Research-Paper Imrad Outputpaperformat Official (4) Concept Squad!!

NORTHERN QUEZON COLLEGE INCORPORATED
SENIOR HIGH SCHOOL DEPARTMENT

Brgy. Comon Infanta, Quezon
Synthesized & Simplified IMRAD Format

(For Quantitative Research)
Use this form/template to complete your
Research Project (Output Paper)
(Note: This page is not included on your page for your output paper)
i
(TITLE)
(not more than 12 but not less than 8 key words)
LEARNING EXPERIENCE OF G12 HUMSS EDUCATION STUDENTS ON
MODULAR ONLINE LEARNING DURING PANDEMIC AT NQCI
A Research Paper Presented to the Faculty of NQCI SHS- Department

in Partial Fulfillment for the Requirement in the Subject
RESEARCH PROJECT
Submitted by:
Ma. Charlotte Daiseree C. Manozo

Kane Nicole Virrey
Aya Mae Durante
Maria Airel Villareal
Precious Ikawat
Grade 12- HUMSSS 2A EDUCATION
________________________________________________________________
Submitted to:
Sir Joven R. Barnedo
Research Teacher
July 2021
ii
(Note: This will be the start of your output paper)

ABSTRACT
Title:
Authors:
Date: July 00, 2021
• ONE paragraph of not more than 250 but not less than 150 words with
the following brief contents:
A sentence to identify the general research problem/purpose/objective
• A sentence to describe the participants/respondents
• A sentence to describe the research method and design
• Two to three sentences to give the general summary from the specific
findings
• A sentence to conclude from the general finding
• One to two sentences to state the key recommendation based on the
general finding and conclusion
Key words:
Enumeration of NOT more than SIX but NOT less than THREE key words
iii
INTRODUCTION
Guidelines for INTRODUCTION (not more than 7 pages but not less 3 pages)
 All paragraphs must be logically interconnected (Coherence and
Cohesion of Ideas).
 Generally, the INTRODUCTION is the outcome of the ORRL that you will
have to conduct. The INTRODUCTION with 3-7 paragraphs must be
logically interconnected with one another.
 Specifically, the INTRODUCTION must begin with one or two paragraphs
that clearly reflect the rationale of the study: what triggered or promoted
you to conduct this study. This rationale must lead you to the Theoretical
Framework leading you further to the Conceptual Framework that will try
to address the identified GAPS between THEORY and PRACTICE or from
THEORY to PRACTICE. State the gaps in theory or in concept first; and
then; the gaps in practice; and finally, the synthesis.
 One or two paragraphs must justify the gaps in theory and in practice by
logically connecting or relating these identified gaps to at least 2-3
theoretical reviews and another 2-3 practical reviews. Then, clearly show
how these 4-6 researchers’ or authors’ frameworks or issues or
discourses logically fortify or relate to your study specifically with the
identified GAPS as the KEY CONCEPTS. Then, show clearly the
engagement of key concepts to be the KEY WORDS in the study leading
to the formulation of the research title.
iv
 From the KEY Concepts in the Conceptual Framework, formulate and
present the Statement of Problems (SOPs). The SOPs start with a very
short sentence that states your general research objective or purpose to
be followed by the enumeration of specific research problems or SOPs
with the Hypotheses, if there are.
Introduction
Modular online learning is a learning that uses Self-learning Modules
(SLM) or study that uses information and communication technologies (ICT), it is
include motivation and analysis section that serve as a complete guide of both
teachers and desired student’s skills. This study refers to young people who
wants to pursue their study, as Michael W. Allen says that “the key to success is
getting people to do the right thing at the right time” which means no one can
avoid every educator to study even if have a Covid-19 or a weather. Education
was the most need of every student in our world.
The students need to continue their learning process, despite the current
situation. They have been mostly advised to take different types of modular
online learning. Although some people still find complexity in the concept of
modular online learning, it has become a huge part of the students' learning
process.
v
Modular online learning gives the students the ability to study remotely
without regular personal contact with an instructor. In this type of learning
process, the students can reach out to their instructors via email or any internet-
based media.
This type of learning process has positive effects on quality of life.
Particularly being safe from the virus. Parents now play an important role
because they are now involved or they know about their children’s school works.
They also have a good opportunity for communication between themselves and
their children.
Through modular online learning, it will show the relationship between the
teacher and the student. It will show how the teachers are capable of providing
support for their students, and measuring the students' flexibility, time
management, and independence.
University of the People (2020), defined distance learning as "a method of
study wherein teachers and students do not meet in a classroom but use
internet-based media to conduct classes. The particular type of learning classes,
to which students are advised to have a certain workspace in their home.
It is said that distance learning contains numerous benefits in a student's life.
Some say that it is less stressful learning without any physical contact because
the students are granted peace of mind. Parents say that it is better than going to
an actual school because they can monitor their children's activities. According to
vi
them, distance learning is safer than going to school. Since several things might
happen to a child without the governance of his parents. So, it has been decided
that a lot of families have preferred distance learning rather than going to school.
Statement of the Problem
The study attemps to determine the learning experiences of G12 senior
high school HUMSS education students on modular online learning.
Specifically, it sought to answer the following questions:
1. What is the demographic information of respondents in terms of:
-Sex
-Age
-Address
-Birthday
-Relationship status
2. What are the learning experience of the students on modular in terms of:
-Self-learning
-Internet
-Questions in your module
vii
-Time
3. Is there a significant differences between distance learning and the academic
performance of senior high school students?
Significance of the Study
Significance of the Study
SIGNIFANCE OF THE STUDY
This research will be beneficial to the given individual;
Teacher; it helps them to decide what approach
They must used in teaching. They becomes be aware on how they can improve
the students skill in modular online learning
PARENTS: it helps them to be aware on how their son and daughter learn
effectively
STUDENTS: this study serves as their guide on how they can improve way of
learning and how to deal with those problems that they encountered in modular
online learning
FUTURE RESEARCHER: for them to conduct a more through study related in
theirs topic for the improvement and additional knowledge for everyone
viii
Theoretical Framework
THEORETICAL FRAMEWORK
THEORY OF DISTANCE EDUCATION
The development of new technologies has promoted an astounding growth in
distance education, both in the number of students enrolling and in the number of
universities adding education at a distance to their curriculum (Garrison, 1990).
While the application of modem technology may glamorize distance education,
literature in the field reveals a conceptually fragmented framework lacking in both
theoretical foundation and programmatic research. Without a strong base in
research and theory, distance education has struggled for recognition by the
traditional academic community. Distance education has been described by
some
(Garrison, 1990; Hayes, 1990) In part to justify, and in part to explain, the
phenomenon, theoreticians like Holmberg, Keegan, and Rumble explored the
underlying assumptions of what it is that makes distance education different from
traditional education. With an early vision of what it meant to be a nontraditional
learner, these pioneers in distance education defined the distance learner as one
who is physically separated from the teacher (Rumble, 1986), has a planned and
ix
guided learning experience (Holmberg, 1986), and participates in a two-way
structured form of distance education that is distinct from the traditional form of
classroom instruction (Keegan, 1988).
Keegan (1986) identifies three historical approaches to the development of a
theory of distance education. Theories of autonomy and independence from the
1960s and 1970s, argued by Wedemeyer (1977) and Moore (1973), reflect the
essential component of the independence of the learner. Otto Peter's (1971)
work on a theory of industrialization in the 1960s reflects the attempt to view the
field of distance education as an industrialized form of teaching and learning. The
third approach integrates theories of interaction and communication formulated
by Badth (1982, 1987), and Daniel and Marquis (1979). Using the postindustrial
model, Keegan presents these three approaches to the study and development
of the academic discipline of distance education. It is this concept of
industrialized, open, nontraditional learning that, Keegan says, will change the
practice of education.
Theoretical Concepts
x
Transactional Distance. Moore's (1990) concept of "transactional distance"
encompasses the distance that, he says, exists in all educational relationships.
This distance is determined by the amount of dialogue that occurs between the
learner and the instructor, and the amount of structure that exists in the design of
the course. Greater transactional distance occurs when an educational program
has more structure and less student-teacher dialogue, as might be found in some
traditional distance education courses. Education offers a continuum of
transactions from less distant, where there is greater interaction and less
structure, to more distant, where there may be less interaction and more
structure.
Interaction. A second theoretical construct of recent interest to distance
educators, and one that has received much attention in the theoretical literature,
is that of interaction. Moore (1989) discusses three types of interaction essential
in distance education. Learner-instructor interaction is that component of his
model that provides motivation, feedback, and dialogue between the teacher and
student. Learner-content interaction is the method by which students obtain
intellectual information from the material. Learner-learner interaction is the
exchange of information, ideas, and dialogue that occur between students about
the course, whether this happens in a structured or nonstructured manner. The
concept of interaction is fundamental to the effectiveness of distance education
programs as well as traditional ones.Hillman, Hills, and Gunawardena (1994)
xi
have taken the idea of interaction a step farther and added a fourth component to
the model learner-interface interaction.
Control. A third theoretical concept receiving attention in the distance education
literature is that of independence and learner control. Studies that examine locus
of control (Altmann & Arambasich, 1982; Rotter, 1989) conclude that students
who perceive that their academic success is a result of their own personal
accomplishments have an internal locus of control and are more likely to persist
in their education. Students with an external locus of control feel that their
success, or lack of it, is due largely to events such as luck or fate outside their
control.
Social Context. Finally, the social context in which distance learning takes place
is emerging as a significant area for research. Theorists are examining how the
social environment affects motivation, attitudes, teaching, and learning. There is
a widespread notion that technology is culturally neutral, and can be easily used
in a variety of settings. However media, materials, and services are often
inappropriately transferred without attention being paid to the social setting or to
the local recipient culture (Mclsaac, 1993). Technology-based learning activities
are frequently used without attention to -the impact on the local social
environment. Computer-mediated communication attempts to reduce patterns of
discrimination by providing equality of social interaction among participants who
xii
may be anonymous in terms of gender, race, and physical features. However,
there is evidence that the social equality factor may not extend, for example, to
participants who are not good writers but who must communicate primarily in a
text-based format (Gunawardena, 1993).
Conceptual Framework
CONCEPTUAL FRAMEWORK
MODULAR ONILNE
LEARNING EXPERIENCES
LEARNING
I. Figure 1. Conceptual Framwork
Figure 1 present the conceptual of the study. It consist of two variables, learning
process and modular online learning as the department variables.
xiii
II. The first Variables Learning Experiences refers to any interaction, course,
program or the experience which learning takes place.
III. The other Variable Modular Online Learning is a way of delivering education,
instruction, or training using internet based technologies to learners who are not
physically present in one location in an effort to extend the reach of content to a
wider audience.
Scope and Delimitation of the Study
This study is limited only to G12 Senior High School Humss education students
at Northern Quezon College Inc.(NQCI).
Determining the learning experience of G12 SHS on Modular online learning was
the focus of this research. The information needed will be gathered using the
checklist style research made questionnaire. All information and conclusions
drawn from this study were obtained only to this particular group of students.
Definition of Terms
DEFINITION OF TERM:
The terms that are used in this study have been operationally defined for a better
understanding of the readers.
xiv
Academic performance- The measurement of students’ achievement across
various academic subjects.
Distance learning – Educational environment where the instructors and
students are separated by space and or time.
Education- The action or process of teaching someone especially in school,
college, or university.
Learning experience- refers to any interaction, course, program, or other
experience in which learning takes place, whether it occurs in traditional
academic settings (schools, classrooms) or nontraditional settings (outside-of-
school locations, outdoor environments), or whether it includes traditional
educational.
Online learning- is a way of delivering education, instruction, or training using
Internet-based technologies to learners who are not physically present in one
location in an effort to extend the reach of content to a wider audience.
Questionnaire- a set of printed or written questions with a choice of answers,
devised for the purposes of a survey or statistical study.
Students- The person who attends a school, college, or university.
Teachers- The person whose job is to teach students about certain subjects
xv
LITERATURE REVIEW
Related Literature
The concept of distance learning may become a tad confusing to the minds of
other people. Since this kind of learning process is not often utilized and
exercised. The students have always been obliged to address their learning
process to school. At this time, the students are given the chance to recreate and
readdress their learning process to their house, having their workspace. In this
way, the parents or the guardian can exercise the way that their child creates and
express their perspectives.
Related Studies
Samonte (2008) evaluated and tried out environmental educationmodule
for the use of students of St. Scholastica College. She found out that the majority
of the students’ comments and responses to the guide questions and personal
insights were positive. The remarks and suggestions weresufficient
reasons for considering the modules suitable and purposeful.
Sheconcluded that the module was able to a great extent to meet the criteria
setin terms of content, instructional characteristics and effectiveness. The
studyarrived in a conclusion that the current instructional materials used
xvi
at thecollege for are inadequate and are not designed for self-instruction, and
theinstruction through self-instructional materials is as ineffective as
theprevailing teaching method of instruction; and students as well as
teachersgenerally have a negative attitude toward the use of
individualized, self-instructional materials.
The study of Samonte were identical to current problem in ALS Tanay, The
current module used in ALS were inadequate and doesn’t address thecurrent
context of the indigenous.
Cacho (2011) studied the Alternative Learning System of Aeta, In thecase study
on the Aeta community, the functional literacy modules that theyhave been
waiting to be delivered by the national office is always delayed, thiscause a
problem in the education of the indigenous learners. This wassupported
by the following issues; The first issue has to do with allocation ofshare from the
Special Education Fund for ALS. It is a fund intended to helplocal education but
it is not regularly and predictably granted to ALS. Thesecond issue
pertains to the delineation of roles and responsibilities betweenALS and
Literacy Coordinating Councils at the local level. The third issuerefers to
the instrument to use in order to make the ALS-LGU partnershipofficial.
The study is important to the present study since it give some of theproblem
related to instructional materials in Alternative Learning System.
xvii
In the case study conducted by Baywong et al. (2011), they found thatlack of
fund to purchase, produce and learning materials was
mainlyresponsible for the inadequacy of materials needed in the implementation
ofALS curriculum. As if the challenges faced by teachers of today in
regularclassrooms are not enough, mobile teachers in the Philippines
face evenmore challenges when they say yes and be one under the ALS
Program ofthe Department of Education. These teachers are always on the move
andwill probably never get to teach in a regular classroom setting as long as
theyare hired as such. They may be assigned to hard-to-reach areas and
travelingto and fro may not be comfortable to say the least.
Arzadon and Nato (2015 ) on their study about the
PhilippineAlternative Learning System: Expanding the Educational Future
of theDeprived, Depressed, and Underserved, they pointed out that ALS
teachersshould try their best to provide a meaningful learning experience to
such adiverse group (Alternative Learning System Learners). Three
teachingstrategies were recurring in the survey taken. One is the use
of informalsharing of experiences at the beginning of the session. This would
inform theteacher about the condition of the learners, their current
concerns andinterest. They carefully consider the learners’ interests before
starting to teachthem the contents of the ALS module.
xviii
29Arzadon and Nato (2015) also mention that the ones who would standto
benefit from the ALS classes and most likely would pass the AE test are
therecent school dropouts, especially those who left the school at grade 9
and10. Another promising group are those who are already working. Based on
thesurvey conducted among the teachers, about 38% of their learners
areworking as household help, nannies, vendors, laborers, restaurant
workers,and the like. The recurring descriptors for these working
students are“pursigido” (determined, persevering), “madiskarte” (street
smart, intuitive,resourceful), responsible, diligent and more knowledgeable.
They have betterliteracy and numeracy skills. Teachers reported that
they are able tounderstand the lessons better and would find it easier to write
an essay. Theyare also more polite and able to relate better with their peers.
What constrainsthem is the limited time they can give to ALS classes
due to their workschedule.
Sanchez (2012) on her study, they offer academic support
throughspecialized teaching methods and social support through
mentorship andfellowship activities. The alignment between the modules,
created by theDepEd as review tools for the A & E exam, and the curriculum in
formal schooloften does not align well. This is a visible struggle of ALS students
xix
enteringformal education. Sanchez identified concerns with the DepEd modules
andeven communicated with BALS regarding the need to update their materials.
Atilano 2016 on his studies Factors influencing the dropout rate
inAlternative Learning System, he mention that a responsive guidance
programwould be beneficial to ensure the holistic wellbeing of learners especially
onareas not tapped by lecture modules of the ALS curriculum. The purpose ofthe
responsive guidance program for ALS-A&E program is to provide
allinterested parties with a comprehensive aid in understanding, developing
andimplementing a guidance plan for the learners. The overall plan would
makespecific reference to guidance and would incorporate a guidance plan
thatwould help enable an institution or organization to define its priorities and
tobest deploy the resources available to it. He further note that the teachers
willthen help them through the application, which would help them find out how
todo things on their own. Such independent learning can be rewarding and
drivestudents to undertake more activities to finish their learning goals.
This is important to the present study since it shows some of
thestrategies that can be used other that modules.
The foreign and local literature and studies have bearing on
thepresent study in as much that they focus on the development
xx
andacceptability of module for the problem solving and critical thinking skills
ofAlternative Learning System in district of Tanay II. Moreover, all the
reviewedliterature and studies serves as comprehensive bases of the
researcher tohave direction in conducting the study. The cited literature and
studies gave meaningful insights on the study being investigated. They gave
direction in giving support in the findings of the study.
Related Theories
Tichauer from Edu Connect (2015) stated that in the past few years, distance
learning has become quite popular in some countries other than South Africa.
These days, distance learning has been used for those students who have been
given the liberty to choose their preference. She has stated that all the activities
given by the instructors have a certain date and time of submission.
Also, in distance learning, the student has the decision to schedule his
studies and is given the freedom to apply their chosen learning method. This type
of learning process exercises the students' self-discipline, for they are given the
freedom to decide their break. For those students who are afraid of being
pressured, this learning process is highly recommended. Students who have
engaged themselves in distance learning can develop their work pace and ability
to manage their time.
Moreover, education has displayed great importance especially in
developing countries like India. Distance learning is a modern way of continuing
xxi
the learning process, which allows the students to study within their personal
space. This happens without any physical contact with those staff at school, end
without being present at school.
Kerketta (2020), distance learning education contributes a lot to the
nation. Firstly, distance learning develops the students' flexibility in complying
with their requirements. Studen
METHODOLOGY
From your conduct of an ORRL for your Methodological Review to be able to
come up with the following:
One to two paragraphs to present the Research Design and Methods; and then,
provide the Rationale, which justifies the use of a certain quantitative research
design and methods in relation to your research objectives and SOPs, which you
stipulated in your INTRODUCTION. You have to specify which subtype of
quantitative research design you will be using. Then, fortify your justification on
the use of such research design by citing at least two-three authors from your
Methodological Review.
xxii
One or two paragraphs for the discussion of CONSTRUCTION, VALIDATION,
and Administration Stages of the Data-Gathering. Then, one paragraph to
discuss the Statistical Data Analysis. Finally, append the final researcher made
tool in the appendix section.
Research Design
This research design is a quantitative approach and checklist style which is
used to collect data. This quantitative approach is to gather information focuses
on the learning experiences of G12 HUMSS education students in Northern
Quezon College Inc..
Research Locale
The study was conducted at the Northern Quezon College Inc. of Infanta Quezon
since the chosen respondents are students of that school.
Participants
The participants are the G12 HUMSS senior high school students of NQCI.
Research Instrument
xxiii
A checklist style questionnaire was used in gathering data. The questionnaire
has 3 parts. The questionnaire consisted of items that determined the learning
experiences of the students on modular online learning.
Validation Technique
The researchers personally administered the research instruments to the
respondents. They conffered and discussed the significance of the study and
accomplished the distribution of the instruments properly through online Google
form. The respondents were given 30 minutes to accomplish all the forms to
prevent them from giving hasty responses. After the questionnaire have been
accomplished, the result were tallied and this data become bases of the analysis
and interpretation.
Statistical Treatment
RESULTS AND DISCUSSION

(with a General Finding leading to the Conclusion with a General
Recommendation (5 to 10 pages)
xxiv
1. Start with one paragraph that generally introduces the contents of this
section.
2. Present the Computed Data either in tabular or graphical form with direct,
clear, and concise discussion following strictly the sequence of your
SOPs. Tables or graphs are limited to FIVE only.
3. Look for specific patterns from the data, and state them as findings.
4. Connect your discussion of the findings to the KEY Concepts and the
hypotheses in the INTRODUCTION.
5. Put together all specific patterns into a GENERAL FINDING.
6. Formulate Conclusion from the GENERAL FINDING with theoretical or
conceptual affirmation or contradiction which you have stipulated in the
INTRODUCTION.
7. Provide concise explanation for the affirmation or contradiction by your
practical and theoretical citation, and frameworks from the
INTRODUCTION.
8. Provide a key recommendation that either suggests the sustainability or
the modification or affirmation of the Practice.
9. Provide a stronger recommendation to reconcile the contradiction between
theory and practice or from theory to practice by coming up with a viable
proposal.
xxv
Introduction to section
In this part we are discussing about the survey which we start to survey at NQCI
Grade – 12 HUMSS students, we will going to show and prove what are they
own opinions and what they gave to us. Survey it is a collecting a data that can
make the reseachers clear in what they are doing and to get more information.
Analysis of the Data
Web based learning enables many more students to have access to a distance-
learning environment, providing students and teachers with unprecedented
flexibility and convenience. At the same time, current Modular online learning
systems also pose many problems. For example, teachers can’t know the
learning status of students, the course content is static and the teacher’s
assignment given to every student is the same. In this paper, we present a Data
Analysis Center based on Modular online learning Platform that solves these
problems. In particular, our system can show the place of a student in the class,
the weakness during learning process. Furthermore, it can help the teacher to
analysis students’ learning patterns and organize the web-based contents
efficiently. The system is intelligent through data mining features and user-
friendly through visualized services to both teachers and students.
xxvi
Statement of the Data
Interpretation of the Data
This chapter contains the presentation, analysis and interpretation of the
gathered data. The researchers conducted survey from Grade 12 HUMSS 2A of
NQCI, with a total of 11 respondents that have answered the relevance of
distance learning in their academic performance.
Table 1.1 Sex of the Respondents
xxvii
Series 1
MALE
25%
FEMALE
75%
Sex of the Respondents. One out of two variables that was used in this study is
the sex of the respondents, utilized by the researchers. The collected data is
shown on the graph above. 2 out of 11 respondents were male, and 9 out of 11
were female.
Table 1.2 The Age of the Respondents

xxviii
Series 2
19 years old
9%
17 years old
18%
18 years old
73%
Age of the Respondents. The age of the respondents are used by the
researchers as the second variable of this study. As shown on the graph above,
11 of the respondents fall under the category of 18-20 years old. Clearly, majority
of the Senior High School students belong to 18 years old.
Summary Conclusion
This study focuses on the relevance of distance learning in the academic
performance of the senior high school students of NQCI HUMSS 2A. The
xxix
researchers have distributed survey questions through emails, and has gathered
the needed data and information.
The profile of the respondents of NQCI HUMSS 2A were analysed based
on their sex and age.
A. Demographic Profile
Sex of the Respondents: 9 out of 11 respondents were female. While, 2 out of
11 respondents were male.
Age of the Respondents: The age of the respondents ranges from 17-20
years old. 11 out of 9 respondents are 18 years old.
Recommendation
In the light of the foreign findings and conclusions, the following are hereby
recommended.
1. For the teachers
The instructors must maintain the communication with their students
because some of them are struggling to catch up with the others. Some
students are struggling and finds the tasks difficult, so the teachers must have
more patience.
2. For the school administration
xxx
Do not only prioritize the student’s well-being, also prioritize the teachers
because they are those who are mostly exposed especially during the
distribution of learning guides. Ensure all the teachers’ safety and continue
the communication with parents to assure the students that they are cared
for.
3. For the Department of Education
Be fair to both students and teachers, and make sure that the teachers
receive the benefits that they deserve. Also, make sure to distribute the
proper curriculum needed and strengthen the communication between the
DepEd and the school’s administration.
4. For the Community/Parents and other stakeholders
For the parents, never pressure your children upon complying their
requirements. Students varies on how they comprehend the lessons given to
them, and they have different ways on how they study their lessons. Be patient
with your children because they need your support and guidance.
For the stakeholders, be patient with the students because they have
grown accustomed to face-to-face learning system and they are currently
struggling to cope with the current situation.
5. For the future researchers
They must create and expand the context of the study. They must
elaborate the objectives of the study and the scope of the discussion. They must
xxxi
use this research as a reference in elaborating what the researchers have
concluded in their research.
REFERENCES
(It may have 1-3 pages).
You have to reflect a total of 6-9 references: 2-3 from Theoretical Review; 2-3
from Practical Review, and 2-3 from Methodological Review).
Carefully check whether or not all these 6-9 references accurately appear as
your citations in the INTRODUCTION, METHODOLOGY, and RESULTS and
DISCUSSIONS.
(Keegan, 1988).
http://www.c3l.uni-oldenburg.de/cde/found/simons99.htm
(Rumble, 1986),
http://members.aect.org/edtech/ed1/13/13-03.html
(Nato 2015)
https://www.rand.org/pubs/monograph_reports/MR1243.html
Tichauer from Edu Connect (2015)
xxxii
https://ca.linkedin.com/in/paultichauer
http://members.aect.org/edtech/ed1/13/13-03.html
https://www.slideshare.net/
https://brainly.com/
(Mclsaac, 1993).
https://onlinelibrary.wiley.com/doi/abs/10.1111/j.174-1617.1993.tb00279.x
Kerketta (2020),
https://pubmed.ncbi.nlm.nih.gov/33088094/
xxxiii
APPENDIX
(It may have 3-5 pages).
A. Letters of Request for the (1) use of an adopted research tool, (2) try-out to
target respondents or participants, (3) validation processes by content and
language experts(if applicable), and (4) informed consent from parents and/or
participants of the study(if applicable)
B. The Constructed and Validated Research Tools
RESEARCH PROJECT
(OUTPUT PAPER)
Group Name: CONCEPT SQUAD

Group Member
Position Name of Members Strand/Section Location Address
Leader Ma. Charlotte Daiseree C. Manozo HUMSS 2A GENERAL NAKAR
Co-Leader Kane Nicole Virrey HUMSS 2A GENERAL NAKAR
Member 1 Maria Airel Villareal HUMSS 2A GENERAL NAKAR
Member 2 Aya Mae Durante HUMSS 2A GENERAL NAKAR
Member 3(Max) Precious Ikawat HUMSS 2A INFANTA
Approved/Not
Proposed Three (3) Working Title
Approved
Learning Experiences of G12 Senior High Schools HUMSS Students on APPROVED
Modular Online Learning during Pandemic at NQCI.
Approved/Not
General Purpose of Proposed Three (3) research study
Approved
This research study aims to identify the different learning experiences on APPROVED
modular learning modalities of G12 SHS HUMSS students at the time of
COVID-19 pandemic at NQCI.
This research study aims to know what can be the advantage and
disadvantage of online class for Senior Highschool students.
xxxiv
Approved/Not
Proposed Three Statement of the Problem for Title 2
Approved
1.What is the demographic information of respondents in terms of: APPROVED
* sex
* age
* family income
* geographical location
2. What are the learning experiences of G12 SHS HUMSS students on You should identify
modular learning modality during pandemic period? different factors on
learning
experiences of
students.
3. What are the positive and negative effects of having a e-learning program You should revise
during quarantine? this as a question
of beneficiaries of
your study.
xxxv
xxxvi
Writer’s Concise Resume
The Researcher’s Concise Resume with a RECENT picture with ONE paragraph
that shows the writer’s strengths and interests in research
xxxvii
“You never fail until you stop trying”
Ma. Charlotte Daiseree C. Manozo
Brgy. Anoling General Nakar Quezon
09086568039
daisereecharlotte@gmail.com
- Albert Einstein
- I learned a lot and I experience to keep trying and trying until my teacher
approved my reseach I also learned to never give up.
Strength- having a excitement in to the next chapter specially when my
teacher agreed in the research that we did.
Weaknesses- we felt down when we are in a rush ,stress, and etc.
xxxviii
“ Waiting is about waiting the storm to pass. It is about learning to dance in”
Kane Nicole Virrey
09752361203
Brgy. Anoling General Nakar Quezon
kanevirrey@gmail.com
Kahinaan. Medyo mahirap ang pagsasagot at d masyado maintindihan.
Kalakasan.. Inspiration para makapag tapos
xxxix
Aya Mae Durante

"In order to grow up individually we'll need to grow apart"
Brgy anoling gen. Nakar Quezon
ayamaedurante@yahoo.com
639638569003
Kahinaan: stress dahil nahihirap ako/kami sa pagsasagot
Kalakasan: mayroon akong pangarap na kailangan maabot o marating para sa aming
magandang kinabukasan
xl
Maria Airel Villareal

You have a bright future ahead of you so chase your dreams"
Address- Brgy. Catablingan General Nakar Quezon
Email- airelvillareal06@gmail.com
No. 09508662889
Nakakastress, nahihirapan pag iisip kung anong isasagot
*Mas dumadami ang kaalam sa iba't ibang bagay about sa pag aaral.
xli

Research-Paper Imrad Outputpaperformat Official (4) Concept Squad!!

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Research-Paper Imrad Outputpaperformat Official (4) Concept Squad!!

Uploaded by

Copyright:

Available Formats

NORTHERN QUEZON COLLEGE INCORPORATED

SENIOR HIGH SCHOOL DEPARTMENT

Synthesized & Simplified IMRAD Format

(not more than 12 but not less than 8 key words)

LEARNING EXPERIENCE OF G12 HUMSS EDUCATION STUDENTS ON

MODULAR ONLINE LEARNING DURING PANDEMIC AT NQCI

A Research Paper Presented to the Faculty of NQCI SHS- Department

Ma. Charlotte Daiseree C. Manozo

(Note: This will be the start of your output paper)

 All paragraphs must be logically interconnected (Coherence and

have to conduct. The INTRODUCTION with 3-7 paragraphs must be

logically interconnected with one another.

 Specifically, the INTRODUCTION must begin with one or two paragraphs

to address the identified GAPS between THEORY and PRACTICE or from

THEORY to PRACTICE. State the gaps in theory or in concept first; and

then; the gaps in practice; and finally, the synthesis.

logically connecting or relating these identified gaps to at least 2-3

how these 4-6 researchers’ or authors’ frameworks or issues or

discourses logically fortify or relate to your study specifically with the

identified GAPS as the KEY CONCEPTS. Then, show clearly the

engagement of key concepts to be the KEY WORDS in the study leading

to the formulation of the research title.

 From the KEY Concepts in the Conceptual Framework, formulate and

short sentence that states your general research objective or purpose to

be followed by the enumeration of specific research problems or SOPs

with the Hypotheses, if there are.

Modular online learning is a learning that uses Self-learning Modules

(SLM) or study that uses information and communication technologies (ICT), it is

avoid every educator to study even if have a Covid-19 or a weather. Education

was the most need of every student in our world.

without regular personal contact with an instructor. In this type of learning

This type of learning process has positive effects on quality of life.

management, and independence.

University of the People (2020), defined distance learning as "a method of

internet-based media to conduct classes. The particular type of learning classes,

to which students are advised to have a certain workspace in their home.

It is said that distance learning contains numerous benefits in a student's life.

Statement of the Problem

The study attemps to determine the learning experiences of G12 senior

high school HUMSS education students on modular online learning.

Specifically, it sought to answer the following questions:

1. What is the demographic information of respondents in terms of:

-Questions in your module

3. Is there a significant differences between distance learning and the academic

performance of senior high school students?

Significance of the Study

Significance of the Study

SIGNIFANCE OF THE STUDY

This research will be beneficial to the given individual;

Teacher; it helps them to decide what approach

the students skill in modular online learning

FUTURE RESEARCHER: for them to conduct a more through study related in

THEORY OF DISTANCE EDUCATION

The development of new technologies has promoted an astounding growth in

universities adding education at a distance to their curriculum (Garrison, 1990).

While the application of modem technology may glamorize distance education,

literature in the field reveals a conceptually fragmented framework lacking in both

theoretical foundation and programmatic research. Without a strong base in

traditional academic community. Distance education has been described by

phenomenon, theoreticians like Holmberg, Keegan, and Rumble explored the

underlying assumptions of what it is that makes distance education different from

traditional education. With an early vision of what it meant to be a nontraditional