St.

Joseph’s Academy of Malinao, Aklan, Inc

(A Catholic Institution)
Malinao, Aklan

Levels of Effectiveness of Modular Learning for Grade 7 Students of St. Joseph’s

Academy of Malinao, Aklan Inc.

A research paper presented to St. Joseph’s Academy of Malinao, Aklan, Inc.

In partial fulfillment of the requirements in Research

Russell Carmelo I. Carmen

Cymoun B. Murallo
Jaquelyn T. Ibabao
Benjamin O. Santiago
Rayzel Sanchez
Rinmark Ismil
Melisa Jean Tansioco
Renier Mark Whigan
Ronniel Icasas
 St. Joseph’s Academy of Malinao, Aklan, Inc
(A Catholic Institution)
Malinao, Aklan

CHAPTER 1

Introduction

Modular learning has already been in practice before the pandemic, it is for those
working who don’t have time to go to school. As a matter of fact Modular education was first
adopted in American higher education. From the first introduction of the elective system in 1869
at Harvard University. Then the pandemic happened, all the schools were closed. After 8 months
school finally opened but it is still too dangerous for students to go face to face. 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
learners in rural areas where the internet is not accessible for online learning.

The use of modules encourages independent study. One of the benefits of using modules
for instruction is the acquisition of better self-study or learning skills among students. Students
engage themselves 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.
 St. Joseph’s Academy of Malinao, Aklan, Inc
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Malinao, Aklan

The researchers of Grade 12 GAS will be conducting research to identify if modular

learning is really done as it is proposed and to identify the levels of effectiveness of modular
learning.

Theoretical Framework

Theory of Effectiveness Measurement

Richard K. Bullock (2006)

Effectiveness measures provide decision makers feedback on the impact of deliberate

actions and affect critical issues such as allocation of scarce resources, as well as whether to
maintain or change existing strategy. Currently, however, there is no formal foundation for
formulating effectiveness measures. This research presents a new framework for effectiveness
measurement from both a theoretical and practical view. First, accepted effects-based principles,
as well as fundamental measurement concepts are combined into a general, domain independent,
effectiveness measurement methodology. This is accomplished by defining effectiveness
measurement as the difference, or conceptual distance from a given system state to some
reference system state (e.g. desired end-state). Then, by developing system attribute measures
such that they yield a system state-space that can be characterized as a metric space, differences
in system states relative to the reference state can be gauged over time, yielding a generalized,
axiomatic definition of effectiveness measurement. The effectiveness measurement framework is
then extended to mitigate the influence of measurement error and uncertainty by employing
Kalman filtering techniques. Finally, the pragmatic nature of the approach is illustrated by
measuring the effectiveness of a notional, security force response strategy in a scenario involving
a terrorist attack on a United States Air Force base.
 St. Joseph’s Academy of Malinao, Aklan, Inc
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Malinao, Aklan

Conceptual Framework

This research talks about the Levels of Effectiveness of Modular Learning for Grade 7
Students of St. Joseph’s Academy of Malinao, Aklan Inc.

In conducting this research, descriptive design will be used in order to easily assess the
respondents' ideas. By using descriptive design in this study, it will help find out theLevels of
Effectiveness of Modular Learning for Grade 7 Students of St. Joseph’s Academy of Malinao,
Aklan Inc. in order to gather reliable and factual data that will be crucial for the completion of
this study.

Therefore, in presenting this research we are going to use Quantitative Data in

order to show the validity and reliability of this research.
 St. Joseph’s Academy of Malinao, Aklan, Inc
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Malinao, Aklan

Statement of the Problem

The study aims to determine the Levels of Effectiveness of Modular Learning for Grade 7
Students of St. Joseph’s Academy of Malinao, Aklan Inc.

Specifically, this seeks to answer the following question

1. What is the demographic profile of the students?

1.1 Sex

2. What are the Levels of Effectiveness of Modular Learning for Grade 7 Students of
St. Joseph’s Academy of Malinao, Aklan Inc.

Category Score

Very Effective 100-75

Effective 75-50

Ineffective 50-25

Very Ineffective 25-0

3. Is there any relationship between the demographic profile of the students and the
factors that affect their attentiveness in doing LAS?
 St. Joseph’s Academy of Malinao, Aklan, Inc
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Hypothesis:

There is no significant relationship between the demographic profile of the respondents

and their levels of effectiveness in modular learning.

Scope of Limitations

This study aims to determine Levels of Effectiveness of Modular Learning for Grade 7
Students of St. Joseph’s Academy of Malinao, Aklan Inc. We chose the Grade 7 of St. Joseph’s
Academy to be our respondents because they are the freshmen here at SJA. We want to know
how effective modular learning can be to those who are starting highschool.

Significance of the Study

This study focuses on explaining and generating information about the Levels of
Effectiveness of Modular Learning for Grade 7 Students of St. Joseph’s Academy of Malinao,
Aklan Inc. which may be beneficial to the following:

St. Joseph’s Academy of Malinao, Aklan Inc.

The results that can be drawn from this study will serve as a strategy that will help the
school administrators to address their actions towards the Levels of Effectiveness of Modular
Learning of not only the Grade 7 but to all the Grade level as a whole.
 St. Joseph’s Academy of Malinao, Aklan, Inc
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Malinao, Aklan

Teachers

The results of this study will help the teachers to determine the Levels of Effectiveness of
Modular Learning and will be able to be more considerate in the situations of the students and to
help them improve in doing their modules and learn methods to effectively help them be molded
into competitive students.

Future Researchers

The results of this study will help the future researchers to distinguish the Levels of
Effectiveness of Modular Learning for Grade 7 Students of St. Joseph’s Academy of Malinao,
Aklan Inc.

Definition of Terms

For better understanding and clarity of the study, the following terms were given

its conceptual and operational meaning;

Effectiveness

Effectiveness is the capability of producing a desired result or the ability to

produce desired output. When something is deemed effective, it means it has an intended

or expected outcome, or produces a deep, vivid impression.

In this study, effectiveness is to find out how successful modular learning is.
 St. Joseph’s Academy of Malinao, Aklan, Inc
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Malinao, Aklan

Pandemic

an outbreak of a disease that occurs over a wide geographic area (such as multiple

countries or continents) and typically affects a significant proportion of the population

In this study, pandemic is considered prevalent over a whole country or the world.

Modality

the classification of logical propositions according to their asserting or denying the

possibility, impossibility, contingency, or necessity of their content

In this study, modality is the way or mode in which something exists or is done.

Modular Learning

Modular learning, as the word connotes, uses learning modules that facilitate

student learning by themselves. Modular learning is a form of distance learning that uses

Self-Learning Modules (SLM) based on the most essential learning competencies

(MELCS) developed by the teachers with the aid of curriculum developers.

In this study, modular learning is a method of learning that is approved while in a

pandemic to be substituted from the normal face to face classes.

 St. Joseph’s Academy of Malinao, Aklan, Inc
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Module

Are used to organize course content by weeks, units, or a different organizational

structure. Modules essentially create a one-directional linear flow of what students should

do in a course. Each module can contain files, discussions, assignments, quizzes, and other

learning materials.

In this study, the module is referred to as an instrument for modular learning.

Flexibility

the quality of bending easily without breaking.

In this study, flexibility is referred to as willingness to change or compromise.

Respondents

Is a person who answers a question, letter, email message, survey, or anything else

that requires a response.

In this study, respondents are the participants that will be critiqued if their reading

skills are met or not in the study of the Levels of Effectiveness of Modular Learning for

Grade 7 Students of St. Joseph’s Academy of Malinao, Aklan Inc.

 St. Joseph’s Academy of Malinao, Aklan, Inc
(A Catholic Institution)
Malinao, Aklan

CHAPTER 2

Review of Related Literature

Theory of School Effectiveness

by Rutter et. al (1979) in Grosin (2004)

The study found that an excellent school can fight the negative effect that affects

the school, an example of a student background that is favourable. A study conducted by

Rutter and colleagues in England in the 1970s which Rutter, Maughan, Mortimore,

Ouston, & Smith, (1979) in Grosin (2004) found that the school effectiveness occurs when

there is a) efficiency in leadership, b) high expectations by listeners, c) school

environment conducive to learning, focusing on basic skills, look up with students

regularly (Edmonds, 1979; Scheerens, 2016). In the United Kingdom, research on school

effectiveness begins with the study of Rutter. The study found that there are several

factors involved in the effectiveness of class size, school size, and age of the building of

the school. However, the most important thing in determining the highest level of

effectiveness is balance in the reward system, intellect, the school environment,

opportunity for a student's role, an academic goal, teacher as a role model, excellent

classroom management, strong leadership and democratically making –decision.

 St. Joseph’s Academy of Malinao, Aklan, Inc
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School Effectiveness Model

by Marzano (2005)

In the model of school effectiveness by Marzano (2005) emphasize eight (8)

dimensions to make the school successful which are a) instructional leadership b) clear

mission c) good environment, d) high expectation of successful e) keep review student

progress f) learning opportunity, g) perform task on time, h) has a positive relationship

between school and home.

K-12 School Effectiveness Framework (2011)

Some schools in Ontario have used the K-12 School Effectiveness Framework

Model (SEF K -12) to measure school effectiveness. According to reports in Ontario

Schools (2010, .28), school effectiveness is a process of evaluation before, on the and after

the study because the assessment is a process of collecting accurate information on the

student in achieving the curriculum. The main purpose of this evaluation is to improve

student learning. For this improvement, evaluation before, on and after the learning needs

more attention. Teachers will provide feedback and guidance to this improvement.

Teachers will be involved in the learning evaluation process which assists all the students

together to develop the ability to be independent, set goals, determine the next step of

learning and make reflection. Also, school effectiveness is determined by the school

leadership and classroom. According to the report K-12 School Effectiveness Framework
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(2011, P.55), the result of the effective school based on professional learning communities

to determine the level of effectiveness. Each educator involved in the process of a)

identifying the current level of achievement, b) level of development goal, c) cooperation

in achieving the goals, d) maintain a professional learning community effectively which is

the school staff must focus on teaching and learning as well, work collaboratively for

learning improvement and make continuous improvement.

History of Distance Education

Distance education is not a new concept. In the late 1800s, at the University of

Chicago, the first major correspondence program in the United States was established in

which the teacher and learner were at different locations. Before that time, particularly in

preindustrial Europe, education had been available primarily to males in higher levels of

society. The most effective form of instruction in those days was to bring students together

in one place and one time to learn from one of the masters. That form of traditional

educational remains the dominant model of learning today. The early efforts of educators

like William Rainey Harper in 1890 to establish alternatives were laughed at.

Correspondence study, which was designed to provide educational opportunities for those

who were not among the elite and who could not afford full-time residence at an

educational institution, was looked down on as inferior education. Many educators

regarded correspondence courses as simply business operations. Correspondence

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education offended the elitist and extremely undemocratic educational system that

characterized the early years in this country (Pittman, 1991). Indeed, many

correspondence courses were viewed as simply poor excuses for the real thing. However,

the need to provide equal access to educational opportunities has always been part of our

democratic ideals, so correspondence study took a new turn.

As radio developed during the First World War and television in the 1950s (see

11.2.3), instruction outside of the traditional classroom had suddenly found new delivery

systems. There are many examples of how early radio and television were used in schools

to deliver instruction at a distance. Wisconsin's School of the Air was an early effort, in

the 1920s, to affirm that the boundaries of the school were the boundaries of the state.

More recently, audio and computer teleconferencing have influenced the delivery of

instruction in public schools, higher education, the military, business, and industry.

Following the establishment of the Open University in Britain in 1970, and Charles

Wedemeyer's innovative uses of media in 1986 at the University of Wisconsin,

correspondence study began to use developing technologies to provide more effective

distance education.
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Distance Education in the United States

The United States was slow to enter the distance education marketplace, and when

it did, a form of distance education unique to its needs evolved. Not having the economic

problems of some countries or the massive illiteracy problems of developing nations, the

United States nevertheless had problems with the economy of delivery. Teacher shortages

in areas of science, math, and foreign language combined with state mandates to rural

schools produced a climate, in the late 80s, conducive to the rapid growth of commercial

courses such as those offered via satellite by the TI-IN network in Texas and at Oklahoma

State University. In the United States, fewer than 10 states were promoting distance

education in 1987. A year later, that number had grown to two-thirds of the states, and by

1989 virtually all states were involved in distance learning programs. Perhaps the most

important political document describing the state ofdistance education has been the report

done for Congress by the Office of Technology Assessment in 1989 called Linking for

Learning (Office of Technology Assessment, 1989). The report gives an overview of

distance learning, the role of teachers, and reports of local, state, and federal projects. It

describes the state of distance education programs throughout the United States in 1989

and highlights how technology was being used in the schools. Model state networks and

telecommunication delivery systems are outlined with recommendations given for setting

up local and wide-area networks to link schools. Some projects, such as the Panhandle
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Shared Video Network and the Iowa Educational Telecommunications Network, serve as

examples of operating video networks that are both efficient and cost effective.

Distance Education as a Global Movement

In Europe and other Western countries, a global concern was beginning to emerge.

In a recent report, the 12 members of the European Association of Distance Teaching

Universities proposed a European Open University to begin in 1992. This is in direct

response to the European Parliament, the Council of Europe, and the European

Community (Bates, 1990). In this report, articles from authors in nine European countries

describe the use of media and technology in higher education in Europe and reflect upon

the need for providing unified educational access in the form of a European Open

University to a culturally diverse population.

Telecommunication networks now circle the globe, linking people from many

nations together in novel and exciting ways. As the borders of our global community

continue to shrink, we search for new ways to improve communication by providing

greater access to information on an international scale. Emerging communication

technologies, and telecommunications in particular, provide highly cost-effective solutions

to the problems of sharing information and promoting global understanding between

people. In today's electronic age, it is predicted that the amount of information produced

will increase exponentially every year. Since economic and political power is directly
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related to access to information, many educators like Takeshi Utsurni, president of

GLOSAS (Global Systems Analysis and Simulation) have worked to develop models of

the "Global University" and the "Global Lecture Hall" which provide resources allowing

less-affluent countries to keep up with advances in global research and education (Utsumi,

Rossman & Rosen, 1990).

In the developing world, since the 1950s, the population has doubled to over 5

billion people, most of whom want to be literate and want greater educational

opportunities for themselves and their children. The majority of this expanding population

is in Asia, where there are massive problems of poverty, illiteracy, and disease. In most

developing countries, such as Bangladesh, distance education offers the promise of a

system of information distribution through which new ideas, attitudes, and understanding

might begin to ooze through the layers of the disadvantaged environments (Shah, 1989).

Drawing upon the well-known model of the British Open University, countries such as

Pakistan, India, and China have combined modern methods of teaching with emerging

technologies in order to provide low-cost instruction for basic literacy and job training.

Turkey has recently joined those nations involved in large-scale distance learning. Only 12

years old, their distance education program has enrolled almost I million students and is

the sixth largest distance education program in the world (Demiray & Mclsaac, 1993).
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Because of the economies of size and distribution, both industrialized and

developing countries have embarked on distance education programs. In the early 1980s,

record numbers of students in developing countries gained access to higher education

through distance education programs (Rumble & Harry, 1982). In many cases, local

experts are not available to develop original programs in the language and culture of the

people. For this reason, the majority of educational programs are either used intact from

the host country or are superficially translated with very few adaptations to the local

culture. When this is done, the results are often unsuccessful. The cultural values of the

program designer become dominant, desirable, and used as the standard. There are many

examples of programs from North America, Australia, Great Britain, and Europe that were

purchased but never used in Africa and Asia because the material was not relevant in those

countries. Because the appropriate design of instructional material is a critical element in

its effectiveness, the issue of "who designs what and for whom" is central to any

discussion of the economic, political, and cultural dangers that face distance educators

using information technologies (Mclsaac, 1993). There have been a variety of efforts to

identify theoretical foundations for the study of distance education. Thus far, there has

been little agreement about which theoretical principles are common to the field and even

less agreement on how to proceed in conducting programmatic research.

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Effectiveness of Modular Approach in Teaching at University Level

In the course of the last fifty years the education of third level enlarged and

diversified the requirements and wait being put on the establishments of higher education

are consequently great, with changes in the body of the pupil and a pressure augmented by

the government on expenses, procedures and results. For academic staff, there are

incremented pressures through incremented teaching loads, growing reporting and

administrative requisites and pressure to develop and invigorate their research profile.

Academic staff surveys consistently report that edifying is a source of reward but staff

verbally express that they are working longer hours and dealing with a more diverse

student group. McInnis (2000).

Barnett et al (2004) argued that the curriculum receives scant regard in current

debates about teaching and learning in higher inculcation but suggests that this may be

vicissitudes in the context of quality assurance mechanisms and benchmarking. In

teaching there are many methods which are being used. Some of them are assignment

method, discovery method, lecture method, discussion method, programmed learning,

project method, field trip, case study method, demonstration method, modularized

instruction. Modular teaching is a new approach in classroom settings, for experience

taking in encounters in instruction also it has been getting much consideration. The

system of taking in modules has turned into a piece of all levels of instructions.

Teaching through modules is a self - taking in a bundle managing one particular topic/
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unit. It could be utilized within any setting helpful to the learner and may be finished at

the learner's own particular pace. Sufficient hypotheses further more practices are

accessible for the useful requisition of secluded educating in our classrooms.

Consequently a study was directed so as to check the adequacy of modular teaching.

Information was investigated, analyzed and results were drawn.

It’s clear that many university students with a certain level of interactive

technology are embraced, but at the same time continually demanding more to fulfill their

diversified needs of learning. Embrace the technology demands of their own class.

According to the curve that can be applied to today's generation of time, universities use

technology every day and classes. The real challenge faced by university students is that

higher inculcation is different from school and students cannot expect spoon-feeding.

Increasingly, university heads are keen to verbalize about a partnership between

institution and students. Knight (2002) points out that material on design work for edifiers

orchestrating Programmes in higher inculcation are insubstantial. He suggests that there

is a desideratum for advice on programme design and argues for texts to be developed to

target concrete learning skills. The focus is the design of modules which form part of

Programmes in higher inculcation. This study was focused to find out the effectiveness of

modular approaches in teaching in order to assess the student's learning, performance

and achievement.
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The Realities of Modular Learning

The modular learning approach is hanging by a thread, and it’s not the teachers’ or

the students’ fault. The plan seems to be flawed from the start. With so many students,

especially in public schools, it would be hard to give each one equal and undivided

attention. Teachers also struggle to reach out to all of their students but fall short because

economic and social factors stand in their way.

DepEd is well aware of the situation between students and teachers. Not everyone

is privileged enough to own a laptop or a phone or to have a stable, uninterrupted internet

connection or data. Modular learning was the band-aid solution to these economic

shortcomings. But what they failed to consider (or refused to acknowledge) is that every

student’s home life is different.

You see, modular learning is heavily reliant on the More Knowledgeable Others

(MKOs) capacities, also known as the adult figures in these students’ homes. The module

relies on their knowledge and patience to teach the student whatever concept they don’t

understand.

In most middle-class homes where at least one person has access to data or an

internet connection, this might not pose much of a problem. Additionally, at least one

person in middle-class families has attended college. This means they have access to

education and resources. But this may not be the case for lower-income families.
 St. Joseph’s Academy of Malinao, Aklan, Inc
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In families where both parents are absent, trying to make ends meet, and no one

has gone to college because of poverty, modular learning might not work at all. Lessons

are limited to what’s written on paper. Without another more knowledgeable person who

can explain these complicated concepts, the student will definitely have difficulty

absorbing their lessons.

With the current setup DepEd has for its teachers and students, the possibility of

anyone genuinely learning anything is low. First off, modules are not substitutes for

teachers. Like what has been mentioned above, without a knowledgeable person around

who can explain confusing or complicated concepts written in the module, the student

won’t understand it.

Second, examples are limited. The modules themselves aren’t perfect. They differ

from school to school, and their contents depend on the teachers who made them. Some

students may not have a problem understanding their lessons because of a well-explained

module, but others may not be as lucky. With the lack of standard books used, the level of

learning varies.

Third, students are being left in the dark. Those who don’t have access to

electronic gadgets and the internet may not even know who their classmates are for this

school year. The only point of contact students have with their teachers this school year is

through the modules. Social bonds can’t form between students and teachers.
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Additionally, there is a lack of feedback. Once modules have been answered and

delivered to the teacher, students only have to worry about the next modules coming in.

There is little to no feedback regarding what they have learned and if their answers are

correct. Therefore, the modular approach becomes an endless stream of paperwork for

both the student and the teacher with no way of knowing its effectiveness.

There are a lot more challenges concerning modular learning, but these are the

most prevalent. Both the students and the teachers are at a disadvantage. The quality of

education, however hard it is to admit, may have dropped. But because we’re still in the

middle of a pandemic, it’s not their fault. Learning is hard when done on your own.

It’s hard to absorb new information when no one is there to guide you (or at least

empathize with you) when the lessons become too much. This may also contribute to the

anxiety and depression some students feel now that they’re struggling to keep up with

modular learning demands. Although both the teachers and the students are trying their

best to perform well in this situation, it’s just not ideal.

The modular learning approach has several weak spots. If DepEd refuses to

address them, both students and teachers will have an even harder time adjusting to the

new normal.
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The Implementation of Modular Distance Learning in the Philippine Secondary

Public Schools

Face to face learning engagement of students and teachers within the school has

been suspended due to the COVID-19 pandemic. This pandemic has paved the way to the

implementation of Modular Distance Learning as an urgent response to ensure continuity

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

education at present, and continuous innovations of educators and active involvement of

other stakeholders are the driving force for its success. The key purpose of this research is

to find out the challenges encountered, opinions, and recommendations of teachers,

parents, and students in the implementation of Modular Distance Learning in Balbalayang

National High School (BNHS) and Baguio City National High School (BCNHS) during

the School Year 2020-2021. These challenges, opinions and recommendations were

identified through a mixed quantitative and qualitative approach by conducting surveys to

the 37 participants in the selected schools through quota and purposive sampling.

Deductive thematic analysis was used in the interpretation and coding of data. The main

challenges that emerged were lack of school funding in the production and delivery of

modules; students struggle with selfstudying, and parents' lack of knowledge to

academically guide their child/children. In conclusion, the study was able to determine the

prevailing challenges of the participants in terms of resources, preparedness, and

communication. The result of this study may serve as a springboard for the future
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improvements of the schools' existing programs and guidelines on the implementation of

modular distance learning.

Perceived Effectiveness of Self Learning Modules in the Implementation of Modular

The COVID-19 pandemic shifts the traditional classroom or face-to-face teaching

and learning into distance learning. The district of Sto. Domingo implemented Modular

Distance Learning(MDL) in which a self-learning module(SLM) is the primary tool in the

teaching and learning process. This study determines the effectiveness of the SLM in the

implementation of MDL at the elementary level under the new normal. The study is

anchored on Moore’s Transactional Distance Theory. Descriptive correlational statistics

were used to determine the factors contributing to the effectiveness of SLM in the

implementation of MDL. The respondents were the 72 Grade 3 and Grade 6 permanent

teachers and 72 Grades 3 and 6 learners. Factors such as the SLM quality of content,

usability, and teacher interventions were analyzed to determine if they were predictors of

the SLM's perceived effectiveness. The perceived effectiveness of the SLM was evaluated

by teachers and learners. Teachers and learners agree to the perceived effectiveness as a

teaching and learning tool of the SLM in the implementation of MDL.

Using Pearson-r, the study found that quality of content, usability, and teacher

implemented intervention was positively correlated to the perceived effectiveness of SLM

based on teacher evaluation. Multiple regression analysis found that quality of content and
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usability predict the effectiveness of SLM in the implementation of MDL based on teacher

evaluation. The study concludes that the quality of content and usability of the SLM will

most likely determine the perceived effectiveness of the SLM in the implementation of

MDL on this scale and magnitude during this time of the pandemic.

Learner evaluation of the perceived effectiveness of the SLM did not show a

causal relationship with the SLM quality of content, usability, and teachers’ implemented

interventions. The result suggests that learners may not fully understand the context of

their learning to evaluate their learning using the SLM.

The study recommends the importance of the quality of content and usability of the

materials particularly the SLM to effectively implement the MDL during this time of

pandemic and in this scale and magnitude. While teacher implemented interventions have

a positive relationship or effect on the use of SLM, it does not predict its effectiveness.

Further, the study suggests the development of assessment materials and procedures to

measure the actual achievement of learners under the MDL.

Effectiveness of a Module in the Teaching of Selected Topics in Engineering Physics

The common dilemma that students in general engineering courses experience is

the difficulty in adjusting to college life, in general and in physics subjects in particular.

That is why modular form of instruction collaborating with the latest technology is one of

the practices developed nowadays to bridge the gap of students’ difficulty in Physics.
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The aim of the study was to find out if the modular form of instruction facilitated

by technology in physics for students in general engineering meets the needs of the

students with low mathematical competency in high school. In the modern university

system among countries in the world, increased emphasis is being placed on improving

the quality of teaching and learning. The study was undertaken to develop a user-friendly

module software that would facilitate comparability across modules, to assess the

effectiveness of a module in teaching Physics I and to evaluate if there is a significant

difference in the students’ performance in the pretest and posttest results of both

experimental and control groups and posttest performance results between the control and

experimental groups.
St. Joseph’s Academy of Malinao, Aklan, Inc
(A Catholic Institution)
Malinao, Aklan