LEARNING DELIVERY MODALITIES: A TOOL OR HINDRANCE TO LEARNER’S

ACADEMIC PERFORMANCE IN ARALING PANLIPUNAN

Ebuena Alvarez

February 2022
I. CONTEXT AND RATIONALE

The current emergency health crisis across the globe brought about by the Covid-19

pandemic has greatly affected the world’s economies and the educational sector was no

exemption. The World Health Organization (2019) has suggested basic health and safety

protocols among the general population to curb the spread of the virus. The United Nations

Educational, Scientific and Cultural Organization (2020) asserted that significant changes in the

overall teaching and learning process is deemed imperative for educational institutions to

implement distance education using various learning delivery modalities.

The governments and the educational sector have worked collectively in initiating

measures to ensure uninterrupted delivery of educational programs and instruction amidst the

pandemic. Shift from the traditional face-to-face classroom instruction to online distance learning

were experienced across the globe as most educational institutions remained closed due to

restrictions imposed by various governments and organizations.

The researcher was prompted to take a closer look on how students and teachers are

ready to embrace educational breakthroughs. The present study will explore level of readiness

and perceptions of students and school teachers on learning delivery modalities. The researcher

will devise an education learning continuity plan in social studies teaching based on the findings

and reflections of the study.

In the Philippines, the Department of Education or DepEd has initiated the application of

learning delivery modalities to ensure the continuity of the teaching-learning process in

compliance with government mandates and to ensure continuity of operations in the educational

sector.

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 The educational sector in the Philippines, in both basic education and higher education

levels, was greatly affected by the pandemic. The national government ordered to disallow the

traditional face-to-face classes and mandated the use of home schooling as intervening measure

until the greater population is inoculated with a vaccine against Covid-19.

In compliance with the national government mandate, the Department of Education

(DepEd) devised the Basic Education Learning Continuity Plan with due consultation to

educational stakeholders and best practices of other countries, as a measure to implement

distance learning while ensuring the safety of teachers, students and stakeholders and in

ensuring continuity of the delivery of educational programs across the country.

The Basic Education Learning Continuity Plan is comprised of three basic learning

delivery modalities namely, modular distance learning, online distance learning and TV/radio-

based instruction.

Modular distance learning

Modular distance learning encompasses the use self-learning modules (SLMs) in the form

of printed or digital resources like textbooks, study guides and activity sheets.

Printed modules are distributed to schools which are located in hard-to-reach

communities and have limited access to electricity and the internet. These modules may be also

accessed online. School teachers are directed to make home visitation to students who need

assistance and students may also ask for teachers’ help using various communication tools like

telephone and mobile phone or via email.

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Online distance learning

Online distance learning covers the use of synchronous mode of instruction. Real-time

sessions will be conducted to engage the learners using various videoconferencing

technologies. Students may download the self-learning modules from numerous learning

management systems like the DepEd Commons, DepEd Learning Resource Portal or from the

schools learning management system. Students may accomplish and submit homework using

online medium and participate in virtual classes.

TV/radio-based instruction

TV/radio-based instruction utilizes television-based instruction and radio-based

instruction. Self-learning modules are either converted to videos for television-based instruction

and radio script for radio-based instruction. Videos and radio scripts are broadcasted in various

television channels and radio frequencies.

The Basic Education Continuity Plan underscores the use of some tools which are

considered essential in the teaching-learning process. The use of the traditional pen and paper

are still relevant but the use of educational technology is central in the implementation of these

learning delivery modalities. Reliable and stable internet connection is a must for real -time

sessions while access to the internet and learning management system to download self -

learning modules and access other school requirements are considered essential in

asynchronous sessions. In areas with limited access to gadgets, hardware and the internet,

students would need a television or a radio.

Mariano Marcos Memorial High School is a K-12 accredited school and fully recognized

by the Department of Education (DepEd). The school provides caters to Junior and Senior High

School in the community of Sta. Ana, City of Manila. Educational offerings include Academic

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track, Technical-Vocational Livelihood (TVL) track and Arts and Design track for its senior high

school program. The school further offers the Special Program in the Arts (SPA) which is a

nationwide program for students with potentials or talents in the Arts. Mariano Marcos Memorial

High School was the first school in the National Capital Region to have implemented the program

in the year 2000. It is also one of the pilot schools of SPA in the Philippines. The school offers a

comprehensive secondary education program focused in the Arts, covering a range of art forms

and disciplines. Arts education is an integral component of a balanced educational program in

all year level which also provides the background for post-secondary level work.

Synchronous and asynchronous mode of instruction are utilised by school teachers of

Mariano Marcos Memorial High School in the delivery of classroom lessons and other related

school requirements. In synchronous sessions, school teachers meet with the students in real-

time sessions using a videoconferencing technology like Google Meet for eight (8) hours in a

single day assigned, three days are allocated for students to engage in self-learning activities

using the modules and the remaining one day serves as the school teacher’s homeroom session.

On the other hand, asynchronous sessions allow students to learn using the self-learning

modules at their own pace, within a timeframe set by the school teacher.

The present study aims to contribute to a growing body of literature on the use of various

learning delivery modality. Primarily, the objective of this study is to ascertain the level of

readiness and perception of students and social studies teachers of Mariano Mariano Marcos

Memorial High School on learning delivery modalities using a descriptive and correlation method

of research to collect relevant data and information which will be used to devise a learning

continuity plan in teaching Araling Panlipunan.

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 This study is relevant as it seeks to ascertain the level of readiness and perceptions of

students and school teachers on learning delivery modalities which are currently adapted in the

basic education level. More data is necessary to allow school administrators, parents, and

stakeholders to understand if the use of these learning delivery modalities provides parity of

learning when compared to the traditional classroom instruction and to carry on in formulating

practical educational plans that will ensure continuity of operations in the educational sector.

The findings and reflections of this study will be significant to the following:

School Teachers. This study will furnish school teachers relevant information on learning

delivery modality in terms of their collective preparedness and perceptions. It will provide salient

points of information on their teaching methods and challenges encountered with the learning

delivery modalities being used in the teaching and learning process.

Students. Findings of this study will help students reflect on their preparedness to adapt

with the learning delivery modality being used in the teaching and learning process.

School Administrators. This study will provide school administrators key insights as to

the perception of teachers and students on the adaption of various learning delivery modality.

Findings of the study will serve as a focal point in strengthening educational plans and devising

additional schemes to ensure continuity of educational programs amidst the pandemic.

Future Researchers. Findings of this study will guide future researchers to investigate

the status of learning delivery modality as applied in other subjects.

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II. PROPOSED INNOVATION, INTERVENTION, AND STRATEGY

Proposed intervention includes curricular instruction using a synchronous and

asynchronous learning sessions. Innovation includes use of self-learning modules and

multimedia approach. Strategy includes gathering data through the distribution of research

instruments to the respondents and analysis of the collected data and information to arrive at

significant results and reflections as basis of a learning continuity plan in teaching Araling

Panlipunan.

III. ACTION RESEARCH QUESTIONS

The main thrust of this study is to ascertain the learning delivery modality used in teaching

Araling Panlipunan by exploring the level of readiness and perception of students and Araling

Panlipunan teachers of Mariano Mariano Marcos Memorial High School.

Specifically, it will seek answers to the following research questions:

1. What is the demographic profile of the students in terms of the following?

a) Age

b) Gender

c) Monthly family income

d) Source of family income

2. What is the demographic profile of the teachers in terms of the following?

a) Age

b) Gender

c) Civil Status

d) Educational attainment

e) Number of years in teaching

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 3. What are the respondents’ levels of readiness on learning delivery modalities?

4. What are the respondents’ perceptions on learning delivery modalities?

5. Is there a significant difference between the respondents’ level of readiness on

learning delivery modality?

6. Is there a significant difference between the respondent’s perceptions on learning

delivery modality?

7. What education learning continuity plan for social studies can be devised from the

findings of the study?

IV. ACTION RESEARCH METHODS

A. Participants and/or other Sources of Data and Information

The present study will be conducted at Mariano Marcos Memorial High School, Sta. Ana,

City of Manila. It is a DepEd recognized educational institution offering Junior and Senior High

School and Special Program for the Arts.

The respondents of the study will be comprised of school teachers and students. The

teacher-respondents will include ten (10) Araling Panlipunan teachers. The student-respondents

will be randomly selected across the 6 sections of grade 10 with a total of 120 students. The

student-respondents will be clustered into three (3) groups (i.e., sections 1-2, sections 3-4, and

sections 5-6) for the purpose of streamlining the schedule in administration of the research

instrument.

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 B. Data Gathering Method

A closed type of questionnaire will be used as the research instrument to obtain data from

the respondents.

The study will make use of separate questionnaires for the student and teacher

respondents.

The questionnaire for students is comprised of three (3) parts. The first part covers the

demographic profile in terms of age, gender, family income, and source of family income.

The second part include the Online Learning Readiness Questionnaire, which was

adopted from the questionnaire developed and tested by Akaslan & Law (2010) and was based

on a conceptual model of the readiness for e-learning which evaluates the perceived readiness

of students.

The third part is composed of the statements that will solicit the students’ perception of

learning delivery modalities using the Community of Inquiry Survey Instrument which assess the

perception in terms of teaching presence, social presence, and cognitive presence.

The questionnaire for teachers is comprised of three (3) parts. The first part includes the

demographic profile in terms of age, gender, civil status, educational attainment, and number of

years in teaching.

The second part covers the teachers’ level of readiness on learning delivery modalities.

It was adopted from the UCF’s Center for Distributed Learning (2018) and include areas relative

to technical skills, experience with online teaching and learning, attitudes toward online learning,

time management and time commitment.

The third part of the questionnaire encompasses the teachers’ perception towards

learning delivery modalities. It consists of 15 statements in terms of usefulness, ease of use, and

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teachers' behavioural intention. The questionnaire was adapted from Anderson (2008) and

Ramírez et al. (2015).

The researcher will undertake the following steps in the gathering of data needed for the

study:

1. Preparation and approval of a permission letter to conduct the research subject to

approval of the School Principal of the locale of the study.

2. Presentation of the questionnaire to be used as the research instrument to the adviser for

checking and further revisions and/ or modifications.

3. Administration of the research instrument to the target respondents using an online

format.

4. Retrieval of the questionnaires from the respondents in accordance to a specific

timeframe. After retrieval of research instruments, interpretation and analysis of data

obtained will follow.

C. Data Analysis Plan

The following statistical tools will be employed by the researcher to properly conduct a

scientific presentation, analysis and interpretation of data gathered.

a. Weighted Mean will be utilized to measure the level of readiness and perception of the

respondents on learning delivery modalities.

b. T-test will be used to determine the significant difference on the level of readiness and

perceptions between the students and the teachers.

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 A 5-point Likert scale will be utilized to interpret the weighted means. The points, range

and descriptive are as follows:

Points Range Description

5 4.50-5.00 Strongly Agree

4 3.50-4.49 Agree

3 2.50- 3.49 Uncertain

2 1.50-2.49 Disagree

1 0.50-1.49 Strongly Disagree

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V. ACTION RESEARCH WORK PLAN AND TIMELINES

ACTIVITIES MONTH
1 2 3 4 5 6
Jan Feb Mar Apr May Jun
Secure a copy of the approved action
research format from Dep Ed Division
Office
Research activities using information
resources in both printed and electronic
formats
Follow in writing the sequence and
expected content of the action research
proposal

VI. COST ESTIMATE

ACTIVITY ELIGIBLE QUANTITY COST FUND

EXPENDITURES SOURCE
Data Gathering Library visit and research 2 library P 3,000.00 Researcher’s
visits Fund

Meeting with co-teachers 2 meetings

and educators
which include printing of
agenda, minutes of
the meeting, amongst
others
Preparation and Printing of action research 2 reams P 4,000.00 Researcher’s
Administration proposal (i.e., bond bond paper Fund
paper, ink, ballpen, etc.)
1 black ink
Distribution of approved refill
data gathering tools
to include printing of 5 pencil
survey questionnaires 20 ballpen
and observation sheets
Presentation of Presentation of results and 1 ream P 3,000.00 Researcher’s
results and recommendations bond paper Fund
recommendations and its educational 1 black ink
and its educational implications refill
implications Publication of approved
Action Research

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VII. PLANS FOR DISSEMINATION AND UTILIZATION

ACTIVITIES MONTH
1 2 3 4 5 6
Jul Aug Sept Oct Nov Dec
Curricular instruction using synchronous
and asynchronous learning sessions
Plotting of schedule for the distribution
and retrieval of the action research
instrument
Presentation of results and
recommendations
and its educational implications.
Publication of
approved Action Research.
The results and overall findings of this
study was planned to be
disseminated to other educators handling
the same subject as well as to other
educators who handle other subject
areas.

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VIII. REFERENCES

A. Books

Anderson, T. (2008). The Theory and Practice of Online Learning. Second Edition. AU Press
Canada. Athbasca University.

Moore, M. G. (Ed.). (2007). The theory of transactional distance. In Handbook of distance

education (pp. 89-105). Mahwah, NJ: Erlbaum.

Moore, M.G., & Kearsley, G. (2005). Distance education: A systems view. Belmont, CA:
Thomson Wadsworth.

B. Theses and Dissertations

Berry, Sharon (2017). Educational Outcomes of Synchronous and Asynchronous High School
Students: A Quantitative Causal-Comparative Study of Online Algebra. Unpublished Doctoral
Thesis. College of Professional Studies, Northeastern University Boston, Massachusetts.

Wheeler, Kimberly M. (2015). A Mixed Method Study Examining Synchronous-

Enhanced Learning in Distance Education. Unpublished Dissertation, College of Education,
University of South Florida.

Dangle, Ysthr Rave P., & Sumaoang, Johnine D. (2021). The Implementation of Modular
Distance Learning in the Philippine Secondary Public Schools. Unpublished Masters Thesis,
University of the Cordilleras, Baguio City, Philippines.

C. Online Sources

Akaslan, D., Law, E.L.-C (2010). Measuring Teachers’ Readiness for E-learning in Higher
Education Institutions Associated with the Subject of Electricity in Turkey. In: Proceedings of
2011 IEEE Global Engineering Education Conference (EDUCON)-Learning Environments and
Ecosystems in Engineering Education, pp. 481--490. Amman,Jordan
https://www.researchgate.net/publication/287636644_Students_Readiness_for_E-
Learning_An_Assessment_on_Hacettepe_University_Department_of_Information_Manageme
Nt

Anderson, T. (2004). Toward a theory of online learning. In T. Anderson (Ed.), Theory and
practice of online learning (pp. 45-74). Athabasca University.
http://cde.athabascau.ca/online_book/ch2.html

Ramírez, A. R. I, Sabaté, F., & Guevara, V. F. (2015). Evaluating student acceptance level of e-
learning systems. A: International Conference of Education, Research and Innovation.
ICERI2015: Proceedings 8th International Conference of Education, Research and Innovation.
Retrieved from http://hdl.handle.net/2117/80996.

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UCF’s Center for Distributed Learning. (2018). Faculty Online Readiness Assessment. Retrieved
February 2, 2022 from http://tamut.edu/Training/readiness_assessment.html

Villarmor-Ilano, Maritest (2020, October 4). Back to school for over 24M learners.
https://www.sunstar.com.ph/article/1872335/Manila/Local-News/Back-to-school-for-over-24M-
learners

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 APPENDIX A

Letter to the Respondents

1 March 2022

Dear Respondent,

A pleasant day to you.

The undersigned is currently working on a action research entitled “Learning Delivery

Modality: A Tool or Hindrance to Learner’s Academic Performance in Araling
Panlipunan”.

In this connection, I am requesting your participation in this study. Rest assured that all data and
information will be kept confidential and will be used for the sole purpose of the action research
only.

Thank you.

Respectfully yours,

Ebuena Alvarez
Araling Panlipunan Teacher

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 APPENDIX B

Research Questionnaire

Student Questionnaire

Part 1. Demographic Profile

Instruction: Please tick on the space provided for which appropriates your response.

1.1 Age [ ] 13-14

[ ] 15-16
[ ] 17 and above

1.2 Gender [ ] Male

[ ] Female

1.3 Monthly Family Income [ ] 10,000 and below

[ ] 11,000-20,000
[ ] 21,000-30,000
[ ] 31, 000 and above

1.4 Source of Family Income [ ] Parents’ Occupation

[ ] Business
[ ] Others, please specify
_____________________

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Part II. Online Learning Readiness Questionnaire

Instruction. Please use the following guide in providing your response in each of the
following statements.

5 Strongly Agree 2 Disagree

4 Agree 1 Strongly Disagree
3 Uncertain

A. Availability of technology 5 4 3 2 1
1. The hardware facilities are enough.
2. The software facilities are enough
3. The speed of the internet access is satisfactory.
4. The stability of the internet access is satisfactory.
5. I have access to computer whenever I need
B. Use of technology
1. I use internet as information source.
2. I use e-mail as the main communication tool with
my teachers and classmates.
3. I use office software like MS Powerpoint, Word,
Excel.
4. I use social network sites like Facebook and
Twitter.
5. I use learning management systems like Moodle.
C. Self-confidence
1. I have the skills to operate a computer
2. I am able to use office software for content
delivery and demonstration.
3. I am able to use web browsers like Google
Chrome.
4. I can troubleshoot most problems associated
with using a computer.
5. I feel that I am ready for e-learning.
D. Acceptance
1. I believe that e-learning can enhance the quality
of education.
2. I believe that using e-learning can increase my
productivity.
3. I believe that e-learning enables learners and
instructor to communicate and interact better
with one another.
4. I believe that e-learning have benefits for
education.
5. I support implementation of e-learning in our
school
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Part III. Perception on Learning Delivery Modalities

Instruction. Please use the following guide in providing your response in each of the
following statements.

5 Strongly Agree 2 Disagree

4 Agree 1 Strongly Disagree
3 Uncertain

A. Teaching Presence 5 4 3 2 1
Design & Organization
1. The instructor clearly communicated important course
topics.
2. The instructor clearly communicated important course
goals.
3. The instructor provided clear instructions on how
to participate in course learning activities.
Facilitation
1. The instructor was helpful in identifying
areas of agreement and disagreement on
course topics that helped me to learn.
2. The instructor was helpful in guiding the class
towards understanding course topics in a way that
helped me clarify my thinking.
3. The instructor helped to keep course participants
engaged and participating in productive dialogue.
Direct Instruction
1. The instructor helped to focus discussion on relevant
issues in a way that helped me to learn.
2. The instructor provided feedback that helped me
understand my strengths and weaknesses relative to
the course’s goals and objectives.
3. The instructor provided feedback in a timely fashion.
B. Social Presence
Affective Expression
1. Getting to know other course participants gave me
a sense of belonging in the course.
2. I was able to form distinct impressions of some course
participants.
3. Online or web-based communication is an
excellent medium for social interaction.
Open Communication
1. I felt comfortable conversing through the online
medium.
2. I felt comfortable participating in the course
discussions.
3. I felt comfortable interacting with other course
participants.

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Group Cohesion
1. I felt comfortable disagreeing with other course
participants while still maintaining a sense of
trust.
2. I felt that my point of view was acknowledged by other
course participants.
3. Online discussions help me to develop a sense of
collaboration.
C. Cognitive Presence
Triggering Event
1. Problems posed increased my interest in course
issues.
2. Course activities piqued my curiosity.
3. I felt motivated to explore content related questions.
Exploration
1. I utilized a variety of information sources to explore
problems posed in this course.
2. Brainstorming and finding relevant information helped
me resolve content-related questions.
3. Online discussions were valuable in helping
me appreciate different perspectives.
Integration
1. Combining new information helped me answer
questions raised in course activities.
2. Learning activities helped me construct
explanations/solutions.
3. Reflection on course content and discussions helped
me understand fundamental concepts in this class.
Research Questionnaire for Teachers

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Teacher Questionnaire

Part 1. Demographic Profile

Instruction: Please tick on the space provided for which appropriates your response.

1.1 Age [ ] 25 and below

[ ] 26-30
[ ] 31-35
[ ] 36-40
[ ] 41 and above

1.2 Gender [ ] Male

[ ] Female

1.3 Civil Status [ ] Single

[ ] Married

1.4 Educational Attainment [ ] Bachelor’s Degree

[ ] Master’s Degree
[ ] Doctor’s Degree
[ ] Others, please specify
_____________________

1.6 Number of Years in Teaching [ ] 5 years and below

[ ] 6-10 years
[ ] 11-15 years
[ ] 16-20 years
[ ] Others, please specify

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Part II. Teachers’ Readiness in Online Teaching Environment

Instruction. Please use the following guide in providing your response in each of the
following statements.

5 Strongly Agree 2 Disagree

4 Agree 1 Strongly Disagree
3 Uncertain

Technical Skills 5 4 3 2 4
1. I have a computer available to me at home or in the
office.
2. I travel with a computer.
3. I access the Internet frequently and can search the
Internet for what I need.
4. I am competent and using e-mail.
5. I am competent in using word processing software.
Experience with Online Teaching and Learning
1. I have experienced at least one online course as a
student.
2. I have received training in online instruction.
3. I have used online quizzes in teaching my classes.
4. I have used online discussions and teaching my
classes.
5. I have used virtual classroom tools like Zoom and
Google Meet in teaching my classes.
Attitudes toward Online Learning
1. I believe that online learning is as rigorous as
classroom instruction.
2. I believe that high quality learning experiences can
occur without interacting with students face-to-face.
3. I support the use of discussion as a means of
teaching.
4. I support learner-to-learner interaction and
collaborative activity as a central means of teaching.
5. I recognize that community building is an important
component of online teaching.
Time Management and Time Commitment
1. I am able to log in to an online course at least once a
day.
2. I am able to post my online class at least four to five
times per week.
3. I am able to manage my time well.
4. I am flexible in dealing with students on such issues as
due dates, absences, and makeup assignments.
5. I am responsive to my students, responding to e-mail
within 48 hours and assignments within one week.

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Part III. Perception on Learning Delivery Modalities

Instruction. Please use the following guide in providing your response in each of the
following statements.

5 Strongly Agree 2 Disagree

4 Agree 1 Strongly Disagree
3 Uncertain

Perceived usefulness 5 4 3 2 1
1. Online learning system makes my performance
improves.
2. Online learning system makes learning effective.
3. Online learning system makes teaching becomes
easier.
4. Online learning system is useful for teaching.
5. The online learning system makes me convenient
in teaching.
Perceived ease of use
1. It is easy to operate an online learning system.
2. The interaction with the online learning system is
clear and understand able.
3. The online learning system is flexible to interact
with.
4. It would be easy to be competent in the use of
the online learning system.
5. I consider that online learning system is easy to
use.
Behavioural intention
1. I will use the online learning system even after
the pandemic of Covid-19.
2. It is important to use the online learning system
and I would recommend its use.
3. I will modify the teaching activities of my subject
to take advantage of the capabilities of the online
learning system.
4. I will encourage my students in the online
learning system
5. I would like to use the online learning system in
the future if I had the chance.

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