A Comprehensive Study about Mental Health Effects of Modular Distance

Learning to some ABM 12 students in San Jose City National High School -
Senior High School

Group Members:
Akira Zyra O. Collado
Samantha M. Loria
Althea V. Mendoza
Adrean G. Padilla
Rochelle F. Quinto
Dencel V. Verdarero

ABM 12-SMITH
Second Quarter
S.Y. 2021-2022

Research Adviser
Mr. Deomel Caballero

February, 2022
 I. THE PROBLEM AND ITS BACKGROUND

Introduction

COVID-19 forced schools to suddenly turn to distance learning in order to

finish the school year. Unfortunately, this sudden change also brought change to
some students‘ mental health. Students have lost social outlets as well as the
learning environment they were accustomed to. Here are a few major concerns
regarding mental health and distance learning as a result of the coronavirus
shutdown.

Without the structure and face-to-face interaction with teachers, some

students feel that it is difficult to focus on their studies. At home, there are
distractions such as younger siblings or chores that need to be done. It can be
difficult to create a quiet and calm workspace for students to learn.

Along with the added stressors, students are feeling the loss of
their community. Students actually report missing school and wishing they could go
back. Loneliness can quickly lead to higher suicides rates and is more common
in adolescents. Younger students are greatly affected due to how essential social
play is to their emotional and physical development. Students are known to do
better in class when they have a best friend for encouragement and venting. The
lack of social interaction can harm a student more than most realize.

There has been much discussion around student mental health in

higher education in recent years, as research shows that mental health difficulties
have a serious effect on students‘ attainment, progression and study outcomes
(Evans et al., 2018; Hughes & Spanner, 2019; Sick et al., 2019; Thorley, 2017).
Students experiencing mental health difficulties are less likely to complete and/or
pass a course or module (Mojtabai et al., 2015; Richardson, 2015), more likely to
drop out of university (Brown, 2016; Mojtabai et al., 2015; Richardson, 2015), and
less likely to attain higher grades (Eisenberg et al., 2009). Additionally, students are
more likely to experience or develop mental health problems than non-students,
implying that tudying and university culture is a significant contributing factor
(Brown, 2016; Ribeiro et al., 2018; Tinklin et al., 2005; Winzer et al., 2018).

There are many interventions in place to support students experiencing

mental health issues, with an increasing number aiming to proactively promote
wellbeing or prevent mental health crises. However, the persistent attainment and
progression gaps (Office for Students, 2019), and increasing demand for student
counselling and mental health services (P.J. Jones et al., 2018) imply that these
interventions are not sufficiently tackling the problem, and a more holistic approach
is needed (Hughes & Spanner, 2019). Furthermore, these interventions, or the
administrative processes required to access them, tend to be of a person‘s nature,
assuming students are physically based on a campus (Barr, 2014; Brown, 2016).
With an increasing number of students taking part in distance learning, it is critical
to identify suitable interventions for remote learners, and in order to do this, it is
necessary to understand the barriers and enablers to mental wellbeing that students
in a distance learning environment experience.

The study entitled ―Comprehensive study about the mental health effects
of modular distance learning on ABM 12 students of San Jose City National High
School-Senior High School‖ aims to focus on the mental health issues facing by the
ABM students facing/ undergoing the new alternative way of learning which is the
modular distance learning. This new normal of learning widely affects the students
unto their studies and the way they were learning at their homes. The Department of
Education (DepEd) suggested that learning must not stop even at this time of
pandemic. It is a good way for the students to learn and attain new knowledge upon
staying at their homes. There are some risk and factors that would widely affect the
senior high school students (ABM 12) on the new normal education which were
conducting on their own homes, there are some sort of issues regarding studying alone
that can affect their mental health. This research was conducted in able to educate and
to inform the readers about how the modular distance learning affects the ABM 12
students on being mentally unstable.
 Statement of the Problem

This study aims to determine the mental health effects of modular distance learning
to some ABM 12 students in San Jose City National High School.
Specifically, it aims to answer the following questions:

1. How does modular learning affect students‘ academic performances in terms

of their compliance to their tasks?

2. What are the effects of modular distance learning on the mental health of
a SHS student?

3. How effective does the modular learning in terms of gaining knowledge

specifically for a SHS student?

Significance of the Study

The results of the study will be of great benefit to the following:

Curriculum Planner. The result of this study will help them appraise the
existing programs in terms of the students‘ needs and abilities and make a changes
as required
Parents. Who are directly concerned with the education of their
children considering school performances in different disciplines.

Students. This study will help the students to cope the mental health
effects of modular distance learning.

Teachers. The results of this study may serve as an eye opener

to create and innovates instructional materials, and to use varied and
appropriate teaching strategies.
 Researchers. The results will serve as a source of reliable information,
and the whole research is already a source of verified data that they can use to
derive data. The study still offers plenty of potential; future researchers can either
adopt the research or build new research around the information that we laid out.

Scope and Delimitation of the Study

This study is conducted to determine the mental health effects of

modular distance learning on some ABM 12 students in San Jose City
National High School Senior High School.

Aspects included in this study are data on socio-demographic characteristics

of the respondents, such as age and gender. The study was conducted in October of
the School Year 2021 - 2022.

The researchers derived the calculated result from the respondents‟ answers
in the questionnaire that the researchers gave using Google Docs. Subsequently,
the conclusion was drawn from the interpretation of the results.

Hypothesis

H0: There is no mental health effects of modular distance learning to

some ABM 12 Students in San Jose City National High School-Senior
High School

H1: There has a mental health effects of modular distance learning to some
ABM 12 Students in San Jose City National High School-Senior High School
 Conceptual Framework

The Research Paradigm

The major concept of this study is focused on Mental Health Effects of

Modular Distance Learning of some ABM 12 Students at San Jose City National
High School Senior High School.

FIGURE 1. Shows the relationship of input variables which contain the age and
gender of some ABM 12 students of San Jose City National High School-Senior
High School. While in the process contains the survey, data gathering, data analysis
and data interpretation. And output variables contain the analysis of mental health
effects of modular distance learning.
 INPUT PROCESS OUTPUT

SOCIO-DEMOGRAPHIC 1. Survey An Analysis

PROFILE:
of Mental
2. Data Gathering
1. Age
Health
2. Gender
3. Data Analysis
Effects of

STRAND AND GRADE 4. Data Interpretation Modular

LEVEL:
Distance Learning
ABM 12 – Students

SCHOOL:

San Jose City National High

School – Senior High School

FIGURE 1. A conceptual paradigm shows the relationship of student's mental

health effects of modular distance learning.

Definition of Terms

Accountancy, Business and Management (ABM). Design to

equip with the managerical, numeracy and literacy skills. Necessary to
meet the competencies and demands of globally competitive
entrepreneurship.
 DepEd. The Department of Education is the executive department of
the Philippine government responsible for ensuring access to, promoting
equity in, and improving the quality of basic education.

Digital Modality. The technologies and tools that we can use to

teach and learn online.

Distance Learning. Method of study where teachers and students do not meet
in a classroom but use the Internet, e-mail, mail, etc., to have classes.

Modality. Most viable for independent learners and learners

supported by periodic supervision of parents/guardians.

Mental Health. Includes our emotional, psychological and social well-

being. It affects how we think, feel, and act. It also helps determine how we
handle stress, relate to others, and make choices.

Modular. A software engineering approach toward developing

software application in terms of modules or components.

Module. Teaching modules are guide of the topic and lessons of a

specific subjects given to students under modular method.

Printed Modality. Delivery modality, the teachers prepare the

learning materials, weekly study guides and other resources for the
modular distance learning.
 II. REVIEW OF RELATED LITERATURE & STUDIES

REVIEW OF RELATED LITERATURE

1. According to Carry (1994) "the modular approach uses programmed materials which
are carefully organized in a logical sequence through which the learner advance sat his own
pace with each of his responses confirmed or corrected immediately." COVID-19 pandemic
has highly affected our society because of its health risks that may lead to danger. One of the
affected sectors was education and it resulted to the suspension of classes in order to avoid
the spread of the virus. Despite of these challenging situations, the Department of Education
still managed to continue the classes through online conduct setting. Education helps people
think, show their emotions, feel about things in a way that benefits to their success, and
improves not only their own personal contentment but also their society and community.
Also, education develops the individual‘s personality, thoughts, that deals with other people
and prepares anybody for the purpose of the reality and life experiences (Al- Shuaibi,
2014).Face-to-face learning usually where the instructor and the student meet in a set place
for a set time, for either one-on-one learning or, most commonly, in gathering class lessons
comparable to what happens in school. Face to face learning could be a truly compelling way
to memorize information and abilities since it frequently combines distinctive ways of
learning to count writing, reading, discussion, presentations, projects, group work, film clips,
demonstration and practice (Jones, 2017).Online learning is the most up to date and the most
prevalent form of distance education nowadays. In the past decade, it has a major effect on
postsecondary education and the trend is only increasing. Online learning is an instruction
that takes put over the Internet. It is frequently referred to as ―e-learning‖ among other terms.

However, online learning is fair one sort of ―distance learning‖ - the umbrella term for any
learning that takes put over distance and not in a traditional classroom (Stern, 2016).Modules
permit instructors to organize content to assist control the flow of the course. Modules are
utilized to organize course content by weeks, units, or a diverse organizational structure.
Modules basically make a one-directional direct flow of what students ought to do in a
course. Each module can contain records, discussions, assignments, tests, and other learning
materials. Module things can be included in the course from existing content or modern
content shells inside the modules. Course content can be included in different modules or
iterated several times throughout a person module (Anthony, 2015).This study will research
the Effective platform for the learning delivery modality in Grade 12 students of SJCNHS.
The study will also measure the advantages and disadvantages of modular learning through
the effect of printed modules for the Grade 12 students of SJCNHS. Different platforms and
the effectiveness will be also found based on the Grade 12 student‘s academic performance.

2. Modular learning, as the name implies, employs learning modules that allow students
to learn on their own. Modular learning is a type of distant learning that use Self-Learning
Modules (SLM) based on the essential learning competencies (MELCS) created by teachers
with the assistance of curriculum developers.

Sections on motivation and assessment are included in the modules, and they serve as guides
for teachers and students in achieving targeted competencies. Teachers can use feedback
mechanisms to track student progress and identify students who need additional help.

Distance Learning also need to use technologies. In the early days of distance education,
radio and television were the media used to conduct educational activities. Currently, the
methods have extended to the internet, email, software, video tapes, cameras, etc. In
comparison, instructors and student may choose to use technology in a conventional
classroom teaching but it is optional.

Bruce et al. (2005) suggest the web has the ability to provide students interactions and
multiple paths for learning. Learners can have greater control over information access,
individualized pacing and timing and with more support in the inquiry process. Lebaron and
Miller (2005) advocate the vast possibilities offered by effective online design: entry to a
global range of resources, 24/7 interaction within purposeful learning community, convince
access for reflective dialogue.
The COVID-19 outbreak has forced the school to cease face-to-face learning for students and
teachers. This epidemic has cleared the path for the adoption of Modular Distance Learning
as an immediate response to assure educational continuity.

The Philippines is currently transitioning to a new normal type of education, and educators'
constant creativity and active participation from other stakeholders are the driving forces
behind its success.

3. In reference to the announcement of the pandemic of the new coronavirus 2019

(nCoV), all educational institutions in the Republic of Kazakhstan have switched to online
learning (OL). The purpose of this study was to investigate the mental state of the medical
students switching to OL in comparison with the mental state of the students who had
traditional learning (TL). A repeated questionnaire-based cross- sectional study was
conducted among medical students ranging from 1st year to 5th year at Astana Medical
University in the 2019–2020 academic year. The first study was conducted during the TL
(October–November 2019, N = 619), and the second study was conducted during the OL
period (April 2020, N = 798).

Burnout syndrome, depression, anxiety, somatic symptoms, and satisfaction with academic
performance have been studied. The findings revealed that prevalence of the burnout
syndrome, depression, anxiety, and somatic symptoms decreased after transitioning from TL
to OL. However, during the OL period, the prevalence of colleague- related burnout
increased, which tells us about the negative impact of OL on students‘ communication and
interpersonal relationships. The most common depression and anxiety symptoms,
dissatisfaction with academic performance were among students who indicated a decrease in
academic performance during OL. Students who lived alone during the quarantine were more
prone to depression during OL. In conclusion, during the quarantine period after the
transition from TL to OL, the mental health state of medical students improved, despite the
severe conditions of the pandemic.
4. One of the global services significantly affected by the coronavirus disease
(COVID-19) pandemic is the medical education sector. While the spread of the virus has had
far-reaching consequences, the closure of universities has led to the emergence of innovative
methods of providing education that ensure the continued education of students. The
implications of these changes on the development of medical students and their mental health
remain to be determined. According to one systematic review of the impact of the COVID-19
pandemic on the mental well-being of people, it can be concluded that many segments of the
population have experienced a negative impact on their mental state. A study conducted
among the Iranian population showed that medical students had significantly higher scores
for stress, anxiety, and depression compared with that of medical staff and community
populations. Fear of a new virus, social distancing, job loss, and increased media attention,
along with a lack of information and knowledge about the pandemic, has created and
exacerbated feelings of insecurity, depression, and anxiety.

Moderate to high level of anxiety in COVID-19 has a significant association with general
somatic symptoms, in particular, fatigue symptoms and gastrointestinal symptoms. Moreover,
the chronic stress caused by the pandemic has led to many physical symptoms, such as
headaches, insomnia, digestive problems, hormonal imbalances, and fatigue

5. Modular learning, as the name implies, employs learning modules that allow students
to learn on their own. Modular learning is a type of distant learning that use Self-Learning
Modules (SLM) based on the essential learning competencies (MELCS) created by teachers
with the assistance of curriculum developers.

Sections on motivation and assessment are included in the modules, and they serve as guides
for teachers and students in achieving targeted competencies. Teachers can use feedback
mechanisms to track student progress and identify students who need additional help.

Distance Learning also need to use technologies. In the early days of distance education,
radio and television were the media used to conduct educational activities. Currently, the
methods have extended to the internet, email, software, video tapes, cameras, etc. In
comparison, instructors and student may choose to use technology in a conventional
classroom teaching but it is optional.
Bruce et al. (2005) suggest the web has the ability to provide students interactions and
multiple paths for learning. Learners can have greater control over information access,
individualized pacing and timing and with more support in the inquiry process. Lebaron and
Miller (2005) advocate the vast possibilities offered by effective online design: entry to a
global range of resources, 24/7 interaction within purposeful learning community, convince
access for reflective dialogue.

The COVID-19 outbreak has forced the school to cease face-to-face learning for students and
teachers. This epidemic has cleared the path for the adoption of Modular Distance Learning
as an immediate response to assure educational continuity.

The Philippines is currently transitioning to a new normal type of education, and educators'
constant creativity and active participation from other stakeholders are the driving forces
behind its success.

6. COVID-19, a novel coronavirus infection, was initially detected in December 2019 at

Huanan Seafood Market in Wuhan, China (Wikipedia, 2020), and it quickly became a global
health crisis. Thousands of people have been affected, and thousands more have died as a
result of the disease's spread. To stop the virus from spreading and infecting more people,
most countries have temporarily closed their educational institutions (Tria, 2020). Within the
school, face-to-face engagement of students and teachers has been suspended as well.

Distance learning takes the form of modular learning. This learning technique is presently
employed by all public schools in the Philippines because, according to a poll done by the
Department of Education (DepEd), parents with children enrolled this academic year prefer
learning through printed and modular formats (Bernardo J.). Learners in rural areas who do
not have access to the internet for online learning are also taken into account.

Parents are teachers' partners in education now that education is no longer confined to the
classroom. As home facilitators, parents are essential. In modular learning, their primary
responsibility is to build a connection with the child and to guide them. (FlipScience,2020)
The usage of modules fosters self-directed learning. One of the advantages of employing
modules for instructions is that pupils develop greater self-study or learning skills. Students
actively participate in understanding the concepts provided in the module. They gain a sense
of accountability for completing the module's task. The students program on their own with
little or no help from others. They are learning how to learn and are becoming more self-
assured (Nardio, M.T.B.,2017). The adaptability of educational materials is another benefit of
modular instructions.

7. Education and learning are thought to be most crucial foundations of a growing

economy, yet the academic system needs radical transformations and major technological
reforms. Mobile learning, a more pronounced form of e-learning, is emerging as a stepping
stone towards bringing revolution to the educational sector and providing hands on solutions
to the pertaining problems (West, 2013). In contemporary education management, students
tend to greatly rely upon mobile technologies to achieve dramatic performance outcomes.
With intense inclination towards cellular connectivity, mobile technology is playing critical
role in improving learning of the students as well as instructors. Digitized technology has put
way forward to enable access to information and delivery of latest learning content regardless
of student‘s availability (Jacobs, 2013). One of the remarkable consequences of m-learning is
that it engages, empowers and supports learning in such a manner that radically transforms
knowledge seeking mechanism for students (West, 2012).
Mobile phones are used for effective learning and heightening academic performance of
learners (Yang, Wang, & Chew, 2014). Distance learning is closely associated with blended
learning (Moore, Dickson-Deane, & Galyen, 2011). These learning procedures made to
proceed with the studies of the students are more crucial seeing that it can lead our physical
and mental health in danger.

Going on with these could have a positive and negative effect in most students. M- learning
has been found to have direct positive effect on learners‘ academic success, however, the
influence is distinct when the instructor facilitates and tracks the discussion towards main
content (Wilen-Daugenti, 2009). M-learning involves knowledge sharing, problem solving
and one-to-one discussion, thus allowing for maximum extent of feedback among both the
teaching and learning ends (Keskin & Metcalf, 2011).
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, characterized by enhance student‘s capability to perform at the desired
level (Lewin & Mawoyo, 2014; Moseki & Schulze, 2010). Tinto (1987) defined students‘
academic performance as a longitudinal process that involves exchanges between students‘
characteristics such as resources, intentions, temperaments and commitments as well as
characteristics of the academic institution. Academic performance is increased by positive
students‘ experiences that alter their commitments and intentions to positive encounters.

8. The World Health Organization has declared the pandemic of the novel SARS-
CoV2 infection early this year and it has now become a major public health challenge
worldwide [1]. The infection control and physical distancing measures are crucial to prevent
the virus from further spreading and to help control the pandemic situation. The policy of
compulsory physical distancing has been implemented in many countries including in
Indonesia [2, 3], resulting in nationwide school and university closures. In accordance with
this policy, dental academic institutions are compelled to make appropriate and timely
modification in order to continue to deliver education and tosustain the continuation of
student academic progress.

The teaching and learning activities were immediately shifted to a full E-learning. E- learning
is defined as learning that makes use of Information and Communication Technologies
(ICTs). The incorporation of technological resources and innovative education strategies has
transformed the teaching and learning processes. Previous studies have shown various e-
learning and online learning tools that are effective for teaching and learning in the fields of
health profession, including dentistry [4,5,6,7,8]. The knowledge gain and performance of the
students as a result of E-learning were shown to be equivalent to that of face to face methods
[9, 10]. Blended learning is mainly defined as the integration of classroom and distance
learning to facilitate an independent, interactive and collaborative learning among students.
However, to understand it in a more general perspective, blended learning approach redesign
courses that are developed, scheduled and implemented through a combination of physical
and virtual learning activities. It was previously reported that blended learning provides better
student‘s satisfaction, motivation, student engagement and performance [5, 7, 11, 12]. This
approach promotes active and self-directed learning and has gained acceptance in dental
education as a complementary method to traditional learning.
The undergraduate curriculum of the Faculty of Dentistry Universities Indonesia adopted
Student Centered Active Learning (SCAL) using collaborative learning, question-based
learning or Problem-Based Learning (PBL) since 2003. In PBL, students work in groups to
construct content knowledge and develop self-directed learning skills. The activities along the
steps of the chosen learning methods (group discussions, clarification sessions, the laboratory
works and skills lab) were all conducted in classroom learning with online support. The
university E-learning management system (LMS) was utilized to facilitate various teaching
and learning activities at different academic levels in the undergraduate dental program. The
organization of courses, access to resources and additional learning materials are available
through LMS to support self-directed learning within an integrated PBL curriculum. During
this COVID-19 pandemic, courses delivered in student-centered learning methods were
immediately moved to full E-learning. In the first half of semester before the pandemic,
group discussions, clarification sessions and interactive lectures were carried out in-campus
classroom learning while in the second half of semester, learning activities were delivered in
full distance learning employing various online meeting platforms. In order to make the
format of discussion sessions stay similar as it had been conducted before the pandemic,
every online session was delivered synchronously with the attendance of a facilitator in each
group. Students and facilitators‘ time spent on setting or accomplishing tasks was similar as
in classroom learning.

Despite previous reports on the comparison of classroom and distance learning

[4,5,6,7,8,9,10,11], the evaluation on the student-centered active learning approaches that are
delivered through blended learning methods compared to full online learning has not been
widely available. The majorities of studies on distance learning method reported student
perception of virtual learning modules that were integrated with classroom learning. Student
feedback could provide important information for the evaluation of distance learning so as to
improve future learning strategies. Therefore, the study aimed to analyse student perspective
of SCAL delivered through full distance learning compared to the classroom learning in the
undergraduate dentistry study program. An online questionnaire was distributed to the
undergraduate dental students at the end of semester. We hypothesized students positive
outcomes on the acceptance of distance learning as a new learning strategy that was
implemented during COVID-19 pandemic condition.
9. Lockdown and social distancing measures due to the COVID-19 pandemic have led to
closures of schools, training institutes and higher education facilities in most countries. There
is a paradigm shift in the way educators deliver quality education—through various online
platforms. The online learning, distance and continuing education have become a panacea for
this unprecedented global pandemic, despite the challenges posed to both educators and the
learners. Transitioning from traditional face-to-face learning to online learning can be an
entirely different experience for the learners and the educators, which they must adapt to with
little or no other alternatives available. The education system and the educators have adopted
―Education in Emergency‖ through various online platforms and are compelled to adopt a
system that they are not prepared for.

E-learning tools have played a crucial role during this pandemic, helping schools and
universities facilitate student learning during the closure of universities and schools (Subedi
et al., 2020). While adapting to the new changes, staff and student readiness needs to be
gauged and supported accordingly. The learners with a fixed mindset find it difficult to adapt
and adjust, whereas the learners with a growth mindset quickly adapt
to a new learning environment. There is no one-size-fits-all pedagogy for online learning.
There are a variety of subjects with varying needs. Different subjects and age groups require
different approaches to online learning (Doucet et al., 2020). Online learning also allows
physically challenged students with more freedom to participate in learning in the virtual
environment, requiring limited movement (Basilaia & Kvavadze, 2020).

As schools have been closed to cope with the global pandemic, students, parents and
educators around the globe have felt the unexpected ripple effect of the COVID-19 pandemic.
While governments, frontline workers and health officials are doing their best slowing down
the outbreak, education systems are trying to continue imparting quality education for all
during these difficult times. Many students at home/living space have undergone
psychological and emotional distress and have been unable to engage productively. The best
practices for online home schooling are yet to be explored (Petrie, 2020).

The use of suitable and relevant pedagogy for online education may depend on the expertise
and exposure to information and communications technology (ICT) for both educators and
the learners. Some of the online platforms used so far include unified communication and
collaboration platforms such as Microsoft Teams, Google Classroom, Canvas and
Blackboard, which allow the teachers to create educational courses, training and skill
development programmes (Petrie, 2020). They include options of workplace chat, video
meeting and file storage that keep classes organized and easy to work. They usually support
the sharing of a variety of content like Word, PDF, Excel file, audio, videos and many more.
These also allow the tracking of student learning and assessment by using quizzes and the
rubric-based assessment of submitted assignments.

The flipped classroom is a simple strategy for providing learning resources such as articles,
pre-recorded videos and YouTube links before the class. The online classroom time is then
used to deepen understanding through discussion with faculty and peers (Doucet et al., 2020).
This is a very effective way of encouraging skills such as problem- solving, critical thinking
and self-directed learning. The virtual classroom platforms like videoconferencing (Google
Hangouts Meet, Zoom, Slack, Cisco, WebEx) and customizable cloud-based learning
management platforms such as Elias, Moodle, BigBlueButton and Skype are increasingly
being used.

10. The outbreak of the new coronavirus infection known as COVID-19 has first occurred
at Huanan Seafood Market in Wuhan city of China in December 2019(Wikipedia, 2020), and
within a couple of months it has turned out to be a global health emergency. It has rapidly
affected thousands of people, who are sick or being killed due to the spread of this disease.
The COVID-19 pandemic also resulted in a widespread disruption such as travel restrictions,
closure of schools and global economic recession. Most countries around the world have
temporarily closed educational institutions to contain the spread of the virus and reduce
infections (Tria, 2020). Face to face engagement of students and teachers within the school
has also been suspended. 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. 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, J). This is also in consideration of the learners in rural areas where
internet is not accessible for online learning. The teacher takes the responsibility of
monitoring the progress of the learners. The learners may ask assistance from the teacher via
e-mail, telephone, text message/instant messaging among others. Where possible, the teacher
shall do home visits to learners needing remediation or assistance (Llego, n.d.). Printed
Modules will be delivered to students, parents or guardians by the teachers or through 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).

According to the Department of Education (DepEd), parents and guardians' perform the
various roles in Modular Learning such as Module-ator, Bundy-clock, and as Home
Innovator. As a Module-ator, they are the ones to get and submit the printed Self- Learning
Modules (SLMs) from and to schools or barangay halls at the beginning and end of the week,
depending on the agreement between the parents and the school. As a
Bundy-clock, they must check their child's schedule or workweek plan. Because of the
number of subjects or activities to be done, they must see that it is being followed
accordingly to avoid cramming or delays in submission, which may affect the child's
performance. Lastly, as a Home Innovator, they must provide their child with a productive
learning environment to help them focus more on Learning. It must be a well- lighted and
well-ventilated space in the house, with little or no distraction. 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.

11. Education plays an important role in shaping the lives of students. In the process,
teachers are one of the essential instruments in delivering quality learning. Due to the
emergence of COVID-19 in the Philippines, a lot of changes happened in the educational
landscape. One of these is the mode of instruction that was implemented by the Department
of Education. The current COVID-19 crisis has obliged most education systems to adopt
alternatives to face-to-face teaching and learning. Many education systems moved activities
online, to allow instruction to continue despite school closures (OECD, 2020). The shift of
the teaching-learning delivery in schools to modular distance learning made more
challenging, on the part of the school personnel, the delivery of basic quality education. That
is why DepEd leaders are always finding avenues to solve the problems and capacitating its
teachers and school heads to become more effective in the field of modular distance learning
(Bagood, 2020). 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 level 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/assessment. 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. 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 becomes a facilitator in the development of the student, both as a
member of their community and a member of their society (Martineau et al., 2020).

However, 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. Based on the study
conducted by Ambayon (2020), modular instruction is 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 to teachers, students, and parents. The study of Dangle &
Sumaoang (2020) showed that the main challenges that 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.

12. We use the terms mental health and mental wellbeing in this paper with slightly
different connotations; we use mental health as a broad term that can signify positive mental
health, mental health as a societal issue, or can prefix a difficulty, issue, problem or
condition. We use mental wellbeing to describe the positive state described in the WHO
definition. Finally, we include both ‗common‘ mental health issues, such as depression or
anxiety, and also more ‗severe‘ issues, such as schizophrenia or psychosis, in our definition
of mental health conditions (Davies, 2013).

Mental health is a worldwide concern (Lozano et al., 2012), and there is an increasing
awareness of the need to take a proactive approach to mental illness prevention and mental
health promotion, as well as treatment, recovery and rehabilitation (Davies, 2014;WHO,
2013).

This combined proactive and responsive approach has been well received in higher
education, and various white papers have arisen supporting the need for a greater emphasis
on proactive approaches (Houghton & Anderson, 2017; Hughes & Spanner, 2019).

Traditionally, higher education institutions have adopted a reactive approach to well- being
and mental health issues; with responsibility for reacting to issues when they arise being
placed on the student support team and mental health counsellors (P.J. Jones et al., 2018).
However, an increasing number of studies are documenting an emergent, more proactive
approach, focusing on mental health promotion through interventions, such as resilience-
building programmes (Holdsworth et al., 2018; McAllister et al., 2018), sports-based
programmes (Vella et al., 2019), mindfulness activities (Al-Ghalib & Salim, 2018; Galante et
al., 2018), mental health literacy programmes (Kern et al., 2017), peer support (Byrom, 2018)
and meditation (Crowley & Munk, 2017).

However, while the studies we cite here conclude that these interventions have the potential
to be beneficial, they concede that greater understanding and wider adoption are needed. For
example, Holdsworth et al. argue for an embedded, rather than therapeutic approach: to
support the development of resilience, curriculum structure and content should incorporate
complex problem-based activities which are industry focused and are underpinned by a
supportive learning environment (Holdsworth et al., 2018).

In spite of this shift towards a proactive approach, many of the interventions in higher
education continue to position mental health issues as a problem belonging to an individual,
rather than identifying causes or triggers in the environment. For example, when investigating
high levels of student ‗distress during the examination period,‘Galante et al.‘sapproach was to
provide an 8-week mindfulness course, rather than identify and mitigate the causes of the
distress (Galante et al., 2018).

However, it is increasingly recognised that there are systemic triggers inherent within higher
education that have a negative effect on student mental wellbeing (Tinklin et al., 2005). For
example, Ribeiro et al. found in a systematic review that ‗psychological suffering is inherent
in academic life‘ (Ribeiro et al., 2018), and Jenkins et al. identified that ‗negative role
models‘, as well as course-specific issues with placements and assessment, were ‗major
stressors‘ for students (Jenkins et al., 2018). Markoulakis and Kirsch performed a systematic
review to locate areas where students experienced mental health difficulties, and found areas
included the ‗learning environment‘, ‗difficulties with their studies‘, ‗structural difficulties
imposed by the university‘, and ‗academic outcomes‘ (Markoulakis & Kirsh, 2013). On a
larger scale, a dataset analysis of 80,509 students in the USA, UK and Canada found that
‗academic distress‘, including ‗academic performance, pressure to succeed, and post-
graduation plans‘, was the most unique predictor of anxiety in university students (P.J. Jones
et al., 2018).
It stands to reason that barriers to mental wellbeing that reside within the higher education
culture, systems, structures and learning environments may be addressed through intervention
in these areas (Hughes & Spanner, 2019). Furthermore, there is evidence that inclusive design
practices such as Universal Design for Learning (UDL) that focus on flexibility and student
agency in learning (Rose & Meyer, 2002) can be beneficial for student mental health (Griful-
Freixenet et al., 2017; Miller & Lang, 2016). However, this recognition that the issue of
mental health in higher education does not reside solely in the student is not yet common
place in the higher education mental health literature or practice.

13. The purpose of this study is to map the literature on mental health and well-being of
university students using metadata extracted from 5,561 journal articles indexed in the Web
of Science database for the period 1975–2020.

More specifically, this study uses bibliometric procedures to describe and visually represent
the available literature on mental health and well-being in university students in terms of the
growth trajectory, productivity, social structure, intellectual structure, and conceptual
structure of the field over 45 years. Key findings of the study are that research on mental
health and well-being in university students: (a) has experienced a steady growth over the last
decades, especially since 2010; (b) is disseminated in a wide range of journals, mainly in the
fields of psychology, psychiatry, and education research; (c) is published by scholars with
diverse geographical background, although more than half of the publications are produced in
the United States; (d) lies on a fragmented research community composed by multiple
research groups with little interactions between them; (e) is relatively interdisciplinary and
emerges from the convergence of research conducted in the behavioural and biomedical
sciences; (f) tends to emphasize pathogenic approaches to mental health (i.e., mental illness);
and (g) has mainly addressed seven research topics over the last 45 years: positive mental
health, mental disorders, substance abuse, counselling, stigma, stress, and mental health
measurement. The findings are discussed, and the implications for the future development of
the field are highlighted.

The entrance to the university marks a period of transition for young people. Through this
transition, students face new challenges, such as making independent decisions about their
lives and studies, adjusting to the academic demands of an ill-structured learning
environment, and interacting with a diverse range of new people. In addition, many students
must, often for the first time, leave their homes and distance themselves from their support
networks (Cleary et al., 2011). These challenges can affect the mental health and well-being
of higher education students. Indeed, there is evidence that a strain on mental health is placed
on students once they start at the university, and although it decreases throughout their
studies (Macaskill, 2013; Mey and Yin, 2015), it does not return to pre-university levels
(Cooke et al., 2006; Bewick et al., 2010). Also, the probabilities of experiencing common
psychological problems, such as depression, anxiety, and stress, increase throughout
adolescence and reach a peak in early adulthood around age 25 (Kessler et al., 2007) which
makes university students a particularly vulnerable population.

The interest in mental health and well-being in university students has grown exponentially in
the last decades. This is likely due to three interrelated challenges. First, although university
students report levels of mental health similar to their non-university counterparts (Blanco et
al., 2008), recent studies suggest an increase and severity of mental problems and help-
seeking behaviours in university students around the world in the last decade (Wong et al.,
2006; Hunt and Eisenberg, 2010; Verger et al., 2010; Auerbach et al., 2018; Lipson et al.,
2019). Some researchers refer to these trends as an emerging ―mental health crisis‖ in higher
education (Kadison and DiGeronimo, 2004; Evans et al., 2018). Second, psychological
distress in early adulthood is associated with adverse short-term outcomes, such as poor
college attendance, performance, engagement, and completion (e.g., King et al., 2006;
Antaramian, 2015), and others in the long term, such as dysfunctional relationship (Kerr and
Capaldi, 2011), recurrent mental health problems, university dropout, lower rates of
employment, and reduced personal income (Fergusson et al., 2007). Third, there is a
widespread agreement that higher education institutions offer unique opportunities to
promote the mental health and well-being of young adults as they provide a single integrated
setting that encompasses academic, professional, and social activities, along with health
services and other support services (Eisenberg et al., 2009; Hunt and Eisenberg, 2010).
However, the majority of university students experiencing mental health problems and low
levels of well-being are not receiving treatment (Blanco et al., 2008; Eisenberg et al., 2011;
Lipson et al., 2019) and, while universities continue to expand, there is a growing concern
that the services available to provide support to students are not developing at an equivalent
rate (Davy et al., 2012).
In response to the increasing volume of research on the mental health and well-being of
university students, there have been several attempts to synthesize the accumulating
knowledge in the field and to provide an illustration of the theoretical core and structure
of the field.

14. Student life can be stressful and for some students it may cause mental distress.
Besides being a major public health challenge, mental distress can influence academic
achievement. The main objectives of the current study were to examine associations of
mental distress with academic self-efficacy and study progress. A secondary aim was to
examine mental health help seeking for students with mental distress. Data was derived from
the Norwegian Students‘ health and welfare survey 2014 (SHOT 2014) which is the first
major survey comprising questions of both mental health, academic self-efficacy and
psychosocial factors amongst students. Utilizing these data for a Norwegian region, we found
that 749 (31%) of the 2430 Norwegian full-time students under the age of 35 responded to the
survey. Symptoms of mental distress were measured using the Hopkins Symptom Checklist
(HSCL-25) and academic self-efficacy was measured using a Norwegian version of the
General Self-Efficacy Scale (GSE) tailored to the academic setting. Demographic-, social,
lifestyle, and study-related variables were included in the analyses. Logistic regression
analyses were performed to assess the relationship between mental distress, academic self-
efficacy, and academic performance. Seventeen percent reported severe symptoms of
psychological distress which is similar to the overall prevalence among students in Norway.
Students reporting severe mental distress were four times as likely to report low academic
self-efficacy and twice as likely to report delayed study progress compared to students
reporting few or moderate symptoms of mental distress. 27% of those reporting severe mental
distress had sought professional help whereas 31% had considered seeking help.

The study showed that there was a strong association between symptoms of mental distress,
academic self-efficacy and study progress. Prospective studies should evaluate whether
improved help-seeking and psychological treatment can promote students mental health and
ultimately improve academic self-efficacy and study progress.

Today‘s younger generation represents the largest group of students in history. The transition
from adolescence into young adulthood involves major changes in several areas – financial,
housing, social, and emotional – and this transition period can cause relational challenges that
some young adults experience as stressful. It has also been maintained that the proportion of
students who experience their student life as mentally stressful is increasing (Nedregård and
Olsen, 2014). This trend may suggest that students‘ experience this period increasingly
demanding, and for some of them it may be a direct cause of mental illness (Nerdrum et al.,
2009). Internationally, students‘ mental health is highlighted as a major public health
challenge (Stallmann, 2008; Storrie et al., 2010). A systematic review found that half of the
students who reported mental distress symptoms also had experienced these symptoms before
they began their studies, while the remaining half developed symptoms during their studies.
Other studies, from the United States, Canada, and United Kingdom, confirm high(er) rates
of mental health problems among university students, compared to the general population in
the same age group (Adalf et al., 2001; Bewick et al., 2010; Keyes et al., 2012). Mental
distress has been linked to lower academic self-efficacy and poor study progress, yet
underpinning mechanisms are complex and not fully elucidated. A longitudinal study from
the United States found that mental health problems predicted delayed academic success
(GPA), thus suggesting a direction of influence (Eisenberg et al., 2009). Further, there may
be factors associated with both these factors operating on a number of levels, from individual
factors to interpersonal issues and institutional characteristics. Of individual level factors,
previous studies have reported that emotional problems had a negative effect on study
progress and on the dropout rate from higher education (Robbins et al., 2004; Storrie et al.,
2010).

Internationally, and particularly in the United States, a significant amount of research on the
transition to higher education has been carried out over the last 40 years. This has contributed
to development of a broader theoretical framework for understanding the factors important
for college success. There are mainly two directions that points out this work; the
sociological theories of education, such as Astin (1993) and Tinto (1993), and social
cognitive learning theory by Bandura (1997) and Pascarella and Terenzini (2005). Astin
emphasizes the importance of students taking part in the learning environment (Astin, 1993).
Tinto further developed Astin‘s theories by emphasizing students‘ own driving forces as
motivation, intentions, and adherence to education (Tinto, 1993).
15. Castroverde, F., & Acala, M. 8 Consortia Academia Publishing (A partner of Network
of Professional Researchers and Educators) Modular distance learning modality: Challenges
of teachers in teaching amid the Covid-19 pandemic 1. Introduction Education plays an
important role in shaping the lives of students. In the process, teachers are one of the essential
instruments in delivering quality learning. Due to the emergence of COVID-19 in the
Philippines, a lot of changes happened in the educational landscape. One of these is the mode
of instruction that was implemented by the Department of Education. The current COVID-19
crisis has obliged most education systems to adopt alternatives to face-to-face teaching and
learning. Many education systems moved activities online, to allow instruction to continue
despite school closures (OECD, 2020).

The shift of the teaching-learning delivery in schools to modular distance learning made more
challenging, on the part of the school personnel, the delivery of basic quality education. That
is why DepEd leaders are always finding avenues to solve the problems and capacitating its
teachers and school heads to become more effective in the field of modular distance learning
(Bagood, 2020). 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 level 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/assessment. 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. 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 becomes a facilitator in the development of the student, both as a
member of their community and a member of their society (Martineau et al., 2020). However,
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. Based on the study
conducted by Ambayon (2020), modular instruction is 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 to teachers, students, and parents.

The study of Dangle & Sumaoang (2020) showed that the main challenges that 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. 1.1
Objectives of the study This study seeks to identify the challenges of teachers in the use of
modular distance learning modality amid pandemic. The following will be the focus of the
study: teachers‘ challenges in teaching using modular distance learning modality; and

16. The existence of COVID-19 pandemic brought extraordinary challenges to the

stakeholders, teachers, parents, and students. Thus, the researcher believed that there is an
effect of teaching-learning process in new normal education to students‘ performance most
especially using modular type of learning in Mathematics. With this, the study sought to
determine the perception of the students regarding modular distance learning approach
(MDLA) in Mathematics, identify the challenges of the students, examine the effect of
MDLA to academic performance of students in Mathematics, determine the level of
academic performance of students, determine the significant difference on perceptions when
they grouped according to their gender and age, and determine the relationship of students‘
perceptions regarding MDLA to their academic performance in Mathematics. The descriptive
research design was utilized in this study. The researcher gathered 30 grade 12- students
currently enrolled in San Jose City National High School Senior High School through the use
of purposive random sampling. The survey questionnaire was applied in the study. Mean,
frequency counts and percentage, t-test for independent samples, one-way analysis of
variance (ANOVA), and person product-moment correlation were used to analyze and
interpret the data.
Based on the result, the study revealed that students‘ perceptions agreed on using modular
distance learning approach (MDLA). It means the students had positive perceptions regarding
MDLA in Mathematics. The study also revealed that students agreed on using modular
distance learning approach (MDLA) in Math have little challenges. It had also a positive
effect to students‘ performance in which students performed very satisfactory in Mathematics
which means they had good quality performance. However, the study also revealed that it has
no significant difference on their perceptions when they are grouped by gender and age which
means the students had the same perceptions.

Moreover, the findings revealed that there is no enough evidence to conclude that there is
significant relationship of the students‘ perceptions to the academic performance of the ABM
grade 12 students using the new method of teaching modular distance learning approach
(MDLA) amid COVID-19 pandemic. Therefore, the researcher concluded that the academic
performances of ABM 12 students were not affected by their perceptions in MDLA. This
means that the quality of performance did not depend on their perceptions. And the
researcher also concluded that this approach helped students to improve their math
performance. Since it proved that this approach improved the mathematical understanding
and helped the students to have good performance then the researcher recommended that
MDLA must be continued in face-to-face instruction and highly recommended to use
modules. Teachers guided those who need special attention and need to prepare easy type of
modules in Mathematics to understand well. Any member of the family can help to guide and
serve as para-teachers. Trainings, workshops, and seminars should be provided to the
teachers to improve themselves and academic performances of the students.

17. For some students with depression, there will be considerable difficulties adjusting
back to normal life when school resumes….‖ Survey: The Impact of COVID-19 on Student
Mental Health (Active Minds) ―20% of college students say their mental health has
worsened…‖ Read more. Poll: Parents Say COVID-19 Harming Child‘s Mental Health
(Gallup)―Nearly three in 10 (29%) say their child is ―already experiencing harm‖ to their
emotional or mental health because of social distancing and closures. Another 14% indicate
their children are approaching their limits, saying they could continue social distancing a few
more weeks until their mental health suffers.‖ Article: ―In a World ‗So Upside Down,‘ the
Virus Is Taking a Toll on Young People‘s Mental Health‖ (New York Times) ―The shuttering
of the Filipino education system severed students from more than just classrooms, friends and
extracurricular activities. It has also cut off an estimated 55 million children and teenagers
from school staff members whose open doors and compassionate advice helped them build
self-esteem, navigate the pressures of adolescence and cope with trauma….mental health
experts worry about the psychological toll on a younger generation that was already
experiencing soaring rates of depression, anxiety and suicide before the pandemic.

18. For many generations the delivery of education was a teacher standing in front of
students, who sitting at their desks, in uniform rows. The technology was a stick of white
chalk and a slate blackboard on which the teacher would write the lessons for the day. The
teacher was the disseminator of knowledge and the students were to function as sponges to
soak up the learning as the best they could from what they saw on the blackboard or read
from traditional textbooks. Innovations to this educational technology were often exemplified
in the form of slight enhancements such as: a white board with colourful markers, an
overhead projector, and most recently a Power Point projector. Even with those slight
technology enhancements, the educational setting is often still the same; with teacher in the
front of the room, students at their desks and everyone present at a specific place and time for
education to take place. This has been true for children, as well as for adult learners. Many
students do succeed in this educational setting while others do not.

Good teachers can be incredibly effective in this setting, but is this the best context to form a
learning environment for the future? Or, which are innovations in educational technology
poised to redefine the classroom and make learning more relevant, more accessible, and more
interactive so that the student or adult learners are more deeply engaged in an active learning
environment. Education is no longer dispensed in a traditional brick and mortar institution.
Computer based training is becoming common place for professional adults and the
technology is continually being enhanced. Yet, many adult learners can benefit from a
blended learning environment of face to face meetings in concert with an electronic delivery
system.

The key is to explore how modular learning can serve as an educational approach to build a
strategic plan with the result of empowering learners to achieve academic and professional
success. It is crucial to create a share foundational understanding of key terms in order for all
the organizational members to embrace change on common ground. Educational theories
supporting modular learning. Many companies, including Starbucks, Jiffy-Lube, and
WalMart, are offering courses in-house in order to teach skills and information to employees,
which provide just-in-time learning that many institutions of higher learning aren't or cannot
currently offer. Globally, corporate universities are popular choices for teaching skills to
employees which is necessary to succeed in business and move up within organizations by
improving their business and leadership skills.

Universities have accepted these corporate courses toward degrees, which is changing the
way as corporations and universities are interacting (Connell, 2013). With an increase in
acceptance of alternative ways to offer college credits, institutions of higher learning are
examining how courses are offered and how to appeal to a broader educational base than
simply to those entering formal degree programs. This has paved the way for modular
learning in formal and informal academic settings. The shift in the past several years has
moved from Teacher led Curriculum to Student-Centered curriculum, which has shifted the
focus on the knowledge, skills, and competencies which students have when exiting a course
or program as well as changed the process of course design (Donnelly and Fitzmaurice, as
cited in O'Neill, Moore, and McMullin, 2005).

Modular learning is the approach where the focus is on learning outcomes, and its success
relies on connecting outcomes to student learning and course design. These areas combine to
make a course constructively aligned as discussed by Biggs (1999). In order for curriculum to
be constructively aligned, it is important to define learning outcomes, to determine learning
and teaching outcomes that lead to successful realization of appropriately assessed student
outcomes (Biggs, 1999). Donnelly and Fitzmaurice (as cited in O'Neill, Moore, and
McMullin, 2005) ―suggest that academic staff can begin the process not by focusing on the
content of the module and also how they intend to teach it, rather by focusing on the quality
of learning that can be achieved by their students‖. Creating modules takes commitment,
time, and a systematic approach, which includes rationale for the module, appropriate design
and development and an evaluation process, in order to find success in their implementation.
19. Modular learning arranges information in a way that presents points in an intelligent
way, and it can be individualized according to learners' needs. Traditional course frameworks
generally present information sequentially, and the perception by the learner is one of
monotony. Traditional courses often intersperse quizzes after some prescribed reading or
lecturing is offered. Modular courses tend to use learning objects that are more closely related
to a holistic approach to information, often including a problem oriented approach (Tseng,
Su, Hwang, Hwang, Tsai, & Tsai, 2008). Sahin (2009) explained that problem-based learning
involves teaching how to resolve problems that exist in the real world through experiential
learning. It is often accomplished through the use of scenarios. In a Peruvian study of
problem based learning using a modular structure to teach physics through scenarios, students
developed an unfavourable view of the modular approach after having exposure to it in
introductory physics classes. The unfavourable view appeared to arise because students felt
that the instruction of physics is best accomplished through memorization of material that the
learner gets from texts and instructor knowledge. Any favourable view the students expressed
solely centered on how physics was connected to real life, and how it connects to other
subjects like math. While some confounding variables may have been present (e.g. course
load, grading variations, etc.) the findings were significant. Dochy (1989) explained that
modular learning's most important consideration is the student. The author explained that
learners want a more individualized approach to the course content so that his/her prior
knowledge and personal characteristics are taken into account. Further, modularization will
generally allow a student to learn at his or her own pace. By definition, an appropriate pace
may allow the learner to skip modules if they already know the material. Offering pre-tests
for each module is therefore a critical element to modularization. If the student achieves a
passing score, they may skip the section. If he or she does not taken the section, a post test is
administered. Only upon successful completion can the student continue on with the next
module in the course. Douchy pointed out that modular learning is often best achieved
through computer based courses. Khan (2011) has found success in creating and offering
online modular packages to help students to become a master in multitude of subjects. The
Khan Academy has a library of over 4300 videos designed to tutor students through specific
learning objectives and offers an example of the individualized approach discussed by
Dochy (1989). Students do not complete the learning objectives until they can demonstrate
100% mastery. In a pilot program offered in California, teachers in elementary grades used
the Academy's resources to help children to master their math skills. In the pilot, as well as
other venues, students are able to learn specific subject matter, to get tutoring, to see how
they are doing in their objectives along the way to understand how their knowledge base
integrates with the subject matter in a larger picture, and earn badges in areas they have
mastered. The pilot also allowed teachers to visualize where students were having difficulties
as well as where they were currently working. The use of the online learning modules
allowed students to proceed at their own pace while receiving help at critical junctures
through online or on-ground tutors who have already mastered the knowledge areas. The
Khan Academy offers modules in three forms which are through formal programs, often
involved with public schools; through supplements to formal educational offerings; or as
stand-alone, self-paced tutorials. Gahutu (2010) studied modular learning as it applied to a
physiology course at the National University of Rwanda. Students reported that they learned
best when the teaching was less theoretical, and they could work through material using
practical classes and demonstrations. However, to make the problem based approach
successful, they need a greater access to outside materials that might be available through the
library and the Internet.Overall, the Rawandan students reported greater satisfaction with the
modular, self-directed approach to learning than with the more traditional style previously
used in the classroom.

20. Many universities offer Distance Education (DE) courses and programs to address the
diverse educational needs of students and to stay current with advancing technology. Some
Institutions of Higher Education (IHE) that do not offer DE find it difficult to navigate
through the steps that are needed to provide such courses and programs. Investigating
learners‘ perceptions, attitudes and willingness to try DE can provide guidance and
recommendations for IHEs that are considering expanding use of DE formats. A survey was
distributed to undergraduate students in Portugal, UAE and Ukraine. The results of this pilot
study showed that in all three countries, students‘ major concerns about such programs were
time management, motivation, and English language skills. Although students were
somewhat apprehensive many indicated they were interested in taking DE courses. Six
recommendations informed by interpretation of students‘ responses and the literature, are
offered to assist institutions who want to offer DE as part of their educational strategy.

The World Wide Web has made information access and distribution of educational content
available to a large fraction of the world‘s population and helped to move Distance Education
(DE) to the digital era. DE has become increasingly common in many universities worldwide
(Allen & Seaman, 2017). Nonetheless, there are still many universities that do not provide
this opportunity because it is not part of their institutional culture. As DE becomes more
prevalent, countries and Institutions of Higher Education (IHE) that do not provide DE
courses will need to look at this option to retain and expand their student population.
(Keegan, 1994; Nakamura, 2017). In order to develop such programs, it is useful to determine
if students are receptive to taking such online courses and are prepared to do so. This study
addresses students‘ perceptions and their interest in DE. In addition, it provides a
comparative analysis across three countries whose IHEs do not have extensive offerings in
DE. The results of this research provide some strategies to encourage and support students to
take DE courses.

A seminal article by Keegan (1980) presents key aspects of DE. Some of the elements are:
physical separation of teacher and learner, learning occurs in the context of an educational
institution, technical media are used, teacher and learner communicate, face to face meetings
are possible, and an industrial model of providing education is used. More recently varying
definitions of DE seem to be based on the perspective of various educators and to reflect the
educational culture of each country and IHE. However, some common descriptors seem to be
accepted by most stakeholders in the field. Distance education is an educational experience
where instructors and learners are separated in time and space (Keegan, 2002) which means it
can happen away from an academic institution and can lead to a degree or credential
(Gunawardena, McIsaac, & Jonassen, 2008).

Although there are different types of DE, this research focuses on online learning. The
following types of online learning will be investigated: synchronous, asynchronous, blended,
massive online open courses (MOOC), and open schedule online courses. In synchronous
instruction, teachers and learners meet (usually online) for a session at a predetermined time.
According to Watts (2016) live streaming video and/or audio are used for synchronous
interaction. Although videoconferencing allows participants to see each other this is not
considered a face-to-face interaction because of the physical separation (Keegan, 1980).
Asynchronous instruction means that teachers and learners do not have synchronous sessions
and that students have access to course content through the Internet at any time they want or
need. Communication among the participants occurs mainly through email and online forums
and is typically moderated by the instructor (Watts, 2016).
According to Garrison (2000) ―Asynchronous collaborative learning may well be the defining
technology of the post-industrial era of distance education.‖ (p.12) Yet another type of DE is
blended learning (BL). Garrison and Kanuka (2004) define BL as combining face-to-face
classroom time with online learning experiences. Although it is not clear as to how much
time is allocated to online in the blended model ―the real test of blended learning is the
effective integration of the two main components (face-to-face and Internet technology) such
that we are not just adding on to the existing dominant approach or method.‖ (p.97) In the BL
format different teaching strategies and instructional technology can be used to help
individuals who have different learning styles, needs and interests (Tseng & Walsh Jr., 2016).

Another type of DE is MOOCs (Massive Online Open Courses). This format was first
introduced in 2006 and offers distributed open online courses that are available without on
Thursday (5/3), has seriously affected the education system worldwide. More than
100 countries have applied nationwide closure, influencing approximately 90 percent of the
world‘s student population and threatening their future education rights [1].

Schools shutdown did not only affect students, their professors, and their families, it also has
extensive economic and societal consequences. Furthermore, it has shed the light on various
social and economic issues, including student debt, digital learning, food insecurity, and
homeless people as well as access to childcare, healthcare, housing, Internet, and disability
services. Therefore, it is necessary for each education division at the regional and national
levels to take protective measures and steps to create flexible and innovative programs, which
can be accessed anytime and anywhere, and find smart methods to overcome national
examinations [2]. Around the world, several countries are affected by the outbreak of
coronavirus disease 2019, which is an infectious disease caused by SARS-CoV-2. As a result,
the governments took various steps to face the virus outbreak. To stop the spread of the virus,
schools and universities have developed various ways to reach the students via the Internet.

Consequently, different countries worldwide have introduced various solutions during the
pandemic to continue education progression [3]. Online libraries support, TV broadcasts,
guidelines, resources, video lectures, and online channels were introduced in at least 96
countries. To increase the coverage of the school lessons to the population, ministries of
education around the world broadcasted live transmission of lessons through TV channels in
different subjects nationwide [4].
At the national level, the e-learning approach has been suddenly implemented to face the
dramatic changes due to the coronavirus pandemic. However, the requirements for this
nationwide project have not been assessed. The challenge today is to understand and manage
processes and rules to regulate the information in time like this. We need to identify the
technologies that can be used, how they will be used, how we can manage them, and how can
we trust them. These are some issues that have been developed in this study according to four
major dimensions: economic, psychological, social, and environmental dimensions.

(i) The economic dimension: the infrastructures, platforms, hardware, software, tools,
Internet, connection debit, etc.

(ii) The psychological dimension: the change from traditional education to e-learning.

(iii) The social dimension: the use of technology, its management, its regulation, trust, and
security which will change our national and international behaviours as individuals,
institutions, and government.

(iv) The environmental dimension: from home to home, defining what field, medicines,
feedback, etc.

Herein, we are interested in studying the behaviour of technology and the learner‘s perception
of online learning to deal with this outbreak. E-learning fears are not real because we used to
consume education as a tangible service from schools and universities and be in touch with
professors and administration. Nevertheless, what we absorb from media, TV, documentaries,
and the Internet is more than what we get from classrooms.

This article is organized as follows: In Section 1, we define the statement of the problem
based on the actual context of COVID-19 and provide a literature review.

In Section 2, we present the research methodology followed for the field studies and the
analysis of the different level studies and discuss the results based on the four dimensions
outlined above.
Later on, in Section 3, we discuss the results obtained, expose the limitations of the actual
approach adopted by universities and schools to ensure education continuity, and finally offer
some recommendations that the Moroccan higher education should adopt in the actual crisis
or when restriction access is required. Section 4 concludes the paper.

In this paper, we show the insights of this on going effort by presenting the results of our case
study to understand the needs and propose some solutions to overcome the pedagogical
problems emerging from this healthcare crisis.

III. METHODOLOGY

Method of Study

This study was conducted to determine the effects Modular learning on the students of
SAN JOSE CITY NATIONAL HIGH SCHOOL-SENIOR HIGH SCHOOL especially on
ABM students. The researchers created a questionnaire that consisted of 15 items which
were created based on the study‘s problem. The survey followed a multiple choice
and rating format to gather a more narrow set of answers. An in-depth investigation of
data makes room for new ideas, notions, and understanding to emerge. The major goal of
this study is to look into fresh and unknown possibilities.

Population and Sample

Statistics is a collection of mathematical strategies or processes for organizing,

analyzing, and interpreting numerical data. The purpose of this study is to find out how
modular learning affects ABM students. ABM students were surveyed by the
researchers, who received 30 responses. The researchers chose to examine ABM
students about the new normal learning's impacts. SAN JOSE CITY NATIONAL
HIGH SCHOOL-SENIOR HIGH SCHOOL students were studied by the researchers
in a few selected units.

Instruments Used

Google Docs Forms was utilized by the researchers to conduct the survey.
Google Docs Forms is a free web tool that allows you to quickly and conveniently
collect data. You can build surveys in a matter of minutes using Google Docs Forms,
and a summary of the results may be simply obtained.

It was sent out via messenger and email to possible responses. The researcher
accepted responses until the survey received 30 responses, at which point the Google
Docs Form was closed with a disclaimer to prevent generating confusion and
frustration.

Description of the Instruments

The term research instrument refers to any tool that you may use to collect or
obtain data, measure data and analyse data that is relevant to the subject of your
research.

This study is a tool used to collect, measure, and analyse data of the survey
about the effect of modular learning on the students in SAN JOSE CITY
NATIONAL HIGH SCHOOL-SENIOR HIGH SCHOOL. We use
Research instruments to tests, surveys, scales, questionnaires, or even
checklists.

To assure the strength of our study, it is important to use previously validated instruments.
Administration of Instruments

A method in which data is collected from a target population, called the sample,
by personal interviews, online surveys, the telephone, or paper questionnaires.
Some forms of survey research such as online surveys may be completed in an
automated fashion. We use the administration instruments to collect the data of
the survey. To know the effects of modular learning on the students of SAN
JOSE CITY NATIONAL HIGH SCHOOL-SENIOR HIGH SCHOOL.
Moreover, to know the positive and negative effects of modular learning in their
health.

Response Mode/Scoring

In survey research, a response generally refers to the answer a respondent

provides when asked a question. However, response to a survey can also be
considered to occur when a sampled respondent decides whether or not to participate
in the survey. Both types of responses may affect data quality; thus, a well-trained
researcher will pay close attention to each.

Most of our respondents were female, according to the survey its moderately
effective has modular learning to them. In addition, many of them says that it's too
much pressure from the subject deadline one of the factor that affect the risk of being
mentally unstable of a high school students.

Validity and Reliability of the Instruments

The validity of the research focuses on the ABM 12 students in SAN JOSE
CITY NATIONAL HIGH SCHOOL-SENIOR HIGH SCHOOL, with the participation
of at least 30 ABM students to answer the given survey questionnaires based on their
experiences and own opinions regarding the study. The reliability of the research study
is to go on a deep analysis about the study, the effects of new normal learning on mental
health, we are able to do a yes or no survey questions through online to be answered by
the chosen ABM 12 participants, same questions which are very implicable to all the
participants.

This research aims to determine the validity and the reliability of the mental health
effects of modular distance learning to those who were tracking the ABM
strand (especially the grade 12 students) at SAN JOSE CITY NATIONAL HIGH
SCHOOL SENIOR HIGH SCHOOL. This comprehensive study were be able to conduct
by the evaluation of 6 students with the participation of some selected ABM 12 students
to participate the study.
By conducting this, will are able to gain the basic informations about the risks and the
factors that affects those ABM students who were at the modular distance learning.

Prior to the study, it would be a benefit for us, that it would result in to good validity
and reliability of the study. Results gathered would undergo some sort of studies in
able to specify the areas of the major advantage and disadvantages of modular learning
in ABM 12 mental stability, if the modular distance learning was an effective
alternative form of teaching or not and the factors needs to consider while having this
new normal way of learning.

Other Sources of Data, If any:

None, research and the questionnaires answers results only.

Data Gathering and Procedure

We are tasked to create 7 yes or no questions, 1 poor, average, excellent, 1 not

effective at all, moderately effective, extremely effective, 2 not helpful at all,
strongly helpful, moderately helpful, extremely helpful, 1 slightly helpful, very
helpful, extremely helpful, 1 feeling of isolation, increase in stress, anxiety,
depression, how many hours on doing modules each day, and 1 agree, strongly

agree, disagree, strongly disagree questions regarding the given study to be

answered by the chosen participants through survey online. An email registration fill
up form with an allotted amount of time given to be answered carefully.

Statistical Treatment of Data

Treatment of Data

The responses made by students describing their socio-demographic profile,

Preference of result about the effects of modular distance learning into their mental
health, and anticipated problems were presented. For instance, gender, age, modular
learning going well, are they feel damaging their mental health to stay up late in
doing modules, how stressful is distance learning during the COVID-19 pandemic,
and effects of distance learning to your mental health. This was also applied for top
three effects of modular distance learning and students preference in making their
modules. In providing overall picture of the socio-demographic profile and effects of
modular distance learning into their mental health, as well as anticipated problems in
pursuing their studies and its effect on students, summary presentations will also
presented.

Statistical Treatment for Data Responses to the questionnaire by senior high

school students were statistically analysed with the data requirements of the study.
Students were statistically analysed with the data instruments of the study.
Descriptive statistics such as frequency count, mean, percent and rank are
considered. To know if there is a correlation between the independent and
 dependent variables Pearson Product Moment of Correlation Coefficient was
utilized with 0.05 level of significance.

IV. PRESENTATIONS, ANALYSIS AND INTERPRETATION OF DATA

After Acquiring 30 respondents to answer the questionnaire led to the following

results:
Table 1. Age of the Respondents.
NUMBER OF AVERAGE (%)
RESPONDENTS
16 years old 1 3.33%
17 years old 14 46.67%
18 years old 13 43.33%
19 years old 2 6.67%
TOTAL 30 100%

AGE OF RESPONDENTS
16

14

12

10

0
16 years old 17 years old 18 years old 19 years old
Figure 1. Age of the Respondents.

The table and graph show that 3.33% of the respondents are 16 years old,
46.67% are 17 years old, 43.33% are 18 years old and 6.67% are 19 years old,
garnering a total of 30 respondents. This socio-demographic characteristics will be
the primary basis for interpreting the results.

Table 2. The feeling overall about education.

16 YEARS OLD 17 YEARS OLD 18 YEARS OLD 19 YEARS OLD

POOR 1 3.33% 6 20% 5 16.67% 0 0%

AVERAGE 0 0% 8 26.67% 8 26.67% 2 6.67%

EXCELLENT 0 0% 0 0% 0 0% 0 0%

7 POOR
6

5
AVERAGE
4

3
EXCELLENT
2

0
16 years old 17 years old 18 years old 19 years old

Figure 2. The feeling overall about education.

The table and graph show that 3.33% of the answers wherein 16 years old
were in poor responses, 0% were average and excellent while in 17 years old, poor
responses resulted to 20%, in average, it resulted to 26.67% and 0% in excellent.
Poor responses in 18 years old respondents resulted to 16.67%, in average, it
resulted to 26.67% and 0% in excellent. Lastly, poor responses in 19 years old
respondents resulted to 0%, the average resulted to 2% and the excellent resulted to
0%.

Table 3. The effectiveness of modular distance learning.

16 YEARS 17 YEARS 18 YEARS 19 YEARS

OLD OLD OLD OLD

NOT EFFECTIVE AT 1 3.33% 4 13.33% 5 16.67% 2 6.67%

ALL

MODERATELY 0 0% 9 30% 8 26.67% 0 0%

EFFECTIVE

EXTREMELY 0 0% 1 3.33% 0 0% 0 0%
EFFECTIVE

10

8
NOT EFFECTIVE
7 AT ALL

6
MODERATELY
5
EFFECTIVE
4

3 EXTREMELY
EFFECTIVE
2

0
16 years old 17 years old 18 years old 19 years old
Figure 3. The effectiveness of modular distance learning.

The table and graph show that in the age of 16 years old, 3.33% of the
respondents are not effective at all, 0% of the respondents are moderately and
extremely effective. In the age of 17 years old, 13.33% of them are not affective at
all, 30% of them are moderately effective and 3.33% are extremely effective. The
remaining 6.67% of the answers are not effective at all while moderately and
extremely effective were both 0%.

Table 4. Is too much pressure from the subjects‘ deadlines one of the factors that
affect the risk of being mentally unstable of a senior high school students?

16 YEARS 17 YEARS 18 YEARS 19 YEARS

OLD OLD OLD OLD

Yes, 1 3.33% 10 33.33% 12 40% 0 0%

Absolutely

No, Not At All 0 0% 3 10% 2 6.67% 2 6.67%

14

12

10

YES,
8 ABSOLUTELY

6
NO, NOT AT
ALL
4

0
16 years old 17 years old 18 years old 19 years old
Figure 4. Is too much pressure from the subjects‘ deadlines one of the factors that
affect the risk of being mentally unstable of a senior high school students?

The table and graph show that in the age of 16 years old,3.33% of the
respondents answered yes and 0% answered no. In the age of 17 years old, 33.33%
of the respondents answered yes and 10% answered no. In the age of 18 years old,
40% of the respondents answered yes and 6.67% answered no. While in the age of
19 years old, 0% of the respondents answered yes and 6.67% answered no.

Table 5. Does staying up late at night in doing modules affect some of the
students mental health?

16 YEARS OLD 17 YEARS OLD 18 YEARS OLD 19 YEARS OLD

Yes 1 3.33% 13 43.33% 12 40% 0 0%

No 0 0% 1 3.33% 1 3.33% 2 6.67%

14

12

10
YES

4 NO

0
16 years old 17 years old 18 years old 19 years old
Figure 5. Does staying up late at night in doing modules affect some of the
students mental health?

The table and graph show that in the age of 16 years old, 3.33% of the
respondents answered yes while 0% answered no. In the age of 17 years old,
43.33% of the respondents answered yes and 3.33% of them answered no. In the
age of 18 years old, 40% of the respondents ansered yes and 3.33% of them
answered no. While in the age of 19 years old, 0% of the respondents answered yes
and 6.67% answered no.

Table 6. Does modular distance learning going well for some students?

16 YEARS OLD 17 YEARS OLD 18 YEARS OLD 19 YEARS OLD

Yes 0 0% 2 6.67% 1 3.33% 2 6.67%

No 1 3.33% 12 40% 12 40% 0 0%

14

12

10
YES

NO
4

0
16 years old 17 years old 18 years old 19 years old
 Figure 6. Does modular distance learning going well for some students?

The table and graph show that in the age of 16 years old, 0% of the
respondents answered yes and 3.33% answered no. In the age of 17 years old,
6.67% of the respondents answered yes and 40% answered no. In the age of 18
years old, 3.33% of the respondents answered yes and 40% answered no. While in
the age of 19 years old, 6.67% of the respondents answered yes and 0% answered
no.

Table 7. How helpful was SJCNHS-SHS has been in the offering of the resources
to learn from home?
16 YEARS OLD 17 YEARS OLD 18 YEARS OLD 19 YEARS OLD
NOT HELPFUL AT 1 3.33% 1 3.33% 1 3.33% 0 0%
ALL
SLIGHTLY HELPFUL 0 0% 5 16.67% 9 30% 2 6.67%
MODERATELY 0 0% 8 26.67% 3 10% 0 0%
HELPFUL
EXTREMELY 0 0% 0 0% 0 0 0 0%
HELPFUL %

10

9
NOT HELPFUL
8 AT ALL

7
SLIGHTLY
6 HELPFUL
5

4 MODERATELY
HELPFUL
3

2 EXTREMELY
HELPFUL
1

0
16 years old 17 years old 18 years old 19 years old
Figure 7. How helpful was SJCNHS-SHS has been in the offering of the resources
to learn from home?

The table and graph show that in the age of 16 years old, 3.33% of the
respondents answered not helpful at all and 0% answered slightly, moderately and
extremely helpful. In the age of 17 years old, 3.33% of the respondents answered
not helpful at all, 16.67% answered slightly helpful, 26.67% answered moderately
helpful and 0% answered extremely helpful. In the age of 18 years old, 3.33% of
the respondents answered not helpful at all, 30% answered slightly helpful, 10%
answered moderately helpful and 0% answered extremely helpful. While in the age
of 19 years old, 6.67% of the respondents answered slightly helpful and 0%
answered not helpful at all, moderately and extremely helpful.

Table 8. How stressful was the modular distance learning for some students during
COVID-19 pandemic?

16 YEARS 17 YEARS 18 YEARS 19 YEARS

OLD OLD OLD OLD

SLIGHTLY 0 0% 4 13.33% 4 13.33% 0 0%

STRESSFUL

VERY STRESSFUL 1 3.33% 8 26.67% 4 13.33% 2 6.67%

EXTREMELY 0 0% 2 6.67% 5 16.67% 0 0%

STRESSFUL
 9

8
SLIGHTLY
7 STRESSFUL
6

5 VERY
STRESSFUL
4

3
EXTREMELY
2 STRESSFUL

0
16 years old 17 years old 18 years old 19 years old

Figure 8. How stressful was the modular distance learning for some students
during COVID-19 pandemic?

The table and graph show that in the age of 16 years old, 3.33% of the
respondents answered very stressful and 0% answered slightly and extremely
stressful. In the age of 17 years old, 13.33% of the respondents answered slightly
stressful, 26.67% answered very stressful and 6.67% answered extremely stressful.
In the age of 18 years old, 13.33% of the respondents answered slightly and very
stressful while 16.67% answered extremely stressful. While in the age of 19 years
old, 6.67% of the respondents answered very stressful and 0% of them answered
slightly and extremely stressful.
 Table 9. The effects of distance learning to some student‘s mental health.

16 YEARS OLD 17 YEARS OLD 18 YEARS OLD 19 YEARS OLD

Feeling of Isolation 0 0% 0 0% 1 3.33% 0 0%

Increase in Stress 1 3.33% 9 30% 7 23.33% 2 6.67%

Anxiety 0 0% 4 13.33% 3 10% 0 0%
Depression 0 0% 1 3.33 2 6.67 0 0%
% %

10

9
FEELING OF
8 ISOLATION

7
INCREASE IN
6 STRESS
5

4 ANXIETY

2 DEPRESSION
1

0
16 years old 17 years old 18 years old 19 years old

Figure 9. The effects of distance learning to some student‘s mental health.

The table and graph show that in the age of 16 years old, 3.33% of the
respondents answered increase in stress and 0% answered feeling of isolation,
anxiety and depression. In the age of 17 years old, 0% of the respondents answered
feeling of isolation, 30% answered increase in stress, 13.33% answered anxiety and
3.33% answered depression.
 In the age of 18 years old, 3.33% of the respondents answered feeling of isolation,
23.33% answered increase in stress, 10% answered anxiety and 6.67% answered
depression. While in the age of 19 years old, 6.67% of the respondents answered
increase in stress and 0% of them answered feeling of isolation, anxiety and
depression.

Table 10. The time you spent each day in doing modules.
16 YEARS OLD 17 YEARS OLD 18 YEARS OLD 19 YEARS OLD
1-3 HOURS 1 3.33% 1 3.33% 1 3.33% 0 0%

3-5 HOURS 0 0% 5 16.67% 2 6.67% 2 6.67%

5-7 HOURS 0 0% 3 10% 5 16.67% 0 0%
7-10 0 0 4 13.33% 6 20% 0 0%
HOURS %

6
1-3 HOURS

3-5 HOURS
4

3 5-7 HOURS

2
7-10 HOURS
1

0
16 years old 17 years old 18 years old 19 years old
Figure 10. The time you spent each day in doing modules.

The table and graph show that in the age of 16 years old, 3.33% of the
respondents spent 1-3hours and 0% of them spent 3-5hours, 5-7hours and 7-
10hours in doing modules. In the age of 17 years old, 3.33% of the respondents
spent 1-3hours, 16.67% spent 3-5hours, 10% spent 5-7hours and 13.33% of them
spent 7-10hours in doing their modules. In the age of 18 years old, 3.33% of the
respondents spent 1-3hours, 6.67% spent 3-5hours, 16.67% spent 5-7hours and
20% of them spent 7-10hours in doing modules. While in the age of 19 years old,
6.67% of the respondents spent 3-5hours and 0% of the respondents spent 1-
3hours, 5-7hours and 7-10hours in doing their modules in a day.

Table 11. The COVID-19 pandemic affected students‘ academic performances.

16 YEARS OLD 17 YEARS OLD 18 YEARS OLD 19 YEARS OLD

Yes 0 0% 14 46.67% 14 46.67% 0 0%

No 0 0% 0 0% 0 0% 2 6.67%

16

14

12
YES
10

6
NO
4

0
16 years old 17 years old 18 years old 19 years old
Figure 11. The COVID-19 pandemic affected students‘ academic performances.

The table and graph show that in the age of 16 years old, 0% of the
respondents answered both yes and no. In the age of 17 and 18 years old, 46.67%
of the respondents answered yes and 0% of them answered no while in the age of
19 years old, 0% of the respondents answered yes and 6.67% of them answered no.

Table 12. Do you pass your tasks on time?

16 YEARS OLD 17 YEARS OLD 18 YEARS OLD 19 YEARS OLD

Yes 2 6.67% 3 10% 7 23.33% 7 23.33%

No 0 0% 2 6.67% 5 16.67% 4 13.33%

6
YES
5

3
NO
2

0
16 years old 17 years old 18 years old 19 years old

Figure 12. Do you pass your tasks on time?

The table and graph show that in the age of 16 years old, 6.67% of the
respondents answered yes and 0% of them answered no. In the age of 17 years old,
10% of the respondents answered yes and 6.67% answered no.
In the age of 18 years old, 23.33% of the respondents answered yes and 16.67%
answered no. While in the age of 19 years old, 23.33% of the respondents
answered yes and 13.33% of them answered no.

Table 13. Is there a difference in your actual performance between face to face and
distance learning?

16 YEARS OLD 17 YEARS OLD 18 YEARS OLD 19 YEARS OLD

Yes 2 6.67% 13 43.33% 12 40% 3 10%

No 0 0% 0 0% 0 0% 0 0%

14

12

YES
10

6
NO
4

0
16 years old 17 years old 18 years old 19 years old

Figure 13. Is there a difference in your actual performance between face to face
and distance learning?

The table and graph show that in the age of 16 years old, 6.67% of the
respondents answered yes and 0% answered no. In the age of 17 years old, 43.33%
of the respondents answered yes and 0% answered no.
 In the age of 18 years old, 40% of the respondents answered yes and 0% answered
no. While in the age of 19 years old, 10% of the respondents answered yes and 0%
answered no.

Table 14. How helpful your teachers are while studying modules?

16 YEARS OLD 17 YEARS OLD 18 YEARS OLD 19 YEARS

OLD
NOT HELPFUL AT ALL 0 0% 2 6.67% 0 0% 0 0%

SLIGHTLY HELPFUL 2 6.67% 6 20% 7 23.33% 1 3.33%

MODERATELY 1 3.33% 5 16.67% 4 13.33% 0 0%
HELPFUL
EXTREMELY 0 0% 1 3.33% 1 3.33 0 0
HELPFUL % %

7 NOT HELPFUL AT
ALL
6
SLIGHTLY HELPFUL
5

4 MODERATELY
HELPFUL
3
EXTREMELY
2 HELPFUL

0
16 years old 17 years old 18 years old 19 years old

Figure 14. How helpful your teachers are while studying modules?

The table and graph show that in the age of 16 years old, 6.67% of
respondents answered slightly helpful, 3.33% answered moderately helpful and 0%
of them answered not helpful at all and extremely helpful.
In the age of 17 years old, 6.67% of the respondents answered not helpful at all,
20% answered slightly helpful, 16.67% answered moderately helpful and 3.33%
answered extremely helpful. In the age of 18 years old, 0% of the respondents
answered not helpful at all, 23.33% answered slightly helpful, 13.33% answered
moderately helpful and 3.33% answered extremely helpful.
While in the age of 19 years old, 3.33% of the respondents answered slightly
helpful and 0% of them answered not helpful at all, moderately helpful and
extremely helpful.

Table 15. Is distance learning has negative effect?

16 YEARS OLD 17 YEARS OLD 18 YEARS OLD 19 YEARS OLD

Yes 4 13.33% 8 26.67% 10 33.34% 5 16.67%

No 0 0% 2 6.67% 1 3.33% 0 0%

12

10

8 YES

4
NO

0
16 years old 17 years old 18 years old 19 years old
 Figure 15. Is distance learning has negative effect?

The table and graph show that in the age of 16 years old, 13.33% of the
respondents answered yes and 0% answered no. In the age of 17 years old, 26.67%
of the respondents answered yes and 6.67% answered no. In the age of 18 years
old, 33.34% of the respondents answered yes and 3.33% answered no. While in the
age of 19 years old, 16.67% of the respondents answered yes and 0% of them
answered no.

Table 16. I encountered struggle in distance learning especially on my mental

health.

16 YEARS OLD 17 YEARS OLD 18 YEARS OLD 19 YEARS

OLD
AGREE 3 10% 7 23.33% 5 16.67% 1 3.33%

STRONGLY AGREE 2 6.67% 5 16.67% 6 20% 1 3.33%

DISAGREE 0 0% 0 0% 0 0% 0 0%
STRONGLY 0 0% 0 0% 0 0% 0 0
DISAGREE %

7
AGREE
6

5 STRONGLY AGREE

4
DISAGREE
3

2
STRONGLY
DISAGREE
1

0
16 years old 17 years old 18 years old 19 years old
Figure 16. I encountered struggle in distance learning especially on my mental
health.

The table and graph show that in the age of 16 years old, 10% of the
respondents agreed, 6.67% strongly agreed and 0% of them disagreed nor strongly
disagreed. In the age of 17 years old, 23.33% of the respondents agreed, 16.67%
strongly agreed and 0% of them disagreed nor strongly disagreed.

In the age of 18 years old, 16.67% of the respondents agreed, 20% strongly agreed
and 0% of them disagreed nor strongly disagreed. While in the age of 19 years old,
3.33% of the respondents agreed and strongly agreed while 0% of them disagreed
nor strongly disagreed.

Analysis of Data

In this chapter, we are going to conduct the data analysis of the previous
topic on our research which is entitled: A Comprehensive Study about Mental
Health effects of Modular Distance Learning to some ABM 12 students in San Jose
City National High School-Senior High School. The topic discussion aims to study
how does the new type of learning affects the students condition mentally and their
school performance. This topic addressing mental health awareness of the students
who were undergoing in this kind of situation and how would people around them
respond with this.

 The Data and the Model

We conducted a collection of data, a survey which is distributed for at least

30 ABM 12 respondents from different sections. It is important that we are able to
gather the data from them to get further study and what actions should we do based
on the responses to be received. We have provided different questions that are
clearly understandable for the participants.
 After the gathering of the data from each, we present the responses from ABM 12-
students through the form of numerical datas, tables and figures. The results can be read
above. Those graphs and tables formed to emphasize the answers clearly. Look for the table
1, it shows the various number of the students who responds accordingly to the survey, and
the tally average percentage of the response. The figure below it discussed what is being
portrayed in the given table.

It is also the same with the table 2, representing the overall reactions about the new
educational system. In here, it shows the ages of the respondents, the preceding opinions
which are poor, average and excellent. The graph shows the total tally of the respondents and
the responses.

 Results

If we are going to look for the results of the study, the table 1 shows a good
representation of the data in an understandable form. Tables represent the answers received,
and so on. The figures further explains what is being drawn on the graph we can all see the
graph from table 1-16. Let us look further at the table 3, It shows the result of how effective
modular learning is, 3.33% was the lowest average gained from a 16 years old respondent
saying that modular distance learning wasn‘t effective at all, meanwhile 30% is the max
percentage taken from a 17 years old respondents saying that modular distance learning was
moderately effective. As we all try to study the tables shown, we can clearly state that this
type of learning might have different impact for the students, in other words, it might be a
good or bad impact.
V. SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

SUMMARY

This study aims to determine the mental health effects of modular distance learning
on some ABM 12 students in San Jose City National High School-Senior High School. In
order to acquire data that are going to be compared to gather results, the researchers created a
survey and had 30 ABM students respondents who are then grouped into four based on their
age. The four groups are as follows: 16 years old, 17 year old, 18 years old and 19 years old.

The survey is composed of 16 items which can be answered by choosing among the
multiple choices, the Likert scale, and the different questions response scale. The medium
used is the Google Form which allowed more accessible access to results because the site
already provided a charted and tabulated summary of the results. The mean of the results was
computed and compared to draw conclusion and have a more in-depth discussion.

CONCLUSION

In conclusion, modular distance learning have a mental health effects on some ABM
12 students in San Jose City National High School- Senior High School, especially those who
are 17 years old. The result drawn from the data showed that those who are 17 years old said
that modular distance learning is more damaging their mental health, which are then followed
by those who are 18 years old, then those who are 19 years old and lastly, ABM students who
are 16 years old.

RECOMMENDATION

Student mental health is a critical issue in modular distance learning. It is understood

that new normal education can act to trigger or exacerbate mental health difficulties.

The researchers recommend to improve the learning process of module distance

learning to reduce the mental health effects is that the reduction of modules, more for
examples for each subject, limited face to face classes or blended learning, provision of
readable modules, immediate information given by teachers on what to answer in the
modules, online consultation among the teachers and students, responsiveness of teachers
through the use of social media platforms, and leniency of teachers in the submission of
outputs.

The following recommendations are proposed to other researchers:

1. Evaluate the mental health effects to the students amidst of covid-19 pandemic.

2. Study the advantages and disadvantages of modular distance learning.

3. Enumerate the suggestions on how the learning process could improve the distance
learning.

REFERENCES

•https://www.frontiersin.org/articles/10.3389/fpubh.2020.576227/full
•https://www.usnews.com/news/world/articles/2020-06-09/philippines-students-face-
distance-learning-until-covid-19-vaccine-found
•https://www.intechopen.com/books/trends-in-e-learning/the-good-the-bad-and-the-ugly-of-
distance-learning-in-higher-education
•http://www.irrodl.org/index.php/irrodl/article/view/1913/3651
•https://www.indiaeducation.net/online-education/articles/advantages-and-disadvantages-of-
distance-learning.html
•https://link.springer.com/article/10.1007/s40670-021-01231-z
•https://www.indiaeducation.net/online-education/articles/advantages-and-disadvantages-of-
distance-learning.html
•https://link.springer.com/article/10.1007/s40670-021-01231-z Advantages and
Disadvantages of Distance Learning! indiaeducation.net
•https://www.google.com.ph/amp/s/fhspost.com/how-is-distance-learning-affecting-
students/amp/
•https://www.google.com.ph/amp/s/www.manilatimes.net/2020/10/21/opinion/editorial/probl
ems-with-distance-learning-system-must-be-thoroughly-investigated/783310/amp/
•https://dlsii.com/blog/tag/effects-of-distance-learning/
•https://mb.com.ph/2020/08/21/distance-education-in-these-pandemic-times/

APPENDICES

CURRICULUM VITAE

COLLADO, AKIRA ZYRA OLIVETE

Brgy. Sto. Nino 2nd, San Jose City, Nueva Ecija 3121

Cell Number: 0967-384-7708

Gmail Account: akirazyracollado7@gmail.com

PERSONAL INFORMATION:

Nickname: Akira

Birthdate: December 09, 2003

Birthplace: Lupao, Nueva Ecija

Age: 18

Nationality: Filipino

Religion: Christian

Civil Status: Single

Father’s Name: Arnulfo Collado

Mother’s Name: Mary Grace Olivete

EDUCATIONAL BACKGROUND:

Secondary School: San Jose City National High School-Senior High School

Strand: Accountancy, Business and Management

Address: 255 Cadhit Street, San Jose City, Nueva Ecija

School Year: 2021-2022

Elementary School: United Methodist Church Learning Center

Address: Escobar Street, Brgy. Fe Marcos, San Jose City, Nueva Ecija

School Year: 2010-2016

LORIA, SAMANTHA MABINI

Zone 1, Brgy. Villa Marina, San Jose City, Nueva Ecija

Cell Number: 0961-414-2894

Gmail Account: samanthaloria1903@gmail.com

PERSONAL INFORMATION:

Nickname: Sam

Birthdate: May 19, 2003

Birthplace: Manila

Age: 18

Nationality: Filipino

Religion: Roman Catholic

Civil Status: Single

Father’s Name: Samson E. Soriano

Mother’s Name: Julyanne L. Soriano

EDUCATIONAL BACKGROUND:

Secondary School: San Jose City National High School-Senior High School

Strand: Accountancy, Business and Management

Address: 255 Cadhit Street, San Jose City, Nueva Ecija

School Year: 2021-2022

Elementary School: Balacat Elementary School

Address: Brgy. Villa Marina, San Jose City Nueva Ecija

School Year: 2010-2016

MENDOZA, ALTHEA VENIEGAS

Zone 1, Brgy. Abar 1st, San Jose City, Nueva Ecija

Cell Number: 0991-415-3682

Gmail Account: altheavmendoza@gmail.com

PERSONAL INFORMATION:

Nickname: Teya

Birthdate: April 16, 2004

Birthplace: Cabanatuan City

Age: 17

Nationality: Filipino

Religion: Born Again Christian

Civil Status: Single

Father’s Name: Alvaro F. Mendoza

Mother’s Name: Myrna V. Mendoza

EDUCATIONAL BACKGROUND:

Secondary School: San Jose City National High School-Senior High School

Strand: Accountancy, Business and Management

Address: 255 Cadhit Street, San Jose City, Nueva Ecija

School Year: 2021-2022

Elementary School: Villa Veniegas Elementary School

Address: Villa Veniegas, Llanera, Nueva Ecija

School Year: 2010-2016

PADILLA, ADREAN GABRIEL

Zone 11, Brgy. Sibut, San Jose City, Nueva Ecija

Cell Number: 0956-594-1949

Gmail Account: adreanspadilla@gmail.com

PERSONAL INFORMATION:

Nickname: Adree

Birthdate: July 26, 2004

Birthplace: Brgy. Diagyan, Dilasag, Aurora

Age: 17

Nationality: Filipino

Religion: JHLMI

Civil Status: Single

Father’s Name: Arman L. Padilla

Mother’s Name: Roselyn G. Padilla

EDUCATIONAL BACKGROUND:

Secondary School: San Jose City National High School-Senior High School

Strand: Accountancy, Business and Management

Address: 255 Cadhit Street, San Jose City, Nueva Ecija

School Year: 2021-2022

Elementary School: Diagyan Elementary School

Address: Brgy. Diagyan, Dilasag, Aurora

School Year: 2010-2016

 QUINTO, ROCHELLE FRANCISCO

Zone 4, Sitio Pakak, Brgy. Abar 2nd , San Jose City, Nueva Ecija

Cell Number: 0921-315-4226

Gmail Account: rochquinto@gmail.com

PERSONAL INFORMATION:

Nickname: Jhen

Birthdate: November 29, 2003

Birthplace: San Jose City General Hospital

Age: 18

Nationality: Filipino

Religion: Christian

Civil Status: Single

Father’s Name: Rolly Q. Quinto Sr.

Mother’s Name: Marissa F. Quinto

EDUCATIONAL BACKGROUND:

Secondary School: San Jose City National High School-Senior High School

Strand: Accountancy, Business and Management

Address: 255 Cadhit Street, San Jose City, Nueva Ecija

School Year: 2021-2022

Elementary School: School of the Sacred Heart of San Jose City

Address: 2126 Maharlika Highway, San Jose City, Nueva Ecija

School Year: 2010-2016

VERDARERO, DENCEL VALIENTE

Zone 1, Brgy. Tumama Palestina, San Jose City, Nueva Ecija

Cell Number: 0935-935-4629

Gmail Account: dendenverdarero99@gmail.com

PERSONAL INFORMATION:

Nickname: Denden

Birthdate: December 22, 2003

Birthplace: San Jose City, Nueva Ecija

Age: 18

Nationality: Filipino

Religion: Roman Catholic

Civil Status: Single

Father’s Name: Angelo C. Verdarero

Mother’s Name: Jane V. Verdarero

EDUCATIONAL BACKGROUND:

Secondary School: San Jose City National High School-Senior High School

Strand: Accountancy, Business and Management

Address: 255 Cadhit Street, San Jose City, Nueva Ecija

School Year: 2021-2022

Elementary School: Tumama Elementary School

Address: Tumama Palestina, San Jose City, Nueva Ecija

School Year: 2010-2016