Dian B. Villavicencio (Final Copy of Thesis Maed 3a)

EFFECTS OF MODULAR DISTANCE LEARNING TO THE ACADEMIC
PERFORMANCE OF GRADE 9 STUDENTS IN MATHEMATICS AT

LAUREL DISTRICT: BASIS FOR A PROPOSED ACTION PLAN
A Thesis Proposal Presented to

the Faculty of the Graduate School
TANAUAN INSTITUTE
Tanauan City
In Partial Fulfillment of the Requirements

For the Degree of Master of Arts in Education
Major in Educational Administration and Supervision
By:
DIAN B. VILLAVICENCIO
Batch 6
November 27,2022
09684982549
ii
APPROVAL SHEET
This thesis entitled “Effects of Modular Distance Learning to the Academic
Performance of Grade 9 Students in Mathematics at Laurel District: Basis for a
Proposed Action Plan” has been prepared and submitted by DIAN B.
VILLAVICENCIO, in partial fulfillment of the requirement for the Degree of Master of
Arts in Education, Major in Educational Administration and Supervision, is hereby
recommended for acceptance and approval for Oral Examination.
NELIA P. MANANGUIT, Ed. D.

Thesis Adviser
Approved by the Committee on Oral Examination with the grade of _______%
THESIS COMMITTEE
NELIA P. MANANGUIT, Ed.D

Chairman
GUILLERMA L. BILOG, Ed.D

Member
HERMINIA F. GONZALES, Ed.D

Member
Accepted and approved in partial fulfillment of the requirements for the degree of
Master of Arts in Education, Major in Educational Administration and Supervision.
NELIA P. MANANGUIT, Ed.D.

Dean of Graduate School
iii
Acknowledgement
The researcher would like to acknowledge the following people who inspired and
helped in the preparation and completion of this research.
Hon. “Nelson Sonny” Perez Collantes, Chairman Emeritus of Tanauan, and
Hon. Ma. Theresa “Maitet” V. Collantes, Congresswoman of the 3rd District of
Batangas for the scholarship given to the researcher.
Dr. Nelia P. Mananguit, Dean of Graduate Studies, adviser, and subject
specialist whose expertise, consistent guidance, ample time spent and consistent
advices that helped her bring this study into success. Dr. Guillerma L. Bilog, Dr.
Crisjee B. Silvestre and Dr. Mary Grace B. Satumbaga for their constructive
comments, suggestions, and critiquing.
The researcher would like to extend her deepest gratitude to the panelists Dr.
Guillerma L.Bilog and Dr. Herminia F. Gonzales who are the key persons in the
realization of her study. Mr. Mark Andrew C. Rimas, her research statistician for
helping her in every matter regarding statistics. Mr. Ronald N. Decena, the thesis
grammarians, for the time an effort in checking the grammar of the study.
To the researcher’s current district, Laurel District, especially to their district
supervisor, Dr. Agrifina A. Dirain for the full support in conducting the research. To the
researcher’s current school, Bugaan Integrated School, especially to their principal,
Mrs. Belen P. Terrago for giving the full support in conducting this research.
Above all, to our Almighty God for being gracious to the researcher all
throughout the completion of this research.
D.B.V.
iv
Dedication
This study is whole heartedly dedicated to the researcher’s husband, MR. MICHAEL
ANGELO H. VILLAVICENCIO, children, parents, MR. DAMASO E.BILOG
AND MRS. JUANA E. BILOG, brother and sister, who motivated the
researcher in pursuing and accomplishing this research. To the
researcher’s friends and classmates who shared their words
of advice and encouragement to finish this study
and above all to the Almighty God for
the warmest guidance on the
researcher’s way to
achieve the
success.
D.B.V.
v
TABLE OF CONTENTS
TITLE PAGE ………………………………………………………………………………i
APPROVAL SHEET………………………………………………………………………ii
ACKNOLEDGEMENT…………………………………………………………………….iii
DEDICATION………………………………………………………………………………iv
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction …………………………………………………………………….. 1
Conceptual Framework ………………………………………………………. 5
Research Paradigm …………………………………………………………… 6
Statement of the Problem ……………………………………………………. 8
Hypotheses ……………………………………………………………………. 9
Significance of the Study …………………………………………………….. 9
Scope and Delimitation of the Study ….,……………………………………… 9
Definition of Terms ……………………………………………………………….10
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
A. Related Literature
Foreign Literature……………………………………………………………..11
Local Literature………………………………………………………………..12
B. Related Studies
Foreign Studies………………………………………………………………..14
vi
Local Studies………………………………………………………………….…17
Synthesis…………………………………………………………………………20
Chapter 3
RESEARCH METHODOLOGY AND PROCEDURE
Research Design………………………………………………………………….21
Respondents of the Study………………………………………………………..22
Locale of the Study………………………………………………………………..24
Research Instrument……………………………………………………………...26
Validity of the Research Instrument……………………………………………..27
Reliability of the Research Instrument…………………………………………..27
Data Gathering Procedure……………………………………………………….28
Statistical Treatment……………………………………………………………...29
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Effects of modular distance learning in

the Grade 9 students in terms of psychological,
physical and financial aspect…………………………………………………….32
Barriers Existed to the Implementation of Modular Distance
Learning to the Grade 9 students in terms of learning
resources, learning habits and learning disturbances………………………...39
Significant Relationship between the Effects of Modular
Distance Learning and the Barriers Existed in the
Implementation of Modular Distance Learning…………………………………46
vii
Academic performance in mathematics of the Grade 9

Students Academic year 2020-2021 at Laurel District……………………….49
Significant Relationship between the Effects of Modular
Distance Learning and the Academic Performance
of Grade 9 students in mathematics at Laurel District………………………50
PROPOSED ACTION PLAN: MATH GAMESAYA (Gamification
to Add Mathematics Earnest Students to Strengthen
and Yield Ability) ………………………………………………………………...52
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS
AND RECOMMENDATION …………………………………………………… 61
BIBLIOGRAPHY
APPENDICES
A. Validation Letters
B. Endorsement Letters
C. Questionnaire
CURRICULUM VITAE
viii
LIST OF TABLES
TABLES
A. Distribution of Respondents……………………………………………………….23
1.1 Effects of Modular Distance Learning in the Grade 9 students
in Terms of Psychological Aspect………………………………………………...32
in Terms of Physical Aspect………………………………………………………34
in Terms of Financial Aspect……………………………………………………..37
2.1 Barriers Existed to the Implementation of Modular Distance
Learning to the Grade 9 Students in terms
of Learning Resources……………………………………………………………39
of Learning Habits…………………………………………………………………41
of Learning Disturbances…………………………………………………………44
3.1 Significant Relationship between the Effects of MDL and the
Barriers Existed in the Implementation of MDL in Terms of
Learning Resources ………………………………………………………………47
ix
Barriers Existed in the Implementation of MDL
in Terms of Learning Habits……………………………………………………48
Barriers Existed in the Implementation of MDL in Terms of
Learning Disturbances………………………………………………………….49
4 Academic performance in mathematics of the Grade 9
Students Academic year 2020-2021
at Laurel District…………………………………………………………………49
5 Significant Relationship between the Effects of Modular
Distance Learning and the Academic performance
of Grade 9 students at Laurel District………………………………………...50

x
LIST OF FIGURES
FIGURES
1. Research Paradigm ……………………………………………………………..6
2. Map of showing schools used in the study……………………………………25

ABSTRACT
Title: EFFECTS OF MODULAR DISTANCE LEARNING TO

THE ACADEMIC PERFORMANCE OF GRADE 9
STUDENTS IN MATHEMATICS AT LAUREL
DISTRICT: BASIS FOR A PROPOSED ACTION PLAN
Researcher: DIAN B. VILLAVICENCIO
Adviser: Nelia P. Mananguit, Ed. D
School: Tanauan Institute
Tanauan City, Batangas
Degree: Master of Arts in Education

Major in Educational Administration and Supervision
Date Started: October 2020
Date Finished: December 2022
Introduction
The widespread prevalence of the COVID-19 pandemic has severely affected the
educational system around the world. For instance, most countries temporarily closed
schools and other educational institutions to limit the spread of the Corona Virus (Tria,
2020). DepEd Secretary Briones emphasized that the basic education learning continuity
plan is the response of the Department of Education to the challenges brought by
coronavirus outbreak (Montemayor, 2020).
Modular Distance Learning is a response to the “No Child Left Behind Act” where
children must receive the best education possible, leaving no child behind (No Child Left
Behind Act, 2002). MDL was seen to be most preferred by families, for a reason that it is
cost-efficient or families would save much.

xii
As part of the rural areas in the Province of Batangas, Laurel District adapted the
Modular Distance Learning as their mode of learning during the school year 2021 – 2022.
From that, it provides a big impact to all of students especially in their learning.
Statement of the Problem
The study aims to determine the factors affecting the academic performances of
Grade 9 students at Laurel District of the academic year 2020-2021. Specifically, it will seek
to answer the following sub problems:
1. What are the effects of modular distance learning in the grade 9 students in terms of:
1.1 Psychological aspect; 1.2. Physical aspect; 1.3. Financial aspect;
2. What barriers existed to the implementation of modular distance learning to the Grade 9
students in terms of:
2.1 Learning Resources; 2.2. Learning Habits; 2.3. Learning Disturbances
3. Is there a significant relationship between the effects of modular distance learning and
the barriers existed in the implementation of Modular Distance Learning?
4. What is the academic performance in mathematics of the Grade 9 Students Academic
year 2020-2021 at Laurel District?
5. Is there a significant relationship between the effects of modular distance learning and
the academic performance of grade 9 students in Mathematics?
6. Based from the result of the study, what action plan can be recommended to develop a
program that will resolve the problem?
Respondents of the Study
The researchers chose some selected Junior High School Grade 9 Students of
Laurel District that considered in the study which is the effect of modular distance learning
in their academic performance as a whole. The researcher used the Slovin’s formula to
xiii
predict the total number of the students. But the selection of the respondents among the
total population of six hundred forty-two (642), the researcher used the simple random
sampling technique.
Summary of Findings
After the thorough and interpretation of the data gathered, the data gathered, the
following results had been attained in connection with the statement of the problem.
1. On the effects of modular distance learning in the Grade 9 students
1.1 In terms of Psychological Aspect. The students “Strongly Agree” that in terms of
psychological aspect the modular distance learning helps to manage study time
effectively and easily complete task on time, rank 1.
1.2 In terms of Physical Aspect. The students “Strongly Agree” in terms of physical aspect
the modular distance learning causes to lose energy when answering, rank 1.
1.3 In terms of Financial Aspect. The students “Strongly Agree” that in terms of financial
aspect the modular distance learning helps to spend school allowance for food and other
expenses at home, rank 1.
2. On the barriers existed to the implementation of modular distance learning to the
Grade 9 students at Laurel District
2.1. In terms of Learning Resources. Students “Agree” the modular distance learning
brought success in understanding the lesson well and finish the learning task
successfully through self-learning modules, rank 1.

xiv
2.2. In terms of Learning Habits. The student-respondents “Strongly agree” that he
modular distance learning helps to translate the learnings into own understanding,
rank 1.
2.3. In terms of Learning Disturbances. The student-respondents “Agree” that modular
distance learning brought younger siblings to play and demand for attention, rank 1.
3. On the Significant Relationship between the Effects of MDL and the Barriers
Existed in the Implementation of MDL . In terms of Learning Resources, the MDL
reveals that there is no significant relationship between the Effects of MDL and the
Barriers existed in the Implementation of MDL in psychological and financial aspect.
Meanwhile there is a significant relationship between the effect of MDL and the Barriers
Existed in the Implementation of MDL in physical aspect.
4. On the Academic performance in mathematics of the Grade 9 Students Academic
year 2020-2021 at Laurel District . During the implementation of the Modular Distance
Learning, most of the Grade 9 students received 80-84 average in mathematics
consisting 56.33% of the total population of the respondents while 37.55% and 6.12 %
got grades from 85-89 and 90-100 respectively during the school year 2020-202.
5. On the Significant relationship between the effects of modular distance learning
and the academic performance of Grade 9 students in Mathematics at Laurel
District. On the. In terms of psychological, physical, and financial aspect, since the t-
computed value was greater than the tabular value, the null hypothesis is rejected in
favor of the research hypothesis. In connection to this, accept and reject the null
hypotheses.
Conclusions
xv
Based on the results of the study, the following conclusion were drawn:
1. That there are positive and negative effects of modular distance learning terms of
psychological, physical and financial aspect.
2. That there were barriers existed to the implementation of modular distance learning in
terms of learning resources, learning habits and learning disturbances.
3. That there is a significant and non-significant relationship between the effects of modular
distance learning and the barriers existed in the implementation of Modular Distance
Learning.
4. That the student-respondents performed satisfactory during the implementation of the
adapted learning modality.
5. That there is significant relationship between the effects of modular distance learning and
the academic performance of Grade 9 students in the mathematics.
Recommendations
After the careful study of the preceding conclusions, the researcher hereby
recommends the following:
1. The student may be encourage o attend virtual tutoring and virtual recollection which
can help to address the students’ concerns and promote the importance of mental
health, self-reflection and self-realization.
2. Adequate learning materials and learning resources may be provided by the school. In
addition to this, parents and teachers should be aware of their roles and responsibilities
in teaching learners for them to learn efficiently and effectively.
3. The students may follow their weekly home learning task in order to do their module ef-
fectively and efficiently.

xvi
4. The students may assess themselves based on their experiences and performance ev-
ery school year.
5. The students may be responsible to do their modules for continuous learning and at the
same time parents should only guide their children in answering modules.
CHAPTER 1
The Problem and Its Background
Introduction
Education and learning are thought to be the most crucial foundations of a
growing economy, yet the academic system needs radical transformations and major
technological reforms. But due to Corona Virus Pandemic that the country is facing as
of this moment, it is a big challenge for us to achieve the goal of learning. The COVID-
19 pandemic has highly affected our society because of its health risks that may lead to
danger. One of the affected sectors was education and it resulted to the suspension of
classes in order to avoid the spread of the virus. Despite the pandemic, the Secretary of
Education, Leonor Magtolis Briones, reiterated that the DepEd maintains its
commitment to provide quality education to all Filipinos and makes education accessible
to all Malipot (2020). Apparently, since Filipinos are tough and resilient to any mishaps,
students were able to cope with whatever is conventional changes that may arise.
Due to the health threat of the pandemic, the DepEd decided to bring education
to the comfort of their homes as they continuously developed different learning
modalities to ensure that education is accessible to all and to ensure the continuity of
education. The sudden transition from the traditional to new normal in the teaching and
learning process, three learning modalities were offered by the DepEd for the school
year 2020-2021, blended, distance and homeschooling learning modalities. According
to Llego (2020), Blended learning is a combined face-to face with any or a combination
of online distance learning, modular distance learning (MDL), and TV/radio-based
instruction. On the other hand, distance learning modality refers to a learning modality
2
where learning takes place between the teacher and the students who are
geographically distant from each other during the teaching-learning process. Modular
Distance Learning (MDL), Online Distance Learning (ODL) and TV/Radio-Based
Instruction were the types of distance learning modality. Lastly, homeschooling is an
alternative delivery mode that seeks to provide students with basic education in their
homes with the aid of parents, guardians, or tutors.
The transition to online learning and modular education during the COVID-19
pandemic was a major difficulty for both educators and learners (Irien, 2021). The entire
country is witnessing the tragic outcome of the corona virus outbreak (COVID-19). It
affects everyone's ways and means of living. It also introduces improvements to the
educational system that contribute to the introduction of a modular method of instruction
in most schools throughout the world. Based on the Learner Enrollment and Survey
Forms, it reveals that the alternative learning modalities offered by the DepEd, 7.2
million students enrollees preferred to use “modular” distance learning, TV and Radio
based instruction and other modalities while 2 million enrollees preferred online learning
modality, Malipot (2020).
In Modular Distance Learning, the teacher takes the responsibility of monitoring
the progress of the learners. The learners may ask assistance from the teacher via
email telephone, text message/instant messaging among others. Where possible, the
teacher shall do home visits to learners who need remediation or assistance
(Llego,n.d.). Printed Modules will be delivered to students, parents or guardians by the

3
teachers or through the Local Government Officials. Since education is no longer held
within the school, parents serve as partners for teachers in education. Parents play a
vital role as home facilitators where their primary role in modular learning is to establish
a connection and guide the child (FlipScience, 2020).
However, using modules has its advantages and disadvantages. According to
(Nardo, M.T.B, 2017), the use of modules advocates self-directed learning. Using
modules for learning leads to better self-study or learning skills among students. The
concepts presented in the modules engross students in learning. The tasks provided
develop a sense of responsibility among students, and they progressed on their own.
Students learn to reflect on their own experiences, thus developing new skills, learning
through modular direct students to be in charge of their own learning.
Because of the different challenges that arises in the middle of the
implementation of Modular Distance Learning, as an educator, the researcher aims to
study the effects that will affect the academic performance of the selected Grade 9
students in Laurel District. The current challenges made some motivation to the
researcher to do the study that will serve as a guide for the future educator who will
encounter this kind of learning modality. The importance of MDL as a solution to
educational challenges has increased the need to study more closely the factors that
affect learning in virtual schooling environments.
On the other hand, the key purpose of this study is to seek the Effects of Modular
Distance Learning in the academic performance of Grade 9 students at Laurel District.

4
The study will also measure the advantages and disadvantages of modular learning
through the effect of printed modules for the selected Grade 9 students at Laurel
District. Different platforms and effectiveness will also be considered based on the
Grade 9 student’s academic performance.

5
Conceptual Framework
One of the biggest roles of teachers amidst pandemic is to be an instrument for a
continuous learning of the students. They were forced to accept different challenges
they are facing in the big change in the educational system. There is a big impact not
only to the teachers but most especially to the learners. They have to accept the
changes in the entire educational system.
However, upon entering the new school year, students came up with various
experiences which challenged them to go through the process of educational system.
So, with these effects, the researcher aims to propose an action plan that will help the
students to be more comfortable in their studies. It will also help them to easily cope up
with the process in the educational system they are facing right now.
6
INPUT PROCESS OUTPUT
The Effects of
Modular Distance
Learning (MDL) in
the Grade 9
Students in terms of
psychological, There is Significant
physical and and Non-Significant
financial aspect Relationship
 Crafting of between the effects
The Barriers Existed Questionnaires of modular distance
to the  Distribution of learning and the
Implementation of Questionnaires academic
Modular Distance  Gathering and performance of
Learning to the Tallying of Data Grade 9 students in
Grade 9 Students in  Analysis of mathematics.
terms of Learning Data
Resources, Learning  Statistical
Habits and Learning Treatment
Disturbances. Proposed Action
Plan
Academic
Performance of
Grade 9 Students in
Mathematics for the
Academic Year
2020-2021
Figure 1. Research Paradigm

7
The figure 1 shows the input-process-output of the study. The first box includes
the input which are the bases of the researcher to resolve the problem. It contains the
Effects of Modular Distance Learning (MDL) in the Grade 9 Students in terms of
psychological, physical and financial aspect and The Barriers Existed to the
Implementation of Modular Distance Learning to the Grade 9 Students in terms of
Learning Resources, Learning Habits and Learning.
Then the second box contains the process and these are crafting of
questionnaires, distribution of questionnaires, gathering and tallying of data, analysis of
data and lastly the statistical treatment.
Furthermore, the third box shows the output which is significant or non-significant
relationship between the effects of modular distance learning and the academic
performance of Grade 9 students. This box also shows the proposed action plan in
resolving the problem of the study.
Statement of the Problem
The study aims to determine the factors affecting the academic performances of
Grade 9 students at Laurel District of the academic year 2020-2021. Specifically, it will
seek to answer the following sub problems:
1. What are the effects of modular distance learning in the grade 9 students in terms of:
1.1. Psychological aspect;
1.2. Physical aspect;
1.3. Financial aspect;
2. What barriers existed to the implementation of modular distance learning to the
Grade 9 students in terms of:

8
2.1. Learning Resources;
2.2. Learning Habits;
2.3. Learning Disturbances
3. Is there a significant relationship between the effects of modular distance learning
and the barriers existed in the implementation of Modular Distance Learning?
4. What is the academic performance in mathematics of the Grade 9 Students
Academic year 2020-2021 at Laurel District?
5. Is there a significant relationship between the effects of modular distance learning
and the academic performance of grade 9 students in mathematics?
6. Based from the result of the study, what action plan can be recommended to develop
a program that will resolve the problem?
Hypotheses
There is a significant and non-significant relationship between the modular
distance learning and the academic performance of Grade 9 students at Laurel District.
Significance of the Study
The study will be conducted due to a wide influence of the Covid19 pandemic
which primarily affect the Sector of Education. This study shall provide relevant results
on the academic effects, both advantages and disadvantages, of implementing Modular
Distance Learning to the selected Grade 9 students in Laurel District.
To the students, this study will benefit them because their opinions will be heard and
help them give a quality education even they are using MDL.
9
To the teachers and faculties, this study will serve as a tool to integrate a good quality
of teaching and provide an effective learning to the learners.
To the future researchers, this research study will be a good resource material for
them to use when they conduct studies similar to the present studies.
To the Laurel District Schools, this study may serve as a guide in planning on how to
provide an effective learning for the students in the implementation of the MDL.
Scope and Delimitations of the Study
This study will focus on the effects, effectiveness, advantages and disadvantages
of Modular Distance Learning. The study will be focus to the four Public Junior High
School Grade 9 Students of Laurel District.
The study is all about the effect of MDL to the psychological, physical and
financial aspect of the learners and also the barriers existed in facing the said learning
modality. The study will be conducted to gather the important factors that may affect the
Grade 9 learners’ academic performance at Laurel District.
Definition of Terms
Academic Performance. involves meeting goals, achievements and objectives
set in the program or course that student attends. (Caballero et al. 2007)
Financial. pertaining to the properties of matter and energy other than those
peculiar to living matter.

10
Distance Learning. encompasses the full array of current and emerging
technologies that organizations use to deliver educational experiences and products.
(Flores, 2009)
Learning Resources. materials that are used for teaching a course.
Learning Habits. learning how to study efficiently and effectively is the easiest
and most useful way to further your academic career.
Learning Disturbances. Things and activities that causes hindrances to learn
effectively.
Modular Learning. is the approach where the focus is on learning
outcomes, and its success relies on connecting outcomes to student learning and
course design. These areas combine to make a course constructively aligned as
discussed ( Biggs, 1999)
Modular Distance Learning (MDL). features individualized instruction that
allows learners to use self-learning modules (SLMs) in print or digital format/electronic
copy, whichever is applicable to the learner. (Blayce Malaya, 2020)
Psychological. pertaining to the mind or to mental phenomena as the subject
matter of psychology.
Physical. pertaining to the properties of matter and energy other than those
peculiar to living matter.
Teaching. It pertains to set of events, outside the learners which are designed to
support internal process of learning. Teaching is outside the learner while learning is
internal to learners. (Sequiera, A. 2012)

11
CHAPTER 2
Review of Related Literature
This chapter includes the ideas, finished thesis, published journals,
generalizations or conclusions, methodologies and other parts that may help strengthen
the study. Those that were included in this chapter helps in familiarizing and making a
strong proof that are relevant and similar to the present study.
A. Related Literature
Foreign Literature
According to Alelaimat (2012), the most commonly used small teaching unit
(modules) that is a small teaching unit that adopts the principle of self-education
strategy and individualization. Also, the unit involves unique objectives. And activates as
it is done in a logical sequence to allow the learner to achieve the goals and improve the
mastery. As it is done in a logical sequence and sets a limit of adeptness which is
reached according to the speed of the self-learner so she/he can learn quickest.
On the other hand, Tucker 2020 in his book Balance with Blended Learning ,
Blended learning offers educators the opportunity to reimagine teaching and learning. It
allows teachers to partner with their students to assess, track, and reflect on learning.
This partnership gives teachers more time and energy to innovate and personalize
learning while providing students the opportunity to be active agents driving their own
growth. If one thing is certain after the 2019-2020 school year, blended learning is here
to stay. Learning must be a shared endeavor between the teacher and the learner. This
12
book provides teachers with strategies to rethink traditional workflows to make teaching
practices sustainable.
Moreover, Joyce (2020), voice out that modular schooling cuts the time it takes to
learn and thereby allows for bigger immediate improvements in ability and value.
Working professionals can learn new skills in shorter periods of time, even as they work,
which pays off in additional skill and credentialing at the same time, rather than only at
the end. It enables you to tailor your education to the unique needs of your job
prospects. You can supplement your education with a specific certificate or portion of a
degree to better prepare yourself for data science jobs, and more easily combine
humanities skills with technology skills, communication skills with coding skills,
analytical skills with design skills, etc.
Aside from that, Wiseman, Fisher, Frey and Hattie (2020), in the Book Distance
Learning Playbook for Parents , stressed out that parent involvement has always been a
vital part of any child’s education, but the pandemic and resulting remote instruction
require that parents and educators partner at a deeper level. Following the tremendous
success of The Distance Learning Playbook, K-12, education authorities Doug Fisher,
Nancy Frey, and John Hattie have teamed up with New York Times bestselling author
and parenting expert Rosalind Wiseman to bring you the consummate guide to support
your child's academic, social, and emotional development in any learning environment –
while not overwhelming you in the process.
On the other hand, according to Fisher, Frey, Law, and Smith (2020) on their
book On-Your-Feet Guide: Distance Learning for Instructional Leaders, the pandemic
teaching of mid-2020 was really not distance learning. It was also not homeschooling,
13
which is a choice parents make for very specific reasons. It was crisis teaching. Now,
we have time to be more purposeful and intentional with distance learning. What should
not be lost is that as a field we learned more about what works by, at times,
experiencing what didn’t work in a virtual setting. It heightened our sense of what we
already knew in face-to-face classrooms
In the published paper by Satyarthi (2021) on the effective learning strategy for
secondary school students-modular approach found out that modular teaching method
was better than the traditional teaching method. So, this modular approach can improve
students’ learning capacity as well as to facilitate them to read this self- learning
material besides the book.
However, Sweeney and Harris (2021), in the book Student-Centered Coaching
From a Distance, ideas, inspiration, and the ‘moves’ to keep student learning at the
center of instructional coaching--no matter where it occurs as we return to ‘normal’ the
guidance in this book will ensure we continue to focus on deeply knowing our students,
having a coherent and focused curriculum, and coaching from a place of formative
assessment and evidence. Authors Diane Sweeney and Leanna Harris, whose best-
selling books have influenced thousands of K-12 coaches, have written Student-
Centered Coaching from a Distance to help coaches and teachers adapt.
In addition to this, Zacarian, Calderon and Gottlieb (2021), in the book Beyond
Crises, e learned that, in times of crises, the humanitarian needs of students, families,
and ourselves must be a top priority. We learned that forming effective partnerships with
14
families and communities is essential to the health and well-being of our children. We
were offered a blunt reminder that a system designed to serve the interests of a
privileged few was destined to fail our historically underserved students, especially our
millions of multilingual learners.Above all, we learned that the “normal” many of us have
yearned for was never good enough—that we must envision a “better world,” where we
build on our multilingual students’ unique assets and cultivate their inner brilliance. Only
then will we deliver on their promise.
Local Literature
“Education cannot be postponed,” Secretary Briones says. To address the needs
of millions of students, the government adopted an educational distance learning
strategy. Distance learning, also known as correspondence training or self-study, is a
mode of education where little or no face-to-face contact exists between students and
their teachers. This form is divided into three sections. That is the one of the more
convenient student resources for most of the average Filipino students. It was the most
common system of study between parents/guardians and was the most preferred form
of study Learning Enrollment and Survey Form (LESF) (Chin, 2020).
Fernando (2020), on the other hand, said that distance learning is new, and it
may overwhelm the students. The adjustment from the face-to-face setting to the
distance learning setting may cause mood swings among learners. It may also cause
frustration and disappointment especially when they are having difficulty adjusting.
Unlike the normal setting, there are no friends to talk to when they are bored and/or
tired in school. He further explains that there is also the role to ensure that actual
15
learning takes place. Moreover, honesty by the learners in answering the modules is the
key here. Parents and guardians must live in honesty no matter how tempting it is for
them to help their struggling children. Moreover, he said that there are challenges
apparently among parents and guardians in fulfilling these roles. Students sometimes
do not trust their parents and guardians in accomplishing school tasks. They are
hesitant to ask for help thinking that their parents and guardians do not know the subject
matter. It is up to the parents and guardians how to get the trust of their children. The
additional roles put upon the shoulders of parents and guardians are serious. They
cannot be ignored and overlooked. Without the commitment of parents and guardians to
embrace these roles, the quality of education amid the pandemic will surely be
compromised.
According to Magsambol (2020), Modular learning is the "backbone" on which
the DepEd uses distance education. To help learning online, such as via the internet or
text-based content, we should create another set of modules. The reason the school
has been delayed is presumably because they had a new printer that needed to be
shipped. Having problems with the modules which are due to be used, this can be a
common situation days before the opening of the schools.
According to Malaya (2020), Asynchronous e-learning features individualized
instruction which allows learners to use self-learning modules (SLMs) in written, digital
or electronic copy whichever is applicable to the learner. Learners with Modular
Distance Learning can also use other tools such as textbooks, activity sheets, study
guides, etc. Many teachers would have to deliver instructional materials that are
16
relevant. Students can now access these materials from their home computer, tablet
PC, or smartphone.
According to Martinez (2021), one of the LDMs offered is Modular Distance
Learning (MDL) wherein the students are provided with Self-Learning Modules (SLM)
either in print or in digital form. In lieu to that, MDL is also the most popular type of
Distance Learning due to its accessibility compared to the other types of DL. As well,
additional learning resources such as Learner’s Materials, textbooks, activity sheets,
study guides, lectures, and other study materials if necessary and available. MDL could
be sometimes difficult for learners due to the fact that they do not have their classmates
and their teachers around like what they are used to with. However, through the use of
mobile phones, they may seek assistance and clarify queries via phone class and text
messages. The teachers gladly respond while giving an alternative and much simpler
approach with the directions included in the SLMs.
B. Studies
Foreign Studies
According to Malik, S.K. (2012), Modular teaching approach is an expansion and
advanced shape of programmed instruction/learning. The trend of using modules as
teaching learning approach is getting to be very popular in later times. In this approach
the instructor uses teaching modules arranged for particular a purpose instead of
traditional reading material. Module as a unit of instructing activity and learning
communicated as an approximate number of hours of study. The module will be self-
contained in spite of the fact that certain combinations of modules may represent a
17
progression through the educational programs. This change is due to the reason that in
almost last decade learning speculations have moved from a stimulus-response point to
information processing. It helps students in understanding complex and difficult
concepts. In educational setting, in present the shift has moved from conventional
instructing approach to measured teaching approach.
On the other hand, Abbasi et al. (2013), Studies have shown that any nurse
should undergo continuing education. They are strictly required to do so for the field of
oncology. Depending on the role of the instructor in the curriculum, there are usually two
styles of teaching: Student-centered and Teacher-centered. In a certain research, the
impact of teacher-centered (lecture) teaching methods and student-centered (module)
instruction upon the experience and practice of oncology nurses in relation to safety
standards with cytotoxic drugs was studied. Both the module design and the lecture
system (lecture method) are useful in enhancing the awareness and practice of nurses
in oncology wards. Furthermore, given the benefits of student-centered instructional
approaches, as well as the sensitivity in nursing professions, and the work load of
nurses, we propose the use of module.
According to Sadiq, S. (2014), In teaching there are numerous strategies which
are being utilized. A few of them are assignment strategy, discovery strategy, lecture
strategy, dialog strategy, programmed learning, project method, field trip, case study
strategy, demonstration strategy and modularized instruction. Modular teaching is a new
approach in classroom settings, for encounter taking in experiences in instruction
moreover it has been getting much consideration. The framework of taking in modules
has turned into a bit of all level of instructions. Teaching through module may be a self -
18
taking in bundle overseeing one specific topic/ unit. It may be utilized within any setting
accommodating to the learner and may be finished at the learner's own specific pace.
Sufficient hypotheses assist more practices are available for the valuable demand of
separated teaching in our classrooms. Thus, this study was coordinated so as to check
the adequacy of modular instructing.
Furthermore, Melad (2016) by using the “Quadratic Function” module has shown
that a modular approach to teaching improves student achievement. Using the module
as an approach as a corrective teaching material has increased the student
achievement level of the students compared to the traditional way of teaching.Using the
module as an approach as a corrective teaching material has increased the student
achievement level of the students compared to the traditional way of teaching.
However, according to Mazkeraj & Witte (2019), the modular education is a
method that separates the lessons into smaller pieces. Each module is designed to
allow students to obtain a partial certificate. The study evaluates the impact of modular
education on reducing school dropouts, and whether it is an effective solution. To inform
on the education policy transition, this study exploits the introduction of modular
education in Belgium. With a difference-in-differences design, the findings indicate that
modular education can reduce drop out by 2.5 percent. The greatest effects on foreign-
born students were observed. Therefore, schools that are modular will prove to be a
successful policy for increasing enrollment and reducing ethnic disparity. With regard to
job rates, students who are enrolled in modular education are more likely to be working
and to earn greater incomes over time.

19
According to Dejene & Chen (2020), modularization is based on the concept of
separating the content into smaller, non-sequential units so the material can be easily
taught. A student's credits are accrued in order to apply for a certain amount of credit
points. Module is a unit of work that is self-contained and a method of teaching that is
focused on acquisition of skill sets and skills in discrete units. A module is a course that
can be combined with other similar courses to form a specialization in the field. Each
unit or module is a part of an extended learning experience that leads to a specified
certification, and a prescribed number of units or modules is required.
In addition to this, although studies of Hajdúk et al., 2020, show positive
working-from-home experiences students' experience is generally described as
disrupted and leading to feelings of insecurity, anxiety, and hopelessness. Students
express concerns about economic implications for society, health implications for their
families and society, and their own educational and career plans .
Modular learning has emerged as the most popular distant learning method
(Anzaldo, 2021) because learner considerations are made in rural regions that do
not have an avenue to participate in the digital world, ensuring continuation
pertaining to learning in the Philippines' public basic education system. This
qualitative study used grounded theory to undertake an in-depth investigation of
teachers as instructional specialists in the education transition as it returns to face-
to-face learning (Ando et al., 2022).
The study of Alqabbani et al. was a cross-sectional study assessing the
different parameters as coined with the instructor’s readiness in the sudden shift of
teaching modality. The study concluded that a positive attitude with regard to the
20
utilization of remote learning showed no anxiety and with high satisfaction levels (Olleras
et al., 2022).
To ensure learning continuity in our country’s education both in primary and
lower secondary levels, modular (print) instruction has become the most popular
distance learning technique, as it could cater to the need to provide the necessary
education to learners who don’t have cellphones and other gadgets as one of the
supplementary tools for online instruction. As education returns to a face-to-face
mode of learning delivery (Secuya & Abadiano, 2022) qualitative study used grounded
theory to conduct an in-depth
Local Studies
According to Yazon (2016), teaching and learning through the use of modular
method has been implemented in the United States by educators. In order to provide
better comprehension, the would-be writer monitors the writing subject as a course,
which may provide better attention to the relevant information. Each module of the
system is intended for a specific type of person, as they should respond frequently to
each course of action at the pace of the learner.
According to Lim (2016), the use of Mathematics Modules in teaching
Mathematics explicitly word problem solving, is an efficient teaching approach. The
results of this research demonstrated effectiveness in the sense that things worked out
for the subjects of study in mathematics without having to cram as hard for the teacher
as they usually do. Having used modules and basic terminology within Math to better
help drive home those concepts, respondents thought the sessions were very useful for
21
improving their personal learning study habits. Though the results of this study showed
that learning took place in both groups using the two methods of teaching, the subjects
who were taught using the modular approached performed substantially better than the
subjects exposed to conventional lecture method and it is concluded that modular
approach is an applicable and successful teaching approach that could be used in
teaching mathematics subjects.
According to Vergara (2017), the Alternative Learning System concentrate on the
efficient use of learning modules. These advanced elementary and secondary
standardized tests were developed for self-study. Furthermore, Alternative Learning
Framework promotes the use of supplementary learning resources such as those
developed by the facilitator and those that match the student's needs. It is important to
contextualize learning because it teaches us how to think. The approved and validated
Alternative Learning System (ALS) will improve the academic output of learners and
provide lifelong learning skills to these learners.
But the use of modules has its disadvantages also. According to Bijeesh (2017),
without the presence of the faculty and their classmates who remind them of their
assignments the chances of getting distracted and losing track of deadlines are high.
According to Naboya (2019), supplemental instruction in Inorganic Chemistry is a
relatively recent creation, and is now being used as a method to complement classroom
instruction. This learning kit offers self-instructional modules that permit self-paced
learning. Since a module is a single instructional kit dealing with a single idea, it also
offers a variety of type to the instructional process. Modules differentiate between
different learning styles, adapt to meet a range of differing learning needs, and place the
22
greatest burden on the learner. Modules also encourage constructive engagement by
the learner. The modular approach to education is based in the fact that learning is best
when it requires involvement in and control of the learning process.
Modular Distance Learning (MDL) involves individualized instruction that allows
learners to use self-learning modules (SLMs), whether printed or in digital format which
are centered on the Most Essential Learning Competencies (MELC) provided by DepEd
(Martinez, 2020). Teachers rovide learners with the SLMs which include distribution and
retrieval as well as giving assessment tools to check for understanding and provide
immediate and appropriate feedback.
According to Ambayon (2020), myth and folklore were long used in the promotion
of literacy. This investigation aimed at validating a myth and folklore curriculum and
testing the effectiveness of the module at teaching the subject. This was a reaction to
weak teaching literature and the demands for appropriate instructional materials. The
results indicated that the module that was developed was well planned in terms of
material, relevance and mechanics. Also, the module was evaluated by the students as
highly effective, useful, and efficient. Third-year undergraduate students in the School of
Education were surveyed as participants for the report. The students were put into
experimental and control classes. The classes were graded according to their grades in
the previous semester. The control group didn't use the established module, whereas
the experimental group did. The tests were performed based on the different exercises
and the questions asked at the end of each subject. Based on the tests, the students in
the experimental group performed at a high level, while those in the control group
23
showed changes in their results. In related ways, the approach should be useful for
studying mythology and folklore.
In addition, in the study of Dangle, and Sumaoang (2020) they revealed the main
challenges that emerged in the implementation of modular distance learning where
budget is not enough in the making and delivery of modules; students had a hard time
answering their tasks on their modules and the lack of knowledge of parents
academically to guide their child/children.
Moreover, Khalil & Yousuf (2020) revealed in their paper on the effect of modular
approach teaching on achievement of secondary school mathematics students found
out that scores of the students in modular approach is higher. In addition, a study by
Valencia (2020) Modular Approach in Teaching Science 10 showed that when using a
modular approach to teaching, student performance was significantly improved on test
results and was described as competent. This indicates that the approach has clearly
shown a vital link in increasing students’ academic achievement.
According to Alqabbani et al. (2021), universities especially their instructors
were advised to use remote teaching in order to continue the classes. The readiness of
the schools during the pandemic (Wakhida et al., 2021) necessitates the importance
of being effective in the teaching-learning process, especially in Higher Education
institutions (HEI).
SYNTHESIS
24
The preceding reviewed literature and studies have bearing with the present
study because it mirrored the experiences of the students while facing the Modular
Distance Learning (MDL) and the effects of this to their academic performance as well.
The immediate change of learning modality causes lots of changes and
adjustments in the entire educational system especially to the students. The changes
brought effects to the academic performance of the students.
In line with the past studies, the researcher studied the effects of modular
distance learning, the barriers existed significant relationship between the effects of
modular distance learning and the barriers existed in the implementation of Modular
Distance Learning or the implementation of modular distance learning to the Grade 9
students in terms of learning resources, learning habits and learning disturbances. The
researcher will tackle about the different methods to develop the skills of the students
even in the middle of Modular Distance Learning.

25
Chapter 3
RESEARCH METHODOLOGY AND PROCEDURES
Research Design
Burns & Grove (2003:195) define a research design as a “blueprint for
conducting a study with maximum control over factors that may interfere with the validity
of the findings”. Parahoo (1997:142) describes a research design as “a plan that
describes how, when and where the data are to be collected and analyzed”. Polit et al
(2001:167) define a research design as “the researcher’s overall for answering the
research question or testing the research hypothesis”.
The main objective of this research is to study the Effects of Modular Distance
Learning in the academic performance of Grade 9 students at Laurel District. Moreover,
it seeks to measure the advantages and disadvantages of modular learning through the
effect of printed modules for the selected Grade 9 students at Laurel District. Different
platforms and effectiveness will be also found based on the Grade 9 student’s academic
performance. The descriptive research and inferential design were both used based
on the nature of the study.
As per Research Design Team (2014), as cited by Rosita (2016), descriptive
research design is a study in which information is collected without changing the
environment such as nothing is manipulated. Descriptive study can provide
information about the naturally occurring health status, behavior, attitudes or other
characteristics of a particular group. Descriptive studies are also conducted to
demonstrate associations or relationships between things in the world around.

28
On the other hand, the study also used the Inferential design since the
researcher wants to find the significant relationship between the effects of modular
distance learning and the academic performance of grade 9 students. Inferential
statistics was a procedure used by researchers to draw conclusions based on data that
was beyond simple description (Clayton, 2014). This method was used to make
predictions from the collected data from samples and make generalizations about a
population. According to Plonsky (2015), inferential statistics helps the researcher to
compare sample data to other samples or to previous research using statistical models.
This data was used to answer research questions in order to make conclusions.
Furthermore, the descriptive method and quantitative data gathering method of
research were used in this study.
Respondents of the Study
The researchers chose some selected Junior High School Grade 9 Students of
Laurel District that considered in the study which is the effect of modular distance
learning in their academic performance as a whole.
The researcher used the Slovin’s formula to predict the total number of the
students. But the selection of the respondents among the total population of six
hundred forty-two (642), the researcher used the simple random sampling technique.
Simple random sampling is a sampling technique in which each member of a
population has an equal chance of being chosen, through the use of an unbiased
29
selection method. Each subject in the sample is given a number and then the sample is
chosen by a random method.
Table A
Distribution of Respondents
Name of School Total Population Target Respondents
1. Wenceslao Trinidad Memorial 471 180
National High School
2. Bugaan Integrated School 63 24
3. Balakilong Integrated School 61 23
4. San Gregorio Integrated School 47 18
Total 642 245

30
Locale of the Study
The use of Modular Distance Learning (MDL) into the school curriculum have big
impact to the academic performance of the students. The study was conducted at the
three selected public school at Laurel District which are Wenceslao Trinidad Memorial
National High School located at Poblacion 1, Bugaan Integrated School in Bugaan West,
Balakilong Integrated School at Balakilong and San Gregorio Integrated School in San
Gregorio, Laurel, Batangas. Thus, this initiated to assess the effects of MDL to the
academic performance of the grade 9 students.

31
32
RESEARCH INSTRUMENT
The survey questionnaire was constructed with the supervision of the research
adviser and questions were based on the different literature and studies gathered by the
researcher in the internet as her source. The data were gathered using research-made
standardized survey questionnaire with the use of Likert Scale to assess the Effect of
Modular Distance Learning to the academic performance of the student. There were two
parts of the questionnaire and each part is divided into three components. The first part
was all about the questions on the effects of modular distance learning in the grade 9
students. These were divided into three components which is the first one is in terms of
psychological aspect, the second one is in terms of their physical aspect and then the third
one is in terms of the financial aspect. On the other hand the second part of the
questionnaire was about the barriers existed to the implementation of modular distance
learning to the grade 9 students which is also divided into three components. These were
in terms learning resources, then the fifth is in terms of the learning habits and lastly is in
terms of the learning disturbances.
The purpose of a Likert Scale was to identify the attitude of people towards the
given stimulus objects by asking them the extent to which they agree or disagree with
them. It is typically a response category scale ranging from “strongly
disagree” to “strongly agree”. Likewise, the researcher got the general average of the
student from the selected advisers upon the approval of the principal.
33
VALIDITY OF THE RESEARCH INSTRUMENT
The devise questionnaire was compose of two parts . Each part was divided into
three components with a total of 6 components. All in all a total of 60 items were
originally crafted by the researcher based on the effects of modular distance learning to
the academic performance of the students and the barriers existed amidst pandemic.
These were found relevant and greatly contribute to the present study.
The researcher crafted her title together with the questionnaire and submitted it
to the three validators who are expert in the field of research. After the validation of the
three validators, she also submitted her title together with the crafted questionnaire to
the research adviser. Through the help of the experts, item-by-item, the questionnaire
was checked and validated. All the constructive comments and suggestions were given
considerations until the final draft of the instrument was completed.
RELIABILITY OF THE RESEARCH INSTRUMENT
The questionnaire presented to the professor and distributed electronically
through google form to the supposed respondents which was used in the test-retest
process.
The ten (10) students of Talisay District was chosen as the respondents in
establishing reliability status of the devised instrument. These selected students were
not part of the supposed respondents of the study since the respondents of the study
34
were chosen from Laurel District but they are both inside in the SDO Batangas
Province.
On the other hand, the chosen respondents were given a questionnaire. On the
first part of the questionnaire it seems on the result that the questionnaire were
moderately reliable. On the other hand, the result of the test retest questionnaire shows
also that the second part of the questionnaire was also moderately reliable .
After a week, the same set of questions were given to the chosen respondents.
And the same process were did. All in all , based on the result of the conducted validity
test, it seems that the questionnaires are moderately reliable.
Data Gathering Procedure
To assess the Effects of Modular Distance Learning in the Academic
Performance of the students a research-made questionnaire was used after it had
undergone validation of the experts. The data were gathered through research made
questionnaire.
Furthermore, a letter that was crafted by the researcher and given to the principal of
the four Public Junior High School at Laurel District to ensure consent. A total of 245
Grade 9 students were chosen as respondents of the study using simple random sampling
method. Then after receiving the consent from them to gather the data, the researcher
was sent the survey questionnaires electronically through google form. The respondents
were given a day to answer the survey questionnaire and after a day were retrieved from
them. After retrieving the survey questionnaires, the researcher proceeded to the
35
evaluation of the results. Hence, the result was been the basis as relevant resources used
in formulating the conclusions and recommendation of the study.
On the other hand, the researcher ensured the secrecy of the data gathered from
the respondents and these data would be between only to the panelist and the researcher
only.
STATISTICAL TREATMENT OF DATA
The following statistical tools were used in this study;
Weighted Mean. This tool were used to measure the effects of modular distance
learning in the grade 9 students in terms of the given variables. Also, this statistical tool
were used in measuring the level of barriers existed in the implementation of modular
distance learning for grade 9 students.
Where:
Σ = Summation
w = the weights.
x = the value.
Percentage Formula. This tool were used to present the data of grade 9
student’s academic performance in Mathematics at Laurel District for the year 2021-
2022.
P = f/N x 100%
Where; P is the percentage, f is the frequency and N is the number of
respondents.
36
Pearson Product Moment Correlation. This tool were used to determine the
significant relationship between the effects of modular distance learning and the barriers
existed in the implementation of modular distance learning.
T-test. This tool would applied to determine the significant relationship between
the effects of modular distance learning and the academic performance of grade 9
students.
TABLE B
Mean/Value Interpretation Verbal Interpretation
4.21- 5.00 5 Strongly Agree
3.41-4.20 4 Somewhat Agree
2.61-3.40 3 Somewhat Disagree
1.81-2.60 2 Disagree
1.00-1.81 1 Strongly Disagree

37
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the results, the analysis and interpretation of the data
gathered by the researcher from all the answers given by the respondents in the
questionnaire administered to them and the records from the offices concerned.
Likewise, the presentation of the different tables was based on the various problems
posted in the study. This part of the study is organized in the congruence with the
statement of the problem.
1. On the effects of modular distance learning in the Grade 9 students in terms of
psychological, physical and financial aspect
Table 1.1 shows the effects of modular distance learning in the Grade 9 students
at Laurel District in terms of psychological aspect.
Table 1.1
Effects of Modular Distance Learning in the Grade 9 students
in Terms of Psychological Aspect
Physical Aspect Weighted Verbal Interpretation Rank

The modular distance Learning. . . Mean
1. Helps to manage study time effectively

and easily complete tasks on time.
4.58 Strongly Agree 1
(Tinutulungang pamahalaan ng tama ang
oras ng pag aaral at matapos ang mga
gawain sa tamang oras.)
2. Makes answering modules more
enjoyable when working independently .
4.43 Agree 2
(Nagiging mas kasiya siya ang pagsasagot
ng modyul kapag ginagawa ito ng mag isa.)
39
3. Becomes motivated in answering

modules at home.
4.26 Agree 4
(Nagiging Kaganyak ganyak ang pagsasagot
ng modyul sa bahay.)
4. Helps to feel free in answering modules
at home.
4.21 Agree 5
(Tumutulong na makaramdam ng kalayaan
sa pagsasagot ng modyul sa bahay.)
5. Gives more bonding time with family.
4.37 Agree 3
(Nagbibigay ng mas madaming oras para sa
pamilya.)
6. Brought brain tiredness, worries and
anxious.
3.88 Agree 8
(Nagdudulot ng pagod sa kaisipan, pag-
aalala at pagkabalisa. )
7. Brought a lot of tension .
3.98 Agree 7
(Nagdudulot ng sobrang tensyon.)
8. Brought madness when cannot answer
modules alone.
3.35 Agree 10
(Nagdudulot ng pagkagalit kapag hindi
masagutan ang modyul ng mag-isa.)
9. Find difficulties on answering modules.
4.09 Agree 6
(Nagdudulot ng kahirapan sa pagsasagot ng
modyul.)
10. Brought loneliness when answering
modules at home.
3.81 Agree 9
(Nagdudulot ng kalungkutan sa pagsasagot
Composite Mean 4.10 Agree
The students perceived that they were “Strongly Agree” in psychological
aspect in terms of the modular distance learning helps to manage study time
effectively and easily complete task on time with the weighted mean 4.58,
40
rank 1. Moreover, in terms of the modular distance learning makes answering
modules more enjoyable when working independently has a verbal
interpretation of “Agree” and a weighted mean of 4.43, rank 2. Lastly, modular
distance learning gives more bonding time with family with a descriptive
interpretation of “Agree”, rank 3, has a weighted mean of 4.37.
It is vividly observed that the students garnered with an average rating of
4.10 obtained a descriptive interpretation of “Agree” in terms of psychological
aspect.
The sorts of rapid changes in the educational system due to Covid-19
outbreak could somehow affect the psychological aspect of most of the students
mental health. According to Chung et al. (2020a), although it is undeniable that
online learning is considered the best solution to ensure consistency of learning
in the era of the “new norm ”, there may be certain setbacks such as loss of
human presence, detecting the incomprehension of students by facial gestures,
cracking small jokes to light up the mood, student participation (Khalid & Quick,
2016), and communication that can be achieved more effectively in class.
at Laurel District in terms of physical aspect.
Table 1.2
in Terms of Physical Aspect
Physical Aspect Weighted Verbal Rank

The modular distance Learning. . . Mean Interpretation
41
1. Causes to lose energy when answering

modules.
(Nagdudulot ng pagkawala ng enerhiya
kapag nagsasagot ng modyul.)
2. Causes to have lesser time for outdoor
physical activities because of the activities
that needs to be answered in my modules.
(Nagdudulot ng mas kaunting oras para
sa mga panlabas na pisikal na aktibidades
dahil sa pagsasagot ng modyul.)
3. Causes headaches when answering
modules.
(Nagdudulot ng sakit sa ulo habang
nagsasagot ng modyul.)
4. Results to unbalanced diet due to
answering modules.
(Nagdudulot ng hindi balanseng dyeta
dahil sa pagsasagot ng modyul.)
5. Causes lack of sleep and time to
answer all the modules due to great
number of activities, distractions and lack
of focus. 4.31 Agree 10
(Nagdudulot ng kakulangan sa tulog dahil
sa dami ng aktibidades, distraksyon at
kakulangan sa pokus )
6. Causes eyesight problems.
(Nagdudulot ng pagkalabo ng mata.)
7. Results in having lack of time to talk
and communicate with family due to
answering modules.
(Nagdudulot ng kakulangan sa oras para 4.45 Agree 8
makipag usap at makipagkomunikasyon
sa pamilya dahil sa pagsasagot ng
modyul.)
8. Resulted to extreme pain on backs,
shoulders and neck muscles when
answering modules for long time.
(Nagdudulot ng sakit sa likod, balikat at
leeg kapag nagsasagot ng modyul ng
mahabang oras.)
42
9. Resulted to lack of vitamin d(lack of

sunlight) which is bad for the skin.
(Nagdudulot ng kakulangan sa vitamin d 4.49 Agree 7
(kakulangan sa sikat ng araw ) na
nakakaapekto sa balat.)
10. Resulted to calcium deficiency
resulted in minor injuries.
4.44 Agree 9
(Nagdudulot ng kakulangan sa calcium na
maaring magresulta ng minor injuries.)
Composite Mean 4.56 Strongly Agree
The students perceived that they were “Strongly Agree” in physical
aspect in terms of the modular distance learning causes to lose energy when
answering modules with the weighted mean of 4.81, rank 1. Moreover, in terms
of the modular distance learning causes to have lesser time for outdoor
physical activities because of the activities that needs to be answered in
their modules with the verbal interpretation of “Strongly Agree” and a
weighted mean of 4.73, rank 2. Lastly, modular distance learning resulted to
extreme pain on backs, shoulders and neck muscles when answering
modules for long time with a verbal interpretation of “Strongly Agree”, rank 3,
has a weighted mean of 4.67.
It is clearly observed that the students accumulated with an average rating
of 4.56 obtained a descriptive interpretation of “Strongly Agree” in terms of
physical aspect.
It is evident that there is an intertwined relationship between physical
activity and mental health. Previous findings have shown that prolonged sitting
periods or sedentary lifestyles are strongly associated with increased risks for
non-communicable diseases, such as obesity or diabetes, in adults. As a result

43
of school closures, university students may be more susceptible to physical
inactivity and mental illness during the online learning period.
at Laurel District in terms of financial aspect.
Table 1.3
in Terms of Financial Aspect
Financial Aspect Weighted Verbal Rank

The modular distance Learning. . . Mean Interpretation
1.Helps to spend school allowance for food
and other expenses at home.
(Nakakatulong na gastusin ang allowance
para sa pagkain at ibang gastusin sa bahay.)
2. Helps to save travelling allowance,
gasoline and easier time
arrangement.
4.39 Agree 2
(Nakakatulong na makatipid ng allowance sa
pagpasok, gasolina at nagdudulot ng mas
madaling paggamit ng oras.)
3. Helps to save money because there is
no need to buy for school projects.
4.21 Agree 5
(Nakakatulong na makatipid dahil hindi na
kailangang bumili ng proyekto sa paaralan.)
4. Helps to save learning materials such
as paper and ballpen.
4.36 Agree 3
(Nakakatulong na mas makatipid ng gamit
sa pag-aaral gaya ng papel at ballpen. )
5. Does not need to buy complete
school supplies.
4.20 Agree 6
(Hindi na kinakailangang bumili ng
kumpletong gamit sa paaralan .)
6. Does not need to buy school uniform, 4.16 Agree 7
44
bag and other school things.
(Hindi na kinakailangang bumili ng

kasuotang pampaaralan, bag at ibang gamit
sa paaralan)
7. Needs to have additional worksheets
and workbooks where can buy from
department stores.
3.91 Agree 9
(Nangangailangan pa ng karagdagang
sagutan at libro na mabibili sa mga
department stores.)
8. Needs gadgets such as cellular
phone, computer tablet and laptop
which can use to finish tasks in
answering my modules.
4.23 Agree 4
(Nangangailangan ng cellular phones,
kompyuter, tablet at laptop na makakatulong
para matapos ang gawain sa pagsasagot ng
modyul.)
9. Needs to hire tutoring assistance to
understand the modules well.
3.80 Agree 10
(Kinakailangan ng tutoring assistance para
mas maitindihan ang modyul.)
10. Needs more learning resources such
as internet connection to understand
the content of the module well.
3.98 Agree 8
(Nangangailangan ng mapagkukunan ng
kaalaman gaya ng internet connection para
mas maintindihan ang laman ng modyul.)
The students perceived that they were “Strongly Agree” in financial
aspect in terms of the modular distance learning helps to spend school
allowance for food and other expenses at home with the weighted mean of
4.58, rank 1. On the other hand, in terms of the modular distance learning
helps to save travelling allowance, gasoline and easier time arrangement

45
with the verbal interpretation of “Agree” and a weighted mean of 4.39, rank 2.
Moreover, modular distance learning helps to save learning materials such
as paper and ballpen with a verbal interpretation of “Agree”, rank 3, has a
weighted mean of 4.36.
It is vividly observed that the students garnered an average rating of 4.18
obtained a descriptive interpretation of “Agree” in terms of physical aspect.
According to Dargo and Dimas (2021), Cost-effectiveness is an obvious
factor of MDL. It is to save time and cost especially transportation allowance. Not
having learners to commute to school and subsequently saving money was
reported by most parents. Equations should be placed flush-left with the text
margin. Equations are centered and numbered consecutively starting from 1 as
follows.
2. On the barriers existed to the implementation of modular distance learning to the
Grade 9 students in terms of learning resources, learning habits and learning
disturbances.
Table 2.1 shows the barriers existed to the implementation of modular distance
learning to the Grade 9 students at Laurel District in terms of learning resources
Table 2.1
Barriers Existed to the Implementation of Modular Distance Learning to the Grade
9 Students in terms of Learning Resources
Barriers Existed to the implementation of Weighted Verbal Rank

MDL in Learning Resources Mean Interpretation
The modular distance Learning. . .
46
2. Needs of other learning resources such as

text books and other relevant reading materials
on answering modules.
4.38 Agree 3
(Nangangailangan ng ibang mapagkukunan ng
gamit sa pagkatuto gaya ng libro at iba pang
librong babasahin sa pagsasagot ng modyul)
4. Needs internet connection for other sources
of information on answering modules.
4.18 Agree 8
(Nangangailangan ng internet connection para
sa iba pang pagkukunan ng impormasyon sa
pagsasagot ng modyul. )
5. Needs actual feedback to check own
progress which learning materials cannot
provide.
4.20 Agree 7
(Nangangailangan ng aktwal na puna upang
makita ang sariling pag unlad na hindi
naiibigay ng mga gamit sa pagkatuto.)
6. Needs gadgets such as cellular phone,
computer tablet and laptop which can be used
to finish tasks in answering my modules.
4.30 Agree 4.5
(Nangangailangan ng cellular phones,
kompyuter, tablet at laptop na makakatulong
para matapos ang gawain sa pagsasagot ng
modyul.)
7. Helps to communicate easier with friends
especially to teacher in doing learning tasks
successfully through social media applications.
(Nakakatulong na makipagkomunikasyon ng 4.40 Agree 3

mas madali sa mga kaibigan lalong lalo na sa
guro sa pagsasagawa ng mga gawain sa
modyul sa pamamagitang ng social media
application.)
8. Helps to understand the topic well in order to 4.30 Agree 4.5
finish my learning task at home through video
lessons and Other Lesson recording.
(Nakakatulong na mas maintindihan ang aralin

upang matapos ang gawain sa bahay sa
pamamagitan ng mga video lessons at iba
47
pang recorded lesson.)

9. Brought success in understanding the
lesson well and finish the learning task
successfully through self-learning modules.
4.54 Agree 1
(Nagdudulot ng tagumpay sa pagkakaunawa
ng aralin at natatapos ang mga gawain sa
pamamagitan ng self learning modules.)
10. Makes it hard to understand the examples
due to blurred and unclear figures on modules.
4.17 Agree 8
(Nagdudulot ng hirap na maintindihan ang mga
halimbawa sahil sa malabo at hindi
maunawaang mga larawan sa modyul. )
11. Makes it easier to understand the lesson
well through seeing real objects regarding the
topic.
4.26 Agree 5
(Mas napapadali ang pagkaunawa sa aralin
kapag nakakakita ng mga bagay na may
kinalaman sa paksa.)
12. Makes it easier to understand the lesson
well through seeing real objects regarding the
topic.
3.99 Agree 10
(Mas napapadali ang pagkaunawa sa aralin
kapag nakakakita ng mga bagay na may
kinalaman sa paksa.)
Table 2.2 shows the barriers existed to the implementation of modular distance learning
to the Grade 9 students at Laurel District in terms of learning habits
Table 2.2
9 Students in terms of Learning Habits
Barriers Existed to the implementation Weighted Verbal Rank

of MDL in Learning Resources Mean Interpretation
48
2. Helps to study enough for the exam.

4.24 Agree 9
(Nakakatulong na mag aral ng mabuti para
sa exam.)
4. Helps to finish exams in the alloted time.
4.36 Agree 4
(Nakakatulong na matapos ang exam sa
tamang oras.)
5. Separate initial learnings from new
learnings.
4.10 Agree 10
(Binubukod ang mga panimulang kaalaman
sa mga bagong kaalaman.)
6. Helps to study in a group or with a friend.
4.31 Agree 6.5
(Nakakatulong na makapag aral kasama
ang grupo o mga kaibigan.)
7. Helps to adjust study methods for
different subjects.
4.27 Agree 8
(Nakakatulong na makapaglapat ng
stratehiya sa pag aaral para sa ibat ibang
asignatura.)
8. Makes review questions or practice
problems.
4.33 Agree 5
(Gumagawa ng mga tanong para sa
pagsusuri at mga practice problems.)
9. Helps to do answering questions to test
knowledge.
4.46 Agree 3
(Nakakatulong na gumawa ng mga
katanungan para masuri ang kaalaman.)
10. Download and read informations before
answering modules.
4.48 Agree 2
(Kumakalap at nagbabasa ng mga
impormasyon bago magsagot ng modyul. )
11. Summarizing text after answering my
modules.
4.31 Agree 6.5
(Ibinubuod ang teksto pagkatapos
magsagot ng modyul.)
12. Helps to translate the learnings into own 4.62 Strongly Agree 1
49
understandings.
(Nakakatulong na isalin ang mga kaalaman

sa sariling pagkaunawa.)
In the barriers existed to the implementation of MDL in learning
habits the students perceived that they were “Strongly Agree” in terms of the
modular distance learning helps to translate the learning into own
understanding with a weighted mean of 4.62, rank 1. However, in terms of
modular distance learning download and read information before
answering modules with the verbal interpretation of “Agree” and a weighted
mean of 4.48, rank 2. Lastly, modular distance learning helps to do
answering questions to test knowledge with the verbal interpretation of
“Agree” and a weighted mean of 4.46, rank 3.
It is vividly observed that the students accumulated with an average rating
of 4.35 obtained a descriptive interpretation of “Agree” in the barriers existed to
the implementation of MDL in learning habits.
According to findings from Son et al. (2020), this sudden increase in
workload derived mainly from students increasing their own efforts to catch up
with modules without the in-person support they previously had from tutors and
teaching assistants, proving their participation to their tutors by delivering more
assignments than were requested before. Further, investigations into the
challenges of studying at home suggest that difficulties in adopting studying
habits may be the reason for feelings of work overload (Adnan & Anwar, 2020;
Bao, 2020; Händel et al., 2020).

50
Table 2.3 shows the barriers existed to the implementation of modular distance
learning to the Grade 9 students at Laurel District in terms of learning disturbances
Table 2.3
9 Students in terms of Learning Disturbances
Barriers Existed to the implementation Weighted Verbal Rank

of MDL in Learning Resources Mean Interpretation
2. Brought younger siblings to play and

demand for attention.
4.19 Agree 1
(Nagdudulot na ang nakababatang kapatid
ay nakikipaglaro at humihingi ng atensyon.)
4. Makes parents to assign household
chores.
4.05 Agree 3
(Nagdudulot sa magulang na mag atas ng
gawaing bahay.)
5. Resulted to the distraction caused by the
noise produced by household appliances.
4.13 Agree 2
(Nagdudulot ng pagkagambala dahil sa
ingay na nagmumula sa mga appliances sa
bahay.)
6. Brought distraction causes by the noise
from the environment such as noise from
the neighborhood and vehicles.
3.92 Agree 4
(Nagdudulot ng pagkagambala dahil sa
ingay mula sa kapaligiran gaya ng ingay
mula sa kapitbahay at mga sasakyan.)
7. Brought distractions causes by people or 3.41 Undecided 9
chatting while doing modules.
(Nagdudulot ng pagkagambala na sanhi ng

51
pagkukwentuhan ng mga tao habang

naggagawa ng modyul.)
8. Brought to loss of interests in doing
modules because of attention span is
shorter
3.62 Agree 7
(Nagdudulot ng pagkawala ng gana sa
paggawa ng modyul dahil sa maikling
pasensya.)
9. Brought to lack of ability to concentrate in
doing modules because of family problems.
3.78 Agree 5
(Nagdudulot ng kakulangan sa pagtutok sa
paggawa ng modyul dahil sa problema sa
pamilya. )
10. Brought to lack of ability to concentrate
in doing modules because of abusive
relationship with other people.
3.43 Undecided 8
paggawa ng modyul dahil sa abusadong
relasyon sa ibang tao.)
in doing modules because of fights with
peers.
2.96 Undecided 10
paggawa ng modyul dahil sa away ng
kaibigan.)
in doing modules because of having in
mind the embarrassing incident that
happened earlier. 3.69 Agree 6
paggawa ng modyul dahil sa kahiya hiyang
pangyayari.)

In the barriers existed to the implementation of MDL in learning habits the
students perceived that they were “Agree” in terms of the modular distance
52
learning brought younger siblings to play and demand for attention with a
weighted mean of 4.19, rank 1. Moreover, in terms of modular distance
learning resulted to the distraction caused by the noise produced by
household appliances with the verbal interpretation of “Agree” and a weighted
mean of 4.13, rank 2. Lastly, modular distance learning makes parents to
assign household chores with the verbal interpretation of “Agree” and a
weighted mean of 4.05, rank 3.
It is clearly observed that the students garnered an average rating of 3.72
obtained a descriptive interpretation of “Agree” in the barriers existed to the
implementation of MDL in learning disturbances.
Consequently , a poor learning environment is detrimental for students to
comfortably participate in remote learning. Establishing a positive and conducive
leaning space has long been a problem in distance education especially in most
poor households (Baticulon et l., 2020).The sudden migration to remote learning
in the middle of a health crisis has overlooked an unconducive learning
environment , which may affect the learning of the students. Moreover, students
voiced out the challenge that remote learning schedules conflict with their home
responsibilities. This disruption usually happens in remote learning because
students need to do their household chores. This problem may influence
students’ academic performance as shown by previous studies where students’
involvement in household responsibilities negatively affects their academic
achievement (e.g. see Poncian 2017; and Amali, Bello & Adeoye, 2018).
53
3. Significant Relationship between the effects of modular distance learning and the
barriers existed in the implementation of Modular Distance Learning.
Table 3.1 shows Significant Relationship between the Effects of MDL and the Barriers
Existed in the Implementation of MDL in Terms of Learning Resources
Table 3.1
Significant Relationship between the Effects of MDL and the Barriers Existed in
the Implementation of MDL in Terms of Learning Resources
Variables p-values t-values Decision Interpretation

Psychological Aspect 0.1700 1.4294 Accept Ho Not Significant
Physical Aspect 0.0005 4.2550 Reject Ho Significant
Financial Aspect 0.3221 1.0182 Accept Ho Not Significant
where;
df=18
α = 0.05
Table Value=1.734
Since the t-computed value of 1.4294 and 1.0182 was less than the
tabular value 1.734 at 0.05 level of significance with 18 degrees of freedom, the
null hypothesis is accepted in favor of the research hypothesis. This means that
there is no significant relationship between the Effects of MDL and the Barriers
existed in the Implementation of MDL in Terms of Learning Resources in
psychological and financial aspect.
Meanwhile, in terms of Physical Aspect, it revealed that the t test value of
4.2550 was greater than the tabular value 1.734 with the degrees freedom of 18
at 0.05 level of significance. This means that there is a significant relationship

54
between the effect of MDL and the Barriers Existed in the Implementation of MDL
in terms of Learning Resources. Thus, the null hypothesis was rejected.
Existed in the Implementation of MDL in Terms of Learning Habits
Table 3.2
the Implementation of MDL in Terms of Learning Habits

Psychological Aspect 0.0451 2.0608 Reject Ho Significant
Financial Aspect 0.0037 1.9034 Reject Ho Significant
where;
df=18
α = 0.05
Table Value=1.734
Since the t- computed value of 2.0608, 3.1948 and 1.9034 was greater
than the tabular value 1.734 with the degrees of freedom of 18, the null
hypothesis is rejected in favor of the research hypothesis. This means that there
is Significant Relationship between the Effects of MDL and the Barriers Existed in
the Implementation of MDL in Terms of Learning Habit in Psychological, Physical
and Financial Aspect.
Existed in the Implementation of MDL in Terms of Learning Disturbances

55
Table 3.3
the Implementation of MDL in Terms of Learning Disturbance

where;
df=18
α = 0.05
Table Value=1.734
Since the t- computed value of 2.2800, 6.4800 and 3.2736 was greater
than the tabular value 1.734 with the degrees of freedom of 18, the null
hypothesis is rejected in favor of the research hypothesis. This means that there
is a Significant Relationship between the Effects of MDL and the Barriers Existed
in the Implementation of MDL in Terms of Learning Disturbances in
Psychological, Physical and Financial Aspect.
4. Academic performance in mathematics of the Grade 9 Students Academic year
2020-2021 at Laurel District
Table 4 shows the Academic performance in mathematics of the Grade 9 Students
Academic year 2020-2021 at Laurel District .
Table 4
56
Academic performance in mathematics of the Grade 9 Students Academic
year 2020-2021 at Laurel District
Grading Scale Descriptor Frequency Percentage

90-100 Outstanding 15 6.12
85-89 Ver Satisfactory 92 37.55
80-84 Satisfactory 138 56.33
75-79 Fairly Satisfactory 0 0.00
Below 75 Did Not Meet Expectations 0 0.00
TOTAL 245 100
Table 4 reveals that out of 245 students, 15 students (6.12%) of the students
obtained mathematics grades of 90-100 with a grade descriptor of “Outstanding”
while 92 students (37.55 %) of the students garnered their grades from 85-89 with a
grade descriptor of “Very Satisfactory”. Then 138 students (56.33%) got the grades
of 80-84 which obtain a descriptor of “Satisfactory”. Based on the results, it shows
that 138 has the highest number of frequency in the Academic performance in
mathematics of the Grade 9 Students Academic year 2020-2021 at Laurel District.
5. Significant relationship between the effects of modular distance learning and the
academic performance of Grade 9 students in mathematics at Laurel District
Table 5 shows the Significant relationship between the effects of modular distance
learning and the academic performance of Grade 9 students at Laurel District
Table 5
Significant Relationship between the Effects of Modular Distance Learning and
the Academic performance of Grade 9 students at Laurel District

57

where;
df=13
α = 0.05
Table Value=1.771
Since the t-computed value of 2.3569, 2.3328 and 2.3524 was
greater than the tabular value 1.771 at 0.05 level of significance with 13 degrees
of freedom, the null hypothesis is rejected in favor of the research hypothesis.
This means that there is significant relationship between the Effects of MDL and
the academic performance of Grade 9 students in terms of psychological,
physical, and financial aspect.
The academic performance of learners after the implementation of
Modular Distance Learning (MDL) decreased. It only means that face-to-face
which is the most important side of physical learning was more favorable
and more effective in terms of children’s learning. It was determined that there
were more negative effects of MDL than positive ones. (Dargo and Dimas,
2021).
Some studies have shown the negative impact of modular distance learning
which resulted in the decreased rate of academic performance of students. Parents had
claimed that time allotment to finish the learning tasks, too many activities incorporated
in the modules, less interaction of the teachers and learners, and educational
58
attainment of parents were the reasons for their hard time as facilitators to their children.
(Abude, 2021)
6. Based on the result of the study, what action plan can be recommended to
develop a program that will resolve a problem?
PROPOSED ACTION PLAN: MATH GAMESAYA (Gamification to Add

Mathematics Earnest Students to Strengthen and Yield Ability)
I. BRIEF PROPOSAL
Due to the alarming news reported and published by Rappler where the
Philippines has the lowest among 58 countries in Math, Science-global assessment,
teachers should be shaping and increasing the quality of education especially in
Mathematics. To increase their academic performance in Mathematics, Program
MATH GAMESAYA was developed. It aimed to teach students while playing so that
their learning is practical and mindful. The proponent also aimed for students to
appreciate and love Mathematics. According to Michael & Chen,2006, p.1), “games
have the power to teach, train and educate ” and are effective means to learning skills
and attitudes that are not so easy to learn by rote memorization. The proponent will
assess the students’ level of performance using the tool created in a game form. The
proponent will communicate with them through messenger, SMS and phone calls to
assess and monitor the student’s level of improvement. The project will be done at the
student’s home so that they can manage their time from 8 am until 11 am. They will
59
finish the program within 1 week . After a week they will be given a pre-test to check
their level of performance.
PROGRAM PROPONENT  DepEd Batangas Province – Laurel

District
PROGRAM OWNER  DepEd Laurel
 MRS. DIAN B. VILLAVICENCIO
TARGET LEARNERS  Selected Grade 9 students at Laurel
District
 245 participants
Number of Batches and Proposed  Individual Work
Implementation Date  February 2023, 3 Hours/ 5 days from
8:00 AM – 11:00 am
Proposed Venue The training will be accomplished on the
Respondent’s Home
Total Proposed Budget Php 500
Proposed Continuing Professional N/A
credit units ( if any)
Registration Fee (if any) N/A
II. Program Background and Rationale
The purpose of the department of education is to provide quality of education
to young people who are the nation’s hope. Teachers have the responsibility to fulfill
how the child can achieve this purpose.
As this role continues, teachers are aware of the strengths and weaknesses
of the students in the various learning area. A number of factors hinders a student’s
ability to master the subject particular, Mathematics. According to Molato (2017),

60
students are not monitored by their parents in studying mathematics, they have a
lot of household chores to do, and above all they don’t enjoy Mathematics. This
causes the student’s performance to decrease especially during the time of
pandemic. Students were assessed how much knowledge they acquired in the
subject throughout the year. This is the problem the institution wants to resolve.
Project Math SAYAGAMES wants the students to learn Mathematics while
having fun at home. Topics are delivered to the selected Grade 9 students in fun
and exciting ways.
The project proponent believes that if they develop mathematical abilities of
the students, they can build a good nation in the future. The proponent of this
project believes that this projects will be a big contribution to the students because
most of them don’t fully grasp the idea of a Math topic when they see it. Playing
while learning is a hands-on learning experience which should be included in the
school’s curriculum.
On the other hand, as the pandemic arise, the educational system of the
country embraces a huge change and its abrupt implementation. From the
experiences of the teachers, there were identified gaps and barriers which can be
improved if they can provide the complete learning materials and resources. That’s
why this project also aims
PROGRAM DESCRIPTION
61
According to research, using games in teaching can help increase student
participation, foster social and emotional learning, and motivate students to take
risks. One study of the popular multiple-choice quiz game Kahoot found that it
improved students' attitudes toward learning and boosted their academic scores.
That’s why the proponent establish this kind of program to help the
respondent to learn while enjoying. The program was established based on the
needs of the students. Since Mathematics is a boring subject for most of the
students, the proponent come up to a decision to make an activity in a game
form through module. This program is about giving four modules to the students
with the attach activity in a game form. The module is divided into four and will be
given each day. Every activity is composed of 5 levels. The respondents need to
pass each level the in order to move to the next level of the activity. After the
respondent passed all levels their parents will return the module and they will
receive a reward from the facilitator. On the fifth day of the said program they will
receive a certificate for their participation on the said program.
III. TARGET LEARNERS’ DESCIPTION
This study was conducted in all Public Junior High Schools in Laurel District.
The researcher chose the place of data gathering because it will give him the needed
information about the problems encountered during the implementation of the
Modular Distance Learning which will serve as the basis for the action plan. The
study was conducted in the school year 2020– 2021.

62
Moreover, the study was conducted in Public-School Junior High School
students in Laurel District. The respondents have the total population of 642. And out
of 642 respondents, 245 were chosen.
IV. WORKPLACE DEVELOPMENT OBJECTIVES (WDO)
The following results are expected from this webinar.
 Impact: To help the student to be knowledgeable enough and build
abilities in appreciating and understanding lessons in
 Organizational Outcome:
Students are one of the key factors in achieving a successful
teaching – learning process. They are the one who accept the
understanding that was given by the teacher. Low performance of the
students in Mathematics was one of the problem that all Junior High
School is facing right now. That’s why a proponent come up to an action
which is to educate students and help them appreciate the world of math
through games which may help them to build their abilities in
understanding the said subject.
In connection to this, the organization expects that after this
program they will be able to use their learned skills and knowledge in
understanding and appreciating the world of mathematics.
 Outputs: Participants will be able to use their learnings and knowl-
edge in solving any mathematical situation . They can understand the
world of problems through the use of skills they learned from the said
63
program and at the same time they will enjoy the activity at home with-
out boredom
 Competencies: To establish and build abilities and skill of the stu-
dents in solving mathematical problems .
V. PROGRAM LEARNING OBJECTIVES
TERMINAL OBJECTIVE:
 To help students appreciate and love Mathematics through Math-
magic and games
ENABLING OBJECTIVES
 Assess performance level in Mathematics
 Increase performance level in Mathematics
VI. WORKPLACE APPLICATION PROJECT OR JOB-EMBEDDED LEARNING
To help children improve their mathematics skill, the Individualized Ap-
proach was used. The child is free to practice the skill and pass the assess-
ment without the child ever feel boredom.
VII. DETAILED ACTIVITY IMPLEMENTATION PLAN
For the effective implementation of this virtual program, the session
matrix including topics, persons involved and the time frame to be used,
please see attached sheet ( Attachment C).
VIII. MONITORING AND EVALUATION PLAN

64
Participant’s level of understanding will be gauged using an
assessment tool to be accomplished right after they read the topic on their
module.
IX. LEARNING RESOURCE PACKAGE
In the delivery of this program, no other resource materials are needed
except for the printed modules and activities to be given to the
respondents.
X. LEARNING SERVICES PROVIDERS
Learning Role(s) Assigned Sessions Relevant

Service (Indicate if ( Indicate specific Qualifications
Providers resource person, learning activities (Provide synopsis
(Full Name) lecturer, that will be facilitated of relevant
facilitator, coach, or topics to be qualifications)
panelist, etc.) delivered)
 Module 1:
Facilitator Addition and
Subtraction of
Integers
Dian B.  Module 2:
Villavicencio Exponents
 Module 3:
Square Roots
 Module 4:
Decimals, Fractions
and Percentages
XI. PROGRAM MANAGEMENT STRUCTURE
The person will be responsible for ensuring that this activity will be carried out
effectively and efficiently based on the standards, including their roles and terms or
reference.
65
(For SDO Proponent)

Prepared by: Funds Available:
______________________ ________________
DIAN B. VILLAVICENCIO Budget Officer
Teacher I
Noted by: _________________
_______________ Accountant III
Division/Section
Issuance of PR No.
____________________
Supply Officer III
PR No.:
Recommending Approval:
___________________
BAC CHAIRMAN
Approved:
_____________________________
MERTHEL M. EVARDOME, CESO V
Schools Division Superintendent
66
ATTACHMENT C
PROJECT TASK INFORMATION

Project Task Estimated Start Estimated Task Owner
Date Completion Date
1. Preparation
January 3, 2023 January 4, 2023
Create Project Plan
List Process and
January 5, 2023 January 7,2023
Process Measures
Create
January 8, 2023 January 12, 2013
Communication Plan
Create tool for the
Evaluation of January 13, 2023 January 23,2023
Activity
Dian B. Villavicencio
2. Communication January 24, 2023 January 25, 2023
3. Documentation January 3, 2022 February 28,2023
4. Implementation February 13, 2023 February 17, 2023

5. Consolidation and
Analysis of the February 18, 2023 February 20,2023
Results
6. Program Review February 21, 2023 February 22, 2023
67
Performance
February 23, 2023 February 24,2023
Appraisal
Project Feedback
February 25, 2023 February 26, 2023
Form
7. Lay Final Report February 27,2023 February 28, 2023
CHAPTER 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents summary of findings, conclusions derived, and
recommendation based on findings of the study.
Summary of Findings
After the thorough and interpretation of the data gathered, the data gathered, the
following results had been attained in connection with the statement of the problem.
1. On the effects of modular distance learning in the Grade 9 students
1.1 In terms of Psychological Aspect. The students “Strongly Agree” that in
terms of psychological aspect the modular distance learning helps to manage
study time effectively and easily complete task on time with the weighted mean
4.58, rank 1. On the other hand, students agree that the modular distance
learning gives more bonding time with family that lands at lowest rank with a
weighted mean of 4.37.
1.2 In terms of Physical Aspect. The students “Strongly Agree” in terms of
physical aspect the modular distance learning causes to lose energy when
answering modules with the weighted mean of 4.81, rank 1 while modular
distance learning resulted to extreme pain on backs, shoulders and neck
muscles when answering modules for long time with a verbal interpretation of
“Strongly Agree” at the last rank has a weighted mean of 4.67.
1.3 In terms of Financial Aspect. The students “Strongly Agree” that in terms of
financial aspect the modular distance learning helps to spend school

69
allowance for food and other expenses at home with the weighted mean of 4.58,
rank 1. Moreover, they also modular distance learning helps to save learning
materials such as paper and ballpen with a verbal interpretation of “Agree”, rank
3, has a weighted mean of 4.36.
2. On the barriers existed to the implementation of modular distance learning
to the Grade 9 students at Laurel District
2.1 In terms of Learning Resources. Students “Agree” the modular distance
learning brought success in understanding the lesson well and finish the learning
task successfully through self-learning modules with a weighted mean of 4.54,
rank 1. On the other hand, students also “Agree” that modular distance learning
needs other learning resources such as textbooks and other relevant reading
materials on answering modules with and a weighted mean of 4.38, which lands
at the lowest rank.
2.2 In terms of Learning Habits. The student-respondents “Strongly agree” that
he modular distance learning helps to translate the learnings into own
understanding with a weighted mean of 4.62, rank 1. Moreover, students “Agree”
that modular distance learning helps to do answering questions to test
knowledge with a weighted mean of 4.46, rank 3.
2.3 In terms of Learning Disturbances. The student-respondents “Agree” that
modular distance learning brought younger siblings to play and demand for
attention with a weighted mean of 4.19, rank 1, on the other hand, they also
70
“Agree” that modular distance learning makes parents to assign household
chores with a weighted mean of 4.05 at the last rank.
3. On the Significant Relationship between the Effects of MDL and the Barriers
Existed in the Implementation of MDL . In terms of Learning Resources, the
MDL reveals that there is no significant relationship between the Effects of MDL and
the Barriers existed in the Implementation of MDL in psychological and financial
aspect, since the t-computed value of 1.4294 for psychological aspect and 1.0182
for financial aspect were less than the tabular value 1.734 at 0.05 level of significance
with degrees of freedom 18. Meanwhile, in MDL reveals that the t test value of
4.2550 was greater than the tabular value 1.734 with the degrees freedom of 18 at
0.05 level of significance which means that there is a significant relationship between
the effect of MDL and the Barriers Existed in the Implementation of MDL in physical
aspect. On the other hand, in terms of Learning Habits, it reveals that there is significant
relationship between the Effects of MDL and the Barriers existed in the Implementation
of MDL in psychological, physical and financial aspect, since the t- computed value of
2.0608, 3.1948 and 1.9034 respectively was greater than the tabular value 1.734 with
the degrees of freedom 18. Moreover in terms of learning disturbances, it reveals that
there is significant relationship between the Effects of MDL and the Barriers Existed in
the Implementation of MDL, since the t- computed value of 2.0608, 3.1948 and 1.9034
was greater than the tabular value 1.734 with the degrees of freedom of 18.
4. On the Academic performance in mathematics of the Grade 9 Students
Academic year 2020-2021 at Laurel District . During the implementation of the

71
Modular Distance Learning, most of the Grade 9 students received 80-84 average in
mathematics consisting the 56.33% of the total population of the respondents while the
37.55% of the student respondents got grades from 85-89. On the other hand, the
remaining 6.12% of the total population garnered an average in mathematics from 90-
100 during the school year 2020-202.
5. On the Significant relationship between the effects of modular distance
learning and the academic performance of Grade 9 students at Laurel District. On
the. In terms of psychological, physical, and financial aspect, since the t-computed
value of 2.3569, 2.3328 and 2.3524 respectively was greater than the tabular value
1.771 at 0.05 level of significance with 13 degrees of freedom, the null hypothesis is
rejected in favor of the research hypothesis. This means that there is significant
relationship between the Effects of MDL and the academic performance of Grade 9
students .
In connection to this, accept and reject the null hypotheses. This mean
that there is significant and non-significant relationship among the stated-above
variables.
Conclusions
Based on the results of the study, the following conclusion were drawn:
1. That there are positive and negative effects of modular distance learning terms of
psychological, physical and financial aspect.
2. That there were barriers existed to the implementation of modular distance learning in
terms of learning resources, learning habits and learning disturbances.

72
3. That there is a significant and non-significant relationship between the effects of
modular distance learning and the barriers existed in the implementation of Modular
Distance Learning.
4. That the student-respondents performed satisfactory during the implementation of the
adapted learning modality.
5. That there is significant relationship between the effects of modular distance learning
and the academic performance of Grade 9 students.
Recommendations
After the careful study of the preceding conclusions, the researcher hereby
recommends the following:
1. The student may be encouraged to attend virtual tutoring and virtual recollection
which can help to address the students’ concerns and promote the importance of
mental health, self-reflection and self-realization.
2. Adequate learning materials and learning resources may be provided by the
school. In addition to this, parents and teachers should be aware of their roles and
responsibilities in teaching learners for them to learn efficiently and effectively.
3. The students must follow their weekly home learning task in order to do their
module effectively and efficiently.
4. The students may assess themselves based on their experiences and perfor-
mance every school year. The result of the assessment may serve as a tool in to
know the level of their improvement.

73
5. The students must be responsible to do their modules for continuous learning
and at the same time parents should only guide their children in answering mod -
ules. They must not do their task instead. In addition to this teachers are encour -
age to give more concrete examples about the lesson and lessen the activities.
BIBLIOGRAPHY
BIBLIOGRAPHY
A. BOOKS/ JOURNAL/ MAGAZINE REFERENCES
Abbasi, K., Hazrati, M., Mohamadi, N., & Rajaeefard, A. (2013). The effect of
learning via module versus lecture teaching methods on the knowledge and practice
of oncology nurses about safety standards with cytotoxic drugs in Shiraz University
of Medical Sciences. Iranian Journal of Nursing and Midwifery, 483–487.
Abucejo, C. M., Amodia, J. B., Calorin, R., Deo, N. F., Fuentes, M. J., Lamila, K.
N., ... & Minyamin, A. (2022). Going Back to Elementary Years: The Parents
Lived Experiences in Modular Distance Learning. Psychology and Education: A
Multidisciplinary Journal, 2(6), 477-489. doi: 10.5281/zenodo.6791851
Agayon, A. J. D., Agayon, A. K. R., & Pentang, J. (2022). Teachers in the new
normal: Challenges and coping mechanisms in secondary schools. Journal of
Humanities and Education Development (JHED), 4.
Alea, L. A., Fabrea, M. F., Roldan, R. D. A., & Farooqi, A. Z. (2020).
Teachers' Covid-19 awareness, distance learning education experiences and
perceptions towards institutional readiness and challenges. International Journal
of Learning, Teaching and Educational Research, 19(6), 127-144.
Lim, E. (2016). Effectiveness of Modular Instruction in Word Problem Solving of
BEED Students. IOSR Journal of Mathematics, 59-65
Alea, L. A., Fabrea, M. F., Roldan, R. D. A., & Farooqi, A. Z. (2020).
Teachers' Covid-19 awareness, distance learning education experiences and
perceptions towards institutional readiness and challenges. International Journal
of Learning, Teaching and Educational Research, 19(6), 127-144.

Ando, K., Basilisco, J., Deniega, A., Gador, K., Geraldo, P. J., Gipulao, W. E.
M., ... & Minyamin, A. (2022). Learning without Learning in the New Normal:
College Education Students Lived Experiences in Blended Learning Modality.
Psychology and Education: A Multidisciplinary Journal, 2(6), 455-464. doi:
10.5281/zenodo.6791799
Malik, S. (2012). Effects of modular and traditional approaches on students’ general
comprehension. Elixir International Journal, 6228-6229
Melad, F. (2016) Modular Approach in Teaching Mathematics: Quadratic Function
https://saspjournals.com/wp-content/uploads/2016/07/SJPMS-3399-105.pdf
Mazkeraj, D., & Witte, K. (2019). The effect of modular education on school dropout.
BERA Journal, 1.
Naboya, V. (2019). EFFECT OF MODULAR APPROACH ON THE LEVEL OF
ACHIEVEMENT OF STUDENTS IN INORGANIC CHEMISTRY . JOURNAL OF
INTERNATIONAL ACADEMIC RESEARCH FOR MULTIDISCIPLINARY, 36-55.
Sadiq, S. (2014). Effectiveness of Modular Approach in Teaching at University Level.
Journal of Education and Practice, 103.
Park, S. (2021). UTILIZATION OF MODULAR LEARNING. GSJ: Volume 9, Issue 4, April
2021, Online: ISSN 2320-9186 www.globalscientificjournal.com
Yazon, A. (2017). Validation and Effectiveness of Module in Assessment of Students
Learning. International Journal of Science and Research, 1833-1836.
B. PUBLISHED AND NON PUBLISHED MATERIALS

Al-Shuaibi, A. (2014). The Importance of Education. Retrieved from ResearchGate:
https://www.researchgate.net/publication/260075970_The_Importance_of_
Education
Aleilamat, A. (2012). The Effect of Educational Modules Strategy on the Direct and
Postponed Study's Achievement of Seventh Primary Grade Students in Science, in
Comparison with the Conventional Approach . Retrieved from ERIC:
https://files.eric.ed.gov/fulltext/EJ1081470.pdf
Khalil, Yousuf, I. (2020) Effect of Modular Approach Teaching on Achievement of
Secondary School Mathematics Students.
Martinez, R.(2021). EFFECTIVENESS OF MODULAR DISTANCE LEARNING.
https:effectiveness_of_modular_distance_learning.pdf (depedbataan.com)
Using a Modular Approach to Course Design. (2020). Retrieved from Boise State
University:https://www.boisestate.edu/ctl-idea/teaching-with-tech/primer/using-a-
modular-approachto-course-design/
Vergara, A. (2017). DEVELOPMENT OF MODULE. Retrieved from Research Gate:
https://www.researchgate.net/publication/329771095_DEVELOPMENT_OF_MODU
LEVidal Rodeiro, C., & Nadas, R. (2011). Effects of modularisation. Retrieved from
Cambridge Assessment UK:
https://www.cambridgeassessment.org.uk/images/109794-effects-
ofmodularisation.pdf https://research.com/education/distance-learning-the-ultimate-
guide-to-online-learning
Valencia, R. (2020). Modular Approach in Teaching Science 10
https://www.ijtsrd.com/papers/ijtsrd30318.pdf
C. INTERNET WEBSITES
Bagood, J. (2020). Teaching-Learning modality under the new normal. Retrieved
from Philippine INformation Agency: https://pia.gov.ph/features/articles/1055584
Chin, M. (2020). Students’ New Normal : Modular Distance Learning. Retrieved from
Unique Philippines: https://www.uniquephilippines.com/students-new-normal-
modular-distancelearning/
Dejene, W., & Chen, D. (2019). The practice of modularized curriculum in higher
education institution: Active learning and continuous assessment in focus. Retrieved
from Taylor and Francis Online:
https://www.tandfonline.com/doi/full/10.1080/2331186X.2019.1611052
https://files.eric.ed.gov/fulltext/ED607633.pdf
Jones, J. (2017). face to face vs. online learning. Retrieved from HeadSpace:
https://headspace.org.au/young-people/face-to-face-vs-online-learning/
Magsambol, B. (2020). Briones says modular learning 'expensive,' has 'big effect' on
environment. Retrieved from Rappler: https://www.rappler.com/nation/briones
modular learning-expensive-effect-environmentMagsambol, B. (2020). FAST
FACTS: DepEd's modular learning. Retrieved from Rappler:
https://www.rappler.com/newsbreak/iq/things-to-know-deped-modular-learning
Malaya, B. (2020). Modular Distance Learning: Here’s what you need to know.
Retrieved from WhataLife: https://www.whatalife.ph/modular-distance-learning-heres-
what-you-need-toknow/ Joyce, L. (2020).

Stackable, Modular Learning: Education Built for the Future of Work. Retrieved from
eDX Blog: https://blog.edx.org/stackable-modular-learning-education built-future-work
Stern, J. (2016). Introduction to Online Teaching and Learning . Retrieved from WLAC:
APPENDICES
APPENDICES
A. Validation Letters
 Letter of Request for Validation
B. Endorsement Letters
 Letter of Request to the City Schools Division Superintendent
 Letter of Request to the Schools District Supervisors
 Letter of Request to the School Heads and Teachers
C. Questionnaire
Survey Questionnaire
Name (Optional): __________________________
Please use the following response scale to determine how Modular Distance Learning
(MDL) affects the academic performance of the student in terms of Psychological,
Physical and Financial aspect. Use the following response scale to determine the
barriers existed to the implementation of Modular Distance Learning (MDL) in learning
resources. Answer each item by checking the number in the right column.
Legend:
5=Strongly Agree
4= Somewhat Agree
3= Somewhat Disagree
2= Disagree
1= Strongly Disagree
Part 1.1 MDL in Psychological Aspect 5 4 3 2 1

(Ang modular distance learning ay. . . )
1. Helps to manage study time effectively and
easily complete tasks on time.
(Tinutulungang pamahalaan ng tama ang
oras ng pag aaral at matapos ang mga
gawain sa tamang oras.)
2. Makes answering modules more enjoyable

when working independently .
(Nagiging mas kasiya siya ang pagsasagot
ng modyul kapag ginagawa ito ng mag isa.)
3. Becomes motivated in answering modules at

home.
(Nagiging Kaganyak ganyak ang
pagsasagot ng modyul sa bahay.)
4. Helps to feel free in answering modules at

home.
(Tumutulong na makaramdam ng kalayaan
sa pagsasagot ng modyul sa bahay.)
5. Gives more bonding time with family.
(Nagbibigay ng mas madaming oras para sa
pamilya.)
6. Brought brain tiredness, worries and anxious.

(Nagdudulot ng pagod sa kaisipan, pag-
aalala at pagkabalisa. )
7. Brought a lot of tension .

(Nagdudulot ng sobrang tensyon.)
8. Brought madness when cannot answer

modules alone.
(Nagdudulot ng pagkagalit kapag hindi
masagutan ang modyul ng mag-isa.)
9. Find difficulties on answering modules.

(Nagdudulot ng kahirapan sa pagsasagot ng
modyul.)
10. Brought loneliness when answering modules at

home.
(Nagdudulot ng kalungkutan sa pagsasagot
Part 1.2 MDL in Physical Aspect 5 4 3 2 1
1. Causes to lose energy when answering modules.
(Nagdudulot ng pagkawala ng enerhiya
kapag nagsasagot ng modyul.)
2. Causes to have lesser time for outdoor physical

activities because of the activities that needs to be
answered in my modules.
(Nagdudulot ng mas kaunting oras para sa mga
panlabas na pisikal na aktibidades dahil sa
pagsasagot ng modyul.)
3. Causes headaches when answering modules.

(Nagdudulot ng sakit sa ulo habang nagsasagot
ng modyul.)
4. Results to unbalanced diet due to answering

modules.
(Nagdudulot ng hindi balanseng dyeta dahil sa
5. Causes lack of sleep and time to answer all the

modules due to great number of activities, distractions
and lack of focus.
(Nagdudulot ng kakulangan sa tulog dahil sa
dami ng aktibidades, distraksyon at kakulangan
sa pokus )
6. Causes eyesight problems.

(Nagdudulot ng pagkalabo ng mata.)
7. Results in having lack of time to talk and

communicate with family due to answering modules.
(Nagdudulot ng kakulangan sa oras para
makipag usap at makipagkomunikasyon sa
pamilya dahil sa pagsasagot ng modyul.)
8. Resulted to extreme pain on backs, shoulders and

neck muscles when answering modules for long time.
(Nagdudulot ng sakit sa likod, balikat at leeg
kapag nagsasagot ng modyul ng mahabang
oras.)
9. Resulted to lack of vitamin d(lack of sunlight) which

is bad for the skin.
(Nagdudulot ng kakulangan sa vitamin d
(kakulangan sa sikat ng araw ) na nakakaapekto
sa balat.)
10. Resulted to calcium deficiency resulted in minor

injuries.
Part 1.3. MDL in Financial Aspect 5 4 3 2 1
4 Helps to spend school allowance for food and other
expenses at home.
(Nakakatulong na gastusin ang allowance para sa pagkain
at ibang gastusin sa bahay.)
5 Helps to save travelling allowance, gasoline and easier

time arrangement.
(Nakakatulong na makatipid ng allowance sa pagpasok,
gasolina at nagdudulot ng mas madaling paggamit ng
oras.)
6 Helps to save money because there is no need to buy for

school projects.
(Nakakatulong na makatipid dahil hindi na kailangang
bumili ng proyekto sa paaralan.)
7 Helps to save learning materials such as paper and

ballpen.
(Nakakatulong na mas makatipid ng gamit sa pag-aaral
gaya ng papel at ballpen. )
8 Does not need to buy complete school supplies.

(Hindi na kinakailangang bumili ng kumpletong gamit sa
paaralan .)
9 Does not need to buy school uniform, bag and other

school things.
(Hindi na kinakailangang bumili ng kasuotang
pampaaralan, bag at ibang gamit sa paaralan)
10 Needs to have additional worksheets and workbooks

where can buy from department stores.
(Nangangailangan pa ng karagdagang sagutan at libro na
mabibili sa mga department stores.)
11 Needs gadgets such as cellular phone, computer tablet

and laptop which can use to finish tasks in answering my
modules.
(Nangangailangan ng cellular phones, kompyuter, tablet at
laptop na makakatulong para matapos ang gawain sa
12 Needs to hire tutoring assistance to understand the

modules well.
(Kinakailangan ng tutoring assistance para mas
maitindihan ang modyul.)
13 Needs more learning resources such as internet

connection to understand the content of the module well.
(Nangangailangan ng mapagkukunan ng kaalaman gaya
ng internet connection para mas maintindihan ang laman
ng modyul.)
Part 2.1 Barriers Existed to the implementation of MDL 5 4 3 2 1
in Learning Resources
1. Needs of other learning resources such as text books and
other relevant reading materials on answering modules.
(Nangangailangan ng ibang mapagkukunan ng
gamit sa pagkatuto gaya ng libro at iba pang librong
babasahin sa pagsasagot ng modyul)
2. Needs internet connection for other sources of

information on answering modules.
(Nangangailangan ng internet connection para sa iba
pang pagkukunan ng impormasyon sa pagsasagot
ng modyul. )
3. Needs actual feedback to check own progress which

learning materials cannot provide.
(Nangangailangan ng aktwal na puna upang makita
ang sariling pag unlad na hindi naiibigay ng mga
gamit sa pagkatuto.)
4. Needs gadgets such as cellular phone, computer tablet

and laptop which can be used to finish tasks in answering
my modules.
(Nangangailangan ng cellular phones, kompyuter,
tablet at laptop na makakatulong para matapos ang
gawain sa pagsasagot ng modyul.)
5. Helps to communicate easier with friends especially to

teacher in doing learning tasks successfully through social
media applications.
(Nakakatulong na makipagkomunikasyon ng mas
madali sa mga kaibigan lalong lalo na sa guro sa
pagsasagawa ng mga gawain sa modyul sa
pamamagitang ng social media application.)
6. Helps to understand the topic well in order to finish my
learning task at home through video lessons and Other
Lesson recording.
(Nakakatulong na mas maintindihan ang aralin upang
matapos ang gawain sa bahay sa pamamagitan ng
mga video lessons at iba pang recorded lesson.)
7. Brought success in understanding the lesson well and

finish the learning task successfully through self-learning
modules.
(Nagdudulot ng tagumpay sa pagkakaunawa ng
aralin at natatapos ang mga gawain sa pamamagitan
ng self learning modules.)
8. Makes it hard to understand the examples due to blurred

and unclear figures on modules.
(Nagdudulot ng hirap na maintindihan ang mga
halimbawa sahil sa malabo at hindi maunawaang
mga larawan sa modyul. )
9. Makes it easier to understand the lesson well through

seeing real objects regarding the topic.
(Mas napapadali ang pagkaunawa sa aralin kapag
nakakakita ng mga bagay na may kinalaman sa
paksa.)
10. Brought joy and more knowledge in learning through

engaging in actual performances such as graded recitation,
plays, etc.
(Nagdudulot ng saya at maraming kaalaman sa
pagkatuto sa pamamagitan ng mga aktwal na
pagganap kagaya ng graded recitation, dula at iba
pa.)
in Learning Habits
13. Helps to study enough for the exam.
(Nakakatulong na mag aral ng mabuti para sa exam.)
14. Helps to finish exams in the alloted time.

(Nakakatulong na matapos ang exam sa tamang
oras.)
15. Separate initial learnings from new learnings.

(Binubukod ang mga panimulang kaalaman sa mga
bagong kaalaman.)
16. Helps to study in a group or with a friend.

(Nakakatulong na makapag aral kasama ang grupo o
mga kaibigan.)
17. Helps to adjust study methods for different subjects.

(Nakakatulong na makapaglapat ng stratehiya sa pag
aaral para sa ibat ibang asignatura.)
18. Makes review questions or practice problems.

(Gumagawa ng mga tanong para sa pagsusuri at
mga practice problems.)
19. Helps to do answering questions to test knowledge.

(Nakakatulong na gumawa ng mga katanungan para
masuri ang kaalaman.)
20. Download and read informations before answering

modules.
(Kumakalap at nagbabasa ng mga impormasyon
bago magsagot ng modyul. )
21. Summarizing text after answering my modules.
(Ibinubuod ang teksto pagkatapos magsagot ng
modyul.)
22. Helps to translate the learnings into own

understandings.
(Nakakatulong na isalin ang mga kaalaman sa
sariling pagkaunawa.)
in Learning Disturbances
4 Brought younger siblings to play and demand for
attention.
(Nagdudulot na ang nakababatang kapatid ay
nakikipaglaro at humihingi ng atensyon.)
5 Makes parents to assign household chores.

(Nagdudulot sa magulang na mag atas ng gawaing
bahay.)
6 Resulted to the distraction caused by the noise

produced by household appliances.
(Nagdudulot ng pagkagambala dahil sa ingay na
nagmumula sa mga appliances sa bahay.)
7 Brought distraction causes by the noise from the

environment such as noise from the neighborhood
and vehicles.
(Nagdudulot ng pagkagambala dahil sa ingay mula
sa kapaligiran gaya ng ingay mula sa kapitbahay at
mga sasakyan.)
8 Brought distractions causes by people or chatting

while doing modules.
(Nagdudulot ng pagkagambala na sanhi ng
pagkukwentuhan ng mga tao habang naggagawa ng
modyul.)
9 Brought to loss of interests in doing modules because

of attention span is shorter
(Nagdudulot ng pagkawala ng gana sa paggawa ng
modyul dahil sa maikling pasensya.)
10 Brought to lack of ability to concentrate in doing

modules because of family problems.
(Nagdudulot ng kakulangan sa pagtutok sa paggawa
ng modyul dahil sa problema sa pamilya. )
modules because of abusive relationship with other
people.
ng modyul dahil sa abusadong relasyon sa ibang
tao.)

modules because of fights with peers.
ng modyul dahil sa away ng kaibigan.)

modules because of having in mind the embarrassing
incident that happened earlier.
ng modyul dahil sa kahiya hiyang pangyayari.)
CURRICULUM VITAE
PERSONAL DATA
Name: DIAN B. VILLAVICENCIO
Address: Bugaan West, Laurel, Batangas
Date of Birth: May 26, 1998
Sex: Female
Civil Status: Married
Parents: Damaso E. Bilog
Juana E. Bilog
EDUCATIONAL BACKGROUND
Elementary Bugaan ElementarySchool

Bugaan West, Laurel, Batangas
2009 – 2010
Secondary Wenceslao Trinidad Memorial National High

School
Elias Caray St., Poblacion 1, Batangas
2013– 2014
College Tanauan Institute Inc

Tanauan City, Batangas
2017 – 2018
Graduate Studies Tanauan Institute Inc.

Tanauan City
Master of Arts in Education
Major in Educational Administration and
Supervision
HONORS AND AWARD RECEIVED

ELEMENTARY- Top 6
SECONDARY- 3rd Honorable Mention
TERTIARY- CUMLAUDE
ELIGIBILITY
Professional Board Examination for Teachers
TEACHING EXPERIENCE
St.Clare Community Foundation School Inc

Leviste,Laurel, Batangas
July– April 2019
Wenceslao Trinidad Memorial National High School

E. Caray St., Poblacion 1, Laurel, Batangas
July-September 2021
Bugaan Integrated School

Bugaan West, Laurel, Batangas
September 2021 – present
SEMINAR/TRAINING/WORKSHOP ATTENDED
Webinar Series (10-day) on the National Drug Education Program

(NDEP) CY 2020
In-service Training for Public School Teachers

Via YouTube Live of DepEd Philippines
Virtual In-service Training for Public School Teachers

Via YouTube Live of DepEd Philippines
Seminar on Child Protection Policy

Laurel District
INSET on Test Construction

Televised Virtual In- Service Training for Teacher 3.0


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EFFECTS OF MODULAR DISTANCE LEARNING TO THE ACADEMIC

PERFORMANCE OF GRADE 9 STUDENTS IN MATHEMATICS AT

A Thesis Proposal Presented to

In Partial Fulfillment of the Requirements

This thesis entitled “Effects of Modular Distance Learning to the Academic

Performance of Grade 9 Students in Mathematics at Laurel District: Basis for a

Proposed Action Plan” has been prepared and submitted by DIAN B.

VILLAVICENCIO, in partial fulfillment of the requirement for the Degree of Master of

Arts in Education, Major in Educational Administration and Supervision, is hereby

recommended for acceptance and approval for Oral Examination.

NELIA P. MANANGUIT, Ed. D.

Approved by the Committee on Oral Examination with the grade of _______%

NELIA P. MANANGUIT, Ed.D

GUILLERMA L. BILOG, Ed.D

HERMINIA F. GONZALES, Ed.D

NELIA P. MANANGUIT, Ed.D.

helped in the preparation and completion of this research.

Hon. “Nelson Sonny” Perez Collantes, Chairman Emeritus of Tanauan, and

Hon. Ma. Theresa “Maitet” V. Collantes, Congresswoman of the 3rd District of

Batangas for the scholarship given to the researcher.

Dr. Nelia P. Mananguit, Dean of Graduate Studies, adviser, and subject

comments, suggestions, and critiquing.

To the researcher’s current district, Laurel District, especially to their district

researcher’s current school, Bugaan Integrated School, especially to their principal,

throughout the completion of this research.

ANGELO H. VILLAVICENCIO, children, parents, MR. DAMASO E.BILOG

researcher in pursuing and accomplishing this research. To the

researcher’s friends and classmates who shared their words

of advice and encouragement to finish this study

and above all to the Almighty God for

the warmest guidance on the

TITLE PAGE ………………………………………………………………………………i

THE PROBLEM AND ITS BACKGROUND

Conceptual Framework ………………………………………………………. 5

Research Paradigm …………………………………………………………… 6

Statement of the Problem ……………………………………………………. 8

Significance of the Study …………………………………………………….. 9

Scope and Delimitation of the Study ….,……………………………………… 9

Definition of Terms ……………………………………………………………….10

REVIEW OF RELATED LITERATURE AND STUDIES

RESEARCH METHODOLOGY AND PROCEDURE

Respondents of the Study………………………………………………………..22

Locale of the Study………………………………………………………………..24

Validity of the Research Instrument……………………………………………..27

Reliability of the Research Instrument…………………………………………..27

Data Gathering Procedure……………………………………………………….28

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Effects of modular distance learning in

Academic performance in mathematics of the Grade 9

1.1 Effects of Modular Distance Learning in the Grade 9 students

in Terms of Psychological Aspect………………………………………………...32

1.2 Effects of Modular Distance Learning in the Grade 9 students

in Terms of Physical Aspect………………………………………………………34

1.3 Effects of Modular Distance Learning in the Grade 9 students

in Terms of Financial Aspect……………………………………………………..37

2.1 Barriers Existed to the Implementation of Modular Distance

Learning to the Grade 9 Students in terms