Table PDF

Table 1.
Descriptive Statistics Results of Grade 7 STE students’ learning experiences in

science using modular distance learning when grouped according to module content.
MODULE CONTENT MEAN SD RANK

I find the illustrations, pictures and figures appropriate to
3.27 0.607 3
the concepts discussed in the BIOLOGY module.
3.2 0.576 7
the concepts discussed in the CHEMISTRY module.
3.27 0.66 3
the concepts discussed in the PHYSICS module.
3.32 0.725 2
the concepts discussed in the EARTH & SPACE module.
I find the illustrations, pictures and figures clear and big
3.17 0.615 9
enough to be seen in the BIOLOGY module.
3.17 0.557 9
enough to be seen in the CHEMISTRY module.
3.27 0.516 3
enough to be seen in the PHYSICS module.
3.18 0.596 8
enough to be seen in the EARTH & SPACE module.
The language used is appropriate to my level of
3.2 0.632 7
understanding in the BIOLOGY module.
3.23 0.563 5
understanding in the CHEMISTRY module.
3.25 0.6 4
understanding in the PHYSICS module.
3.32 0.567 2
understanding in the EARTH & SPACE module.
I find the examples and explanations of the concepts in
3.33 0.629 1
the BIOLOGY module sufficient.
3.2 0.605 7
the CHEMISTRY module sufficient.
3.22 0.666 6
the PHYSICS module sufficient.
3.23 0.647 5
the EARTH & SPACE module sufficient.
I can easily understand the concepts provided in the
3.1 0.573 10
BIOLOGY module.
2.97 0.551 12
CHEMISTRY module.
2.98 0.567 11
PHYSICS module.
3.1 0.602 10
EARTH & SPACE module.
OVERALL MEAN 3.2 0.435
Table 1 presents the descriptive statistics of Grade 7 STE students’ learning
experiences in science using modular distance learning when grouped according to
module content. Statement “I find the examples and explanations of the concepts in the
BIOLOGY module sufficient.” (Mean=3.33, sd=.629) ranked first while “I can easily
understand the concepts provided in the CHEMISTRY module.” (Mean=2.97, sd=.551)
ranked last.
It indicates that having an enough example provided in the grade 7 module, the
students can easily answer questions or problem in the assessments (Dangle &
Sumaoang, 2020). On the other hand, modules themselves are not perfect. They differ
from school to school, and their contents depend on the teachers or writers who made
them. Some students may not have a problem understanding their lessons because of a
well-explained module, but others may not be as lucky (Estrada, 2121).
Table 2. Descriptive Statistics of Grade 8 STE students’ learning experiences in science

using modular distance learning when grouped according to the module content.

I find the illustrations, pictures and figures appropriate to the
3.32 0.651 4
concepts discussed in the BIOLOGY module.
3.28 0.613 6
concepts discussed in the CHEMISTRY module.
3.3 0.646 5
concepts discussed in the PHYSICS module.
3.33 0.601 3
concepts discussed in the EARTH & SPACE module.
3.03 0.758 13
3.07 0.733 11
3.15 0.633 8
3.03 0.882 13
3.35 0.659 2
3.27 0.634 7
3.3 0.53 5
3.38 0.524 1
I find the examples and explanations of the concepts in the
3.13 0.676 9
BIOLOGY module sufficient.
2.98 0.792 15
CHEMISTRY module sufficient.
3.05 0.723 12
PHYSICS module sufficient.
3.13 0.791 9
EARTH & SPACE module sufficient.
3.05 0.649 12
BIOLOGY module.
3 0.611 14
CHEMISTRY module.
2.97 0.61 16
PHYSICS module.
3.1 0.63 10
experiences in science using modular distance learning when grouped according to the
module content. Statement “The language used is appropriate to my level of
understanding in the EARTH & SPACE module.” (Mean=3.38, sd=.524) ranked first while
“I can easily understand the concepts provided in the PHYSICS module.” (Mean=2.97,
sd=.551) ranked last.
It implies that the language used in the Earth and Space grade 8 module is
appropriate to the level of learners’ understanding using the module. On the other hand,
modules themselves are not perfect. They differ from school to school, and their contents
depend on the teachers or writers who made them. Some students may not have a
problem understanding their lessons because of a well-explained module, but others may
not be as lucky (Estrada, 2121).


3.22 0.49 4
concepts discussed in the BIOLOGY module.
3.20 0.48 5
concepts discussed in the CHEMISTRY module.
3.23 0.465 3
concepts discussed in the PHYSICS module.
3.25 0.6 2
concepts discussed in the EARTH & SPACE module.
2.98 0.651 11
3.08 0.53 9
3.12 0.555 8
3.00 0.713 10
3.23 0.5 3
3.18 0.537 6
3.23 0.465 3
3.32 0.504 1
3.20 0.576 5
BIOLOGY module sufficient.
2.97 0.712 12
CHEMISTRY module sufficient.
3.08 0.619 9
PHYSICS module sufficient.
3.22 0.555 3
EARTH & SPACE module sufficient.
3.12 0.64 8
BIOLOGY module.
2.82 0.701 14
CHEMISTRY module.
2.93 0.686 13
PHYSICS module.
I can easily understand the concepts provided in the EARTH
3.13 0.65 7
& SPACE module.
module content. Statement “The language used is appropriate to my level of
understanding in the EARTH & SPACE module.” (Mean=3.32, sd=.504) ranked first while
“I can easily understand the concepts provided in the CHEMISTRY module.” (Mean=2.82,
It implies that the language used in the Earth and Space grade 9 module is
appropriate to the level of learners using the module. On the other hand, modules
themselves are not perfect. They differ from school to school, and their contents depend
on the teachers or writers who made them. Some students may not have a problem
understanding their lessons because of a well-explained module, but others may not be
as lucky (Estrada, 2121).

3.37 0.637 3
the concepts discussed in the BIOLOGY module.
3.37 0.581 3
the concepts discussed in the CHEMISTRY module.
3.33 0.601 4
the concepts discussed in the PHYSICS module.
3.48 0.651 1
the concepts discussed in the EARTH & SPACE module.
3.12 0.739 12
3.18 0.624 10
3.18 0.596 10
3.08 0.72 13
3.30 0.619 6
3.32 0.624 5
3.37 0.61 3
3.42 0.561 2
3.25 0.571 7
the BIOLOGY module sufficient.
3.23 0.563 9
the CHEMISTRY module sufficient.
3.25 0.541 8
the PHYSICS module sufficient.
3.25 0.541 8
the EARTH & SPACE module sufficient.
3.23 0.593 9
BIOLOGY module.
3.13 0.623 11
CHEMISTRY module.
3.08 0.671 13
PHYSICS module.
3.25 0.6 8
module content. Statement “I find the illustrations, pictures and figures appropriate to the
concepts discussed in the EARTH & SPACE module.” (Mean=3.08, sd=.720) ranked first
while “I can easily understand the concepts provided in the PHYSICS module.” and I find
the illustrations, pictures and figures clear and big enough to be seen in the EARTH &
SPACE module. (Mean=3.08, sd=.671) ranked last.

Research has shown that when facts are combined with interesting images, people
are much more likely to understand, remember and share the material with others. A good
visual will motivate learners and improve comprehension (gnsi.memberclicks.net, 2021).
The same thing in modules, the students are motivated when illustrations, colored
pictures and figures clear and big enough to be seen by the students and appropriate to
the concept.

using modular distance learning when grouped according to supplementary materials.
SUPPLEMENTARY MATERIALS MEAN SD RANK

The additional readings provided help me further
3.53 0.566 1
understand the lesson.
My subject teacher communicates with me often to check
3.38 0.555 2
and track my learning or understanding of the lesson.
The availability of internet connection at home enables me
to study the suggested links/reading materials in the 3.3 0.619 3
module.
My parents/family members help me in answering the
2.88 0.804 4
module activities, assessments, etc.
supplementary materials. Statement “The additional readings provided help me further
understand the lesson.” (Mean=3.53, sd=.566) ranked first and “My parents/family
members help me in answering the module activities, assessments, etc.” (Mean=2.88,
Research shows that developing a supplementary reading material to fulfill
students' needs in one of the multimedia studies programs at Mangelang, Indonesia, for
learning reading (Erfiani, 2019). It implies that having an extra readings material
supplements the content of the modules and additional information and knowledge will
lead students towards the achievement and understanding the concept. On the other
hand, Parents and guardians has a primary role in modular distance learning which is to
establish a connection and guide their students. Also, parents are responsible for
interacting with teachers, barangay representatives, and other stakeholders to acquire
the various materials and resources needed by the learner (Lebaste, 2020).


3.45 0.502 1
3.22 0.64 3
The availability of internet connection at home enables
me to study the suggested links/reading materials in the 3.23 0.673 2
module.
2.75 0.856 4



The additional readings provided help me further understand
3.28 0.49 1
the lesson.
My subject teacher communicates with me often to check and
3.2 0.659 2
track my learning or understanding of the lesson.
The availability of internet connection at home enables me to
2.85 0.777 3
study the suggested links/reading materials in the module.
My parents/family members help me in answering the module
2.62 0.739 4
activities, assessments, etc.



3.28 0.490 1
3.20 0.659 2
The availability of internet connection at home enables
me to study the suggested links/reading materials in the 2.85 0.777 3
module.
2.62 0.739 4


using modular distance learning when grouped according to their learning environment.
LEARNING ENVIRONMENT MEAN SD RANK

I find it hard to understand and learn my lessons without
2.60 0.887 3
any help from anyone.
My home responsibilities conflict with the demands of my
2.77 0.621 2
learning tasks in the module.
I have difficulty in answering the modules due to
distractions like outside noise, social media, television, 2.93 0.821 1
etc.
experiences in science using modular distance learning when grouped according to their
learning environment. Statement “I have difficulty in answering the modules due to
distractions like outside noise, social media, television, etc.” (Mean=2.93, sd=.821)
ranked first and “I find it hard to understand and learn my lessons without any help from
anyone.” (Mean=2.60, sd=.887) ranked last.

It implies that the main problem of STE grade 7 students is distraction by
technology (Hazelrigg, 2019).

2.92 0.766 2
2.95 0.852 1
2.90 0.817 3
distractions like outside noise, social media, television, etc.
learning environment. Statement “My home responsibilities conflict with the demands of
my learning tasks in the module.” (Mean=2.95, sd=.852) ranked first and “I have difficulty
in answering the modules due to distractions like outside noise, social media, television,
etc.” (Mean=2.90, sd=.817) ranked last.
It implies that the main problem of STE grade 8 students is their home
responsibilities that conflicts with the demand of their learning tasks in the module.

2.78 0.739 3
3.10 0.706 1
3.03 0.882 2
OVERALL MEAN 2.77 .599
learning environment. Statement “I have difficulty in answering the modules due to
distractions like outside noise, social media, television, etc.” (Mean=2.93, sd=.821)
ranked first and “I find it hard to understand and learn my lessons without any help from
anyone.” (Mean=2.60, sd=.887) ranked last.a
Table 12. Descriptive Statistics of Grade 10 STE students’ learning experiences in

science using modular distance learning when grouped according to their learning
environment.

2.75 0.95 3
3.07 0.8 1
3.03 0.882 2
Table 12 presents the descriptive statistics of Grade 10 students’ learning
learning environment. Statement “My home responsibilities conflict with the demands of
my learning tasks in the module.” (Mean=3.07, sd=.8) ranked first and “I find it hard to
understand and learn my lessons without any help from anyone.” (Mean=2.75, sd=.95)
ranked last.
using modular distance learning when grouped according to their motivations.
MOTIVATION MEAN SD RANK

I find a variety of learning activities in the BIOLOGY module. 3.2 0.546 6
I find a variety of learning activities in the CHEMESTRY
3.08 0.591 10
module.
I find a variety of learning activities in the PHYSICS module. 3.1 0.511 9
I find a variety of learning activities in the EARTH & SPACE
3.15 0.547 8
module.
I find the topics in the BIOLOGY module interesting. 3.33 0.601 4
I find the topics in the CHEMISTRY module interesting. 3.18 0.596 7
I find the topics in the PHYSICS module interesting. 3.27 0.578 5
I find the topics in the EARTH & SPACE module interesting. 3.42 0.591 3
Getting good grades motivates me to accomplish the required
3.63 0.551 1
tasks in the module.
Following the Weekly-Home Learning Plan (WHLP) help me
to maximize/manage my time in accomplishing my daily 3.6 0.588 2
learning tasks.
motivations. Statement “Getting good grades motivates me to accomplish the required
tasks in the module.” (Mean=3.63, sd=.551) ranked first and “I find a variety of learning
activities in the CHEMESTRY module.” (Mean=3.08, sd=.591) ranked last.
Based from the study of Emil Stan “The Role of Grades in Motivating Students to
Learn”, it is considered that grades have a significant motivational influence on student.
Variety of activities is the least factor on motivating students in modular distance learning
but it has an impact to the learning experience of a student.

using modular distance learning when grouped according to their motivations.

3.15 0.606 9
module.
3.18 0.624 7
module.
Getting good grades motivates me to accomplish the
3.68 0.469 1
required tasks in the module.
learning tasks.
activities in the PHYSICS module.” (Mean=3.08, sd=.591) ranked last.

science using modular distance learning when grouped according to their motivations.
` MEAN SD RANK
3.22 0.524 7
module.
3.2 0.514 9
module.
3.63 0.486 1
learning tasks.
activities in the PHYSICS AND EARTH & SPACE module.” (Mean=23.2, sd=.514) ranked
last.

science using modular distance learning when grouped according to their motivations.
3.08 0.462 10
module.
3.22 0.454 5
module.
3.53 0.566 1
learning tasks.
activities in the CHEMESTRY module.” (Mean=3.08, sd=.462) ranked last.
Table 17. Mean Results of the level of STE students’ learning experiences in Science
using the modular distance learning when grouped according to grade level.
Grade Level Mean sd Description

Grade 7 92.12 2.037 Outstanding
OVERALL MEAN 93.58 2.215 Outstanding
Table 17 shows that all grade levels from grade 7 (mean=92.12), grade 8
(mean=92.26), grade 9 (mean=95.68) and grade 10 (mean=94.26).
It implies that the mean grades of each grade level are outstanding on their
academic performance based in the grading scale in Deped Order No. 8, s. 2015 which
is 90-100.
Table 18. ANOVA Results of STE students’ learning experiences in Science using the
modular distance learning when grouped according to grade level.
Sum of
Squares df Mean Square F Sig.
Overallmea Between Groups .590 3 .197 .846 .470
n_1 Within Groups 54.873 236 .233
Total 55.463 239
Overallmea Between Groups 3.088 3 1.029 4.683 .003
n_2 Within Groups 51.880 236 .220
Total 54.968 239
Overallmea Between Groups 2.087 3 .696 1.712 .165
n_3 Within Groups 95.857 236 .406
Total 97.944 239
Overallmea Between Groups .274 3 .091 .552 .647
n_4 Within Groups 39.125 236 .166
Total 39.400 239
Table 18 shows that there is no significant difference in the learning experiences
in Science using the modular distance learning of grade 7 (F(3,236)=.846, p=.470), 9
(F(3,236)= 1.712, p=.165) and 10 (F(3,236)= .552, p=..647). On the other hand, the is a
significant difference in the learning experiences in Science using the modular distance
learning of grade 8 (F(3,236)= 4.683, p=.003).
It implies that grade 8 STE students got a better academic performance in Science
using the modular distance learning compared to grade 7, 9 and 10.

Table 19. ANOVA Results academic performance in Science using the modular
distance learning when grouped according to grade level.
Sum of
Squares df Mean Square F Sig.
Between Groups 523.188 3 174.396 63.372 .000
Within Groups 649.455 236 2.752
Total 1172.643 239
Table 19 shows that there is a significant difference in the academic performance
in Science using the modular distance learning when grouped according to grade level of
STE students (F(3, 236)=63.372, p=.000).
Since the probability value is less than .05, a Post Hoc analysis should be
conducted to determine where is the significant difference lies.
Table 20. Post Hoc Analysis for the Significant Difference academic performance in
Science using the modular distance learning when grouped according to grade level.
Grade Level (I) Grade Level (J) Mean Difference (I- P
J)
7 8 -.142 .966
9 -3.554 .000
10 -2.142 .000
8 9 -3.412 .000
10 -2.000 .000
9 10 1.412 .000
Table 20 shows the Post Hoc analysis in the academic performance in Science
using the modular distance learning when grouped according to grade level of STE
students. There are significant differences in grade levels 7 and 9 (MD=-3.554, p=.000),
7 and 10 (MD=-2.142, p=.000), 8 and 9 (MD=-3.412, p=.000), 8 and 10 (MD=-2.000,
p=.000), and 9 and 10 (MD=1.412, p=.000), while there is no significant difference in
grade level 7 and 8 (MD=-.142, p=.966).

It implies that the academic performance of grade 7 and 8 of STE students are
better compared to the academic performance of grade 9 and 10 STE students using the
modular distance learning in Science.
Table 21. Pearson’s Correlation between the STE students’ learning experiences and
academic performance in Science using the modular distance learning when grouped
according to grade level.
Variables r-ratio p
Learning experiences
and -.084 .194
Academic performance
Table 20 shows that there’s a weak negative association between the STE
students’ learning experiences and academic performance in Science using the modular
distance learning (r(240)=-.084, p>.05).
It implies that there is no relationship between the STE students’ learning
experiences and academic performance in Science using the modular distance learning.
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.researchgate.net
%2Ffigure%2FGeneral-Interpretation-of-Correlation-
Coefficient_tbl1_336678460&psig=AOvVaw3vIUeNOQXaeSELbHdNw4lg&ust=1
637455468312000&source=images&cd=vfe&ved=0CAsQjRxqFwoTCJiO1I7bpfQ
CFQAAAAAdAAAAABAD
References
Erfiani, N. a. (2019, March). Researchgate.net. Retrieved from
https://www.researchgate.net/publication/331634635_Developing_supplementary_reading_m
aterials_for_grade_11_students_at_a_multimedia_study_program
Estrada, L. (2121, January 12). Rappler.com. Retrieved from

https://www.rappler.com/voices/imho/opinion-are-self-learning-modules-effective
gnsi.memberclicks.net. (2021, April 4). Retrieved from gnsi:

https://gnsi.memberclicks.net/index.php?option=com_dailyplanetblog&view=entry&category=
news&id=87:why-illustrations-are-important-in-learnin
Hazelrigg, N. (2019, July 10). University of Virginia. Retrieved from https://www.insidehighered.com:

https://www.insidehighered.com/digital-learning/article/2019/07/10/survey-shows-nearly-half-
students-distracted-technology
Lebaste, V. G. (2020, November 28). pressreader.com. Retrieved from pressreader:

https://www.pressreader.com/philippines/sunstar-pampanga/20201128/281681142436238
Stan, E. (2012). it is considered that grades have a significant motivational influence on student. SciVerse
ScienceDirect, 1.
Sumaoang, D. &. (2020). The Implementation of Modular Distance Learning in. 3rd Internation Coference
on Advace Research on Teaching and Education, 103.
https: //www.deped.gov.ph/wp-content/uploads/2015/04/DO_s2015_08.pdf

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Table 1.

Descriptive Statistics Results of Grade 7 STE students’ learning experiences in

MODULE CONTENT MEAN SD RANK

experiences in science using modular distance learning when grouped according to

understand the concepts provided in the CHEMISTRY module.” (Mean=2.97, sd=.551)

well-explained module, but others may not be as lucky (Estrada, 2121).

Table 2. Descriptive Statistics of Grade 8 STE students’ learning experiences in science

MODULE CONTENT MEAN SD RANK

Table 2 presents the descriptive statistics of Grade 8 STE students’ learning

module content. Statement “The language used is appropriate to my level of

sd=.551) ranked last.

not be as lucky (Estrada, 2121).

Table 3. Descriptive Statistics of Grade 9 STE students’ learning experiences in science

MODULE CONTENT MEAN SD RANK

Table 3 presents the descriptive statistics of Grade 9 STE students’ learning

module content. Statement “The language used is appropriate to my level of

sd=.701) ranked last.

as lucky (Estrada, 2121).

Table 4. Descriptive Statistics of Grade 10 STE students’ learning experiences in science

Table 4 presents the descriptive statistics of Grade 10 STE students’ learning

SPACE module. (Mean=3.08, sd=.671) ranked last.

visual will motivate learners and improve comprehension (gnsi.memberclicks.net, 2021).

Table 5. Descriptive Statistics of Grade 7 STE students’ learning experiences in science

SUPPLEMENTARY MATERIALS MEAN SD RANK

Table 5 presents the descriptive statistics of Grade 7 STE students’ learning

experiences in science using modular distance learning when grouped according to

supplementary materials. Statement “The additional readings provided help me further

members help me in answering the module activities, assessments, etc.” (Mean=2.88,

sd=.804) ranked last.

Research shows that developing a supplementary reading material to fulfill

interacting with teachers, barangay representatives, and other stakeholders to acquire

Table 6. Descriptive Statistics of Grade 8 STE students’ learning experiences in science

SUPPLEMENTARY MATERIALS MEAN SD RANK

Table 6 presents the descriptive statistics of Grade 8 STE students’ learning

experiences in science using modular distance learning when grouped according to

supplementary materials. Statement “The additional readings provided help me further

members help me in answering the module activities, assessments, etc.” (Mean=2.75,

sd=.856) ranked last.

interacting with teachers, barangay representatives, and other stakeholders to acquire

Table 7. Descriptive Statistics of Grade 9 STE students’ learning experiences in science

SUPPLEMENTARY MATERIALS MEAN SD RANK

experiences in science using modular distance learning when grouped according to

supplementary materials. Statement “The additional readings provided help me further

members help me in answering the module activities, assessments, etc.” (Mean=2.62,

sd=.739) ranked last.

interacting with teachers, barangay representatives, and other stakeholders to acquire

Table 8. Descriptive Statistics of Grade 10 STE students’ learning experiences in science

SUPPLEMENTARY MATERIALS MEAN SD RANK

Table 8 presents the descriptive statistics of Grade 10 STE students’ learning

experiences in science using modular distance learning when grouped according to

supplementary materials. Statement “The additional readings provided help me further

members help me in answering the module activities, assessments, etc.” (Mean=2.62,

sd=.739) ranked last.

interacting with teachers, barangay representatives, and other stakeholders to acquire

Table 9. Descriptive Statistics of Grade 7 STE students’ learning experiences in science

LEARNING ENVIRONMENT MEAN SD RANK

Table 9 presents the descriptive statistics of Grade 7 STE students’ learning

learning environment. Statement “I have difficulty in answering the modules due to

anyone.” (Mean=2.60, sd=.887) ranked last.

technology (Hazelrigg, 2019).

LEARNING ENVIRONMENT MEAN SD RANK

Table 10 presents the descriptive statistics of Grade 8 STE students’ learning