TITLE:

Engaging Students in Modular Distance Learning: The Quest to Promote Student

Identification of Problematic Knowledge

ABSTRACT:
Education should be understood as a method of sharing and disseminating
information. It deals not only with obtaining the right information in the right time
but also with full understanding and processing of the information in the given
context. Distance learning in a technology.

KEY WORD: Distance learning modalities, modular approach in learning, modular distance learning,
Education in COVID-19 pandemic.

Introduction:
Modular learning is a form of distance learning that uses Self-Learning Modules
(SLM) based on the most essential learning competencies (MELCS) provided by
DepEd. The modules include sections on motivation and assessment that serve as a
complete guide of both teachers’ and students’ desired competencies. Teachers will
monitor the learners’ progress through home visits (following social distancing
protocols) and feedback mechanisms, and guide those who need special attention.
Based on data gathered via DepEd’s National Learner Enrolment and Survey
Forms (LESFs), 8.8 million out of the 22.2 million enrollees (39.6% of total
respondents) preferred modular distance learning for the upcoming school year.
Meanwhile, 3.9 million enrollees (17.6%) were partial to blended learning (which
uses a combination of different modalities), 3.8 million (17.1%) preferred online
learning, and 1.4 million and 900,000 enrollees preferred TV-based and
radio-based learning, respectively. In a public secondary school in San Carlos City,
Pangasinan, modular learning also emerged as the most preferred learning mode.
According to their local LESFs, learners cited the lack of available gadgets and
internet connection as the main reasons why they preferred modular learning over
online learning.
Distance learning traditionally has focused on nontraditional students, such as
full-time workers, military personnel, and nonresidents or individuals in remote
regions who are unable to attend classroom lectures. However, distance learning
has become an established part of the educational world, with trends pointing to
ongoing growth. In U.S. higher education alone, more than 5.6 million university
students were enrolled in at least one online course in the autumn of 2009, up from
1.6 million in 2002.

LITERATURE REVIEW:
According to Carry (1994), “the modular approach uses programmed materials
which are carefully organized in a logical sequence through which the learner
advances at his own pace, with each of his responses confirmed or corrected
immediately.
Robinson (1992) stated that individualized instruction and assessment are closely
associated with the concept of mastery learning when most students master
objectives at uniformly high level. It is a component of systematic instruction
which is concerned with understanding, improving and applying learned principles
at given time.
On the individual instruction, which is a strategy in the modular approach, Lewis
(1993) has started individual uniqueness, which is the extent to which persons in
the group are similar to one another, is measured by thinking of it as collective
expression of individualizing learning.
Creager (1996) enumerated several advantages of the used of instructional
materials using the modular approach which are as follows: (1) Self-instructional
units allows teacher to focus on the students' deficiencies subject matter that must
be corrected; (2) Serve to eliminate to necessity of covering subject matter already
known to the students; and (3) Provide a way of assessing the student’s progress in
learning.

Based on previous research, this study poses the following research questions:
RQ1: What do you think is the difference between modules at home and lessons at school?
RQ2: What are the most engaging activities that happen in this class?

METHODOLOGY
The study utilized the survey design in determining the challenges on the usages of
Modular Distance Learning Modality (MDLM) and descriptive design in
identifying the different solutions to these challenges. The opinions
recommendations of students, parents, and the teachers were gathered through a
survey, particularly by using questionnaires with open-ended questions. The
researchers conducted the study in IPAG NATIONAL HIGH SCHOOL which is
located in Brgy. Ipag, Mariveles, Bataan. Eleven (11) grade 10 students, seventeen
(17) grade 9 students and ten (10) grade 7 students were chosen as key informants
through purposive and quota sampling. Emails, Google forms, and social media
were used in the distribution of questionnaires and retrieval of data. The questions
used in the questionnaires were localized, which was validated by the researchers'
research advisor. Deductive Thematic Analysis was used in the interpretation and
coding data.

RESULTS
From the survey, various challenge was encountered in the modular distance
learning.
Table 1: students' group
AGE 12Y/O 13Y/O 14Y/O 15Y/O
YEAR LEVEL GRADE 7 GRADE 8 GRADE 9 GRADE 10
NO. OF STUDENTS 10 0 17 11
T-n OF 38
RESPONDENTS
Table 1 Shows the total number of students who participated in this study. Most of the participants are
grade 9 which are 17, followed by grade 10, grade 7 and the least is grade 8.

Fig.1:Student’s group
Q1:Did the learning materials provided on the module was helpful? Q2:Are you provided with timely and
helpful information and guidance on the assessment requirements and criteria? Q3:Does the module
helped to develop my personal skills and qualities? Q4:Do you enjoy Modular Learning?

Fig 2.Does your teacher help you?

From Fig. 1, it could be seen that most of the learners are having difficulty in this
new learning modality. 90% of the participants had a hard time answering their
modules. Half of them do not have enough time to accomplish all their modules
within a week. They often receive at least 8 modules in all subjects and each
module has 3-5 activities. The subject that they are having greatest difficulty with
are Mathematics, followed by English, T.L.E, and Filipino. In Mathematics, some
students said that most of the Math problems are difficult to solve and no detailed
explanation is provided. Problem Solving does not only include and require
computation but there is a need to understand and analyze the problem, it is
important that students comprehend the problems (Salma & Rodrigues, 2012). In
English, some learners said that this subject has lengthy readings and many of the
students cannot understand some of the terms used. The questions are hard as well
and there are not enough examples provided. Students have difficulty in
understanding the lessons and English Modules are lengthy. Lastly, some students
have difficulty in T.L.E and Filipino because they lack knowledge about sewing
and histories. Furthermore, most of the students cannot answer all their modules
independently; that is why they badly need the assistance of others. The family
members, relatives and friends of the learners play a vital role in education today.
Siblings are at the top of the list helping the learners in answering the modules
followed by friends and classmates. Although 83% of the students said that the
teachers were approachable, some said that the teachers do not immediately
respond to the queries regarding the lessons. Majority (93%) of the learners have
gadgets that could be useful in learning. From Fig. 2, 58% of students in aIPAG
NATIONAL HIGH SCHOOL (INHS) do not have a reliable internet connection.

CONCLUSION
The great number of activities in each module is one of the main problems that
emerged in the implementation of Modular Distance Learning. The Department of
Education should consider this problem, reduce the activities, and take out the
unnecessary topics so that mastery will be attained as much as possible. As what
some of the parents said, the lesser the better. One of the concerns of the students is
that they do not have enough time to answer all the modules within a week
Therefore, if DepEd cannot extend the duration of accomplishing the modules,
they must lessen the activities. We all know that mistakes cannot be avoided at
times, Thus, teachers should re-evaluate the modules, and they must make sure that
all the lessons or activities are appropriate to the needs of the learners. The parents,
as well as the students, are right; the instructions in every exercise must be clear
enough for the learners to understand. The topics must be simplified, and teachers
must give more examples. Moreover, all the printed pictures in the modules should
be clear. The cases of COVID-19 in the Philippines are still in great number, so
face to face learning is not yet possible. However, the researchers think that
Blended Learning is also possible for places that are not infected by the virus. This
can be applied to some schools. Online Learning approach could be implemented
since most of the learners have an internet connection. For the students who still
cannot access the internet, they will be given special consideration by home
visitation as an example. Aside from text and call, social media particularly on
messenger is one of the most used modes of communication between teachers,
parents, and students. Therefore, teachers are recommended to be active online,
most of the time. They must be able to address the sentiments of some parents and
students, which is to be patient enough in attending to the needs and to respond to
the queries immediately with regards to learning. The Department of Education
and the government must collaborate together towards the success of Philippine
Educational System despite the COVID-19 pandemic. It is imperative that every
school must be provided with support and enough funds. The Department of
Education should give autonomy and freedom to teachers in every school to do
their own modules. However, the modules must be validated for the quality
assurance and the progress will be monitored.

REFERENCES
Ysthr Rave Pe Dangle, Johnine Danganan Sumaoang
https://www.dpublication.com/abstract-of-3rd-icate/27-427/

https://images.app.goo.gl/3yupPZKsojN9KshV7

PIERCE MANLANGIT, ALYSSA MELODY PAGLUMOTAN, and SHANE

CARMIE SAPERA
https://www.flipscience.ph/news/features-news/tagapagdaloy-modular-distance-lea
rning/

1Ysthr Rave Pe Dangle, 2Johnine Danganan Sumaoang 1Montessori Class

Directress, British International School of Cambodia, Phnom Penh, Cambodia
2College Instructor, University of the Cordilleras, Baguio City, Philippines
https://www.dpublication.com/wp-content/uploads/2020/11/27-427.pdf

THIS RESEARCH IS MADE BY:

JERRIN KRYZZH LEMQUE,
JACQUELYN LOMBOY
AND KHIENNICOLE SANTOS

FROM: 10-SAGITTARIUS TEACHER:MAM JANINE PENOLIAR