PREFERRED LEARNING MODALITIES OF THE SELECTED GRADE VI

PUPILS OF PLARIDEL ELEMENTARY SCHOOL, SY 2020-2021

MAGALLANES, ROCELYN D.
BEDIORES, JENY ROSE F.
BEDIORES, JERECA F.
PALCES, MELODY A.
ARBIS, EMELY V.

A RESEARCH PAPER SUBMITTED TO PROF. MARIA CONCEPCION S.

CAYAON, A FACULTY OF WESTERN PHILIPPINE UNIVERSITY- COLLEGE

OF EDUCATION, IN PARTIAL FULFILLMENT OF THE REQUIREMENTS IN

RESEARCH IN EDUCATION.

MAY 2021
 CHAPTER I

INTRODUCTION

Background of the Study

Education is the central concern of the individuals, institutions, and countries for

their development. It is a system that helps to build a relationship between institutions

and various countries. The result or outcome of the education system is the critical

factor that determines the quality of education.

Educators and learners alike have been affected by the potential impact on

teaching a few months after the pandemic was suddenly appear. Digital and online

delivery mode, mixed or versatile delivery modes or a mixture of all these alternative

delivery mode of teaching have largely replaced conventional face to face classes. In a

college’s survey, Cabual, R.A (2021) stated that the online interactive method of

teaching and learning has been used from the start to reach the better quality of learning

and issues surface about a month after it was introduced. The students became aware of

the financial costs, associated with the holding of online or virtual classes, such as the

need to purchase a laptop, desktop, printer or an android phone that is wifi compatible,

as well as good internet connection, in order to fulfill the requirements for virtual,

distance, and blended classes. Teachers are affected by the difficulty that the students

face and also evident that the pandemic had an effect on teaching and learning process.

Several social supporting sites such as Twitter, Instagram, Facebook, and

WhatsApp have been beneficial to the teacher and students to have supportive,

collaborative learning with knowledge sharing. Even though social support provides a
positive effect on team sharing, there is no evidence to prove that it has an impact on

knowledge sharing (Liu & Lee, 2012).

Schools opening will not necessary mean traditional face- to –face learning

in the classroom. The learning delivery modalities that schools can adopt may be one or

a combination of the following, depending on the covid-19 restrictions in the particular

context of the learners in the school or locality. Online Education has been dramatically

used recently because of the widespread of this pandemic in the country. Through this,

the form of distance education that has unlimited participation and interaction with

students and teachers from around the world has been addressed.

This research study was carried on the hopes in making an impact for the

educators, learners, parents, and governments. It concentrated on identifying the

preferred learning modalities of students in the new normal education.

STATEMENT OF THE PROBLEM

This study is conducted to determine the factors affecting the academic

performance of selected Grade 6 students using different learning modalities of Plaridel

Elementary School SY 2019-2020.

Specifically, this study seeks to find answers the following questions:

1. What is the demographic profile of the respondents as to:

a. Age

b. Sex

c. Gadgets

d. Parent’s occupation
 e. Estimated annual family income

f. Highest educational attainment of the parents

Mother: ________

Father: _________

2. What is the most preferred learning modalities of the respondents?

3. How do the demographic profiles affect the preferences of the respondents?

Objectives of the Study

Generally, this study aimed to determine the preferred learning modalities of the

selected Grade 6 pupils of Plaridel Elementary School S.Y 2020-2021.

At the end of the study, the researchers should be able to:

1. describe the demographic profile of the respondents,

2. identify the respondents most preferred learning modalities; and

3. find out how the demographic profiles affect the learning modality preferences of

the respondents.

Significance of the Study

The study aims to determine the most preferred learning modalities of the Grade

VI pupils of Plaridel Elementary School SY 2019-2020.

For the students, this would help them provide important information on what

learning modalities do they learn best.

For the teachers, this would give them insight on what strategies are best to be

use help the academic performance of the respondent’s despite of the pandemic. Aside
from that, this study would help them to find another way to get their students engage

more in learning.

Scope and Delimitation

This study will be conducted among the selected Grade 6 pupils of Plaridel

Elementary School. It will be conducted from May to June 2021. Result of this study

cannot be generalized to be true to all.

Operational definition of Terms

Academic performance – means the knowledge and skills that students has

mastered in a subject or a course.

Distance Learning - a method of studying in which lectures are broadcast or

classes are conducted by correspondence or over the

internet, without the students needing to attend a

school or college.

Education - the process of receiving or giving systematic instruction,

especially in school or university.

Learning Modalities - refer to which avenues of sensation people prefer to use to

learn. The modalities or senses include modular/ distance,

blended, and face-to-face learning.

Traditional Learning - takes place in a classroom setting. There is a trainer who

moderate and regulate the flow of information and

knowledge.
 Chapter II

REVIEW OF RELATED LITERATURE

As the country continues to confront different issues brought about by the

corona virus disease 2019 pandemic, the Department of Education (DepEd) is
addressing the challenges in the basic education for the school year 2020-2021 through
its Basic Education Learning continuity Plan (BE-LCP) under DepEd order No. 012, s.
2020. With the mandate of Section 1, Article XIV of the 1987 Constitution for the state
to protect and promote the right of all citizens to quality education at all levels and to
take appropriate steps to make such education accessible to all and under Section 6,
Chapter 1 of Republic Act No. 9155, or the Governance of Basic Education A ct of 2001,
DepEd is vested with the authority, accountability, and responsibility for ensuring
access to promoting equity in, and improving the quality of basic education. This BE-
LCP aims to ensure the health, safety, and well being of the learners, teachers, and
personnel in the time of COVID-19, while finding ways for education to continue amidst
the crisis. (ACCRALAW- Jenny Ann Pimentel-Tibon).

Distance Learning

Distance learning refers to a learning delivery modality, where learning takes

place between the teacher and the learners who are geographically remote from each
other during instructions. This modality has three types; Modular distance learning
(MDL), Online distance learning (ODL), and TV/Radio-Based Instruction. (Quinones,
2020)

As Moore and Kearsley (2005) noted, “All distance education learners are
separated by space and/or by time from their teachers” (p. 223).

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.

The teacher takes the responsibility of monitoring the progress of the learners.
The learners may ask assistance from the teacher via e-mail, telephone, text
messages/instant messaging among others. Where possible, the teacher shall do home
visits to learners needing remediation or assistance (Llego, n.d). Printed modules will be
delivered to students, parents or guardians by the teachers or through Local
Government Officials.

The use of modules encourages independent study. One of its benefits for
instruction is the acquisition of better self-studying or learning skills among students.
Students are more engage in learning the concepts presented in the module. They
develop a sense of responsibility in accomplishing the tasks provided in the module.
With little or no assistance from others, the learners progress on their own. They are
learning how to learn; they are empowered (Nardo, M.T.B, 2017). Other 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.

As Hsu and Shiue (2005) noted, “In the distance learning environment, learners
must be motivated to direct their own learning process because the teachers and
students are 3 physically separated” (para. 3). Distance learners must be more
responsible for their own learning. Technology, which was able to support
communication between course participants, had been heavily relied on to conduct
courses in a virtual environment but also added to the frustration, distress, and isolation
of the learners (Abrahamson, 1998; Beaumont, Stirling, &Percy, 2009). Research
showed “greater frustration with long distance learning conditions as relative to other
methods of instruction” (Hove & Corcoran, 2008, p. 125).

According to Ambe-Uva (2006), a “successful distance education system involves

interactivity between teachers and students, between students and the environment,
and among students themselves, as well as active learning in the classroom” (p. 3).
 As stated by Bontempi (2003), “Distance learning is student centered learning,
thus knowing the characteristics and demographics of learners helps us to understand
the potential barriers to motivation and learning” (para. 4).

Literature of Blended Learning

A number of investigators have assembled a comprehensive agenda of

transformative and innovative research issues for blended learning that have the
potential to enhance effectiveness (Garrison and Kanuka 2004, Picciano 2009).
Generally research has found that BL results in improvement in student success and
satisfaction, (Dzuiban et al. 2011; Means et al. 2013) as well as an improvement in
student’s sense in community (Rovai and Jordan 2004) when compared with face to
face courses. According to Moskal et al.(2013); Dringus and Seagull (2015); Picciano
(2009); Tynan et al. (2015) those who have been most successful at blended learning
initiatives stress the importance of institutional support for course redesign and
planning. The evolving research questions found in the literature are long and
demanding, with varied definitions of what constitutes “blended learning”, facilitating
the need for continued and in-depth research instructional models and support needed
to maximize achievement and success (Dringus and Seagull 2015; Bloemer and Swan
2015).

Blended learning was believed to improve student learning by offering more

interaction between teachers, students, content, and technology and became a preferred
model for course delivery by Precel, Eshet-Alkalai, & Alberton (2009).

Discovering the Students’ Learning Styles

Sutherland (2017) wrote that the author read the text of her required reading
material, becoming weary and frustrated that had conflict in comprehending it. She also
had a difficult time focusing and listening to lectures in class. However, once she
discovered she was a visual learner, she changed her study habits to be more visual by
watching videos or creating pictures to outline complex concepts. This example relates
to the researchers’ current study because every student has a different learning style,
and it is important for students to embrace their individuality and the unique way they
learn most especially to this time of pandemic. In addition, the fact that there are
students experiencing difficulty in absorbing information from lectures should not be
ignored. Understanding what type of learner you are is important because bringing this
information to a student’s awareness can be used to his or her advantage in class or
when studying. From the given example by the author, spending time and effort for the
students is needed for them to be fully aware and understand on the specific topic.

Discussions of visual, аuditоry, and kinesthetic lеаrnеrs are common in

еducаtiоnаl litеrаturе, tеаchеr-prеpаrаtiоn programs, and prоfеssiоnаl dеvеlоpmеnt
workshops. The thеоry that student’s lеаrn mоrе whеn content is prеsеntеd in their best
modality sееms to make sense, sееms to be supported by clаssrооm еxpеriеncеs, аnd
оffеrs the hоpе of maximizing еаch child's lеаrning by planning different lessons for
еаch typе of lеаrnеr (Hudаk & Andеrsоn, 2004).

There is extensive literature comparing the strengths and weaknesses of online

teaching versus face-to-face teaching. However, none of them address the opinion of
students regarding the two modalities. Brownstein and Gerlowski (2008) compared the
different modalities using an assessment rubric for two student essays. They found that
learning outcomes were equally robust in either format. Gibson (2008) compared test
scores from online and face-to-face sections of a course taught by the same instructor
and found that the face-to-face students did slightly better than the online students.
Chen and Jones (2007) examined two sections of a course, one taught face-to-face and
the other taught primarily online and found that both courses had similar final learning
outcomes. Haavind (2000) concluded from his research that it was more difficult to
monitor discussion in an online environment than in a classroom setting. Wong and
Tatnall (2009) found that the ability to track the progress of students with an online
learning management system increased the instructor’s ability to assess students’
progress in a way that is not possible in a traditional course.

Several of the fundamental differences between learning online and in a

traditional classroom setting were identified by McGovern (2004). These included the
following: online learning requires students to have a certain level of computer skills
and equipment that may not be necessary in the traditional environment; online
instruction does not permit students the opportunity to learn by hearing since audio
presentations are not normally available in online courses; and that online courses
permit asynchronous learning rather than requiring students to be in a classroom at a
given time and place. In a survey of online faculty who had also taught face-to-face
classes, it was found that one of the main differences in the instructional methods was
that the online courses depend so much on texts (Teaching (2010). It was pointed out,
however, that online courses are also able to bring in much more information from
virtual sources and these can be more seamlessly integrated than in a face-to-face
course. Those faculty who were surveyed indicated that one of the main advantages of
an online course was the fact students needed to write everything and this is seen as
allowing for a deeper understanding of the material.

According to Sipes and Ricciardi, (2006) they examined the nature of online and
face-to-face education and concluded that the main difference is that online instruction
is student centered while traditional courses are instructor centered. Sugar, Martindale
and Crawley investigated the difficulty of transitioning from one mode to the other
(2007).

Turball (2002) described his experience in translating his face-to-face course to

the online environment. He points out that the process changes the instructor’s role to
that of a facilitator and creates a challenge to keep the learning active. One study
surveyed an extensive list of students, from both domestic and foreign colleges and
universities, who took classes in both mediums. The survey found that 48% of the
students preferred the face-to-face medium and only 34% preferred online classes
(Kishore, et al, 2009).

Another study found that there was no difference in the teaching functions of an
instructor presenting the same material in the two different media by Alonso and
Blazquez (2009).

As stated by Kirtman (2009), by researching the difference between online and

face-to-face instruction, he found a significant difference in favor of the face-to-face
students on the same midterm but no significant difference on the same final
examination. On the other hand, Larson and Sung (2009) researched a course that
utilized the same instructor teaching sections in face-to face, online and in a hybrid
modes and found no significant difference in the learning outcomes as measured in a
common midterm and final.

A study of the impact of the modality of instruction on student evaluation of

instructors found that there was generally no significant difference in evaluations in
terms of the format of instruction except in the case of minority instructors. Minority
instructors received lower evaluations in a face-to-face medium than in an online one
(Carle, 2009).

Singh and Stoloff (2007) surveyed a class and found that students believed they
learned as much in an online course as they did in a face-to-face class. As stated by
Cragg, Dunning and Ellis (2008) they found in their study a course taught in two
different modalities, that there was no difference in the outcomes while Tutty and Kleine
(2008) found that facilitating both online and face-to-face collaboration can lead to the
development of effective learning strategies.

The students’ opinion of how their particular modality helped them learn was the
most relevant and useful information gathered from the student evaluations. Even
though the results on the final common examination were virtually the same, the face-
to-face students had a more positive response to the question of whether their learning
had increased. Perhaps the most interesting response was that the online students were
a little less positive than the face-to-face students about being actively involved in their
learning. This was a surprise since the conventional wisdom is that the structure of an
online course forces students to be more actively involved in their learning. This was the
area of greatest difference between the two groups, though it is not statistically
significant.
 CHAPTER III

METHODOLOGY

Locale of the Study

The study will be conducted at Plaridel Elementary School, Plaridel Aborlan,

Palawan during the school year 2019-2020.

Respondents of the Study

Selected Grade 6 pupils of Plaridel Elementary School will be the respondents of

the study.

Sampling Procedure

The data of the study will be gathered by interviewing the respondents personally

at Plaridel Aborlan, Palawan using a survey questionnaire during the scheduled

interview. The researcher will consider the maximum health protocol implemented by

the local IATF.

The Research Design

The descriptive method of research design will be used in this study. The study

will be gathered through the use of survey questionnaire to determine most preferred

learning modalities by the respondents.

The Research Instruments

The survey questionnaire is composed of two parts will serve as the instrument of

the study. Part I consists of the demographic profile of the respondents, while part II is

about the preference of the respondents in learning modality and other statements that

may help its gather other needed information in the research.

Data Collection Procedure

Prior to the conduct of the study permission from the school will be secured.

Researcher made questionnaire will be distributed to the respondents, following the

minimum health protocol.

Procedure for Data Analysis

Frequency counts, percentages, means and ranges will be the statistical tools

used by the researcher in analyzing the data.

 SURVREY INSTRUMENT

A. Profile of the Respondents

Age: ____________

Sex: ____Male ____Female

Gadgets: ____________

Parents Occupation: ____________

Estimated Annual Family Income: ____________

Highest Educational Attainment of Parents:

Mother: _______

Father: _______

(College graduate, college undergraduate, High school graduate, High school

level)

B. Question Proper

Instructions: Shade the circle/s at the side. Answer the following questions

properly. Note that all answers in this survey will be treated with confidentiality.

1. What type of learning modalities you have been using in studying?

 Blended Learning

 Modular/Distance Learning

 Online Learning

 Face – to – Face Learning

 Phone modality
  Radio modality

2. What is your preferred learning modality?

 Blended Learning

 Modular/Distance Learning

 Online Learning

 Face to face learning

3. How can you assess your learning now that you are using this new normal

modality?

 Easy

 Moderate

 Hard

4. What factors affect your performance in school? Check all the possible

reasons.

 Poor Internet Connection

 Availability of gadgets

 Financial Support

 Environmental Factor

 Proper Guidance

 Social Distraction (playing, watching TV/ gadgets

Other (please specify) _________________

5. How helpful is your school in providing resources to learn from home?

 Not helpful

 Moderately Helpful

 Very Helpful

 Extremely helpful

 Why? ___________

6. Do you enjoy learning remotely?

 Yes, absolutely

 Yes, but I would like to change a few things

 No, there are quite a few challenges

 No, not at all

7. How effective has remote learning been for you?

 Not at all effective

 Slightly effective

 Very effective

 Extremely effective

8. How important is face-to-face communication for you while learning

remotely?

 Extremely important
  Very important

 Moderately important

 Slightly important

9. How do you feel overall about this new normal education?

 Poor

 Below Average

 Average

 Good

 Excellent

10. How stressful is this new normal learning for you during the COVID-19

pandemic?

 Very stressful

 Moderately stressful

 Slightly stressful

 Not stressful at all

 REQUEST LETTER

August 05, 2021

Dear Respondents,

Greetings!

We, the undersigned students from the College of Education, who are enrolled in
Bachelor of Elementary Education (BEEd) of Western Philippines University are
currently conducting simple paper entitled “Preferred Learning Modalities of the
Selected Grade VI pupils of Plaridel Elementary School, SY 2020-2021”
which covers the factors that affect the academic performance of the pupils and their
preferred modalities in learning as well.

In connection with this, we humbly request for your cooperation and participation by
answering the entire attached survey questionnaire which are important and helpful in
the completion of this study.

We will assure you that all your answers regarding to this survey questionnaire will be
treated with strict confidentiality.

Thank you very much for your cooperation and God bless!

Respectfully Yours,
JERECA F. BEDIORES
Researcher

Republic of the Philippines

Western Philippines University
College of Education
San Juan, Aborlan, Palawan

The Principal’s Office August 05, 2021

Plaridel Elementary School

Sir/Madame:

Greetings!

We, the undersigned students from the College of Education, who are enrolled in
Bachelor of Elementary Education (BEEd) of Western Philippines University are
currently conducting simple paper entitled “Preferred Learning Modalities of the
Selected Grade VI pupils of Plaridel Elementary School, SY 2020-2021”.

The main objective of this study is to identify the preferred learning modalities of
the selected grade VI pupils.

In connection with this, we humbly request from your good office for the
authorization and permission to conduct an interview in your students using the
attached survey questionnaire which is important and helpful in the completion of this
study.

Thank you very much and more power!

God bless!
 Respectfully yours,

JENY ROSE F. BEDIORES

Researcher

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Carrol, N., and Burke M., (2010). Learning Effectiveness Using Different Teaching
Modalities. Volume 3, 65-67.

Chang, K., (2013). Factors Affecting Student Satisfaction In Different Learning

Deliveries. Degree of Doctor Dissertation. Illinois State University, 2-3, 6-8.