Sample Qualitative Research2

THE EFFECTS OF DIGITIZED MODULAR LEARNING AMIDST A
PANDEMIC TO THE LEARNING PROGRESS OF GRADE 12 STUDENTS AT

ILOCOS NORTE NATIONAL HIGH SCHOOL
A Thesis
Presented to the Faculty of the

Science, Technology, Engineering, Mathematics (STEM)
Ilocos Norte National High School
In Partial Fulfillment
of the Requirements for the Subject
Inquiries, Invest & Immersions
By:
Kyla Chyna A. Domingo
Andrey Neil M. Camacho
Caleen R. Castillo
Kiarrha Carmela C. Cariňo
Vhanity Joi B. Cimatu
Kiean Zanrei P. Cabanera
Grade 12 – STEM Salcedo
S.Y. 2020 – 2021
i
APPROVAL SHEET
This thesis titled "THE EFFECTS OF DIGITIZED MODULAR LEARNING

AMIDST A PANDEMIC TO THE LEARNING PROGRESS OF GRADE 12
STUDENTS AT ILOCOS NORTE NATIONAL HIGH SCHOOL" prepared and
submitted by Domingo, Kyla Chyna A., Camacho, Andrey Neil M., Castillo, Caleen
R., Cariňo, Kiarrha Carmela C., Cimatu, Vhanity Joi B., Cabanera, Kiean Zanrei
P. is hereby recommended for acceptance and approval of ORAL EXAMINATION.
PRECIOUS RAMOS JOHN MICHAEL B. LUMABAO

Teacher, Inquiries, Invest & Immersions Teacher, Inquiries, Invest & Immersions
______________________________________________________________________
PANEL OF EXAMINERS
Approved by the Committee on Oral Examination
Chairman
Member Member
Accepted and approved in partial fulfillment of the requirements for the subject
Inquiries, Invest & Immersions of the Science, Technology, Engineering, and
Mathematics Strand (STEM).
Date: ______________
BASILISA VICTORINA P. MANDAC, MAED - Mathematics

Assistant School Principal II
ii
DEDICATION
The researchers wholeheartedly dedicate this piece of work:
To their parents/family who served as an inspiration to the researchers and who
gave their never-ending love, care, and support in the completion of the work.
To their classmates and friends who gave their moral support and words of
wisdom.
To their Research teachers who generously shared their knowledge and patiently
guided them throughout the preparation and finalization of their research study;
And lastly, to the Almighty Father who gave them the wisdom, understanding,
strength, determination, and perseverance to accomplish their responsibilities as
researchers. It is through Him that all things are possible.
KCD
ANC
CRC
KCC
VJCB
KZC
iii
ACKNOWLEDGEMENT
The researchers would like to acknowledge the support and guidance of
wonderful people in the researcher‘s life who helped in making this study possible. The
researcher, therefore, would like to acknowledge with sincere gratitude the following
persons:
To Mr. JM Lumabao, for his unending support, guidance, valuable
suggestions and assistance, and suggestions for the improvement of this paper;
To Ms. Preciousa Ramos, for sharing her expertise and guidance;
To the family of the researchers, for their unconditional love, inspiration, and
moral support;
To the members of the panel, who shared their ideas and offered guidance and
support throughout the completion of the paper.
To all the respondents, for their cooperation and support towards the success of
the study;
To Salcedo Family, who lovingly showed their support and for motivating the
researchers.
Above all, to Almighty God, for giving the researchers the wisdom, strength,
and patience for their study.
To God be all the glory

THE EFFECTS OF DIGITIZED MODULAR LEARNING AMIDST A
PANDEMIC TO THE LEARNING PROGRESS OF GRADE 12 STUDENTS AT
ILOCOS NORTE NATIONAL
iv HIGH SCHOOL
Domingo, Kyla Chyna A., Camacho, Andrey Neil M., Castillo, Caleen R., Cariňo,
Kiarrha Carmela C., Cimatu, Vhanity Joi B., Cabanera, Kiean Zanrei P.
Ilocos Norte National High School, Laoag City, Philippines
PRECIOUS RAMOS JOHN MICHAEL B. LUMABAO

Teacher, Inquiries, Invest & Immersions Teacher, Inquiries, Invest & Immersions
ABSTRACT
This study was conducted to determine and analyze the effects of digitized
modular learning to the learning progress of students. Specifically, the study looked into
the perceptions of students on digitized modular learning compared to the traditional
classroom learning, its effects on their academic performance, learning capability, the
challenges they have encountered and how it affects their learning progress, and how
they overcome it with the help of family, teachers, and peers/ friends.
This study employed the phenomenological research design and used purposive
sampling to select 30 students as the respondents of the study who answered the
questionnaire virtually. Based on the thematic analysis and results discussed supported
by related literature, it was revealed that majority of the students think that classroom
learning is more effective than digitized modular learning but it is possible for them to
learn effectively in digitized modular learning as in face-to-face classes. They claim that
digitized modular learning discourages them to learn, gives less motivation to study and
low academic performance. They also claim that it widens their understanding in their
given task through the use of internet and different searching platform. The most
common challenges students have encountered are lack of motivation, stress, slow
internet connection, and tons of works which slows down their learning progress.
Although it is possible that these challenges can also help the students’ progress in their
learning ability which vary depending on the severity of the effects they have
encountered. Furthermore, their family, teachers, peers/friends help them overcome
these challenges through motivation, guidance, and support.
With these conclusions, researchers recommend a similar study in other grade
levels and modalities. Future researchers can conduct interviews, add more variability,
equal gender and strand distribution, and further studies on how to improve digitized
learning.
Keywords: Digitized Modular Learning, Perceptions, Effects, Learning Progress,
Academic Performance, Widening of Understanding, Challenges
TABLE OF CONTENTS
Title Page
vi
TITLE PAGE i
APPROVAL SHEET ii
DEDICATION iii
ACKNOWLEDGEMENT iv
ABSTRACT v
TABLE OF CONTENTS viii
LIST OF TABLES ix
LIST OF APPENDICES x
CHAPTER
I. THE PROBLEM: RATIONALE AND BACKGROUND 1
Background of the Study 1

Statement of the Problem 3
Significance of the Study 4
Scope and Delimitation of the Study 5
Definition of Terms 5
II. REVIEW OF RELATED LITERATURE 8

Related Legal Bases 8
Related Studies & Literature 12
Modular Distance Learning 12
Rise of Digitized Modular Learning during the COVID-19 13
pandemic
Advantages of Digitized Modular Learning 15
Problems Associated with Digitized Modular Learning 17
Solutions for the Problems of Online Learning 19
III. METHODOLODY 22
Research Design 22
Data Gathering Procedure 22
General Procedure 22
Sampling Procedure 23
Participants of the study 23
Data Gathering Instrument 24
Data Analysis 24
IV. RESULTS AND DISCUSSIONS 26
V. SUMMARY, CONCLUSION, AND RECOMMENDATIONS 51
Summary 51
Findings 52
Conclusion 55
Recommendations 56
REFERENCES 58
APPENDICES 64
CURRICULUM VITAE 85
LIST OF TABLES
viii
Table Page
1. Effects of digitized modular learning to the learning 70

progress of Grade 12 students at Ilocos Norte
National High School
2. Effects of digitized modular learning to the 73

academic performance of Grade 12 students at
3. The perception of Grade 12 students at Ilocos Norte 76

National High School on digitized modular learning
compared to classroom learning
4. The possibility of Grade 12 students at Ilocos Norte 77

National High School to learn as just effectively in
digitized modular learning as in face-to-face classes
5. Digitized modular learning in widening the 78

understanding of Grade 12 students at Ilocos Norte
National High School in their given tasks
6. Challenges Grade 12 students at Ilocos Norte 79

National High School encountered with digitized
modular learning, its effects to their learning
progress, and its possibility to help them progress in
their learning ability
7. Overcoming the challenges of digitized modular 82

learning encountered by Grade 12 students at Ilocos
Norte National High School with the help of
family, teachers, and peers or friends
LIST OF APPENDICES
ix
Appendix Page
A. Letter to the Assistant Principal 64
B. Letter to the Respondents 66
C. Survey Questionnaire 67
D. Raw Data 70
CHAPTER I
THE PROBLEM: RATIONALE AND BACKGROUND
This chapter includes the background, research questions, significance, limitations
and definition of terms of the current study: The Effects of Digitized Modular Learning
Amidst a Pandemic in the Learning Progress of Grade 12 Students at Ilocos Norte
National High School.
Background of the study
Distance learning is a teaching method in which teachers and students do not
meet in the classroom, but are taught through the Internet, e-mail, mail, etc. In short,
distance learning occurs when the learner is separated from the teacher and peers, which
means that the learner learns from a distance, and there is no face-to-face course with
the teacher or other learners. There are several types of distance learning that were
implemented during the COVID-19 pandemic. One of which is the modular distance
learning.
Modular learning is a form of distance learning that uses self-learning modules
(SLM) based on DepEd's most essential learning competencies (MELCS). These
modules contain parts related to motivation and assessment, and can serve as a
comprehensive guide for teachers and students to acquire the required abilities.
Moreover, Modular Distance Learning has individualized instructions; it allows
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students or learners to use self-learning modules provided in printed or digital format.
Usually, these materials are provided by the teacher. The teacher takes the responsibility
of monitoring the progress of the learners. According to data collected through DepEd’s
National Learner Enrolment and Survey Forms (LESFs), 8.8 million of the 22.2 million
students (39.6% of total enrollment) chose modular distance learning in the next
academic year. At the same time, 3.9 million people (17.6%) were partial blended
learning (a combination of different forms), 3.8 million people (17.1%) prefer online
learning, and 1.4 million or 900,000 students prefer TV or radio training courses.
The outbreak of COVID-19 led educators to change the mode of learning of
students; it had caused schools, colleges and universities to shut down for an indefinite
time. World Economic Forum stated that while countries are at different points in their
COVID-19 infection rates, worldwide there are currently more than 1.2 billion children
in 186 countries affected by school closures due to the pandemic The pandemic has
created the largest educational barrier in human history. The closure of schools,
institutions and other educational institutions affects more than 94% of students
worldwide (Pokhrel & Chhetri, 2021). For almost two pandemic months, most countries
around the world have temporarily closed educational institutions to contain the spread
of the COVID-19 pandemic and reduce infections (UNESCO, 2020). This closure has
affected more than 1.2 billion learners worldwide with more than 28 million learners in
the Philippines (UNESCO, 2020). Responses like community lockdown and community
quarantine of several countries have led students and teachers to study and work from
home which led to the delivery of online learning platforms (Crawford et al., 2020).
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However, the implementation of online learning posed different risks, problems and
challenges to both the teachers and students, especially in the higher education
institutions(HEIs)(Bao, 2020).In response to these situations, educational leaders
decided to adopt the new normal in education.. The new normal in education and
strengthening educational planning and health is a concern to provide quality, inclusive
and accessible education for every student. Hence, this has been developed in order to
provide a clear lens of the new normal in education.
Modular learning is the most common modality used by students during the
COVID-19 pandemic. Hence, this study addresses the effects of digitized modular
learning on the learning progress of students, especially in this time of COVID-19
pandemic. This includes the aim to determine the effects on the academic performance
of students, their learning capability, and how it will widen their understanding of their
given tasks in order to derive adequate and efficient intervention strategies.
Statement of the problem
Generally, this study aimed to determine the effects of digitized modular
learning amidst a pandemic in the learning progress of grade 12 students at Ilocos Norte
National High School, it answered the following:
1. The effects of digitized modular learning to the progress of the
learning capability of students.
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2. The effects of digitized modular learning to the academic performance
of students.
3. The use of digitized modular learning as an alternative to the standard
learning effective.
4. Digitized modular learning will help students widen their
understanding in their given tasks.
5. The challenges of digitized modular learning and how they overcome
it.
6. The effects of the challenges of digitized modular learning on the
learning progress of students.
Significance of the Study
The study will focus on explaining the learning progress of grade 12 students
amidst a pandemic. Moreover, the results will be beneficial to the following:
Students will have awareness of the importance of learning, time management,
multi-tasking, and diverse learning skills needed to accomplish the target learning
outcome of each lesson.
Teachers will be provided information to be prepared for the effects of a
pandemic on the education systems.
4
Family members will be able to determine the difficulties of learning and
teaching a learner.
The community will have insights into the result of the study and will make
them help the students by creating peer teaching groups, tutorials, or seminars.
Future Researchers will have a basis and guide for their future studies.
Scope and Delimitation
This study covers the effects of digitized modular learning amidst a pandemic in
the learning progress of grade 12 Students. This study is also delimited to grade 12
students who chose digitized modular learning during the COVID-19 pandemic. The
study also briefly determines the use of digitized modular learning as an alternative to
the standard learning as well as with the effect of digitized modular learning to the
academic performance of students and how it widens their understanding in their given
tasks.
Definition of Terms
For a clearer and better understanding of the study the following terms were
defined:
Asynchronous Class. Allows to take online courses on your own schedule.
5
COVID-19. A disease caused by a new strain of coronavirus.
Digitized Module. Printed A&E modules that have been converted into digital
format, and can be accessed through computers, tablets, smart phones, and other digital
devices.
Distance Learning. A method of studying in which lectures are broadcast or
classes are conducted by correspondence or over the internet, without the student's
needing to attend a school
Learning Modality. The sensory channels or pathways through which
individuals give, receive, and store information.
Lockdown. The imposition of stringent restrictions on travel, social interaction,
and access to public spaces
Modular Learning. A form of distance learning that uses Self-Learning
Modules (SLM) based on the most essential learning competencies (MELCS) provided
by DepEd.
Online Learning. A form of distance education in which a course or program is
intentionally designed in advance to be delivered fully online.
Online Media. Communication technologies that use the Internet or the World
Wide Web to present or exchange information.
6
Pandemic. An outbreak of a disease that occurs over a wide geographic area
(such as multiple countries or continents) and typically affects a significant proportion
of the population
Printed Module. Refers to learning packets (work sheets, activity sheets, self-
learning materials).
Quarantine. A restriction on the movement of people, animals and goods which
is intended to prevent the spread of disease.
Synchronous class. Online or distance education that happens in real time,
often with a set class schedule and required login times
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CHAPTER II
REVIEW OF RELATED LITERATURE
For purposes of understanding and insights about the aspects of the study or
research. This chapter presents a discussion of relevant concepts drawn from literature
and studies that have bearing on the present study which provide the theoretical basis of
the study.
Related Legal Bases
The DepEd Order No. 018, s. 2020 also known as “The Policy Guidelines for
the Provision of Learning Resources in the Implementation of the Basic Education
Learning Continuity Plan” establishes the guidelines that will enable DepEd to
provide learning resources in the implementation of BE-LCP. It also establishes the
guidelines on the release, utilization, and liquidation of support fuds for the printing and
delivery of self-learning modules and other learning resources. Guidelines include:
a) The ready-to-print digital copies of the SLMs can be downloaded from
the Microsoft Teams folder “Ready-to-Print SLMs”.
b) Unauthorized printing, uploading, and conducting activities involving
sharing of digital files other than the intended purpose is strictly
prohibited.
8
c) The print run shall be set based on the quantity needed and deliver these
immediately to schools.
d) The SDOs are given the flexibility to determine technical specifications
on the procurement or in-house/by administration production of printing
and delivery of SLMs.
The 1987 Constitution states in Article XIV, Sections 1 and 2:
Section 1. The State shall protect and promote the right of all citizens to quality
education at all levels, and shall take appropriate steps to make such education
accessible to all.
Section 2. The State shall:
(1) Establish, maintain, and support a complete adequate and integrated system
of education relevant to the needs of the people and society;
(2) Establish and maintain a system of free public education in the elementary
and high school levels.
The Executive Order No. 292 or the Administrative Code of 1987, Chapter
9, Section 32 states that Public office is a public trust. Public officers and employees
must at all times be accountable to the people, serve them with the utmost
responsibility, integrity, loyalty and efficiency, act with patriotism and justice, and lead
modest lives. This includes educators. (Retrieved from https://pcw.gov.ph/executive-
order-no-292-administrative-code-of-1987/).
9
The Republic Act No. 9155 or the Governance of Basic Education Act of
2001 Section 2 declares the policy of the State to protect and promote the right of all
citizens to quality basic education and to make such education accessible to all by
providing all Filipino children a free and compulsory education in the elementary level
and free education in the high school level (Retrieved from
https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/).
The Republic Act 10533 or the Enhanced Basic Education Act of 2013
declares the policy that the State that every graduate of basic education shall be an
empowered individual who has learned, through a program that is rooted on sound
educational principles and geared towards excellence, the foundations for learning
throughout life, the competence to engage in work and be productive, the ability to
coexist in fruitful harmony with local and global communities, the capability to engage
in autonomous, creative, and critical thinking, and the capacity and willingness to
transform others and one’s self (Retrieved from
https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/).
The objective of the study is in congruence with the stated legal basis, in which
it is mandated to protect and promote the right to access to quality basic education even
amidst a pandemic in order to not delay their learning progress. Accordingly, it is
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legally tasked to provide a learner-centered, inclusive, responsive, relevant, and
contextualized K to 12 basic education.
The DepEd Order No. (DO) 21, s. 2019 or the Policy Guidelines on the K to
12 Basic Education Program introduces programs and projects that aim to expand and
improve the delivery of basic education in the country. It seeks to provide the Filipino
learners with the necessary skills and competence to prepare them to take on the
challenges of the 21st Century (Retrieved from
https://www.deped.gov.ph/wp-content/uploads/2019/08/DO_s2019_021.pdf).
This is in accordance to the legal mandates of DepEd that protects and promotes
the right to access of quality basic education. It sets forth the Flexible Learning Options
(FLOs), which includes alternative delivery modes and its corresponding learning
resources that are responsive to the need, context, circumstances, and diversity of
learners.
Similar to the study, it aims to ensure that students have access to basic
education amidst a pandemic that is as effective as the traditional face-to-face classes in
terms of their learning progress and is flexible enough for students to manage their time
between studying and doing responsibilities at home. The study will take focus on the
effects of digitized modular learning amidst a pandemic in the learning progress of
Grade 12 students at Ilocos Norte National High School. The researchers will determine
11
its effect on their learning progress, academic performance, and how it widens their
understanding on their given tasks.
Related Studies & Literature
Modular Distance Learning
Modular learning is the most popular type of Distance Learning. In the
Philippines, this learning modality is currently used by all public schools because
according to a survey conducted by the Department of Education (DepEd), learning
through printed and digital modules emerged as the most preferred distance learning
method of parents with children who are enrolled this academic year (Bernardo, 2020).
This is also in consideration of the learners in rural areas where internet is not
accessible for online learning. It involves individualized instruction that allows learners
to use self-learning modules (SLMs) in print or digital format/electronic copy,
whichever is applicable in the context of the learner, and other learning resources like
Learner’s Materials, textbooks, activity sheets, study guides and other study materials.
Learners access electronic copies of learning materials on a computer, tablet PC, or
smartphone. CDs, DVDs, USB storage and computer-based applications can all be used
to deliver e-learning materials, including offline E-books (Llego, n.d.). 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
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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).
Rise of Digitized Modular Learning during the COVID-19 pandemic
As teachers and students are eager for the opening of schools, this crisis caused
some elements of the classroom to change. According to the article entitled “Reshaping
learning” written by A. Gupta & V.Gupta (2020), the first is the increasing use of
technology. During the pandemic, the government used electronic means to ensure the
continuity of student learning. The other is the increasing use of online tools and
technologies to enhance the learning experience. You can download great content for
free on the Internet for your use in the classroom. The course can then become a forum
for debate, discussion and deepening of interdisciplinary knowledge, collaboration and
experiential learning. The personalization of training has also changed. Each student has
a different learning progress. Some may require more time, and some may require more
material to achieve the same result. Another change is to make learning fair, convenient,
lifelong and affordable. Many people sign up during lockdown because they don’t have
to travel or need to be in school, which democratizes learning and makes it convenient
(As cited in the article of A. Gupta & V.Gupta, 2020).
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Moreover, according to the study entitled “The Shift to Digital Education”
conducted by Revenaugh, Ark, & Slusser (2016), the sudden shift from face-to-face
learning to digital learning is changing the world, connecting billions of young people
to the creative economy, and improving working conditions and career opportunities for
educators. The shift from print education to digital education is changing formal
education and expanding access to learning opportunities worldwide. Digital learning is
more than just having enough equipment or replacing teachers with technology. Digital
learning is personalization and customization. It is about accessing outcomes and
achievement data that supports personal learning (As cited in the study of Revenaugh,
Ark, & Slusser, 2016).
Similarly, based on the article entitled “What is Digital Learning?” written by
the Governor’s Office of Student Achievement [GOSA], digital learning is technology-
based learning that enables learners to control time, place, path, and/or pace. Courses
are no longer limited to one school day or one academic year. The Internet and a wide
of Internet access devices have enabled students the ability to learn anytime and
anywhere. Learning is also no longer restricted to the pedagogy used by the teacher
(“Blended Learning”, n. d.). Interactive and adaptable software allows students to study
in their own style, making learning more personalized and interesting (GOSA, n. d.).
New learning technologies provide real-time data that gives teachers the information
they need to adjust instruction to meet the unique needs of each student. Furthermore,
learning is no longer restricted to the pace of an entire classroom of students. Interactive
and adaptable software allows learners to study at their own pace and spend more or
14
less time in classes or subjects in order to achieve the same level of learning (GOSA, n.
d.).
In interaction to that, digital learning requires a combination of technology,
digital content and learning, so technology is a content delivery mechanism (GOSA, n.
d.). It facilitates how students receive content. It includes Internet access and hardware,
which can be any Internet access device. Where digital content is the high-quality
academic material that is delivered through technology. This is what students learn,
ranging from interesting, interactive and adaptable new software to classic literature,
video lectures and games (GOSA, n. d.).
Advantages of Digitized Modular Learning
Digital learning is increasingly replacing traditional teaching methods. Classes
change quickly, so it’s best to forget the methods you might remember in school and
consider new teaching and learning methods based on digital learning tools and
technologies. Based on the article entitled “Benefits of Digital Learning Over
Traditional Methods” written by Panworld Education, integrating digital learning into
the classroom can range from simply using a tablet instead of paper to using complex
programs and software instead of pencils. This may include the use of websites,
services, programs, teaching aids and technologies, such as tutorials designed for home
use. Social media and communication platforms can also be used to create and manage
tasks and digital agendas. Regardless of the degree of technical integration. In the
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classroom, digital learning plays a vital role in education by empowering learners,
increasing their interest in learning and broadening their horizons (Panworld Education,
2017a).
According also to Panworld Education (2017b), “Students using digital learning
tools and technology become more engaged in the process and more interested in
growing their knowledge base, they may not even realize that they’re actively learning
since they’re learning through engaging methods such as peer education, teamwork,
problem-solving, reverse teaching, concept maps, gamification, staging, role-playing,
and storytelling”. In addition to that, based on the study entitled “Mobile Learning for
Education: Benefits and Challenges” conducted by Mehdipour & Zerehkafi (2013),
with access to so much content anytime and anywhere, there are plenty of opportunities
for formal and informal learning, both inside and outside the classroom. Laptops,
mobile tablets, iPod touch and iPad have become very popular mobile learning devices
due to their cost and app availability. They are used to collect student answers, read e-
books and websites, record reflections, collect and analyze data, and so on (Mehidour &
Zerehkafi, 2013, p. 99).
Furthermore, since digital learning is more interactive and memorable than
lengthy textbooks or one-sided lectures, compared with traditional teaching methods, it
provides a better background, perspective and participation in activities, so that learners
can better interact with the learning materials. It usually provides a more interesting and
attractive way to absorb information. This is reflected in your retention rate and test
16
results. In addition, if students can track their progress, it can increase motivation and
sense of responsibility.
Similarly, in the study entitled “Benefits of Digital Learning Application at
Universities” conducted by Vasylyshyna (2020), it is stated that the use of information
technology promotes and improves the learning process, activates and stimulates
students' intellectual activities, and enables them to diversify and improve efficiency.
According to Ark (2015), learning tools and technologies such as social learning
platforms enable teachers to easily create and manage groups. Switching to digital
learning can bring the benefits of tutoring closer and give teachers more time to meet
individual needs and the needs of small groups. The ability to customize the learning
sequence for each student makes learning more effective by narrowing the learning gap
and accelerating progress earlier. Dynamic groupings, seminars, and project-based
learning can add many collaborative learning opportunities to existing education models
(Panworld Education, 2017c). In addition to that, teachers and parents can also
stimulate children's interest in learning through interactive activities, because
gamification makes the learning process more enjoyable and interesting. Parents can
also explore interactive learning activities with their children, which can be used as an
extension of what they have learned. In their digital learning tools and technology,
provide children with entertainment and many benefits in the development of children's
well-being. Everyone benefits from the digitalization of learning (Panworld Education,
2017d).
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Problems Associated with Digitized Modular Learning
While digital programs have significant strengths and offer unprecedented
accessibility to quality education, there are weaknesses inherent in the use of this
medium. Schools are experiencing uncharted territory when it comes to their education:
transitioning from in-person classroom and campus experiences to virtual ones. With a
global pandemic affecting students of all grades, at times the situation can feel difficult
to navigate. As more schools move towards virtual learning, there can be some growing
pains students are feeling as the world adjusts.
According to the study entitled “The Philippine Higher Education Sector in the
Time of COVID-19” conducted by Joaquin, Biana & Dacela (2020), it is argued that
access to the internet connection and learning devices continued to be a privilege up to
this day, placing those with poor internet access at a disadvantage when it comes to
online classes. Statistics shows that 45% of Filipino citizens (46 million) and 74%
(34,500) of public schools do not have access to the internet (Jones, 2019).
Furthermore, “adding more workload for the students increases their burden and
contradicts the purpose of the lockdown, which is to help their families prepare and
adjust to the situation at hand.” (As cited in the study of Joaquin, Biana & Dacela,
2020). Finally, there is an issue about the “lack of environments conducive to learning
at home and the effectiveness of the online lectures” (Bagayas, 2020).
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Baticulon et al. (2020) stated that the most frequently encountered barrier were
difficulty adjusting learning styles, having to perform responsibilities at home, and poor
communication between educators and learners for educators in which dynamic courses
of the highest quality can be developed (p. 8). Several factors are also needed to be
considered before venturing to digitize modular learning. The more obvious issues are
internet speed, cost of materials, and mode of delivery (As cited in the study of Joaquin,
Biana & Dacela et al., 2020). Moreover, for many students, one of the biggest
challenges of digitized modular learning is the struggle with focusing on the screen for
long periods of time. Students are more likely get distracted with social media or other
sites (Gautam, 2020a). There would also be less interaction between learners and
educators which often results in a sense of isolation for students (Gautam, 2020b).
Solutions for the Problems of Online Learning
The sudden shift to digital learning has turned education on its head, and in
many cases, it’s the students who are having the toughest time. Whether it’s staying
focused while studying at home or a lack of internet access and reliable devices, the
move to digital learning has been filled with challenges, and students and families are
looking for solutions. Luckily, people have come up with innovative ways to clear the
hurdles associated with digital school.
There are different solutions to the challenges of online learning. Based on the
study entitled “Overcoming the Challenges of Online Learning during COVID-19”
19
stated that one of the biggest challenges is the limited access to internet. Possible
solution for this problem is, Free & Low-Cost Internet Assistance. Through this,
students can have access to free internet from businesses, public libraries and schools
while maintaining social distancing. If accessing the internet is difficult, another option
includes working with teachers to have downloadable slideshows, videos, assignments,
and maybe even exams. In this way, students can access it without needing a continuous
connection to the internet. When it comes to work and education, a tablet is a cheaper
alternative for students who don’t own a computer. If a computer or tablet is not a
feasible option, school districts and colleges can look to educators who are printing
packets with instructional materials for students who don’t have computers or access to
internet.
The digital divide is most commonly defined as the gap between those students
who have, do not have, and know how to use the internet and the information
technologies that are also currently transforming education (Bernard, 2011; Hall, 2013).
Implementing a learning environment that involves collaboration can be a solution to
this challenge. Providing learners with the opportunity to collaborate, share, and create
will increase the learner’s use of various technologies, enhance their e-learning
experience, and support self-directed and ongoing learning (Clark & Mayer, 2011; Li &
Irby, 2008).
According to Martin (2009), there is a lack of teacher presence, face-to-face
interaction, and tech support in today’s environment. On the other hand learners new to
an online learning environment typically lack the level of metacognition awareness,
20
time management skills, and self-directed learning needed to be successful (Martin,
2009a). To promote student motivation the primary role falls to the teacher to anticipate
and prevent motivational challenges unique to e-learning. One way this can be done is
by increasing face-to-face interactions through a variety of technological modes
(Martin, 2009b). To also help alleviate student anxiety e-mentors should provide
various and alternative ways of interacting and communicate through the use of such
applications like Skype, chat forums, or discussion boards. Furthermore, insufficient
time spent on course development and design can also be a huge contributing factor to
poorly develop digital learning experiences and a major challenge for e-learning
instructors. According to Archambault (2010), it is important to consider the time spent
on designing and implementing a lesson design online. One way to overcome the
challenge of time developing an online course is a collaboration between instructors
within their professional communities. Collaborating with other instructors should be
spent sharing, developing, and creating (Terry & Leppa, 2009; Hastie et al., 2010).
It was concluded in the study entitled “E-Learning: Challenges and Solutions”
by Higley (2014) that with the proper supports from instructors, learners can be
successful within these e-learning environments. Another study entitled “Issues and
Challenges for Teaching Successful Online Courses in Higher Education: A Literature
Review”, by Kebritchi et al. (2017) concluded that higher education institutions need to
provide professional development for instructors, trainings for learners, and technical
support for the content development and delivery of online courses to address the
challenges in online education and enhance the effectiveness of online teaching and
21
learning. They play a central role in enhancing the quality of online education by
providing support for instructors, learners, and content development. A number of
studies suggested the importance of the support of educational institutions to actively
improve the quality of online education (Lion & Stark, 2010; Prestera & Moller, 2001).
CHAPTER III
METHODOLOGY
This chapter presented and discussed the research design, data gathering
procedures, data gathering instrument and data analysis used in the study.
Research Design
In this study, researchers used a phenomenological research design to identify
and analyze the learning progress of Grade 12 students of Ilocos Norte National High
School (INNHS) as they go through digital modular distance learning during the
COVID-19 pandemic especially on how it affects their academic performance. In this
way, the researchers have been able to determine how students experience the inevitable
22
events in their life. This helps to understand the effects to the learning progress,
academic performance of Grade 12 students and their understanding on their given
tasks, provide information and explain its impact, so that they can develop strategies to
improve the student’s learning progress as they go through the pandemic.
Data Gathering Procedure
General Procedure
The researchers wrote the letter of approval to request permission to administer
the questionnaires online to the selected Grade 12 students of Ilocos Norte National
High School and letter to respondents to request permission from the chosen
respondents to participate in answering the online questionnaire. The researchers used
Google Forms in order to distribute the questionnaires which were accessed and
answered by the respondents virtually. The answered questionnaires were retrieved
online after the respondents were given five days of time. The method used to collect
the data was the thematic analysis method. Responses were read through to identify
common themes, topics, ideas and patterns.
Sampling Procedure
Purposive non-probability sampling was used in this study which is the
intentional selection of informants based on their chosen modality during the COVID-
19 distance learning, in this case the respondents would be students who chose digitized
23
modular learning. This type of non-probability sampling is selected as a sampling
method for selecting informants based on their specific knowledge and/or experience in
digitized modular learning. The sample of the study was taken from the population of
Grade 12 students who choose online learning modality wherein 30 students were taken
and 10 were subjected to member checking.
Participants of the Study
There were 30 students from the population of Grade 12 students at Ilocos Norte
National High School who were chosen as respondents of the study. 10 out of 30
students were subjected to member checking to verify their responses from the
questionnaire. The selected respondents came from different strands of Grade 12 in
Ilocos Norte National High School that chose digitized modular learning.
Data Gathering Instrument
The researchers used questionnaire as the main instrument needed in gathering
the data presented in the presentation, analysis and interpretation of data for this study.
The draft questionnaire was created based on the researcher's reading, previous
research, and published and unpublished abstracts related to the research study. Open-
ended questions will be asked to the respondents which are free-form survey questions,
24
allowing them to answer in open text format. In this format, they can answer based on
their knowledge, experience, and understanding.
Data Analysis
Thematic analysis was used in data analysis to analyze more the data gathered
from responses of the respondents that answers, “Effects of Digitized Modular Learning
Amidst a Pandemic in the Learning Progress of Grade 12 Students”. Through thematic
analysis, the data gathered are examined closely to identify the common themes-topics
within the gathered qualitative data, ideas and patterns of meaning that come up. This is
also a useful technique because it can look for patterns that are not bound by any
constraints in the responses of participants, so that researchers have a detailed
understanding of the collected data. Furthermore, thematic analysis was employed to
examine and analyze the responses on the effects of digitized modular learning on the
learning progress and academic performance of students amidst the pandemic, their
perception on digitized modular learning, its challenges and how it widens their
understanding in their given tasks
25
CHAPTER IV
RESULTS AND DISCUSSIONS
This chapter presents the results and discussions about the data gathered in
identifying the effects of digitized modular learning amidst a pandemic to the learning
progress of grade 12 students at Ilocos Norte National High School.
Table 1: Effects of digitized modular learning to the learning progress of Grade 12

students at Ilocos Norte National High School.
Domain Core Idea Categories
What are the effects of The effects of digitized 1. Discourages learning

digitized modular learning modular learning to the
on your learning learning progress of Grade 2. Learning is harder for
students in digitized
progress? 12 students at Ilocos Norte modular learning
3. Doesn't fully enhance
learning progress
26
4. Hinders students
from learning all
fundamental
principles. It has
proven itself that
compliance to
passing required
school works on time
is more important
than to actually study
the concepts that
matter in a certain
subject.
5. Doesn’t understand
the lesson, they need
to read the module
again and it greatly
slows down their
learning process.
6. Can’t keep up with

the lesson. They are
forced to learn
everything on their
own. Synchronous
classes isn’t enough
to process all the
lessons discussed in
the module.
7. Verbal and visual

learners are at a
disadvantage of
learning.
8. Only learned bits of

the lessons discussed
in a module, unlike in
traditional education
settings.
27
9. Slower pacing for
learning
10. Causes crams, stress,

procrastination, and
exhaustion
11. Affects mental health
12. Made learning easier
13. Enhanced learning

skills like self-study,
allows students to
learn at their own
pace
14. Have more study

time that can lead to
better understanding
and performance.
15. Acquire a lot of

knowledge however
it takes a lot of time
to study
16. There isn’t any

pressure on time
management so time
can be maximized or
used effectively.
17. Less stress and

enhances our instinct
to prioritize and
proper time
28
management.
18. This way of learning

made me feel the
struggle to learn, but
it really helps me
understand lessons on
my own.
19. Digitized modular

learning allowed
students to have a
more convenient
form of learning
during the pandemic.
20. Helped students

understand various
concept more clearly
than any other
modalities.
21. Learned enhanced

new skills such as
communication,
coding, analytical
and editing skills
Table 1 shows the different effects of digitized modular learning to the learning
progress of students. Based from the collected data from the 30 grade 12 students of
Ilocos Norte National High School, the effects of digitized modular learning on their
learning progress gathered a majority of negative feedbacks and some positive
feedbacks. Majority of the group discussed that digitized modular learning discourages
29
them to learn, learning became harder and doesn’t fully enhance the learning progress
of a student. To further have an idea on the effect of digitized modular learning,
selected respondents responded that, digitized modular learning hinders them from
learning all the fundamental principles, it has proven itself that compliance to passing
required school works on time is more important that to actually study the concepts that
matter in a certain subject. With the given mode of learning, students can’t keep up with
the lesson given, the modules and the discussions of teachers were not enough to satisfy
my eagerness to learn. Few of the respondents had positive feedbacks on digitized
modular learning, according from a respondent, “It made learning easier, enhanced
learning skills like self-study, allows me to learn at my own pace.” Students even had
more time to study that can lead to better understanding and performance that will let
them acquire a lot of knowledge however it takes a lot of time to study. Based from the
data gathered, negative effects of having digitized modular learning out-numbered the
its positive effects, it implies that digitized modular learning is not helping students
widen their understanding in their given tasks, and the academic performance of
students are failing due to the effects of digitized modular learning.
This can be related with the study of Joaquin, Biana & Dacela (2020) entitled
“The Philippine Higher Education Sector in the Time of COVID-19” wherein it stated
that adding more workload for the students increases their burden which then
discourages learning. There had also been an issue in the effectiveness of the online
lectures.
30
However, a few students also said that digitized modular learning has improved
their learning progress which is similar to the article of Panworld Education entitled
“Benefits of Digital Learning Over Traditional Methods” wherein it states that “students
using digital learning tools and technology become more engaged in the process and
more interested in growing their knowledge base, they may not even realize that they’re
actively learning since they’re learning through engaging methods such as peer
education, teamwork, problem-solving, reverse teaching, concept maps, gamification,
staging, role-playing, and storytelling”.
Table 2: Effects of digitized modular learning to the academic performance of

Grade 12 students at Ilocos Norte National High School.
What are the effects of The effects of digitized 1. It’s too draining.
on your academic academic performance of 2. Significantly
contributed to the
performance? Grade 12 students at Ilocos gradual decrease of
Norte National High learning capacity.
School.
3. Difficult to absorb
the essential topics
with very minimum
guidance from
teachers.
4. Diminished grades
and performance
5. The information in
the module is lacking
which is quite
31
frustrating.
6. Made students lazy

and unmotivated.
7. Causes students to
work harder when it
comes to academic
works as they are
required to finish
tons of modules in
only a given amount
of time.
8. Increase workload,
hinder performance
but there is no
significant
differences in
academic
performance.
9. Average
performance.
10. Completely changed

studying habits.
11. That it slowed me

down a little because
I was new to this
method of learning
12. Had a lot to learn a

lot of technical things
in order to keep up
with classes.
13. Just answered the
32
modules with the
help of google and
chased deadlines, and
luckily resulted to
high marks in the
first semester.
14. It made it easier to

attain a better
academic
performance,
however, lessened
the lessons learnt
15. Effects to academic

performance aren't
bad at all and made
marks become
moderately higher.
16. Created better study

habits but due to a lot
of workloads given, it
has made them cram
also.
17. Learned a lot from

digitized modular
learning and is much
more effective as any
other modalities.
18. Not sure if it has

increased their
academic
performance but
students do know that
they learned a lot
from the pdf modules
itself.
33
19. Gives sufficient
knowledge enough
for their learning
progress
20. Still had good grades

even though they had
a hard time learning
on their own.
21. Access mobility
22. Improves
technological skills
Table 2 shows that different effects of digitized modular learning to the
academic performance of students. Based on the data gathered from the 30 grade 12
students of INNHS answering the question, “what are the effects of digitized modular
learning on your academic performance?” it resulted different feedbacks but leading
into one conclusion, majority of the group interpret the effects of digitized modular
learning in their academic performance as draining, gradual decrease of learning
capacity, difficulty to absorb essential topics with very minimum guidance from
teachers, and lower grades due to loss of focus in studying. There are personal
statements that were deeply explained by chosen respondents, the effects of digitized
modular learning from one of the respondents stated that, “I just answered the modules
with the help of google and chased deadlines, and luckily I had high marks”, having a
high mark doesn’t mean boosting your academic performance and advance your
34
learning progress, added by the respondent. In general, their responses led to less
motivation and low performance. In the bright side there are students who answered
positive feedbacks in having digitized modular learning in their academic performances,
having a better study habit and improving their technological skills. As stated of one of
the respondents. “I am not quite sure if my grades are high because of not participating
in online classes but I do know that I learned a lot from the pdf modules itself”.
A previous study conducted by Alhumaid (2019) entitled “Four Ways
Technology Has Negatively Changed Education” mentioned that the use of technology
in technology has deteriorated students’ competences of reading and writing,
dehumanize educational environments, distort social interactions between teachers and
students and isolates individuals which is similar to the most common findings of the
study.
On the other hand, it contradicts the study of Vasylyshyna (2020) entitled
“Benefits of Digital Learning Application at Universities” wherein it stated that the use
of information technology promotes and improves the learning process, activates and
stimulates students' intellectual activities, and enables them to diversify and improve
efficiency.
Table 3: The perception of Grade 12 students at Ilocos Norte National High School
on digitized modular learning compared to classroom learning.
35
What is your perception of The perception of Grade 1. Classroom learning is
more effective than
digitized modular learning 12 Students at Ilocos Norte
digitized modular
compared to classroom National High School on learning
a) Students learn
learning? digitized modular learning
more
compared to classroom b) Students have
better focus
learning
c) The flow of study
is continuous and
there is progress
learning is more
effective than
classroom learning
a) It is quite easier
b) Less chaotic
c) Learning in
modules and
sources are
convenient to use
Based on the data found in table 3, the grade 12 students at Ilocos Norte
National High School have different perceptions on digitized modular learning
compared to classroom learning. As indicated in table 3, students have their own
opinions in digitized modular learning. A lot of them are saying that classroom learning
is more effective than digitized modular learning because students learn more, students
have better focus, and the flow of study is continuous and there is progress. The other
students answered that digitized modular learning is more effective than classroom
36
learning because it is quite easier, it is less chaotic, and learning through modules and
sources are convenient to use; they have the least number of responses.
Similar findings were showed in the study entitled “Comparative analysis of
learning outcomes in face-to-face foreign language classes vs. language lab and online”
conducted by Salcedo (2010) wherein it stated that traditional classroom teaching
provides real-time face-to-face instruction and sparks innovative questions. It also
allows for immediate teacher response and more flexible content delivery. Online
instruction dampens the learning process because students must limit their questions to
blurbs, then grant the teacher and fellow classmate time to respond.
Table 4: The possibility of Grade 12 students at Ilocos Norte National High School
to learn as just effectively in digitized modular learning as in face-to-face classes
Is it possible for you to The possibility of Grade 1. Possible

learn as just effectively in 12 students at Ilocos Norte 2. No
digitized modular learning National High School to 3. Yes
as in face-to-face classes? learn as just effectively in
digitized modular learning
as in face-to-face classes.
The grade 12 students at Ilocos Norte National High School have different
answers on whether it is possible to learn as just effectively in digitized modular
learning as in face-to-face classes. As indicated in table 4, most of the students said that
37
it is possible. A lot of them said no. Meanwhile, some students said yes; they have the
least number of responses.
Similar to the study of Herman & Banister (2007) entitled “Face-to-Face or
face-to-screen? Undergraduates' opinions and test performance in classroom vs. online
learning”, it stated that online learning platform proved effective in translating
information where tested students successfully achieved learning outcomes comparable
to students taking the F2F course which means there is a possibility that students who
learn online can effectively learn as in students who opt for face-to-face classes.
Table 5: Digitized modular learning in widening the understanding of Grade 12

students at Ilocos Norte National High School in their given tasks.
How does digitized Ways on how digitized 1. By using google,

which is an open
modular learning help modular learning help in
source to find other
widen your widening the information.
understanding of your understanding of Grade 2. Having an easier
given tasks? 12 students at Ilocos access on the internet.
Norte National High 3. Reading the
School in their given complicated task on
their own.
tasks.
4. Opening their mind to
possibilities and
opportunities that can
help them become a
better student despite
the pandemic.
5. Enabling to research
more on the internet
due to the insufficient
38
information on the
modules
6. Read and forget
7. The pdf files gives

them an idea and it's
up to them if you
didn't understand the
concept, they could
use their time to
google it up or watch
youtube about it. It
enhances their brain to
critically think how to
suffice your
knowledge and
understand the tasks.
Table 5 shows the different ways digitized modular learning widen the
understanding of Grade 12 students at Ilocos Norte National High School in their given
tasks. Based from the collected data from the 30 grade 12 students of INNHS, most of
the group answered that digitized modular learning help widen their understanding of
their given tasks through internet which gives them more information about their
lessons and provide better understanding for the task. Digitized modular learning has
helped them expand their grasp of certain activities by obliging them to study all of
them separately. It taught them the ability to specifying the time they spent in the study,
discovering a lot of references (such books, channels etc.). Pdf files and searching
through google enhances the brain to critically think how to suffice your knowledge and
understand the tasks. A few of them says that their comprehension of the specified
duties sometimes doesn't expand. To understand the stuff that is not properly stated in
39
the model, they have to go for youtube videos. Based from the data gathered, students
use internet and videos to help widen their understanding on their given task.
This is similar to the article of Panworld Education entitled “Benefits of Digital
Learning Over Traditional Methods” wherein it states that digital learning plays a vital
role in education by empowering learners, increasing their interest in learning and
broadening their horizons”.
Table 6: Challenges Grade 12 students at Ilocos Norte National High School

encountered with digitized modular learning, its effects to their learning progress,
and its possibility to help them progress in their learning ability.
6.1 What are the Challenges Grade 12 1. Unstable internet

connection,
challenges you have students at Ilocos Norte
misinterpretation, and
encountered with digitized National High School have misunderstandings.
modular learning? encountered with digitized 2. Lack of feedbacks
modular learning received from
teachers after
submitting the
required tasks.
3. Lack of motivation
4. Sleeping late at night

which unable
students to attend
sync classes on time.
5. Very slow internet

connection and lack
of assisstance for
hard lessons
6. Slow internet
40
connection,
disruption of
electricity, household
chores and stress
7. Physical, mental, and

emotional health
8. The lack of
informations and
limited examples of
some lessons.
9. Loss of interest,
battling with
procrastination
10. Not being able to

understand the
lessons well because
of the lack of
explanation in the
modules. Also,
spending too much
time on those gave
me a lot of stress,
insufficient sleep,
headache etc.
11. Less guidance. I can't

keep in touch with
my classmates
because i wasn't able
to join the zoom
meetings. I am
behind but the good
thing is that i had
more time
understanding the
roots of various
concepts.
6.2 What were the effects Effects of the challenges 1. The learning progress
became slower.
of these challenges on to the learning progress of
41
your learning progress? the Grade 12 Students at 2. Affects the learning
progress negatively
Ilocos Norte National
in a way that more
High School piled up requirements
and not satisfied with
works and essay
3. Bad learning habits

and bad performance
4. Not learning things

as much as before
5. Losing interest in
joining classes
6. Tend to lose focus

and get depressed
when I do not
understand the
lessons
7. Stress, exhaustion
and gives mental
anxiety
8. Cramming, unhealthy
lifestyle, mental
health problems and
unmotivated
9. Can give both

positive and negative
effects as they can be
stressful but at the
same time can give a
reason to motivate
and build self
educationally
6.3 Will these challenges The possibility of these 1. Yes because it can be
a motivation to strive
help the students' progress challenges to help Grade
harder and serves as a
12 Students at Ilocos Norte lesson from the
challenges that have
42
in their learning ability? National High School been encountered and
for future purposes.
progress in their learning
ability. 2. No because they are
external problems
that need practical
solutions which are
currently unavailable.
3. Probably/maybe. It
may open more
options and
experience in the
future
Table 6 shows the challenges Grade 12 students at Ilocos Norte National High
School has encountered, its effect on their learning progress, and the possibility of these
challenges to help them progress in their learning ability.
In domain 6.1, the challenges that the students have encountered with digitized
modular learning are lack of motivation, stress, slow internet connection, and tons of
works. The lack of information and limited examples of some lessons. Challenges in
self-study. Can't control the time due to many workloads in the house rather than
studying. Personal declarations have been extensively discussed by the selected
respondents, One of them stated that “Having problems with internet connection when
I'm answering and when having synchronous classes. Not everything is explained in the
module so i had to watch youtube videos on how to solve certain problems and learn
from the videos that are not in the module. Time management (chores, modules, taking
breaks).At first, I struggle to follow and learn because I' am not used to this way of
learning. It is hard to comprehend all of the lessons, especially when the content of the
43
modules given were confusing and incomprehensible, this consumes a lot of time to
understand which could have been allotted to finish the tasks on other subjects.” The
most common issue that that concerns the students is academic procrastination,
concentration difficulties, unstable connection and mental health issues.
A study of Joaquin, Biana & Dacela (2020) entitled “The Philippine Higher
Education Sector in the Time of COVID-19” also shows similar results. It states that
internet connection is a privilege putting those with poos internet connection at
disadvantage. Furthermore, adding more workload for the students increases their
burden.
Domain 6.2 shows the different effects of these challenges on the students'
learning progress and if these challenges will help them progress in their learning
ability. Most of the students make the learning progress of students slower. The second
is affects their learning progress negatively in a way that more requirements will not be
passed on time and not satisfied with works and essays. Another is bad learning habits,
bad performance, and also not learning things. They also stated that they lost interest in
joining classes. The fifth group of students answered that they tend to lose focus and get
depressed when they do not understand the lesson. Furthermore, students are stress,
exhausted, and also experience mental anxiety. Additionally, the answers of the students
led to unhealthy lifestyles, cramming, mental health problems and they are also
unmotivated in learning. Lastly, students also answered that these problems can give
both positive and negative effects as they can be stressful but at the same time can give
a reason to motivate and build self educationally.
44
This is similar to the study of Umali (2018) entitled “Effects of Lack of Internet
Access in the Academic Performance of STEM Students”. It states that poor internet
connection lessens students’ inquisitive thinking to learn something new and cannot
search for relevant ideas when making activities this results to a slower learning
progress.
Domain 6.3 revealed that most students said that there is a possibility that these
challenges will help them progress in their learning ability by serving as a motivation to
strive harder. Others said that there is no possibility that it will help them in their
learning progress for the reason that they are external problems that need practical
solutions which are currently unavailable. A least number of students responded maybe
since it may open more options and experience in the future.
This can be related to the article written by McNulty (n. d.) entitled “5
Motivational Challenges in the Classroom” wherein it stated that overcoming
motivational challenges can be related to self-efficacy and control. These challenges
allows students to have self-regulation strategies such as time management,
organizational skills, and self-motivation. Students also learn to adjust to the difficulty
of learning tasks so that they have a realistic chance to master them.
Table 7: Overcoming the challenges of digitized modular learning encountered by

Grade 12 students at Ilocos Norte National High School with the help of family,
teachers, and peers or friends.
45
7.1 How did you Ways on how Grade 12 1. Motivation and
diverting tiredness
overcome the students at Ilocos Norte
with them that will
challenges of digitized National High School turn into
refreshment/relaxation.
modular learning with overcome the challenges
the help of your family? of digitized modular 2. Spend time together
during free together
learning with the help of and help distress.
their family.
3. Guidance from family
by giving advices and
reminding them to take
a rest.
4. Providing the things

they need to study
5. Showing how much

they care for and make
them feel they're
always there for them.
6. Forcing them to do
schoolwork via
confiscating any
possible cause of
distractions; phone
mainly.
7.2 How did you Ways on how Grade 12 1. They provided

information when at
times students could
challenges of digitized National High School not understand
instructions or lessons.
the help of your of digitized modular 2. Checking or reading
their works, and
teachers? learning with the help of adding comments and
their teachers. motivations about their
work.
3. Constantly setting
reminders for lacking.
46
4. Answering inquiries
regarding their
subjects and they were
more than willing to
help me in the best
way they
5. Lessening the
activities to answer.
7.3 How did you Ways on how Grade 12 1. Studying together

through different social
networking sites
challenges of digitized National High School
2. Being there for each
modular learning with overcome the challenges other
the help of your peers of digitized modular
3. Answering their
or friends? learning with the help of questions about certain
their peers or friends. topics
4. Sharing what they have

learned and details
about the lessons
5. Encouraging and
motivating each other
6. Spending time together

to destress
7. Giving them reminders

and making sure
they’re not burned out
8. Made them do more

procrastination
47
Table 7 shows ways on how the Grade 12 students at Ilocos Norte National High
School overcome the challenges on digitized modular learning with the help of their
family, teachers, and peers or friends.
In domain 7.1, based on the data gathered from the Grade 12 students of INNHS
answering the question, “How to overcome the challenges of digitized modular learning
with the help of a family ?” it resulted different feedbacks but leading into one
conclusion, majority of the group interpret how to overcome the challenges of digitized
modular learning with the help of a family by motivating them and diverting their
tiredness with them that will turn into refreshment/relaxation that somehow makes
students overcome hard circumstances. There are personal statements that were deeply
explained by chosen respondents, how to overcome challenges of digitized modular
learning with the help of a family from one of the respondents stated that “I don’t have
my family on my side but I’m overcoming my challenges with some music and playing
games.”, In general, their responses led to a lot of motivations and support to help them
distress and surpass challenges. Almost all of their responses are answered with positive
feedbacks in overcoming challenges of digitized modular learning with the help of a
family.
This also goes with the study entitled “Parental Involvement as an Important
Factor for Successful Education” conducted by Đurišić & Bunijevac (2017) wherein the
involvement of parents in the education of their children makes educational experience
more positive. Increased parental involvement had been shown to result in increased
student success, enhanced parent and teacher satisfaction, and improved school climate.
48
In domain 7.2, based on the data gathered from the Grade 12 students of INNHS
answering the question, “How to overcome the challenges of digitized modular learning
with the help of teachers ?” it resulted different feedbacks but leading into one
conclusion, majority of the group interpret how to overcome the challenges of digitized
modular learning with the help of teachers by helping them and guiding them in
answering their students’ inquiries regarding their subjects and they were more than
willing to help their students in the best way they can even though they are quite busy
as well. There are personal statements that were deeply explained by chosen
respondents, how to overcome challenges of digitized modular learning with the help of
teachers from one of the respondents stated that “Knowing that they're checking or
reading my works, it's already enough because some teachers doesn't care about
anything. I'm grateful for those who'll reply comments and motivations about our
work.”, In general, their responses led to a lot encouragement and enlightenment to
finish their outputs. Overall, their responses are answered with positive feedbacks in
overcoming challenges of digitized modular learning with the help of teachers.
This relates to the review of Kebritchi et al. (2017) entitled “Issues and
Challenges for Teaching Successful Online Courses in Higher Education: A Literature
Review” which states that educators play a central role in enhancing the quality of
online education by providing support for instructors, learners, and content
development.
In domain 7.3, it revealed the different ways Grade 12 students at Ilocos Norte
National High School overcome the challenges of digitized modular learning with the
49
help if their friends or peers. Majority of the respondents said that they study together
through different social networking sites which gives them more energy to finish their
tasks. Following this is by being there for each other. They serve as their support system
during stressful moments. They also answer their questions if ever there are parts of
their modules that they couldn’t understand which then also leads to sharing what they
have learned and details about the lessons. Some students also said that they encourage
and motivate each other in order to overcome the challenges of digitized modular
learning. They also find the time to destress together through any forms of activities or
by just merely having fun. They would also remind each other about their outputs and
keep track of their progress but making sure that they don’t neglect their health. A least
number of students also mentioned that their friends or peers makes them procrastinate
more. Base on the data gathered, friends or peers has a positive impact in overcoming
the challenges of digitized modular learning.
This can be related to the study of Räisänen, Postareff & Lindblom-Ylänne
(2020) entitled “Students’ experiences of study-related exhaustion, regulation of
learning, peer learning and peer support during university studies” wherein it states that
most students relied on peer support because of self-regulation problems. However like
the least amounts of students who stated that peers or friends made them procrastinate,
it also mentioned in the study that not all students used other students’ support despite
of problems in studying.
50
CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
This chapter summarizes the problem, methodology and salient findings of the
study. It also presents the conclusions drawn and the recommendations forwarded based
on the findings.
SUMMARY
Modular learning is the most common modality used by students during the
COVID-19 pandemic. Hence, this study addresses the effects of digitized modular
learning on the learning progress of students, especially in this time of COVID-19
pandemic.
The research study aims to determine the effects on the academic performance
of students, their learning capability, how it will widen their understanding of their
given tasks, the challenges they encountered and how it affects their learning progress,
and how they overcome it with the help of their family, teachers, and peers in order to
derive adequate and efficient intervention strategies.
The researchers used questionnaire as the main instrument needed in gathering
the data, an open-ended questionnaire containing 11 questions which were virtually
distributed to 30 respondents through google form as well as virtually retrieved by the
researchers from the selected respondents.
51
There were 30 students from the population of Grade 12 students at Ilocos Norte
National High School who were chosen as respondents of the study. The selected
respondents came from different strands of Grade 12 in Ilocos Norte National High
School that chose digitized modular learning. Ten of them were subjected to member
checking to further validate their responses.
The gathered data were analyzed using thematic analysis and the results were
organized through tables, discussed and supported by related literature and studies.
FINDINGS
The following are the salient findings of the study:
Effects on learning progress. Most of the students said that digitized modular
learning digitized modular learning discourages them to learn. They claimed that
learning became harder and doesn’t fully enhance their learning progress. Few of them
had positive feedbacks saying that they had more time to study which lead them to
better understanding and performance that will let them acquire a lot of knowledge
however they claimed that it takes a lot of time to study with digitized modular learning.
Effects on academic performance. Most of the students interpret the effects of
digitized modular learning in their academic performance as draining, gradual decrease
of learning capacity, difficulty to absorb essential topics with very minimum guidance
52
from teachers, and lower grades due to loss of focus in studying. A few said positive
feedbacks claiming having a better study habit and improving their technological skills.
Perception. Majority of the students claimed that classroom learning is more
effective than digitized modular learning because they learn more, have better focus,
and the flow of study is continuous and there is progress. The least number of students
said that digitized modular learning is more effective than classroom learning because it
is quite easier, it is less chaotic, and learning through modules and sources are
convenient to use.
Possibility to learn as just effectively in digitized modular learning as in
face-to-face classes. Majority of the students said that there is a possibility that they
could learn as just effectively in digitized modular learning as in face-to-face classes.
Widening understanding in given tasks. Most students answered that digitized
modular learning help widen their understanding of their given tasks through internet
which gives them more information about their lessons and provide better
understanding for the task. A few of them says that their comprehension of the specified
duties sometimes doesn't expand.
Encountered challenges. The most common challenge of digitized modular
learning that were encountered by the student is unstable internet connection,
misinterpretation, and misunderstandings. The second most encountered challenge is
lack of feedbacks received from teachers after submitting the required tasks
53
Effects of encountered challenges on learning progress. Majority of the
students claimed that these challenges made their learning progress slower. The second
most mentioned response is that it affects their learning progress negatively in a way
that more requirements will not be passed on time and not satisfied with works and
essays.
Possibility of the encountered challenges to help progress in learning. Most
students said that there is a possibility that these challenges will help them progress in
their learning ability by serving as a motivation to strive harder.
Role of family in overcoming challenges. Family members can help students
overcome the challenges of digitized modular learning. Majority of the respondents said
that their family motivate them and divert their tiredness with them that will turn into
refreshment/relaxation that somehow makes them overcome hard circumstances.
Role of teachers in overcoming challenges. Teachers can also help students
overcome the challenges of digitized modular learning. Majority of the respondents
claimed that teachers help and guide them in answering their inquiries regarding their
subjects and they were more than willing to help them in the best way they can even
though they are quite busy as well.
Role of peers or friends in overcoming challenges. Students’ peers or friends
can help them overcome the challenges of digitized modular learning. Most of the
students study with their peers/friends through different social networking sites which
gives them more energy to finish their tasks. The second most mentioned response is
54
that by being there for each other, serving as their support system during stressful
moments.
CONCLUSION
Subsequent to the significant findings of the study, it is therefore concluded that:
The effects of digitized modular learning to the learning progress of the students
vary depending on their approach to the new mode of learning. Majority of the students
experienced poor learning progress for it hinders them from learning all the
fundamental principles. Meanwhile, digitized modular learning helped some students
boost their learning progress.
The major effect of digitized modular learning on the academic performance of
students gave them less motivation to study and low academic performance. These
include the gradual decrease of learning capacity, difficulty to absorb essential topics
with very minimum guidance from teachers, and lower grades due to loss of focus in
studying.
Classroom learning or the traditional mode of learning is more effective and
better than digitized modular learning.
The use of digitized modular learning can be as effective as face-to-face classes
in learning.
The use of “Google”, different searching platforms, and watching educational
videos in the internet, helps students understand more about the topic helped students
widen their understanding to the given tasks.
55
The challenges that the students encountered with digitized modular learning are
lack of motivation, stress, slow internet connection, and tons of works.
The effect of the challenges that students encountered with digitized modular
learning is that it slows down their learning progress and it affects them negatively.
The possibility that these challenges will help the students’ progress in their
learning ability vary depending on the severity of the effects they have encountered.
Grade 12 students of INNHS overcome the different challenges of digitized
modular learning with the help of their family, they serve as their motivation, teachers,
by guiding them in answering and completing their given tasks, and peers or friends, by
helping and supporting one another.
RECOMMENDATIONS
Based on the conclusions drawn from the study, the following are hereby
recommended:
1. Similar studies can be conducted involving a different grade level.
2. Future researchers may conduct an interview because the researchers weren’t
able to meet the respondents in person due to the circumstance during this
research was conducted.
3. Further studies on how to improved digitized learning can be conducted to
promote better learning.
4. Similar studies should add more of its variability for better accuracy and
precision of results.
56
5. Similar studies should be conducted with other learning modality.
6. Similar studies should be conducted with equal gender distribution since the
researchers weren’t able to reach their desired number of respondents each
gender due to digital boundaries.
7. Similar studies should be conducted with equal strand distribution since the
researchers weren’t able to reach their desired number of respondents each
strand due to digital boundaries.
57
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APPENDICES
APPENDIX A
LETTER TO THE ASSISSTANT PRINCIPAL
Region I
BASILISA VICTORINA P. MANDAC

Assistant Principal II
Senior High School
Madam:
Warm Greetings!
We are the Grade 12 STEM students currently conducting our research in our subject
Inquiries, Invest & Immersions titled “The Effects of Digitized Modular Learning
National High School”. Our respondents are the SHS Grade 12 students of Ilocos
Norte National High School. This study aims to determine the effects of digitized
modular learning to the learning progress and academic performance of Grade 12
students at Ilocos Norte National High School amidst the COVID-19 pandemic in order
to determine its effect on their academic performance and how it widens their
understanding in their given tasks.
64
Therefore, may we humbly request permission to conduct an online survey of the
selected Grade 12 students in this semester of the school year 2020-2021. The
respondents will answer the questionnaire at their most convenient time.
We assure you that whatever data will be gathered will be used for the research
purposes only.
We hope for your favorable approval to this request. Thank very much and God bless.
Respectfully yours.
KYLA CHYNA A. DOMINGO CALEEN CASTILLO
ANDREY NEIL CAMACHO VHANITY JOI CIMATU
KIARRHA CARMELA CARIÑO KIEAN ZANREI CABANERA
Researchers
Noted:
PRECIOUS RAMOS
Teacher, Inquiries, Invest & Immersions
Noted:
JOHN MICHAEL B. LUMABAO
Teacher, Inquiries, Invest & Immersions
Approved:
BASILISA VICTORINA P. MANDAC
Assistant Principal II
65
APPENDIX B
LETTER TO THE RESPONDENTS
Region I
Dear fellow students,
Warm greetings!
We are students of Ilocos Norte National High School STEM – Salcedo who are
presently conducting a research titled “The Effects of Digitized Modular Learning
National High School.” in partial fulfillment of the requirements in our subject
Inquiries, Invest & Immersions to answer the imposed problems on the effects of
digitized modular learning to the learning progress of grade 12 STEM students of
INNHS amidst the COVID-19 pandemic.
We were informed by your advisor that you chose digitized module as your
modality for the distance learning during the COVID-19 pandemic and we would like to
know your experience and perceptions on your chosen modality. In this connection,
may we earnestly request for your patience and cooperation in accomplishing the
66
attached questionnaire. Please do help us out by answering the questionnaire. Rest
assured that you will remain anonymous and your answers will be treated with utmost
confidentiality so that your personal safety is ensured.
Thank you very much for your response. God bless and stay safe!
-Researchers
APPENDIX C
SURVEY QUESTIONNAIRE
1. What are the effects of digitized modular learning to your learning progress?
________________________________________________________________
_______________________________________________________________
2. What are the effects of digitized modular learning to your academic
performance?
________________________________________________________________
________________________________________________________________
3. What is your perception on digitized modular learning compared to classroom
learning?
________________________________________________________________
________________________________________________________________
67
4. Is it possible for you to learn as just effectively in digitized modular learning as
in face-to-face classes?
________________________________________________________________
________________________________________________________________
5. How does digitized modular learning help widen your understanding in your
given tasks?
________________________________________________________________
________________________________________________________________
6. What are the challenges you have encountered with digitized modular learning?
________________________________________________________________
________________________________________________________________
7. What were the effects of these challenges to your learning progress?
________________________________________________________________
________________________________________________________________
8. Will this challenges help you progress in your learning ability?
________________________________________________________________
________________________________________________________________
9. How did you overcome the challenges of digitized modular learning with the
help of your:
68
a) Family?
__________________________________________________________
__________________________________________________________
____________
b) Teachers?
__________________________________________________________
__________________________________________________________
____________
c) Peers or Friends?
__________________________________________________________
__________________________________________________________
____________
69
APPENDIX D
RAW DATA
Table 1: Effects of digitized modular learning to the learning progress of Grade 12

students at Ilocos Norte National High School.
What are the effects of The effects of digitized 1. Discourages learning

on your learning learning progress of Grade 2. Learning is harder for
students in digitized
progress? 12 students at Ilocos Norte modular learning
3. Doesn't fully enhance
learning progress
4. Hinders students
from learning all
fundamental
principles. It has
70
proven itself that
compliance to
passing required
school works on time
is more important
than to actually study
the concepts that
matter in a certain
subject.
5. Doesn’t understand
the lesson, they need
to read the module
again and it greatly
slows down their
learning process.
6. Can’t keep up with

the lesson. They are
forced to learn
everything on their
own. Synchronous
classes isn’t enough
to process all the
lessons discussed in
the module.
7. Verbal and visual

learners are at a
disadvantage of
learning.
8. Only learned bits of

the lessons discussed
in a module, unlike in
traditional education
settings.
9. Slower pacing for

learning
71
10. Causes crams, stress,
procrastination, and
exhaustion
11. Affects mental health
12. Made learning easier
13. Enhanced learning

skills like self-study,
allows students to
learn at their own
pace
14. Have more study

time that can lead to
better understanding
and performance.
15. Acquire a lot of

knowledge however
it takes a lot of time
to study
16. There isn’t any

pressure on time
management so time
can be maximized or
used effectively.
17. Less stress and

enhances our instinct
to prioritize and
proper time
management.
18. This way of learning
72
made me feel the
struggle to learn, but
it really helps me
understand lessons on
my own.

learning allowed
students to have a
more convenient
form of learning
during the pandemic.
20. Helped students

understand various
concept more clearly
than any other
modalities.
21. Learned enhanced

new skills such as
communication,
coding, analytical
and editing skills
Table 2: Effects of digitized modular learning to the academic performance of

Grade 12 students at Ilocos Norte National High School.
What are the effects of The effects of digitized 1. It’s too draining.
on your academic academic performance of 2. Significantly
contributed to the
performance? Grade 12 students at Ilocos gradual decrease of
Norte National High learning capacity.
School.
3. Difficult to absorb
the essential topics
73
with very minimum
guidance from
teachers.
4. Diminished grades
and performance
5. The information in
the module is lacking
which is quite
frustrating.
6. Made students lazy

and unmotivated.
7. Causes students to
work harder when it
comes to academic
works as they are
required to finish
tons of modules in
only a given amount
of time.
8. Increase workload,
hinder performance
but there is no
significant
differences in
academic
performance.
9. Average
performance.
10. Completely changed

studying habits.
11. That it slowed me
74
down a little because
I was new to this
method of learning
12. Had a lot to learn a

lot of technical things
in order to keep up
with classes.
13. Just answered the

modules with the
help of google and
chased deadlines, and
luckily resulted to
high marks in the
first semester.
14. It made it easier to

attain a better
academic
performance,
however, lessened
the lessons learnt
15. Effects to academic

performance aren't
bad at all and made
marks become
moderately higher.
16. Created better study

habits but due to a lot
of workloads given, it
has made them cram
also.
17. Learned a lot from

digitized modular
learning and is much
more effective as any
75
other modalities.
18. Not sure if it has

increased their
academic
performance but
students do know that
they learned a lot
from the pdf modules
itself.
19. Gives sufficient

knowledge enough
for their learning
progress
20. Still had good grades

even though they had
a hard time learning
on their own.
21. Access mobility
22. Improves
technological skills
Table 3: The perception of Grade 12 students at Ilocos Norte National High School
on digitized modular learning compared to classroom learning.
76
What is your perception of The perception of Grade 3. Classroom learning is
more effective than
digitized modular learning 12 Students at Ilocos Norte
digitized modular
compared to classroom National High School on learning
d) Students learn
learning? digitized modular learning
more
compared to classroom e) Students have
better focus
learning
f) The flow of study
is continuous and
there is progress
learning is more
effective than
classroom learning
d) It is quite easier
e) Less chaotic
f) Learning in
modules and
sources are
convenient to use
Table 4: The possibility of Grade 12 students at Ilocos Norte National High School
to learn as just effectively in digitized modular learning as in face-to-face classes
Is it possible for you to The possibility of Grade 1. Possible

learn as just effectively in 12 students at Ilocos Norte 2. No
digitized modular learning National High School to 3. Yes
as in face-to-face classes? learn as just effectively in
digitized modular learning
as in face-to-face classes.
77
Table 5: Digitized modular learning in widening the understanding of Grade 12
students at Ilocos Norte National High School in their given tasks.
How does digitized Ways on how digitized 1. By using google,

which is an open
modular learning help modular learning help in
source to find other
widen your widening the information.
understanding of your understanding of Grade 2. Having an easier
given tasks? 12 students at Ilocos access on the internet.
Norte National High 3. Reading the
School in their given complicated task on
their own.
tasks.
4. Opening their mind to
possibilities and
opportunities that can
help them become a
better student despite
the pandemic.
5. Enabling to research
more on the internet
due to the insufficient
information on the
modules
6. Read and forget
7. The pdf files gives

them an idea and it's
up to them if you
didn't understand the
concept, they could
use their time to
google it up or watch
youtube about it. It
enhances their brain to
critically think how to
suffice your
knowledge and
understand the tasks.
78
Table 6: Challenges Grade 12 students at Ilocos Norte National High School
encountered with digitized modular learning, its effects to their learning progress,
and its possibility to help them progress in their learning ability.
6.1 What are the Challenges Grade 12 12. Unstable internet

connection,
challenges you have students at Ilocos Norte
misinterpretation, and
encountered with digitized National High School have misunderstandings.
modular learning? encountered with digitized 13. Lack of feedbacks
modular learning received from
teachers after
submitting the
required tasks.
14. Lack of motivation
15. Sleeping late at night

which unable
students to attend
sync classes on time.
16. Very slow internet

connection and lack
of assisstance for
hard lessons
17. Slow internet

connection,
disruption of
electricity, household
chores and stress
18. Physical, mental, and

emotional health
19. The lack of

informations and
limited examples of
some lessons.
20. Loss of interest,

battling with
procrastination
79
21. Not being able to
understand the
lessons well because
of the lack of
explanation in the
modules. Also,
spending too much
time on those gave
me a lot of stress,
insufficient sleep,
headache etc.
22. Less guidance. I can't

keep in touch with
my classmates
because i wasn't able
to join the zoom
meetings. I am
behind but the good
thing is that i had
more time
understanding the
roots of various
concepts.
6.2 What were the effects Effects of the challenges 10. The learning progress
became slower.
of these challenges on to the learning progress of
your learning progress? the Grade 12 Students at 11. Affects the learning
progress negatively
Ilocos Norte National in a way that more
High School piled up requirements
and not satisfied with
works and essay
12. Bad learning habits

and bad performance
13. Not learning things

as much as before
14. Losing interest in

joining classes
80
15. Tend to lose focus
and get depressed
when I do not
understand the
lessons
16. Stress, exhaustion

and gives mental
anxiety
17. Cramming, unhealthy

lifestyle, mental
health problems and
unmotivated
18. Can give both

positive and negative
effects as they can be
stressful but at the
same time can give a
reason to motivate
and build self
educationally
6.3 Will these challenges The possibility of these 4. Yes because it can be
a motivation to strive
help the students' progress challenges to help Grade
harder and serves as a
in their learning ability? 12 Students at Ilocos Norte lesson from the
challenges that have
been encountered and
progress in their learning for future purposes.
ability. 5. No because they are
external problems
that need practical
solutions which are
currently unavailable.
6. Probably/maybe. It
may open more
options and
experience in the
future
81
Table 7: Overcoming the challenges of digitized modular learning encountered by
Grade 12 students at Ilocos Norte National High School with the help of family,
teachers, and peers or friends.
7.1 How did you Ways on how Grade 12 7. Motivation and

diverting tiredness
with them that will
challenges of digitized National High School turn into
refreshment/relaxation.
the help of your family? of digitized modular 8. Spend time together
during free together
learning with the help of and help distress.
their family.
9. Guidance from family
by giving advices and
reminding them to take
a rest.
10. Providing the things

they need to study
11. Showing how much

they care for and make
them feel they're
always there for them.
12. Forcing them to do

schoolwork via
confiscating any
possible cause of
distractions; phone
mainly.
7.2 How did you Ways on how Grade 12 6. They provided

information when at
times students could
challenges of digitized National High School not understand
instructions or lessons.
the help of your of digitized modular 7. Checking or reading
their works, and
82
teachers? learning with the help of adding comments and
motivations about their
their teachers.
work.
8. Constantly setting
reminders for lacking.
9. Answering inquiries
regarding their
subjects and they were
more than willing to
help me in the best
way they
10. Lessening the

activities to answer.
7.3 How did you Ways on how Grade 12 9. Studying together

through different social
networking sites
challenges of digitized National High School
10. Being there for each
modular learning with overcome the challenges other
the help of your peers of digitized modular
11. Answering their
or friends? learning with the help of questions about certain
their peers or friends. topics
12. Sharing what they have

learned and details
about the lessons
13. Encouraging and

motivating each other
14. Spending time together

to destress
15. Giving them reminders

and making sure
they’re not burned out
16. Made them do more

procrastination
83
CURRICULUM VITAE
Personal Data
Name : Kyla Chyna A. Domingo
Sex : Female
Address : Brgy. 32- B Lapaz, Laoag City, Ilocos Norte
Birthplace : St. Lukes Medical Center, Quezon City
Citizenship : Filipino
Religion : Pentecost
Father’s Name : PLT. Nilo P. Domingo
Occupation : Police Officer
84
Mother’s Name : Prima A. Domingo
Occupation : Housewife
Email Address : chynadomingo19@gmail.com
Educational Attainment
Senior High School : Ilocos Norte National High School
Science, Technology, Engineering and

Mathematics
Brgy. 3, Gov. Roque B. Ablan Avenue, Laoag
City
2019 - 2021
Junior High School : Ilocos Norte National High School
Special Science Class
With Honors
Brgy. 3 Hernando Street 2900 Laoag City,
Philippines
SY. 2018-2019
Elementary School : Eulalio F. Siazon Memorial Elementary School
Valedictorian
Brgy. 33-B Lapaz, Laoag City, Ilocos Norte
85
SY. 2014-2015
Awards and Recognitions Received
S.Y. 2019 – 2020
With High Honors
Champion place, Gymnastics
2nd place, Sabayang Pagbigkas
S. Y. 2018- 2019
With Honors
Participant, El Filibusterismo Musical Play
2nd Place, Federigo’s Falcon Musical Play
3rd Place, Hip-Hop Competition
Participant, Ang Kuwintas Musical Play
S.Y. 2017 – 2018
With Honors
Champion, Noli Me Tangere
Champion, Sabayang Pagbigkas
86
S.Y. 2016 – 2017
With Honors
3rd Place, Florante at Laura Sabayang Pagbigkas
S.Y. 2015 – 2016
3rd Place, Ibong Adarna
CURRICULUM VITAE
Personal Data
Name : Andrey Neil M. Camacho

Gender : Male
Age : 18
Address : Barangay 15, Bacarra Ilocos Norte
Date of Birth : January 29, 2003
Place of Birth : Batac City, Ilocos Norte
Nationality : Filipino
Father’s name : Tyrone Amiel C. Camacho
Occupation : Self-Employed
Mother’s name : Neslyn H. Macalipis-Camacho
E-mail : andreyneilcamacho@gmail.com
87
Science,Technology,Engineering.Mathematics
Bgy 3 Ablan Ave, Laoag City, Ilocos Norte
2019-2021
Science, Technology, Engineering (STE)
Special Science Class (SSC)
2015-2019
With High Honors
Elementary : The Riverdeep Academy
Barangay 28, National Highway, Cabusligan, Bacarra
2008- 2015
Third-Honorable Mention
88
CURRICULUM VITAE
Personal Data
Name : Caleen Ramos Castillo
Sex : Female
Address : Brgy. Medina, Dingras, Ilocos Norte
Birthplace : Batac City
Religion : Iglesia Ni Cristo
Father’s Name : Excelsior Chan Castillo
Mother’s Name : Anneline Ramos Castillo
89
Email Address : cleiancas04@gmail.com

Mathematics
City
2019 - 2021
With High Honors
City
2015-2019
Elementary School : Dingras West Central Elementary School
Valedictorian
Brgy. Madamba, Dingras, Ilocos Norte
90
2009-2015
Officer ship and Membership
S.Y. 2020 – 2021
Homeroom Officer - Treasurer
S.Y. 2019 – 2020
Homeroom Officer - Treasurer
S.Y. 2018-2019
Homeroom Officer – Sub. Secretary
S.Y. 2019 – 2020
Champion, UP Namnama Sabayang Pagbigkas Regional Level
Champion, Buwan ng Wika Sabayang Pagbigkas Division Level
Champion, Gymnastics
2nd Place, Sabayang Pagbigkas
S.Y. 2018-2019
Champion, HipHop Dance Competition
Champion, English Musical Play
91
2nd Placer, El Filibusterismo Musical Play
2nd Placer, Filipino Musical Play
Best in Music
Best Actress in English Musical Play
CURRICULUM VITAE
Personal Data
Name : Kiarrha Carmella

Cariño
Gender : Female
Age : 18
Address : Barangay 3 Loing, Piddig Ilcoos Norte
Date of Birth : August 26, 2002
Place of Birth : Laoag City, Ilocos Norte
Nationality : Filipino
Father’s name : N/A
Occupation : N/A
Mother’s name : Arianne Dulce Cariño
Occupation : Physical Therapist
92
E-mail : carmellakiarrha@gmail.com
Science,Technology,Engineering.Mathematics
2019-2021
Science, Technology, Engineering (STE)
Special Science Class (SSC)
2015-2019
With High Honors
Elementary : Boyboy Elementary School
Barangay 22 Boyboy, Piddig Ilocos Norte
2009-2015
Valedictorian
93
CURRICULUM VITAE
Personal Data
Name : Vhanity Joi B. Cimatu
Sex : Female
Address : Barangay Dampig, Pagudpud ,Ilocos Norte
Birthplace : Casilagan, Mangatarem, Pangasinan
Religious Affiliation : Iglesia Ni Cristo
Father’s Name : Richard G. Cimatu
Occupation : Carpenter
94
Mother’s Name : Goria B. Cimatu
Occupation : OFW
Email Address : vhanityjoibautistacimatu@gmail.com

Mathematics
City
2019 - 2021
With Honors
Brgy. 4 Ablan Ave., Laoag City
2018-2019
Bangui National High School
Special Science Curriulum
Bangui, Ilocos Norte
2015-2018
95
Elementary : Dampig Elementary School
Pagudpud, Ilocos Norte
Second Honorable Mention
SY 2009-2015
S.Y. 2019 – 2020
With Honors, Grade 11 Recognition
1st Place, Gymnastics
2nd Place, Wikang Katutubo: Tungo sa Isang Bansang Pilipino Sabayang
Pagbigkas
S.Y. 2018 – 2019
3rd Place, Hip-Hop Competition
2nd Place, Federigo’s Falcon Musical Play
S.Y. 2017 – 2018
96
S.Y. 2016 – 2017
CURRICULUM VITAE
Personal Data
Name : Kiean Zanrei P.
Cabanera
Sex : Male
Address : Brgy. 9 Bayog,Burgos
Birth Date : August 27, 2003
Birth Place : Burgos
Religious Affiliation : Iglesia Filipina Independiente (IFI)
Father’s Name : Nassel L. Cabanera
Occupation : Engineer
Mother’s Name : Catherine Leizel P. Cabanera
Occupation : Housewife
Email Address : kieanzanreipcabanera12345@gmail.com
97
Mathematics
Brgy. 4 Ablan Avenue, Laoag City, Ilocos Norte
2018-2020
Basic Education Curriculum
Program- Regular
With Honors
Brgy. 4 Ablan Avenue, Laoag City, Ilocos Norte
S.Y. 2015-2019
Elementary : Bayog Elementary School
Valedictorian
Bayog, Burgos, Ilocos Norte
S.Y. 2009-2015
Officership & Membership in Association/Organization
S. Y. 2018 - 2021
Class Organization Athletic Manager
Peer Facilitators Club - Member
98
S. Y. 2019- 2020
Kabataan Kontra Droga at Terorismo (KKDAT) - Member
Technical Livelihood Education - Vice President
Awards and Recognition Received
S. Y. 2018-2019
With Honors
Rambak 1st Runner Up
Avant Garde Winner
Hiphop Champion
Leadership Award
S. Y. 2016-2017
With Honors
Sci-Damath Winner
S. Y. 2015-2016
With Honors
99
100

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THE EFFECTS OF DIGITIZED MODULAR LEARNING AMIDST A

PANDEMIC TO THE LEARNING PROGRESS OF GRADE 12 STUDENTS AT

Presented to the Faculty of the

S.Y. 2020 – 2021

This thesis titled "THE EFFECTS OF DIGITIZED MODULAR LEARNING

PRECIOUS RAMOS JOHN MICHAEL B. LUMABAO

Approved by the Committee on Oral Examination

Inquiries, Invest & Immersions of the Science, Technology, Engineering, and

Mathematics Strand (STEM).

BASILISA VICTORINA P. MANDAC, MAED - Mathematics

The researchers wholeheartedly dedicate this piece of work:

To their parents/family who served as an inspiration to the researchers and who

strength, determination, and perseverance to accomplish their responsibilities as

researchers. It is through Him that all things are possible.

The researchers would like to acknowledge the support and guidance of

To Mr. JM Lumabao, for his unending support, guidance, valuable

To Ms. Preciousa Ramos, for sharing her expertise and guidance;

support throughout the completion of the paper.

and patience for their study.

To God be all the glory

Ilocos Norte National High School, Laoag City, Philippines

PRECIOUS RAMOS JOHN MICHAEL B. LUMABAO

the perceptions of students on digitized modular learning compared to the traditional

encountered. Furthermore, their family, teachers, peers/friends help them overcome

these challenges through motivation, guidance, and support.

With these conclusions, researchers recommend a similar study in other grade

Academic Performance, Widening of Understanding, Challenges

TABLE OF CONTENTS viii

I. THE PROBLEM: RATIONALE AND BACKGROUND 1

Background of the Study 1

II. REVIEW OF RELATED LITERATURE 8

IV. RESULTS AND DISCUSSIONS 26

V. SUMMARY, CONCLUSION, AND RECOMMENDATIONS 51

1. Effects of digitized modular learning to the learning 70

2. Effects of digitized modular learning to the 73

3. The perception of Grade 12 students at Ilocos Norte 76

4. The possibility of Grade 12 students at Ilocos Norte 77

5. Digitized modular learning in widening the 78

6. Challenges Grade 12 students at Ilocos Norte 79

7. Overcoming the challenges of digitized modular 82

A. Letter to the Assistant Principal 64

B. Letter to the Respondents 66

THE PROBLEM: RATIONALE AND BACKGROUND

This chapter includes the background, research questions, significance, limitations

Amidst a Pandemic in the Learning Progress of Grade 12 Students at Ilocos Norte

National High School.

Background of the study

Distance learning is a teaching method in which teachers and students do not

Modular learning is a form of distance learning that uses self-learning modules

(SLM) based on DepEd's most essential learning competencies (MELCS). These

Moreover, Modular Distance Learning has individualized instructions; it allows

The outbreak of COVID-19 led educators to change the mode of learning of

institutions(HEIs)(Bao, 2020).In response to these situations, educational leaders

strengthening educational planning and health is a concern to provide quality, inclusive

provide a clear lens of the new normal in education.

learning on the learning progress of students, especially in this time of COVID-19

given tasks in order to derive adequate and efficient intervention strategies.

Statement of the problem

Generally, this study aimed to determine the effects of digitized modular

National High School, it answered the following:

1. The effects of digitized modular learning to the progress of the

learning capability of students.