Evaluating the Effectiveness of Modular Learning in Pre-Calculus among the STEM Students

INTRODUCTION

Education and learning are thought to be most crucial foundations of a growing

economy, yet the academic system needs radical transformations and major

technological reforms. Mobile learning, a more pronounced form of e-learning, is

emerging as a stepping stone towards bringing revolution to the educational sector and

providing hands on solutions to the pertaining problems (West, 2013). In contemporary

education management, students tend to greatly rely upon mobile technologies to

achieve dramatic performance outcomes. With intense inclination towards cellular

connectivity, mobile technology is playing critical role in improving learning of the

students as well as instructors. Digitized technology has put way forward to enable

access to information and delivery of latest learning content regardless of student’s

availability (Jacobs, 2013). One of the remarkable consequences of m-learning is that it

engages, empowers and supports learning in such a manner that radically transforms

knowledge seeking mechanism for students (West, 2012).

Technology has brought about an education reform. Through online educational

opportunities, learning experiences transcend the traditional classroom boundaries and

are made accessible to previously under-represented learning populations (Smith &

Ferguson, 2005). With the influx of technological capabilities and widespread

accessibility, online learning techniques have gained considerable attention, but, as

Garrison (2011) cautions, “surfing the Internet is not an educational experience, any

more than wandering through a library is” (p. 4); merely being online does not constitute

an online learning experience. Quality online learning opportunities combine rich

learning experiences with convenient course and content accessibility, but they

necessitate navigating unique learner characteristics (Patterson & McFaddon, 2009).

The outbreak of the new coronavirus infection known as COVID-19 has first

occurred at Huanan Seafood Market in Wuhan city of China in December 2019

(Wikipedia, 2020), and within a couple of months it has turned out to be a global health

emergency. It has rapidly affected thousands of people, who are sick or being killed due

to the spread of this disease. The COVID-19 pandemic also resulted in a widespread

disruption such as travel restrictions, closure of schools and global economic recession.

Most countries around the world have temporarily closed educational institutions

to contain the spread of the virus and reduce infections (Tria, 2020). Face to face

engagement of students and 101 teachers within the school has also been suspended.

The Philippines is in the process of adapting to the new normal form of education at

present, and continuous innovations of educators and active involvement of other

stakeholders are the driving force for its success. For the continuity of education and for

every school to still attain its mission and vision which is to provide quality education to

every Filipino learner, the Department of Education implemented the Modular Distance

Learning.

Distance education (sometimes referred to as “distributed learning” or “distance

learning”), meanwhile, is any educational process in which all or most of the teaching is

conducted by someone geographically removed from the learner, with all or most of the

communication between teachers and learners being conducted through electronic or

print mediums (UNESCO, 2006). In assessing the factors that affect students‟

performance in any educational system, two aspects are normally considered. These
are individual factors and institutional factors. Individual factors are those related to the

learner such as interest, attitude, ability, social economic status, gender and the like.

Those from the institution include availability of the materials, behaviour and

competence of the instructor.

[ CITATION Abd15 \l 13321 ] Traditionally, university education has been conceived to

take place in conventional institutions of higher education, where students physically

attend the institutions for purposes of studying and learning. However, due to various

reasons, some people may not be able to attend on-campus lessons despite the desire

for further education. Distance education may therefore be better placed to meet the

educational needs of such people. Trends in education indicate that university distance

education (DE) is fast growing (Daniel, 1996a, 1996b; Jung, 2005, UNESCO, 2002) and

may be viewed as an option or a complement to the conventional on-campus university

system of education. Around the world there are more than 11 mega-universities, that

is, distance education institutions that have student enrolments of more than 100 000

active students in degree level courses (Daniel, 1996a). Such a growth in distance

education shows that distance education is playing an integral role in the provision of

university education by meeting the needs of those students who are unable to, or opt

not to attend the conventional institutions of education.

Didactic teaching is one of the primary methods applied to large class teaching.

However, the biggest problem is that it fails to allow close tutorial supervision, reducing

opportunities for interactive learning. To address this problem, a new teaching method

called “Blended Learning” can be used. The blended learning model combines

traditional classroom teaching and an e learning system (Zou, 2005). In this model, a
teacher may teach the first few sessions in a classroom. After the students have

established a general idea of the course, they can then proceed to online learning and

interaction.

Based on a great number of studies on how children learn, educators came to

define teaching as “an aggregate of organized strategic methodologies aimed to

produce a desired learning outcome” (Salandanan,2005). It consists of well-planned

tasks which connect the teacher’s entire act to learning. Learning is the definitive goal

and teaching then is a personal venture.

References
Chiang, Po-Jui; Tseng, Chih-Lung; Lin, Ya-Wen;. (2016, February 16). The Effect of Blended Learning in
Mathematics Course. Retrieved from https://www.ejmste.com/download/the-effect-of-
blended-learning-in-mathematics-course-4688.pdf

Ferguson, S. (n.d.). ATTRITION IN ONLINE AND FACE-TO-FACE CALCULUS AND PRECALCULUS COURSES: A
COMPARATIVE ANALYSIS. Retrieved from https://files.eric.ed.gov/fulltext/EJ1241557.pdf

Lim, E. J. (Sep. - Oct.2016). Effectiveness of Modular Instruction in Word Problem Solving of BEED
Student. Retrieved from http://www.iosrjournals.org/iosr-jm/papers/Vol12-issue5/Version-
7/G1205075965.pdf

Lukwekwe, A. (2015). A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF

DEGREE OF MASTERS OF DISTANCE EDUCATION OF THE OPEN UNIVERSITY OF TANZANIA .
Retrieved from http://repository.out.ac.tz/1329/1/DISSERTATION_-
_SAID_LUKWEKWE_FINAL.pdf

Shuja, A., Qureshi, I., Schaeffer, D., & Zareen, M. Effect of m-learning on students’ academic
performance mediated by facilitation discourse and flexibility. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1245700.pdf

TSVIGU, C. ( 2007, november). STUDENTS’ EXPERIENCES, LEARNING STYLES AND UNDERSTANDING OF

CERTAIN CALCULUS CONCEPTS: A CASE OF DISTANCE LEARNING AT THE ZIMBABWE OPEN
UNIVERSITY. Retrieved from https://core.ac.uk/download/pdf/58913393.pdf

Kocakaya, S., & Gönen, S. (2012). EFFECT OF THE DEMOGRAPHIC

CHARACTERISTICS ON STUDENTS’ ACHIEVEMENT- A PATH ANALYTIC
STUDY. International Journal on New Trends in Education and Their
Implications, 3(4), 202. https://www.google.com/url?
sa=t&source=web&rct=j&url=http://www.ijonte.org/FileUpload/ks63207/File/20.ko
cakaya1.pdf&ved=2ahUKEwjPpo2l1b7uAhWEF6YKHXNXBREQFjAAegQIARAB
&usg=AOvVaw34t3j6MeDns-e-B530O3eL&cshid=1611838232464
PURPOSE OF THE STUDY

The purpose of this qualitative study is to evaluate the effectiveness of modular

learning in Pre-Calculus among Grade 11 STEM learners in Ormoc City Senior High

School.

RESEARCH QUESTION

This study aims at answering the following questions :

1. What is the demographic profile of the participants?

2. How effective is modular learning in Pre-Calculus among STEM students?

3. Does modular learning affect the academic performance of students in Pre-

Calculus?

4. Is there a connection between the demographic profile of the students and their

academic performance in Pre-Calculus?

 REVIEW OF RELATED LITERATURE

A module is a specific type of learning resource. Modules are essentially self

contained, self-instructional
packages, with learning paced by each student according to his/her individual
needs and ability. A module covers
either a single element of subject matter content or a group of content elements
forming a discrete unit of subject
matte or area of skill. A module has clearly defined, objectives; preferably in
behavioral form (Daries, 1981).
Taneja (1989) defined module as a unit of work in a course of instruction that is
virtually self-contained and a
method of teaching that is based on the concept of building up skills and
knowledge in discrete units. A module is
a set of learning opportunities organized around a well - defined topic which
contains the elements of instruction,
specific objectives, teaching learning activities, and evaluation using criterion -
referenced measures (UNESCO,
1988).
Most learning packages are entirely individualized but group experiences can be
built in it. The main driving force
behind the introduction of modules in teaching learning process lies in the fact
that they have roles that can help to
solve key educational problems. This is largely because they satisfy the basic
condition for promoting effective
learning and are extremely flexible in implementation. The use of such packages
takes into account individual
differences and permits students to work at their own pace. That is why
Loughran and Berry (2000) pointed out
that individuals learnt more at their own pace, because “Telling is not teaching and
listening is not learning." But it
is a process of first absorbing and then expression of concepts. So it is best
achieved by self - learning.
A module is a specific type of learning resource. Modules are essentially self
contained, self-instructional
packages, with learning paced by each student according to his/her individual
needs and ability. A module covers
either a single element of subject matter content or a group of content elements
forming a discrete unit of subject
matte or area of skill. A module has clearly defined, objectives; preferably in
behavioral form (Daries, 1981).
Taneja (1989) defined module as a unit of work in a course of instruction that is
virtually self-contained and a
method of teaching that is based on the concept of building up skills and
knowledge in discrete units. A module is
 a set of learning opportunities organized around a well - defined topic which
contains the elements of instruction,
specific objectives, teaching learning activities, and evaluation using criterion -
referenced measures (UNESCO,
1988).
Most learning packages are entirely individualized but group experiences can be
built in it. The main driving force
behind the introduction of modules in teaching learning process lies in the fact
that they have roles that can help to
solve key educational problems. This is largely because they satisfy the basic
condition for promoting effective
learning and are extremely flexible in implementation. The use of such packages
takes into account individual
differences and permits students to work at their own pace. That is why
Loughran and Berry (2000) pointed out
that individuals learnt more at their own pace, because “Telling is not teaching and
listening is not learning." But it
is a process of first absorbing and then expression of concepts. So it is best
achieved by self - learning.
A module is a specific type of learning resource. Modules are essentially self
contained, self-instructional
packages, with learning paced by each student according to his/her individual
needs and ability. A module covers
either a single element of subject matter content or a group of content elements
forming a discrete unit of subject
matte or area of skill. A module has clearly defined, objectives; preferably in
behavioral form (Daries, 1981).
Taneja (1989) defined module as a unit of work in a course of instruction that is
virtually self-contained and a
method of teaching that is based on the concept of building up skills and
knowledge in discrete units. A module is
a set of learning opportunities organized around a well - defined topic which
contains the elements of instruction,
specific objectives, teaching learning activities, and evaluation using criterion -
referenced measures (UNESCO,
1988).
Most learning packages are entirely individualized but group experiences can be
built in it. The main driving force
behind the introduction of modules in teaching learning process lies in the fact
that they have roles that can help to
solve key educational problems. This is largely because they satisfy the basic
condition for promoting effective
learning and are extremely flexible in implementation. The use of such packages
takes into account individual
differences and permits students to work at their own pace. That is why
Loughran and Berry (2000) pointed out
 that individuals learnt more at their own pace, because “Telling is not teaching and
listening is not learning." But it
is a process of first absorbing and then expression of concepts. So it is best
achieved by self - learning.
A module is a specific type of learning resource. Modules are essentially self

contained, self-instructional packages, with learning paced by each student according to

his/her individual needs and ability (Ali et al., 2010). A module covers either a single

element of subject matter content or a group of content elements forming a discrete unit

of subject matte or area of skill (Ali et al., 2010). A module has clearly defined,

objectives; preferably in behavioral form (Daries, 1981). Taneja (1989) defined module

as a unit of work in a course of instruction that is virtually self-contained and a method

of teaching that is based on the concept of building up skills and knowledge in discrete

units. A module is a set of learning opportunities organized around a well - defined topic

which contains the elements of instruction, specific objectives, teaching learning

activities, and evaluation using criterion - referenced measures (UNESCO, 1988).

Several studies have been conducted to explore attrition rates in relation to

student demographics, STEM fields, and online course structure. Academic preparation,

course selection, course performance, student demographics, student backgrounds,

and postsecondary enrollment characteristics were reported by Chen and Soldner as

factors influencing student attrition in STEM fields, but this was generalized to all STEM

classes and did not include a specific content analysis comparison between face-to-face

and online course attrition. While the above-mentioned research focused on attributes

of attrition, research relative to content-specific attrition rates is lacking (Smith &

Ferguson, 2005). With the prevalence of online learning opportunities continuing to

grow, it is important to develop pedagogical best practices to enhance the learning of

mathematics online.

Hara and Kling (1999) did a qualitative case study of a web-based distance

education course at a major U.S. university. Their participants reported the lack of

immediacy in getting responses back from the instructor, and as a result they felt

frustrated. Recent studies indicate similar results. For example, in Vonderwell’s (2003)

study, one reported disadvantage of an online course was the delay of immediate

feedback from the instructor. One participant stated, “It might take hours, maybe a day

or so before you get an answer back for the question” (Vonderwell, 2003, p. 84)

Delay communication is one weakness of online learning that is reported by

many researchers (Howland & Moore, 2002; Petride, 2002; Hara & Kling, 1999;

Vonderwell, 2003). According to the study by Howland & Moore (2002), the

communication between students and between students and instructor was a critical

issue. The absence of face-to-face interaction between student and instructor

contributed to negative perceptions of many students. Students felt unconfident in

guidance when the feedback from instructor was delayed. In addition, in Howland &

Moore’s study (2002), they found that many students reported that it was difficult to get

clarification on assignments, etc. due to lack of communication between student and

instructor.

Sitzmann, Kraiger, Stewart, and Wisher (2006) in their study called “The

Effectiveness Of Web-Based And Traditional Classroom-Based Learning Opportunities”

in their analysis “they reviewed a meta-analysis by Zhao, Lei, Yan, Lai, and Tan (2005)

that concluded that no difference was present in the effectiveness of the two delivery
methods. The meta-analysis studies reviewed did not focus on specific content but

rather included training, procedural knowledge transmission, and declarative teaching”.

After reviewing 96 studies regarding training courses, Sitzmann found online teaching to

be more effective than face-to-face instruction for declarative knowledge presented in

training courses because individuals exhibited greater learning gains and knowledge

retention through the online course.

Johnson, Aragon, Shaik, and Palma-Rivas (2000) examined two groups of

graduate students enrolled in an instructional design course at a large public university

and found that “students in the traditional face to-face learning environment tended to

be more satisfied with their learning experience, offered a slightly more positive rating

for instructor quality, and exhibited stronger personal connections to their instructor,

while face-to-face students reported more positive perspectives on their learning

environments and higher levels of support from their instructors. The study also found

that online students performed equally to their face-to face peers regarding meeting

learning outcomes”. While acknowledging that online and face-to-face learning

environments are distinct, Johnson (2000) claimed that “comparing online education to

face-to-face education is like “comparing apples to oranges” and contended that the

intent of their examination was not to prove “one fruit is better than the other” but rather

that “different fruits can be equal in terms of taste and nutritional value” (p. 31). Upon

concluding their study, Johnson et al. determined that “optimizing online instructional

design to maximize learning opportunities is instrumental in the propulsion of online

learning to equivalence of face-to-face experiences”.

 Similar results were found by Larson and Sung (2009) when they studied

“Student Performance in three introductory Management Information Systems Courses”

that concluded “no significant difference was found among student assessments or

course grades among the three learning modalities: online, face to-face, and blended.

Students reported higher ratings for utilization of critical thinking and motivation to work

at their highest level in online and blended course settings”. Larson and Sung

concluded that “a significant difference in student performance could not be

determined”.

Kocakaya and Gönen (2012) from “Effect of the Demographic Characteristics on

Students’ Achievement - A Path Analytic Study” discusses how they examined students

taking up a Physics course in high school through how their demographic profile,

namely “the mother’s education level, family’s income level, gender, the father’s

education level and elementary diploma grade”, affects their academic performance.

The researchers concluded that “the education level of the mother and the income level

of the family had a positive effect on the elementary school achievement grades of the

students.” The result is of significance to their long-term academic performance

although they are in high school already, while the fact that “the education level of the

father and gender variables among the demographic characteristics did not have an

effect over the physics achievement that the students achieved from this study.

The examined studies relating to demographic profiles are analyzed according to

their relation with the level of senior high school students in the current study, which are

attributed also to the studies about modular learning in both secondary and tertiary

levels from which the senior high school curriculum is influenced by.
 Modular learning is the most popular type of Distance Learning. In the

Philippines, this learning modality is currently used by all public schools because

according to a survey conducted by the Department of Education (DepEd), learning

through printed and digital modules emerged as the most preferred distance learning

method of parents with children who are enrolled this academic year (Bernardo, J). This

is also in consideration of the learners in rural areas where internet is not accessible for

online learning. Since education is no longer held within the school, parents serve as

partners of teachers in education. Parents play a vital role as home facilitators. Their

primary role in modular learning is to establish a connection and guide the child (Flip

Science, 2020).
METHODOLOGY

Research Design

This research will use the qualitative research design to answer the following

research questions. Qualitative research design varies depending upon the method

used; participants observation, in-depth interviews, and focus groups are all examples

of methodologies which may be considered during qualitative research design.

The role of researcher in qualitative research is to attempt to access the

thoughts and feelings of study participants. However, the data are being collected, a

primary responsibility of the researcher is to guarantee the safeness of the participants

and their data.

Research Sample

The population of this study will be the students of Ormoc City Senior High

School, specifically, the learners of Grade 11 Science, Technology, Engineering, &

Mathematics (STEM) of Ormoc City Senior High School, 15 students will be the sample

to be taken from the population.

Research Instrument

This qualitative research will make use of survey questionnaires in gathering

data from the participants.

Procedure & Data Collection

The population of this study will be the 15 students of Grade 11 Science,

Technology, Engineering, & Mathematics (STEM) in Ormoc City Senior High School. In

gathering data, a survey questionnaire will be used through google forms. The survey

form will be send to the participants and will be available for 1 week to cater flexible

collection of data.