Republic of the Philippines

Department of Education
Region VIII (Eastern Visayas)
Baybay City Division
BAYBAY CITY SENIOR HIGH SCHOOL
Baybay City, Leyte

Factors Affecting the Academic Performance of Grade 12 HUMSS Students in

Modular Distance Learning

A Partial Study Presented to the School Research Committee in Partial

Fulfilment of the Requirements in Practical Research II

Authors:
Baslan, Alvaney P.
Biron, Marian Faith L.
Danieles. Dalyn Rose
Gonzaga, Michelle
Pecon, Margel
Noel, Andrea P.
Omillon, Patricia I.
Santos, Ysheann Pauline M.
Segubre, Jenny Rose

May 13, 2021

Mr. Francis B. Recto

“Excellence is Our Culture”

 ACKNOWLEDGEMENT
We would like to thank everyone who helped us to accomplish this
research study project. First of all, we would like to thank our almighty God
who gave us life, strength and the ability to think creatively. To our beloved
Mr. Francis B. Recto, thank you for giving your best and patience on teaching
us and correcting our mistakes for us to learn from it. Thank you for always
giving us time in compiling our outputs in research and for always giving us
considerate when we submit our works late. To our dearest respondents,
thank you for accepting and answering our survey questionnaire. Thanks a lot
for your full cooperation. We appreciate your efforts. To our very loving and
supportive family who gave their full support especially in financial stuff and
letting us to do our study overnight. To our friends and classmates who help
us and give us this suggestions and ideas upon doing on our research study.
Most importantly, we would like to thank ourselves for giving all our best and
sacrifice our health. Blood, sweats and tears are given just to make this
research achievable.
 TABLE OF CONTENT

Parts Pages

Abstract……………………………………………………………….1

Chapter I. INTRODUCTION
Background of the Study…………………………………………..2
Statement of the Problem………………………………………….3
Significance of the Study………………………………………..3-4
Scope and Delimitation…………………………………………….4

Chapter II
Review of Related Literature……………………………………...5
Theoretical Framework…………………………………………6-8
Research Hypothesis………………………………………………8
Definition of Terms…………………………………………………8

Chapter III
Research Design……………………………………………………9
Sampling Technique……………………………………………….9
Research Instrument………………………………………………9
Data Collection Procedure………………………………………10
Data Analysis Procedure………………………………………..10

Chapter IV
Results and Discussion……………………………………..11-14

Chapter V
Results and Discussion…………………………………………15
References……………………………………………………16-18
 ABSTRACT
Modular learning is a form of distance learning that uses Self-Learning
Modules (SLM) based on the Most Essential Learning Competencies(MELCs)
provided by Department of Education. Modular distance learning aims to
know the different factors that can affect the student's academic performance
in the new learning process of Baybay City Senior High school through
making google form and it can benefits the students, teachers,
parents/guardians and aspiring researchers. The researchers use a non-
experiment correlational descriptive design, as the research designed that
aimed to the effect of modular learning to the learners. The respondents of the
study are the Grade 12 Humanities and Social Sciences (HUMSS) of Baybay
City Senior High School. There are 72 respondents choose through simple
random sampling. In collecting data, researchers prepared a close-indeed
questions and use gadgets. Researchers used an online platform or a digital
type of questionnaire as an instrument of the study through Google form.
Researchers interpret and analyzed the data using descriptive statistics that
determine the academic performance of the students by computing the mean
and standard deviation of their grades. The factors such as social media,
games, family matters and peers do not affect the students' academic
performance. Therefore, there is no significant difference between the factors
that affect the students' academic performance and their general average in
modular learning process.

Keywords: Modular learning, Academic Performance, factors, students,

Learning Materials, peers,

1
 Chapter I
INTRODUCTION
Background of the Study
Due to Covid-19 pandemic, many schools need to adopt the new
learning process in order to be safe.

President Rodrigo Duterte restricts face-to-face classes until January

2021, so DepEd will be implementing blended/distance learning, where
printed/ offline digital modules, online, Tv and Radio-based are combined.

Partial results of the Learner Enrollment and Survey Forms (LESFs)

distributed during the enrollment period showed that 8.8 million parents
preferred modular, while 3.9 million wanted blended or a combination of two
or more modalities (Arcilla, 2020).

Modular Learning is a Self-Learning Module (SLM) that is provided by

the Department of Education. The modules include sections on motivations
and assessment that serve a complete guide of both teachers' and students'
desired competencies. Teachers will monitor the learners' progress through
hone visits (following social distancing protocols) and feedback mechanisms,
and guide those who need special attention (Flip science, 2017).

MOST parents preferred the modular learning system as an alternative

to in person classes this school year 2020-2021, the Department of Education
(DepEd) said Thursday (Arcilla, 2020).

The researchers wanted to discover the factors that affect the students'
academic performance during modular class and performance in their studies.
Either modular class is okay to be a new normal learning process due to
pandemic or not. This study aims to know how the modular class affects the
performance of students in Baybay City Senior High School (BCSHS).

Thus, this study will be conducted.

2
Statement of the Problem

This study was designed to determine the factors that can affect the
academic performance of the students during modular class who enrolled in
Baybay City Senior High School.

Specifically, this study sought to answer the following questions:

1. What is the academic performance of the students in the modular class

during the 1st semester of SY 2020 - 2021?

2. What are the factors that can affect the students' performance during the
1st semester of SY 2020 - 2021?

A. Social Media and Games

B. Family Matters

C. Peers

3. Is there a significant relationship between the academic performance of

students and the factors that affect their performance?

A. Social Media and Games

B. Family Matters

C. Peers

Significance of the Study

This study aims to know the factors that affect the students' academic
performance during modular class and it can benefit the students, teachers,
parents/guardians and aspiring future researchers.

The students will be more aware about the factors that affect their
studies in modular learning and might be able to face it without any
circumstances.

3
 The teachers will learn to empathize and understand the situation of
their students and might have more rest than usual.

The parents or guardians of the students will be able to spend more

time with their children and might help students upon answering the modules.

The aspiring future researchers would get some useful ideas that might
strengthen their research and upcoming research who have the same topic as
this.

Scope and Delimitations of the Study

This study focuses on the factors affecting the students' academic

performance of Grade 12 students during modular learning in this pandemic.
The respondents of this study will be the grade 12 HUMSS students in
Baybay City Senior High School. This study will be conducted in Baybay City
Senior High School (BCSHS) under case study design from March 2021 until
June 2021 through answering the researchers’ digital questionnaire in a
Google Form, which may be viewed as restrictions that limits the
generalization of result. However, this study also focuses on the students' final
average on the 1st semester of the school year 2020 to 2021 during the
modular class. The confidentially of information from the participant will be
insured.

4
 Chapter II
Review of Related Literature

According to Chin (2020) despite the calls for an academic freeze due
to covid-19 the Philippine education system is now adapting to the new
blended learning for the incoming school year. “Education cannot wait,” says
DepEd Secretary Leonor Briones. The government implemented a Distance
Learning approach also known as home study where there is no face-to-face
interaction between the student and instructors to still maintain the education
of Filipino students. This type of modality has two types. First is the Modular
Distance Learning which is the most convenient for most of the typical Filipino
students. Second is Online Class where they study and interact online.
According to Malaya (2020) Modular Distance Learning allows students
to teach themselves and to learn the given task. Wherein, teachers provide
printed learning materials. Students use social media and technologies.
According to Emma (2020) distance learning means that students are
spending more time on their computers. This means that there are more
chances of online threats. Students are safer at home.
The Department of Education will be the one to provide the learners’
material to respective schools of the students every week. Students tends to
have longer time upon answering their modules, this shows the importance of
time management. Teachers expect their students to finish their tasks every
end of the week. Assistance of the parents/guardians are highly needed in
Modular Distance Learning. Researchers believe that studying at home give
the student’s freedom and less pressure. Conversely, this modular distance
learning has certain adversities to both parents and students (Chin, 2020).
According to Hornby, as cited in Yoseph and Mekuwanint (2015) and
Malik (2012) Modularization is based on the principle of dividing the
curriculum into small discrete modules or units that are independent, non-
sequential, and typically short in duration. Students need to gather all of their
outputs to get that desired grades. Modular Distance Learning can help the
students to improve their skills and knowledge in discrete units.

5
Theoretical Framework
Walberg’s Theory

Most recently, Zins, Weissberg, Wang & Walberg. (2004) demonstrated

the importance of the domains of motivational orientation, self-regulated
learning strategies, and social | interpersonal abilities in facilitating academic
performance. Zins et al reported, based on the large-scale implementation of
a Social-Emotional learning (SEL) program, that students who become self-
aware and confident regarding their learning abilities, who were more
motivated, who self-learning goals and who were organize in their approach to
work (self-regulated learning) performed better in school.

According to Greenberg, Weissberg, D' Brien, Zins, Frederick, Resnick,

andElins, (2003), Zins et al. (2004) assert that "Research linking social
emotional and academic factors are sufficiently strong to advance the new
term social, emotional and academic learning (SEAL).

Walberg's theory of academic achievement posits that the psychological

environment influences educational results of students. (Reynolds & Walberg
1992)

Wang et al.'s research review targeted student learning characteristics

(i.e., social, behavioral, motivational, cognitive and metacognitive) as the set
of variables with the most potential for modification that could in turn,
sufficiently and positively affect student outcomes. (Diverna et al., 2002).

6
 Walberg’s Theory

Modular Learning

Students

Academic Family Matters, Social

Performance Media, & Peers

Figure 1: CONCEPTUAL FRAMEWORK OF WALBERGS’ THEORY

7
 Walberg’s theory relates to the researcher's topic since it talks about the
performance of the students through modular classes that influence the
student’s behavior and characteristics.
Walberg’s theory sought to explain students’ performance being aware of
the factors and variables that condition it as there are quest as to why
students isn't reaching their full potential. That's why their goals didn’t match
their capabilities.
This study is related to this study, since modular class influenced students
behavioral and characteristics in terms of achieving their academic goals.

Research Hypothesis
There is no significant difference between the academic performance
of HUMSS students in Baybay City Senior High School and the factors that
affect their academic performance during modular class.

Definition of Terms

Module –“is a unit of work in a course of instructions that is virtually self-

contained in a method of teaching that is based on the building up of skills”.

COVID-19 –a mild to severe respiratory illness. That is caused by a corona

virus (severe acute respiratory syndrome corona virus II of the genus
Betacoronavirus)

Academic Performance - It is the extent to which a student, teachers or

institution has attained their short- or long-term educational goals.

New Normal - A new way of living and going about our lives, work and
interaction with other people.

Students - People who are studying in Baybay City Senior High School.

8
 Chapter III
Methodology
Research Design
The study is a quantitative research and the researcher use
correlation descriptive design, a non-experimental as a research design. The
researchers want to know the factors that can affect the students' academic
performance in the new learning process of Baybay City Senior High School
through making a digital questionnaire, that serve as a research instrument of
the study. The respondents of the study are being questioned to compare the
answers that came from real life experience of the respondents.

SAMPLING TECHNIQUE

The respondents of the study are the Grade 12 HUMSS students of

Baybay City Senior High School, there are 72 respondents chosen through
simple random sampling in which the respondents are selected based on their
good background knowledge and great enthusiasm about the research study.
Also, the researchers use Calmorin's formula in getting the number of
respondents.

Research Instrument

The researchers prepared a close-ended question and used gadgets

(like phones, laptops, tablets, etc.) in gathering data and information. They
used an online platform or a digital type of questionnaire as an instrument of
the study through Google Form. To lessen the hassle and time consumed.
They also decided to save all the answers of the respondents to avoid
misinterpretation and to ensure a reliable result.

9
Data Collection Procedure

The researchers followed the procedure in gathering information or

data. First, the researcher secured a permit signed by a practical research
teacher and school principal used in conducting a study. Next, respondents
were asked to formally agree to participate in the study through signing a
consent form. Last, the respondents who agreed and signed the form are
given some questions in a Google Form.

Data Analysis Procedure

Researchers gathered all the collected data and sort out all the
answers by reading the response of respondents in the Google form. They
interpreted and analyzed the data using descriptive statistics. Descriptive
statistic determined the academic performance of students by computing the
mean and standard deviation of their general average of grades. Also, it
determines the weighted mean of the factors affecting the students’ academic
performance in modular class during first semester. As well as, the measure
of correlation between the factors affecting students’ performance and their
general average by the use of Spearman’s Rank Correlation or the
spearman’s rho.

10
 Chapter IV
Results and Discussion

Academic Performance

The data shown in Table 1 presents the general average of 72

students with their progress and achievements descriptions. It shows that
there are 56 students or 77.8% of students who have an outstanding
performance in the Modular Class on the 1 st semester. Also, 13 students or
18.1% who got very satisfactory performance and 3 students or 4.1% who got
satisfactory performance, no one of the students got a fairly satisfactory and
did not meet expectations.

Table1. Academic Performance of Grade 12 HUMSS Students

No. of
General Average Percentage (%) Descriptions
Students
90 – 100 56 77.8 Outstanding
85 – 89 13 18.1 Very Satisfactory
80 – 84 3 4.1 Satisfactory
75 – 79 0 0 Fairly Satisfactory
Did Not meet
Below 75 0 0
Expectations
Furthermore, it can be gleaned to the table that all students meet the
expectations of teachers in the modular learning.

Factors Affecting the Academic Performance

SOCIAL MEDIA AND GAMES

The data shown in Table 2 shows the information of students using social
media and games. The data shows that the students sometimes use social
media in gathering information in Modular Class. As indicated by the weighted
mean of 2.69.

11
Table2. Factors on Social Media & Games Affecting the Academic
Performance of Students
Weighted
Social Media and Games Description
Mean
1. I play online games like mobile legend. 2.19 Usually
2. I am using Facebook for connections,
4.65 Always
updates announcements, etc.,
3. I read stories in wattpad. 1.86 Usually
4. I upload videos on Tiktok. 1.63 Never
5. I watch videos on YouTube. 3.10 Sometimes
Average 2.69 Sometimes

Furthermore, it can be seen from the table that the learners use social
media for an information gathering tools “sometimes”.

FAMILY MATTERS

The data shown in table 3 presents the information of students with

their relationships to their family. The data shows that students usually do all
the work inside their home. As indicated by the weighted mean of 2.48.

Table3. Factors on Family Matters Affecting the Academic Performance of

Students
Family Matters Weighted Mean Description
1. I do the chores inside our house. 3.97 Often
2. I am supporting my family financially. 1.89 Usually
3. I am the babysitter of my younger
2.08 Usually
siblings.
4. I help my siblings in their modules. 2.71 Sometimes
5. I am the in-charge of our family
1.75 Never
business.
Average 2.48 Usually

Furthermore, it can be seen from the table that the learners do their
responsibilities “usually” as a member of the family.

12

PEERS
 The data shown in table 4 displays the information of 72 students
having a bonding with their friends. The data shows that students sometimes
hangout with their friends during Modular Class. As indicated in the weighted
mean of 2.71.

Table4. Factors on Peers Affecting the Academic Performance of Students

Peers Weighted Mean Description
1. I go shopping with friends. 2.25 Usually
2. I go to beach with friends. 2.31 Usually
3. Me and my friends are talking about
relationships, meet up and others in 3.19 Sometimes
our group chat.
4. I love having food trips with friends. 3.00 Sometimes
5. Having movie marathon with friends. 2.78 Sometimes
Average 2.71 Sometimes
Furthermore, it can be seen from the table that learner’s hangout with
their friends “sometimes”.

CORRELATION

The data shown in Table 5 shows the information about the testing for
the significance of difference between the factors affecting the students’
academic performance and their general average. The table presents that the
probability levels are lower than 0.05% level of significance. This reflects that
the respondents don’t differ significantly on the factors affecting their
academic performance to get a better grade in the modular learning.

13
Table5. Correlation of Factors Affecting Students Academic Performance
and their General Average

Correlation Correlation P-value Description of Significance

Coefficient relationship

Academic Very Strong

Performance negative Not
Vs. -0.002 0.986 correlation Significant
Social Media
and Games
Academic Strong
Performance Negative Not
Vs. -0.045 0.706 correlation significant
Family Matters

Academic Moderate
Performance 0.064 0.591 positive Not
Vs. correlation Significant
Peers
Therefore, the null hypothesis which states that there is no significant
difference on the factors affecting the students academic performance and
their general average in modular learning. The finding denotes that the factors
do not affect the students’ grades in modular class. This means that, using
social media, playing online games, doping the responsibilities for the family
and having bonding moment with trends does not affect every student’s
grades. Moreover, every student has their own ways to adapt the new
learning process.

14
 Chapter V

Conclusion and Recommendations

Conclusion

Therefore, the research concluded that factors such as social media

and games, family matter and peers do not affect the student's academic
performance in studying during modular class. They also have an excellent
performance and general average in their studies. Researcher also concluded
that students use social media and play games usually in the modular
learning. They also do their responsibilities as a member of the family and
usually had a bonding moment with friends sometimes in module times. The
research concluded that there is no significant difference between the factors
affecting student's academic performance and their general average in the
modular learning process.

RECOMMENDATIONS

The following statements are the suggestions that are recommended to

the students, parents/guardians, teachers, and for the future researchers.

 The researchers recommend that students must answer their modules,

and avoid procrastination. Time management is a must. Learners must
compile and submit their modules complete and on time.
 The researchers recommend that the parents/guardians must guide
their children upon answering their modules.
 The researchers recommend that the teachers must understand and
teach students regarding to the given task.
 The researchers recommend future researchers to study about the
factors affecting to the academic performance of the students in
modular distance learning.

15
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 Appendix A
Department of Education
Region VIII (Eastern Visayas)
Baybay City Division
BAYBAY CITY SENIOR HIGH SCHOOL
Baybay City, Leyte

LETTER TO THE PRINCIPAL

May 15, 2021

ROGER O. LINGATONG
School Principal IV
Baybay City Senior High School

Dear Sir,
Good Day!
We Grade 12 students from the Humanities and Social Sciences Strand
section Confucius would like to ask Permission for the conduct of our
Research Study entitled “Factors Affecting the Academic Performance of
Grade 12 HUMSS Students in Modular Distance Learning.”
The said research will be conducted here at Baybay City Senior High School.
The study primarily aims to explain the factors that affecting the student’s
performance.
We are hoping for your positive response.

Sincerely Yours,
Dalyn Rose Danieles Margel Pecon
Jenny Rose Segubre Ysheann Pauline Santos
Marian faith L. Biron Michelle Gonzaga
Patricia I. Omillon Andrea P. Noel
Alvaney P. Baslan

Noted By: Approved By:

Francis B. Recto Roger O. Lingatong
Research Adviser School Principal IV
 Appendix B

Department of Education
Region VIII (Eastern Visayas)
Baybay City Division
BAYBAY CITY SENIOR HIGH SCHOOL
Baybay City, Leyte
LETTER TO THE RESPONDENTS

Dear Respondents,
We Grade 12 students from the Humanities and Social Sciences
Strand section Confucius would like to conduct a RESEARCH STUDY entitled
“Factors Affecting the Academic Performance of Grade 12 HUMSS Students
in Modular Distance Learning.”
In connection with this, we would like to ask your help to provide the
necessary data for our study, please feel them to answer the questionnaires.
We would like to appreciate your assistance and support in the particular
research endeavour.
We are hoping for your positive response.

Yours Truly,
Dalyn Rose Danieles Margel Pecon
Jenny Rose Segubre Ysheann Pauline Santos
Marian faith L. Biron Michelle Gonzaga
Patricia I. Omillon Andrea P. Noel
Alvaney P. Baslan

Noted By: Approved By:

Francis M. Recto Roger O. Lingatong
Research Adviser School Principal IV
 APPENDIX C
SURVEY QUESTION
Name:
Grade and Section:
I. What is your final average on the 1st semester of Modular Class this
School Year 2021-2022?
II.
A. SOCIAL MEDIA AND GAMES
Never Usually Sometimes Often Always
1. I play online games like
mobile legend.
2. I am using Facebook for
connections, updates,
announcements, etc.
3. I read stories in wattpad.
4. I upload videos on Tiktok.
5. I watch videos on YouTube.

B. FAMILY MATTERS
Neve Usually Sometimes Ofte Always
r n
1. I do the chores inside our
house.
2. I am supporting my family
financially.
3. I am the baby sitter of my
younger siblings.
4. I help my siblings in their
modules.
5. I am the in-charge of our
family business.

C. PEERS
Never Usually Sometimes Often Always
1. I go shopping with
friends.
2. I go to beach with
friends.
3. Me and my friends are
talking about relationships
meet up and others in our
group chat.
4. I love having food trips
with friends.
5. Having movie
marathon with friends.
 Appendix D

Academic Social Family Peers 85 1 2 4

Performanc Media Matter 91 2 5 2
e & s 93 2 1 4
Games 89 4 2 2
94 4 1 2
94 2 1 2
94 5 5 5
94 3 1 2
94 5 3 2
87 4 1 2
82 1 1 1
85 2 2 2
89 1 1 2
94 2 1 2
92 2 5 2
83 1 2 2
94 4 5 2
83 1 2 1
92 3 2 2
83 2 2 2
93 1 1 3
94 2 2 2
90 5 1 2
94 1 1 4
90 1 2 2
92 3 2 3
90 1 1 4
95 1 2 2
88 5 4 5
95 1 5 5
97 2 1 2
92 2 1 4
90 5 1 4
95 5 5 4
94 2 2 2
92 1 2 2
90 1 5 2
90 3 3 2
94 5 1 2
93 1 4 3
95 1 4 3
94 5 1 3
89 5 5 4
94 2 4 2
94 5 2 5
94 1 1 1
91 2 1 1
91 2 2 3
86 5 1 5
87 2 5 4
91 2 1 5
91 3 2 4
86 5 2 2
89 5 4 3
92 1 2 4
90 2 5 2
93 5 1 2
90 5 1 5
90 5 5 2
92 4 1 2
95 5 1 2
86 2 3 2
90 2 1 2
92 1 5 2
96 1 4 4
91 1 2 2
91 2 1 2
93 5 1 2
93 1 2 3
93 4 3 2
92 4 2 2
90 5 5 4
   Academic Social Media & Family Peers
Performance Games Matters
Academic 1
Performance
Social Media & 0.063059017 1
Games
Family Matters 0.03497785 0.031134521 1
Peers 0.091336206 0.194192277 0.17158410 1
7