Perception Towards Modular Distance Lear

i
PERCEPTION TOWARDS MODULAR DISTANCE LEARNING APPROACH

DURING THE COVID-19 PANDEMIC AMONG GRADE 9 STE MATHEMATICS
STUDENTS OF ALANGALANG NATIONAL HIGH SCHOOL
_______________________________________
Michelle P. Alimangohan Ivy T. Bacani Danica M. Baluran
Angel Joan B. Cabaltera Jubelle C. Collera Jhon Almer D. Cuba
Reynalin D. Cabangisan Daisyre Dinola Elamie Espiel
Maricar V. Gerez Mesaley B. Mabute Victor A. Miralles
Nalyn Virsoza Joanna Marie R. Tacuyo Jessa Tante
Researchers
Visayas State University-Alangalang

ii
APPROVAL AND ACCEPTANCE SHEET
This research study hereto attached, titled “PERCEPTION TOWARDS MODULAR

DISTANCE LEARNING APPROACH DURING THE COVID-19 PANDEMIC
AMONG GRADE 9 STE MATHEMATICSSTUDENTS OF ALANGALANG
NATIONAL HIGH SCHOOL” prepared and submitted by:

In partial fulfillment of the requirements in PrEd 200 – Teaching Internship, is hereby

approved and accepted.
KAREN R. LIRA
Teaching Intern Supervisor
PrEd 200: Teaching Internship
Department of Teacher Education
Visayas State University – Alangalang
Accepted in partial fulfillment of the requirements PrEd 200 – Teaching Internship.
LILIBETH G. MIRALLES, Ph.D. RUTH C. AMODIA, Ph.D.

Head Director for Academic Affairs/Dean, CTEAS
Department of Teacher Education Visayas State University – Alangalang
Visayas State University – Alangalang
_____________________________
June, 2022
iii
ACKNOWLEDGMENTS
The researchers would like to extend their sincere thanks and gratitude to all the
people in helping this piece of work a success. Without you, this will be impossible to
accomplish.
First and foremost, we would like to thank our Almighty God for the wisdom,
guidance and protection for the completion of this study.
We would like to extend our sincere appreciation to Mr. Roland A. Aljibe, the
beloved and active school principal of Alangalang National High School, who support
and allow us in conducting the study in school.
The completion of this study could not have been possible without the guidance
of Mrs. Karen R. Lira, our research adviser and teaching intern supervisor who helped
us answering our queries regarding to this study.
Special thanks to Mr. Mario V. Julito, Head of Mathematics Depart, Mr. John
Zyrone C. Cayondong, Grade 11 Coordinator and Mr. Eiderf John C. Go, Senior
High School Teacher and Research Adviser for their time and efforts for helping us
validate our research questionnaire and for their suggestions and corrections to make
this work a success.
To the teachers of Alangalang National High School, for the support.
To the research respondents for the time and efforts for answering.
To the researchers’ parents, for the support, prayers, and being an inspiration.
And those people that we forgot to mention thank you for the encouragement to
finish this piece of work in due time.

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TABLE OF CONTENTS
Page
TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . i
APPROVAL AND ACCEPTANCE SHEET. . . . . . . . . . . . . . . . . . . . . . . ii
ACKNOWLEDGEMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . iii
TABLE OF CONTENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . iv
LIST OF FIGURES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
LIST OF TABLES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
LIST OF APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . viii
ABSTRACT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
CHAPTER
I. INTRODUCTION
Background of the study. . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Statement of the Problem. . . . . . . . . . . . . . . . . . . . . . . . . . 3
Significance of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . 3
Scope and Delimitation. . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
II. REVIEW OF RELATED LITERATURE AND

CONCEPTUAL FRAMEWORK
Review of Related Literature. . . . . . . . . . . . . . . . . . . . . . . 5
Conceptual Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Definition of Terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
III. METHODOLOGY
Research Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Research Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Research Locale. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Research Instrument. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Validation of the Research Instrument . . . . . . . . . . . . . . . 12
Data Gathering Procedure. . . . . . . . . . . . . . . . . . . . . . . . . . 12

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Method of Scoring and Interpretation. . . . . . . . . . . . . . . . . 13
Data Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
IV. RESULTS AND DISCUSSION
Perception of the Respondents Regarding Modular Distance

Learning Approach . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Challenges Towards Modular Distance Learning

Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
V. SUMMARY, CONCLUSION AND RECOMMENDATION
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Findings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
REFERENCES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
APPENDICES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
CURRICULUM VITAE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
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LIST OF FIGURES
Figure Page
1 IPO Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2 Locator Map of Alangalang National High School. . . . . . . . . . . .. . . 11

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LIST OF TABLES
Table Page
Perception of the Respondents Regarding Modular Distance

1
Learning Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
2 Challenges Towards Modular Distance Learning Approach . . . . . . . 18

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LIST OF APPENDICES
Appendix Page
A Letter for the Validation of the Research Instrument. . . . . . . . . . . 25
B Letter Permit to Conduct Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
C Research Instrument. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
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PERCEPTION TOWARDS MODULAR DISTANCE LEARNING APPROACH

DURING THE COVID-19 PANDEMIC AMONG GRADE 9 STE MATHEMATICS
STUDENTS OF ALANGALANG NATIONAL HIGH SCHOOL
__________________________________________
A Research Paper
Presented to
College of Teacher Education Department
Visayas State University-Alangalang
Alangalang, Leyte
__________________________________________
In Partial Fulfillment of the Requirements for
PrEd 200 – Teaching Internship
_______________________________________
by:
June 2022
x
ABSTRACT
This study investigates the perception towards Modular Distance Learning Approach
of Grade 9 STE mathematics students of Alangalang National High School during the COVID-
19 pandemic. With this, the study sought to determine the perception and challenges of the
students regarding modular distance learning approach (MDLA) in Mathematics. The
descriptive research design was utilized in this study. The researchers gathered the data through
survey questionnaire from the identified respondents of the study. The subject of the study are
the Grade 9 STE Mathematics students of Alangalang National High School S.Y. 2021-2022.
This study has a population of 77 students from Grades 9 STE Department. The simple random
sampling technique is adopted. Thus, our respondents are 40. Based on the result, the study
revealed that students’ perceptions were neither agreed nor disagreed towards using MDLA in
Math. It means the students had neutral perceptions regarding MDLA approach in
Mathematics. The study also revealed that students neither agreed nor disagreed on the
challenges given by the modular distance learning approach (MDLA) in Math. It had also a
neutral effect to students’ performance in which students performed during Mathematics
subject.
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CHAPTER I
INTRODUCTION
Background of the Study
The unfold of COVID-19 has brought a huge impact around the globe and these effects
has taken different impediments that varies according to economic status of each country and
its sectors, not only in its economic steadiness but also in the schooling system. With physical
distance and other community quarantine protocols, basic education is dramatically affected as
schools and community learning centers are off for physical interaction. In the Philippines,
schools have been closed for private engagement, transactions and students’ curricular matters,
following the order of President Rodrigo Roa Duterte, to slump face-to face coaching in
adherence to the advisory of Department of Health that Philippines be put below Enhanced
Community Quarantine. With that, the Department of Education then have to shift and craft
realistic platforms without compromising its intention to promote continuous quality education
amongst the students, along with the promotion of health awareness. The response that the
department issued was DepEd Order No. 12, s. 2020 of 19 June 2020, entitled Adoption of the
Basic Education Learning Continuity Plan for School Year 2020-2021 in Light of Public Health
Emergency COVID-19, which presents the Department's Basic Education Learning Continuity
Plan (BE-LCP), a package of educational interventions that will respond to basic education
(Tadeo, 2021).
Due to this health crises, Distance Learning delivery brought a significant change in the
fundamental orientation of learning environment. Since there is no face-to-face until it is
declared safe, the DepEd embark on a major phase of determining an alternative mode that
education system incorporated in order to continue the transfer of knowledge even in the
comfort of homes by materializing different learning modalities to ensure the access and
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availability that these learning modalities propose. Upon the implementation of these distance
learning options, DepEd anticipated different learning modalities namely Modular Distance
Learning (MDL), Online Distance Learning (ODL), TV/Radio- Based Instruction, and blended
distance learning (Betlen, 2021). With these modes of delivery of instruction, the education
welcome the new normal where DepEd adhere to the adoption of various learning delivery
options such as but not limited to blended learning, distance learning, and home schooling and
other modes of delivery shall be implemented depending on the local COVID Risk Severity
Classification and compliance with minimum health standards (Briones, 2020).
Over the century, distance learning has become flexible and effective solely not because
of technology advancement but also with the serious demand of an alternative way to transfer
instructions during this pandemic situation. Alzahrani (2019) pointed out that some studies
showed no significant difference between distance learning and face-to-face learning
outcomes. Nonetheless, the literature used in his studies are far previous that may actually vary
from the actual situation of distance learning approach that the world is concerning today. Even
supposing the convenience that the distance learning can endow in terms of time and space for
both the teacher and the students, there are underlying factors that cannot be guaranteed to fully
inflict the extent of distance learning.
Upon the introduction of this distance learning, the issue arises after it was
implemented. Even though the majority of public secondary schools opted modular distance
learning (MDL), students became aware of various difficulties especially in the matter of
financial expense associated with internet accessibility and the need to buy Android phones,
WIFI, or laptop/desktop, and also adds the problem of internet connectivity that most rural
region of the country suffered from. With that, teachers are also affected by these problems of
students which causes the teaching and learning practice vulnerable (Cabual, 2021).
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The researchers aim to identify the perceptions of Grade 9 STE Mathematics students
of Alangalang National High School on the Modular Distance Learning Approach (MDLA)
during the COVID19 pandemic and how can these perceptions and problems help in molding
a quality education that can assure the level of academic performance of students specifically
in Mathematics subject. With the continuous monitoring and creating alternative ways to
supplement the needs of students, teachers and by their guiding hands and experiences can help
this research feasible.
Statement of the Problem
This study aims to investigate the perceptions of Grade 9 STE Mathematics students of
Alangalang National High School on the Modular Distance Learning Approach (MDLA)
during the COVID19 pandemic.
Specifically, it answers the following questions.
1. What is the perception of students on the Modular Distance Learning Approach in the
Grade 9 Mathematics?
2. What are the challenges of the students towards Modular Distance Learning
Approach?
Significance of the Study
The researchers deem to agree that this study will be helpful and beneficial to:
School Administrators. They will be guided in the formulation of the future
modification of educational policies, curriculum, and strategies toward a more effective
delivery of learning.
Teachers. They will be able to understand the diversity of learning by their students.
Likewise, they will be developed more effective methodologies in teaching subject matter.
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Future Researchers. This research may serve as a basis for other researchers who wish
to perform further research of the same study.
Scope and Delimitation
The scope of the study focused in finding out the perceptions of the students who
experienced the modular distance learning approach during the COVID-19 pandemic. Forty
STE Mathematics students were selected from Grade 9 level as respondents of this study.
Moreover, this study was conducted in Alangalang National High School during the S. Y.
2021-2022.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND CONCEPTUAL FRAMEWORK
This chapter contains various related literature and studies, and conceptual framework
which act as the frame of reference of the study, and the definition of terms as to how the words
were used in the study.
Related Literature and Studies
Modular distance learning is a study method in which students do not need to be
physically present in a classroom. It was developed in response to people's inability to attend
courses in a physical classroom setting, making education more accessible to them. Due to the
lack of physical social interaction in the typical, traditional classroom, students can only engage
and share opinions through virtual means. Modular Distance Learning (MDL) is currently
being scrutinized as a mode of delivery. The issue with MDL is the disadvantage it gives
students, which includes a greater need for students to have self-discipline and self-motivation.
It requires more development in order to cater to every student by providing a better and quality
education.
According to Manlangit, Paglumotan, & Sapera, (2020), modular learning is a form of
distance learning that uses self-learning modules (SLM) based on the most essential learning
competencies (MELCS) provided by DepEd. Llego (2020) as cited from Dargo & Dimas
(2021) said that modular distance learning is learning in the form of individualized instruction
that allows learners to use self-learning modules (SLM) in print or digital format/electronic
copy whichever is applicable in the context of the learner, and other learning resources like
learners’ materials, textbook, activity sheets, study guides and other study materials. Learners
access electronic copies of learning materials on a computer, tablet PC, or Smartphone,
CDs/DVDs /USB storage and computer-based application can all be used to deliver e-learning
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materials, including offline E-Books. The learners may ask assistance from the teacher via E-
mail telephone, text message/instant messaging etc.
UNESCO defines distance education as an educational process and system in which all
or a significant proportion of the teaching is carried out by someone, or something removed in
space and time from the learner. Distance learning is also known as distance education, e-
learning, and online learning, form of education in which the main elements include physical
separation of teachers and students during instruction and the use of various technologies to
facilitate student-teacher and student-student communication (Alvarez, 2021). Furthermore,
Allen et al., (2004), define distance learning as where the students and teachers will not be
physically co-present in the same location. The emergence of new technologies does not
change the goals of education, but it significantly changes the process of communication in the
education system.
In addition, Dr. Sejpal (2013) defined Modular learning as a unit of work that is
virtually self-contained and a method of teaching that is based on the building up skills and
knowledge on discrete units should be independent, self -contained, self-instructional, and well
defined and have clearly defined objectives. He added that modular method of teaching is more
effective, recent and more technology-based teaching method in the present educational field.
Using modular approach, the students improve the mathematical understanding on the material
that is given to them. The use of module in learning mathematics makes students with high
academic ability tended to be more active in the discussion process (Jazim & Rahmawati,
2017).
Nardo (2017) claimed modular instruction is an alternative instructional design that
uses developed instructional materials which are based on the needs of the students. Students
are encouraged to work on various activities that are interesting and challenging to maintain
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focus and attention, thereby encouraging independent study. By accomplishing the tasks that
are provided in the module, they established a sense of responsibility. With little or no
assistance from the teacher, the learners progressed on their own, they learned how to learn;
they were empowered. Since education takes place at home, the parents play a vital role as
facilitators. Their primary role in modular learning is to connect with and guide their children.
Moreover, this approach is also useful for students with a poor mathematical
background and lack of motivation (Abramovits, Berezina, & Shvartsman, 2012). They are
used as enrichment or supplemental instructional materials for learning concepts and skills, or
when remedial instruction is required for slow learners and advance instruction is required for
fast and highly motivated learners.
Mathematics is often regarded as a difficult subject despite the help that human can get
to understand the world provides an effective way of building mental discipline. Such
perception is due to the abstract nature of Mathematics as said (Malik, 2012). According to
Wasike, Michael, & Joseph (2013), if the students with negative perception towards
Mathematics performed poorly, with that that performance in mathematics can be improved
through enhancing positive perception towards Mathematics. Based on the study of Awodeyi,
Akpan, & Udo (2012), it revealed that using blended learning, improved students’ learning
outcome in Pre-algebra. The modular approach in mathematics learning has been proven to be
an effective and efficient tool to help students to learn mathematics themselves (Charles &
Rajasekar, 2014).
On the other hand, modules are increasingly being used in many countries as a way of
organizing a language curriculum. The concept of module is strictly linked to the idea of a
flexible language curriculum (Alvarez, 2021). A module is a set of learning opportunities
organized around a well - defined topic which contains the elements of ordinate dictation,
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categorical objectives, edifying cognition activities, and evaluation utilizing criterion -
referenced measures (UNESCO, 1988). Based on the partial results of the learner Enrollment
and Survey Forms (LESFs) that was distributed during the enrollment period, it showed 7.2
million enrollees prefer to use modular distance learning and other modalities while only 2
million opted online learning for school year 2020-2021 (Hernando-Malipot, 2020).
The limitations of the modular approach are mostly related to its short duration- there
is only so much that can be accomplished with only one week of instruction. A modular
approach would be more effective than only or the other (Martin & Furey, 2018).
Despite of its effectiveness many families have experienced challenges because
numerous parents have difficulties in terms of their abilities and availability to support their
children in their learning (Deslandes-Martineau, Charland, Arvisais, & Vinuesa, 2020).
According to Estrada (2021) modular learning might not work at all. Additionally, she said that
there is a lack of feedback and there are a lot more challenges concerning modular learning,
but because we’re still in the middle of pandemic, it’s not the students or the teacher’s fault.
Learning is hard when done on our own (you are being left in the dark). This contribute to them
the anxiety and depression.
Furthermore, the study conducted by Olivo (2021) cited from Abude (2021),
parents claimed that time allotment in the completion of learning activities was insufficient
since the activities were so many. In addition, some parents said that some topics in the modules
are so hard to vent for them and they cannot help and guide their children in answering the
learning tasks. The research then recommended a review of the learning activities and conduct
seminars for parents to guide them in assisting their children during their “classes “at home.
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Conceptual Framework
INPUT PROCESS OUTPUT
Perception on Perceived effects of

Modular Distance Analysis of data Modular Distance
Learning Approach through: Learning Approach
of Grade 9 STE • Survey of Grade 9 STE
Mathematics Questionnaire Mathematics
Student Student
Figure 1: IPO Model
Definition of Terms
To gain a better understanding of the study. The following are defined conceptually
and operationally.
Perception. A judgement or interpreting ability based on knowledge and insight gained
through the use of students’ senses, observation or awareness of some condition, event or
concept (Shinn, 1997). In this study, it is how the Grade 9 STE students view the modular
distance learning.
Modular Distance Learning Approach (MDLA). It is an alternative instructional
design that uses developed instructional materials such like printed self-learning modules
(SLM) which is based on the needs of the students. In this study, it refers to the learning
approach for the Grade 9 STE Mathematics students.
Science, Technology, and Engineering (STE) Students. The respondents of the
study.
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CHAPTER III
METHODOLOGY
This chapter presents and discusses the research design, the research respondents of the
study, the locale of the study, instruments to be used, data gathering procedures, method of
scoring and statistical treatment to be used in analyzing the data to be gathered.
Research Design
This study used descriptive design in finding out the perceptions of Grade 9 STE
Mathematics students in Alangalang NHS towards the Modular Distance Learning Approach
(MDLA) during the COVID19 pandemic. The researchers will gather the data through survey
questionnaire from the identified respondents of the study.
Research Respondents
The subjects of the study are the Grade 9 STE Mathematics students of Alangalang
National High School S.Y. 2021-2022. This study has a population of 77 students from Grades
9 STE department. The sample is determined through Slovin’s formula which is shown below.
𝑁
𝑛=
1 + 𝑁𝑒 2
where: 𝑛= sample size
𝑁= population
𝑒= margin of error (0.05)
The samples are given equal chances of being selected. The simple random sampling
technique is adopted. Thus, our respondents are 40.

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Research Locale
The study was conducted in Alangalang National High School, a public high school
located at Real Street, Brgy. San Antonio Poblacion, Alangalang, Leyte. It has been founded
since 1946 serving its students a quality education for quite a long time now. Enrolees of the
school are not just from the barangay itself but also from the different barangays of Alangalang
and neighbouring municipalities.
Figure 2: Locator Map of Alangalang National High School
Source: Google Maps

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Research Instrument
In gathering the data for this study, a questionnaire will be used to elicit the necessary
information that will help determine the perceptions towards the Modular Distance Learning
Approach (MDLA) during the COVID19 pandemic among Grade 9 STE Mathematics students
in Alangalang NHS.
The questionnaire consists of two parts - A and B. Part A contains the perceptions of
students in the Modular Distance Learning Approach and part B contains the challenges
encountered of the students during the MDL approach that is a primary determinant of how
they perceived this said approach. In this survey questionnaire, the respondents are expected to
respond by ticking the box that corresponds to their choice whether they strongly agree, agree,
or disagree.
Validation of the Research Instrument
To check the validity of the instrument, the researcher consulted some experts to ask
for their comments and opinions on readability of items and for the necessary improvements
of the instrument.
Data Gathering Procedure
Before the conduct of the study, the researchers will send a request of permission to the
school principal to let them conduct the study in the school. Having been permitted to conduct
the study, the researchers then will ask the permission of the advisers and respondents before
administering the survey questionnaires upon the given schedule. The questionnaire will be
administered by the researchers to the subjects with the instructions carefully read and
explained for students’ understanding.
The data collected will be analyzed, tallied, tabulated and interpreted accordingly.
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Method of Scoring and Interpretation
To determine the perception on modular distance learning of Grade 9 STE Mathematics
students, the researcher will seek meaning to all data that will be collected and accessed. The
information will be categorized and sorted into patterns as an interpretative technique and
computed using frequencies and percentage. The data will be interpreted using the range and
description of the following scale:
Modular Distance Learning. Perception on modular distance learning is categorized
in two sections: Perception of the respondents regarding Modular Distance Learning Approach and
Challenges towards Modular Distance Learning Approach, that will be interpreted using the following
mean ranges and descriptions.
Scale Ranges Description
5 4.50 – 5.0 Strongly Agree
4 3.50 – 4.49 Agree
3 2.50 – 3.49 Neutral
2 1.50 – 2.49 Disagree
1 1.00 – 1.49 Strongly Disagree
Data Analysis
The purpose of data analysis is to organize, provide structure to, and elicit meaning
from research data (Eshiwani, 2004). Thus, appropriate descriptive and statistical analysis were
used to analyse the data. The data was collected from the questionnaire and analysed according
to their corresponding quantitative values. The responses were also categorized according to
the nature of the specified items in the questionnaire.

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The researchers used descriptive statistics in which mean and standard deviation were
counted in the analysis of data using Microsoft Excel. In addition, for further analysis, tables
are used to summarize and simply present data in meaningful way.

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CHAPTER IV
RESULTS AND DISCUSSION
This chapter focuses on the presentation, analysis, and interpretation of data. The results
of this study will be presented in tabular form to make it organize and comprehensible to the
readers.
Perception of the Respondents Regarding Modular Distance Learning Approach
Table 1 presents the perception of the respondents regarding MDLA. As shown in the
table, it reveals that Grade 9 STE Mathematics students perceived MDLA (M = 2.76, SD =
1.01) described as ‘neutral’.
Specifically, those perception of STE students that “agree” to MDLA is they have a lot
of time to answer the activities (M = 3.68, SD = 1.07). On the other hand, students that are
“undecided” or “neutral” or “neither” can be guided by friends, parents and relatives on their
activities (M = 3.43, SD = 0.96), more active and self-directed (M = 2.93, SD = 0.92), helps
them to explore themselves in mathematics (M = 2.78, SD = 1.14), more comfortable to answer
the activities (M = 2.58, SD = 1.20), and finds it cheaper to study in an MDL approach (M =
3.38, SD = 1.19). Those students that consider MDL flexible than other approaches in
mathematics (M = 2.45, SD = 0.85), prefer modular distance learning approach in learning
mathematics (M = 2.03, SD = 0.95), can easily answer the problems in mathematics (M = 2.45,
SD = 0.90), and prefer modular distance learning approach rather than traditional face-to-face
instruction (M = 1.88, SD = 0.91), perceived as “disagree”.

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Table 1: Perception of the respondents regarding Modular Distance Learning Approach
Statements Mean SD Interpretation
1. In a modular teaching method, I have a lot of

3.68 1.07 Agree
time to answer the activities.
2. I can be guided by friends, parents and relatives
3.43 0.96 Neutral
on their activities.
3. I am more active and self-directed. 2.93 0.92 Neutral
4. Modular distance learning approach helps to

2.78 1.14 Neutral
explore myself in mathematics.
5. It is flexible than other approaches in
2.45 0.85 Disagree
mathematics.
6. I am more comfortable to answer the activity in
2.58 1.20 Neutral
math on my own using modules.
7. I prefer modular distance learning approach in
2.03 0.95 Disagree
learning mathematics.
8. I find studying modular distance learning
3.38 1.19 Neutral
cheaper than face-to-face.
9. I can easily answer the problems in
2.45 0.90 Disagree
mathematics.
10. I prefer modular distance learning approach
1.88 0.91 Disagree
rather than traditional face-to-face instruction.
Total 2.76 1.01 Neutral

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Challenges Towards Modular Distance Learning Approach
Table 2 reveals data on the challenges towards MDLA. The table shows that Grade 9
STE Mathematics students perceived the challenges towards MDLA (M = 3.46, SD = 0.93)
described as ‘neutral’.
In detail, the challenges of MDLA that these STE students “agree” are need of self-
motivation in answering activities in Math (M = 4.30, SD = 0.72), cannot easily ask the
teacher’s guidance for further explanation in a particular topic in math (M = 3.98, SD = 0.14),
find modular distance learning approach stressful (M = 3.85, SD = 0.92), hardly understand
and comprehend the lecture and hardly solve the activity in Mathematics (M = 3.55, SD = 0.78).
On the other hand, students perceived the challenges of MDLA to be “neutral” or “undecided”
or “neither” are parents cannot guide because they lack knowledge about Math lesson (M =
3.30, SD = 1.16), because of MDLA they feel isolated (M = 3.38, SD = 0.93), MDL affects
self-confidence and health (M = 3.30, SD = 0.94), learning mathematics using MDL approach
is boring and uninteresting (M = 3.10, SD = 1.24), they have more time playing games and
surfing in the internet rather than answering the math activities (M =2.85, SD = 1.21), they rely
on tutor, parents, siblings, friends, google and others to answer the activities and assessments
in Math (M = 2.98, SD = 1.25).

18
xxviii
Table 2: Challenges Towards Modular Distance Learning Approach
Statements Mean SD Interpretation
1. I need self-motivation in answering activities 4.30 0.72 Agree

in math.
2. I cannot easily ask the teacher’s guidance for 3.98 0.14 Agree
further explanation in a particular topic in
math.
3. I find modular distance learning approach 3.85 0.92 Agree
stressful.
4. My parents cannot guide us because they lack 3.30 1.16 Neutral
knowledge about math lesson.
5. In Modular distance learning approach, I feel 3.38 0.93 Neutral

isolated.
6. I hardly understand and comprehend the 3.55 0.78 Agree

lecture and hardly solve the activity in
mathematics.
7. Modular distance learning affects self- 3.30 0.94 Neutral
confidence and my health.
8. For me, learning mathematics using modular 3.10 1.24 Neutral
distance learning approach is boring and
uninteresting.
9. I have more time playing games and surfing in 2.85 1.21 Neutral
the internet rather than answering the math
activities.
10. I rely on tutor, parents, siblings, friends, 2.98 1.25 Neutral
google and others to answer the activities and
assessments in math.
Total 3.46 0.93 Neutral

xxix
19
CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary
This study aims to investigate the perceptions of Grade 9 STE Mathematics students of
Alangalang National High School on the Modular Distance Learning Approach during the
COVID19 pandemic.
The primary purpose of this study was to determine the perceptions of Grade 9 STE
Mathematics students on MDLA.
Specifically, it answers the following questions.
1. What is the perception of students on the Modular Distance Learning Approach in

the Grade 9 Mathematics?
2. What are the challenges of the students towards Modular Distance Learning
Approach?
In order to gather data needed for the study, a questionnaire was utilized. The data
gathered were analyzed using the mean and the standard deviation.
Findings
Perception of the Respondents Regarding Modular Distance Learning Approach.
Most of Grade 9 STE Mathematics students found Modular Distance Learning Approach
neutral that they neither agree or disagree on the statements provided in the questionnaire (M
= 2.76, SD = 1.01).
Challenges Towards Modular Distance Learning Approach. Grade 9 STE
Mathematics students found the challenges towards MDLA neutral that they neither agree or
disagree on the statements provided in the questionnaire (M = 3.46, SD = 0.93).

xxx
20
Conclusions
This study investigates the perceptions of Grade 9 STE Mathematics students of
Alangalang National High School on the Modular Distance Learning Approach during the
COVID19 pandemic
1. Modular Distance Learning Approach does not really affect how STE students view
or perceived the kind of education they could acquire, in comparison to the teaching
and learning process during the face to face classes before COVID-19.
2. STE students did not really find MDLA hard and challenging in acquiring knowledge
instead it appears to be advantageous on their part as they study.
Recommendations
In view of the findings of this study, the following recommendations are made:
1. Improve the readiness and add variables that will associate to the views of the students
with this kind of education.
2. Blend appropriate approaches in MDL and limit the number of applications and
platforms.
3. The researcher recommends conducting the same study in another school.

21
xxxi
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Cabual, R. A. (2021). Learning styles and preferred learning modalities in the new normal.
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xxxiv
24
Wasike, A., Michael, P. N., & Joseph, D. K. (2013). Impact of Perception Performance in
Mathematics of Female Students in Secondary Schools in Teso District, Kenya.

xxxv
25
APPENDICES
Appendix A: Letter for the Validation of the Research Instrument

xxxvi
26
xxxvii
27
xxxviii
28
Appendix B: Letter Permit to Conduct Study

xxxix
29
30xl
Appendix C: Research Instrument

xli
31
CURRICULUM VITAE
MICHELLE PINARANDA ALIMANGOHAN

Brgy. Blumenttrit, Alangalang, Leyte
09307657352
michellealimangohan@gmail.com
PERSONAL INFORMATION
Full Name: Michelle P. Alimangohan

Gender: Female
Date of Birth: December 30, 1999
Place of Birth: Alangalang, Leyte
Age: 22
Religion: Christian
Status: Single
Nationality: Filipino
EDUCATIONAL BACKGROUND
Elementary: Alangalang I Central School (2011-2012)

Junior High School: Alangalang National High School (2015-2016)
Senior High School: Alangalang Integrated Senior High School (2017-2018)
College: Visayas State University-Alangalang (2021-2022)
xlii
32
IVY TUANDO BACANI

Brgy. Hubang, Alangalang, Leyte
09380059030
bacaniivytuando0027@gmail.com
Full Name: Ivy T. Bacani

Gender: Female
Date of Birth: January 10, 1999
Age: 23
Religion: Roman Catholic
Status: Single

xliii
33
DANICA MAGLASANG BALURAN

Brgy. Milagrosa, Alangalang, Leyte
09532811948
danicabaluran19@gmail.com
Full Name: Danica M. Baluran

Gender: Female
Date of Birth: July 29, 1999
Age: 22
Religion: Evangelical
Status: Single

xliv
34
ANGEL JOAN BORER CABALTERA

Brgy. Hupit, Alangalang, Leyte
09282763181
gelcabaltera09@gmail.com
Full Name: Angel Joan B. Cabaltera
Gender: Female
Date of Birth: December 9, 1999
Age: 22
Weight: 55kg
Status: Single

Junior High School: Alangalang Agro-Industrial School (2015-2016)
Senior High School: Alangalang Agro-Industrial School (2017-2018)
35
xlv
REYNALIN DENIOSO CABANGISAN

Brgy. Bugho, Alangalang, Leyte
09505597167
reynalincabangisan6@gmail.com
Full Name: Reynalin D. Cabangisan
Gender: Female
Date of Birth: May 8, 1987
Age: 35
Status: Single
Elementary: Bugho Elementary School (1999-2000)

High School: Alangalang National High School (2003-2004)
Tertiary: Visayas State University -Alangalang (2021-2022)
xlvi
36
JUBELLE CONJIE COLLERA

Brgy. Astorga, Alangalang, Leyte
09972404158
jubellecolleraconjie@gmail.com
Full Name: Jubelle C. Collera
Gender: Female
Date of Birth: April 18, 2000
Age: 22
Status: Single
Elementary: Astorga Elementary School (2011-2012)

Junior High School: Astorga National High School (2015-2016)
Senior High School: Astorga National High School (2017-2018)
37
xlvii
JOHN ALMER DELA ROSA CUBA

Brgy. Dapdap, Alangalang, Leyte
09305822832
cubajohn90243@gmail.com
Full Name: John Almer D. Cuba
Gender: Male
Date of Birth: January 9, 1998
Age: 24
Status: Single
Elementary: Dapdap Elementary School (2010-2011)

xlviii
38
DAISYRE DINOLA
Brgy. Tombo, Alangalang, Leyte
09513655276
ddaisyre447@gmail.com
Full Name: Daisyre Dinola

Gender: Female
Date of Birth: October 20, 2000
Place of Birth: Quezon City
Age: 21
Status: Single

39
xlix
ELAMIE ESPIEL
Brgy. Barayong, Palo, Leyte
09630505945
elamieespiel@gmail.com
Full Name: Elamie Espiel
Gender: Female
Date of Birth: July 7, 1996
Age: 25
Status: Single

Secondary: Alangalang National High School (2014-2015)
Tertiary: Visayas State University-Alangalang (2021-2022)
40l
MARICAR VELARDE GEREZ

Brgy. Canvertodes, Alangalang, Leyte
09639120578
gerezmaricar0097@gmail.com
Full Name: Maricar V. Gerez
Gender: Female
Date of Birth: October 07, 2000
Age: 21
Status: Single
Elementary: Pipeta Elementary School (2011-2012)

li
41
MESALEY BALDONADO MABUTE

Brgy. San Francisco East, Alangalang, Leyte
09771308720
mesaleymabute2331@gmail.com
Full Name: Mesaley B. Mabute
Gender: Female
Date of Birth: August 23, 1986
Age: 35
Status: Married

42
lii
VICTOR ARROJO MIRALLES

Brgy. San Isidro, Alangalang, Leyte
09982459016
victormirallesarrojo@gmail.com
Full Name: Victor A. Miralles

Gender: Male
Date of Birth: November 16, 1997
Age: 24
Status: Single
Elementary: San Isidro Elementary School (2011-2012)

43
liii
JOANA MARIE ROCABO TACUYO

Brgy. Salvacion (Pob.), Alangalang, Leyte
09260613598
jhoaman3664@gmail.com
Full Name: Joana Marie R. Tacuyo

Gender: Female
Date of Birth: June 4, 1994
Age: 28
Status: Single

44
liv
JESSA TANTE
Brgy. Bugho, Alangalang, Leyte
09757848700
tantejessa17@gmail.com
Full Name: Jessa Tante
Gender: Female
Date of Birth: May 17, 1993
Age: 29
Status: Single
Elementary: M. Casaus Elementary School (2006-2007)

45
lv
NALYN VIRSOZA
Brgy. Pinalosa, Alangalang, Leyte
09120579207
nalynvirsoza25@gmail.com
Full Name: Nalyn Virsoza
Gender: Female
Date of Birth: September 25, 1994
Place of Birth: Sta. Fe, Leyte
Age: 27
Status: Married
Elementary: Gapas Elementary School (2005-2006)

Secondary: Sta. Fe National High School (2010-2011)

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PERCEPTION TOWARDS MODULAR DISTANCE LEARNING APPROACH

Michelle P. Alimangohan Ivy T. Bacani Danica M. Baluran

Angel Joan B. Cabaltera Jubelle C. Collera Jhon Almer D. Cuba

Reynalin D. Cabangisan Daisyre Dinola Elamie Espiel

Maricar V. Gerez Mesaley B. Mabute Victor A. Miralles

Nalyn Virsoza Joanna Marie R. Tacuyo Jessa Tante

Visayas State University-Alangalang

APPROVAL AND ACCEPTANCE SHEET

This research study hereto attached, titled “PERCEPTION TOWARDS MODULAR

Michelle P. Alimangohan Ivy T. Bacani Danica M. Baluran

In partial fulfillment of the requirements in PrEd 200 – Teaching Internship, is hereby

Accepted in partial fulfillment of the requirements PrEd 200 – Teaching Internship.

LILIBETH G. MIRALLES, Ph.D. RUTH C. AMODIA, Ph.D.

guidance and protection for the completion of this study.

and allow us in conducting the study in school.

us answering our queries regarding to this study.

this work a success.

To the teachers of Alangalang National High School, for the support.

finish this piece of work in due time.

APPROVAL AND ACCEPTANCE SHEET. . . . . . . . . . . . . . . . . . . . . . . ii

LIST OF TABLES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

LIST OF APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . viii

Background of the study. . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Statement of the Problem. . . . . . . . . . . . . . . . . . . . . . . . . . 3

Significance of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . 3

Scope and Delimitation. . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

II. REVIEW OF RELATED LITERATURE AND

Review of Related Literature. . . . . . . . . . . . . . . . . . . . . . . 5

Validation of the Research Instrument . . . . . . . . . . . . . . . 12

Data Gathering Procedure. . . . . . . . . . . . . . . . . . . . . . . . . . 12

Method of Scoring and Interpretation. . . . . . . . . . . . . . . . . 13

IV. RESULTS AND DISCUSSION

Perception of the Respondents Regarding Modular Distance

Challenges Towards Modular Distance Learning

V. SUMMARY, CONCLUSION AND RECOMMENDATION

2 Locator Map of Alangalang National High School. . . . . . . . . . . .. . . 11

Perception of the Respondents Regarding Modular Distance

2 Challenges Towards Modular Distance Learning Approach . . . . . . . 18

A Letter for the Validation of the Research Instrument. . . . . . . . . . . 25

B Letter Permit to Conduct Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

PERCEPTION TOWARDS MODULAR DISTANCE LEARNING APPROACH

In Partial Fulfillment of the Requirements for

PrEd 200 – Teaching Internship

Michelle P. Alimangohan Ivy T. Bacani Danica M. Baluran

Angel Joan B. Cabaltera Jubelle C. Collera Jhon Almer D. Cuba

Reynalin D. Cabangisan Daisyre Dinola Elamie Espiel

Maricar V. Gerez Mesaley B. Mabute Victor A. Miralles

Nalyn Virsoza Joanna Marie R. Tacuyo Jessa Tante

students regarding modular distance learning approach (MDLA) in Mathematics. The

neutral effect to students’ performance in which students performed during Mathematics

Background of the Study

fundamental orientation of learning environment. Since there is no face-to-face until it is

Classification and compliance with minimum health standards (Briones, 2020).

showed no significant difference between distance learning and face-to-face learning

inflict the extent of distance learning.

this research feasible.

Statement of the Problem

during the COVID19 pandemic.

Specifically, it answers the following questions.

Significance of the Study

School Administrators. They will be guided in the formulation of the future