The New Normal Education: A comparative study between

Online Class and Modular Learning

A Quantitative Research
presented to the Faculty of Benedicto College CEBU CITY CAMPUS
Senior High School Department
Don Bernardo Benedicto Street, Reclamation
Cebu City, Philippines
in partial fulfillment of the requirements in
PRACTICAL RESEARCH 2

Leonado, Joenel E.
Marce, Reymart
Caniete, Kim M.
Dela Cruz, Elmer
Geneston, Kryst Alan
Grade 12- {STEM}

Mr. Glenn Tabucanon

Research Adviser
 APPROVAL SHEET

Greetings!
We’re the Senior High School Students of Benedicto College Cebu City Campus and

requesting for your approval for us to conduct a study regarding the comparison

between the two-learning modality implemented which is the online and modular

learning entitled “ The New Normal Education: A comparative study between online and

modular learning”. Your kind consideration is well appreciated.

 ACKNOWLEDGEMENT

The completion of this research could not have been possible without the help

and assistance of many persons whose names may not been mentioned. Their

participation and contribution are sincerely appreciated by the researchers. However,

the researchers wanted to show their gratitude and appreciation to the following:

Mr. Glenn Tabucanon for providing an opportunity to write a research paper and

for support and guidance in every stage in research paper.

To all relatives, families and friends who shared their understanding, support

either financially or emotionally, the researchers are grateful for that.

The researchers also wanted to thank you the fellow researchers that provides

support during the research making process.

And without the Great Almighty that provides us knowledge and wisdom and for

His unconditional love, the researchers are truly thankful for that.

Through this research the researchers learnt a lot about the global crisis which

they experienced and realized the struggle of the learning modality. It helped the

researchers to analyze how important the life can be without the existence of the global

pandemic.
 ABSTRACT

This study analyzes the comparison between the two types of distance learning

modality namely- online and modular learning. This study discusses which of two-

distance learning is better in terms of quality education. The contents of this study will

provide the differences between two preferred learning modalities in terms of learning

methods, learning process, and students' satisfaction. To provide a comparison with

these two preferred learning modalities, survey questionnaires will be distributed to the

participants from selected universities to obtain their opinion and thoughts regarding

these two learning modalities. Furthermore, the results of this study will identify the most

effective learning modality as perceived by the students.

 CHAPTER 1

INTRODUCTION

Due to the on-going global pandemic, the style of learning has changed from

physical to online and modular learning. Many students are affected by this sudden

change. Since physical classes are temporarily prohibited, the Department of Education

implemented two styles of distance learning that will help students continue their

education while the pandemic is still going on. The two-distance kind of learning which

doesn't necessarily need to have a physical class are online and modular. However,

most of the students are still struggling in adapting these styles of learning since it is

new to them and they are not used to it. Students are uncertain as to which style of

distance learning will give them a quality education while waiting the pandemic to end.

According to the Learner Enrollment and Survey Forms (LESFs), 7.2 million

enrollees preferred to use modular distance learning, TV and radio-based instructions

and other modalities while only 2 million enrollees preferred online for school year 2020-

2021. Based on the data gathered by DepEd, 3,885,427 learners preferred modular

learning. A total of 2,074,010 learners chose online while 1,940,054 said that they prefer

combination of face-to-face with other modalities. A total of 744,648 learners

responded that they want to use television while 358,270 preferred radio-based

instruction. Some 401,903 learners responded that they prefer "other" alternative

learning modalities.
 BACKGROUND OF THE STUDY

As the global pandemic strikes the world, the education system in most countries

with high cases of COVID-19, especially the Philippines, is affected. By this thought,

alternative styles of distance learning are introduced to students which are the online

and modular learning. These two styles of learning serve as alternatives for students to

continue their education while the pandemic is still on-going. However, many students

are not used to it and most of them find it hard and are still struggling in adapting this

sudden change. Students who prefer online learning and those who prefer modular

learning have their own struggles and it is the objective of this research to know those.

This study also aims to compare and know the advantages and disadvantages between

the two styles of learning. The origin of online instruction is distance education.

Morabito, Sack, and Bhate [3] determined that the growth of distance education evolved

over four generations: (a) printed instruction, (b) early technology in broadcasting

systems, (c) online instruction, and (d) web-based teleconferencing. Online instruction is

defined as any form of learning and/or teaching that takes place via computer network

[4]. The advancement of online instruction has opened a new era in distance education

and contributed to the expansion of the educational opportunities by reaching people in

various geographical locations thereby allowing learners global access to education [5].

Several researchers have advocated the use of online instruction for instructional

effectiveness and enriched faculty and program development [6]. Online instruction

addresses the issue of time and place constraints on delivering learning experiences to

distant learners and allows flexible learning modes so students can control their learning
path, pace, and contingencies of instruction [7]. The origins of modular education are

examined from the first applications in American higher education and the development

of electives and the credit system to the role of modular instruction as the basis of

higher education curriculum. Advantages of modular instruction include more choice

and self-~ pacing for students; more variety and flexibility for teachers and staff; and

increased adaptability of instructional materials. Disadvantages include greater self—

discipline and self—motivation required for students, increased preparation time and

lack of concrete rewards for teachers and staff, and greater administrative resources

needed to track students and operate multiple modules. Changes in educational

practices in the Dutch speaking world are reviewed, comparing traditional to modular

approaches. The modular education program at the Dutch Open University, is

described, including three modular course models (study unit model, the textbook-

workbook model, and the essay/thesis model) with the advantages and disadvantages

of each one outlined. Finally, the paper looks at the importance of prior knowledge,

suggesting that in a modular education environment, according to the changing ideas in

today's society on personal development, students will request a kind of instruction

more fully in accordance with and appropriate to their personal characteristics and their

prior knowledge state resulting in a more efficient and effective education for the

learner. There is also the opportunity for students to skip a module or to work through it

more quickly on the basis of prior knowledge.(Contains 27 references.)(Dochy,1989)

The two related literature of this study explains the advantages and disadvantages of

both online and modular learning.

 STATEMENT OF THE PROBLEM

The main objective of this study is to compare the new styles of learning and to

investigate which style of distance learning will give students a quality education. The

following are questions which the researchers are going to seek the answers in this

study.

 What are the differences and similarities between online and modular learning?

 Which between online and modular learning will give students a quality

education?

 Are the new two distance style of learning as effective as the physical learning?

 What are the struggles of online learning?

 What are the struggles of modular learning?

 What are the advantages and disadvantages of online and modular learning to

students?
 SIGNIFICANCE OF THE STUDY

This study will be a significant endeavor to the students, teachers, and parents

considering this will tackle the differences and comparison between the two modalities

for learning which is online and modular learning. This research will provide the

differences and comparison in terms of learning application, learning material, and

learning satisfaction. Moreover, the outcome of the study will be of great help to the

following:

Students: This study will be of great help to the students for the reason that they will

understand the concept of the learning modality

Teachers: Teachers will acknowledge the said differences and comparison between two

modalities of learning and will likely understand the issues and concerns of students.

Parents: Their frequently asked questions regarding the issues of online class and

modular learning will be responded appropriately.

 SCOPE AND DELIMILATIONS

This study will be conducted to determine the issues and concerns regarding the

use of online classes and modules. In addition, the researchers will formulate a

comparative study between online and modular learning, which will serve as a reference

material that can help students, parents, and teachers. Furthermore, the evaluation of

this study is to be evaluated by the practical research teacher who facilitates the study

of the students. Moreover, the respondents of the study will be the students officially

enrolled in selected university colleges: Benedicto College, University of Cebu, and

Cebu Institute of Technology. The number of respondents should at least fifty (50).

CHAPTER 2
 REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK

Related Literature
Face-to-face classes are temporarily prohibited because of the on-going pandemic. By

this thought, the Department of Education (DepEd) implemented distance learning

wherein the combinations of the various distance learning modalities such as printed

modules, offline digital modules, and TV and radio-based instructions are being used by

students and teachers. (DepEd, 2020)

The researchers gathered 10 related literatures for online and modular learning.

Online Learning

(Yu and Richardson, 2015)

The objective of the study was to develop an effective instrument to measure student

readiness in online learning with reliable predictors of online learning success factors

such as learning outcomes and learner satisfaction. The 10-item self-reported

measurement of social competencies scale from Shen et al. (2013) was used to

measure learners perceived social competencies in the study. Based on the results of

the EFA of this study, educators or administrators can use the Student Online Learning

Readiness (SOLR) instrument in order to discover a better understanding of the level of

freshmen college students’ online learning readiness capabilities by measuring three

competencies; social, communication, and technical competencies. Moreover, when

students come to understand their level of online learning social readiness, the

instrument may provide them with an opportunity to enhance their readiness prior to

taking their first online course. (Yu and Richardson, 2015)

(Palmer and Holt, 2011) A large Experience of Learning Online (ELO) survey was

undertaken to gauge students' perceptions of studying wholly online mode. Most

respondents (about 70%) indicated that they spent four hours per week or less studying

for the wholly online unit. Respondents were asked to indicate the importance of, and

satisfaction with, a range of aspects of their wholly online study. The item with the

lowest importance rating were those that might be considered basic requirements for

online learning, including being able to learn without face-to-face contact and interacting

online with other students. The items with the highest satisfaction were unit related

activities facilitated by the online environment, such as assignment submission and

access to digital resources. (Palmer and Holt, 2011)

(Muilenburg and Benge, 2010) The objective of the study is to better understand which

students will face barrier when attempting to learn online, what those barriers are, and

help individuals in their learning by understanding and ameliorating their particular

obstacles. The findings are that social interaction is strongly related to online learning

enjoyment, effectiveness of learning online, and the likelihood of taking another online

class. The eight factors were (a) administrative issues, (b) social interaction, (c)

academic skills, (d) technical skills, (e) learners' motivations, (f) time and support for

studies, (g) cost and access to internet, (h) technical problem. (Muilenburg and Benge,

2010)
(Yu and Jo, 2014) The purpose of the study is to suggest more meaningful components

for learning analytics to help learners improving their learning achievement continuously

in terms of educational technology approach. Multiple linear regression analysis is

conducted to determine which factors influence student's academic achievement. The

results showed that total studying time in LMS, interaction with peers, regularity of

learning interval in LMS, and number of downloads were determined to be significant

factors for students’ academic achievement in online learning environment. These four

controllable variables not only predict learning outcomes significantly but also can be

changed if learners put more effort to improve their academic performance. The results

provide a rationale for the treatment for student time management effort.(Yu and Jo,

2015)

(Hung, Chou, Chen, Own, 2010) The aim of the study was to develop and validate a

multidimensional instrument for college students’ readiness for online learning. Through

a confirmatory factor analysis, the Online Learning Readiness Scale (OLRS) was

validated in five dimensions: self-directed learning, motivation for learning,

computer/Internet self-efficacy, learner control, and online communication self-efficacy.

Research data gathered from 1051 college students in five online courses in Taiwan

revealed that students’ levels of readiness were high in computer/Internet self-efficacy,

motivation for learning, and online communication self-efficacy and were low in learner

control and self-directed learning. This study found that gender made no statistical

differences in the five OLRS dimensions, but that higher grade (junior and senior)

students exhibited significantly greater readiness in the dimensions of self-directed

learning, online communication self-efficacy, motivation for learning, and learner control

than did lower grade (freshman and sophomore) students.

Modular

(Dejene, 2019) The purpose of the study was to assess the implementation of

modularization in Ethiopian higher education institutions with particular reference to the

instructional process (active learning and continuous assessment). Mixed research

design was employed. Data were collected using questionnaire and semi-structured

interview. The study found out that the instructional process in the modularized program

is below the expectation. The teaching–learning process was found to be predominately

teacher-centered and limited to PowerPoint presentations. Students were still found as

an outsider in the process of knowledge construction playing a recipient role. It was also

found that continuous assessment has continued to be perceived and practiced as

continuous testing in which students sat for tests and quizzes frequently with no written

and/or oral feedback. Large class size and shortage of time (i.e., nature of block

teaching approach) have been found to be challenges for making the instructional

process effective in helping the students achieve the objectives stipulated in the

curriculums. (Dejene, 2019)

(Matankuk, Mohammad, Kiflee, Imbug, 2013)

The objective of the study is (a) to examine the effects of CCSA module towards

students’ performance and (b) to explain how CSSA module can solve the learning

problems. The researchers have used quasi experimental study (quantitative) combined
with case studies (qualitative). The result showed that the use of CCSA teaching

module contributed high level thinking skill among students and also enabled them to

achieve better performance in examination, particularly in the essay form. In addition,

this module was able to overcome learning problems such as lack of interest

concentration, skills in critical and creative thinking. This learning problem could be

overcome by providing a conductive learning environment based on problem solving,

working by pairs, the concentrations of concept maps and brainstorming. However,

there were several constrains faced by teachers and while using this method. Among

the problem students are not doing their preparations. Teachers were still influenced by

traditional teaching method and the learning environment are not conductive. (Matanluk,

Mohammad, Kiflee, Imbug, 2013)

Gahutu (2010) studied modular learning as it applied to a physiology course at the

National University of Rwanda. Students reported that they learned best when the

teaching was less theoretical, and they could work through material using practical

classes and demonstrations. However, to make the problem-based approach

successfully, they need a greater access to outside materials that might be available

through the library and the Internet. Overall, the Rawandan students reported greater

satisfaction with the modular, self-directed approach to learning than with the more

traditional style previously used in the classroom. (Gahutu, 2010)

In a study done at an American Community College and a regional university, Wenner.

Burn, and Baer (2011) demonstrated that students did better in remedial math courses

when the math was taught using the context of application to geoscience. The

researchers compared two types of remedial math courses, one that used a traditional

approach, and one using the applied math typical in a modular course. Wenner et al.

found the modular approach in a remedial math course was successful, but that the

success “hinges less on institution type, course characteristics, number of quantitative

concepts covered, or grading stakes and more on instructional methods that lead to

higher levels of student participation and completion”. Beneficial instructor participation

included appropriate introduction to the modules and instructions on how to navigate

testing sites and the learning management system. It was also shown to be important

that instructors reinforced the adequacy of the modules in helping the students pass the

post module quizzes. This positivity helped students feel better about themselves, their

performance, and their chances for success; thereby motivating them to complete the

modules. Finally, when instructors made the connection between the math being

learned and its relevancy to real problems, students tended to complete modules more

readily. (Burn and Bear, 2011)

(Karthikeyan and Kumar, 2014)

The aim of the study was to determine the acceptance and opinion of undergraduate

students regarding integrated modular teaching as a new teaching aid in dermatology.

Varied teaching methodologies involving multiple disciplines were undertaken in six

major undergraduate topics in dermatology for seventh and eighth semester students.
The study concluded that Integrated modular teaching can be an effective adjunct in

imparting theoretical and practical knowledge to the students. Further, various teaching

methodologies can be used in integrated modules effectively with active student

participation. Thus, integrated modular teaching addresses two important issues in

medical education, namely integration and active student participation. (Karthikeyan and

Kumar, 2014)
CONCEPTUAL FRAMEWORK
 RESEARCH HYPOTHESIS

Ho: Online class type of learning modality will be a hindrance to those students who

chose it for it will require an internet connection which has been difficult to get a stable

connection and will also be a hindrance for the teacher-student type of communication

since it will be hard to interact once a student didn’t have a stable internet connection.

Ha: If we implement the use of modular throughout the schools then students would be

likely to struggle a lot during this school year.

Modular is a great learning modality for students since it does not require any type of

internet connection which students struggled to acquire with.

Directional Hypothesis: Modular learning is more effective than online class in terms of

learning application.

Non-Directional Hypothesis: Modular learning provides an efficient way of teaching than

online teaching.
DEFINITION OF TERMS

For the purpose of clarification, the significant terms used in this study have been

defined. The following terms are:

COVID-19. This is a disease caused by a new strain of coronavirus. 'CO' stands for

corona, 'VI' for virus, and 'D' for disease. Formerly, this disease was referred to as '2019

novel coronavirus' or '2019-nCoV.'

Modality. is the way or mode in which something exists or is done.

Modular. of or relating to a module or a modulus. composed of standardized units or

sections for easy construction or flexible arrangement: a modular home; a modular sofa.

Online Class. This is a course conducted over the Internet. They are generally

conducted through a learning management system, in which students can view their

course syllabus and academic progress, as well as communicate with fellow students

and their course instructor.

 CHAPTER 3

METHODOLOGY

RESEARCH DESIGN

This study is designed as a quantitative study, aiming to acquire an in-depth

understanding of students’ perceptions between an online class and modular. Survey

research was used in this study to investigate the perception of students regarding the

learning modalities by using the appropriate data-gathering tool. Furthermore, a cross-

sectional survey was adopted in this study to determine the opinions of students

through a questionnaire. Questionnaires will be distributed as a message for safety

purposes since there is still an ongoing pandemic during this study.

THE SAMPLE

The non-probability sampling method was used in this study. Moreover,

convenience sampling was adopted due to the inability to perform face to face survey.

Additionally, convenience sampling helps the researchers to select individuals who

happen to be the most accessible with the use of the “messenger” app due to the

ongoing pandemic. The respondents were fifty (50) senior high school students from

the selected universities.

THE INSTRUMENT

Survey Questionnaire was used in this study to gather information effectively.

The contents of questionnaire that consists 10 questions regarding the online class and

modular learning.

DATA COLLECTION PROCEDURE

Survey questionnaires will be distributed using the “messengers” app to the

respondents. Before answering, the researchers are to provide permission to get the

approval of respondents. After answering the questionnaire, it will be collected and

analyzed to acquire the result needed.

PLAN FOR DATA ANALYSIS

After answering the questionnaires given to the respondents, researchers will

tally them and obtain the necessary information for the analysis of data.
 CHAPTER 4
PRESENTATION AND ANALYSIS OF DATA

This section presents the data collected from the research questionnaires
conducted by the researchers. Data presentation includes tables, figures, and a textual
explanation. 50 respondents were students from selected institutions.
Part I
Student’s preferred Frequency
learning modality
Online 27

Modular 23

Total: 50

Table 1. Student’s preferred learning modality and the number of respondents

This table does not present any differences between the two preferred however,

it presents the number of respondents based on their preferred learning modality with

the sole purpose of providing the total respondents of each learning modality. The data

shows that 54% or 27 students chose online and 46% or 23 students chose modular out

of 50 respondents.
 Q2. Are you satisfied of your chosen learning modality?
60%

50%

40%

30%

20%

10%

0%
Yes No

Online Modular

In this table, respondents were to choose their satisfaction with their chosen

learning modality. In online students, out of 27 students, 13 answered yes and 14

answered no. In modular, out of 23 students, 10 answered yes and 13 answered no. In

this manner, online students are most likely divided into two whether they are satisfied
with their chosen learning modality or not. Whereas, modular students are dominant in

answering no than yes.

 Q3. Were you able to achieve a quality learning on your preferred learning
modality?
80%

70%

60%

50%

40%

30%

20%

10%

0%
Yes No

Online Modular

In this table, respondents were asked if they were able to achieve quality learning

on their preferred learning modality. In online students, out of 27, 7 answered yes and

20 answered no. In modular students, out of 23, 12 answered yes and 11 answered no.

In this manner, online students, many answered no in their learning modality than yes.
While modular students are more likely divided into two whether they were able to

achieve quality learning or not.

 Q4. Advantages found on preferred learning modality
Total

Low-cost

Practices Independent Learning

Improved grades

Personal Growth

Convenient Learning

Hassle-Free

0 10 20 30 40 50 60 70

Online Modular

This table shows the advantages respondents may found in their preferred learning

modality. In online students, in terms of the advantages, more of the respondents have

answered were practices independent learning, hassle-free, convenient learning,

personal growth, while the advantages few of the respondents have answered was low-

cost and improved grades.

In modular students, in terms of advantages, more of the respondents answered more

practiced independent learning, low-cost, personal growth, and hassle-free while the

advantages few respondents have answered are convenient learning and improved

grades. Among the advantages found on preferred learning modality, students have

answered more in practices independent learning while few answered in improved

grades on both learning modalities.

Q5. Struggles on preferred learning modality

Academic Discipline

Lack of support

Distractions

Lack of gadgets/equipment

Difficulty in independent learning

Costly

0 2 4 6 8 10 12 14 16 18

Online Modular

practices independent learning while few answered in improved grades on both learning
modalities.
 In this table, it shows the struggles respondents may found on their preferred

learning modality. In online students, in terms of the struggles, more of the respondents

have answered were distractions, academic discipline, lack of gadgets/equipment, and

difficulty in independent learning, while the struggles few of the respondents have

answered were costly and lack of support.

In modular students, in terms of struggles, more of the respondents answered

more were distractions and difficulty in independent learning, while the struggles few

respondents have answered are lack of gadgets/equipment, academic discipline, lack of

support, and costly. Among the struggles found on preferred learning modality, students

have answered more in distractions while they answered few in lack of support.
 Q6. Is your preferred learning modality is better than the other?
70%

60%

50%

40%

30%

20%

10%

0%
Yes No

Online Modular

In this table, respondents were asked if their learning modality is better than the

other. In online students, out of 27, 14 answered yes and 13 answered no. In modular

students, out of 23, 9 answered yes and 14 answered no. In this manner, in online
students, many answered yes than modular students. While in modular students, many

answered no than online students.

Q7. Are you confident to have good grades based on your preferred learning
modality?
70%

60%

50%

40%

30%

20%

10%

0%
Yes No

Online Modular
In this table, respondents were asked if they are confident of having good grades based

on their preferred learning modality. In online students, out of 27, 12 answered yes and

15 answered no. In modular students, out of 23, 8 answered yes and 15 answered no.

In this manner, in online students, many answered no regarding their confidence in

having good grades based on their learning modality.

 Q8. Do you agree that physical learning is better than distance learning in terms
of a quality education?
120%

100%

80%

60%

40%

20%

0%
Yes No

Online Modular

In this table, respondents were asked if their learning modality is better than the

other. In online students, out of 27, 27 answered yes and 0 answered no. In modular

students, out of 23, 23 answered yes and 0 answered no. In this manner, both online
and modular students were agreeing physical learning is better than distance learning in

terms of quality education.

Part II

The similarities between these two learning modalities are that they were both

implemented by the Department of Education since students are idle because of the

ongoing pandemic.

The differences between these two preferred learning modalities are the learning

applications, learning strategies/methods, and learning process. They differ in these

terms. Additionally, learning modalities also differ in terms of student’s perspectives in

terms of the quality of education, struggles, and the advantages based on their learning

modality.

Part III

Respondents were asked about the quality of education they received in their

learning modality. In terms of satisfaction on their learning modalities, both online and

modular students were dominant in answering no than answering yes. In terms of

whether they were able to achieve quality learning, online students are more dominant

in answering no than in modular. When they were asked if they agree that physical

learning is better than distance learning, both learning modalities answered yes.
 CHAPTER 5
CONCLUSIONS AND RECOMMENDATIONS

CONCLUSIONS
The overall purpose of this study is to analyze the comparison between two-

distance learning and to identify its strengths and weaknesses as perceived by the

students. Based on the findings, the following conclusions were drawn:

When students were asked whether they are satisfied with their preferred

learning modality, the majority of them whether from online or modular class said no.

This means that students are facing struggles that made them say they are not satisfied

with their chosen learning modality. Some of the struggles that students are facing in

distance learning are (a) difficulty in independent learning, (b) costly, (c) lack of

gadgets/equipment, (d) distractions, (e) lack of support, and (f) academic discipline.

However, despite the struggles that the students are facing they were still able to find

advantages in distance learning. Some of them are (a) hassle-free, (b) convenient

learning, (c) personal growth, (d) practices independent learning, and (e) low-cost.

When students were asked if they were able to achieve quality learning, the majority of

the online students said no while majority of modular students said yes. This finding

implies that modular instruction is more likely to achieve quality learning compared to

online instruction as perceived by the students. However, when students were asked if

they are confident in getting good grades based on their preferred learning modality, the

majority of the students from online and modular class said no. This simply means that

most of the students are not favorable in distance learning and that they still find it

difficult to have good grades. Almost all of the respondents from online and modular
class said responded that they agree that physical learning is better than distance

learning in terms of quality education. Students are looking forward to going back to

physical classes. Furthermore, the findings of this study can be used for future studies

to aid students in their struggles in distance learning.

 RECOMMENDATIONS

Based on the conclusions of this study, many are still struggling in distance

learning whether from online or modular classes. The implementation of the physical

class is highly recommended but since there's still an on-going pandemic this will not be

possible. Moreover, institutions should conduct more relevant studies assessing

students’ learning progress in distance education. Furthermore, the result of this study

can be used for future studies in creating a more effective distance learning method.
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https://pubmed.ncbi.nlm.nih.gov/20237228/

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RESEARCH ENVIRONMENT
 APPENDICES

SURVEY QUESTIONNAIRE
1.) What is your preferred learning modality?
a. Online b. Modular
2.) Are you satisfied with your preferred learning modality? a. Yes b. No
3.) Based on your preferred learning modality, were you able to achieve a quality
learning?
a. Yes b. No
4.) As a student, what are the advantages you found on your preferred learning
modality?
a. Hassle free
b. Convenient learning
c. Personal growth
d. Improved grades
e. Practices independent learning
f. Low-cost
g. Others(please specify)
5.) As a student, what are the struggles you encounter on your preferred learning
modality?
a. Costly
b. Difficulty in independent learning
c. Lack of gadgets/equipment
d. Distractions
e. Lack of support
f. Academic discipline
g. Others(please specify)
6.) Do you think that your preferred learning modality is better compared to the other
learning modality in terms of quality learning?
a. Yes b. No
7.) Are you confident that you'll get good grades based on your preferred learning
modality? a. Yes b. No
8.) Do you agree that physical learning is better than distance learning in terms of a
quality education? a. Yes b. No
 LETTER TO THE RESPONDENTS

Dear Respondent,

Good day! My fellow researchers and I were conducting research entitled “The

New Normal Education: A comparative study between an online class and modular

learning. We would like to ask for your permission to answer our survey questionnaire.

The survey questionnaire will last only about 3-5 minutes which will not take a long time.

All information provided in this survey will be kept confidential. We ask for your honest

participation.
 DOCUMENTATION
CHAPTER MAKING
Curriculum Vitae
Name: Joenel E. Leonado
Address: 193 General Maxilom Extension
Street Cebu City
Contact number: 09663816028
Email: Joenel.Leonado@gmail.com

Personal Information
Age: 18
Sex: Male
Civil Satus: Single
Date of Birth: November 17, 2002
Parents:
Mother: Antonitta E. Leonado
Father: Joel M. Leonado

Educational Background
Senior high school:
Benedicto College Cebu city
S.Y 2019-2021

Junior High school:

Abellana National School
S.Y 2008-2019
Curriculum Vitae
Name: Reymart Marce
Address: MJ Cuenco Avenue, Barangay Tejero
Contact#: 09204982204
Email: marcemartyy@gmail.com

Personal Information
Age: 19
Sex: Male
Civil Status: Single
Date of Birth:
Parents:
Mother: Rebecca Bontilao
Father: Mamerto Lamdag Jr.

Educational Backgrounds
Senior high school:
Benedicto College Cebu city
S.Y 2019-2021

Junior High school:

Barrio Luz National High School
S.Y 2008-2019
Curriculum Vitae
Name: Elmer Dela Cruz
Address: Sitio.Zapatera barrio Luz Cebu city
Contact number: 09511110252
Email:Elmermerdelacruz2435@yahoo.com

Personal Information
Age: 18
Sex: Male
Civil Satus: Single
Date of Birth: April 5,2002
Parents:
Mother: Mary mae ay-ay
Father: Emerson Linaw

Educational Background
Senior high school:
Benedicto college Cebu city
S.Y 2019-2021

Junior High school:

Bario Luz National Highschool
S.Y 2008-2019
Curriculum Vitae
Name: Kim M. Caniete
Address: 10-85 M. J Cuenco Ave., Cebu City
Contact#: 09651402967
Email: kimcaniete25@gmail.com

Personal Information
Age: 18
Sex: Male
Civil Status: Single
Date of Birth: August 25, 2002
Parents:
Mother: Evangeline M. Caniete
Father: Rufino P. Caniete

Educational Backgrounds
Senior high school:
Benedicto College Cebu city
S.Y 2019-2021

Junior High school:

Abellana National School
S.Y 2008-2019
Curriculum Vitae
Name: Kryst Alan V. Geneston
Address: Blk. 7 Lot 4 st. Itum yuta Lorega San Miguel
Contact#: 09231294749
Email: krystalan1234@gmail.com

Personal Information
Age: 18
Sex: Male
Civil Status: Taken
Date of Birth: March 22, 2002
Parents:
Mother: Irenea Villaflor
Father: Alan Geneston Zapatera High Night School

Educational Backgrounds
Senior high school:
Benedicto College Cebu city
S.Y 2019-2021

Junior High school:

Zapatera High Night School
S.Y 2008-2019
 DOCUMENTATION
CHAPTER MAKING