EFFECTS OF MODULAR LEARNING TO GRADE 12

STUDENTS' ACADEMIC PERFORMANCE

A Research paper

presented to

Winzelle international College

Zamboanga city

In Partial Fulfillment

For the Requirements in

Practical Research 1

By:

Alawi Farwa J.

Ambula Erwin Charles A.

Ambula Jhasmin L

Brillante Beryl A.

Daggong Danya P

DECEMDER2022

1
2
 CHAPTER I
INTRODUCTION

‘’Learning is not attained by chance; it must be sought for

with ardor and attended to with diligence.” – Abigail Adams

BACKGROUND OF THE STUDY

The World Health Organization declared the novel coronavirus

disease (COVID-19) an educational health emergency, and countries
all over the world implemented nationwide lockdowns in the hope of
flattening the epidemic curve. Around the world, this has led to the
closure of schools in over 150 countries, affecting the education of
nearly 1 billion children (Sohu, 2020).

With schools closed across the world, billions of children have

had to adapt to new types of learning. Online classes and modular
learning have become the new normal. COVID-19 forced schools to
suddenly turn to distance learning in order to finish the school year.
Unfortunately, this sudden change has led to a worsening of some
students’ academic performance, and their ability to answer and
perform tasks has become more challenging. Students have lost social
outlets as well as the learning environment they were accustomed to.

While countries are at different points in their COVID-19

infection rates, worldwide, there are currently more than 1.2 billion
children in 186 countries affected by school closures due to the
pandemic. In Denmark, children up to the age of 11 are returning to
nurseries and schools after initially closing on March 12, but in South
3
Korea, students are responding to roll calls from their teachers online.
With this sudden shift away from the classroom in many parts of the
globe, some are wondering whether the adoption of online learning
will continue to persist post-pandemic and how such a shift would
impact the worldwide education market. Even before COVID-19, there
was already high growth and adoption in education technology, with
global edtech investments reaching US$18.66 billion in 2019 and the
overall market for online education projected to reach $350 billion by
2025. Whether it is language apps, virtual tutoring, video conferencing
tools, or online learning software, there has been a significant surge in
usage since COVID-19. (2020,Li, Lalani).

 
It is clear that this pandemic has utterly disrupted an education
system that many assert was already losing its relevance. In his book,
21 Lessons for the 21st Century, scholar Yuval Noah Harari outlines
how schools continue to focus on traditional academic skills and rote
learning rather than on skills such as critical thinking and adaptability,
which will be more important for success in the future. Could the move
to online learning be the catalyst for creating a new, more effective
method of educating students? While some worry that the hasty nature
of the transition online may have hindered this goal, others plan to
make e-learning part of their "new normal" after experiencing the
benefits first-hand.

As the coronavirus (COVID-19) pandemic rapidly spread

across the country, schools shut their doors and classes moved online
and to modular classrooms in order to slow the spread. This closure
has affected more than 1.2 billion learners worldwide, with more than
28 million in the Philippines (UNESCO 2020).

4
 In response to these situations, educational leaders decided to
adopt the new normal in education. The Department of Education
(DepEd) will implement the Learning Continuity Plan (LCP) at the
elementary and secondary levels for the 2020-2021 school year. The
transition to online learning has impacted not only teachers, who have
had to amend their courses, but also students, who have had to adjust
to a new learning environment. In light of the problems caused by the
pandemic, students are now forced to learn and study through online
and modular learning and discourage face-to-face learning. In the
Philippines, public schools were reopened on October 5, 2020, in the
middle of the untamed coronavirus outbreak. Students will be given
self-learning materials by teachers once a week under DepEd's printed
modular learning system. Due to the pandemic, many students are
struggling to adopt the new normal. Modular learning and social
isolation have had an impact on all students' studies, causing them to
feel stressed, depressed, unmotivated to learn, and under increased
pressure to learn independently. 

Winzelle International College (WIC) is a haven for intellectual

students who have excelled academically for decades. Due to today’s
situation, which regards the spreading of the novel coronavirus
(COVID-19), WC utilized modular learning as a teaching method
during this time of the pandemic. Students pass their answer sheets
around via email, Google Classroom, Messenger, or a sheet of paper
that is collected in the classroom.

School every week. But most of the time, students prepare to

pass through paper due to a lack of gadgets and technology. Through
observations, some students are not able to pass their answer sheets in
the given time frame and are not able to complete the task being asked
of them due to a lack of resources and understanding of the lesson in
the modules. In today's situation, it appears that an increasing number

5
of students are procrastinating and a decreasing number of students are
performing well academically. 

The main objective of the study is to determine the Grade 12

student’s academic performance and the effects of modular learning.
The study also sought to ascertain the differences in the effects of
modular learning and the difficulties that students perceived in
modular learning. 

THEORETICAL FRAMEWORK

These are the theories that have been presented supports the
study.

MODULAR LEARNING THEORY

Modular learning is referred to as a "kind of learning practice

that occurs when a student is not static at a prearranged location, where
learning takes place when the knowledge seeker benefits from learning
opportunities that are dynamically delivered by mobile gadgets or
technologies" (O'Malley, Vavoula, Glew, Taylor, Sharples, Lefrere, &
Waycott 2005). It is an innovation in learning that reduces learning
constraints such as time and space. It is exercised through the use of
handy portable gadgets, including smartphones, tablets, PDAs, and
handheld technologies. It merely uses mobile technology to provide
knowledge (Gupta & Koo 2012). It is characterized by the use of
cordless gadgets to obtain the material at any place and time.

STUDENTS’ ACADEMIC PERFORMANCE THEORY

6
 A multifaceted phenomenon, influenced by diverse factors such
as meta-reflective learning and cognition, interest, motivation for
learning, skills, engagement, the quality of teaching, and socio-
economic status, enhanced learning is characterized by enhanced
student capability to perform at the desired level (Lewin & Mawoyo
2014; Moseki & Schulze 2010). (Tinto 1987) defined students’
academic performance as a longitudinal process that involves
exchanges between students’ characteristics such as resources,
intentions, temperaments, and commitments as well as characteristics
of the academic institution. Academic performance is increased by
positive student experiences that alter their commitments and
intentions toward positive encounters.

MODULAR LEARNING AND STUDENTS’ ACADEMIC

PERFORMANCE THEORY

Technological advancements have led to breakthrough

innovations in the current era and huge differences in human lives.
Variations in technological advancement are consistent and will be
continued in the future. Such progressions have made a mark in every
sector, such as government, services, banking, medicine, and even
education management. (Guspatni 2018) reported that students
developed positive learning perceptions regarding the use of social
applications that deliver synchronous discussion platforms. Hi-tech
practices in academia have created a dynamic impact on the learning
capability and effectiveness of students. Decades before, the
integration of education and technology led to the emergence of e-
learning, of which m-learning is a more pronounced form (Alioon &
Delialioglu 2015). The idea of m-learning has already been deeply
rooted in the academic sector and has remarkably improved the
educational competence of students, especially those who opt to obtain
distance learning (Jin, Zhang, & Luo 2017; Ahmed & Parsons 2013).

7
Distant learners or those who used to acquire knowledge through
virtual education are now able to get access to personalized learning
through portable, ubiquitous, and flexible sources. This eventually
develops students' ability to have effective understanding, just as is
attained in the conventional classroom environment (Miller & Cuevas
2017; Alioon & Delialioglu 2015).

M-learning is an innovative instructional pedagogy that plays a critical

role in assisting students to become efficacious in developing complex
mental frameworks and understanding the content accurately (Males,
Bate, & Macnish 2017; Ng & Nicholas 2013). (Thomas and Orthober
2011) and (Huang, Lin, and Cheng 2010) established positive
associations between suitable use of mobile technology and learners’
configurations for learning and educational achievements. Students
tend to score higher when they incorporate mobile devices for learning
than those who acquire knowledge through traditional textbooks
(Wilkinson & Barter 2016). In a longitudinal study conducted on
students in Taiwan, a contrast between mobile and Conventional
learning was established.

When pre-test grades were compared to post-test scores,

students who received education through mobile technology
demonstrated improved lexicon and academic results. Students
perceive video-based instructional methods as very effective for
building their self-confidence, retaining learning, and developing a
homogenous understanding (Guspatni 2018).

(Navaridas, Santiago, and Tourón 2013) came to the conclusion

that positive instructors' perceptions of learners' educational
performance and the use of flexible mobile technology in traditional
classroom learning. The majority of teachers were convinced that

8
mobile learning has a significant impact on students' learning abilities,
language skills, and outcomes (Cho, Lee, Joo, & Becker 2018).

Young students, as active learners, use cell phones for

socializing, communicating, and scholastic purposes, which creates
ease and interest for them to learn innovatively (Elfeky & Masadeh
2016; Owino 2013).

Allied health students are increasingly using mobile

technology, and they are capitalizing on this by honing their
metacognitive abilities and advancing academically (Khan, Siddiqui,
Mohsin, Al Momani, & Mirza 2017; Dos 2014). 

They develop the strength to self-regulate their learning

behaviors and attitudes, which ultimately help to engage more in
studies (Idir & Iskounen 2018) and perform best academically (Zare
Bidaki, Naderi, & Ayati 2013)

In a study conducted in Saudi Arabia, it was found that female

students become active learners by becoming deeply emotionally,
intellectually, and behaviorally involved in knowledge-seeking tasks as
compared to males (Basri, Alandejani, & Almadani 2018).

Ismail, Mahmood, and Abdelmaboud 2018); and (Sampson and

Zervas 2013) resolved that improved students’ learning and
performance occur due to greater

interaction and blended instruction methodology. Moreover,

mobile devices act as learning object repositories (LORs) that facilitate

9
the vast sharing of knowledge assets among educational peers
(Sampson & Zervas 2013).

Mobile devices are cutting-edge technologies that allow

students to access real-time broadcast lectures and personalize the
channel and time of receiving lecture content (Shonola, Joy, Oyelere,
& Suhonen 2016). One of the best features of the m-learning process is
that the higher degree of interaction allows students to ask questions,
give feedback, and sort out problems that are facilitated by the
instructor (Korucu & Alkan 2011). All these factors advance learning
and, consequently, the performance of the students (Rabiu,
Muhammed, Umaru, & Ahmed 2016).

Additionally, apart from encouraging innovative thinking via

the use of information technology, m-learning assists in convenient
knowledge attainment for investigative learning and information
sharing for collaborative learning (Roschelle, Rafanan, Bhanot,
Estrella, Penuel, Nussbaum, & Claro 2010). Hence, m-learning
provides prodigious opportunities for students to develop diverse
problem-solving, communication, and creative skills (Warschauer,
Zheng, Niiya, Cotton, & Farkas 2014). Teachers help students bring
knowledge into the mainstream of mobile technology by using new
pedagogical techniques to improve students' educational outcomes
(Aloraini 2012)

Positive effects of m-learning on learners’ educational

achievements can be observed through high learning quality, better
understanding of the content, accomplished expected learning results,
enhanced productivity during learning, an inclination towards
collective study, and an affirmative attitude towards the content or
subject (Alqahtani & Mohammad, 2015; MacCallum & Jeffrey, 2009).
According to (Fu 2018), m-learning provides significant opportunities

10
for learning rather than delivering consistent circumstances that assist
students in developing a meaningful knowledge base.

  In their studies, (Kumar Jena and Pokhrel 2017) and (Tai and
Ting 2013) discovered a positive impact of group m-learning practices
on students' social interface, consistency, and attention to seek
knowledge, as well as their academic performance.mobile device is a
learning tool that opens up successful prospects and potential for
university students to expedite their learning, improve their learning
styles, and boost satisfaction in terms of both facilities and education
(Twum 2014).

M-learning provides a constructivist educational environment

that strengthens students' ability to set their learning preferences
through the support of various mechanisms, including verbal/visual,
intuitive/sensing, reflective/active, and global/sequential (Zare,
Sarikhani, Salari, & Mansouri 2016).

Students who use mobile devices exhibit higher levels of

engagement, participation, cooperation, and information. They spend
more time doing research, assignments, and learning as compared to
those who use conventional educational tools. Learners who study
independently have similar outcomes because they see m-learning as a
dynamic learning process that improves critical thinking, problem
solving, and innovative reasoning (Ismail, Gunasegaran, Koh, & Idrus
2010). A number of research studies have concluded a positive impact
of mobile learning on the scholastic output of students (Rashid &
Asghar, 2016; Huet & Tcheng, 2010).

11
STATEMENT OF THE PROBLEM

This study focuses on the effects of modular learning on Grade

12 students’ academic performance.

Specifically, this answers the following questions:

1.What are the effects of modular learning on Grade 12 students’

academic performance, specifically their grades?

2. What are the challenges that Grade 12 students face in modular

learning?

3.Is there a significant difference between the effects of modular

learning and the challenges that students perceive to be associated with
modular learning?

SIGNIFICANCE OF THE STUDY

The beneficiaries of this research study are the following::

STUDENTS

This study will benefit the students as it will increase their

awareness of the effects of today’s learning style on their academic

12
performance. At the same time, it will provide them with some helpful
hints for dealing with the stress caused by modular learning. 

Teachers

This study will benefit the teachers in terms of educational

purposes and the strategies they would take in order to provide
assistance to their students in terms of their academic performance.

School Administration and Principal

This study will benefit the school administration and principal in terms
of creating an innovative way to solve this problem. They will be able
to also understand the effects of modular learning on grade 12
students’ academic performance.

Future Researchers

This study will benefit future researchers, as they will be able

to get some information that suits their research study.

Scope and Delimitation

His study will be conduct on Winzelle International College

Grade 12 students. The scope of this study is base on Grade 12
students’ academic performance in modular learning.

13
 This study is limited to 12  selected Grade 12 students
(HUMSS, ABM, and ICT T

CHAPTER II
REVIEW OF RELATED LITERATURE

Modular Learning

Modular learning is referred to as "a kind of learning practice

that occurs when the student is not static at a prearranged location,
where learning takes place when the knowledge seeker benefits from
learning opportunities that are dynamically delivered by mobile
gadgets or technologies" (O'Malley, Vavoula, Glew, Taylor, Sharples,
Lefrere, & Waycott 2005). It is an innovation in learning that reduces
learning constraints such as time and space. It is exercised through the
use of handy portable gadgets, including smart phones, tablets, PDAs,
and handheld technologies. It merely uses mobile technology to
provide knowledge (Gupta & Koo 2012). It is characterized by the use
of cordless gadgets to obtain learning material at any place and time.

Modular learning has been found to have a direct positive effect

on learners’ academic success; however, the influence is distinct when
the instructor facilitates and tracks the discussion toward the main
content (Wilen-Daugenti 2009). The role of instructors is therefore
instrumental in removing the bottlenecks to students’ outstanding
educational learning (Alrasheedi & Capretz, 2015). One of the best
features of m-learning is access to learning material with mobility and
ubiquity, promoting flexibility in terms of location, place, time, speed,
and space, which is quite impossible for desktop internet users
(Andrews et al., 2011)

14
 Modular involves knowledge sharing, problem-solving, and
one-on-one discussion, thus allowing for the maximum extent of
feedback among both the teaching and learning ends (Keskin &
Metcalf, 2011). Students regard this form of learning as a source of the
most "instant support" in online collaborative learning (Hamm,
Saltsman, Baldridge, & Perkins, 2013). Since previous years,
researchers have been very interested in analyzing the use of mobile
learning for gaining immediate knowledge and its effect on the
academic performance of students in the education industry
(Alrasheedi & Capretz, 2015).However, the cause-and-effect
relationship between m-learning and students’ academic performance
is likely to be mediated by facilitation discourse (Balaji & Chakrabarti,
2010) and flexibility (Fuegen, 2012).

 Modular teaching is one of the most widespread and

recognized teaching techniques in many countries, including Western
countries and Asian regions. A modular approach is used almost in all
subjects, like natural science, specifically in biology and medical
education, and even in the social sciences as well as in computer
education. Manlove and David (1985). It takes into account the
learners' individual differences, which necessitates planning for the
adoption of the most appropriate teaching techniques in order to help
the individual grow and develop at his or her own pace. Kandarp
Sejpal (2013)

FACILITATION DISCOURSE

Facilitation discourse is defined as "a process where instructors

actively participate and engage students in programmed or unplanned
15
discussion based on learning processes" (Leko, Kiely, Brownell,
Osipova, Dingle, & Mundy 2015). They assist students in solving
problems and finding their solutions under instructors’ guidance.
Teachers play a supportive and focused role in offering logical
resolutions to problems (Shaffer 2006).

It is a process in which teachers are actively involved in online

discussions, which they deem vital for retaining learners’ motivation
and interest in broadcasted lectures or conventional class rooms (Balaji
& Chakrabarti 2010). The use of such packages takes into account
individual differences and encourages students to work at their own
pace. That is why Loughran and Berry (2000) pointed out that
individuals learn more at their own pace because "telling is not
edifying and heedfully hearing is not learning." However, it is a
process of first understanding and then expressing the idea or
knowledge. One of the largest changes in recent years has been the
addition of technology education facilities with individualized
instructional modules. D. LeBrun (2001)

FLEXIBILITY

Mobile learning offers opportunities for distance learning by

creating modes of effective communication among distant students and
instructors (Yousuf 2007). This enrichment in communication is an
outcome of increased flexibility, characterized as "convenience
provided to m-learners to access learning material that is not easily
available for teaching as well as learning." M-learning yields flexibility
for students to seek education anytime and anywhere, even while the
learner is in a non-static position. Flexibility enables interacting
technology to provide learners with autonomy by allowing them to be
located at any location and time that is most convenient for them (Wen

16
et al. 2012).Broadly identified challenges with e-learning are
accessibility, affordability, flexibility, learning pedagogy, life-long
learning, and educational policy (Murgatrotd, 2020). Many countries
have substantial issues with a reliable Internet connection and access to
digital devices. While many economically disadvantaged children in
developing countries cannot afford online learning devices, online
education increases the learner's exposure to screen time.Therefore, it
has become essential for students to engage in offline activities and
self-exploratory learning. Lack of parental guidance, especially for
young learners, is another challenge, as both parents are working.
There are practical issues around physical workspaces conducive to
different ways of learning. The innately motivated learners are
relatively unaffected in their learning as they need minimum
supervision and guidance, while the vulnerable group, consisting of
students who are weak in learning, faces difficulties. Some
academically competent learners from economically disadvantaged
backgrounds are unable to access and afford online learning.

STUDENTS’ ACADEMIC PERFORMANCE

. A multifaceted phenomenon, influenced by diverse factors

such as meta-reflective learning and cognition, interest, motivation for
learning, skills, engagement, the quality of teaching, and socio-
economic status, enhanced learning is characterized by enhanced
student capability to perform at the desired level (Lewin & Mawoyo
2014; Moseki & Schulze 2010). Tinto (1987) defined students’
academic performance as a longitudinal process that involves
exchanges between students’ characteristics such as resources,
intentions, temperaments, and commitments as well as characteristics
of the academic institution. Academic performance is increased by
positive student experiences that alter their commitments and
intentions through positive encounters.

17
MODULAR LEARNING AND STUDENTS’ ACADEMIC
PERFORMANCE

Breakthrough innovations in technology have resulted in significant

differences in people's lives in the current era.Variations in
technological advancement are consistent and will be continued in the
future. Such progressions have made their mark in every sector, such
as government, services, banking, medicine, and even education
management. Guspatni (2018) reported that students developed
positive learning perceptions regarding the use of social applications
that deliver synchronous discussion platforms. Hi-tech practices in
academia have created a dynamic impact on the learning capability and
effectiveness of students. Decades before, the integration of education
and technology led to the emergence of e-learning, of which m-
learning is a more pronounced form (Alioon & Delialioglu 2015). The
idea of m-learning has already been deeply rooted in the academic
sector and has remarkably improved the educational competence of
students, especially those who opt to obtain distance learning (Jin,
Zhang, & Luo 2017; Ahmed & Parsons 2013). Distant learners or
those who used to acquire knowledge through virtual education are
now able to get access to personalized learning through portable,
ubiquitous, and flexible sources. This eventually develops students'
ability to have effective understanding, just as attained through a
conventional classroom environment (Miller & Cuevas 2017; Alioon
& Delialioglu 2015). M-learning as an innovative instructional
pedagogy plays a critical role in assisting students to become
efficacious in developing complex mental frameworks and
understanding the content accurately (Males, Bate, & Macnish, 2017;
Ng & Nicholas, 2013). Thomas and Orthober (2011) and Huang, Lin,
and Cheng (2010) established a positive association between suitable

18
use of mobile technology and learners’ configurations headed toward
learning and educational achievements. Students tend to score higher
when they incorporate mobile devices for learning than those who
acquire knowledge through traditional text books (Wilkinson & Barter
2016). In a longitudinal study conducted on students in Taiwan, a
contrast between mobile and conventional learning was established.

When pre-test grades were compared to post-test scores,

students who received education through mobile technology
demonstrated improved lexicon and academic results. Students
perceive video-based instructional methods as very effective for
building their self-confidence, retaining learning, and developing a
homogenous understanding (Guspatni 2018). Navaridas, Santiago, and
Tourón (2013) concluded positive instructor perceptions of learners’
educational performance and usage of flexible mobile technology in
orthodox class-room learning. The majority of teachers were
convinced that mobile learning has a significant impact on students'
learning abilities, language skills, and outcomes (Cho, Lee, Joo, &
Becker 2018). Young students, as active learners, use cell phones for
socializing, communicating, and scholastic purposes, which creates
ease and interest for them to learn innovatively (Elfeky & Masadeh
2016; Owino 2013). Allied health sciences students are increasingly
utilizing mobile technology in order to sharpen their metacognitive
abilities and achieve academic success (Khan, Siddiqui, Mohsin, Al
Momani, & Mirza 2017; Dos, 2014). They develop the strength to self-
regulate their learning behaviors and attitudes, which ultimately help to
engage more in studies (Idir & Iskounen 2018) and perform best
academically (Zare Bidaki, Naderi, & Ayati 2013). In a study
conducted in Saudi Arabia, it was found that female students become
active learners by becoming deeply emotionally, intellectually, and
behaviorally involved in knowledge-seeking tasks as compared to
males (Basri, Alandejani, & Almadani 2018). Ismail, Mahmood, and
Abdelmaboud (2018) and Sampson and Zervas (2013) resolved that
improved students’ learning and performance occur due to greater

19
interaction and blended instruction methodology. Moreover, mobile
devices act as learning object repositories (LORs) that facilitate the
vast sharing of knowledge assets among educational peers (Sampson &
Zervas, 2013). Mobile devices are cutting-edge technologies that allow
students to access real-time broadcast lectures and personalize the
channel and time of receiving lecture content (Shonola, Joy, Oyelere,
& Suhonen 2016). One of the best features of the m-learning process is
that the higher degree of interaction allows students to ask questions,
give feedback, and sort out problems that are facilitated by the
instructor (Korucu & Alkan 2011). All these factors advance learning
and, consequently, the performance of the students (Rabiu,
Muhammed, Umaru, & Ahmed 2016). Additionally, apart from
encouraging innovative thinking via the use of information technology,
m-learning assists in convenient knowledge attainment for
investigative learning and information sharing for collaborative
learning (Roschelle, Rafanan, Bhanot, Estrella, Penuel, Nussbaum, &
Claro 2010). Hence, m-learning provides prodigious opportunities for
students to develop diverse problem-solving, communication, and
creative skills (Warschauer, Zheng, Niiya, Cotton, & Farkas 2014).
Teachers help students bring knowledge into the mainstream of mobile
technology by using new pedagogical techniques to improve students'
educational outcomes (Aloraini 2012). Positive effects of m-learning
on learners’ educational achievements can be observed through
high learning quality, better understanding of the content,
accomplishment of expected learning results, enhanced productivity
during learning, slanting towards collective study, and an affirmative
attitude towards the content or subject (Alqahtani & Mohammad 2015;
MacCallum & Jeffrey 2009). Fu (2018) stated that m-learning provides
significant opportunities for learning rather than delivering reliable
circumstances that help students develop a meaningful knowledge
base. Kumar Jena and Pokhrel (2017) and Tai and Ting (2013), in their
study, found a positive impact of group m-learning practices on
students’ social interface, consistency, and attention to seek knowledge
and eventually academic performance. Mobile devices are learning
20
tools that open up successful prospects and potential for university
students to expedite their learning, improve their learning styles, and
boost satisfaction in terms of both facilities and education (Twum
2014). M-learning provides a constructivist educational environment
that strengthens students' ability to set their learning preferences
through the support of various mechanisms, including verbal/visual,
intuitive/sensing, reflective/active, and global/sequential (Zare,
Sarikhani, Salari, & Mansouri 2016). Students who use mobile devices
exhibit higher levels of engagement, participation, cooperation, and
information. They spend more time doing research, assignments, and
learning as compared to those who use conventional educational tools.
Learners who study independently have similar outcomes because they
see m-learning as a dynamic learning process that improves critical
thinking, problem solving, and innovative reasoning (Ismail,
Gunasegaran, Koh, & Idrus 2010).A number of research studies have
concluded a positive impact of mobile learning on the scholastic output
of students (Rashid & Asghar 2016; Huet & Tcheng 2010).

The level of academic performance of the students is likely to

drop for the classes held for both the year-end examination and internal
examination due to reduced contact hours for learners and a lack of
consultation with teachers when facing difficulties in learning or
understanding (Sintema, 2020). Student assessments are carried out
online, with a lot of trial and error, uncertainty, and confusion among
the teachers, students, and parents. The approach adopted to conduct
online examinations varies as per the convenience and expertise of the
educators and the compatibility of the learners. Appropriate measures
to check for plagiarism are yet to be put in place in many schools and
institutions, mainly due to the large number of students. The lockdown
of schools and colleges has not only affected internal assessments and
examinations for the main public qualifications like the General
Certificate of Secondary Education (GCSE), but A-levels have also
been cancelled for the entire cohort in the UK. Depending on the

21
duration of the lockdown, postponement or cancellation of the entire
examination assessment might be a grim possibility (United Nations,
2020). Various state-level board exams, recruitment exams, university-
level exams, and entrance exams have been postponed across India due
to the COVID-19 outbreak and

national lockdown. Various entrance examinations (such as BITSAT

2020, NATA 2020, CLAT 2020, MAT 2020, and ATMA 2020) have
also been postponed or rescheduled. The education system in schools,
colleges, and universities across the country has been severely
impacted due to the ongoing situation.

It is also possible that some students’ careers might benefit from the
interruptions. For example, in Norway, it has been decided that all 10th
grade students will be awarded a high school degree. A study carried
out in France shows that the 1968 abandonment of the normal
examination procedures in France, following the student riots, led to
positive long-term labor market consequences for the affected cohort
(Maurin & McNally, 2008).

22
CONCEPTUAL FRAMEWORK

INDEPENDENT VARIABLE DEPENDENT VARIABLE

MODULAR LEARNING ACADEMIC

PERFORMANCE

FIGURE 1

CONCEPTUAL FRAMEWORK

Figure 1 depicts a conceptual paradigm illustrating the relationship

between modular learning and academic performance of Winzelle
International College Academic Track Grade 12 students. It is clearly
shown in the figure that the independent variable, modular learning,
influences the dependent variable, academic performance.

OPERATIONAL DEFINITION OF TERMS

Academic Performance

.It refers to the academic accomplishments of the students, namely

their accomplishment of the performance task, the written works in the
modules, and the answering of the summative test in a quarter.

23
Modular Learning

is a form of distance learning that uses self-learning modules (SLM)

based on the most essential learning competencies (MELCS) provided
by DepEd. Modular Learning is the new learning system applied or
adopted at Winzelle International College in line with the existing
Pandemic.

Modules

These are printed and digital copies of learning materials that are used
as learning resources for students in various subjects during the
pandemic as part of the Department of Education's distance learning
program. The modules used by the school are from regional,
divisional, and school-based self-learning materials according to their
availability for use.

24
 CHAPTER III
METHODOLOGY

RESEARCH DESIGN

In this study, the researchers make use of the non-experimental

research design, specifically the descriptive survey design, wherein
each respondent will be given a set of questionnaires through an online
survey in connection with the current situation of the world under the
COVID-19 pandemic. Questionnaires were chosen for this research
because they are a reliable and quick method to collect information
from multiple respondents in an efficient and timely manner.
Greenfield (2002), Silverman (2004), and Bell (2005) The study
respondents will be the Grade 12 senior high school students of
Winzelle International College that were randomly selected according
to their tracks under the Academic Track.

RESEARCH LOCALE

This study will be conduct at winzelle international college

Senior High School. It was located at Tomas Claudio ST. Corner
Almonte St., Zamboanga city Philippines.

RESEARCH INSTRUMENT

The researchers of this study will be creating a survey on online

platform. The survey will be given to the students of grade 12 The

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researchers of this study will be creating a survey on the online
platform. The survey will be given to the grade 12 student. The
questionnaire aims to gather information about the concerns of this
study.

VALIDITY AND RELIABILITY OF THE RESEARCH

INSTRUMENT

Middlenton (2019) defines reliability and validity as concepts

used to evaluate the quality of research. They are indicating how well a
method, technique, or test measures something. Reliability is about the
consistency of the measure, and validity is about the accuracy of a
measure added. (Middlenton 2019)

The survey questions were in the hope of being validated by Practical

Research 1 Teacher, Ms. Ivy Laping Apolinario.

DATA GATHERING PROCEDUREHE

Survey questionnaires will take place through online platform

via messenger app. The question from the survey will be sent to the
students advisers of the selected students in each strand of the
Academic Track in grade 12 of the said school. The researchers will
also send the link to the chat group of all the respondents via facebook
messanger app and by then, the respondents will be able to answer the
questions on the link and the researcher will then monitor the results.

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