DEPARTMENT OF EDUCATION

Caraga Administrative Region

DIVISION OF SURIGAO DEL SUR
LANUZA DISTRICT
FLORITA HERRERA IRIZARI NATIONAL HIGH SCHOOL
___________________________________________________________________________

CHAPTER 1
INTRODUCTION

Face to face learning engagement of students and teachers within the school has
been suspended due to Covid-19 Pandemic. This Pandemic has paved the way to the
implementation of Modular Distant Learning as an urgent response to ensure conyinuity
education. However, the researchers believe that the module will be pass on time;
depending on several factors like time management.

According to French (2015) and Kamakshi (2011), modular approach to teaching

enables the learner to have control over his/her and accepts greater responsibility for
learning. For instance, capabilities required managing an institutions finances which includes
generation of finances, allocation, accounting and monitoring can be grouped together and
form a module called time management.

The researchers observed the sloppiness of submitting their modular activities in the
current educational scenario in FHINHS, especially in Grade 11 GAS. They also complain
about not having enough time and that some of the modular tasks are difficult.

This research study is significant to students for them to know that passing modules
on time can reduce stress, and it is also significant to teachers in FHINHS not think about
the late submission of modules

DEPARTMENT OF EDUCATION
Caraga Administrative Region
DIVISION OF SURIGAO DEL SUR
LANUZA DISTRICT
FLORITA HERRERA IRIZARI NATIONAL HIGH SCHOOL
___________________________________________________________________________

STATEMENT OF THE PROBLEM

This study needs to be conducted to determine the reason for Gas 11

student’s sloppiness in submitting their modular activities.
Specifically, the researchers aim to answer the following questions:
1. What is the profile of the respondents?
 Age
 Sex
2. What are the reasons that affect the delayed submission of the modules?
3. How do you manage time while learning?
4. What intervention program can be proposed?
Review of related study (foreign)

(Pensiero and Nooriafshar, 2005 etc) at the University of Southern Queensland, Queensland, Australia
and similar arrangement are in place in most of the Australian Universities. Each course has its own
due-date for the submission of the assignments. If a student cannot submit his or her assignment by
the specified due-date, they would get a penalty. In order to avoid the penalty, students must receive
permission from the lecturer for the late submission. For this to be possible, a student must have a
reasonable excuse that can satisfy the lecturer. Experience from the past few years has shown that
variety of reasons
such as, sickness, changing jobs, moving house, very busy with the new job, double or triple
assignments have the same due date for submissions etc, could be cited. It should be noted that the
ultimate goal of students for late submission could be for securing higher marks.

Assignments and examinations are two measures to check the educational status and to
segregate the different categories of students. Assignments account for 40-60 percent
weightage in most of the courses (ECO1000 Course Team, 2005; ECO2000 Course
Team; 2005, MGT 2100 Course Team; 2005, MGT2102 Course Team, 2005; Pensiero
and Nooriafshar, 2005 etc) at the University of Southern Queensland, Queensland,
Australia and similar arrangement are in place in most of the Australian Universities.
Each course has its own due-date for the submission of the assignments. If a student
cannot submit his or her assignment by the specified due-date, they would get a penalty.
In order to avoid the penalty, students must receive permission from the lecturer for the
late submission. For this to be possible, a student must have a reasonable excuse that can
satisfy the lecturer. Experience from the past few years has shown that variety of reasons
such as, sickness, changing jobs, moving house, very busy with the new job, double or
triple assignments have the same due date for submissions etc, could be cited. It should
be noted that the ultimate goal of students for late submission could be for securing
higher marks.

Local Study

. According to Phan & Dang (2017), factors such as training, attitude, technical competence, time
constraints, pedagogy, and methodology were among the major distance learning education
elements. In a study conducted by Ventayin (2018) on the readiness of DepEd Teachers to online
teaching, showed that despite the limited experience in distance education such as technical skills,
time management, knowledge and attitude in online education, they were still able to cope with the
trends in distance learning. Moreover, readiness and satisfaction levels were also found among
prospective teachers in other countries like Turkey and Thailand in terms of web-based education
(Ozturk, Ozturk & Ozen, 2018; and Akarawang, Kidrakran & Nuangchalerm, 2015). Further, in the
study on the response from 205 online faculty of higher institutions in the United States in terms of
readiness, attitude and ability to teach online in terms of course design, course communication, time
management and technical aspects most of the responses were rated high (Martin, Budhrani &
Wang, 2019).
Furthermore, another study on distance education readiness found 90% of the total special
education and preschool teachers surveyed got motivated to implement distance education despite
having diverse students, lack of specialists, home-schooled, under long medical treatment, attending
short stay with group or family and private school (Fedina et al., 2017). Likewise, in another study,
higher education mentors show a positive attitude and motivation to teach university students
special needs like hearing and visually impaired despite the risk and challenges in learning materials,
pedagogy, monitoring, implementation and psychological understanding (Movkebayeva et al., 2018).
As this pandemic is slated to exist until the preventive vaccine is discovered, it is essential to know
how the educators who are the prime facilitators of the education adjusted to this transition and
what challenges they faced while adapting to this transition as their preparedness for the coming
times.

Review of related literature (foreign)

Late assignments submissions are sometimes generalized as procrastination. Procrastination can be

defined as the intentional delay of a task (Nordby, Klingsieck, & Svartdal, 2017). The delay can come
at any point of the action, whether it is at the beginning of the task or at its completion. Although
procrastination is intentional, it may not be consciously labeled by the learner as procrastination.
Procrastination, particularly for college students, is a ubiquitous phenomenon. Roughly, 70% of
college students identified themselves as procrastinators (You, 2015). While procrastination might
be seen as a harmless trait, one of its main results are late assignments.

Falkner and Falkner (2012) found that assignment submission patterns could be an indicator for
identifying at-risk students and increased rate of course withdrawals at an institution. Several
studies show a correlation between student procrastination and academic performance (Nordby et
al., 2017). Procrastination can lead to missed classes, assignments, and result in lower grades.
Additionally, the quality and accuracy of work can be reduced due to the pressure associated with
completing an assignment on a crunched timeline (Kim & Seo, 2015). In addition, procrastination
tendencies are linked to poor goal achievement and lower achievements (Akran, et al., 2019).

Yilmaz (2017) found that students in an online environment procrastinated more on assignment
submissions compared to their traditional face-to-face counterparts. This is understandable as life
events can affect one’s schoolwork. Due to its autonomous nature, the online learning environment
places a high demand of self-regulation from students (Klingsieck Fries, Horz, & Hofer, 2012). This is
significant as Kara (2015) found that self-regulation is an important trait found in effective learners.
Additionally, studies have shown that procrastinators delay or are not as engaged in participation
due to a lack of self-regulation (You, 2015). Further, “Procrastinators in e-learning tended to perform
worse than non-procrastinators but also that the negative relationship between procrastination and
achievement in the e-learning environment was stronger than that in the traditional learning
environment” (You, 2015, p. 66). In addition, students who post late into an online class have a
significantly higher rate of being unsuccessful overall as the onset of procrastination formed an early
habit (McElroy & Lubich, 2013).

Local Literature

As of 2018, one-third of college students were taking at least one online class (Ruth, 2018). Online
education has experienced dramatic growth in recent decades thanks to advantages such as
flexibility, convenience, and access to a classroom worldwide (Bowers & Kumar, 2015). However, the
online learning environment can have a significant impact on a student’s ability or desire to
complete a task on time. There are challenges online students face, in addition to the typical
challenges students tend to encounter while in college. The online learning environment can elicit
feelings of isolation and disconnectedness (Bowers & Kumar, 2015). Arasaratnam-Smith and Northce
(2017) also contend that it can be difficult to create a sense of community for online students.
Furthermore, it can be challenging for instructors to maintain proximity and a strong social presence
within an online asynchronous environment (Dyer, Aroz, & Larson, 2018). This is important as a
sense of community and an in increase in instructor social presence can help aid in student retention
(Sorensen & Donovan, 2017). Late point policies to help encourage students to submit on time have
become a topic of discussion in higher education as late assignment submissions can be an early
warning sign of student non persistence.

According to Margaret Cambre (1991), in the late 1950’s and early 1960’s, television production
technology was largely confined to studios and live broadcasts, in which master teachers conducted
widely-broadcast classes. Unfortunately, teachers who were expert in the subject matter were not
necessarily the best and most captivating television talent, nor was the dull “talking head” medium
the best production method for holding the interest of the audience. In the early 1970’s, the
emphasis turned from bringing master teachers into the classroom to taking children out of the
classroom into the outside world. This had the negative effect of relegating television to the position
of enrichment, which was not perceived as really related to school work. This trend was reversed
later in the 1970’s, as professionally designed and produced television series introduced students to
new subject matter that was not being currently taught, yet was considered to be an important
complement to the classroom curriculum. Then, in the 1980’s, the pendulum swung back to the
basics. The most recent trend has been one of multiculturalism, humanities, and world affairs.
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