Research Study

HOLY INFANT COLLEGE OF TACLOBAN CITY INC.
61
CHAPTER I
Introduction
Background of the Study
Mathematics is often pointed as a difficult topic despite of its importance in
daily life. Such perception is due to the abstract nature of Mathematics as said by
Sufiana K. Malik (2012). If the students with negative perception towards
Mathematics performed poorly and vice versa, that performance of mathematics
can be improved through enhancing positive perception towards Mathematics
(Wasike, Michael, & Joseph, 2013). According to Antony Charles that modular
approach in Mathematics learning proved to be an effective and efficient tool to
help students to learn mathematics themselves. (Jazim and Rahmawati, 2017)
stated students improve the mathematical understanding on the material that is
given to them. As they explained, the use of module in learning mathematics
makes students with high academic ability tended to be more active in the
discussion process. Moreover, this approach is also useful for students with a
poor mathematical background and lack of motivation (Abramovits, Berezina, &
Shvartsman).
Modular Distance Learning (MDL) is a learning method where students
can use printed self-learning modules (SLM) and modules that can be accessed
digitally or through electronic devices such as laptops, computers, tablets, and
smartphones. (AJ Yes, 2021) Academic performance is the outcome of students’

HOLY INFANT COLLEGE OF TACLOBAN CITY INC. 61
effort in examinations. Students’ academic performance is determined by a
number of factors (Eze et al. 2016)
COVID-19 pandemic; 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. (Magsambol, 2020)
According to the Trends in International Mathematics and Science Study
(TIMSS), the Philippines received the lowest results among the 58 participating
countries in the 2019 Trends in International Mathematics and Science Study
(TIMSS), receiving scores in mathematics and science of 297 and 249. The
International Association for the Evaluation of Educational Achievement, based in
the Netherlands, created the TIMSS and used a four-level scale: Advanced
International Benchmark (625), High International Benchmark (550), Intermediate
International Benchmark (475), and Low International Benchmark to interpret
student scores (400). Only 1% of Filipino pupils, according to the research,
achieved the high threshold in mathematics, which indicates that "students utilize
conceptual understanding to solve problems." Students can read and use data in
tables and a variety of graphs to solve problems, according to the research
institution's assessment. "Students can answer elementary measurement
problems. They display grasp of geometric aspects of forms and angles. Around
19% of Filipino students finished in the low benchmark, demonstrating that they
have "some fundamental mathematics knowledge," but just 6% of them finished
in the intermediate benchmark, demonstrating that they can "use basic
mathematical knowledge in simple scenarios." According to the same research,
13 percent of Filipino pupils scored below the low standard in science, which
indicates that they have "poor understanding of scientific concepts and limited
mastery of foundational science facts." Only 1% and 5%, respectively, of Filipino
pupils are in the high benchmark and intermediate levels. The Department of
Education released a statement on Thursday in response to the study's findings,
stating that it "welcomes the insights of the TIMSS 2019 results to strengthen its
efforts to increase the quality of education in the country." In the announcement,
it was stated, "We repeat that our participation or re-engagement in these
international examinations represents a step forward toward correcting
curriculum and learning deficiencies in the country's basic education.
According to the DepEd, "Our ongoing policy is to translate these
worldwide assessments into meaningful and implementable changes that can
directly affect our learners' achievements and teachers' improvements. "Every
four years, the TIMSS, which was established in 1995, is conducted to assess
the math and science proficiency of students. The 2019 TIMSS was administered
to children in grades four and eight in 64 different nations, but the Philippines
only took part in the assessment for Grade Four students. The Organization for
Economic Co-operation and Development's 2018 Programme for International
Student Assessment revealed that among 79 nations, Filipino pupils had

previously performed the worst in reading comprehension and the second worst
in science and maths. According to DepEd, the nation re-entered the study after
a 16-year break.
According to John Elflein (2021), Coronaviruses were a group of viruses
that can be transmitted between animals and people, causing illnesses that may
range from the common cold to more severe respiratory syndromes. Here are the
top ten (10) most affected countries in the world: USA, India, Brazil, Russia, UK,
France, Spain, Italy, Turkey, and Germany.
Merlina Hernando-Malipot (2020) reported that of all the alternative
learning modalities offered by the Department of Education most students prefer
to use the ‘modular’ distance learning options. She added that based on the
partial results of the Learner Enrollment and Survey Forms distributed during the
enrollment period, it showed 7.2 million enrollees prefer to use modular distance
learning, TV & Radio based instruction and other modalities while only 2 million
enrollees prefer online for school year 2020-2021. (Anthony, 2020) Modular
distance learning is a learning form of individualized Instruction allows learners to
utilize self-learning modules it's either in printed or digital format/electronic copy,
learners access the copies of learning materials on a computer, tablet PC or
Smartphone, CD'S, USB storage, computer-based including offline E-Books.
The purpose of this study is to determine the challenges met by
mathematics teachers using modular approach in distance learning in the

intermediate grades in Holy Infant College of Tacloban City Inc. Amidst the
pandemic: Inputs and intervention scheme. To give significant plan to the
educators to improve the teaching-learning process even this pandemic
vanishing and how it can be implementing effectively so the teachers embrace its
use. This study is also to determine that using module can help and can be
permanently used as teaching-learning material in mathematics subject.
Statement of the problem
The main objective of this study is to determine the challenges met by
Mathematics teachers using modular approach in distance learning in the
intermediate grades in Holy Infant College of Tacloban City Incorporated amidst
the pandemic. Findings will serve as inputs to an intervention scheme.
Specifically, it sought to answer the following:
1. What is the profile of the respondents in terms of the following?
1.1 age
1.2 gender
1.3 civil status
1.4 present position
1.5 highest educational attainment; and relevant training attending?
2. What is the perception of the respondents towards modular approach in
teaching?
Mathematics?
3. To what extent do the respondents, implement modular approach in
teaching
mathematics in terms of the following:
3.1 knowledge;
3.2 skills;
3.3 attitudes
4. What are the challenges met by the teachers in the implementation of the
modular approach in teaching mathematics amidst Covid-19 pandemic?
5. What are the strategies employed by the respondents to address the
challenges?
6. What inputs to intervention may be formulated based on the findings of the
study?
Theoretical Framework
The study is anchored from the theoretical framework support of the
theorist such as Guilhardi et al. (2007) Modular Theory, Gibson (2002)
Introduction the cognitive theories of perception, Ausubel (1968) Assimilation
Theory, Brunner (1966) Inquiry-based constructivist approach, and Festinger
(1957) Cognitive Dissonance theory who believe that mathematics is
hierarchical in nature and the vast majority of theorists agree that a prior learning
is critical in the acquisition of new mathematics knowledge. The following is a
concise explanation of the concepts of the most well-known mathematical
theorist.
Guilhardi et al. (2007) developed the modular theory of learning and
performance. This modular theory of learning and performance contains parts
that may be labeled, perception, memory, and decision. This modular theory is a
development of packet theory that adds a distinction between pattern and
strength memories, as well as contributing closed form equations. The name
packet theory derives from a focus on the decision module, which provides the
basis for bouts of responses. The perception and memory modules, however, are
just as important as the decision module.
Gibson, (2002), introduced the cognitive theories of perception that
assumed there is a poverty of stimulus. And from Gibson’s early work derived an
ecological understanding of perception known as perception-in-action, which
argues that perception is a requisite property of animate action. It posited that,
without perception, action would be unguided, and without action, perception
would serve no purpose. A mathematical theory of perception-in-action has been
devised and investigated in many forms of controlled movement and has been
described in many different species of organism using the General Tau Theory.
Walberg’s theory of academic achievement, cited by Dr. Rugutt and Chemosit,
posited that psychological characteristics of individual students and their
immediate psychological environments influence educational outcomes
(cognitive, behavioral, and attitudinal).
Ausubel et al. (1968) were opponents of discovery learning, believing that
pupils acquire knowledge by direct exposure rather than discovery. According to
Ausubel's Assimilation Theory, it is critical to connect new knowledge to earlier

learning. Teachers should make learning easier for students by organizing
material so that new ideas may be easily linked to previously taught concepts. He
believed that teachers should provide a brief overview of the knowledge that
students will learn ahead of time, referring to this as giving students the 'big
picture,' which allows learners to link new concepts and vocabulary to previously
learned ideas, providing a framework into which new learning can be placed.
Bruner (1966) is recognized for establishing the inquiry-based
constructivist approach to learning, known as discovery learning, which claims
that it is ideal for learners to discover facts and relationships for themselves.
Inquiry-based learning is the most effective way to learn. Bruner believes that
everybody, regardless of age, can learn anything if it is presented in a way that
they can comprehend. Bruner refers to this notation as the spiral curriculum
because he believes that learning is a cumulative process that necessitates
repeated revisiting of past information. His learning theory divides knowledge into
three stages: enactive (action-based), iconic (image-based), and symbolic
(representation-based) (language-based). Bruner proposes that students should
progress through three stages when learning mathematical concepts: from
tangible things to visual images, and ultimately to abstract symbols.
(Festinger 1957), the cognitive dissonance theory, when a person's action
conflicts with his or her opinions and beliefs, an underlying psychological tension
result. An individual is thus motivated to adjust their attitude in order to achieve
consistency between their beliefs and behaviors as a result of this underlying
tension. In relation with learning in mathematics the hypothesis of cognitive

dissonance was first put forth by Leon Festinger. He is arguing that dissonance,
which is the existence of linkages between cognition that are not appropriate, is a
motivating force in and of itself. This driving force encourages the student to
discriminate between right and wrong answers and to act with greater self-
assurance in his decisions or actions. This drive will help you resolve the issue at
hand in the best possible way.
Conceptual Framework of the Study
Figure 1 on the following page is the diagram showing the conceptual
framework of the study. The schema shows the variables of the study and their
relationship. The input of the study is the statement of the problem were including
the perception of the respondents towards modular approach in teaching
mathematics, the extent of the respondent implement modular approach in
teaching mathematics, challenges met by the respondents in the implementation
of modular approach in teaching mathematics, and the strategies employed by
the respondents to address the challenges. The process of the study is the
utilization of the survey questionnaire using the statistical tools which was the
mean, percentage, and frequency and the output is for recommendation to
teacher’s improvement.
Input Process Output
 Profile of the
respondents
 Perception of
I O N
the respondents
towards modular
approach in
teaching
R E C O M M E N D A
Figure 1. Conceptual Framework of the Study
Scope and Delimitation of the Study
This study aims to determine the challenges met by mathematics teachers
using modular approach in distance learning in the intermediate grades in Holy
Infant College of Tacloban City Incorporated Amidst the pandemic: Inputs in
intervention scheme.
Significance of the Study
The results of this study will provide a baseline data for the challenges met
by mathematics teachers using modular approach in distance learning in the
intermediate grades in Holy Infant College of Tacloban City Incorporated Amidst
the pandemic: Inputs in intervention scheme.
Specifically, the results of this will benefit the following:
Students - Modular Distance Learning would help learners to be trained them on
time management, setting their priorities, solve and answer the problems and
questions given in their modules and helps learners mentally and it can be
associated with developing self-regulation skill by being independent. With this,
learners can have a positive and academic attitude towards the new learning
modality.
Teachers - This will give a significant plan for educators to improve the teaching-
learning process and how modular distance learning can be implemented

effectively. This study can help teachers because it would serve as an eye-
opener for them in knowing the effects of MDL in learners’ academic
performance so that they can implement appropriate guidelines and instruction.
Parents - The result of this study would motivate the parents to extend more
assistance and guide their child/children through the modular lessons that would
be sent to learners while doing remote learning. Through Modular Distance
Learning, parents would be able to identify their child/children’s strengths and
weaknesses when doing their assigned task incorporated in their modules.
Future Researchers - Result of the study will also serve as springboard to all
young researchers to conduct other studies related to modular approach in
learning.
Definition of Terms
To further understand the contents of this research paper, here are some
key words to help you out. The following terms are defined as used in the study.
Challenges- As defined by the Cambridge Dictionary (2023), It is the situation of
being faced with or something that needs great mental or physical effort in order
to be done successfully and therefore tests a person’s ability.
Distance learning - a method of studying in which lectures are broadcast or
classes are conducted by correspondence or over the internet, without the
student's needing to attend a school or college. Also called distance education.

Extent- As defined by the Cambridge Dictionary (2023), It is the degree to which
something happens or is likely to happen and also it is a particular degree or
stage, often causing particular results.
Intervention Scheme- As defined by Omaha System Organization, it is
designed to describe and communicate multidisciplinary practice, practice that is
intended to prevent illness, improve or restore health, decrease deterioration,
and/or provide comfort before death.
Modular approach – as defined by Wondifraw Dejene (2019) is an emerging
trend educational thinking that shifts traditional method of instruction to an
outcome-based learning paradigm. Modularization is based on the principle of
dividing the curriculum into small discrete modules or units that are independent,
nonsequential, and typically short in duration.
Pandemic- As defined by CDC government website, it is like an epidemic but
even more widespread over several countries or continents. Most of the diseases
posing the greatest risk to humans are contagious meaning that they are caused
by an infectious agent and can be spread from person to person.

CHAPTER II
REVIEW RELATED LITERATURE AND STUDIES
This chapter present relevant literature and studies that have bearing in
the present study. This are presented to serve the background for the present
investigation.
Related Literature
Perception (from the Latin perceptio, meaning gathering or receiving) is
the organization, identification, and interpretation of sensory information in order
to represent and understand the presented information or environment (Schacter,
2011). It is not only the passive receipt of these signals, but it’s also shaped by
the recipient’s learning, memory, expectation, and attention. William N. Dember
(n.d.) said perception, in human, the process whereby sensory stimulation is
translated into organized experience. That experience, or percept, is the joint
product of stimulation and of the process itself. Smart and Cappel (2006)
mentioned if the students perceive some benefits to their learning (through either
a personal interest in or an application of content) they will likely be more
motivated to perform well. He cited McKeachie (2002, pp.19), accordingly
students who are motivated to learn will choose tasks that enhance their
learning, will work hard at those tasks, and will persist in the face of difficulty in
order to attain their goals. If the students with negative perception towards
Mathematics performed poorly and vice versa, that performance of mathematics

can be improved through enhancing positive perception towards Mathematics
(Wasike, Michael, & Joseph, 2013).
According to Anthony Abaidoo (2018) as cited in Narah and Abdullah
(2016), academic performance is the knowledge gained which is assessed by
marks by a teacher and/or educational goals set by students and teachers to be
achieved over a specific period of time and they added that these goals are
measured by using continuous assessment or examinations results.
According to Shuja, Qureshi et. al (2019) in their study entitled “Effect of
m-learning on student's academic performance mediated by facilitation discourse
and flexibility”, as they suggested that a multifaceted phenomenon, influenced by
diverse factors such as meta-reflective learning and cognition, interest,
motivation for learning, skills, engagement, quality of teaching and socio-
economic status, characterized by enhance student’s capability to perform at the
desired level (Lewin & Mawoyo, 2014; Moseki & Schulze, 2010).
Likewise, 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 students’ experiences that alter their commitments and intentions to
positive encounters. Don Elger (n.d.) claimed performance, as the adage goes, is
a “journey not a destination.” The location in the journey is labeled as the level of
performance. Each level characterizes the effectiveness or quality of a
performance.
In the study of Botman, Van Rensburg et. al (2015), “Conceptual
Framework or Educational Design at Modular Level to PromoteTransfer of
Learning”, they mentioned learning theories have reshaped themselves from
behaviourism to information processing to constructivism. Cognitive science and
cognitive psychology confirm that the process of constructing knowledge is
dependent on existing knowledge, the context or situation, and internalisation of
information in an organised cognitive structure cited in (Bruce, Klopper, &
Mellish, 2011). This constructivistic approach interrelates well with Kolb’s
experiential learning theory, which postulates that knowledge is created from
understanding and transforming experience. Kolb’s model postulates that
observations and reflections occur upon concrete experiences. These reflections
are internalised and abstract concepts are formed with associated possible
consequences of action. The possible associated consequences can be actively
tested for validity and inform future actions in similar situations cited in (Kolb &
Boyatzis, 2000).
On the basis of these viewpoints of learning it is clear that the focus of
learning outcomes has shifted from content to competence cited in (Braband,
2008; Brandon ,2010). With the constructivist approach the educator becomes a
facilitator of learning. For this reason, the responsibility of the educator-facilitator
is to create learning opportunities for students to process new information and
link it to existing mental frameworks through individual or social activity.
However, prior knowledge needs to be retrieved before the student is able to link
the new knowledge to it. Through this process the new information is
comprehended and meaning making occurs or knowledge is constructed.
Learning opportunities are created within a complex system that consists of the
educator, student, teaching context, teaching and learning activities, outcomes,
and student assessment tasks and should take the clinical environment into
consideration. And students are competent when they have the capacity to apply
their knowledge and skills with an appropriate attitude in various environments
and circumstances. In other words, when foundational knowledge (content),
procedural knowledge (how to do), and conditional knowledge (when to do)
become functional knowledge cited in (Biggs, 1996).
The starting point for creating learning opportunities is to clarify the
learning outcome or competence cited in (Biggs, 1996) that the professional
person must demonstrate. Kouwenhoven defined competence as the capacity to
demonstrate up to a predetermined standard the key occupational tasks that
characterise a profession cited in (Kouwenhoven, 2010.).
The elements of learning opportunities that promote competence are
activation of existing knowledge to serve as a foundation for new knowledge;
application of knowledge in real-world settings; active engagement of students in
real time and real-world situations; practicing of assessment, critical thinking,
communication, and leadership skills through collaborative learning processes;
multiple authentic formative assessments to ensure mastery of the complete
competence; and objective assessment measures that are clearly aligned with
expected competencies cited in (Carraccio, Wolfsthal, et al 2002). It is the

responsibility of the educator to ensure that all teaching and learning activities
are aligned with the outcome, reality, and assessment tasks while it is students’
responsibility to actively engage with the learning material in order to internalise
the theory and skills and in this way construct new knowledge cited in (Reaburn
& Strategy, 2009).
Related Studies
According to John Elflein (2021), coronaviruses are a group of viruses that
can be transmitted between animals and people, causing illnesses that may
range from the common cold to more severe respiratory syndromes. In February
2020, the International Committee on Taxonomy of Viruses and the World Health
Organization announced official names for both the virus and the disease it
causes: SARS-CoV-2 and COVID-19, respectively. He said that the name of the
disease is derived from the words corona, virus, and disease, while the number
19 represents the year that it emerged. Elflein (2021) added that COVID-19 is a
novel coronavirus that had not previously been identified in humans. The first
case was detected in the Hubei province of China at the end of December 2019.
The virus is highly transmissible, and thousands of new cases are being reported
around the world each day. Coughing and sneezing are believed to be the most
common forms of transmission, which is similar to the outbreak of the SARS
coronavirus that began in 2002 and was thought to have spread via cough and
sneeze droplets expelled into the air by infected persons.
According to Bonz Magsambol (2020), to make sure that learning remains
unhampered, Department of Education is implementing a distance learning

approach a learning delivery mode where interaction takes place between the
teacher and the students who are geographically remain from each other during
instruction, this means lesson will be delivered outside the traditional face-toface
setup. Based on (Manlangit, Paglumotan, & Sapera) 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. According to
Mark Antony Llego (2020), modular distance learning is learning in the form of
individualized instruction that allows learners to use self-learning modules (SLM)
in print or digital format/electronic copy whichever is applicable in the context of
the learner, and other learning resources like learners’ materials, textbook,
activity sheets, study guides and other study materials. Learners access
electronic copies of learning materials on a computer, tablet PC, or Smartphone,
CD'S /DVDs /USB storage and computer-based application can all be used to
deliver e-learning materials, including offline E-Books. The learners may ask
assistance from the teacher via E-mail telephone, text message/instant
messaging etc.
However,Alcantara (2015) claimed that education is very important in
everyone's life thus, learning mathematics is very relevant in man's daily living,
some students with this, teachers who facilitate learning should prepare and
apply different strategies and techniques in order to help students to understand
the lessons especially in Mathematics. She added that developing a learning
module is a great effort a teacher will do in supporting students learning.
Alcantara (2015) also mentioned that modules are the most widely accepted
learning materials so it is important to prepare in intelligently. It has an impact in
learning since using this material has already been spread in the whole and the
use of it has an effect in the learning process of the students all over the world
especially in the subject mathematics.
Based on the students’ opinion they said that course modules are the
alternative solution to provide effective education to all students and at levels in
the present scenario under new education policy (Reddy, 2005).
Likewise, Dr. Sejpal (2013) defined Modular learning as a unit of work that
is virtually self-contained and a method of teaching that is based on the building
up skills and knowledge on discrete units should be independent, self -contained,
self-instructional, and well defined and have clearly defined objectives. He said,
modular method of teaching is more effective, recent and more technology-based
teaching method in the present educational field. Modular approach provides
more flexibility to distance teaching made as well to learners. Using modular
approach, the students improve the mathematical understanding on the material
that is given to them. The use of module in learning mathematics makes students
with high academic ability tended to be more active in the discussion process
(Jazim & Rahmawati, 2017).
In the same manner, Ma. Theresa Bringas Nardo (2017) claimed modular
Instruction is an alternative instructional Design that uses developed instructional
materials which are based on the needs of the students. Students are
encouraged to work on various activities that are interesting and challenging to

maintain focus and attention. They developed a sense of responsibility in
accomplishing the tasks provided in the module.
Moreover, this approach is also useful for students with a poor
mathematical background and lack of motivation (Abramovits, Berezina, &
Shvartsman). They are used as enrichment or supplementary instructional
materials for learning concepts and skills, or as remedial instruction is necessary
for slow learners and as advance instruction for the fast and highly motivated
ones ( Balderas, 2012). The limitations of the modular approach are mostly
related to its short duration- there is only so much that can be accomplished with
only one week of instruction. A modular approach would be more effective than
only or the other (Martin & Furey, 2018).
In the idea of Dr. Kardarp Sejpal (2013), the concept of "module" is strictly
linked to the idea of flexible language curriculum, which should provide all those
concerned with education framework to establish dear and realistic language
learning objectives. In addition to Alelaimat & Ghoneem (2012) said that module
contains specific objectives, experience, and certain teaching activities carried
unit sequence and logical completion to help the learner to achieve the goals and
develop sufficiency according to the speed of self-learning. As a result, the new
teaching method (module) attention to learner who become the center of
activities which aim achieving the objectives of the teaching process for the
learners, this approach makes the teaching materials more understandable and
increase the mental activities for the learner, strength then the motivation,
consolidating the self-satisfaction and helps to keep what they learned, as they
organize the Information in his way. The role of the concept module is to provide
students the opportunity to gain exposure and experience with a threshold
concept by engaging with It from multiple perspective there behaving greater
opportunity to recognize the implicit threshold nature of the associated concept
(Parker & McGills). The modules include sections on motivation and assessment
that serve as a complete guide of both teachers’ and students’ desired
competencies. Teachers will monitor the learners’ progress through home visits
(following social distancing protocols) and feedback mechanisms, and guide
those who need special attention. (Manlangit, Paglumotan, & Sapera) In addition
to, Dr. Sejpal (2013) enumerated the following advantages: learning become
more effective; It establishes a system of assessment other than marks or grades
user study the Modules in their own working environment; user can study without
disturbing the normal duties and responsibilities; Modules are flexible so that
implementation can be made by a variety of patterns; Modules can be
administered to a single use small group or large group; It is more appropriate to
mature students; It enables the learners to have a control over his learning;
accept greater responsibility for learning; It already economical in their use;
appropriate only for matured students and this method demands smart
classroom. And he also enumerates the following disadvantages: Modules are
economical in their use; Appropriate only for matured students; And this method
demands smart classrooms. however, modules does not substitute for teachers
(Estrada, 2021).
Local Studies
In the study of Dangle & Sumaoang (2020) in their title ‘The
Implementation of Modular Distance Learning in the Philippine Secondary Public
Schools’ the key purpose of the research was to find out the challenges
encountered, opinions, and recommendations of teachers, parents, and students
in the implementation of Modular Distance Learning. These challenges, opinions
and recommendations were identified through a mixed quantitative and
qualitative approach by conducting surveys to the 37 participants in the selected
schools through quota and purposive sampling. The main challenges that
emerged were lack of school funding in the production and delivery of modules;
students struggle with self-studying, and parents' lack of knowledge to
academically guide their child/children. In conclusion, the study was able to
determine the prevailing challenges of the participants in terms of resources,
preparedness, and communication.
According to Antony Charles in his article entitled "Modular approach of
teaching mathematics for selected topics at plus one level", Modular approach in
Mathematics learning proved to be an effective and efficient tool to help students
to learn mathematics themselves. He also defined that the modular approach is a
self-contained package dealing with one specific subject convenient form, so that
the learner can identify the objectives, select materials and method and evaluate
his own accomplishment.
Thus provided more flexibility to distance teaching mode as well as to
learners. It was enabling the learners to have a control over his learning and
accept responsibility for learning. Since strategy demanded greater maturity on
the part of learner, the modules are more appropriate for more mature students.
In the study of Edgar Julius A. Lim (2016), entitled “Effectiveness of
Modular Instruction in Word Problem Solving of BEED Students”, used Quasi-
experimental design to the third year BEED students. Based on the findings
cited, it concluded that modular instruction in teaching Math specifically word
problem solving, it is effective teaching approach.
According to Dr. Padmapriya P.V. (2015), modules helped to develop self-
learning capacity among the learners. The present study implied that this is self-
learning style in which immediate reflection of the self is possible, which
motivated the students to regulate and manage their own learning styles, and
thereby to create an interest and attitude towards science among the students
as they are free to learn at their own pace. With the help of modules students
learned and interacted which boost their confidence in their own learning. The
student’s treated with modular approach achieved higher mean scores than
those students teach through activity-oriented method. The study revealed that
effectiveness of self-instructional module on achievement among secondary

school students and the administrators must take necessary steps to give special
training to teacher in developing modular packages.
In the study of Edrian E. Gonzalez (2015) entitled “A Modular Approach
Utilizing Decision Tree in Teaching Integration Techniques in Calculus” stated
many students failed in Mathematics courses because they did not know on how
to arrive at the correct decision when doing a mathematical task. This finding led
to the conclusion that both modular and traditional instructions are equally
effective in facilitating the learning of integration by parts. The other result
revealed that the use of modular approach utilizing decision tree in teaching
integration by trigonometric transformation was more effective than the
traditional method.
As stated by Cristobal M. Ambayan (2020) in his study entitled “Modular-
Based Approach and Stusents' Achievement in Literature” he used Comparative-
Experimental research design. The third year Bachelor of Secondary Education
students (BSED major in English students for school year 2015-2016) were the
participants of the study. Based on the results, the performance of the college
students in literature improved from poor to fair achievement. Hence it was
recommended that the module is used in similar contexts particularly in learning
mythology and folklore.
In the study of Carmen L. Vedal Rodeiro and Rita Ñadas on “Effects of
Modularisation”, a modular specification was one in which the content divided
into a member of units or modules, each of which examined separately.

The study found out mathematics students were more satisfied with their
grade reports (most common/from of feedback) and gained more information
from them. Furthermore, mathematics students found it easier. However, grade
reports were not helpful in identifying student's learning needs and informing
their learning strategies. Students reported messing the opportunity of going
through their own marked paper or receiving suggestions about the areas they
needed to improve on in order to change, it necessary, their focus of learning
and strategies of exam preparation.
“Structured Module vs. Self-Paced Modular Approach in Teaching
Trigonometry” by Rodin M. Paspasan (2015) based on the result, that self-
passed modular approach helped them also improved their level of performance
in relation to plane trigonometry and regardless of their mathematical abilities
compared to the structured approach.
The result of the study of Ibyatova, Oparina, and Rakova (2018) entitled
“Modular Approach to Teaching and Learning English Grammar in Technical
University”, the result of their study entitled “Modular Approach to Teaching and
Learning English Grammar in Technical University” showed that the modular
approach was found to be effective in teaching and enhance students'
understanding and critical thinking.

According to Victorio B. Duyan (n.d.) in his study entitled " Effectiveness
of Modular Approach in Teaching and Learning on Chemistry of GASES and their
Application at University of Perpetual Help System Laguna”, modular approach
should be applied to other subjects as well as other level of education and
teachers would use modular teaching to improve the academic achievements of
students.
Based on the study of (Awodeyi, Akpan, & Udo, 2012) entitled
“Enhancing Teaching and Learning of Mathematics: Adoption of Blended
Learning Pedagogy in University of Uyo”, it revealed that the using blended
learning, improved students’ learning outcome in Pre-algebra. Also, gender did
not have any statistically significant effect on the students’ achievement in pre-
algebra toward the use of blended learning. There was a difference in learning
outcomes in the Pharmaceutical Care Course between face-to-face and distance
education in the study of (Gossenheimer, Bem, Carneiro, & Silveira de Castro,
2017). Therefore, the student performance was better in the distance education
module.
Foreign Studies
Dochy, F.J.C. (n.d.) entitled “Modularization and Students Learning in
Modular Instruction in Relation with Prior Knowledge”, the study found out the
importance of prior knowledge, suggesting that in a Modular Education
Environment, according to the changing ideas in today's society on personal
development, students requested a kind instruction more fully in accordance to

their personal characteristics and their prior knowledge stated resulting in a more
efficient and effective education for the learner. There was also the opportunity
for students to ship a module or to work through it more quickly on the basis of
prior knowledge.
In the study of Carmen L. Vedal Rodeiro and Rita Ñadas on “Effects of
Modularisation”, a modular specification was one in which the content divided
into a member of units or modules, each of which examined separately. The
study found out mathematics students were more satisfied with their grade
reports (most common/from of feedback) and gained more information from
them.
Furthermore, mathematics students found it easier however, grade
reports were not helpful in identifying student's learning needs and informing
their learning strategies. Students reported messing the opportunity of going
through their own marked paper or receiving suggestions about the areas they
needed to improve on in order to change, it necessary, their focus of learning
and strategies of exam preparation.
According to Skep (1976), students build schemata to connect what they
currently know with new information and when teaching a learner to round a
number to the closest tenth, for example, the student must use their knowledge
of place value and number size to the lesson. He claims that mathematical
notions are hierarchical in nature, and that a pupil cannot comprehend a higher
concept without first comprehending the older building blocks on which it is
based. Instrumental learning entails rote learning of processes; this is typically
accomplished by the teacher demonstrating how to solve a specific problem,
followed by the students applying their newfound knowledge to similar problems.
Relational learning, on the other hand, entails comprehending the concepts and
logic that underpin knowledge rather than simply implementing rules.
Instrumental understanding generates procedural knowledge (the 'how'),
whereas relational understanding generates conceptual knowledge (the 'how'
and 'why'). Both modes of learning, he theorized, are crucial since they both
teach the pupil the laws of mathematics. For example, pupils must know that the
area of a rectangle is length multiplied by width - this is instrumental knowledge;
comprehending why this rule always works requires relational understanding.
Diene's theory (1960) lays out four principles that he believes apply to
mathematics learning. The first is the Dynamic Principle, which states that
learning is an active process that necessitates opportunities for students to
interact. He claims that there are three crucial levels to grasping a concept: the
play stage, the structure stage, and ultimately the practice stage. Constructivity is
the second principle: pupils must develop their knowledge before engaging in
analytical activity. When knowledge is taught, the Mathematical Variability
principle states that all other irrelevant facts should be systematically modified
while the pertinent variables remain constant. For example, when explaining the
definition of a triangle, the teacher should modify the triangle's size, angles, and
orientation so that the pupils comprehend that a triangle has three sides and
three angles. The third Perceptual principle argues that multiple kinds of
instructional materials should be employed to teach the same notion or idea.
CHAPTER III
METHODOLOGY
This chapter elucidates the research design and methods that will be
employed in the study. Specifically, this includes the following: research locale,
research respondents, sampling procedure, research instrument, data gathering
procedure and statistical treatment of data.
Research Design
This study employed descriptive research design. This study made use of
the descriptive research method because it dealt with the analysis of indirectness
markers in the written discourse of the subjects under study. Calderon (2006),
defined descriptive research as a purposive process of gathering, analyzing,
classifying, and tabulating data about prevailing conditions, practices, processes,
trends, and cause-effect relationships and then making adequate and accurate
interpretation about such data with or without or sometimes minimal aid of
statistical methods. Also, this method ascertains prevailing conditions of facts in

a group under study that gives either qualitative or quantitative, or both,
descriptions of the general characteristics of the group as results in order to test
the hypothesis and systematically analyze the data about the perceived
challenges of modular approach in distance learning in Mathematics teachers.
According to Dr. Dela Cruz and Dr. Silverio (2019) Descriptive Research Design
of research illustrates preset characteristics, conditions, images, and the like
based on impressions, perceptions or reactions or reactions of the respondents.
Research Locale
The study was conducted in Holy Infant College of Tacloban City Inc.
located at Benigno Aquino Avenue, Utap, Tacloban City, Leyte, which is about 2
kilometers from the town proper. The school offers basics education, senior high
school which offered different strands such as: ABM, HUMSS, STEM, and
General Academic Strand. For college the school offers the following programs,
Midwifery, Nursing, Radiologic Technology, Teacher Education, Liberal arts, and
Business Administration. The school environment is eco-friendly because it is
surrounded by trees and plants that makes it refreshing and good to the eye of
the community. The school is managed by Religious Sisters of Mercy (RSM)
headed by School Presidents, Sr. Cecille Marie L. Lim. And this study was
conducted during Academic Year 2021-2022

Figure 2. Map of the Research local (Holy Infant College of Tacloban City, Inc.)
Research Respondent
The respondent of the study are the mathematics teachers using modular
approach in the intermediate grades in Holy Infant College of Tacloban City
Incorporated amidst pandemic: Inputs to intervention scheme. The total of the
Mathematics teachers for intermediate grades are two and adding with nine other
respondent teachers who applied modular approach in distance learning are
include as respondent. Therefore, the total number of respondents is eleven.
Table 1. Research Respondents

Gender
Respondents Female Male Total number of
Teachers
Mathematics Teacher 1 1 2
Non-mathematics 8 1 9
Teachers
Total 9 2 11
Research Instrument
The researcher used survey questionnaire to determine the challenges
met by mathematics teachers using modular approach in distance learning in the
intermediate grades. A questionnaire is a set of questions that measures every
item by making the rating scale to check their level of agreement in various
statements about on perception. The questionnaire made by researcher consist
of five parts: the First Part is the profile of the respondents; Second Part is to
determine the perceptions of the teachers regarding modular distance learning
approach in Mathematics; Third Part is the extent towards modular approach in
teaching mathematics; Fourth Part is the challenges met by the teachers in the
implementation of the of the modular approach in teaching mathematics amidst
the pandemic and the Part Five is the strategies that being used by mathematics
teacher in modular approach in distance learning.
Data Gathering Procedure
In gathering all the data needed in this research, the first step is to validate
the research questionnaire through the approval of three (3) experts and those
are the Dean of College of Education and Liberal Arts which is also our Research
instructor followed by the Principal of Basic Education Department and lastly is
the School President of our research location which is the Holy Infant College of
Tacloban City Inc. in order to secured the permission. After that, the approved
written request used during the process of gathering the necessary data. The
researcher humbly approached the School Coordinator of Basic Education
Department and shows to him the approved permission. The Basic Education
School coordinator helped the researchers in administering and retrieving the
questionnaire to the teachers. The researcher collects the accomplished
questionnaire from the school coordinator within two (2) days after administering
it.
Ethical Consideration
The strictly adhered to the highest in research. Thus, permissions from the
authorities was sought before the conducting of the data gathering. Permission
are secured from the following: College of Education in Holy Infant College of
Tacloban City Inc., approval from the School Principal and School Head of the
covered in the study. Consent is seeking from each respondent. Moreover, the
researcher followed strictly the health and safety protocols set by DOH and IATF
as regards to the conduct of data gathering.
Statistical Treatment Data
The descriptive statistics such as mean and percentage will be utilized in order to
analyze and interpret the data gathered.
To find the mean, the following formulas will be used:
Σx
x=
n
Where: x=¿ mean
x=¿ raw scores
∑ x=¿ sum of raw scores
n=¿number of cases/ respondents
To find the percentage, the following formula will be used:
f
P= ×100
n
Where: P=¿percentage
f =¿ frequency/ respondents
n=¿number of cases/ respondents

To determine the perception of the respondents regarding to the modular
approach in distance learning, the following scale, mean range and qualitative
description are used:
Scale Mean Range Qualitative Description

5 4.50-5.00 Strongly Agree
4 3.50-4.49 Agree
3 2.50-3.49 Neutral
2 1.50-2.49 Disagree
1 1.00-1.49 Strongly Disagree
To determine the extent of the respondents towards to the modular
approach in distance learning, the following scale, mean range and qualitative

5 4.50-5.00 Extremely developed
4 3.50-4.49 Developed
3 2.50-3.49 Approaching to Develop
2 1.50-2.49 Poorly Developed
1 1.00-1.49 Not Developed
To determine the challenges met by the respondents in implementation of
modular approach in teaching mathematics, the following scale, mean range and
qualitative description are used:

5 4.50-5.00 Very Difficult
4 3.50-4.49 Difficult
3 2.50-3.49 Moderate
2 1.50-2.49 Slightly Moderate
1 1.00-1.49 Not at All
To identify the strategies employed by the respondents towards to
address the challenges, the following scale, mean range and qualitative

5 4.50-5.00 Used
4 3.50-4.49 Often Used
3 2.50-3.49 Moderately Often Sometimes
Used
2 1.50-2.49 Slightly Moderate
1 1.00-1.49 Not at All
Above all the Scales was based on the proposed study of Rensis Likert
who create the Likert Scales and published in 1961.

CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter includes presentation, analysis and interpretation of data that
have been gathered from the survey questionnaire distributed to the
respondents. This chapter also contains the presentation of data in tabular form
with their corresponding interpretation.
DEMOGRAPHIC PROFILE OF THE RESPONDENTS
The demographic profile of the respondents consist their gender, age, civil
status, present position, highest educational attainment, and relevant training
attended. This are the necessary data that was gathered from the respondents.
Table 2: Demographic Profile of the Respondents

Variables Characteristic Frequency Percentage
Gender Female 9 81.8 %
Male 2 18.2 %
Age 21-30 y/o 10 90.9 %
31-40 y/o 1 9.09 %
41-50 y/o 0 0
51-58 y/o 0 0
Civil Status Single 10 90.9 %
Married 1 9.09 %
Separated 0 0
Widow 0 0
Present Position Elementary 9 81.8 %
teachers 2 18.2 %
Highest educational Graduate 1 9.09 %
Attainment Master’s degree 2 18.2 %
Relevant Training Attended ADEPT 4 36.4 %
The table 2 presents the demographic profile of Mathematics teacher in
intermediate grades who applied modular learning approach in distance learning.
Whereas the central variables involve teachers, gender, age, civil status, present
position, highest educational attainment and relevant training attended.
Gender
As it was observed from the table there was 9 out of 11 respondents are
female (81.8%) and 2 are male (18.2%).
Age
Regarding with their age, there was 10 out of 11 respondents are 21 to 30
years old (90.9%) and 1 out of 11 respondents are 31 to 40 years old (9.09%).
Civil Status
It also indicated the civil status of the respondents, there was 10 out of 11
are single (90.9%) and under the married there was only 1 out of 11 respondents
(9.09%).
Present Position
Regarding with their present position of respondents are all of them are
elementary teacher with a total number of 9 (81.8%).
Highest Education Attainment
In highest educational attainment there are 1 graduate out of 11
respondents (9.09%) and 2 out of 11 are master’s degree (18.2%).

Relevant Training Attended
Regarding the relevant training attended, there was only 4 out of 11
respondents are have an ADEPT experience that has 36.4%.
PERCEPTION OF THE RESPONDENTS
Table 3: Perception of the respondents regarding to the modular approach in

distance learning
Statement Level of Agreement Mean Qualitative

5 4 3 2 1 Description
1. In a modular teaching method, 3 4 4 3.90 Agree
the students have a lot of time to
answer the activities.
2. Students can be guided by 5 3 2 1 4.09 Agree
friends, parents and relatives on
their activities.
3. Students are more active and 2 5 4 2.81 Neutral
self-directed.
4. Modular distance learning 4 4 2 1 3 Neutral
approach helps to explore myself
in mathematics.
5. It is flexible than other 3 4 3 1 2.54 Agree
approaches in mathematics.
6. I am more comfortable to answer 4 3 3 1 2.90 Neutral
the activity in math on my own
using modules.
7. I prepare modular distance 3 5 2 1 2.90 Neutral
learning approach in learning
mathematics.
8. It is cheaper. 1 4 3 2 1 3.18 Neutral
9. Students can easily answer the 3 3 3 2 2.63 Neutral
problems in mathematics.
10. I prefer modular distance 3 3 3 2 2.63 Neutral
learning approach rather than
traditional face-to-face
instruction.
Grand Mean 3.05 Neutral
Legend:
4.50 - 5.00 (Strongly Agree)
3.50 - 4.49 (Agree)
2.50 – 3.49 (Neutral)
1.50 – 2.49 (Disagree)
1.00 – 1.49 (Strongly disagree)

The table 3 presented the perception of the teacher regarding modular
approach in distance learning in Mathematics. As shown in the table, the grand
mean was 3.05 with qualitative description “Neutral”.
The results that the respondents neutral with the views cited along the
perceptions regarding modular approach in distance learning in Mathematics.
He cited McKeachie (2002, pp.19), accordingly teachers who are motivated to
teach will choose tasks that enhance the learning of the students, will work hard
at those tasks, and will persist in the face of difficulty in order to attain their goals.
If the teachers with negative perception towards Mathematics performed poorly
and vice versa, that performance of mathematics can be improved through
enhancing positive perception towards Mathematics (Wasike, Michael, & Joseph,
2013).
EXTENT TOWARDS MODULAR APPROACH

Table 4: Extent of the respondents towards the modular approach in distance
learning
Knowledge Level of Mean Qualitative
development Description
5 4 3 2 1
1. I think that I have the right curriculum series in 1 7 3 3.27 Approachin
place to teach mathematics to our main stream g to develop
students.
place to teach mathematics to my struggling g to develop
students.
place to teach mathematics to my advance g to develop
students.
4. I think that I have the right curriculum resources 1 7 2 1 3.72 Developed
in place to teach basic mathematics skills to my
students.
5. I think that I have the right curriculum resources 1 6 2 2 3.55 Developed
in place to teach problem solving (real life) to
my students.
Total Mean: 3.42 Approaching
to develop
Skills
1. I find the easy way in teaching mathematics 2 6 2 1 3.82 Developed
effectively.
2. I have to implement greater responsibility for 3 6 1 1 4 Developed
teaching-learning mathematics to my students.
3. It enables the learner to have a control over the 8 1 2 3.55 Developed
use of modules.
4. Learners can study the module in their own 3 5 1 2 3.82 Developed
working environment.
5. Learners can study without disturbing their 6 2 3 3.27 Approachin
normal time of schedule. g to develop
Total Mean: 3.69 Developed
Attitude
1. Mathematics is confusing to some students. 4 6 1 4.18 Developed
2. Mathematics is just important as any other 5 6 4.45 Developed
subject.
3. I am comfortable expressing my own idea about 3 7 1 4.09 Developed
mathematics.
4. I am always under terrible strain in my math 2 6 3 3.90 Developed
class.
5. I am always interested and willing to find further 5 5 1 4.27 Developed
knowledge in teaching mathematics.
Total Mean: 4.18 Developed
Grand Mean 3.76 Developed
Legend:
4.50 - 5.00 (Extremely Developed)
3.50 - 4.49 (Developed)
2.50 – 3.49 (Approaching to Develop)
1.50 – 2.49 (Poorly Developed)

1.00 – 1.49 (Not Developed)
The table 4 showed the Extent of the respondents implement modular
approach in teaching mathematics. The grand mean was 3.76 with a qualitative
description of “Developed” that results the respondents with the statement cited
from three parts of extent which is the knowledge, skills, and attitudes.
The total mean in the part of knowledge under the extent was 3.42 that
indicated approaching to develop. The results that the respondents were
approaching to develop with the views cited along the extent regarding modular
approach in distance learning. The total mean in the part of skill under the extent
was 3.69 that indicated developed. The results that the respondents were
developed with the views cited along the extent regarding modular approach in
distance learning. The total mean in the part of attitude under the extent was
4.18 that indicated developed. The results that the respondents were developed
with the views cited along the extent regarding modular approach in distance
learning.
Ma. Theresa Bringas Nardo (2017) claimed modular Instruction is an
alternative instructional Design that uses developed instructional materials which
are based on the needs of the students. Students are encouraged to work on
various activities that are interesting and challenging to maintain focus and
attention, thereby encouraging independent study. Students engaged themselves
in learning concepts presented in the module. They developed a sense of

responsibility in accomplishing the tasks to provide a learning module to
students.
CHALLENGES MET BY RESPONDENTS

Table 5: Challenges met by the respondents in the implementation in modular
approach in teaching mathematics.
Statement Level of Difficulty Mean Qualitative
Description
5 4 3 2 1
1. Students require self-motivation in 1 1 8 1 3.18 Moderate
answering activities in math
2. Students cannot easily access their 1 2 7 1 3.27 Moderate
teachers should they need explanation for
a particular topic.
3. Have little support from teacher in 1 2 4 4 3 Moderate
learning math.
4. Modular distance learning approach is 4 6 1 3.18 Moderate
stressful.
5. Some parents cannot guide their children 2 5 3 1 3.73 Difficult
because some of them are illiterate
6. Modular distance learning approach has 1 2 4 4 3 Moderate
minimal social interaction.
7. . In Modular distance learning approach, 3 1 5 2 3.45 Moderate
there is a feeling of isolation on the part of
the students.
8. This modular distance learning approach 2 3 5 1 3.55 Difficult
makes the students’ brain drains.
9. Students can hardly understand of what 2 1 7 1 3.36 Moderate
they are reading in their modules.
10. Students can hardly comprehend the 2 5 3 1 3.73 Difficult
lecture and can hardly solve the activity in
mathematics.
11. Students might be depressed to answer 2 2 6 1 3.45 Moderate
their activities.
12. Students are being mentally sick. 2 1 7 1 3.36 Moderate
13. This approach affects the students’ 2 2 5 2 3.36 Moderate
health.
14. Students are going to be lazy to solve 2 4 4 1 3.64 Difficult
math problems.
15. Students cannot cope up with the 3 2 5 1 3.64 Difficult
discussion.
16. Learning mathematics using modular 3 7 1 3.45 Moderate
distance learning approach is boring,
painful and uninterested.
17. Students have much time to play games, 3 2 5 1 3.64 Difficult

surfing on the internet and others rather
than to answer the math activities.
18. Parents must hire tutors to help their 3 3 4 1 3.73 Difficult

children.
19. Students can lose their self-confidence. 2 2 6 1 3.45 Moderate
20. Students can rely on their parents, 3 3 4 1 3.73 Difficult
siblings, friends, and others to answer
their activity.
Grand Mean 3.45 Moderate
Legend:
4.50 - 5.00 (Very difficult)

3.50 - 4.49 (Difficult)
2.50 – 3.49 (Moderate)
1.50 – 2.49 (Slightly moderate)
1.00 – 1.49 (Not at all)
As shown in table 5, the challenges met by the respondents in the
implementation of modular approach in teaching mathematics. The grand mean
was 3.45 with a qualitative description of “Moderate” that results the respondents
with the statements cited.
The respondents were in moderate description on the following
challenges: students require self-motivation in answering activities in math,
students cannot easily access their teachers should they need explanation for a
particular topic, have little support from teacher in learning math, modular
distance learning approach is stressful, modular distance learning approach has
minimal social interaction, in Modular distance learning approach, there is a
feeling of isolation on the part of the students, students can hardly understand of
what they are reading in their modules, students might be depressed to answer
their activities, students are being mentally sick, This approach affects the
students’ health, learning mathematics using modular distance learning approach
is boring, painful and uninterested, students can lose their self-confidence, and
students can rely on their parents, siblings, friends, and others to answer their
activity.
On the other hand, the respondents were in difficult description on the
following statement: some parents cannot guide their children because some of
them are illiterate, this modular distance learning approach makes the students’
brain drains, students can hardly comprehend the lecture and can hardly solve
the activity in mathematics, students are going to be lazy to solve math problems,
students cannot cope up with the discussion, students have much time to play
games, surfing on the internet and others rather than to answer the math
activities, parents must hire tutors to help their children.
STRATEGIES EMPLOYED
Table 6: Strategies employed by the respondents to address the challenges

Statement Level of Usefulness Mean Qualitative
5 4 3 2 1 Description
1. I use internet to search for 4 5 1 1 4.09 Often times
learning materials
2. I use YouTube for tutorials 3 5 2 1 3.90 Often times
3. I join chat groups with my co- 2 5 3 1 3.73 Often times
teachers
4. I do home visitation to 1 5 4 2.55 Moderately
unresponsive students often
sometimes
Used
5. I maintain positive attitude despite 2 8 1 4.09 Often times
of the challenge developing
modular instruction
6. I use supportive digital tools as 4 5 2 4.18 Often times
instructional method into teaching
7. I attend webinar meeting for 5 4 1 1 4.09 Used
development of modular
approach
8. I add discussions to increase 5 5 1 4.36 Often times
engagement and comprehension
of the learners
9. I gamify learning for increased 5 4 2 4.27 Often times
participation using electronic
educational games
10. I collaborate with my fellow 6 5 4.55 Used
educator for the improvement of
the instructional method approach
Grand Mean 3.98 Often times
Legend:
4.50 - 5.00 (Used)
3.50 - 4.49 (Often times)
2.50 – 3.49 (Moderately often Sometimes Used)
1.50 – 2.49 (Rarely Used)
1.00 – 1.49 (Never)
Table 6 showed the strategies of the teachers towards modular approach
in distance learning in Mathematics. As shown in the table the grand mean was
3.98 with a qualitative description “Often times” that results the respondents often
times with the statements cited.
The respondents that moderately often sometimes Used with a mean of 3
on the strategy they do home visitation to unresponsive students. However, the
respondents that answered Often times with a mean of 4 on the following
strategies: they use internet to search for learning materials, they use YouTube
for tutorials, they join chat groups with my co-teachers, they maintain positive
attitude despite of the challenge developing modular instruction, they use
supportive digital tools as instructional method into teaching, they add
discussions to increase engagement and comprehension of the learners and

they gamify learning for increased participation using electronic educational
games. On the hand, the respondents that answered Used with a mean of 5 on
the following strategies: they attend webinar meeting for development of modular
approach and they collaborate with my fellow educator for the improvement of
the instructional method approach.
Alcantara (2015) claimed that teachers who facilitate learning should
prepare and apply different strategies and techniques in order to help students to
understand the lessons especially in Mathematics. She added that developing a
learning module is a great effort a teacher will do in supporting students learning.
Alcantara (2015) also mentioned that modules are the most widely accepted
learning materials so it is important to prepare in intelligently.

CHAPTER V
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATION
This chapter includes the summary of the study and findings that the
researchers have analyzed, documented conclusions and recommendation that
will help enhancing student’s quality, in upgrading the curriculum and for the
future researchers.
SUMMARY
The main objective of this study is to determine the challenges met by
Mathematics teachers using modular approach in distance learning in the
intermediate grades in Holy Infant College of Tacloban City Incorporated amidst
the pandemic. Findings will serve as inputs to an intervention scheme.
Specifically, it sought to answer the following:
1. What is the profile of the respondents in terms of the following?
1.1. age
1.2. gender
1.3. civil status
1.4. present position

1.5. highest educational attainment; and relevant training attending?
2. What is the perception of the respondents towards modular approach in
teaching Mathematics?
3. To what extent do the respondents, implement modular approach in teaching
mathematics in terms of the following:
3.1. knowledge;
3.2. skills;
3.3. attitudes
4. What are the challenges met by the teachers in the implementation of the
modular approach in teaching mathematics amidst Covid-19 pandemic?
5. What are the strategies employed by the respondents to address the
challenges?
6. What inputs to intervention may be formulated based on the findings of the
study?
summary of the study

followed by the summary of
the findings and their
conclusions.
Subsequent to this are the
implications of the study and
followed by
recommendations
for future research.
conclusions.
followed by
recommendations
This chapter is represented in
four sections. The first
section contributes to an
overall
conclusions.
followed by
recommendations
for future research
overall

conclusions.
followed by
recommendations
for future research
overall

conclusions.
followed by
recommendations
overall
conclusions.

followed by
recommendations
overall
conclusions.
followed by
recommendations
This chapter includes the
summary of findings that
the researchers have
analysed, documented
conclusion and
recommendation that
will help in
enhancing students writing
quality, in upgrading the
curriculum and for the
future
researches.
conclusion and
recommendation that
will help in
future
researches.

conclusion and
recommendation that
will help in
future
researche SUMMARThe main objective of this study is to
determine the challenges met by Mathematics teachers using modular approach
in distance learning in the intermediate grades in Holy Infant College of Tacloban
City Incorporation amidst the pandemic. The stated problems of the study are the
following statement: the profile of the respondents in terms, age, gender, civil
status, present position, highest educational attainment; and relevant training
attending and the perception of the respondents towards modular approach in
teaching Mathematics, extent do the respondents, implement modular approach
in teaching mathematics in terms of the following: knowledge; skills; and

attitudes, the followed by the challenges met by the teachers in the
implementation of the modular approach in teaching mathematics amidst Covid-
19 pandemic, the strategies employed by the respondents to address the
challenges and lastly inputs to intervention may be formulated based on the
findings of the study. This study used descriptive research design and utilized the
research survey questionnaire to gather the data. Purposive sampling was used
in the selection of respondents. The descriptive statistics such as mean and
percentage will be utilized in order to analyze and interpret the data gathered.
The data analyzed and interpreted using the tabular form. The demographic
profile of respondents was used percentage to utilized the data gathered.
However, the perceptions, extent, challenges, and strategies to modular
approach in distance learning were used mean to analyze and interpret the data
gathered. And the output of this study was to recommend to the teachers
especially the mathematics teachers and also to future researchers.
FINDINGS
The following were the findings of the study.
Profile of the Respondents
Based on the results, majority of the respondents are Female having a
number of 9 or 81.8%. And most of them belonged to the age bracket of 21-30
years old having a number of 10 or 90.9%. However, majority of the respondents
are single with a number of 10 or 90.9%. On the other hand, most of the
respondents belonged to the present position of Elementary teachers having a
number of 9 or 81.8%.
Perception
The perception of the teacher regarding modular approach in distance
learning in Mathematic amidst the pandemic having a grand mean of 3.05 with
qualitative description “Neutral”. It means most of the perception statements the
respondents does not agree or disagree but they prefer to be Neutral. The
teachers who are motivated to teach will choose tasks that enhance the learning
of the students, will work hard at those tasks, and will persist in the face of
difficulty in order to attain their goals.
Extent of Knowledge, Skills, and Attitudes
In the extent of teacher regarding to modular approach in distance
learning in Mathematics amidst the pandemic having a grand mean of 3.76 with a
qualitative description of “Developed”, meaning the respondents did the
implementation of modular approach in distance learning based on their
foundation in knowledge, skills, and attitude to be more effective it to the learners
during the pandemic. The respondent’s extent knowledge was having a total
mean of 3.42 with a qualitative description of “Approaching to develop”. However,
the respondent’s extent skills were having a total mean of 3.69 with a qualitative
description of “Developed”. And in the other hand, the respondent’s extent
attitude was having a total mean of 4.18 with a qualitative description of
“Developed”. They developed a sense of responsibility in accomplishing the
tasks to provide a learning module to students.
Challenges
And in challenges met by the respondents in the implementation of
modular approach in teaching mathematics having a grand mean of 3.45 with a
“Moderate” qualitative description, it means the challenges met by the
mathematics teachers does not really easy or difficult but in a moderate level of
difficulty. The respondents cope the challenges experienced using the modular
approach in distance learning.

Strategies
And the strategies employed by the respondents to address the
challenges in modular approach in distance learning having a grand mean of
3.98 with a qualitative description of “Often times”, meaning most of the
strategies statement was Often times used by the teachers in mathematics to
address the challenges amidst the pandemic. The teachers facilitate learning
should prepare and apply different strategies and techniques in order to help
students to understand the lessons especially in Mathematics.
CONCLUSIONS
From the findings, the following conclusions were formulated:
1. Demographic Profile of the respondents
1.1. Most of the respondents are female that has 81.8%, while the male
was have 18.2%.
1.2. Regarding with their age, there was 10 out of 11 respondents are
21 to 30 years old (90.9%) and 1 out of 11 respondents are 31 to
40 years old (9.09%).
1.3. The civil status of the respondents, there was 10 out of 11 are
single (90.9%) and under the married there was only 1 out of 11
respondents (9.09%).
1.4. Regarding with their present position of respondents are all of them
are elementary teacher with a total number of 9 (81.8%).

1.5. The highest educational attainment there are 1 graduate out of 11
1.6. The highest educational attainment there are 1 graduate out of 11
2. On the Perception
2.1. The perception of the respondents towards modular approach in
teaching mathematics got “neutral” agreement. That means,
modular approach in distance learning can be useful and effective
in educational purposes since it was acceptable by teachers and
students based on the perceptions that gathered from the
respondents.
3. On the Extent
3.1. And the extent of knowledge, skills, and attitudes of the teachers in
implementation of modular approach in teaching mathematics was
“Developed”, that means the teachers had a capability making a
learning module through their knowledge, skills, and attitudes in
order to be effective to the students.
4. On the Challenges
4.1. The challenges met by the mathematics and non-mathematics
teachers in the implementation of modular approach got “Moderate”
level of difficulty, it means teachers does not took it easy or difficult.
The respondents cope the challenges experienced using the
modular approach in distance learning.

5. On the Strategies
5.1. And the strategies employed by the respondents to address the
challenges in modular approach in distance got “Often times” level
of usefulness. The stated strategies were often times used by the
teachers to help them improve making modules to get some idea
and knowledge to be more attractive and can get the interest of
students.
RECOMMENDATIONS
This study has contributed to

the understanding of
students’ values reflected in
their
language use in a blended
learning environment. As the
study progressed, a few areas
surfaced as suggested areas
for future studies. The
recommendations are as
follows:
their
follows:

their
follows:
This study has contributed to the understanding and improvement
in teaching and learning process of teachers in mathematics by determined the
challenges met using modular approach in distance learning amidst the
pandemic. As the study progressed, a few areas surfaced as suggested areas for
future studies. The recommendations are as follows:
1. To have a credible data on making a research, may be the researchers
finds a suitable respondent that will accurate to their research problem
who supply their needed information.
2. To have a positive perception of the mathematics and non-mathematics
teachers towards the modular approach in distance learning may be they

have to enjoy and be passionate in teaching mathematics using modular
approach in distance learning for the sake of the learners.
3. To enhance the extent of knowledge, skills, and attitude of the
mathematics and non-mathematics teachers may be they can
collaborate to other co-teacher through having a sharing of discussion on
how to improve in making their learning modules for students’ progress.
4. In teaching mathematics using modular approach in distance learning, it is
hereby recommended to use multimedia materials from the internet to
improve student’s achievement in Mathematics.
5. To attend seminars and training related to the technology integration and
be updated about the usefulness of multimedia materials from the internet.
6. This is one way to close gap between teachers and students. That is
teachers may be adept to technology as this is the new trend.

REFERENCES
Berezina, M., & Shvartsman, L. (n.d.). A Blended Learning Approach in
Mathematics. 22-42.Alcantara, M. A. (2015, May). Development and
Evaluation of Learning Modules in Algebra. Retrieved from
https://www.academia.edu/33347558/DEVELOPMENT_AND_EVALUATION_OF
_LEARNING_MODULES_IN_ALGEBRAAlelaimat, A. R., & Ghoneem, k. A.-R.
2012).
Effect of Educational Modules strategy on the Direct and Postponed study's
Achievement of Seventh Primary Grade Students in Science,
465This work is licensed under a Creative Commons Attribution-ShareAlike
4.0 International Licensein Comparison the Convention Approach. Retrieved
from https:// files.eric.ed.give/fulltext/EJ1081470.pdfAmbayon, C. M. 2020.
Modular-Based Approacch and Stusents' Achievement in Literature.
Retrieved from
https://www.journals.aiac.org.au/index.php/JELS/Article/download/619814380Ant
hony, M. 2020. DepEd Learning Delivery Modalities for School Year
2020-2021. Retrieved from https://www.teacher.com/deped-learning-delivery-
modalities/Awodeyi, A. f., Akpan, E. T., & Udo, I. J. 2012.

Enhancing Teaching and Learning of Mathematics: Adoption of Blended
Learning Pedagogy in University of Uyo. International Journal of Science and
Research (IJSR) , 40-45.Bem, D. J. 1972. Self-Perception Theory. Retrieved
from https://www.learning-theories.com/self-theory-bem.htmlBotman, Y.Van
Rensburg, G. H., Coetzee, I., & Heyns, T. 2015.
A Conceptual Framework or Educational Design at Modular Level to
PromoteTransfer of Learning. Retrieved from
https://respository.up.ac.za/bitstream/handle/2263/51042/Botman_Conceptual_2
015.pdf?sequence=1Charles, A. (n.d.).
Modular approach of teaching mathematics for selected topics at plus one
level.Retrievedfrom
https://www.academia.edu/5343291/MODULAR_APPROACH_TEACHING_MAT
HEMATICS_FOR_THE_SELECTED_TOPICS_AT_PLUS_ONE_LEVELDangle,
Y. R., & Sumaoang, J. D. 2020, November 27-29). Retrieved from
https://www.dpublication.com/wp-content/uploads/2020/11/27-427.pdfDember,
W. N. (n.d.). Perception. Retrieved from
https://www.britannica.com/topic/perceptionDeslandes-Martineau, M., Charland,
P., Arvisais, O., & Vinuesa, V. 2020.
Education and COVID-19: challenges and opportunities. Retrieved from
https://en.ccunesco.ca/idealab/education-and-covid-19-challenges-and-
opportunitiesDochy, F.J.C. and others (n.d.). Modularizationand Students
Learning in Modular Instruction in Relation with Prior Knowledge. Retrieved from
https://eric.ed.gov/?id=ED386434Duyan, V. B. (n.d.)
Effectiveness Approach in Teaching and Learning on Chemistry of
GASES and their Application at University ofPerpetual Help System Laguna
(UPHSL). Retrieved from https://uphsl.edu.ph/research/EDUCATION/DUYAN
%20VICTORIO%
https://www.researchgate.net/publication/
331672620_CHAPTER_5_SUMMARY_CONCLUSIONS_IMPLICATIONS_AND_
RECOMMENDATIONS_FOR_FURTHER_STUDIES
Effect of Modular Distance Learning Approach to Academic Performance in
Mathematics of Students in Mindanao State University-Sulu Senior High School
Amidst COVID-19 Pandemic
https://journalsocialsciences.com/index.php/oaijss/article/view/64
301781345_Techniques_For_Developing_Positive_Attitudes_Towards_Mathema
tics
351547626_Modular_Distance_Learning_in_the_New_Normal_Education_Amid
st_Covid-19
https://www.bing.com/search?
q=how+to+have+positive+perception+in+modular+distance+learning&form=ANN
H01&refig=ee79530b4a0c4f4fbbd14817e7771682&pc=U531&sp=2&qs=NWT&p
q=how+to+have+positive+perception+in+modular+&sk=NWT1&sc=6-
43&cvid=ee79530b4a0c4f4fbbd14817e7771682
https://www.studocu.com/ph/document/general-de-jesus-college/research/the-
challenges-and-problems-faced-by-teachers-in-the-new-normal-modality-
research/17948241
https://www.bing.com/search?q=challenges+met+
+of+mathematics+teachers+towards+modular+approach&qs=n&form=QBRE&sp
=-
1&pq=challenges+met+of+mathematics+teachers+towards+modular+approach&
sc=1-
63&sk=&cvid=C57CACA99EC343D9BD496F8ED4F060AB&ghsh=0&ghacc=0&g
hpl=
q=perception+of+mathematics+teachers+towards+modular+approach&qs=NW_
XFC&pq=perception+of+mathematics+teachers+towards+modular+&sk=NW_XF
C4&sc=6-
51&cvid=D65D37D53B244914A23DCBDC48A41F30&FORM=QBRE&sp=5&ghc
=1&ntref=1
https://www.sciencegate.app/document/10.37275/oaijss.v4i2.71
https://www.sciencegate.app/app/document/download#10.37275/oaijss.v4i2.71
q=perception+of+mathematics+teachers+towards+modular+approach&qs=NW_
XFC&pq=perception+of+mathematics+teachers+towards+modular+&sk=NW_XF
C4&sc=6-
51&cvid=D65D37D53B244914A23DCBDC48A41F30&FORM=QBRE&sp=5&ghc
=1
q=moderate+difficulties+in+the+challenges+met+by+the+mathematics+teachers
+using+modular+approach&FORM=HDRSC1
https://www.google.com/maps/dir/Savemore+Market+Tacloban,
+Justice+Romualdez+Street,+Downtown,+Tacloban+City,+Leyte/6XJW
%2B5R6+Holy+Infant+College,+Benigno+Aquino+St,+Tacloban+City,+Leyte/
@11.2367318,124.9891631,14.6z/data=!4m14!4m13!1m5!1m1!
1s0x3308712f837b77b9:0x4fd08766f889a3ff!2m2!1d125.0011007!
2d11.2473662!1m5!1m1!1s0x330876d000bf9fdf:0x559a51b99148ac40!2m2!
1d124.9970272!2d11.2304159!3e0
https://journalsocialsciences.com/index.php/oaijss/article/view/64
https://www.studocu.com/ph/document/bulacan-state-university/research/
chapter-5-chaper-5-thesis/15575443
Appendix A
Republic of the Philippines
Regional VIII
Holy Infant College
College of Education
Tacloban City, Leyte
December 13, 2022
MA. CRISSA V. RETANA, MAED

School Principal
Division of Tacloban
Tacloban City, Leyte
Ma’am:
The undersigned researchers are presently enrolled at Holy Infant College,
College of education. In partial fulfillment of the requirements for the Bachelor of Elementary
Education, the researchers are conducting a study entitled “Challenges Met by Mathematics
Teachers using Modular Approach in Distance Learning in the Intermediate Grades in Holy Infant
College of Tacloban City Inc. amidst the Pandemic: Inputs in Intervention Scheme.”
In this regard, may we ask permission to conduct this study, specifically to gather
relevant information of the Basic Education Department of Holy Infant College, Tacloban City Inc.
Rest assured that the information that will be gathered through this questionnaire will be
held with utmost confidentiality.
DESIREE FAE A. ALLA
JOSHUA CAJEDA
MARIELLE DOLLERO
MARISS A. PULPUL
MICA ELLA FAYE VILLAMOR
Researchers
Noted:
LILIA P. ADRALES, Ed, D
Research Adviser
Approved:
MA. CRISSA V. RETANA, MAED
School Principal
Appendix B
SURVEY QUESTIONNAIRE
Part I: PROFILE
The researchers are currently conducting research entitled Challenges Met by

Mathematics Teachers using Modular Approach in Distance Learning in the Intermediate Grades
in Holy Infant College of Tacloban City Inc. amidst the Pandemic: Inputs in Intervention Scheme.
Direction: Please answer the questionnaire honestly and without any mental reservations by
checking the appropriate boxes. Your response will be treated with outmost concern &
confidentiality.
Name: (optional) ______________________________
School: _____________________________________
1.) Gender: [ ] Male [ ] Female

2.) Age:
[_] 21- 30 years of age
[_] 31- 40 years of age
[_] 41 – 50 years of age
[_] 51 – 58 years of age
3.) Civil status

[_] Single [_] Separated
[_] Married [_] Widow
4.) Present Position (Please supply)
[_]
5.) Highest Educational Attainment
[_] Master’s Degree

[_] Masteral Unit ___ (Please specify the no. of M.A units)
6.) Relevant training attended: (Please specify)
[_]
[_]
Questionnaire
Part II: PERCEPTIONS
Teachers Survey for Distance Modular Learning
The purpose of this form is to follow you to give ideas to the teachers about
how this class might be improve. You are encouraged to add your comments and
suggestions at the back of the survey.
Directions: Check the column corresponding to your rating.
 5- Strongly Agree
 4- Agree
 3- Neutral
 2- Disagree
 1-Strongly disagree
Perception of the respondents regarding modular distance learning approach
Statement 5 4 3 2 1
1. In a modular teaching method, the students

have a lot of time to answer the activities.
2. Students can be guided by friends, parents
and relatives on their activities.
3. Students are more active and self-directed.
4. Modular distance learning approach helps to

explore myself in mathematics.

5. It is flexible than other approaches in
mathematics.
6. I am more comfortable to answer the activity
in math on my own using modules.
7. I prepare modular distance learning
approach in learning mathematics.
8. It is cheaper.
9. Students can easily answer the problems in
mathematics.
10. I prefer modular distance learning approach
rather than traditional face-to-face
instruction.
11. Others: Please specify
Part III. Extent

Directions: Read the following statements then answer each statement honestly
by putting a check mark (/) under the column that best describes the challenges
you are experiencing in teaching mathematics through modular approach. Be
guided with the following scale.
5- Extremely Developed
4- Developed
3- Approaching to Develop
2- Poorly Developed
1 -Not Developed
Knowledge 5 4 3 2 1
1. I think that I have the right curriculum series in
place to teach mathematics to our main
stream students.
place to teach mathematics to my struggling
students.
place to teach mathematics to my advance
students.
4. I think that I have the right curriculum
resources in place to teach basic
mathematics skills to my students.

5. I think that I have the right curriculum
resources in place to teach problem solving
(real life) to my students.
Other: Please specify______________
Skills 5 4 3 2 1
1. I find the easy way in teaching mathematics
effectively.
2. I have to implement greater responsibility for
teaching-learning mathematics to my
students.
3. It enables the learner to have a control over
the use of modules.
4. Learners can study the module in their own
working environment.
5. Learners can study without disturbing their
normal time of schedule.
Others: Please specify______________
Attitude 5 4 3 2 1
1. Mathematics is confusing to some students.
2. Mathematics is just important as any other
subject.
3. I am comfortable expressing my own idea
about mathematics.
4. I am always under terrible strain in my math
class.
5. I am always interested and willing to find
further knowledge in teaching mathematics.
Others: Please specify______________
Part IV: CHALLENGES

Directions: Read the following statements then answer each statement honestly
by putting a check mark (/) under the column that best describes the challenges
you are experiencing in teaching mathematics through modular approach. Be
guided with the following scale.
Statement 5 4 3 2 1
1. Students require self-motivation in answering

activities in math
2. Students cannot easily access their teachers
should they need explanation for a particular topic.
3. Have little support from teacher in learning math.
4. Modular distance learning approach is stressful.
5. Some parents cannot guide their children because

some of them are illiterate
6. Modular distance learning approach has minimal
social interaction.
7. . In Modular distance learning approach, there is a
feeling of isolation on the part of the students.
8. This modular distance learning approach makes
the students’ brain drains.
9. Students can hardly understand of what they are
reading in their modules.
10. Students can hardly comprehend the lecture and
can hardly solve the activity in mathematics.
11. Students might be depressed to answer their
activities.
12. Students are being mentally sick.
13. This approach affects the students’ health.
14. Students are going to be lazy to solve math
problems.
15. Students cannot cope up with the discussion.
16. Learning mathematics using modular distance
learning approach is boring, painful and
uninterested.
17. Students have much time to play games, surfing
on the internet and others rather than to answer
the math activities.
18. Parents must hire tutors to help their children.
19. Students can lose their self-confidence.
20. Students can rely on their parents, siblings, friends,
and others to answer their activity.
21. Others: Please specify
Part V: STRATEGIES
Directions: Read the following statement honestly by putting a check mark (/)
under the column that best describes the challenges you are experiencing in
teaching mathematics through modular approach. Be guided with the following
scale.
5- Used
4- Often times
3- Moderately often Sometimes Used
2- Rarely Used
1- Never
Statement 5 4 3 2 1
1. I use internet to search for learning materials
2. I use YouTube for tutorials
3. I join chat groups with my co-teachers
4. I do home visitation to unresponsive students
5. I maintain positive attitude despite of the
challenge developing modular instruction
6. I use supportive digital tools as instructional
method into teaching
7. I attend webinar meeting for development of
modular approach
8. I add discussions to increase engagement and
comprehension of the learners
9. I gamify learning for increased participation
using electronic educational games
10. I collaborate with my fellow educator for the
improvement of the instructional method
approach
11. Others: (Please specify)
Appendix C
Picture of the Local of the Study

CURRICULUM VITEA
PERSONAL DATA
NAME : DESIREE FAE A. ALLA
Sex : Female
Address : San Jose st. Burauen, Leyte
Birthdate : February 9, 2000
Civil Status : Single
Citizenship : Filipino
Height : 4’8
Weight : 43 kgs.
Religion : Roman Catholic
Color of Hair : Black
Color of Eyes : Black
Parents : Jonas C. Alla
Melfrancia A. Alla
EDUCATIONAL BACKGROUND
Elementary : Burauen North Central School
Burauen, Leyte
2007 – 2012
Secondary : Burauen Comprehensive National High School

Burauen, Leyte
2013 – 2018
College : Holy Infant College of Tacloban City, Inc.

Tacloban City
2019 – 2023
PERSONAL DATA
NAME : JOSHUA A. CAJEDA
Sex : Male
Address : Brgy. Taguite Babatngon, Leyte
Birthdate : May 25, 2000
Height : 5”4
Weight : 62 kgs.
Parents : Josephine A. Cajeda
Edgar B. Cajeda
Elementary : Taguite Elementary School
Babatngon, Leyte
2007 – 2012
Secondary : Emeterio-Federica Gerez National High School

Babatngon, Leyte
2013 – 2018

Tacloban City
2019 - 2023
PERSONAL DATA
NAME : MARIELLE DOLLERO
Sex : Female
Address : Brgy. Hinabuyan Dagami, Leyte
Birthdate : May 25, 2001
Height : 5”
Weight : 45 kgs.
Parents : Maribel D. Cabudoc
Ferdinand C. Cabudoc
Elementary : Hinabuyan Elementary School
Brgy. Hinabuyan Dagami, Leyte

2007 – 2013
Secondary : Sta. Mesa National High School

Dagami, Leyte
2013 – 2019

Tacloban City
2019 - 2023
PERSONAL DATA
NAME : MARISS A. PULPUL
Sex : Female
Address : Brgy. 49 Youngfield Tacloban City
Birthdate : October 5, 2000
Height : 4”11
Weight : 49 kgs.
Parents : Maribel A. Pulpul
Roquito A. Pulpul Jr.
Elementary : Dansuli Elementary School
Balingasag Misamis Oriental

2007 – 2012
Secondary : St. Peter’s College of Balingasag

Misamis Oriental
2013 – 2018

Tacloban City
2019 - 2023
PERSONAL DATA
NAME : MICA ELLA FAYE L. VILLAMOR
Sex : Female
Address : Brgy. Burak Tolosa, Leyte
Birthdate : August 31, 2000
Height : 5” 3
Weight : 45 kgs.
Parents : Joel Villamor
Mary Grace L. Villamor
Elementary : Daniel Z Romualdez Memorial Elementary School
Tolosa, Leyte
2007 – 2013
Secondary : Tolosa National High School

Dagami, Leyte
2013 – 2018

Tacloban City
2019 - 2023
APPENDIX A
HOLY INFANT COLLEGE OF TACLOBAN CITY, INC.
Benigno Aquino Ave., Utap Hills, P.O. Box 63 Tacloban City
Tel. # (53) 832-2455; Email Address: hic_registrar@yahoo.com
Administered by the Religious Sisters of Mercy (RSM)
December 13, 2022

SR. Cecille Marie L. Lim, RSM, MAED, GC
School President
Holy Infant College, Tacloban City, Inc.
Thru:
Maria Crissa V. Retena, MAED

Basic Education Principal
Holy Infant College
Dear Sr. Cecille,
Greetings and peace!
In partial fulfillment of the requirements for the subject Research 1, the fourth-year students of
Holy Infant College of Tacloban City, Inc. would like to conduct a survey questionnaire with the
Junior High School Teachers entitled: Challenges Met by Mathematics Teachers Using
Modular Approach in Distance Learning in the Intermediate Grades of Holy Infant College
of Tacloban City Inc. Amidst the Pandemic: Inputs to Intervention Scheme.
In this regard, may we ask permission to conduct this study to gather relevant information of the
said respondents.
Rest assured that the information that will be gathered through this questionnaire will be held
with utmost confidentiality.
We are looking forward for a favorable action of this request.
In God’s mercy, we serve with Joy!
Respectfully yours,
Alla, Desiree Fae A.

Cajeda, Joshua A.
Dollero, Marielle
Pulpul, Mariss A.
Villamor, Mica Ella Faye
Researchers
Noted by: Recommending Approval:
LILIA P. ADRALES Ed. D. SR. CECILLE MARIE L. LIM, RSM, MAED. GC

Research Instructor School President

Research Study

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Research Study

Uploaded by

Copyright:

Available Formats

HOLY INFANT COLLEGE OF TACLOBAN CITY INC.

Background of the Study

Mathematics is often pointed as a difficult topic despite of its importance in

Sufiana K. Malik (2012). If the students with negative perception towards

Mathematics performed poorly and vice versa, that performance of mathematics

can be improved through enhancing positive perception towards Mathematics

approach in Mathematics learning proved to be an effective and efficient tool to

help students to learn mathematics themselves. (Jazim and Rahmawati, 2017)

stated students improve the mathematical understanding on the material that is

given to them. As they explained, the use of module in learning mathematics

poor mathematical background and lack of motivation (Abramovits, Berezina, &

Modular Distance Learning (MDL) is a learning method where students

can use printed self-learning modules (SLM) and modules that can be accessed

digitally or through electronic devices such as laptops, computers, tablets, and

smartphones. (AJ Yes, 2021) Academic performance is the outcome of students’

effort in examinations. Students’ academic performance is determined by a

number of factors (Eze et al. 2016)

COVID-19 pandemic; 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

delivers outdoors the traditional face-to-face platform. (Magsambol, 2020)

According to the Trends in International Mathematics and Science Study

countries in the 2019 Trends in International Mathematics and Science Study

International Association for the Evaluation of Educational Achievement, based in

International Benchmark (625), High International Benchmark (550), Intermediate

International Benchmark (475), and Low International Benchmark to interpret

student scores (400). Only 1% of Filipino pupils, according to the research,

tables and a variety of graphs to solve problems, according to the research

institution's assessment. "Students can answer elementary measurement

have "some fundamental mathematics knowledge," but just 6% of them finished

in the intermediate benchmark, demonstrating that they can "use basic

mathematical knowledge in simple scenarios." According to the same research,

mastery of foundational science facts." Only 1% and 5%, respectively, of Filipino

Education released a statement on Thursday in response to the study's findings,

efforts to increase the quality of education in the country." In the announcement,

it was stated, "We repeat that our participation or re-engagement in these

international examinations represents a step forward toward correcting

curriculum and learning deficiencies in the country's basic education.

According to the DepEd, "Our ongoing policy is to translate these

worldwide assessments into meaningful and implementable changes that can

directly affect our learners' achievements and teachers' improvements. "Every

Economic Co-operation and Development's 2018 Programme for International

Student Assessment revealed that among 79 nations, Filipino pupils had

According to John Elflein (2021), Coronaviruses were a group of viruses

France, Spain, Italy, Turkey, and Germany.

Merlina Hernando-Malipot (2020) reported that of all the alternative

learning modalities offered by the Department of Education most students prefer

distance learning is a learning form of individualized Instruction allows learners to

utilize self-learning modules it's either in printed or digital format/electronic copy,

learners access the copies of learning materials on a computer, tablet PC or

Smartphone, CD'S, USB storage, computer-based including offline E-Books.

The purpose of this study is to determine the challenges met by

mathematics teachers using modular approach in distance learning in the

pandemic: Inputs and intervention scheme. To give significant plan to the

educators to improve the teaching-learning process even this pandemic

permanently used as teaching-learning material in mathematics subject.

Statement of the problem

The main objective of this study is to determine the challenges met by

Mathematics teachers using modular approach in distance learning in the

intermediate grades in Holy Infant College of Tacloban City Incorporated amidst

the pandemic. Findings will serve as inputs to an intervention scheme.