i

EFFECTS OF MODULAR DISTANCE LEARNING ON THE ACADEMIC

PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS

KRISTINE KAYE G. LABONITA

ELIZA JOY L. TALIMA

THESIS OUTLINE SUBMITTED TO THE FACULTY OF

SOUTHERN PHILIPPINES AGRI-BUSINESS AND MARINE
AND AQUATIC SCHOOL OF TECHNOLOGY, MALITA,
DAVAO OCCIDENTAL IN PARTIAL
FULFILLMENT OF THE
REQUIREMENTS FOR
THE DEGREE
OF

BACHELOR IN PUBLIC ADMINISTRATION

DECEMBER 2021
 ii

APPROVAL SHEET

This thesis outline entitled, “EFFECTS OF MODULAR DISTANCE

LEARNING ON THE ACADEMIC PERFORMANCE OF SENIOR HIGH
SCHOOL STUDENTS”, prepared and submitted by KRISTINE KAYE G.
LABONITA and ELIZA JOY L. TALIMA in partial fulfillment of the
requirements for the degree of Bachelor in Public Administration, is hereby
accepted.

RHENMAR M. GALVEZ, MPA MARILOU E. BORRA, Ph.D.

Member Member
__________________ _________________
Date signed Date signed

DENNIS S. SAGBIGSAL, LPT JULIE ANN U. DESEO, RSW, MPA

Adviser Chairman
__________________ _________________
Date signed Date signed

Accepted and approved in partial fulfillment of the requirements for

the degree of Bachelor in Public Administration.

ARIEL E. SAN JOSE, Ph.D.

Dean

Institute of Human Service (IHS),

Southern Philippines Agri-Business and Marine
and Aquatic School of Technology,
Malita, Davao Occidental

_________________
Date Signed
TABLE OF CONTENTS
 iii

PRELIMINARY PAGES PAGE

TITLE PAGE i
APPROVAL SHEET ii
TABLE OF CONTENTS iii
LIST OF TABLES v
LIST OF FIGURES vi
LIST OF APPENDICES vii

CHAPTER

I THE PROBLEM AND ITS BACKGROUND

Introduction 1
Statement of the Problem 3
Significance of the Study 4
Scope and Limitation of the Study 5
Definition of Terms 6

II REVIEW OF RELATED LITERATURE

Modular Distance Learning 8
Effects of Modular Distance Learning on 11
Students’ Academic Performance

Conceptual Framework 17
Hypothesis 18
 iv

III METHODOLOGY
Research Locale
Research Design 19
Sampling Design and Technique 20
Respondents of the Study 21
Research Instrument 22
Data Analysis 23
Data Gathering Procedure 25
Ethical Consideration 26
Statistical Analysis 27

LITERATURE CITED 28

CURRICULUM VITAE 47
 v

LIST OF TABLES

TABLE NO. PAGE

1 Distribution of the Respondents 22

2 Parameter Limit on the Effects of Modular 23

Distance Learning on the Academic Performance
of the Senior High School Students

3 Parameter Limit on the Level of Academic 24

Performance of the Senior High School Students
in a Modular Distance Learning
 vi

LIST OF FIGURES

FIGURE NO. PAGE

1 Conceptual Framework of the Study 17

2 Map of the Barangay Fishing Village, Malita, 20

Davao Occidental
 vii

LIST OF APPENDICES

APPENDIX NO. PAGE

I Survey Guide Questionnaire 34

II Informed Consent 39

III Survey Protocol 40

 viii

IV Letter to Validate the Survey Guide 41

Questionnaire

V Validation Sheet for Survey Guide Questionnaire 42

VI Letter to Validate the Survey Guide 43

Questionnaire

VII Validation Sheet for Survey Guide Questionnaire 44

VIII Letter to Validate the Survey Guide 45

Questionnaire

IX Validation Sheet for Survey Guide Questionnaire 46

ix
10
 1

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Education has a significant impact on the lives of students. Many

changes occurred in the educational landscape as a result of the

emergence of COVID-19 in the Philippines. One of these is the mode of

instruction that the Department of Education has implemented. After

nearly eight months of closure, the Department of Education (DepEd)

announced that classes would resume in October 2020 (Bagood, 2020).

However, the DepEd mandated that there shall be no face-to-face

instead of blended-learning and modular approaches. Cahapay (2021)

mentioned that in DepEd’s Basic Education Learning Continuity Plan

(BELCP), classes are conducted through print-modular learning, television

radio, and synchronous and asynchronous. Hernando-Malipot (2020)

reported that of all the alternative modalities offered by the DepEd, the

majority of the students preferred print-modular learning over the online

mode. With this development, students will be staying at home with their

parents who will serve as their mentors.

 2

Although school closures are considered one of the most efficient

interventions to curb the spread of the virus many educators and

researchers raised concerns about the effects of COVID-19- related school

closures on student academic achievement and learning inequalities (Haug

et al., 2020). Furthermore, the utilization of modular learning is highly

encouraged for students’ independent study and engagement in learning

concepts found in the module, developing a sense of responsibility in task

accomplishment with little assistance from others, the learners progress

on their own. However, the disadvantages include greater self-discipline

and self-motivation required for students, increased preparation time and

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

resources needed to track students and operate multiple modules (Nardo,

2017).

Indeed, this kind of instructional modality has been followed by

public school teachers all over the Philippines. According to the study

conducted by Lapada et al. (2020), teachers were highly aware of the

presence and consequences caused by the COVID-19 pandemic. Despite

the threats of the COVID-19 pandemic, teachers continue to serve by

formulating modules as the learning guide of students. The teacher thus

 3

becomes a facilitator in the learning development of the students

(Martineau et al., 2020).

Thus, the purpose of this study is to determine the effects of

modular distance learning on the academic performance of the Senior

High School (SHS) students in Fishing Village Comprehensive National

High School. Moreover, the conduct of the study is necessary to help

school administrators in providing academic assistance that will help

develop the academic performance of the SHS students.

Statement of the Problem

Generally, this study seeks to determine the effects of modular

distance learning on the academic performance of senior high school

students.

Specifically, this study aims to:

1. Determine the demographic profile of the students in terms of:

1. Gender;

2. Age; and

3. Grade Level

2. Determine the level of effect of Modular Distance Learning to the

students in terms of:

 4

1. Content;

2. Language; and

3. Presentation

3. Determine the student’s level of academic performance in terms of:

1. Cognitive;

2. Psychomotor;

3. Psychosocial; and

4. Attitude /Behavior

4. Determine significant relationship between modular distance

learning and the academic performance of the students.

Significance of the Study

This study will be beneficial to the following individuals and

organizations.

School Administration. The results of this study will provide essential

information that will serve as a basis in crafting policies and

programs to help students attain quality learning in a modular

platform.

Faculty. The findings of this study will help them determine to what

extent modular distance learning has helped their students. In

 5

addition, the findings of this study will also guide the faculty if there

is a need to re-evaluate the lessons in the module.

Students. The results of this study will provide awareness and

information on the effects of the modular approach in learning. This

will also help improve their academic performance in a modular

learning platform.

Future Researchers. This study will serve as their basis in their future

studies that are related to the use of modular distance learning and

students’ academic performance.

Scope and Limitation of the Study

The study merely focuses on the effects of modular distance

learning on the academic performance of the fifty (50) Senior High School

students of Fishing Village Comprehensive National High School, barangay

Fishing Village, Malita, Davao Occidental. Specifically, to the students such

as content, language, and presentation. On the other hand, the level of

academic performance are as follows: cognition, psychomotor,

psychosocial, and attitude and behavior. Also, the two months period will

be consumed to fulfill the conduct of the study starting from February to

 6

March 2022. Moreover, the researchers will be used an adapted survey

guide questionnaire during the data collection.

Definition of Terms

For the purpose of clarification, the important terms used will be

defined operationally.

Academic Performance. It refers to the measurement of student

achievement across various academic subjects. This term is used in

this study to measure the effects of modular distance learning on

the academic performance of Senior High School students.

Cognitive. It refers to the process of thinking and understanding of the

Senior High School students on the effects and benefits of modular

distance learning on their academic performance.

Content. It refers to the totality of the modules given to the Senior High

School students for them to study and answer the various learning

activities as the basis for their academic performance.

Language. It refers to Senior High School students understanding and

interpretation of the language systems that are used to

communicate and comprehend the given ideas and information in

learning modules.
 7

Modular Distance Learning. It features individualized instruction that

allows learners to use self-learning modules (SLMs) in print or

digital format/electronic copy, whichever is applicable to the

learner. This term is used in this study as the new learning modality

of the Senior High School students under the new normal in the

absence of face-to-face.

Presentation. It refers to the images or figures being studied and

comprehended by the Senior High School students in the modules.

Psychomotor. It refers to the physical activities in the learning module

performed by the Senior High School students as part of their

academic performance.

Psychosocial. It refers to the interrelation of social factors and individual

thought and behavior that influence the academic performance of

the Senior High School students in modular distance learning.

 8

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents various studies, concepts, propositions, and

findings from related researches and other resources pertaining to the

effect of modular distance learning on the academic performance of

Senior High School students.

Modular Distance Learning

The Department of Education DepEd gave the DepEd Order No.

012, s. 2020 named Adoption of the Basic Education Learning Continuity

Plan (BE-LCP) for School Year (SY) 2020-2021 in light of the COVID-19

Pandemic, to guarantee that instructing and learning proceeds while

getting the wellbeing, security, and prosperity of students, educators, and

other faculty who are engaged with the conveyance of essential training

administrations. To enhance the said DepEd Order, this Department,

through the Office of the Undersecretary for Curriculum and Instruction,

gave DM-CI-2020-162, Suggested Strategies in the Implementation of

Distance Learning Delivery Modalities for SY 2020-2021, to give rules to

schools on the reception of various distance learning modalities and their

blends (Llego, 2021).

 9

According to Hernando-Malipot (2020) reported that of all the

alternative learning modalities offered by the Department of Education

(DepEd) most students prefer to use the ‘modular’ distance learning

options. Based on the Learner Enrollment and Survey Forms (LESFs)

distributed during the enrollment period, it showed 7.2 million enrollees

prefer to use modular distance learning.

Furthermore, modular distance learning is alluded to as a "sort of

learning practice that happens when the students is not static at a

coordinated area, where gaining happens whenever the information

searcher benefits from learning opportunities that are progressively

conveyed by portable devices, advances, and additionally printed

materials (O'Malley, 2005). It offers opportunities for distance learning by

making methods of effective communication among distant students and

teachers (Yousuf, 2007). This advancement in communication is a result

of expanded adaptability described as "accommodation given to modular

distance students to access learning material that is not effectively

accessible for educating as well as learning". Modular learning yields

adaptability for students to look for instruction whenever and anyplace,

even while the student is in a non-static position. Adaptability gives

 10

associating innovation to offer independence to students to be situated at

any spot and time that is generally appropriate to students (Wen, 2012).

Similarly, 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. Thus, the modular method of teaching is more

effective, recent, and more technology-based teaching method in the

present educational field.

Moreover, based on the study conducted by Ambayon (2020),

modular instruction more operative in the teaching-learning method as

equated to usual teaching approaches because in this modular approach

the students learn in their own stride. It is unrestricted self-learning

panache in which instantaneous reinforcement, a comment is provided to

practice exercise, which stimulates the students and builds curiosity in

them. Hence, this kind of learning modality increases the student-centered

approach in learning.

However, the implementation of modular instruction fostered

various challenges for teachers, students, and parents. The study of

Dangle and Sumaoang (2020) showed that the main challenges that
 11

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

modules, students’ struggle with self-studying, and parents’ lack of

knowledge to academically guide their child/children. Hence, it is evident

that there are struggles associated with the use of modular distance

learning.

Effects of Modular Distance Learning on Students’ Academic

Performance

Academic performance according to Abaidoo (2018) as cited by

Abdullah (2016), is the knowledge gained which is assessed by marks by

a teacher and/or educational goals set by students and teachers to be

achieved over a specific period of time and they added that these goals

are measured by using continuous assessment or examinations results.

On the other hand, modular distance learning according to Anthony

(2020) is a learning form of individualized instruction that allows learners

to utilize self-learning modules it's either in printed or digital

format/electronic copy, learners access the copies of learning materials to

the computer, tablet, Smartphone, CD'S, USB storage, computer-based

including offline E-Books, with this learners may ask assistance from the

teacher via e-mail, telephone, text message/instant messaging,

messenger, etc. Alcantara (2015) also mentioned that modules are the
 12

most widely accepted learning materials so it is important to prepare

intelligently. It has an impact on learning since using this material has

already been spread on the whole and the use of it has an effect on the

learning process of students all over the world.

As a result, according to Shuja et al. (2019) in their study entitled

“Effect of modular learning on student's academic performance mediated

by facilitation discourse and flexibility”, they suggested that a multifaceted

phenomenon, influenced by diverse factors such as meta-reflective

learning and cognition, interest, motivation for learning, skills,

engagement, quality of teaching and socio-economic status, characterize

by enhancing student’s capability to perform at the desired level (Lewin &

Mawoyo, 2014). Based on the students’ opinion they said that course

modules are the alternative solution to provide effective education to all

students and at levels in the present scenario under new education policy

(Reddy, 2005).

Correspondingly, modular distance learning provides a

constructivist educational environment that strengthens students to set

their learning preferences through the support of various mechanisms

including verbal/visual, intuitive/sensing, reflective/active, and

global/sequential (Zare et al., 2016). Students who use mobile devices

 13

exhibited higher levels of engagement, participation, cooperation, and

information. They spend greater time doing research, assignments, and

learning as compared to those who use conventional educational tools.

Similar outcomes are associated with learners studying independently, as

they regard m-learning as a dynamic learning process that improves

critical thinking, problem-solving, and innovative rationale (Ismail & Idrus,

2010).

Moreover, according to Fu (2018) stated that modular learning

provides significant opportunities for learning, rather it delivers reliable

circumstances that help the student to develop a meaningful knowledge

base. Tai and Ting (2011) in their study found out the positive impact of

group modular learning practices on students’ social interface,

consistency, attention to seek knowledge, and eventually academic

performance. In addition, Alelaimat and Ghoneem (2012) said that the

module contains specific objectives, experience, and certain teaching

activities carried unit sequence and logical completion to help the learner

to achieve the goals and develop sufficiency according to the speed of

self-learning.

In connection, the Philippines is in the process of adapting to the

new normal form of education at present, and continuous innovations of

 14

educators and active involvement of other stakeholders are the driving

force for its success. For the continuity of education and for every school

to still attain its mission and vision which is to provide quality education to

every Filipino learner, the Department of Education implemented the

Modular Distance Learning. Distance Learning refers to a learning delivery

modality, where learning takes place between the teacher and the

learners who are geographically remote from each other during

instruction. This modality has three types: Modular Distance Learning

(MDL), Online Distance Learning (ODL), and TV/Radio-Based Instruction

(Quinones, 2020)

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, 2020). This is also in

consideration of the learners in rural areas where the internet is not

accessible for online learning.

The teacher takes the responsibility of monitoring the progress of

the learners. The learners may ask assistance from the teacher via e-mail,
 15

telephone, text message/instant messaging among others. Where

possible, the teacher shall do home visits to learners needing remediation

or assistance (Llego, 2021). Printed Modules will be delivered to students,

parents or guardians by the teachers or through the Local Government

Officials. Since education is no longer held within the school, parents

serve as partners of teachers in education. Parents play a vital role as

home facilitators. Their primary role in modular learning is to establish a

connection and guide the child (FlipScience, 2020).

In addition, in the Philippines according to the study of Dargos and

Dimas (2021) revealed that the 2.25% decrease in the GWA of learners

after the implementation of modular distance learning denotes a

significant difference in their academic performance. Modular distance

learning strengthens family bonding, independent learning, and is cost-

effective. However, it is an additional workload to working parents, there

is limited teacher-learner interaction, learners lack socialization with other

children, and have no exposure to significant school activities but are

rather exposed to many distractions at home. To bridge the gaps,

simplifying modules accompanied by video lessons and audio recordings,

conduct of online mediations, neighborhood instruction, and home

visitations are recommended.

 16

Bagood (2020) also added that identified teaching personnel

together with the Education Program Supervisors prepared modules

starting in May 2020 in all subjects for all grade/year levels across four

quarters in accordance to the “Most Essential Learning Competencies”.

These self-learning modules are already considered learning packages

containing pre-test, discussion, and a series of evaluation/assessments.

They are distributed to all learners with the modular learning class

schedule. Indeed, this kind of instructional modality has been followed by

public school teachers all over the Philippines. Teachers play a vital role in

the continuous delivery of quality education amid the pandemic.

However, Hernando-Malipot (2020) stressed that teachers also air

their problems on modular distance learning. Bagood (2020) highlighted

that as front liners in the educational system, they have undergone

various training and seminars to be more equipped in delivering better

education amid the COVID-19 pandemic as it is a norm of the department

to train teachers not just for professional growth but to become ready for

unexpected circumstances.

As a result, the modular distance learning attention to the learner

who becomes the center of activities which aim to achieve the objectives

of the teaching process for learners, this approach makes the teaching
 17

materials more understandable and increase the mental activities for the

learner, strength than the motivation, consolidating the self-satisfaction

and helps to keep what they learned, as they organize the Information in

their own way (Alelaimat & Ghoneem, 2012).

Conceptual Framework

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Senior High School Students

Effects of Modular Distance
Academic Performance
Learning

Figure 1. Conceptual Framework of the Study

Figure 1 above shows the effect of modular distance learning on

Senior High School students’ academic performance in Fishing Village

Comprehensive National High School. This study is intended for those who

were enrolled in this academic year 2021-2022.

 18

Hypothesis

Ho1: There is no significant effect of modular distance learning on the

academic performance of Senior High School students.

 19

CHAPTER III

METHODOLOGY

Research Locale

The research study will be conducted at Fishing Village

Comprehensive National High School, situated at barangay Fishing Village,

Malita, Davao Occidental. According to PhilAtlas (2020), Fishing

Village, formerly Fisherman's Village, is a barangay in the municipality

of Malita, in the province of Davao Occidental. Its population as

determined by the 2020 Census was 3,611. This represented 3.06% of

the total population of Malita. The household population of Fishing Village

in the 2015 Census was 3,656 broken down into 826 households or an

average of 4.43 members per household. In addition, according to the

2015 Census, the age group with the highest population in Fishing Village

is 10 to 14, with 423 individuals. Conversely, the age group with the

lowest population is 80 and over with 21 individuals.

Furthermore, this location will be selected as the research

environment since this is one of the biggest schools in the municipality

adopting modular distance learning. Thus, this location is suited for the

conduct of the study. The map of the location is shown in Figure 2.

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Figure 2. Map of the Barangay, Fishing Village, Malita, Davao Occidental

Research Design

The researchers of this study will employ descriptive-correlational.

Descriptive research is summarized using descriptive statistics while

correlational research designs measure two or more relevant variables and

assess a relationship between or among them (Lappe, 2000).

The researchers will employ a descriptive research design to

determine and identify the different factors of modular distance learning

that lead to the academic performance of senior high school students.

 21

Meanwhile, the correlational research design will be utilized to know the

significant effect of modular distance learning on the academic

performance of Senior High School students.

Sampling Design and Technique

To systematically select the respondents of the study, the

researchers will use a random sampling technique. Random sampling

refers to a variety of selection techniques in which sample members are

selected by chance, but with a known probability of selection. The sample

units may be persons, establishments, land points, or other units for

analysis. Random sampling is a critical element to the overall survey

research design (Creswell, 2015).

The respondents of the study will be the senior high school students

of Fishing Village Comprehensive National High School taking up Technical

Vocational and Livelihood Track specifically, in Fishery Arts Strand with the

specialization of Aquaculture. There will be fifty (50) respondents to be

included in the study. In addition, Slovin’s formula will be used to get the

desired sample size from the given population of fifty-four (54) based on

the records of the school planning officer.

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Table 1: Distribution of the Respondents

LOCATION POPULATION

Grade 11 Grade 12 Total

Population Sample Populatio Sample Populatio Sample

Size n Size n Size

Fishing Village 36 33 18 17 54 50
Comprehensive
National High
School

Respondents of the Study

The respondents of the study will be the fifty (50) senior high school

students of Fishing Village Comprehensive National High School in

barangay, Fishing Village, Malita, Davao Occidental who are enrolled in

Technical Vocational Livelihood Track specifically, in Fishery Arts Strand

with the specialization of Aquaculture this academic year 2021-2022.

Furthermore, the researchers will establish inclusion criteria for the

respondents’ qualifications. First, the respondents must be bonafide

Senior High School students of Fishing Village Comprehensive National

High School enrolled in this academic year 2021-2022. Second, the

respondents must be a resident of barangay Fishing Village, Malita, Davao

Occidental.
 23

Research Instrument

The researchers will be using an adapted questionnaire from the

study of Aksan (2021). This comprised of three parts, demographic profile

(gender, grade level, and strand), modular distance learning (content,

language, and presentation), and academic performance (cognitive,

psychomotor, psychosocial, and attitude and behavior). Additionally, a 5-

point Likert will be the basis for the respondents in giving their responses.

Data Analysis

To determine the effects of modular distance learning on the

academic performance of Senior High School students a 5-point Likert

scale will be utilized.

Table 2. Parameter Limit on the Effects of Modular Distance Learning on

the Academic Performance of the Senior High School Students

SCALE RANGE OF DESCRIPTIVE INTERPRETATION

MEANS
EQUIVALENT

5 4.21-5.00 Strongly Agree This means that modular

distance learning has extreme
effects on the academic
performance of the students.
 24

4 3.41-4.20 Agree This means that modular

distance learning has high
effects on the academic
performance of the students.

3 2.61-3.40 Neutral This means that modular

distance learning has moderate
effects on the academic
performance of the students.

2 1.81-2.60 Disagree This means that modular

distance learning has lesser
effects on the academic
performance of the students.

1 1.00-1.80 Strongly Disagree This means that modular

distance learning has no effect
on the academic performance of
the students.

To determine the level of academic performance of the Senior High

School students in a modular distance learning a 5-point Likert scale will

be used.

Table 3. Parameter Limit on the Level of Academic Performance of the

Senior High School Students in a Modular Distance Learning
SCALE INTERPRETATION

RANGE OF DESCRIPTIVE
MEANS
 25

EQUIVALENT

5 4.21-5.00 Outstanding This means that playing

modular distance learning
has excellent effects on the
academic performance of the
students.

4 3.41-4.20 Very High This means that modular

distance learning has very
good effects on the
academic performance of the
students.

3 2.61-3.40 High This means that modular

distance learning has good
effects on the academic
performance of the students.

2 1.81-2.60 Fair This means that modular

distance learning has low
effects on the academic
performance of the students.

1 1.00-1.80 Needs This means that modular

Improvement distance learning has poor
effects on the academic
performance of the students.

Data Gathering Procedure

 26

The following procedures will be followed in the collection of the

data.

First, an endorsement letter will be secured from the Bachelor in

Public Administration Head and Dean of the Institute of Human Service

(IHS) of the Southern Philippines Agri-Business and Marine and Aquatic

School of Technology. Second, along with the approval, respondents’

orientation will be conducted and followed by giving informed consent to

understand and present the purpose and benefits of the study. Third,

administration and retrieval of research instruments to the respondents.

Lastly, tabulation, analysis, evaluation, and interpretation of data will be

processed.

Ethical Consideration

Ethical considerations can be specified as one of the most important

parts of the research. A research study may even be doomed to failure if

this part is missing. According to Bryman and Bell (2007) the following ten

points represent the most important principles related to ethical

considerations in this study.

First, the voluntary participation of respondents in the research is

important. Moreover, respondents have the right to withdraw from the

 27

study at any stage if they wish to do so. Second, the respondents should

participate on the basis of informed consent. The principle of informed

consent involves researchers providing sufficient information and

assurances about taking part to allow individuals to understand the

implications of participation and to reach a fully informed, considered, and

freely given decision about whether or not to do so, without the exercise

of any pressure or coercion. Third, the use of offensive, discriminatory, or

other unacceptable language needs to be avoided in the formulation of

the survey questionnaire. Lastly, the privacy and anonymity of

respondents are of paramount importance in adherence to the Republic

Act 10173 Data Privacy Act of 2012 of the Philippines.

Statistical Analysis

         The following are the statistical tools that will be used for the

accuracy of the numerical results.

Percentage

This will be utilized to determine the percentage on the

respondent’s demographic profile such as gender, age, and grade level.

Mean
 28

This will be used to determine the mean average of the

demographic profile, effects of modular distance learning, and level of

academic performance of the Senior High School students.

Pearson Product-Moment Correlation Coefficient

The Pearson product-moment correlation coefficient will be used to

determine the relationship between modular distance learning and the

academic performance of the students.

LITERATURE CITED

Abaidoo, A. (2018). Factors contributing to the academic performance

of students in a Junior High School. Retrieved September 25, 2021,
from https://www.grin.com/document/450284

Abdullah, B. (2016). Academic performance of senior secondary school

students: Influence of parental encouragement and school
environment. Rupkatha Journal on Interdisciplinary Studies in
Humanities, 8(2), 12–19. Retrieved September 17, 2021, from
https://link.springer.com/article/10.1007/s10639-021-10523-1
Aksan, J. (2021). Effect of modular distance learning approach to
academic performance in mathematics of students in Mindanao
State University-Sulu senior high school amidst COVID-19
pandemic: Open Access Indonesia Journal of Social Sciences .
Retrieved September 25, 2021, from
https://doi.org/10.37275/OAIJSS.v4i4.64
 29

Alcantara, M. A. (2015). Development and evaluation of learning

modules in algebra. Retrieved September 25, 2021, from
https://www.academia.edu/33347558/DEVELOPMENT_AND_EVALU
ATION_OF_LEARNING_MODULES_IN_ALGEBRA

Alelaimat, A. R., & Ghoneem, K. A. R. (2012). Effect of educational

modules strategy on the direct and postponed study's achievement
of seventh primary grade students in Science, in comparison the
convention approach. Retrieved September 18, 2021, from
https:// files.eric.ed.give/fulltext/EJ1081470.pdf

Ambayon, E. (2020). Modular-based approach and student’s

achievement in literature. International Journal of Education and
Literary Studies, 8(3). Retrieved September 18, 2021, from
DOI:10.7575/aiac.ijels.v.8n.3p.32

Anthony, M. (2020). DepEd learning delivery modalities for school year

2020-2021. Retrieved September 18, 2021, from
https://www.teacher.com/deped-learning-delivery-modalities

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of_Elearning_on_university_students'_academic_achievement_and_
creativity

APPENDICES

Appendix I

Survey Guide Questionnaire

Part I: Demographic Profile

Directions: Supply the correct information by checking the box provided.

Name: (Optional): ______________________________

Gender:
Male Female LGBTQ

Age:
18-27 28-37
38-47 48 and above

Grade Level:
 35

11 12

Part II: Effect of Modular Distance Learning

Directions: Check the box that best suits your answer. Refer your answer
using the scale below.

Strongly Agree Neutral Agree Strongly

Agree Disagree
5 4 3 2 1

1. CONTENT
Statement 5 4 3 2 1
1. The topics are clear and
easy to understand.
2. The contents are sensitive
to the culture of the
student.
3. Topics are relevant to the
daily activities of the
learner.
4. The contents match the
learning competencies
needed.
5. Examples are easy to
understand.
Source: Aksan (2021) “Open Access Indonesia Journal of Social
Sciences”http://journalsocialsciences.com/index.php/OAIJS
S

6. LANGUAGE
Statement 5 4 3 2 1
 36

1. The words used are easy

to understand.
2. The words are well used to
avoid misinterpretation.
3. The jargon and
terminology used are
familiar to the learner.
4. The language promotes
cultural sensitivity.
5. Sentences are easy to
understand.
Source: Aksan (2021) “Open Access Indonesia Journal of Social
Sciences”http://journalsocialsciences.com/index.php/OAIJS
S

6. PRESENTATION
Statement 5 4 3 2 1
1. Images are familiar to the
learner
2. The pictures and drawings
used in the module match
the topics in the module.
3. The topics are presented
in a logical manner.
4. The font size used in the
module are readable.
5. Pictures and drawings are
easy to view.
Source: Aksan (2021) “Open Access Indonesia Journal of Social
Sciences”http://journalsocialsciences.com/index.php/OAIJS
S
 37

Part III: Academic Performance

Directions: Check the box that best suits your answer. Refer your answer
using the scale below.

Outstanding Very High High Fair Needs

Improvements
5 4 3 2 1

1. COGNITIVE
Particulars 5 4 3 2 1
Recognition and recalling knowledge
from memory based on the lesson.

Ability to construct meaning from

the lesson as to function and
activities.
Ability to carry out lesson through
execution and implementation.
Ability to determine lesson through
concept, structure and purpose.
Ability to judge the lesson based on
the criteria and standard.
Source: Mallillin (2020). Different Domains in Learning and the
Academic Performance of the Students. Retrieved March 22, 2022,
fromhttps://www.researchgate.net/publication/339844626_Differen_
Domains_in_Learning_and_the_Academic_Performance_of_the_Stud
ents

2. Psychomotor
Particulars 5 4 3 2 1
1. Students can encode
information and activities
 38

in expressing and
interpreting information or
concepts.
2. Students can express their
learning through gesture,
posture, facial expression
and/or creative
movement.
3. Students can relate to
endurance, flexibility,
agility, strength, reaction-
response time.
4. Students can relate to
body movement, visuals,
auditory, touch or
coordination and the
ability to take information
from the environment and
react.
5. Students have the skills
related to complex action
like walking, running,
jumping, pulling, pushing
and manipulation.
Source: Mallillin (2020). Different Domains in Learning and the
Academic Performance of the Students. Retrieved March 22, 2022,
fromhttps://www.researchgate.net/publication/339844626_Differen_

6. Psychosocial
Particulars 5 4 3 2 1
1. Adjust people easily
2. Adjust to environmental change
 39

3. Interpersonal relationship
4. Interactive/participative
5. Overcome shyness and
loneliness
6. Overcome dependency on
technology
7. Able to express self-easily
Source: Aksan (2021) “Open Access Indonesia Journal of Social
Sciences” http://journalsocialsciences.com/index.php/OAIJSS

8. Attitude/Behavior
Particulars 5 4 3 2 1
1. Students show enthusiasm in
the subject taught.
2. Students display a strict
attitude toward classroom
control.
3. Students participate in various
activities inside the classroom.
4. Students attend class regularly
and never come to class late.
5. Students express freely
his/her opinion during class
discussion.
Source: Mallillin (2020). Different Domains in Learning and the
Academic Performance of the Students. Retrieved March 22, 2022,
fromhttps://www.researchgate.net/publication/339844626_Differen_

___________________ _________________
Respondents Signature Date
 40

Appendix II

Informed Consent

I __________________________ voluntarily agree to participate in this research study.

1. I understand that even if I agree to participate, I can withdraw at any time or refuse to
answer any question without any consequences of any kind.

2. I understand that I can withdraw permission to the data from the responses during the
survey two weeks after, in which case the material will be deleted.

3. I have had the purpose and nature of the study explained to me in writing and I have had
the opportunity to ask questions about the study.

4. I understand that I will not benefit directly from participating in this research.

5. I agree that the survey is documented.

6. I understand that all information I provide for this study will be treated confidentially.

7. I understand that in my report on the results of this research my identity will remain
anonymous. This will be done by changing my name and disgusting any details of my
interview which may reveal my identity or the identity of people I speak about.

8. I understand that all identifying information that has been removed will be retained for
two years.

9. I understand that under freedom of information legalization I am entitled to access the

information I have provided at any time while it is in storage as specified above.

10. I understand that I am free to contact any of the people involved in the research to seek
further clarification and information.

_____________________________
Respondents

_____________________________
Date

We believe the respondents is giving informed consent to participate in this study.

 41

KRISTINE KAYE G. LABONITA and ELIZA JOY L. TALIMA

Signature of Researchers

Appendix III

Survey Protocol

Note: This protocol will be given before the conduct of the survey with the
respondents.

Name of Researchers:

1. KRISTINE KAYE G. LABONITA

2. ELIZA JOY L. TALIMA

Pseudonyms of the Participants (Pseudonyms are used to hide and protect

the identity of the respondents):
1. ___________________________________________
2. ___________________________________________
3. ___________________________________________

Procedures:
1. Proper introduction of the researcher(s).
2. Proper introduction of the respondents using their pseudonyms.
3. Explanation of the objectives of the study.
4. Researcher(s) must explain the following:
1. a respondent can withdraw his/her participation anytime
2. a respondent can ask to delete his/her statements
3. after the survey, a respondent can review his/her responses
4. the participation is voluntary
5. there is no monetary reward
6. advantages and risks of participation
7. the survey will be documented
8. information will be kept for two years for verification
1. The survey will last for 30 minutes or less.
2. Respondent needs to fill in the consent form before the conduct
of the survey.
3. The researcher(s) must provide a copy of a consent form to
each respondent.
 42

Appendix IV

Letter to Validate the Survey Guide Questionnaire

 43

Appendix V

Validation Sheet for Survey Guide Questionnaire

 44

Appendix VI

Letter to Validate the Survey Guide Questionnaire

 45

Appendix VII

Validation Sheet for Survey Guide Questionnaire

 46

Appendix VIII

Letter to Validate the Survey Guide Questionnaire

 47

Appendix IX

Validation Sheet for Survey Guide Questionnaire

 48

CURRICULUM VITAE

KRISTINE KAYE G. LABONITA

Fishing Village, Malita, Davao Occidental
8012 Philippines
Mobile number: 09639756690
Email: kayegeelabonita@gmail.com

Sex: Female
Birthday: November 06, 1999
Birth Place: Lahusan, Fishing Village, Davao Occidental
Civil Status: Single
Religion: Roman Catholic
EDUCATIONAL ATTAINMENT
Primary: Malita Central Elementary School
2012-2013
Secondary: Mariano Peralta National High School
2017-2018
Tertiary: Southern Philippines Agri-business and Marine and
Aquatic School of Technology (SPAMAST)
2021-2022
Course: Bachelor in Public Administration

ELIZA JOY L. TALIMA

 49

Highway, Poblacion, Malita, Davao Occidental

8012 Philippines
Mobile number: 09059701390
Email: joyatalima@gmail.com

Sex: Female
Birthday: February 06, 1997
Birth Place: Highway, Población, Malita Davao Occidental
Civil Status: Single
Religion: Roman Catholic
EDUCATIONAL ATTAINMENT
Primary: Tagakpan Elementary School
2012-2013
Secondary: Mariano Peralta National High School
2017-2018
Tertiary: Southern Philippines Agri-business and Marine and
Aquatic School of Technology (SPAMAST)
2021-2022
Course: Bachelor in Public Administration