CHAPTER II

Review of Related Literature

Introduction

As previous research findings, distance learning programs such as modular learning

modality can reach large audiences at long distances (Farrior & Gallagher, 2000). Miller and

King (2003) found that there were low completion rates with distance education students, with as

many as one-third of the students dropping out before completing the class. However, Cuellar

(2002) also identified many positive outcomes such as increased flexibility, no geographical

barriers, personalized learning and interaction among students. In addition to the positive and

negative issues listed above, there is also the concern on the differences of student academic

success between the modular distance learning and traditional instruction.

In this chapter, the first part discusses the academic performance of students in modular

distance learning and traditional instruction. The second part discusses the areas such as gender

and previous general average of students related to their academic performance. The third part

contains the synthesis which gives the summary of the literature review in the study.

Academic Performance in Modular Distance Learning and Traditional Instruction

Researchers have performed comparative studies that evaluated the types of learning

environments, traditional versus distance education. There are researchers that have performed

meta-analyses in an attempt to make sense of the abundant research performed on comparative

studies of modular distance learning and traditional on-campus learning. Bernard et al. (2004)

found that those students in distance education had slightly higher overall achievement than

those in traditional classrooms. Furthermore, achievement was higher for those students in an
asynchronous learning environment (modular distance learning) as opposed to those in a

synchronous learning environment (face-to-face). Students in a synchronous distance setting

preferred traditional classroom instruction more than those students in an asynchronous setting.

However, the retention rate was lower in the asynchronous setting as opposed to the synchronous

distance education setting (Bernard et al., 2004).

Another meta-analysis of more than 500 manuscripts was performed by Allen et al.

(2004). This researcher showed similar results to that found by Bernard et al. (2004) that students

in distance education courses performed slightly better than those in on-campus courses.

Nguyen and Zhang (2011) revealed that students believed there is more material to learn

and expended more time on the content for modular distance learning. However, students

missed the opportunity to ask questions real-time in distance education. Students believed they

learned sufficient knowledge in modular distance education to continue with other curriculum in

the same discipline but not to the extent that they learned more than the students enrolled in

traditional classes. Students perceived distance education to be more lenient and did not believe

that the grade in such modality reflected their true performance.

O'Neill and Sai (2014) found more than 58% of students enrolled in the traditional course

because they believed they would learn more. With the population of students, 50% cited a

general dislike of distance or asynchronous courses and 25% of students believed they could earn

a better grade in traditional courses.

Technical skills, as an instructional outcome, can be difficult to teach in a distance

learning environment. The majority of researchers have focused their research on academic
performance measured by the acquisition of knowledge and not by the measurement of technical

skills.

Gender and the General Average of Students

A variety of issues arise concerning the influence the gender exert on learning styles and

the effectiveness of the method of instruction. Gender has been considered a student

characteristic that may have an impact on the academic performance in the distance learning

modality. Cheung and Kan (2002) discovered that gender was significantly correlated to student

academic achievement in any types of learning modality. The authors were not sure why women

outperformed men, but hypothesized that it could have been because women put more effort in to

the academics than the men did.

Alstete and Beutell (2004) studied gender in relation to academic achievement in distance

undergraduate and graduate students. Interestingly, they found that gender was related differently

to academic success in undergraduate and graduate courses. The researchers found that women

in the undergraduate courses were more active participants than men in the distance courses and

even in face-to-face discussion activities. Women also participated more than men in discussion

activities at the graduate level. However, at this level, Alstete and Beutell (2004) discovered that

gender was significantly related to overall course performance, because women outperformed

their male counterparts in the distance learning courses studied.

Brown and Liedholm (2002) found conflicting relationships between gender and

academic performance in different learning environments; traditional courses and distance

courses. The researchers determined that females performed significantly worse than men in the
traditional environment. In the distance environments, they found the relationship between the

female variable and academic performance to be slightly negative.

McCabe (2014) discovered men desired to learn in an abstract manner; whereas, females

preferred an experimental approach. Females with higher instrumental traits, defined “traditional

male characteristics” with words such as dominance, competitiveness, and self-confidence,

preferred experimental approaches. However, for men with higher instrumental traits, there was

no preference between experimental or abstract approach for learning. Males with higher

expressive traits, defined “traditional female characteristics” as being emotive and talkative,

preferred concrete or experimental approaches over abstract ideas. This could indicate that while

most males preferred abstract approaches to learning and females more concrete or experimental

approaches to learning, a greater determinant in the preferred learning style were the traits

students displayed rather than their actual gender.

A key part of this study is to understand the significant differences that occur in the

academic performance of students in modular distance learning and traditional instruction. So

what is the connection of gender in the differences of academic performance of students between

the two learning modality?

Academic success in previous grade levels and GPAs or the general average have been

studied by researchers to determine how these variables impact academic achievement.

Dotterweich and Rochelle’s (2012) study indicated General Point Average (GPA) was a

significant factor in student success regardless of delivery method. Students who repeated the

course performed better in the traditional course compared to students who repeated the course

through distance learning modality.

 Cheung and Kan (2002) reported that previous academic performance in foundational

business level courses was related to success in a distance learning business course. These

researchers found that there was a significant positive correlation between student performance

and previous academic achievement. Alstete and Beutell (2004) also considered previous

academic achievement in relation to academic performance. Conversely, Alstete’s and Beutell’s

findings were in concordance with that of Cheung and Kan (2002), in that they found that there

was a significant positive correlation between undergraduate General Point Average (GPA) and

academic performance in the distance learning masters level management courses.

Brown and Liedholm (2002) also associated the General Point Average (GPA) with

academic success. They studied different learning environments and determined how previous

General Point Average (GPA) predicted success on an examination that the students took at the

end of the course. The learning environments that were compared consisted of traditional

environment and distance learning environment. They found that an increase of one point in pre-

course admission GPA led to an increase in 15 points on the end-of-course examination in all the

learning environments.

The use of GPA or the general average as covariate is an essential part of this study in

comparing distance learning and the traditional instruction. So what is the connection of the

general average in the difference of academic performance of students between modular distance

learning and traditional instruction?

Conclusion

The purpose of this review is to view the different findings of authors regarding the

differences in academic performance of students in modular distance learning and traditional

instruction. At the same time, the researcher incorporated related literatures regarding the

influence of gender and previous general average of students on their academic performance on

the two learning modalities. After reviewing the literature, one can acknowledge the significance

of the selected scholarly sources. It is clear from the reviewed literature that there are

contradicting findings from different authors regarding the academic performance of students in

modular distance learning and traditional instruction. Along with this, it developed an inquiry of

how modular distance learning and traditional instruction could affect the academic performance

of the respondents of this study encompassing the age and previous general average of the

students. Through this reviewed literature, the researcher aims to investigate for the general

purpose of this study which is to find out the differences of academic performance of the

respondents in modular distance learning and traditional instruction.

Synthesis

In today’s society, traditional instruction is not yet allowed while the country is in the

middle of pandemic. To continue the flow of learning with a safer and more flexible education,

institutions seek to redress this challenge by offering distance educational opportunities for the

students. Unfortunately the pitfalls to this rush to meet the academic demand results in what

some researchers assert are inadequate quality content and curriculum. Others indicate there are

not significant differences in the outcomes from distance learning modality compared with

traditional face-to-face classes.

The above collection of reviewed related literatures provide information to the proponent

that the proposed study has similarities with other system which is widely used. As stated,

Bernard et al. (2004) found that students in distance education had slightly overall achievement
than those in traditional classroom. Allen et al. (2004) who performed another meta-analysis

showed similar findings found by Bernard et al. (2004).

Contradicting with this result, the findings of O’Neil and Sai (2014) showed that more

than 58% of students enrolled in the traditional course because they believed they would learn.

25% of students believed they could earn a better grade in traditional instruction.

To further compare the academic performance of the students in the two learning

modalities, the researcher will include the gender and previous general average as covariates in

the study. The collections of studies above are related in the area of the influence of gender and

previous general average on the academic performance of students in the two learning

modalities. Alstete and Beutell (2004) discovered that gender was significantly related to overall

course performance where women outperformed their male counterparts in the distance learning

courses. The opposing study regarding this result was conducted by Brown and Liedholm (2002)

where they determined that females performed significantly worse than men and slightly

negative in the distance environments.

With regards to previous general average of the students, Dotterweich and Rochelle’s

(2012) study indicated that the general average was a significant factor in student success

regardless of delivery method. The study of Cheung and Kan (2002) has also reported that

previous academic performance was related to success in a distance learning course.

To enlighten everyone with the contradicting views and results about the influence of

modular distance learning on academic performance of the students, the researcher will conduct

her own survey about the differences of academic performance of students between modular

distance learning and traditional instruction.

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