19. It has greatly affected the

economy, the means of living and most of all in the education system. The world is

finding its means and planning new ways on what we call the new normal during the

Covid19 outbreak. Distance learning offers a solution to provide further education to

students during this crisis. Thus, there is a massive growth of online classes since this

March of 2020 (Impey 2020). Impey cited that coursera, offers MOOC’s or massive

open online classes has skyrocketed to 640% of growth from middle to March to middle

of April compared to the same period of last year. Impey (2020) believes that this surge

of online classes is because of educators being force due to pandemic and students are

in-risk for face-to-face instruction.

Distance learning amidst the corona virus outbreak has become part of the “new

normal”. Each facilitator knows that math teaching is more than just direct instruction,

use of online videos and numerous practice on problems virtually according to Wills

(2020). Hence, distance learning is the separation between the learners and the

facilitators by space. To realize the learning process, distance learning attempts to

artificially present the lecturers in the student with the use of technology.

In a recent study by Sugilar (2019), he concluded that there is a need for

independent learning skills to be mastered who study in distance learning as these skills

can be trained. He also concluded that mathematical learning materials should be

arranged in particular such as in modules. This module overcomes various initial

abilities of students and it can be mastered by previous learning experiences. Kaino

(2012) concluded in his study poor performance in higher levels does not reflect the

quality in the course being offered. The author recommended the use of ODL

resources, using the current technology to supplement the means of delivery of every

module.

This study seeks to know the effects of modular distance learning in the

performance of Mathematics pupils of Salvacion Elementary School. The purpose of

this study is to know the effectivity of modular distance learning and determine the

results of the pre-test and post-test assessment during the course of this study. The

result of the assessment determines the effects of modular distance learning in the

performance of the students.

II. REVIEW OF RELATED LITERATURE

This chapter will present the review of related Literature and studies. Through the

outbreak of Covid19, the world has to adopt on virtual education. The researchers aim

to know the effects of modular distance learning in the Mathematics performance.

ROUTINARY ACTIVITIES

Distance learning during this pandemic could be very difficult as not all students

have the capability to access the internet and the devices needed. Yet there are proven

instructional strategies that would help facilitator design and deliver meaningful learning

experiences that could work in distance learning. This includes Individual Think Time,

Turn and Talks, and four R’s which include repeat, rephrase, reword and record. Hence,

these pupils will be engaged in Mathematical thinking.

Individual Think Time activity gives the opportunity to think about the concept in the

Math problem and work on the problem privately. This needs to be done before
discussing the problem with their partner or groups for discussion. This activity gives the

pupils the opportunity to makes sense on what is the problem all about, give them time

to think and gather their thoughts and questions. The turn and talks activity gives the

pupils the moment to share their Mathematical thinking ideas with a partner. Partner

could be their sister, parents or guardians. This helps develop every pupil to think,

speak and develop language. The 4 r’s helps the pupils to process and to clearly

understand the Mathematical ideas and language.

In a blog published by Feedbackfruits.com, active learning in online classes should

use more interactive ways of learning which include the following activities: conceptual

mapping, collaborative writing, case-based instruction, brainstorming, cooperative

learning, simulation, project-based learning, role-playing and peer-teaching. There are

evidences that show on active learning which focused more likely on understanding and

other higher order role than that of knowledge retention. On another online article

published by Canvas Network, they set guidelines for an effective management for an

online class. First is to set the tone and the level of expectations. Second, keep the

motivation level of the learner’s. Using the KISS (Keep it short and simple) would be a

great idea to chunk readings in smaller paragraphs that contains the main idea. Third,

keeping the content in a well-organized manner. And lastly, educators should manage

the forums of discussion. Educators should display course content activity for the week

and not for the entire semester to avoid being frustrated and overwhelmed on the pupils’

side.

According to Kirsch it is important that educators will consider the unique

instructional needs of students and home environments to promote equity. Some

educators have engaged students in a week long assignments rather than daily

assignments. Educators should have a strong communication channels. Compared to

in-classroom setting, educators do not have the same level of interaction during

modular distance learning. Therefore, it is important to find ways in maintaining

connections and to establish proper communication etiquette. Proper communication

etiquette is crucial to build relationships with students ensuring their voices are heard.

As Mathematics teacher, it is difficult to deliver content of the subject due to its

inherent features, namely abstraction, prerequisites and technicalities which can fall to

lack of motivation. According to Orcos et al. (2019), this stimulus can be improved by

increasing efficiency of mathematical learning in the during the first levels. Teaching

material is an important aspect in the modular distance learning. The former teaching

strategy pays attention to the pupils but modular distance learning is a home study

where there is little or no face to face interaction between the pupils and the teacher.

III. SCOPE AND DELIMITATION

This research used quantitative methodology by undertaking a pre-test and post-test

exam to collect data from the target respondents. The groups\ in this study is the

Grades I-III pupils of Public Elementary School of Salvacion Elementary School. This

study aims to evaluate the students’ performance to sought the effects of modular

distance learning.

For the sampling method, the researchers chose the nonprobability-convenience

sampling procedure due to the availability of the Grades I-III pupils and that they fit to

the characteristics needed in this study.

IV. THEORETICAL FRAMEWORK

 This study aims to figure out the effects of modular distance learning in the

performance of students. A recent theory of distance learning credited to Moore’s is

anchored in this study. “Model of Transactional Distance” connotes the interplay of the

environment, the persons/individuals and the behavioral pattern in a situation. Moore

highlighted that the temporal and spatial separation are important in the transactional

distance learning as it creates a special psychological and space in communication. He

suggested the use of multilayered dialogues between the student and facilitator.

Moore identified three interactive components of distance learning. First is the

dialogue which is the interaction between the teacher and the student. Second,

structure which refers to the design of the learning materials. Third is autonomy, which

refers to the degree of student’s self-pace learning. He argued that teachers could

engage in a clearer interaction through telecommunications. Engaged learners in more

tight structured programs with maximum guidance, instructions and advices are

provided. In 1993, Vertecchi designed an organizational structure characterizing the role

of teacher in the distance education system. Designing, development and

implementation are accomplished by a single teacher. Designing where teachers outline

and define the learning goals, selects the technological tools and communication

systems. Development in preparing the content materials needed in the module. And

lastly, implementation which refers to communicating with students about the material

such as study materials and assignments. He argued that the success of online learning

project depends on the local design of the project and coordination of the internal

members with each specialization part.

 The researchers seek the effects of modular distance learning on the performance

of students by providing pre-test and post-test assessment. Shown below is the

theoretical framework of this study.

ROUTINARY
ACTIVITIES
EFFECTS OF MODULAR
a. Learning Materials
DISTANCE LEARNING IN THE

PERFORMANCEOF STUDENTS IN

________ ELEMENTARY SCHOOL

a. Pre-test
a. Pre-test score
b. Post-test
b. Post-test score

Figure 1. The Flow of the Study

V. THE CONCEPTUAL FRAMEWORK

As part of the immediate response in the current situation by the Covid19

outbreak, the entire world was put into quarantine and were really lock down. The

Department of Education as other parts of the world finds it mean to adopt to the new

normal of distance learning utilizing online class in the education system.

This study is designed to explore the activities conducted by the teacher during

online class. This is illustrated in the concept below.

Demographic Effects of Modular

profile of the Distance Learning
ROUTINARY
respondents
ACTIVITIES Results of
1.1 age
LEARNING a. Pre-test
 Figure 2. Schematic Diagram showing the Interplay of Variables in the Study

VI. STATEMENT OF THE PROBLEM

This study aims to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 Age;

1.2 Sex;

2. What constitutes a productive learning in a modular distance learning environment?

a. Routinary Activities

b. Learning Materials

3. What are the effects of modular distance learning on their grades?

a. Pre-test

b. Post-test

VII. RESEARCH DESIGN AND METHODOLOGY

This study will utilize the descriptive-survey in order to achieve the purpose of this

study which is to determine effects of modular distance learning on the Mathematics

performance of the pupils in the public elementary school of Salvacion Elementary

School. It is descriptive in a sense that the data obtained will be analyzed and

described.
 The researchers will use researcher-made checklists as their instruments. It will be

drawn from the researchers’ readings, previous studies and literature. The results will

be based on the survey, so that the researchers will be able to determine results of the

conducted survey. Graphs will be used to provide clear understanding of the data to be

presented which will answer the problem.

a. SAMPLING TECHNIQUE

The researchers will deploy the nonprobability-convenience sampling procedure

due to the availability of the Grades I-III pupils and that they fit to the characteristics

needed in this study. Convenience sampling refers to individuals who are accessible to

the researchers.

b. RESEARCH INSTRUMENT

The researcher will deploy questionnaires with two parts. The first part is a survey

in a checklist form and the second part consists of the pre-test and post-test that would

determine the effects of modular distance learning on the Mathematics performance of

the Grades I-III pupils in Salvacion Elementary School.

c. RESEARCH PROCEDURE

The researchers will start this study by securing permission to conduct a

research survey on the effects of modular distance Learning on the Mathematics

Performance of the Pupils in the Public Elementary School of Salvacion Elementary

School. The purpose of this study, the method in administration of the research

instruments, the date and retrieval of the research instruments will be explained.
 After asking the permission to conduct the survey, the researchers will introduce

themselves to the respondents to establish rapport. The respondent will be informed

about the purpose of the study and the importance of the data that will be gathered from

the respondents. A researcher-made questionnaire will be utilized to get

information/data significant to the study’s objective and research questions. The

purpose of this study is to identify the effects of modular distance learning on the

Mathematics performance of the pupils thru the pre-test and post-test given to the

students.

d. STATISTICAL TREATMENT

The data gathered from the questionnaires will be collected and presented in

tables and to be statistically analyzed. The researchers will use descriptive statistics

such as frequency count; mean, percent and rank will be considered.

VIII.TIME TABLE/ GANTT CHART

This research will be planned and implemented in the school-year 2021-2022 in

second semester. Monitoring of the data stated will run within two (2) months as

required time-frame and it must be presented in January 2022. Description of

performance of activities is stated in the timeline below.

TASK MONTH 1 MONTH 2

PRE-IMPLEMENTATION W1 W2 W3 W4 W1 W2 W3 W4
a. Preparation of the Research
Proposal
b. Preparation of Letter Request
IMPLEMENTATION
a. Conduct of the Study Through a
Survey Instrument
POST IMPLEMENTATION
a. Data Gathering
b. Data Analysis
c. Preparation of the Research Report
 d. Dissemination of Findings

IX. COST ESTIMATE

The estimated costs of expenses for the research is clearly stated in the table

below. The budget for food has the highest amount because it would be intended for

the three research teachers for two weeks long of the research implementation. Budget

to be spent in this research will be coming from the MOOE of the school with the

approval of the school principal.

CATEGORY ITEM QUANTITY PRICE TOTAL

Bond Paper 4 reams 270 ₱1,080.00
(A4)
Folder 350 pcs. 10 ₱350.00
Ballpen 20 pcs. 15 ₱300.00
HARD COPY Printing 500 sheets 2 ₱1,000.00
SERVICES Load regular 600 ₱300.00
FOOD Snack drinks & 90 ₱450.00
(5-day sandwiches
budget, good Lunch servings 300 ₱1,500.00
for 3 persons) Dinner servings 240 ₱1,200.00
TRAVEL
EXPENSES
(5 days,2 Fare 1 way 10 ₱300
ways/day)
TOTAL COSTS = ₱6,180.00

X. PLANS FOR DISSEMINATION AND ADVOCACY

If there will be another research to be conducted next year regarding the Effects

of Modular Distance Learning in the Performances of Grades I-II in the Public School of
Salvacion Elementary School, it must be probably including larger random sample.

Weekly assessment must be also conducted continuously within the research time

period. Different strategies must be introduced to evaluate effectiveness to reading

recovery. In order for the program to be more effective, consistency must be ensured

during the implementation. Although it is not proved with this research, it was observed

that the more contact with the respondents, the better improvement they have shown in

their performances.

XI. REFERENCES

Wills,T.,2020 November, Teaching Math at a Distance, Grades K-12

A Practical Guide to reach Remote Instruction. Retrieve from https:us.corwin.com/en-
us/nam/teaching-math-at-a-distance-grades-k-12/book276245

Sugilar (2019) Teaching Mathematics at a distance: learning from practices at

Universitas
Terbuka.1321(3)JournalofPhysicsConferenceSeries.67.https://iopscience.iop.org/article
/10.1088/1742-6596/1321/3/032081

Keemanik,G.,Lucenta(2020 September) Three Essential Strategies for Supporting

mathematical Thinking and Discourse during Distance Learning.
https://www.curriculumassociates.com/blog/three-essential-math-strategies-for-
distance-learning