Chapter l

INTRODUCTION

Background of the study

The schools were shutting down and no face-to face interaction between

teachers and students. To address these extraordinary challenges, the schools in the

Philippines shifted traditional face-to-face way of teaching to distance learning

approach. This is a learning delivery mode where interaction takes place between the

teachers and students which they are geographically remote from each other during

instruction and the lesson proper delivers outdoors the traditional face-to-face platform

viewed of Bonz Magsambol (2020).

Barnett et al (2004) argued that the curriculum receives scant regard in current

debates about teaching and learning in higher inculcation but suggests that this may

vicissitude in the context of mechanisms and benchmarking. In teaching there are many

methods which are being used Modularized instruction. Modular teaching is a new

approach in classroom settings, for experience taking in encounters in instruction also it

has been getting much consideration. The system of taking in modules has turned into a

piece of all level of instructions. Teaching through module is a self - taking in bundle

managing one particular topic/ unit. It could be utilized within any setting helpful to the

learner and may be finished at the learner's own particular pace.

The Philippine education system is now adapting to the new blended learning as

public/private schools were set to resume its classes nationwide on October 5, 2020.

Despite the calls for an academic freeze due to the corona virus outbreak, the

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department of education still believes that education should not be compromised.

“Education cannot wait,” says Deped secretary Leonor Briones. To maintain the

education of millions of Filipino students, the government implemented a distance

learning approach. Distance learning, also known as correspondence education or

home study, is a form of education where there is little or no face-to-face interaction

between students and their instructors.

This research will determine the effectiveness of modular learning in terms of

instruction, content, and activities in the Elementary Students in Brgy, damawato Datu

Paglas maguindanao if the pupils are still learning or excess effort to learn more midst

the crisis we have been experiencing. Prior to the pandemic, modular learning is not yet

utilized but now it is, and this research will determine if the pupil can learn through

modular learning and satisfactory ratings for the effectiveness.

The researcher conducts a survey to the students to measure and know the

effectiveness of modular learning. It gives the people an outlook on the results of the

survey if modular learning is highly effective or not.

Theoretical Framework
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This study is anchored on the theories on individualizing instruction through

modules. According to Kemp and Smelie (1989), individualizing instruction plays a big

role in modular instruction. Its main attributes include the individual assuming

responsibility for their own learning, proceeding with activities and materials at their own

level and studying at their own pace. This principle is in consonance with Thorndike’s

law of readiness and law of effect where the law of readiness states that when a person

is prepared to respond or act, giving the response is satisfying and being prevented of

doing so is annoying. The Keller Plan, which is often referred to as “The Personalized

System of Instruction”, was developed in the middle sixties by Fred Keller, J. Gilmour

Sherman, and a number of other researchers and educational theorists, and relies upon

the Individualized Instruction Model.

The Quintessential of the Individualized Instruction Model

The key idea behind the Individualized Instruction Model is that learners will not

only be able to better understand the materials that are being presented, but that they

will be able to effectively retain information for much longer. Those who have the ability

to grasp a particular concept in a short amount of time can move on to the next subject,

while those who are having a difficulty understanding the concept can move at a slower

pace, in order to delve further into the topic. As such, every learner is given the

opportunity to get the most out of the experience, even if he/she is in a group with other

learners who possess different skill levels or strengths.

Another key application for the Individualized Instruction Model within the

educational environment is to offer learners of various skill levels and learning styles

different learning materials. For example, if a learner is more of auditory one, instructors
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can use multimedia presentations via the computer, which he/she can complete at

his/her own pace. On the other hand, if a learner is more of a visual one, then the

instructor can use graphic textbooks to better illustrate the points of the concept.

The Method of Individualized Instruction Model

Individualized instruction is an instructional method tailored to fit the educational

needs and skills of an individual learner. This involves changing the pace the

information is delivered, the methods through which the content is offered, and the

materials distributed.

According to the Individualized Instruction Model, learners are provided with in

depth and effective educational materials, such as interactive media or textbooks.

Lecture time and presentations are usually kept to a minimum, and learners are

encouraged to review, research, and learn the materials on their own. This allows each

learner to acquire knowledge at his/her own pace, and is particularly useful in

classrooms that have a high learner to teacher ratio.

The 4 Principles of the Individualized Instruction Model

The main principles of the Keller Plan and the Individualized Instruction Model

are the following: Learners should complete the work on their own, in order to grasp all

concepts. Assessments should be performed at the end of each section, to determine if

the concept has been “mastered” by the learner. This is known as the “unit-perfection

requirement”. Learners are encouraged to use the written materials. Presentations are
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generally only utilized as a supplementary instructional tool. Proctors are supposed to

be helping learners and to incorporate a social element into the learning process.

Thorndike introduced the concept of reinforcement. Thorndike was the first to

apply psychological principles to the area of learning. His research led to many theories

and laws of learning. His theory of learning, especially the law of effect, is most often

considered to be his greatest achievement. In 1929, Thorndike addressed his early

theory of learning, and claimed that he had been wrong. After further research, he was

forced to denounce his law of exercise completely, because he found that practice

alone did not strengthen an association, and that time alone did not weaken an

association. He also got rid of half of the law of effect, after finding that a satisfying state

of affairs strengthens an association, but punishment is not effective in modifying

behavior.[9] He placed a great emphasis on consequences of behavior as setting the

foundation for what is and is not learned. His work represents the transition from the

school of functionalism to behaviorism, and enabled psychology to focus on learning

theory.

Thorndike's research focused on instrumental learning, which means that

learning is developed from the organism doing something. For example, he placed a cat

inside a wooden box. The cat would use various methods while trying to get out,

however nothing would work until it hit the lever. Afterwards, Thorndike tried placing the

cat inside the wooden box again. This time, the cat was able to hit the lever quickly and

succeeded in getting out from the box. At first, Thorndike emphasized the importance of

dissatisfaction stemming from failure as equal to the reward of satisfaction with success,

though in his experiments and trials on humans he came to conclude that reward is a
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much more effective motivator than punishment. He also emphasized that the

satisfaction must come immediately after the success, or the lesson would not sink in.

Statement of the Problem

This study aim to determine the perception of students and parents on the

effectiveness of printed modular learning approach.

Specifically it seeks to answer the following.

1. What is the profile of the respondents in term of

1.1 Age

1.2 Grade level

1.3 Educational Attainment (for parents)

2. What is the level of effectiveness of printed modular teaching approach in terms of

2.1 Instructions

2.2 Content

2.3 Activities

Significance of the Study

This study is beneficial to the following individual or group of individual. to the

students and parents to the school Administrator that they may become aware of the
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Perception of students and parents on the Effectiveness of Printed Modular Learning

Approach in terms of Instruction content and activities.

To the teachers in order for them to handle correctly the students and find ways

or how to improve their students academically likewise they can formulate strategies

suited to the students.

To the parents. That they would give special attention to the needs of their

children .and that, they may provide proper guidance and constant supervision on the

emotional and intellectual needs of their children.

To the students, the result of the study may help them realize how important the

Education is likewise, they can control themselves from engaging unnecessary activities

with their peers. And at their parents and friends or relatives do their modular lesson.

To the researcher, to answer the question in their mind about the Perception of

Student and Parents on the Effectiveness of Printed Modular Learning Approach in

terms of Instruction, Content, and activities and probably to realize that actual Learning

process is necessarily but still encouraged those to continue learn from their own.

To the future researcher for this will be basis in the related research and have

idea about this problem and inform their selves about this problem.

Scope and limitation of study

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The focus of this study is to determine the perception of Students and Parents on

the effectiveness of printed modular learning approach. The respondents of this study

will be the elementary pupils and their respective parents.

Definition of Terms

Modular learning modality- refers to alternative learning modality for the new

normal. It is learning modality that 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.

Perception - refers to the sensory experience of pupils and parents on the

concept of modular learning approach during this New Normal. It involves both

recognizing the content of the modular learning approach and actions in response to

this learning strategy.

Chapter ll

REVIEW OF RELATED LITERATURE

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This chapter presents the different literature and studies both foreign and local

which have significantly guided the researcher to the development of the theoretical

foundation of this study.

RELATED LITERATURE AND STUDIES IN FOREIGN SETTING

According to Carry (1994), "the modular approach uses programmed materials

which are carefully organized in a logical sequence through which the learner advances

at his own pace, with each of his responses confirmed or corrected immediately.

Robinson (1992) stated that individualized instruction and assessment are

closely associated with the concept of mastery learning when most students master

objectives at uniformly high level. It is a component of systematic instruction which is

concerned with understanding, improving and applying learned principles at given time.

On the individual instruction, which is a strategy in the modular approach. Lewis

(1993) has started individual uniqueness, which is the extent to which persons in the

group are similar to one another, is measured by thinking of it as collective expression

of individualized learning. Creager (1996) enumerated several advantages of the used

of instructional materials using the modular approach which are as follows: (1) Self-

instructional units allows the teacher to focus on the students' deficiencies subject

matter that must be corrected; (2) Serve to eliminate the necessity of covering subject

matter already known to the students; and (3) Provide a way of assessing the student's

progress in learning.

RELATED LITERATURE AND STUDIES LOCAL SETTING

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Camarao (1990) believes that the instructional materials were the answer the

needs of developing countries lie the Philippines with inadequate logistics and rapidly

increasing school population. Instruction could be individualized and from it, students

learn even when they are already out of school. He stated that the writers of the

supplementary instructional materials should state the objectives in terms of learner's

behavior and skills.

According to Cesareno (1993), teaching school children to read and to learn

without the necessary books and others instructional materials is like teaching them

how to swim without giving them the benefit of actual experience to swim in a body of

water. He added that the seriousness of the textbook problem strikes deep into the

educational program. The importance of textbook and the instructional materials is to

facilitate learning and to make teaching more effective.

Torres (1994) states that the art of teaching embraces the act of providing

adequate resource materials rather than mere dissemination of information. The

classroom therefore must be made a place in which every student can perform the act-

of delivery. Sufficient instructional materials should be provided to the students to

ensure meeting of concepts. Learning is a process wherein the learners are involved. A

learner learns from what he feels and what he thinks. Personal experiences are learning

that are complete and lasting.

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Chapter III

METHODOLOGY

This chapter presents the research design, locale of the study, respondents of

the study, data gathering instruments, data gathering procedure and statistical

treatment.

Research Design

The study will use the descriptive-quantitative method of research. Quantitative

research is a research strategy that focuses on quantifying the collection and analysis of

data. It is the process of collecting and analyzing numerical data.

Locale of the Study

The study will be conducted at Brgy, Damawato Datu Paglas Maguindanao

Respondents of the Study

The respondents of the study are twenty-five pupils and twenty-five parents who

are involved in Modular Learning Approach. The researchers use Random Sampling

technique in determining the respondents. Random sampling is a method of selecting a

sample size (n) from the universe (N) such that each member of the population has an

equal chance of being selected as the sample.

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Data Gathering Instruments

The study is descriptive in nature; the researchers formulated a questionnaires

on perception of students and parents on the effectiveness of printed modular learning

approach, after a thorough review of the related literature and studies. The

questionnaires uses the five-point Likert Scale with responses to choose ranging from

5 which means Always ; 4 as Often; 3 as Sometimes ; 2 as Seldom; and 1 as Never.

Data Gathering Procedure

The researcher formulates the questionnaires and presents it to the adviser for

checking, and will be validated by the members of the panel. The researcher’s proceeds

to ask permission and approval from the program head to conduct the study. The

adviser and the research coordinator noted the Letter of Permission. The researchers

created a Google Classroom to be used in the administration of the questionnaire. The

selected respondents were invited to enroll in the Google Classroom, to answer the

uploaded questionnaire. The researchers downloaded the result of the questionnaire,

for analysis and interpretation.

Statistical Treatment

The data are gathered, tallied and analyzed to answer the research problems,

the means of the responses are computed and only the highest and the lowest were

emphasized in the presentation of findings. To answer the level of effectiveness of

printed modular teaching approach, weighted mean is use.

For interpretations of the means responses, the following a 5-point rating scale is

use to describe the level of effectiveness of printed modular teaching approach,

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Range Interpretation

4.20 – 5.00 Very High

3.40 – 4.19 High

2.60 – 3.39 Moderately High

1.80 – 2.59 Low

1.00 – 1.79 Very Low

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CHAPTER IV

PRESENTATION ANALYSIS AND INTERPRETATION OF FINDINGS

This chapter presents the analysis and interpretation of findings in Perception

of students and parents on the effectiveness of printed modular learning approach.

Table 1 - The quality level of applicability in terms of Instruction

Item Statement Mean Interpretation

1. The purpose, process and outcome 4.62 Very High

have been clearly stated.

2. The learning objectives have been 4.64 Very High

made clear to the learners.

3. The program has been accompanying 4.4 High

facilitation guide, Instruction and user guide.

4. The program has accompanying 4.4 High

feedback and evaluation form.

5. The materials can be easily and 4.46 Very High

independently used.

6. The instruction focuses on a 4.66 Very High

specific learning goal.

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Grand Mean 4.54 Very High

Table 1, showed that the grand mean of the quality level of applicability in terms of

instruction is 4.54, interpreted as Very high. Item 6, “The instruction focuses on a

specific learning goal” got the highest mean of 4.66, interpreted as very high. The

lowest mean is item 3 “The program has been accompanying facilitation guide,

instruction and user guide.” With the mean of 4.4 interpreted as high.

This implied that the quality of modules instruction is clear and understandable to the

students and parents.

In an effort to assess the quality of mathematics and science instruction in U.S

classrooms, our Horizon Research team spent 18 months observing more than 350

representatives lessons and conducting follow – up interviews with teachers to explore

their instructional decision making. The assertion by Burstein and colleagues (1995)

that the educators cannot measure some aspects of instructions expresses the need

that inspired our inside the classroom study (Weiss, Pasley, Smith, Banilower, &

Heck, 2003).

Table 2–The quality level of applicability in terms of Content.

Item Statement Mean Interpretation

1. Content reinforce, enriches, and leads to the mastery 4.56 Very high

of certain competencies for the level

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and subject it was intended.

2. Information provides is up-to-date. 4.34 Very high

3. Assessment answers are accurate and comprehensive. 4.54 Very high

4. References can be verified and identify. 4.54 Very high

5. Facts are accurate and there is clear and meaningful 4.52 Very high

connection between all concepts every information

carries with.

6. Module contained too many spelling and grammatical 1.24 Very Low

Errors.

7. Modules written in very clear manner and easily 4.6 High

understood.

8. There were no repetitions in the content of the modules. 4.48 Very high

9. The table and charts of the module are clear, easy to 4.38 Very high

follow and understand.

10. The objectives of each unit matched information taught. 4.54 Very high

11. The module covers too much information. 4.36 Very high

12. Module content matches material covered in lecture. 4.42 Very high

13. The learning outcomes or objectives align with 4.32 Very high

teaching activity and assessment.

Grand Mean 4.21 Very High

In Table 2, it revealed with a grand mean of 4.21 and interpreted as very high. Item 1,

“Content reinforce, enriches, and leads to the mastery of certain competencies for the
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level and subject it was intended.” got the highest mean of 4.56 and interpreted as very

high. On the other hand, item 6, “Module contained too many spelling and grammatical

errors.” got the lowest mean of 1.24 and interpreted as very low.

This implies that the contents of the instructional materials are indeed basic and

suitable to the level of learners and at the same time relevant to their day to day

activities.

This study is related to the study of Samonte (2008) who considered that the

student respondents remarks and suggestions were sufficient reasons for considering

the modules suitable and purposeful. She concluded that the module was able to a

great extent to meet the criteria set in terms of content, instructional characteristics and

effectiveness.

Table – 3 The quality level of applicability in terms of Activities.

Item Statement Mean Interpretation

1. There was enough time in the study planner to prepare 4.46 Very high

for the end of module assessment.

2. Activities are difficult. 3.22 Moderately high

3. The learning activities support the goals of objective. 4.44 Very high

4. Learning activities are user – friendly. 4.1 High

5. The learning activities provide opportunity for participants 4.62 Very high
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to obtain feedback either within or outside the program.

6. Self evaluation activities helped learner learn the 4.44 Very high

material.

7. Self evaluation activities matched content of module. 4.58 Very high

8. There should be more self evaluation activities included. 4.54 Very high

Grand Mean 4.3 High

Based on Table 3, the quality level of applicability in terms of Activities has a grand

mean of 4.3, interpreted as high. Item 5, “The learning activities provide opportunity for

participants to obtain feedback either within or outside the program.” has a mean of

4.62, interpreted as very high, and the lowest mean is item 2, “Activities are difficult”

with the mean of 3.22, interpreted as moderately high.

Result implies that the activities employ simple but clear words which easily appeal

to the learners understanding.

This implies that the activities in module are appropriate to the level of students as

well as cost and time, and in a consistent with objectives and can be performed.

This is related to Lardizabals (2007) statement that the instructional material is a

package of learning activities that the learners have to accomplish. It can be used as

part of a course, as a complete course, or as a curriculum design.

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CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents summary or objective, methodology and findings of the study as

well the conclusion and recommendation.

SUMMARY
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The study was conducted at Brgy, Damawato Datu Paglas Maguindanao

It was conducted to determine the Perception of students and parents on the

effectiveness of printed modular learning approach.

The data were gathered through the use of questionnaire administered to Grade 5 & 6

at Brgy, Damawato Datu Paglas Maguindanao

The study sought to answer the following questions.

1. What is the profile of the respondents in terms of

1.1 Age

1.2 Grade level

1.3 Educational Attainment (for parents)

2. What is the level of effectiveness of printed modular teaching approach in terms of

2.1 Instructions

2.2 Content

2.3 Activities

FINDINGS OF THE STUDY

After the data were gathered, tabulated, statistical treated and analyzed the

following were the general findings of the study.

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On the level of applicability of Instruction. The quality level of applicability in terms of

Instruction

was very high.

On the level of applicability of content. The quality level of applicability in terms of

Content.

Was Very High.

On the level of applicability of activities. The quality level of applicability in terms of

Activities

Was High.

CONCLUSIONS

Based on the general findings of the study, the following conclusions were

drawn:

1. The level of applicability of Instruction is very high

2. The level of applicability of Content is very high

3. The level of applicability of Activities is high

RECOMMENDATIONS

Based on the findings of the study the following recommendations has been
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made.

 That the level of applicability of instruction used by teachers were very high, so it

must be maintained.

 That the level of applicability of content used by the teachers were very high, so

it must be maintained

 That the level of applicability of activities of students were high, so it must be

maintained