PERCEPTION OF GRADE 11 MASIPAG STUDENTS OF AURORA NATIONAL

HIGH SCHOOL ABOUT MODULAR LEARNING

a research presented to
Aurora National High School Senior High Department

In Partial fulfillment of the requirement for the subject

of Practical Research 2

GROUP-1
JOHN PAUL J. ARCILLAS
MICHAEL M. GUYAY
MARLON V. QUIMSON
MARCIAL U. TALATAYOD
ELVIE L. BONOL
AIZA C. LODRIPAS
RENELYN M. LOPEZ
NICA MAE A. MENDOZA

MARILYN J. MORENO

KATHERINE R. SITON

March 2023
Statement of the Problem

1. How does this process of learning affect the student capacity to learn?

2. What are the student perceptions about modular learning?

3. Which part of their academic performance that maybe affected through

modular learning?

Significance of the study

The Students. The result of the study will help students determine the benefits of the

modular learning has good benefits to the students that modular learning teaches their

to be self-disciplined perhaps the greatest foe of modular learning is procrastination,

that self-realization propels their success in an modular learning.

The Teachers. The result of this study will offer teachers to set their own learning

pace. As a result, using modules allows for a better balance of work and studies.

Studying through modules teaches vital time management skills, which makes finding

a good work-study balance easier. Modular learning offers teachers an efficient way

to deliver lessons to students by extending the lesson plan beyond traditional

textbooks to include online resources, in module teacher are able to become more

efficient educators.
Scope and delimitation of the study

The main purpose of this study is to determine the effects of modular teaching

style on the academic performance of Grade-11 Masipag students. The study

considers the students viewpoints in distance learning and their opinions on how they

will deal with it.

The researches limited the study to all Grade-11 students who are in the Grade-11

Strand enrolled in first semester of the school year 2021-2022 of Aurora National

High School. Each respondent were interviewed through messenger mobile

application for the researcher to get their point of view about in the effects of new

learning set-up which is the distance learning. The students selected came from of

grade-11 masipag students to prevent bias and get their objective perceptions.

Only the Grade-11 student were chosen to participate in the study because want to

hear and want to know their opinions on how much distance learning really affects

grade-11 students and how they respond to this situation and especially to those

students who choose the modular modality that they need to self-study.
Definition of term

 Modular learning (term)-the student’s new way of learning that uses of

learning modules which include sections on motivation and assessment that

serve as a complete guide of both teachers and students desired competencies.

 Perception (term)-the answer of students in the open-ended question that

determine the views of the student whether modular learning can be helpful

medium to mathematical learning.

 Retention(term)a learned information from students that keep the information

stored in long-term memory is such a way that it can be readily retrieved. In

this study retention is measured by measuring the `difference in the test that

was conducted two weeks apart.

Conceptual framework

the unifying aim of all educators in health care is to enable students to render

quality health care and to apply what they have learned in the classroom and

simulation laboratories to real-world situations (Lauder, Sharkey, & Booth, 2004).

This process of application in the real world is known as “transfer of learning” or

“theory-practice integration”. Holton, Bates, Bookter and Yamkovenko (2007) state

that transfer of learning is the degree to which students apply to their jobs the

knowledge, skills, behaviors, and attitudes they have gained in training. Transfer of

learning is demonstrated by a competent student. Goudreau et al. (2009) summarize

competency as follows “… thus allows one to deal with different situations by

drawing on concepts, knowledge, information, procedures, and methods. It

incorporates many elements, mobilizes knowledge, and strategically marshals

capabilities in accordance with the specific nature of the situation” (p.3). Facilitation

of problem solving, reflection, decision making, critical reasoning and relevant other

skills is necessary to give students the opportunities to become competent (Jerlock,

Falk, & Severinsson, 2003). However, 3 transfer of learning does not always occur.

Many organizations have found that about 10% to 20% of training is ever applied in

the real world (Ford, 2009; Kirwan & Birchall, 2006). Failure to transfer learning

occurs for several reasons and these may be grouped as factors within the student,

design of the learning sessions, and organizational climate or workplace environment.

 The relationship of these factors is illustrated in Figure 1. Student

characteristics, educational design, and workplace culture influence students’

motivation to learn and to transfer learning and, in this way, performance in the

clinical environment. Figure 1: Systemic model of transfer of learning, adopted

and adapted from Donovan and Darcy (2011) In order to promote transfer of

learning the educator must consider these factors when designing at modular level.

For many educators it becomes a daunting task and they do not know where to

start. It is the purpose of this article, therefore, to provide the conceptual

framework that could serve as the foundation to design module themes in such a

manner that it will promote transfer of learning.

 REFERENCES

Navarosa, D. & Fernando, C. (2020). Education in the New Normal:

A Closer Look at the Philippines’ Learning Solutions Amidst the Pandemic.

Retrieved from https://medium.com/underscore-online/education-in-

the-new-normal-a-closer-look-at-philippines-learning-solutions-amidst-the

pandemic-ba0adc339d8f

World Health Organization (2020). Coronavirus.

Retrieved from https://www.who.int/healthtopics/coronavirus#tab=tab_1