TEAM B Manuscript

Republic of the Philippines
Department of Education
Region V
Schools Division of Masbate Province
PATROCINIO DELA TORRE NATIONAL HIGH SCHOOL
(FORMERLY MALAKING ILOG NATIONAL HIGH SCHOOL)
Malaking Ilog, San Pascual, Masbate
S/Y 2021- 2022
SENIOR HIGH SCHOOL
TITLE: IMPACT OF MODULAR DISTANCE LEARNING TO THE ACADEMIC

PERFORMANCE OF GRADE-11 STUDENTS A/Y 2021-2022
TEAM B
SINAGPULO, Ike Dagohoy
COSIP, Julie-Anne Morales
DAGOHOY, Michelle Sinagpulo
DIOLA, Justin Sinagpulo
OLEDIANA, Queen Arian Rubio
BELORIA, Allen Mae Lutchavez
DIOLA, Angelie
CABASAN, Jerico Entoy
DEL CASTILLO, Franz Anjo Sinagpulo
COSIP, Analyn Intoy
CHIARA R. SINAGPULO
Subject Teacher
Impact of Modular Distance Learning to the Academic Performance of Grade-11
Students 2021-2022
ABSTRACT
Modular distance learning is the new way of learning as an intervention and
response of DepEd in this Covid-19 crisis. This can help to continue our learning despite
pandemic. The purpose of this study was to assess the impact of modular distance
learning and its relationship to academic performance and implement an intervention
which is the five minutes educational tips. The researchers sought to find out:
1. What are the impacts of modular distance learning on the academic
performance of Grade 11 Students of Patrocinio Dela Torre National High
School, the School year 2021-2022?
2. Is there a relationship between modular distance learning to the
academic performance of Grade 11 students of Patrocinio Dela Torre
National School, the School year 2021-2022?
3. How can researchers help the students in the proper way of studying and
answering their modules?
The study used a quantitative-comparative method approach with using non-
probability purposive-convenience sampling 20 grade11 students were selected but only
sixteen were able to answer the survey. Only one university is the focus of the study. The
survey was used in gathering the data. The study was conducted by giving the students
an orientation about the modular distance learning which is covered in this study. They
answered the survey questionnaire focusing on the factors affecting academic
performance and challenges in modular distance learning.
Impact of Modular Distance Learning to the Academic Performance of Grade-11 Students A/Y 2021-2022 2
The study found out that respondents are sometimes excited and sleepy while
answering the module, depend in the lesson and the number of activities. The maximum
hour/s that the student spent in answering the module in one subject is 30-1 hour and
they answer the modules thrice a week. Respondents agree that the most problems they
encounter is there are many activities need be completed in the module without any
explanation. Where most of them is no member of the family guides them in guiding the
modules. But the resources they accessed through the internet helped them understand
the core concepts of the module.
Results showed that teacher related factors are the most factors that can affect the
students’ academic performance during this modular distance learning. And during the
implementation of modular mode lots of challenges emerged. Where the distribution
modules are primary important. It should be distributed on time so that the students have
enough time to answer it.
The study also found out that the teacher gave a lot of time to complete challenging
tasks thus, they still have a chance to comply activity and the respondents sometimes
enjoying to answer their module alone rather than a brainstorming teamwork. Some of
them create a daily schedule of the subjects they needed to finish. Sometimes they are
motivated to complete all of the modules sometimes are not due to the lot distractions.
ACKNOWLEDGEMENT
We would like to thank those who served on our dissertation committee. First, to
our Teacher-In-Charge, Ma’am Queency S. Dagohoy, for letting us collect the data
needed.
Second, to our research adviser, Ma’am Chiara R. Sinagpulo, who had faith in us,
encouraged us, and tirelessly helped throughout this endeavor, her support, her
understanding, and her unwavering belief and encouragement that we would accomplish
our goal.
Third, to all the key informants who took part in this study, which is a big help for
the researcher in achieving the objective of the study, we appreciate all your help.
It is with deep appreciation that we acknowledge, our group leader Ike D.
Sinagpulo and our assistant group leader Julie-Anne M. Cosip, for their willingness and
enthusiasm for our project, who also encouraged us, mentored us, commiserated with us
over our disappointments, and celebrated with us over our accomplishments.
Most of all to Almighty God, His infinite wisdom has given us the ability to overcome
difficulties and succeed in our research.
TABLE OF CONTENTS
CHAPTER 1: INTRODUCTION
1.1 Background of the Study ............................................................................... 8-10
1.2 Conceptual Framework ..................................................................................... 10
1.3 Statement of the Problem ................................................................................. 11
1.4 Purpose Statement ........................................................................................... 11
1.5 Hypothesis ........................................................................................................ 12
1.6 Significance of the Study .............................................................................12-13
1.7 Definition of Terms ............................................................................................ 12
1.8 Scope of Delimitation ........................................................................................ 15
CHAPTER 2: LITERATURE REVIEW
2.1 Theoretical Framework ................................................................................16-18
2.1.1 Moore’s Transactional Distance Theory
2.1.2 Holmberg’s Theory and Practice of Distance Education
2.2 Related Literatures.......................................................................................19-24
2.2.1 Factors Affecting Academic Performance
2.2.2 Challenges in Modular Distance Learning
2.2.3 Academic Performance of the Students in Modular Distance Learning
2.3 Bridging the Gap the gap of the study ......................................................... 24-25
2.4 Conclusion ........................................................................................................ 25
CHAPTER 3: METHODOLOGY
3.1 Methodology ..................................................................................................... 27
3.2 Research Design .............................................................................................. 28
3.3 Population and Study Sample .....................................................................28-29
3.4 Instrumentation ............................................................................................29-30
3.4.1 Survey
3.5 Data Analysis .................................................................................................... 30
3.6 Validity.......................................................................................................... 30-31
3.7 Reliability ........................................................................................................... 31
3.8 Ethical Consideration ........................................................................................ 32
CHAPTER 4: RESULTS AND DISCUSSION
4.1 Result Presentation and Discussion ................................................................. 33
4.1.1 Survey Result ............................................................................................34-35
4.1.2 Comparison of General Weighted Average ................................................... 36
4.2 Summary .....................................................................................................36-37
CHAPTER 5: SUMMARY OF FINDINGS
5.1 Summary of Findings ................................................................................38-39
5.2 Conclusion....................................................................................................... 39
5.3 Recommendation .......................................................................................40-41
References…………………………………………………………………………………42-45
Appendices………………………………………………………………………………46-76
Appendix 1 ............................................................................................................. 46
Appendix 2 .............................................................................................................. 47
Appendix 3 .............................................................................................................. 48
Appendix 4 .........................................................................................................49-52
Appendix 5 .........................................................................................................53-63
Appendix 6 .........................................................................................................64-66
The Researchers Information……………………………………………………… 67-76
LIST OF TABLES
➢ Table 1. Factors Affecting Academic Performance…….……………………34
➢ Table 2 Challenges in Modular Distance Learning…………….……………35
LIST OF FIGURES
➢ Figure 1.2.1 Conceptual Paradigm……………………………..…………...…….10
➢ Figure 1.5.1 Hypothesis Paradigm…………………………………………………12
➢ Figure 2.1.1 Moore’s Transactional Distance Theory……...…………………18
➢ Figure 2.1.2 Holmberg’s Theory and Practice of Distance Education……..…..18
LIST OF GRAPHS
➢ Graph 1 Comparison of General Weighted Average……………………………36
CHAPTER 1: INTRODUCTION
COVID-19 pandemic affected most of our society because of its health risks that
may lead to danger. One of the affected sectors was education, and it resulted in the
suspension of classes to avoid the spread of the virus. Despite the pandemic, the
Secretary of Education, Leonor Magtolis Briones, reiterated that the DepEd maintains its
commitment to provide quality education to all Filipinos and make education accessible
to all (Malipot, 2020). Due to the health threat of a pandemic, the DepEd decided to bring
education to the comfort of their homes as they continuously developed different learning
modalities to ensure that education is accessible to all and ensure the continuity of
learning (Betlen, 2021). The sudden transition from the traditional to the new normal in
the teaching and learning process, where three learning modalities were offered by the
DepEd; blended, distance, and homeschooling learning modalities.
Blended distance learning is combining face-to-face with any, or a mix of other
learning modalities or a combination of online distance learning, modular distance
learning, and TV/radio-based instruction. They learn with the assistance of the teacher
and learn on their own. While distance learning is a mode using self-learning modules.
Where learners are studying on their own. The teacher and the students are distant from
each other during the teaching-learning process. The types of this modality are modular
distance learning, online distance learning, and TV/radio-based instruction. On the other
hand, the homeschooling learning modalities is a delivery mode that provides learners
basic education in their homes.
In the alternative learning modalities offered by the DepEd, 7.2 million student
enrollees preferred modular distance learning, TV/radio-based instruction, and 2 million
preferred online learning modalities based on the Learner Enrollment and Survey Forms
(Malipot, 2020). After a DepEd poll indicated that 8.8 million parents supported MDL, it is
now utilized in all public schools. The most popular way of distance learning among
parents with children enrolled this academic year is learning through printed modules.
Learners in rural areas with poor internet connectivity and no access to online learning
are adopting the modular distance approach and most of the online enrollees are he urban
cities.
The study measured the impact of modular distance learning on the academic
performance of Grade 11 students, find out if there is any relationship between modular
distance learning and academic performance, and what is the intervention base on the
findings of the study.
1.1 BACKGROUND OF THE STUDY
Modular distance learning is playing a vital role not only in the learning of the
students but also serves as a way of building a ‘Bayanihan’ starting to learners who can
be able to help each other in times of difficulties answering the Self-Learning Modules.
Modular learning is an approach that focuses on learning outcomes and relies on
connecting objectives to student learning and course design to be successful (Biggs,
1999). According to Llego (2020), modular distance learning is students learning at their
own pace, in their way, and using self-learning modules (SLMs). Modular distance
learning can be printed or digital where the teacher is in charge of keeping track of the
students' progress. The students can contact the teacher via e-mail, phone, text
message/instant messaging, and other methods. Also, the teacher should make home
visits to students who require remediation or support whenever possible. As a para-
teacher, any member of the family or other community stakeholder must be included.
Modular Distance Learning would help learners to be trained on time management,
setting their priorities, solving and answering the problem and questions given in their
modules, and helps learners mentally and it can be associated with developing self-
regulation skills by being independent.
To those learners with good perseverance and has a goal to fulfill this academic
year like having a good academic performance taking the SLM’s seriously and as part of
learning that at the end of the academic year they have learned that stock in their mind
as knowledge.
However, those students who lack encouragement to try to read, understand, and
answer the modules on their own and have a high bad influence by peers and technology
have a greatly negative impact in terms of their academic performance.
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. The goals are measured by using continuous assessment or examination
results (Narad & Abdullah, 2016). This will be the basis of the students if their academic
achievement increases and understand the lesson; learners’ development decreases and
does not catch on the topic or no changes at all.
Modular Distance Learning implies a significant effect between the challenges and
status of modular learning as to learners' academic behavior and performance (Agarin,
2013).
Patrocinio Dela Torre National High school adapted Modular Distance Learning to
cater to the educational needs of its learners. This study focused on the impact of modular
distance learning on the academic performance of Grade-11 students of Patrocinio Dela
Torre National High School Year 2021 – 2022.
1.2 CONCEPTUAL FRAMEWORK
• Name(optional)
INPUT • General Wieghted Average
• Profiling
• Survey Questionare
PROCESS • Data Analysis
• 5 Minutes Educational Tips

OUTPUT
FIGURE 1.2.1. Conceptual Paradigm
The conceptual framework shows the study’s input, process, and output approach.
A socio-demographic profile such as name(optional) and general weighted average as
an independent variable. The process in the study is profiling, a survey questionnaire was
given to selected respondents of grade 11 students and the data were gathered by the
researchers. The output of the study was a 5 Minutes Educational Tips.
1.3 STATEMENT OF THE PROBLEM
This study aimed to determine the impact of modular distance learning on the
academic performance of grade 11 students in Patrocinio Dela Torre National High
School in Academic Year 2012-2022. It sought to answer the following question:
1. What are the impacts of modular distance learning on the academic performance
of Grade 11 Students of Patrocinio Dela Torre National High School, the School
year 2021-2022?
2. Is there a relationship between modular distance learning to the academic
performance of Grade 11 students of Patrocinio Dela Torre National School, the
School year 2021-2022?
3. How can researchers help the students in the proper way of studying and
answering their modules?
1.4 PURPOSE STATEMENT
The purpose of the study was to know the most effective way of conveying
knowledge, whether face-to-face or through modular distance learning and to know the
impacts of the modular approach on the academic performance of grade 11 students. It
is a common phenomenon today which is why the researcher conducted the study and
collaborate ideas to solve effectively and accurately response the current problems. The
researcher implemented an intervention base on the result to help students cope with the
challenges in the modular approach. These 5 minutes educational tips video uploaded to
YouTube by the researcher to watch by the students or distributed through the Share-It
application.
1.5 HYPOTHESIS
This study believes that modular distance learning may have a positive and
negative impact on the academic performance of the students. The researcher assumes
that by giving tips to students on the proper way of studying, the problem of modular
distance would be responded only if the students followed it diligently. The 5 minutes
educational tips help students to be independent learners. Videos increase student
engagement, which in turn helps boost achievement.
engagement
/ affective
domain
Effective
educational
video
cognitive active
load learning
FIGURE 1.5.1 Hypothesis Paradigm
1.6 SIGNIFICANCE OF THE STUDY
This study is not only beneficial to the researcher but also the following:
Student. It will help students enhance their strategy in answering their modules and
through giving a tip they slowly coping challenges in a new normal way of learning.
Teacher. This study will provide a clue in how they effectively teach the students in a
modular distance approach and continue in teaching and supporting the students. It also
encourages them to improve their teaching performance.
Curriculum developers. They may use this study to improve their technique on doing
modules accurately and effectively.
Future Researchers. They may use this study as a reference for a similar subject and
field of interest and improve some essential details for the best result. This study will
provide the necessary information to support them in conducting their research studies.
1.7 DEFINITION OF TERMS
Academic performance. The outcome of the students in various academic subjects.
It will be the basis of the students’ progress.
Academic Achievement. The extent to which a student or institution has achieved either
short- or long-term educational goals.
(https://tophat.com/glossary/a/academicachievement)
Challenges. The situation being faced with that needs great mental and physical effort
to be done successfully.
(https://dictionary.cambridge.org/us/dictionary/english/challenge)
Distance learning – is an educational environment where the instructor and student are
separated by space and/ or time (Carrière and Harvey, 2001).
Education. It is knowledge and development resulting from an educational process.
Five minutes educational tips. A video contains helpful tips in effectively managing time
in answering in module and passing it on time.
General weighted average (GWA). The average of grades in all subjects taken, whether
passed or failed. It is the result of combining the performance rating based on the
screening criteria or subject. It serves as the indicator of a student's academic
performance in a given semester or school year.

https://simple.wikipedia.org/wiki/General_Weighted_Average#cite_ref-1
Guidance. Advice on vocational or educational problems given to the students.
Impacts. According to the Merriam-Webster dictionary, it is a strong and often harmful
effect on (something or someone).
Literature. Wring in prose or verse, especially having excellence for expression and
expressing ideas in permanent or universal interest.
Methodology. The analysis of the principles or procedure of inquiry in a particular field.
Modular Distance Learning. A learning approach that uses printed modules where
teacher and students are geographically distant from each other.
Relationship. The connections of two things.
Students. A person who studies through a modular learning approach.
Teacher. A person who distributes Self Learning Modules or SLMs.
1.8 SCOPE AND DELIMITATIONS
The study's primary purpose is to determine the impact of modular distance
learning on the academic performance of grade 11 students in Patrocinio Dela Torre
National High School, the School Year 2021- 2022. The study considers the students'
personal information such as their name (optional) and their general weighted average in
Grade-9 and Grade-10.
The respondents involve in this study were 16 students enrolled in Patrocinio Dela
Torre National High School. Each of the respondents was given a questionnaire to
answer. The survey questionnaire was given to the students personally by the researcher
and all respondents are gathered in one place to answer at the same time. So that if the
respondents have a question regarding the questionnaire the researcher can answer it
immediately. Then it would be collected after they finish it. The respondents would be
conveniently selected from two different sections and get their objective perceptions. The
research lasted six months.
CHAPTER 2: LITERATURE REVIEW
This chapter compiles a review of the literature as well as studies from journals
and publications that are pertinent to the current research. The researchers were able to
collect knowledge for the current investigation thanks to these works.
Previous research on the impact of modular distance learning on students'
academic performance will be described in the next part; some studies are linked to other
learning modes such as online distance learning.
2.1 THEORETICAL FRAMEWORK
The study aims to find the impact of modular distance learning on the academic
performance of grade 11 students in Patrocinio Dela Torre National High School. Michael
G. Moore, in his Theory of Transactional Distance, posits that in distance learning
scenarios, the separation between the teacher and students can “lead to communication
gaps, a psychological space of potential misunderstandings between the behaviors of
instructors and those of the learners” (Moore & Kearsley, 1996). This psychological and
communication gap may be fatal to our goal of continuing to educate students during
school closures. Physical separation between instructor and learner can cause a potential
misunderstanding. This misunderstanding can lead to the student’s failure in academic
performance.
The transaction that we call distance education occurs between individuals who
are teachers and learners, in an environment that has the special characteristic of
separation of one from another, and a consequent set of special teaching and learning
behaviors. The nature of the transaction developed between teachers and students in
distance learning needs to consider three factors: dialogue, structure, and learner
autonomy. Based on the understanding that learning takes place through interaction with
the learner's environment, this theory considers the role of each of these elements.
Dialogue refers to more than simply two-way communication, but considers all
forms of interaction, “within the context of clearly defined educational targets, cooperation
and understanding on the part of the teacher, and, ultimately, it culminates in solving the
learners’ problems” (Giossos et al., 2009). Indeed, for successful communication and
interaction, cooperation is the most important. Moore’s theory asserts that an inverse
relationship exists between these three factors, in that increases in one can lead to
corresponding decreases in others (McIsaac & Gunawardena, 1996). For example, a
course with an inflexible structure can lead to a decrease in the quality of dialogue and
sense of learner autonomy, thereby increasing the students’ perception of transactional
distance. However, Moore (1997) also notes that when course structure drops below a
particular threshold (although he does not specify what this is), the sense of transactional
distance can increase, due principally to the potential for learner confusion or
dissatisfaction.
Börje Holmberg is best known for his Theory and Practice of Distance Education.
He regards distance education as the conversational interaction between the student on
the one hand and the tutor/adviser of the host organization. The central concepts of his
theory are motivation, empathy, non-contiguous communication, learner autonomy, and
interpersonal communication. To describe in Holmberg's way how distance teachers
should communicate with students to ensure real learning, he uses the analogy of the
conversation to describe the didactic conversation and derived seven postulates. Guided
didactic communication includes Simulated conversation (one-sided, presentation of
materials) and Real conversation (two-sided between tutor and student). Examples of
simulated conversations are conversations like presentations of learning matter, self-
control exercises, review questions with model answers, and inserted questions. In
essence, Holmberg believes that by promoting empathy between learning and tutoring
parties through appropriate one- and two-way interactions, learners are motivated and
encouraged to participate personally in their studies. It also generally assumes that
"genuine learning is primarily an individual activity and can only be achieved through a
process of internalization". This assumption is one in which the theory of distance
education can be justified. The aim of his theory is therefore to support individualized
learning.
structure
dialogue
learner's
autonomy
Figure 2.1.1 Moore’s Transactional Distance
Theory
Transactional Distance
emphaty
non-contiguous
Figure 2.1.2. Holmberg’s Theory and motivation
communication
Practice of Distance Education
interpersonal
communication
learner
autonomy
2.2 RELATED LITERATURES
2.2.1 Factors affecting academic performance
Abbasi and Mir (2012) posited that students themselves play critical roles in
getting good grades and must therefore explore all opportunities available within their
academic environment. Several studies have been carried out to identify causal factors
of poor academic performance in several institutions worldwide. Diaz (2003) reported that
most studies focus on the three elements that intervene, that is, home (family causal
factors), teachers (academic causal factors), and students (personal causal factors),
though the influence on academic performance varies from one academic environment
to another, from one set of students to the next, and indeed from one cultural setting to
another. It is also supported by the study of Olufemi et al. (2018), which revealed that
students’ factors, parental background, school factors, and teachers’ factors have a
serious influence on students’ academic performance.
Family income, according to Escarce (2003) has a profound influence on the
educational opportunities available to adolescents and their chances of educational
success. He also added that due to residential stratification and segregation, low-income
students usually attend schools with lower funding levels, have reduced achievement
motivation, and much higher risk of educational failure.
Alos et al. (2015) greatly emphasized the importance of having qualified teachers
in the field of teaching and said that the success of any program is conditioned by the
ability of the teacher to teach. If there is a failure at this point, the whole structure fails.
Hence, the implementation, selection, preparation, and supervision of education will be
affected. Moreover, Dewett (2007) mentioned that a good teacher is constantly on the
alert for methods and instructional materials that will make learning meaningful. With the
wise selection and use of a variety of instructional materials or audio-visual materials,
experiences may be provided to develop understanding. Engin-Dermir (2009) explained
that lecturers play crucial roles in promoting educational growth and performance, and
that teacher’s qualifications, knowledge of the subject matter, enthusiasm, interaction with
students, method of lecture delivery and encouraging participation in discussions have a
positive and significant impact on students’ achievements. Heinesen (2010) maintained
that teachers’ ability and competence prove significant in improving students’
performance and that instructors’ teaching style enhances understanding of concepts
taught.
James (2009) pointed out that a student who is successful in his desired career
has good study habits. On the other hand, Kornell and Bjork’s studies revealed that only
about 2/3 of college students routinely quiz themselves, and a majority of student’s study
only one time for upcoming exams (Baker, 2012). Harb and El-Shaawari, (2006) have
reiterated that students perform poorly when the institutions failed to create an
environment that is accommodating and conducive to their learning and educational
needs. Where it helps learners for better comprehension.
Lizzio et al. (2002) noted that institutional environment and facilities have a
significant impact on students’ performance. Also, Ogbogu, (2011) identified poor funding,
lack of frequent curricular review, overpopulation, students’ unrest, staff strikes, poor
infrastructure, poor relations between the university and government, and inadequate
teaching and research facilities as factors that affect students’ performance.
2.2.2 Challenges in modular distance learning
Every learner comes into the learning space with varied needs, knowledge, skills,
and personalities. Investigators have explored many aspects of distance learning
environments and have researched many of the issues that should be considered when
using distance learning as a means of educational delivery. The shift of the teaching-
learning delivery in schools to modular distance learning made it more challenging for the
students. The main challenges that the learners have encountered are self-studying, poor
internet connection, lack of sleep and time to answer all the modules due to the great
number of activities, distractions, and lack of focus. Miller and King (2003) found that
there were low completion rates with among distance education students, with as many
as one-third of the students dropping out before completing the class. The high dropout
rate was attributed to “lack of feedback; feelings of isolation; frustrations with the
technology; anxiety; and confusion” (p. 286). The modular approach had some challenges
especially in getting engaged students who lack interest in studying (T.Olamo et al.,
2019). Nevertheless, most of the problems encountered in the support system were more
natural than intentional. The poor family educational foundation was also perceived by
the students as a problem in their modular distance learning. This supports the findings
in the literature indicating that parents’ lack of educational background is a personal
barrier for distance learning (S. Abuhammad, 2020). This assumption was deemed
possible based on the earlier reports indicating that lack of parental involvement in
schooling results in poor academic achievement or quitting school (Z. Li, & Z. Qui, 2018).
The study of Dangle and Sumaoang (2020) showed that 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. Hence, it is evident that there are struggles associated with the use of
modular distance learning.
To cope with these known challenges, flexibility and adaptability are important
qualities that every teacher must acquire. When teacher, parents, and students know their
roles and responsibilities, the implementation of the learning modality becomes organized
and easy (Okai-Ugbaje et al., 2020). Time management, innovating teaching strategies,
adapting to the changes brought by the new normal trend in education, being flexible,
providing alternative plans, being optimistic and patient, and equipping oneself with the
necessary skills are some of the ways how teachers cope with the challenges that they
encounter in modular distance learning modality. When teachers create a positive
environment and well-being among themselves, it could foster improved academic
performance and promote social and emotional progress among students even outside
the classroom (Loveless, 2020). Thus, teachers and facilitators have an important role to
cope with the challenges brought by the new normal in terms of education in the new
learning process which is modular distance learning mostly adopted in public schools in
rural areas.
2.2.3 Academic performance of the students in modular distance learning
The success and effectiveness of distance learning depend on the study materials
by Jayaram and Dorababu (2020). Different studies were conducted to determine the
achievement of students in the traditional and new normal way of teaching. According to
Melad (2016), using the “Quadratic Function” module has shown that a modular approach
to teaching improves student achievement. Using the module as an approach as a
corrective teaching material has increased the student achievement level of the students
compared to the traditional way of teaching. In the study of Satyarthi (2021) on the
effective learning strategy for secondary school students-modular approach found out
that the modular teaching method was better than the traditional way of learning. So, this
modular approach can improve students’ learning capacity as well as facilitate them to
read this self-learning material besides the book. Furthermore, Naboya (2019) concluded
that a modular approach is more effective compared to conventional methods in teaching
Inorganic Chemistry. Reading comprehension moderates the effect of the teaching
method on students’ achievement levels in Inorganic Chemistry. There were studies
conducted with regards to the effect of modular learning on the academic performance of
the students in Mathematics. Lim (2016) revealed that modular instruction in teaching
Mathematics, particularly in word problem solving, is an effective approach to learning.
Moreover, Khalil and Yousuf (2020) revealed in their paper on the effect of modular
approach teaching on the achievement of secondary school mathematics students found
out that scores of the students in modular approach are higher. Furthermore, studies
showed that the use of constructivism-based mathematics module was very effective in
improving students‟ mathematical understanding on algebra operation material (Jazim et
al., 2017). In addition, in the use of modules in learning mathematics the result of
observation conducted showed that students with high academic ability were active in the
discussion. In the different learning areas, Gossenheimer et al. (2017) found out that
student performance was better in the distance education module. Rahmawati et al.,
(2019) concluded in their study that the average mathematics learning outcomes of
students using modules were higher compared to students who did not use the module.
Ambayon (2020) conducted the performance of the college students in literature in the
use of modular approach had improved from poor to excellent achievement whereas the
students who did not use modular approach had relatively improved from poor to fair
achievement. Another study by Oparina and Rakova (2018) revealed that the module
approach in teaching is effective for improving students‟ knowledge. Its Modular approach
to teaching and learning English grammar is found to be effective in teaching and
increases students‟ understanding and critical thinking. A study by Valencia (2020)
showed that when using a modular approach to teaching, student performance was
significantly improved on test results and was described as competent. This indicates that
the approach has clearly shown a vital link in increasing students‟ academic achievement.
The study of Betlen (2021), revealed that modular distance learning has a positive impact
in terms of students’ academic achievement.
The following research above shows the positive impact of modular distance
learning. However, there is also a study that opposes the first revelation about the impact
of modular distance learning. Dargo and Dimas (2021) stated that a 2.25% decrease in
the GWA of learners after the implementation of MDL denotes a significant difference in
their academic performance.
2.3 BRIDGING THE GAP
Various literature and studies provided valuable insight into the findings of studies.
Related literature and studies were selected based on their similarities in terms of topic
and discussion that focused on the impact of modular distance learning to the academic
performance of grade 11 students in Patrocinio Dela Torre National High School in
Malaking Ilog, San Pascual, Masbate. It has become possible for researchers and writers
to contribute significant ideas and knowledge to inspire others.
The study works are based on the analysis and findings of previous studies, the
results of which have already been tested and applied. The various works of literature
provide 5-minute educational tips for students to become actively involved in their learning
process. The activity helped learners to feel less burdened regarding their academic
performance during the current modular approach.
2.4 CONCLUSION
This review helped the readers understand different aspects posted and written by
the previous researchers. To conclude, through examining and a thorough review of the
literature, the researcher finally identified three themes namely (a) factors affecting
academic performance, (b) challenges in modular distance learning, and (c) academic
performance of the students in modular distance learning.
The researcher found out that surveys and interviews were heavily used in
instrumentation in related literature by previous researchers. Through the guidance of the
related literature reviewed, the findings from these three themes contributed to the
realization of the present study and provided a chance to enhance the study.
As a result of this study, it has been demonstrated that 5-minute educational tips
can be an effective way to increase academic performance.
CHAPTER 3: METHODOLOGY
This chapter, therefore, provides the framework within which this study on the
impact of modular distance learning on academic performance is carried out. The focus
of this section is to describe the research methods used in this study. The overview,
methodology, research design, demographic and study sample, instrumentation, data
collecting and analysis processes, validity, reliability, and ethical considerations are all
covered in this chapter. This chapter outlines the broad framework and strategies used
by the researchers. The researchers utilize a quantitative approach to determine the data
needed to answer the study's research questions. The sampling in selecting a respondent
is discuss in this chapter. The objective of this study is to determine the impact of modular
distance learning and its relationship to the academic performance. The researchers
gathered twenty (20) Grade- 11 students at Patrocinio dela Torre National High School
in Malaking Ilog, San Pascual, Masbate, Philippines. But, only sixteen (16) were able to
answer the survey questionnaire.
In this chapter, the researchers explored ethical considerations, requesting
permission from the Principal to orient the students in the study's conduct and also to the
barangay captain for using the Barangay Kalahi as a venue for conducting the study.
Researchers were courteous in distributing survey questionnaires to respondents, the
respondents are gathered in one place for answering the survey questionnaire and also
for the researcher to answer the question of the respondents regarding the survey
questionnaire, and data was collected only after the respondents accepted. The COVID-
19 Inter-Agency Task Force (IATF) health protocols were observed by the researchers
and the respondents.
3.1 Methodology
Research methodology is the way through which the research problem can be
solved (Kothari, 2005). This study used a quantitative-comparative research strategy that
provides a greater grasp of the problem as well as comprehensive evidence — the
researcher obtains all comprehensiveness.
The timeline for data collection varies according to the availability of the
correspondents. Nonetheless, we allocated a particular time and location to collect the
necessary facts or information. The researcher conducted the survey questionnaire which
is personally distributed.
Researchers sought approval and cooperation from the Teacher-In-Charge and
Barangay Captain to perform the study smoothly and concurrently when the school and
Barangay Kalahi were operating. Aside from the instructions or directions offered, an
orientation had taken place before executing any information or data collection.
The purpose of quantitative research is to attain greater knowledge and
understanding of the social world. Researchers used quantitative methods to observe
situations or events that affect people. Quantitative research produces objective data that
can be communicated through statistics and numbers.
Quantitative research methods emphasize objective measurements and
the statistical, mathematical, or numerical analysis of data collected through polls,
questionnaires, and surveys, or by manipulating pre-existing statistical data
using computational techniques. Quantitative research focuses on gathering numerical
data and generalizing it across groups of people or explaining a particular phenomenon.
3.2 Research Design
Kothari (2005) defines research design as the conceptual structure within which
the research is conducted. Research design allows the researcher to conclude the
relations and the variables. Thus, a research design can be viewed as an initial decision,
which involves the selection of different research approaches, procedures, and methods.
Using the quantitative method, the impact of modular distance learning and its
relationship to the academic performance will be determined.
Survey are most effective for acquiring and comparing data. The researchers used
questionnaires to acquire the respondents' profiles, factors affecting academic
performance, challenges in modular distance learning, and the impact of modular
distance learning on academic performance. Students that took part in the research are
given 2 hours voucher worth 10 pesos to access the instructional recommendations.
3.3 Population and Study Sample
Purposive and convenience sampling was used in the investigation. Convenience
sampling is a type of nonprobability sampling in which people are sampled simply
because they are "convenient" sources of data for researchers. Purposive because the
respondents in this survey are Grade 11 students enrolled in the School Year 2021-2022
with the modular distance learning mode.
This study was particularly concerned with the influence of modular distance
learning on academic achievement. The participants were chosen based on their
willingness to provide detailed descriptions, experiences, and, most crucially, their data
supplied according to the objective of the study that provided new information to the
researchers.
3.4 Instrumentation
The researchers asked permission from the Teacher-In-Charge of the school
involved through a letter and noted by the research adviser to collect the needed data.
The researcher also provided a participant information sheet to invite the selected
respondents and a declaration of informed consent for agreement. The researchers also
employed survey questionnaires as data collection methods for this study to increase the
validity and reliability of the data obtained concerning the impact of modular distance
learning and its relationship to the academic performance of Grade 11 students. The
instruments were administered personally because the respondents are from a single
barangay, and they adhered to the Inter-Agency Task Force on Emerging Infectious
Disease (IATF-IED).
3.4.1 Survey
'Surveying' is the process of gathering data by the researcher using a
questionnaire (O'Leary, 2014). The researcher created and administered a survey
questionnaire titled "Impact on Modular Distance Learning on the Academic Performance
of the Students." Using the survey, the researchers significantly identified the different
perspectives of the students toward the beneficial feedback/results obtain using the
modular learning approach, particularly in the academic performance of the students.
The questionnaire will have three sections: I, II, and III:
Section I – Personal information that may be relevant to the study
Section II – Factors affecting academic performance
Section III – Challenges in modular distance learning
Sections II-III was design using a modified Likert scale, with a 5-point scale ranging
from "Strongly Agree" (SA) through "Agree" (A), "Neutral" (N), and "Disagree" (D), and
"Strongly Disagree" (SD). Respondents are asked to rate their level of agreement with
each statement in the survey questionnaire.
3.5 Data Analysis
The weighted mean was utilized as a data analysis method in this study to
determine factors affecting academic performance, challenges in modular distance
learning with the objective impact of modular distance learning, and its relationship to the
academic performance of Grade 11 students.
Quantitative analysis was used on the data gathering from the survey, the
researchers used the frequency count to describe the participants' profile and determine
the weighted mean of the participants who answered 'agree' on the survey. The process
included coding and data analysis. The collected data was analyzed using tables, charts,
and graphs from the primary data which is mainly quantitative.
3.6 Validity
Validity is trying to explain the truth of research findings as explained by Zohrabi,
(2013). The validity of our research was based on the content of the surveys used in
assessing the impact of modular distance learning in the school located at Masbate,
Philippines, on academic performance. Researchers gathered the factors affecting
academic performance and challenges in modular distance learning through the survey
questionnaire. The data collection was verified by our research adviser.
3.7 Reliability
According to Drost (2011), reliability is the extent to which measurement is
repeatable when different people measure on different occasions, under different
conditions, supposedly with the alternative instruments which measure the construct or
skill.
The sources demonstrated various conditions and evidence of the impact of
modular distance learning to the academic performance. The questions and surveys were
used to detect and filter various student viewpoints.
The internal consistency of the students' replies was considered to confirm the
study's dependability (Sinagpulo, C., et al 201). Researchers acquired and evaluated data
from students' voluntary responses to surveys and questionnaires.
Given this, the procedures are as follows:
1) Determining the respondents.
2) Orientation for the students.
3) Provided questionnaires for each respondent.
4) Gathered the data collected.
5) Studied and analyzed each piece of data.
6) Reported the outcome of the survey.
3.8 Ethical Consideration
The researcher made sure that all ethical issues are taken care of all the time and
at all stages. The tools that were used to collect the data did not in any way put
identification of the respondent whether disclosing his or her name or put any sign and
hence confidentiality is assured. The researcher burned the tools used in answering the
survey questionnaire. Before any procedure for collecting data, the respondents were
given explanations of the purpose of the study and sent the consent form to the students.
The data collection procedures started after getting permission from the office of the
Teacher-In-Charge, faculty of education of Patrocinio dela Torre National High School.
Research participants were responsible for protecting their privacy and anonymity.
Researchers and participants followed the IATF protocols like wearing a facemask,
maintaining social distancing, and disinfecting. With the school principal’s approval, the
respondents obtain a request certified letter to participate in the survey. The researchers
then disseminated survey questionnaires to the respondents once they have agreed to
be a participant. Rest assured that the information of the respondents was kept
confidential. Only the researchers know the respondent’s personal information and kept
it privately.
CHAPTER 4: RESULTS AND DISCUSSION
This chapter is concerned with the presentation and interpretation of the data
gathered to solve the study's problem. The distribution of surveys was used to collect
data. The Student Survey Questionnaire was divided into three sections: 1) Participant's
Personal Information; 2) Factors Affecting Academic Performance, and 3) Challenges in
Modular Distance Learning. A quantitative technique approach was used to interpret the
data. The findings concentrated primarily on the influence of modular distance learning
and its link to academic performance. The data was given in the form of a table chart and
graphs to help with interpretation. As a result of this research, the researchers was able
to provide more practical recommendations to students to assist or encourage them to
participate in academic activities utilizing modular distance learning.
4.1 RESULT PRESENTATION AND DISCUSSION
The researchers asked sixteen (16) students about the impact of modular distance
learning and its relationship to academic performance. With the two hours voucher worth
10 pesos from the researchers, they could use it to access search engine that is helpful
in answering their modules. Many of the responses from students believe that modular
distance learning plays an important role in learning especially this time in a pandemic.
However, due to the different factors, there are a lot of problems encountered by the
students.
4.1.1 Survey Result
TABLE 1. Factors Affecting Academic Performance
Weighted Rank Verbal

Mean Description
A. Home related factors 3.28 1 Neutral
B. Teacher related factors 3.85 4 Agree
C. Study habits 3.30 2 Neutral
D. Personal related factors 3.36 3 Neutral
Overall mean: 3.45 Agree
LEGEND: RANGE
Strongly Disagree 1:00-1:80
Disagree 1:81-2.60
Neutral 2:61-3:40
Agree 3:41-4:20
Strongly Agree 4:21-5:00
Table 1 presented the factors affecting academic performance where the highest
rank is home related factors where the students cannot entirely focus on academic work
when they do it at home (x=3.28). Additionally, the study habits include the students does
not study every day (x=3.30). Moreover, students do not disconnect themselves from
unnecessary things is also the factors affect academically (x=3.36).
While the teacher related factors ranked as lowest means that it does not affect
much their academic performance (x=3.85).
Overall, the student believes that a comfortable place to study can encourage
them to finish the challenging task (x=3.45).
TABLE 2: Challenges in Modular Distance Learning
Weighted Rank Verbal

Mean Description
A. Distributing and Retrieval of Modules 3.79 4 Agree
B. Independent Learning 3.29 1 Neutral
C. Support System 3.47 3 Agree
D. Module Content 3.38 2 Neutral
Overall mean: 3.48 Agree
LEGEND: RANGE
Disagree 1:81-2.60
Neutral 2:61-3:40
Agree 3:41-4:20
The above table shows the challenges in modular distance learning wherein
respondents answered neutral in independent learning and ranked as a highest means
that most of the students cannot work without the help of other people, because of their
low level in reading comprehension they need a lot of assistance in answering their
modules (x= 3.29). And also, the module content includes the modules does not provide
a clear explanation about the topic and the given task or activity (x=3.38).
On the other hand, there is a gadget that can help students to answer their modules
and it is under the support system (x=3.47). Additionally, the lowest is distributing and
retrieval of modules means that the distributing process is good (x=3.79).
Overall, respondents agreed that modular distance learning is a challenging mode
of learning because you need to learn in your own, lots of perseverance and a good habit.
4.1.2 GENERAL WEIGHTED AVERAGE
General Weighted Average Line Graph

P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15 P16
100%
95%
90%
85%
80%
75%
70%
GRADE 9 GWA GRADE 10 GWA
The line graph above showed the general weighted average of the students where
the performance level of grade 9 utilizing the traditional face-to-face is (x=85.75) while in
grade 10 using the modular distance learning is (x=84.19). so, the difference between the
two is 1.56%. so, there is a decrease in their performance level. Therefore, face-to-face
classes is more effective than this current mode of learning which is the modular distance
learning.
4.2 SUMMARY
Based on the result of the survey, one of the most factors affecting academic
performance this time of modular distance learning is respondents cannot entirely focus
on academic work when they doing it at home and does not have enough time to answer
because of responsibilities or household chores. Additionally, the study habits include
some of the students does not study every day, copying others work or answer, and does
not prioritizing the modules before anything else. Moreover, personal related like the
students do not disconnect themselves in television, k-dramas or something that cannot
help to answer their modules and does not enjoying when answering the task. While the
teacher related factors do not affect much their academic performance because they said
that when it comes to the challenging task or activity their teacher give them an enough
time to finish it. And those factors can also cause a challenge in MDL like in independent
learning that means most of the students cannot work without the help of other people,
because of their low level in reading comprehension they need a lot of assistant in
answering their modules because of the factors like k-dramas and online games that can
tempt them to lose a courage to try to learn by themselves. And also, the modules do not
provide a clear explanation about the topic and the given task or activity is another
problem. On the other hand, most of the respondents stated that no one of their family
member can able to teach them. This supports the findings in the literature indicating that
parents’ lack of educational background is a personal barrier for distance learning
(Abuhammad, 2020). But, there is a gadget can access a different online search engine
that can help students to answer their modules. The process of distributing and retrieval
of modules is good. As stated by Z. Li, and Z. Qui (2018) that lack of parental involvement
in schooling results in poor academic achievement or quitting school. Hence, the
distribution and retrieval of modules must be considered. The researcher found out that
the academic performance of grade 11 students is higher in face-to-face classes
compared to modular distance learning.
CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION
This chapter discussed the summary of the researchers' findings, conclusions,
and recommendations generated from the analysis and interpretation of the data
gathered throughout the survey. This study aimed to determine the participant's
personal information; their answer about Factors affecting academic performance and
Challenges in modular distance learning.
5.1 SUMMARY OF FINDINGS
Modular distance learning (MDL) is the newest way of learning that play a
significant role to continue in learning despite the pandemic. It is the suitable and safest
method to avoid the deadly coronavirus. Modular Distance Learning implies a significant
effect between the challenges and status of modular learning on learners' academic
behavior and performance (Agarin, 2013). The study results showed that the respondents
agreed that home-related factors are the primary factors that can affect their academic
performance in modular distance learning. At home, mobile phones, television, and other
multimedia platforms are distractors in learning. When students are studying they need
to have a peaceful environment to focus on what they do and this can help to minimize
problems and conflicts. 75% of the respondents said none of the family members helped
them in answering their modules. The main challenge encountered by the students is
independent learning, wherein students cannot clearly understand the lesson without the
explanation of the teacher or other person that can be able to explain to them the topic or
the specific activity.
The comparison of the general weighted average of the students during grade 9
(face-to-face class) and grade 10 (MDL class) showed a decrease of 1.56% which means
that traditional class is more effective than MDL. And it is also supported by the result of
Dargo and Dimas’s (2021) study stated that a 2.25% decrease in the GWA of learners
after the implementation of MDL denotes a significant difference in their academic
performance
5.2 CONCLUSION
After the survey results, the following is concluded. After the implementation of
Modular Distance Learning (MDL), learners' academic performance dropped. It was
discovered that MDL is more challenging and had more consequences. The issue that
occurred in the implementation of Modular Distance Learning, according to the
respondents, was less contact between the teacher and the learners. Another issue is
that students were low in reading comprehension. The researcher also concluded that
there is a relationship between modular distance learning to the academic performance.
Researchers believed that MDL poses more learning gaps in the educational system.
According to the researcher’s observation face-to-face classes much more effective and
beneficial than modular distance learning.
The researchers have come up a solution that may help the students to have a
positive habit towards mdl. As the educational system slowly recovering from pandemic
schools are starting to open for the face-to-face classes while also implementing a
modular learning and that is called Blended learning. As modular distance learning
continuous, the researchers created a five minutes educational video that shows study
habits for the students to have a tip on how to manage their time effectively.
5.3 RECOMMENDATION
Based on the findings of this study, the following recommendations were made to improve
and sustain the students’ academic performance:
• Students should allocate time for their studies and make a study plan on what
subject they need to answer that day. Students should be able to acquire
metacognitive skills that could enable them to know what works and what does not
work for them in applying their learning strategies. They should also be able to self-
regulate themselves and manage their time effectively throughout their learning
duration under the program (Ustati & Hassan, 2013). The student should avoid
unnecessary things like television, mobile application when answering the
modules.
• Parents should need to be practically involved in arranging the learning time and
space of their children (Rotas and Cahapay 2020). They should likewise provide
all the needed support so that students will eventually survive in this remote
education amid the crisis. Parents should give them a comfortable place where
they can answer without any distractions.
• Teachers should reconsider the instruction in every exercise that it must be clear
enough for the learners to understand. The topic must be simplified and teachers
must give more examples. The teachers should re-evaluate the modules and they
must make sure that all the lessons or activities are appropriate to needs of the
learners the teacher should provide an answer sheet that contains the questions
and activity that is only needed to answer so that they have still time to answer the
other activities. The researcher suggests that the teacher should be approachable
so that the students can ask questions and clarification about the activities. The
researchers also recommend that teachers need to formulate alternative plans on
different issues that may arise as they are involved in the process of teaching.
• Distance learning should not let the distance learners feel that they are learning in
isolation. Distance learning support systems should always be designed with this
concern in mind. This should be a prime objective that can help reduce the risk of
students becoming demotivated and, therefore, more likely to withdraw from the
program. (Bentley, Shegunshi and Scannell 2009).
• The researcher recommends the five minutes educational video to help them how
to manage their time.
• The researchers recommend for future researchers that large surveys should be
conducted to further understand the difficulties of the students across levels.
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APPENDICES
APPENDIX 1. Letter to the Principal
APPENDIX 2. Information Sheet
APPENDIX 3. Informed Consent
APPENDIX 4. Survey Form
Republic of the Philippines
Department of Education
Region V
Schools Division of Masbate Province
PATROCINIO DELA TORRE NATIONAL HIGH SCHOOL
(FORMERLY MALAKING ILOG NATIONAL HIGH SCHOOL)
Malaking Ilog, San Pascual, Masbate
S/Y 2021- 2022
SURVEY QUESTIONNAIRE FOR STUDENTS
SECTION 1. Personal Information

INSTRUCTION: Place a check (√) mark in the appropriate box.
NAME (optional) _____________________________________________
GENDER: ☐ Male ☐ Female
SECTION: ☐ E. Sinagpulo ☐ H. Mendoza
EDAD: ☐ 15-16 CIVIL STATUS: ☐ Single
☐ 17-18 ☐ Married
☐ 19 above
GENERAL WEIGHTED AVERAGE: Grade 9 _______
Grade 10 _______
CONTACTS (email, Facebook accounts, & phone no.): ________________________________
QUESTIONS:
1 How do you feel while answering the module?
☐ Fun
☐ Excited
☐ Sleepy
☐ Tired
☐ Others, please specify: ____________________________
2. How much time do you spend answering your module in one subject?
☐ 30 minutes - 1 hour
☐ 1 hour - 2 hours
☐ 2 hours - 3 hours
☐ 3 hours upwards
3. How often do you answer your modules?

☐ once a week
☐ twice a week
☐ three times a week
☐ Please clarify Others please specify: ________________________________
4. What are the problems you have encountered in answering your modules?
☐ Low reading comprehension
☐ Lots of housework
☐ There are many activities that need to be completed in the module
☐ Others, please specify: ____________________________________________
5. Who is the member of the family that guides you answering your modules?
☐ Parent
☐ Brother
☐ Grandpa/ Grandma
☐ Cousins
☐ Other members
6. Resources you accessed through internet helped you understand the core concepts of the
module?
☐ Yes
☐ No
FOR SECTIONS II- III
INSTRUCTIONS: Please rate how strongly you agree or disagree with each of the following
statements by placing a check (√) mark in the appropriate box. Be guided by the scale below:
SA – Strongly Agree N - Neutral D – Disagree

A – Agree SD – Strongly Disagree
SECTION II. Factors Affecting Academic Performance

SURVEY SCALE
A. HOME RELATED FACTORS SD D N A SA

(1) (2) (3) (4) (5)
1. I can focus entirely on academic work ☐ ☐ ☐ ☐ ☐
when I’m doing it at home.
2. I have a comfortable place to study. ☐ ☐ ☐ ☐ ☐
3. I have plenty of time to complete my ☐ ☐ ☐ ☐ ☐
modules.
4. I can entirely have my full focus in ☐ ☐ ☐ ☐ ☐
studying even I still have
responsibilities at home.
5. I am motivated to complete all the ☐ ☐ ☐ ☐ ☐
modules.
B. TEACHER RELATED FACTORS ☐ ☐ ☐ ☐ ☐
1. My teacher can further explain to me ☐ ☐ ☐ ☐ ☐
the instruction in the module via
messenger.
2. My teacher gave me a lot of time to ☐ ☐ ☐ ☐ ☐
complete challenging tasks.
3. My teacher put a note or reminder on ☐ ☐ ☐ ☐ ☐
my modules regarding the activity.
4. My teacher allowed me to retake any ☐ ☐ ☐ ☐ ☐
activities or performance tasks that I
had missed.
5. My teacher gave me an answer sheet ☐ ☐ ☐ ☐ ☐
to help me know the activities
required to answer.
C. STUDY HABITS ☐ ☐ ☐ ☐ ☐
1. I am studying every day. ☐ ☐ ☐ ☐ ☐
2. I make my own works. ☐ ☐ ☐ ☐ ☐
3. I prioritize my modules than anything ☐ ☐ ☐ ☐ ☐
else.
4. I created a daily schedule of the ☐ ☐ ☐ ☐ ☐
subjects I needed to finish.
D. PERSONAL REALTED FACTORS ☐ ☐ ☐ ☐ ☐
1. I feel excited when answering my ☐ ☐ ☐ ☐ ☐
modules.
2. I disconnect myself from unnecessary ☐ ☐ ☐ ☐ ☐
things (e.g. radio, television, and k-
drama).
3. I motivate myself to study hard ☐ ☐ ☐ ☐ ☐
4. I’m satisfied with my module ☐ ☐ ☐ ☐ ☐
response.
5. I enjoy answering independently. ☐ ☐ ☐ ☐ ☐
6. I’m having a great time reading ☐ ☐ ☐ ☐ ☐
modules.
SECTION III. Challenges in Modular Distance Learning

SURVEY SCALE
A. DISTRIBUTING AND RETRIEVAL SD D N A SA

OF MODULES (1) (2) (3) (4) (5)
1. My parents are usually on time in ☐ ☐ ☐ ☐ ☐
getting my module.
2. My parents are comfortable ☐ ☐ ☐ ☐ ☐
communicating with my teacher
3. My parents are actively engaged in ☐ ☐ ☐ ☐ ☐
any school program.
B. INDEPENDENT LEARNING ☐ ☐ ☐ ☐ ☐
1. I can follow the instruction in the ☐ ☐ ☐ ☐ ☐
module
2. I can easily complete the activity on ☐ ☐ ☐ ☐ ☐
time.
3. I can understand the ☐ ☐ ☐ ☐ ☐
lesson/question/assignments in the
module without any explanation.
4. I can answer my modules on my own. ☐ ☐ ☐ ☐ ☐
5. I can manage my study time ☐ ☐ ☐ ☐ ☐
effectively.
6. I am good at reading comprehension ☐ ☐ ☐ ☐ ☐
7. I understand the core concept of the ☐ ☐ ☐ ☐ ☐
modules.
C. SUPPORT SYSTEM ☐ ☐ ☐ ☐ ☐
1. My parents explain the topics that I ☐ ☐ ☐ ☐ ☐
cannot easily comprehend.
2. I seek assistance from my relatives ☐ ☐ ☐ ☐ ☐
who may be able to assist me.
3. I can ask my classmates about the ☐ ☐ ☐ ☐ ☐
topic.
4. I have a device to assist me in ☐ ☐ ☐ ☐ ☐
answering my modules.
5. I gotten enough feedback on my ☐ ☐ ☐ ☐ ☐
modules.
6. I have gadget/s to help me in ☐ ☐ ☐ ☐ ☐
answering my module.
7. I am using different search engines in ☐ ☐ ☐ ☐ ☐
8. I have received sufficient advice in ☐ ☐ ☐ ☐ ☐
relation to my modules.
D. MODULES CONTENT ☐ ☐ ☐ ☐ ☐
1. The module provides clear instruction ☐ ☐ ☐ ☐ ☐
to me.
2. There are enough activities for a ☐ ☐ ☐ ☐ ☐
week.
3. Modular Distance Learning is more ☐ ☐ ☐ ☐ ☐
convenient.
4. I was satisfied with the quality of the ☐ ☐ ☐ ☐ ☐
module.
APPENDIX 5. Data Analysis
A. DEMOGRAPHIC RESULT
GENDER
6
FEMALE
10 MALE
SECTION
5 E. Sinagpulo
9
H. Mendoza
AGE
20
11
10 4
1
0
15-16 17-18 19 and
above
CIVIL STATUS
0
SINGLE
16 MARRIED
B. QUESTIONS
1. Feeling while answering the modules.
Feelings
3 Happy
6
7 Excited
7 Sleepy
Tired
Others
2. Hour/s spent in answering the modules.
9
10
5
5
1 1
0
30 mins.- 1 1 hour-2 2 hours- 3 hours
hour hours 3hours upwards
3. Number of times answering the modules.
8
8
6
4
4
2 1 1
0
Once a week Twice a week Three times a Others
week
4. Problems encountered in answering the modules.
9
10
8 6
6
4 1
2 0
0
5. Member of the family that guides in answering the modules.
15 12
10
1 3
5 0 0
0
6. Do the resources you accessed through the internet helped you understand
the core concepts of the module?
16
Yes No
Be guided by the scale below:

SA – Strongly Agree N- Neutral D – Disagree
A – Agree SD – Strongly
Disagree
SECTION II. Factors Affecting Academic Performance
TABLE 1. SECTION II.A. Home-related factors
SD D N A SA
1. I can focus entirely on academic work when I’m 0 6 10 0 0

doing it at home.
2. I have a comfortable place to study. 0 0 9 6 1
3. I have enough time to answer my modules. 0 2 6 8 0
4. I can entirely have my full focus in studying 0 1 8 7 0

even if I still have responsibilities at home.
5. I am motivated to complete all of the modules. 0 1 6 9 0
TABLE 1.1 Findings for Section II.A
MEAN INTERPRETATION
1. I can focus entirely on academic work when I’m 2.63 Neutral

doing it at home.
2. I have a comfortable place to study. 3.5 Agree
3. I have enough time to answer my modules. 3.38 Neutral
4. I can entirely have my full focus in studying 3.38 Neutral

even if I still have responsibilities at home.
5. I am motivated to complete all of the modules. 3.5 Agree
LEGEND: RANGE
Disagree 1:81-2.60
Neutral 2:61-3:40
Agree 3:41-4:20
TABLE 2. SECTION II.B. Teacher Related Factors

SD D N A SA
1. My teacher can further explain to me the 1 5 1 9 0

instruction in the module via messenger.
2. My teacher put a note/reminder on my 0 0 3 12 1`
modules regarding the activity.
3. My teacher allowed me to retake any 0 1 2 10 3
activities or performance tasks that I had
missed.
4. My teacher gave me an answer sheet to 0 1 2 8 5

help me know the activities required to
answer.
5. My teacher gave me a lot of time to 0 1 0 9 6
complete challenging tasks.
TABLE 2.1 Findings for II.B
MEAN INTERPRETATION
1. My teacher can further explain to me the 3.13 Neutral

instruction in the module via messenger.
2. My teacher put a note/reminder on my 3.88 Agree
modules regarding the activity
3. My teacher allowed me to retake any activities 3.94 Agree
or performance tasks that I had missed.
4. My teacher gave me an answer sheet to help 4.06 Agree
me know the activities required to answer.
5. My teacher gave me a lot of time to complete 4.25 Strongly Agree
challenging tasks.
LEGEND: RANGE
Disagree 1:81-2.60
Neutral 2:61-3:40
Agree 3:41-4:20
TABLE 3. SECTION II.C. Study Habits

SD D N A SA
1. I am studying every day. 1 3 8 2 2

2. I make my own works. 1 2 4 9 0
3. I prioritize my module before anything else 0 0 10 6 0
4. I create a daily schedule of the subjects I 0 5 2 6 3
needed to finish.
TABLE 3.1 Findings for Section II.C
MEAN INTERPRETATION
1. I am studying every day. 3.06 Neutral

2. I make my own works. 3.31 Neutral
3. I prioritize my module before anything else 3.38 Neutral
4. I create a daily schedule of the subjects I 3.44 Agree
needed to finish.
LEGEND: RANGE
Disagree 1:81-2.60
Neutral 2:61-3:40
Agree 3:41-4:20
TABLE 4. SECTION II. D. Personal Related Factors

SD D N A SA
1. I feel excited when answering my module 0 4 7 2 3

2. I disconnect myself from unnecessary things 0 6 5 4 1
(e.g. radio, television, and k-drama).
3. I’m satisfied with my module response. 1 2 4 7 2
4. I motivate myself to study hard 0 2 4 7 2
5. I enjoy answering independently. 0 1 5 10 0
6. I’m having a great time reading modules. 1 2 6 4 3
TABLE 4.1. Findings for Section II.D

MEAN INTERPRETATION
1. I feel excited when answering my module 3.25 Neutral

2. I disconnect myself from unnecessary things 3.0 Neutral
(e.g. radio, television, and k-drama).
3. I’m satisfied with my module response. 3.44 Agree
4. I motivate myself to study hard 3.5 Agree
5. I enjoy answering independently. 3.56 Agree
6. I’m having a great time reading modules. 3.38 Neutral
LEGEND: RANGE
Disagree 1:81-2.60
Neutral 2:61-3:40
Agree 3:41-4:20
SECTION III. Challenges in Modular Distance Learning

TABLE 4. SECTION III. A. Distributing and retrieval of modules
SD D N A SA
1. My parents are usually on time in getting my 1 2 0 9 4

module.
2. My parents are comfortable communicating 0 0 3 11 2
with my teacher.
3. My parents are actively engaged in any 0 1 4 11 0
school program
TABLE 4.1 Findings for Section III.A

MEAN INTERPRETATION
1. My parents are usually on time in getting my 3.81 Agree

module.
2. My parents are comfortable communicating 3.94 Agree
with my teacher.
3. My parents are actively engaged in any school 3.63 Agree
program.
TABLE 5. SECTION III.B. Independent Learning

SD D N A SA
1. I can follow the instruction in the module. 0 1 2 9 4

2. I can easily complete the activities on time. 0 6 3 7 0
3. I can understand the module's 3 4 7 2 0
lesson/questions/assignments without any
explanation.
4. I can answer my modules on my own. 1 1 6 8 0
5. I can manage my study time effectively. 0 2 8 6 0
6. I am good at reading comprehension. 0 0 7 8 1
7. I understand the core concept of the 0 0 11 5 0
modules.
TABLE 5.1 Findings for Section III.B
MEAN INTERPRETATION
1. I can follow the instruction in the module. 4.0 Agree

2. I can easily complete the activities on time. 3.06 Neutral
3. I can understand the module's 2.50 Disagree
lesson/questions/assignments without any
explanation.
4. I can answer my modules on my own. 3.31 Neutral
5. I can manage my study time effectively. 3.25 Neutral
6. I am good at reading comprehension. 3.63 Agree
7. I understand the core concept of the modules. 3.31 Neutral
LEGEND: RANGE
Disagree 1:81-2.60
Neutral 2:61-3:40
Agree 3:41-4:20
TABLE 6. SECTION III. C. Support System

SD D N A SA
1. My parents explain the topics that I cannot 1 11 3 1 0

easily comprehend.
2. I seek assistance from my relatives who 0 3 7 6 0
may be able to assist me.
3. I can ask my classmates about the topic. 0 0 0 15 1
4. I have a device or devices to assist me in 0 3 2 10 1
5. I've gotten enough feedback on my 0 0 9 6 1
modules.
6. I have gadget/s to help me in answering my 0 1 1 12 2
module.
7. I am using different search engines in 0 0 4 10 2
8. I have received sufficient advice in relation 0 2 6 8 0
to my modules.
TABLE 6.1 Findings for Section III. C
MEAN INTERPRETATION
1. My parents explain the topics that I cannot 2.25 Disagree

easily comprehend.
2. I seek assistance from my relatives who may 3.19 Neutral
be able to assist me.
3. I can ask my classmates about the topic. 4.06 Agree
4. I have a device or devices to assist me in 3.56 Agree
5. I've gotten enough feedback on my modules. 3.50 Agree
6. I have gadget/s to help me in answering my 3.94 Agree
module.
7. I am using different search engines in 3.88 Agree
8. I have received sufficient advice in relation to 3.38 Neutral
my modules.
LEGEND: RANGE
Disagree 1:81-2.60
Neutral 2:61-3:40
Agree 3:41-4:20
TABLE 7. SECTION III. D. Module Content

SD D N A SA
1. There are enough activities for a week. 0 1 4 10 1

2. modular distance learning is more 0 2 5 9 0
convenient.
3. The modules provide clear instructions to 0 5 5 6 0
me.
4. I was satisfied with the quality of the module. 0 3 5 8 0
TABLE 7.1 Findings for Section III.D
MEAN INTERPRETATION
1. There are enough activities for a week. 3.69 Agree

2. modular distance learning is more 3.44 Agree
convenient.
3. The modules provide clear instructions to 3.06 Neutral
me.
4. I was satisfied with the quality of the 3.31 Neutral
module.
LEGEND: RANGE
Disagree 1:81-2.60
Neutral 2:61-3:40
Agree 3:41-4:20
APPENDIX 6. DOCUMENTATION
NARRATIVE REPORT
On the 28th day of March 2022 the researcher conducted a survey about the
“Impact of Modular Distance Learning to the Academic Performance” in order to gather
the information needed in this study. It is held in KALAHI MULTI-PURPOSE BUILDING
with the permission of the Barangay Captain. Our respondents are grade 11 students.
We give 2 hours voucher worth 10 pesos to our respondents to help them in answering
the module and the snack for the 48 questions in a survey. We scheduled our survey at
1:00 PM but we started at 2:00 PM with 16 respondents out of 20. But before we start we
disinfect our respondents in order to follow the IATF protocol. Respondents answered the
survey questionnaire and the researcher assisted them.
We, the researchers, first inform the respondents about the title, aims, and
advantages of our study. So that they comprehend the significance of the issue in our
study. They responded based on their feelings or experiences, which is the study's major
source of data. So that this research would have a dependable conclusion or outcome,
as well as an accurate advice, as a result of this. And it would be a profitable study, and
whatever we sacrifice to make our study successful would be worth it. We learned from
this research that we should always learn to have patience and understanding.
The researchers
preparing the venue
The researchers disinfect the

respondents before getting inside
the venue
While waiting the other

respondents to arrive
The researchers orient the

respondents about the study
The respondents started to answer the
survey questionnaire
The researchers assist the

respondents
The researcher gives a

token to the respondents
The researchers who conduct

the study
CURRICULUM VITAE
IKE D. SINAGPULO
ADDRESS: San Pascual, Masbate
CONTACT NUMBER:
E-MAIL ADDRESS: sinagpuloike@gmail.com
PERSONAL INFORMATION
DATE OF BIRTH: November 30, 2003
PLACE OF BIRTH: San Pascual, Masbate
GENDER: Male
AGE: 18
CIVIL STATUS: Single
NATIONALITY: Filipino
RELIGION: Roman Catholic
FATHER’S NAME: Mamerto B. Sinagpulo Jr.
MOTHER’S NAME: Evelyn D. Sinagpulo
______________________________________________________________________
___
EDUCATIONAL BACKGROUND
SECONDARY EDUCATION:
School: Patrocinio dela Torre National High School
Address: Malaking Ilog, San Pascual, Masbate
Year Graduated:
PRIMARY EDUCATION:
School: Florentino D. Peῆalosa Elementary School
Year Graduated: 2016
JULIE-ANNE M. COSIP
CONTACT NUMBER: 0909-063-6555
E-MAIL ADDRESS: julieanne@gmail.com
DATE OF BIRTH: July 21, 2004
GENDER: Female
AGE: 17
FATHER’S NAME: Rodolfo P. Cosip
MOTHER’S NAME: Alice M. Cosip
______________________________________________________________________
SECONDARY EDUCATION
PRIMARY EDUCATION:
School: Florentino D. Penalosa Elementary School
ANALYN I. COSIP
CONTACT NUMBER: 09636703599
E-MAIL ADDRESS: cosipanalyn@gmail.com
DATE OF BIRTH: September 21, 2002
GENDER: Female
AGE: 19
FATHER’S NAME: Glen D. Cosip Sr.
MOTHER’S NAME: Angelita Cosip
______________________________________________________________________
SECONDARY EDUCATION
PRIMARY EDUCATION:
QUEEN ARIAN S. OLEDIANA
E-MAIL ADDRESS: qolediana@gmail.com
DATE OF BIRTH: March 4,2003
GENDER: Female
AGE: 19
FATHER’S NAME: Vicente V. Olediana
MOTHER’S NAME: Sally S. Rubio
______________________________________________________________________
Address: Malaking Ilog, San Pascua, Masbate
PRIMARY EDUCATION:
ALLEN MAE L. BELORIA
E-MAIL ADDRESS: allenmaebeloria3@gmail.com
DATE OF BIRTH: October 27,2004
GENDER: Female
AGE: 17
FATHER’S NAME: Arturo D. Beloria
MOTHER’S NAME: Mary Jane L. Beloria
_____________________________________________________________________
School: Patrocinio Dela Torre National High School
PRIMARY EDUCATION:
FRANZ ANJO S. DEL CASTILLO
E-MAIL ADDRESS: none
DATE OF BIRTH: September 12, 2003
GENDER: male
AGE: 18
FATHER’S NAME: Antonio Villamor Del Castillo
MOTHER’S NAME: joy sinagpulo del castillo
______________________________________________________________________
SECONDARY EDUCATION
PRIMARY EDUCATION:
JERICO E. CABASAN
E-MAIL ADDRESS: jericocabasan@gmail.com
DATE OF BIRTH: October 6, 2003
GENDER: male
AGE: 18
FATHER’S NAME: +Marito Vargas Cabasan
MOTHER’S NAME: Gemma Intoy Cabasan
______________________________________________________________________
SECONDARY EDUCATION
PRIMARY EDUCATION:
JUSTIN S. DIOLA
E-MAIL ADDRESS: justindiola03@gmail.com
DATE OF BIRTH: June 14, 2003
GENDER: Male
AGE: 18
FATHER’S NAME: Alicio S. Diola
MOTHER’S NAME: Ma. Jerlyn S. Diola
______________________________________________________________________
SECONDARY EDUCATION
PRIMARY EDUCATION:
ANGELIE C. DIOLA
E-MAIL ADDRESS: diolaangelie477@gmail.com
DATE OF BIRTH: July 14,2003
GENDER: Female
AGE: 18
FATHER’S NAME: Rolando J. Diola
MOTHER’S NAME: Bernadette C. diola
______________________________________________________________________
SECONDARY EDUCATION
PRIMARY EDUCATION:
MICHELLE SINAGPULO DAGOHOY
E-MAIL ADDRESS: michelledagohoy31@gmail.com
DATE OF BIRTH: October 4,2003
GENDER: Female
AGE: 18
FATHER’S NAME: Mellianito C. Dagohoy
MOTHER’S NAME: Jocelyn S. Dagohoy
______________________________________________________________________
SECONDARY EDUCATION
PRIMARY EDUCATION:

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Republic of the Philippines

SENIOR HIGH SCHOOL

TITLE: IMPACT OF MODULAR DISTANCE LEARNING TO THE ACADEMIC

SINAGPULO, Ike Dagohoy

COSIP, Julie-Anne Morales

DAGOHOY, Michelle Sinagpulo

DIOLA, Justin Sinagpulo

OLEDIANA, Queen Arian Rubio

BELORIA, Allen Mae Lutchavez

CABASAN, Jerico Entoy

DEL CASTILLO, Franz Anjo Sinagpulo

COSIP, Analyn Intoy

Modular distance learning is the new way of learning as an intervention and

learning and its relationship to academic performance and implement an intervention

1. What are the impacts of modular distance learning on the academic

performance of Grade 11 Students of Patrocinio Dela Torre National High

School, the School year 2021-2022?

2. Is there a relationship between modular distance learning to the

academic performance of Grade 11 students of Patrocinio Dela Torre

National School, the School year 2021-2022?

answering their modules?

The study used a quantitative-comparative method approach with using non-

probability purposive-convenience sampling 20 grade11 students were selected but only

answered the survey questionnaire focusing on the factors affecting academic

performance and challenges in modular distance learning.

the core concepts of the module.

implementation of modular mode lots of challenges emerged. Where the distribution

enough time to answer it.

It is with deep appreciation that we acknowledge, our group leader Ike D.

over our disappointments, and celebrated with us over our accomplishments.

difficulties and succeed in our research.

DepEd; blended, distance, and homeschooling learning modalities.

Blended distance learning is combining face-to-face with any, or a mix of other

learning modalities or a combination of online distance learning, modular distance

basic education in their homes.

enrollees preferred modular distance learning, TV/radio-based instruction, and 2 million

findings of the study.

1.1 BACKGROUND OF THE STUDY

Modular learning is an approach that focuses on learning outcomes and relies on

connecting objectives to student learning and course design to be successful (Biggs,

Modular Distance Learning would help learners to be trained on time management,

regulation skills by being independent.

have a greatly negative impact in terms of their academic performance.

Academic performance is the knowledge gained which is assessed by marks by

does not catch on the topic or no changes at all.

status of modular learning as to learners' academic behavior and performance (Agarin,

distance learning on the academic performance of Grade-11 students of Patrocinio Dela

Torre National High School Year 2021 – 2022.

1.2 CONCEPTUAL FRAMEWORK

• 5 Minutes Educational Tips

FIGURE 1.2.1. Conceptual Paradigm

A socio-demographic profile such as name(optional) and general weighted average as

researchers. The output of the study was a 5 Minutes Educational Tips.

academic performance of grade 11 students in Patrocinio Dela Torre National High

School in Academic Year 2012-2022. It sought to answer the following question:

2. Is there a relationship between modular distance learning to the academic

performance of Grade 11 students of Patrocinio Dela Torre National School, the

School year 2021-2022?

answering their modules?

1.4 PURPOSE STATEMENT

impacts of the modular approach on the academic performance of grade 11 students. It

educational tips help students to be independent learners. Videos increase student

engagement, which in turn helps boost achievement.