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The Effects of Modular Class in Grade 12 Accountancy, Business and Management Students of Taal Senior High School
The Effects of Modular Class in Grade 12 Accountancy, Business and Management Students of Taal Senior High School
The Effects of Modular Class in Grade 12 Accountancy, Business and Management Students of Taal Senior High School
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
TAAL SENIOR HIGH SCHOOL
G. Marella Street, Zone 2, Taal, Batangas
CHAPTER I
The problem and its Background
INTRODUCTION
At present, the country's educational system has some new arrangements. The
outbreak of the pandemic has changed the learning system for almost all institutions,
both public and private, all over the world, and most specifically, here in the
Philippines. From the traditional face to face learning system, the Department of
Education has provided strategic mitigation in order to prevent the widespread
COVID-19 virus to contaminate more. Due to it, face-to-face learning is replaced by
modular learning or flexible learning. The continuous advancement of technology has
made information access and distribution of educational content available to a large
fraction of the world’s population and helped to move Distance Education (DE) to the
digital era (Allen & Seaman, 2017). Despite the fact that it is the only safest way to
continue education, there are some cases in which modular learning is not suitable
for every school and learner in the country due to various underlying factors.
However, despite the fact that modular learning is seen as effective nowadays,
a surface learning approach is associated with students who study only superficial
details (Prat-Sala & Redford, 2010). It was found out that students are concerned
with the time needed to acccomplish the learning task. Due to the said reason, they
try to choose the quickest way to accomplish their learning assignment, without
asking further questions and without fully understanding the text's meanings.
The students or respondents themselves will benefit from the result of this
study as it will provide them with baseline data on what the effects of modular
classes are on them and how effective they are in today's learning.
The teachers will also benefit from the result of this study, as it will help them
to be informed and to be aware about how the students are dealing with modular
classes and the effects it has on them. In return, the teachers will be more
considerate of the students' valid excuses all throughout the school year.
The school will benefit as it will provide them with information about what is
happening with their students and how it affects their behavior and performances. It
will also help them modify or create some regulations that will be beneficial for both
the students and the teachers in these modular classes.
The Department of Education will benefit from the result of this study as it
will also help them understand to what extent modular classes affect the students.
Furthermore, it will help them to be able to formulate new arrangements so that
modular classes will be a lot easier for students to handle.
The government can also benefit from the result of this study as it will allow
them to think of strategic ways on how to help the Department of Education in order
to make the experience of modular classes a little better. It will also help them to allot
funds solely for the education of children in these trying times of pandemic.
The study will be delimited and conducted only at Taal Senior High
School, Taal, Philippines, with an area of approximately less than a hectare. The
study will be conducted in S.Y. 2021-2022. The study will involve selected students
as the sample population, coming from Grade 12 Accountancy, Business, and
Management Students only as the respondents. The students will be chosen using
an appropriate sampling technique. It will only focus on the research questions of the
study.
Definition of Terms
For better understanding and clarification purposes, the following terms are
defined according to how they will be used in the study:
Modular Class. This term refers to a type of learning that involves self-explanatory
techniques for students while the teacher distributes only sets of modules in every
subject and the students are supposed to answer it on their own.
Pandemic. This term refers to a situation in which a contagious disease has become
widespread in just a short span of time.
New Normal. This term refers to a new way of living because of the pandemic.
Academic Aspect. This term refers to the aspect of students' with regards to their
performance at school that is being affected by modular classes.
Psychological Aspect. This term refers to the aspect of students with regards to
their state of mind that is being affected by modular class.
Emotional Aspect. This term refers to the aspect of students with regards to their
emotional feelings that are being affected by modular class.
CHAPTER II
Pandemic
Most of the time, almost all people are limited to going outdoors. Coronavirus
disease 2019 (COVID-19) is the latest pandemic with a high rate of morbidity and
mortality all across the globe. Crises like these can harm the academic functioning and
psychophysical health of both the students and the teachers. The International
Epidemiology Association's Dictionary of Epidemiology (2021) defines a pandemic as
"an epidemic occurring worldwide, or over a very wide area, crossing international
boundaries and usually affecting a large number of people". In addition to it, a
pandemic is defined as an epidemic occurring worldwide, or over a very wide area,
crossing international boundaries and usually affecting a large scale of people (Kelly,
2011). Recently, Davis (2021) defines a pandemic as an epidemic or a sudden
outbreak that becomes very widespread and affects a whole region, a continent, or the
world due to a susceptible population. By definition, a true pandemic causes a high
degree of mortality rate.
New Normal
The National Institute for Health Research (NIHR) has paused the site set up
of new and ongoing clinical research not directly related to Covid-19 (NIHR, 2020).
This solely means that anything not connected to solving the virus as soon as possible
is not greatly taken care of. Thus, it opens up a new term commonly known as the
"new normal", in which everyone must have a reboot on various ways of living. In
particular, COVID-19 had an unprecedented impact on the workplace and
organisational practices. Millions of people worldwide have had to alter work patterns
within organisations (Davison & Richter, 2020). At the very least, many are required to
implement alternative workspaces in order to comply with social distancing
requirements (Leidner, 2020).
Academic Aspect
Most importantly, the continuous and substantial growth in light with virtual
learning illustrates the importance of understanding the potential impact on academic
performance of the students' experience in distance education. According to Carrs
(2017), distance learning students had a grade average 5% higher than face-to-face
students, but with less satisfaction. Distance education presented advantages over
face-to-face, as students had a higher performance, but this result was only statistically
significant in some areas. Results showed that the students perform much better in
online learning than in traditional learning. However, a scant amount of literature is
available on the factors that affect the students' satisfaction and performance in online
classes during the pandemic of Covid-19 (Rajabalee & Santally, 2020).
Psychological Aspect
Facebook is the main medium available for students to partake in distance
learning. However useful, it is not very effective since it provides learners with a
distraction (Morton, 2020). In a study conducted by Irawan, Dwisona, and Lestari
(2020), it was revealed that students have started to get bored with online learning
after the first two weeks of learning from home; considerable anxiety in research
subjects whose parents have low income, because they have to buy quotas to be able
to participate in online learning, and mood or mood changes occur due to too many
assignments, which are considered ineffective by students. Distance learners were
found to differ from face‐to‐face learners in that they were more ‘isolated’ and
experienced lower levels of self‐confidence (Kahl & Cropley, 2016). Moreover, findings
revealed in the study of Bolatov, Fabbro, and Seisembekov (2020) showed that the
prevalence of the burnout syndrome, depression, anxiety, and somatic symptoms
increased after transitioning from traditional learning to online learning.
Emotional Aspect
Excessive exposure on the internet can cause serious emotional problems to
various individuals (Telmann, 2018). On a blogsite from LwTears (2020), they wrote
that increased anger, irritability, withdrawal, clinginess, or even sleep and appetite
changes may indicate that a child has strong underlying emotions they don't know how
to appropriately express, caused by an unexpected transition from a traditional way of
learning into the digital era of learning. According to Kentucky Learning Center (2021),
since the COVID pandemic, there's a lack of interaction and students face social
isolation. This greatly impacts a student's mental health. The lack of social interaction
in online learning leads to feelings of loneliness, lack of motivation, and isolation. The
statement is greatly supported by Stephan (2019) that states students who attended
the online course reported a higher level of boredom, anxiety, and anger, but less
enjoyment. Schroeder (2020) also states that the emotional aspects of individuals
during the pandemic is an immense problem that is growing rapidly. While there are
some students who are thriving through online learning, the toll of the virus, isolation,
increased workloads, and other associated effects are rising among many students,
staff, and faculty members, causing them to have emotional breakdowns.
Conceptual Framework
The study will be anchored on the following theories: The Foundations of Distance
Education (1986), Keegan classified theories of distance education into three groups:
theories of independence and autonomy, theories of industrialization of teaching, and
theories of interaction and communication.
The conceptual framework that was derived and refined was based on the premises
that Blumer (1969) advanced for symbolic interactionism. First, human beings act upon the
world on the basis of the meanings that the world has for them. Second, the meaning of the
world is socially constructed through one’s interactions with members of the community.
Third, the meaning of the world is processed again through interpretation. The traditional
approach to research—which has dominated the field of distance education—tends to ignore
the importance of meaning, interaction, and interpretation of the actors in shaping behavior.
By employing interpretive methods, we attempted to understand the multiple layers of
meaning represented by human actions and how they are interpreted by those involved.
Using a symbolic interactionist framework, interaction is defined as the reciprocal actions of
two or more actors within a given context (Vrasidas, 1999).
Research Paradigm
Independent Variables Dependent Variables
CHAPTER III
RESEARCH METHODOLOGY
This chapter includes the research design, locale of the study, and respondents
of the study, sampling procedure, instrumentation and data gathering procedures.
Research Design
A qualitative research approach was chosen for this study for its usefulness in
discovering the meaning that people give to events that they have experienced
(Merriam, 1998). It was used because its data is powerful and sometimes more
compelling rather than quantitative data.
The time allotment for the interview will be 1 hour per SHS students of Taal
Senoir High School, in which the interview will be conducted online.
The effects of the modular class will be conducted on Grade 12 ABM students
in Taal Senior School, G. Marella St. Zone 2, Taal, Batangas. The school's total area
is approximately less than a hectare. It is situated near Lemery and Sta. Teresita.
The school was founded last June, 2021, by Dr. Wilson T. Ojales.
Sampling Procedure
The study will use the purposive sampling procedure in which the
respondents can be easily accessed by the researcher.
The researcher used the kind of sampling procedure because it is seen very
useful in situations where the researcher needs to reach the target sample quickly.
The sampling for proportionality is not the main concern (Crossman, 2018).
Instrumentation
The primary sources of the data for this study will be the students’ answers to
the questions regarding the effect of modular classes on the students.
Data Collection
The interview allotment will be 1 hour per respondent. Researchers will gather
sufficient data to be used in the study. The setting of the interview will be conducted
online.
Recorders such as mobile phone applications will be used during the interview
for better transcription of the data to be gathered. And if the researcher is not
satisfied with the data being gathered, the researcher will go back to the respondents
for clarification purposes.
After which, the researcher will then transcribe the given data and will then
proceed on to the next step in finishing the said study.