Modular Learning Set – Up : It’s Influence to Senior High School Students

Chapter II

REVIEW OF RELEVANT LITERATURE

This chapter presents previously written material, such as research literature and conceptual
material, that seems to be relevant and significant to the research under consideration
Foreign Literature

1.1 The Challenges and Status of Modular Distance Learning

According to Dr. Kandarp Sejpal, International Journal for Research in Education (2013),
When analyzing the modular method of teaching, it can understand that this is more effective,
recent and more technology based teaching method in the present educational field. In recent
years, the consent of modular curriculum has been under discussion in secondary schools.
Modular approach provides more flexibility to distance teaching mode as well to learners.
Education enables individuals to think, express emotions, and feel about things in ways that
promote their success and increase not just their own personal happiness but also the happiness
of their society and community. In addition, education develops human personality, thoughts,
dealing with others and prepares people for life experiences (Al-Shuabi, 2014). Due to the
COVID-19 pandemic, schools are forced to end face-to-face classes for students and teachers.
This outbreak cause the adoption of Modular Distance Learning.
As specified by Morgan State University (2018), modules are used to organize course
content according to a course-specific organizational framework. It is basically constructing a
one-way linear flow of what learners want to complete with modules. It might structure the
module by day, week, or a topic for example (which would span several days). It must have a
consistent method for students to discover and navigate the modules, regardless of how it chose
to organize them. Radio and television were employed to perform instructional activities in the
early days of remote education. The approaches have now expanded to include the internet,
email, software, videotapes, cameras, and other devices. In a traditional classroom setting,
teachers and students may choose to utilize technology, but it is voluntary. However according
Bruce et al. (2014), the web has the capacity to give students with interactions and numerous
learning routes. Learners can have more choice over information access, personalized pace and
timing, and more assistance with the inquiry process. The tremendous possibilities given by
excellent online design, Lebaron and Miller (2014), include access to a global range of resources,
24/7 contact within a purposeful learning community, and covince access for reflective
conversation.
 On the other hand, the potential of digital technologies to enhance student learning had
already been well established before the outbreak. In the last few years, much enthusiasm has
surrounded the development of digital technologies along increasingly personalised, remote,
adaptive, and data-driven lines. The concept of blended learning to combine the benefits of face-
to-face and online teaching is gradually being integrated into institutions (Dziuban et al. 2018),
and digital technologies are clearly integral to the future of university education around the world
(Henderson et al. 2017). Faculty training to support this transition—as well as student
engagement and connectedness—has been identified as crucial to its success (Barr and Miller
2013). Whilst the use of already-familiar applications, such as WhatsApp, proved useful for
remote-learning during the early pandemic (mid-March), research has highlighted the need for
more effective practices for the post-emergency stage (Wargadinata et al. 2020). However, due
to the sudden emergence of Covid-19, most faculty members faced unforeseen challenges,
including lack of online-teaching experience, lack of time for preparing distance-learning
courses, and figuring out how to make use of support from educational technology teams (Bao
2020). Thus, students and teachers faced problems when studying and teaching at home.
Literature highlights certain deficiencies, such as the weakness of online-teaching infrastructures,
the inexperience of teachers regarding new technologies, the information gap, the complex
environment at home, and so forth (Ali 2020). Furthermore, students have a wide range of
distractions when studying at home. For example, not all are able to find suitable spaces for
home learning, or studying may be constrained by insufficient hardware and unstable networks
(Zhang et al. 2020). Some students might be at higher risk of social isolation and the
development of mental health problems during the Covid-19 crisis. This is particularly true when
they live by themselves, have less direct contact to close family members and friends, receive
less social support, and are less well-integrated into a social network of students. Female students
appeared to be at higher risk of facing negative mental health consequences (Elmer et al. 2020).

1.2 Depression, Anxiety, Parental Pressure and Stress

Based on Giannopulo, Ioanna from Psychiatric Reasearch (2021) reports that the results
from 442 last year senior high school students who completed an online survey concerning the
lockdown impact on their mental health. Overall, the rate of positive screen for depression
significantly increased also the severe depression, anxiety, and severe anxiety got increased.
Levels of depression and anxiety into account, the level of lockdown experienced distress was
predictive of depression and anxiety levels in time of home confinement, accounting the
symptoms severity scores. Although our results may be subject to sampling and recall bias, the
unexpectedly high rates of anxiety and depression warrant an urgent call to action aiming at
mitigating and managing mental health risks of senior high school students in future waves of
pandemic and according to Alazzam, Manar (2021) The targeted senior high school students in
Jordan. Almost two thirds of students reported depressive symptoms and anxiety. Father’s level
of education, mothers’ level of education, perceived difficulties in online education, gender, and
age were significant predictors of depression, while father’s level of education, difficulties in
online education, gender, and age were significant predictors of anxiety.. Among those identified
as having depression, the study reports that female has the most depression problems than male,
the prevalence of anxiety among students was high, and the prevalence of anxiety in females is
also the most percentage than the male. While Sibnath, Deb, Strodl, Esben, and Hansen, Sun
(2015) investigates the academic stress and mental health of Indian high school students and the
associations between various psychosocial factors and academic stress. Students from grades 11
and 12 that ages sixteen and above from three government-aided and three private schools in
Kolkata India were surveyed in the study, where nearly two-thirds of the students reported stress
due to academic pressure – with no significant differences across gender, age, grade, and several
other personal factors. About two-thirds of the students reported feeling pressure from their
parents for better academic performance. The degree of parental pressure experienced differed
significantly across the educational levels of the parents, mother’s occupation, number of private
tutors, and academic performance. In particular, children of fathers possessing a lower education
level (non-graduates) were found to be more likely to perceive pressure for better academic
performance. About one-thirds of the students were symptomatic of psychiatric caseness and
most of it are also reported examination-related anxiety.
Academic stress was positively correlated with parental pressure and psychiatric
problems, while examination-related anxiety also was positively related to psychiatric problems.
Academic stress is a serious issue which affects nearly two thirds of senior high school students
in Kolkata and according to Park, Ji-hyun (2013) the Korean students are who associated with
the Gender, living with parents, economic status, school type, grade, academic record, internet
addiction, problem drinking, smoking were significantly associated with their level of stress.
Findings may be used for coping with stress among the Korean senior high school students.

1.3 Strategies in Supporting Students Mental Health

Based on the most recent Rothi, developing and implementing age-appropriate
curriculum to promote social-emotional development, prevent mental health problems, boost
resiliency, identify children at risk for mental illness, and provide ongoing educational support to
young people during and after recovery is an important component of a school's mental health
strategy (Rothi, 2008). However, in order for a program to be successful, a teacher must have
adequate mental health training and education.
Supporting Minds: An Educator's Guide to Promoting Students' Mental Health and
Wellbeing was published in 2013 to provide educators with the knowledge they need to support
students with mental health issues through early intervention and effective classroom strategies
(Supporting Minds, 2013). This document is merely one guide among others available to
educators to support the overall mental health and wellbeing of students. This guide does not
permit educators to make assumptions, label, or diagnosis students with mental health issues.
Therefore, it provides educators with an overview of mental health problems and information
they need to recognize a particular health problem, and their role in offering appropriate supports
for their student’s mental health and wellbeing (Supporting Minds, 2013). Within the guide it
explains how essential it is to create a positive classroom environment. Children are at school
more than six hours a day and approximately for 190 days throughout the year. Therefore,
supporting positive relationships with supportive friends, social opportunities, involvement in
meaningful activities, and the effective management of stress and conflict promotes good mental
health. “Schools can be key players in promoting the mental health, resilience, and overall
healthy development of students” (Supporting Minds, 2013, p. 6).
From our standpoint, the ministry document is great starting points for educators to
receive information on promoting student mental health inside the school community. However,
it is more than just reading a document and understanding the guides. Teachers must incorporate
mental health teaching daily to their modular students from the beginning of the school year until
the end. It is not something you can just complete sometimes in your class or begin when you
notice a possible negative change in student behaviors. Especially in the midst of the pandemic,
For example, maintaining high academic expectations that all students will learn and achieve
success, engage all students in the academic work of the classroom-differentiated instruction,
establish behavioral expectations, addressing the importance of eliminating mental health, offer
behavior specific praise for student accomplishments. Finally, supporting parent-centered
practice for your students, this will engage parents and the community and help to maintain a
positive and healthy relationship with all caregivers (Supporting Minds, 2013)

Local Literature
1.1 Students Living in the New Normal
Anzaldo (2021), education in the new normal is a challenging task in the Philippines in
an attempt to push through education amidst the deadly pandemic caused by covid-19. The
Department of Education (DepEd) and Commission on Higher Education (CHED) adopted and
implemented the flexible model of blended learning despite many oppositions because of the risk
to open classes because of the virus. The different learning modalities are the following: Modular
(Printed), Modular (Digitized), Online, Educational TV, Radio-Based Instruction, Home
Schooling and Blended Learning. For the cities where modern living is adapted and students and
learners have the privilege of having internet connection at home, Online learning is
implemented especially for the high schools and colleges but for those living in rural areas or
provinces where internet connection is only available for only few, Modular Distance Learning is
implemented. Modular Distance Learning is the use of Modules made by teachers with different
tasks and learning activities based from the essential learning competencies.
Individualized teaching is provided using modular distance learning, which allows
students to employ self-learning modules (SLMs) in print or digital format/electronic copy,
depending on their needs. Other resources such as Learner's Materials, textbooks, activity sheets,
study guides, and other study materials are available to Modular Distance Learning students. The
teacher takes the responsibility of monitoring the progress of the learners. If possible, they will
conduct home visits to check on each student’s progress and performance, Malaya B. (2020).
Face-to-face learning usually where the instructor and the student meet in a set place for a set
time, for either one-on-one learning or, most commonly, in gathering class lessons comparable
to what happens in school. Face to face learning could be a truly compelling way to memorize
information and abilities since it frequently combines distinctive ways of learning to count
writing, reading, discussion, presentations, projects, group work, film clips, demonstration and
practice (Jones, 2017).Online learning is the most up to date and the most prevalent form of
distance education nowadays. In the past decade, it has a major effect on postsecondary
education and the trend is only increasing. Online learning is an instruction that takes put over
the Internet. It is frequently referred to as "e-learning" among other terms. However, online
learning is fair one sort of "distance learning" - the umbrella term for any learning that takes put
over distance and not in a traditional classroom (Stern, 2016).Modules permit instructors to
organize content to assist control the flow of the course. Modules are utilized to organize course
content by weeks, units, or a diverse organizational structure. Modules basically make a one-
directional direct flow of what students ought to do in a course. Each module can contain
records, discussions, assignments, tests, and other learning materials. Module things can be
included in the course from existing content or modern content shells inside the modules. Course
content can be included in different modules or iterated several times throughout a person
module (Anthony, 2015).

1.2 Mental Health Effects on Modular Students

In the Philippines, the pandemic’s impact on Filipino students’ mental health in terms of
stress, depression, anxiety and impact of the event itself, based on a study by the Philippine One
Health University Network and the Southeast Asian One Health University Network released in
August 2021. A college student’s mental status may be significantly affected by the successful
fulfillment of a student’s role. A 2013 study found that acceptable teaching methods can enhance
students’ satisfaction and academic performance, both linked to their mental health. However,
online learning poses multiple challenges to these methods. Furthermore, a 2020 study found that
students’ mental status is affected by their social support systems, which, in turn, may be
jeopardized by the COVID-19 pandemic and the physical limitations it has imposed. Support
accessible to a student through social ties to other individuals, groups, and the greater community
is a form of social support; university students may draw social support from family, friends,
classmates, teachers, and a significant other. Among individuals undergoing social isolation and
distancing during the COVID-19 pandemic in 2020, social support has been found to be
inversely related to depression, anxiety, irritability, sleep quality, and loneliness, with higher
levels of social support reducing the risk of depression and improving sleep quality. Lastly, it has
been shown in a 2020 study that social support builds resilience, a protective factor against
depression, anxiety, and stress. Therefore, given the protective effects of social support on
psychological health, a supportive environment should be maintained in the classroom. Online
learning must be perceived as an inclusive community and a safe space for peer-to-peer
interactions. This is echoed in another study in 2019 on depressed students who narrated their
need to see themselves reflected on others Whether or not online learning currently implemented
has successfully transitioned remains to be seen.
 Developing nations, such as the Philippines, often have scarce mental health resources
(Malolos et al., 2021, World Health Organization, 2019). Due to this scarcity, self-care activities
may be the only option for some people to maintain their mental wellbeing and avoid poor
mental health (World Health Organization, 2019). In promoting self-care, it is important to
ensure adequate attention is paid to the body, mind, family, and environment. Thus, it is
important to promote regular exercise and relaxing activities during breaks from online classes.
Likewise, it is important to remind young students to foster a good social relationship with
friends and loved ones despite the physical distance during the pandemic Doing these, may not
only promote mental health but reduce the risk factors associated with poor mental health. Thus,
self-care in developing nations may be ever more crucial. The negative mental health
consequences of online learning among students can include increased anxiety and absenteeism.
These can stem from the increased demand for new technological skills, productivity, and
information overload. The COVID-19 pandemic worsened these consequences when educational
institutions shifted from face-to-face activities to mostly online learning modalities to mitigate
the spread of COVID-19. While all students may be affected, students from lower
socioeconomic localities have higher mental distress due to their limited financial capacity to
obtain the necessary gadgets and internet connectivity. Given these, a digital divide stemming
from socioeconomic inequalities can result in mental health disparities among students during
the pandemic (Cleofas and Rocha, 2021). Children had a higher risk for poor mental health
compared to adults in the Philippines partly due to their shift to modular learning modalities
during the pandemic. Thus, measures cognizant of the resources of a developing country are
needed to mitigate the mental stresses from online learning including videoconferencing.

1.3 Mental Health Programs

The Philippine Mental Health Association (PMHA) is a “private, non-stock and nonprofit
organization” that aims to “raise awareness, provide services and conduct research” on mental
health in the Philippines. During the COVID-19 pandemic, the group has continually offered
mental health services through its project, the Philippine Mental Health Association Online
Psychosocial Support (Ensuring Wellbeing Amidst COVID-19). The project offers free online
counseling sessions to Filipino people suffering from mental health issues during the pandemic.
Also offering telemental health services, the Ateneo Bulatao Center for Psychological Services
provides psychological first aid (PFA), psychotherapy and counseling. On November 26, 2021,
the Center announced on a Facebook post that it would offer free brief counseling services for
Filipino adults ages 18 and older. During these sessions, individuals “can speak with responders
who will listen” and “provide a safe psychological space.” These sessions aim to help strengthen
coping mechanisms and instill better emotional control skills. During the same month, WHO, the
United Nations Children’s Fund (UNICEF) and the United Nations Population Fund (UNFPA)
launched Project BRAVE (Building COVID-safe Responses and Voices for Equity) in the
Philippines, “a two-year joint [program].” Project BRAVE aims “to assist vulnerable women,
children and adolescents with mental health and psychosocial services and protection from
gender-based violence during the COVID-19 pandemic.”
 Another project is the development of a multi-sectoral National Suicide Prevention
Strategy, which includes psychosocial services such as the NCMH's Crisis Hotline "Kamusta
Ka? Tara Usap Tayo," launched on 2 May 2019. The hotline is available 24/7 for prompt
psychological first aid. The UP Diliman Psychosocial Services (UPD PsychServ) has also
provided free counseling via telephone for front liners. RA 11036 or the ("Mental Health Act")
mandates the provision of comprehensive suicide prevention services encompassing crisis
intervention, and are response strategy on a nationwide scale. "I know how difficult it has been
for Filipinos enduring the setbacks brought about by theCOVID-19 pandemic and of the
quarantine to prevent further transmission of COVID-19. Many people haven't been able to work
or have lost their jobs, some may have had difficulty going back to their home provinces or are
impacted by the loss of loved ones or are separated from loved ones. This continues to be an
especially stressful time. Someone in your community, workplace, family or circle of friends, or
even you may be feeling hopeless, isolated, and feeling they have no reason to live." said WHO
Representative in the Philippines, Dr Rabindra Abeyasinghe. "We are not facing this alone. With
compassion and understanding for others, we can recognize the signs and educate ourselves how
to access help. We all have a critical role in preventing suicide by socially connecting with
affected people and connecting people to mental health services or medical care".
This chapter presents the relevant literature and studies that the researcher considered in
strengthening the importance of the present study. It also presents the synthesis of the art to fully
understand the research for better comprehension of the study. However the description of the
research process will be discussed on the next chapter

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