ACTION RESEARCH PROPOSAL

The Effectiveness of the Modular Distance Learning in the Studies of the Grade-Four Pupils
in Atate Elementary School

PROPONENT:
MARY ANN B. RAVINA
ATATE ELEMENTARY SCHOOL
GRADE FOUR-RIZAL
09218958344
RATIONALE

The global outbreak of the COVID-19 pandemic has spread worldwide, affecting almost all
countries and territories. The outbreak was first identified in December 2019 in Wuhan,
China. The countries around the world cautioned the public to take responsive care. The
public care strategies have included handwashing, wearing face masks, physical distancing,
and avoiding mass gathering and assemblies. Lockdown and staying home strategies have
been put in place as the needed action to flatten the curve and control the transmission of
the disease (Sintema,2020).

As schools have been closed to cope with the global pandemic, students, parents and
educators around the globe have felt the unexpected ripple effect of the COVID-19
pandemic. While governments, frontline workers and health officials are doing their best
slowing down the outbreak, education systems are trying to continue imparting quality
education for all during these difficult times. Many students at home/living space have
undergone psychological and emotional distress and have been unable to engage
productively. The best practices for homeschooling or distance learning are yet to be
explored (Petrie, 2020).

Modular learning is the most popular type of Distance Learning. In the Philippines, this
learning modality is currently used by all public schools because according to a survey
conducted by the Department of Education (DepEd), learning through printed and digital
modules emerged as the most preferred distance learning method of parents with children
who are enrolled this academic year (Bernardo, J). This is also in consideration of the
learners in rural areas where internet is not accessible for online learning.

Atate Elementary School is one of the many schools in the Division of Nueva Ecija which
exercises the distance learning modality or modular learning because some of the families
cannot afford to have gadgets such as laptops, computers or even have no internet
connectivity to be used specially in the remote areas in which the parents cannot go to
school to get the learning materials because of the house distance from the school and
others have lack of money to transport from the house to the school.
In Distance Modular Learning, the teacher takes the responsibility of monitoring the
progress of the learners. The learners may ask assistance from the teacher via e-mail,
telephone, text message/instant messaging among others. Where possible, the teacher shall
do home visits to learners needing remediation or assistance ( Llego n.d.). Printed Modules
will be delivered to students, parents or guardians by the teachers or through the Local
Government Officials. Since education is no longer held within the school, parents serve as
partners of teachers in education. Parents play a vital role as home facilitators. Their
primary role in modular learning is to establish a connection and guide the child. (Flip
Science, 2020). According to the Department of Education (DepEd), parents and guardians
perform the various roles in Modular Learning such as Module-ator, Bundy-clock, and as
Home Innovator. As a Module-ator, they are the ones to get and submit the printed Self-
Learning Modules (SLMs) from and to schools or barangay halls at the beginning and end of
the week, depending on the agreement between the parents and the school. As a Bundy-
clock, they must check their child's schedule or workweek plan. Because of the number of
subjects or activities to be done, they must see that it is being followed accordingly to avoid
cramming or delays in submission, which may affect the child's performance. Lastly, as a
Home Innovator, they must provide their child with a productive learning environment to
help them focus more on Learning. It must be a well-lighted and well-ventilated space in the
house, with little or no distraction. The use of modules encourages independent study. One
of the benefits of using modules for instruction is the acquisition of better self-study or
learning skills among students. Students engage themselves in learning the concepts
presented in the module. They develop a sense of responsibility in accomplishing the tasks
provided in the module. With little or no assistance from others, the learners progress on
their own. They are learning how to learn; they are empowered (Nardo, M.T.B, 2017). Other
advantages of modular instruction include more choice and self-pacing for students; more
variety and flexibility for teachers and staff; and increased adaptability of instructional
materials.

PLAN OF ACTION/WORKPLAN

Resources
Person/s Means of
Activities Time Frame Requirements
Involved Verification
Source of Fund

PRE-IMPLEMENTATION

Planning meeting with the Proponent, P 20 for printing,

School Head and parents School Head
July, 2021 P200 for the AR proposal
other person like guardians and other snack (Personal
and knowledge providers indicivudlas Fund)

Preparation,finalization and October- Proponent P 20 for printing Approved AR

 Resources
Person/s Means of
Activities Time Frame Requirements
Involved Verification
Source of Fund

submission of Action November

Proposal
Research Proposal 2021

Communicating the Approved Action

Attendance
approved action research Research
Sheet
proposal to the respondents Proposal, Signed
January,2022 Proponent
P 300 for snack commitment of
stakeholders’
(Personal Fund)
support

IMPLEMENTATION PLAN

Determine and analyze the

Proponent Records of LM’s
effectiveness of data February Record notes in
and class distribution and
recording in the issuance 2022 every grade level
advisers retrieval
and retrieval of LM

Conduct virtual meetings

and on-line balitaan to February Proponent & P100.00 loading Online
parents, and other 2022 Respondents fee(personal Attendance
stakeholders.

Progress monitoring on the Monitoring

issuance and retrieval of LM monitoring Reports &
Twice a week Proponent
notebook Attendance
sheet

POST IMPLEMENTATION

Preparation and submission P1,000 for the

of Action Research Write-up printing of the Action Research
April, 2022 Proponent
write-up Write up
(Personal)

a. Evaluate the project May 2022 Proponent, Bond Paper Documentation

School of the activity
b. Gather recommendation Folder and copy
Heads, and activity write
and feedback of the materials
Teachers, – up
c.Submmision of action parents and
research write up other
 Resources
Person/s Means of
Activities Time Frame Requirements
Involved Verification
Source of Fund

d. Reimplement if found
stakeholders
effective

Communication of Research Laptop

results Action Research
May 2022 Proponent Printer
Write up
Bond paper

Reimplementation if found laptop

effective with revisions S/Y 2022 – Action Research
Proponent Printer
2023 Proposal
Bond paper

Virtual Meeting with the Once a week-

parents and other September Proponent Cellular
Pictures
stakeholders 2022-June and Teachers phones/laptops
2022

Checking and evaluating of

records in every grade level
September Record
to make sure the 100% Proponent & Weekly/quartely
2021-June Notebook/Pupils
success of the Remote respondents Assessment
2022 output
Delivery and Retrieval of
LM’s

REVIEW OF RELATED LITERATURE

Distance education is also called distance learning, e-learning or online

learning. Unlike conventional classroom learning, it is not bounded by space and
time. In fact, teachers and students are commonly separated by space and time,
although they may choose to interact synchronously or meet periodically over the
length of the course. Distance learning also needs to use technology. In the early
days of distance education, radio and television were the media used to conduct
educational activities. Currently, the methods have extended to the internet, email,
software, video, tapes, cameras, etc. In comparison, instructors and students may
choose to use technology in a conventional classroom teaching but is optional.

Because of the alternative approaches of distance education, it has grown

rapidly in the past five years. According to the Sloan Survey of Online Learning, in the
year of 2002, 81% of all institutions of higher education offered at least one fully
online or blended course. Among public institutions, the number is even as high as
97% with 49% of them offering an online degree program. At the same time, over 1.6
million students took at least one online course during fall 2002 and among all U.S.
higher education students, 11% took at least one online course (Allen & Seaman,
2003). In 2003, 2004, and 2005, the enrollment has jumped to 1.98 million, 2.35
million, and 3.2 million respectively. The three-year continuous 20% to 30% growth
rate in online enrollments far exceeds the overall rate of growth for the entire higher
education student population. Simultaneously, around 50% of all schools kept an
optimistic attitude toward distance learning and identified online education as a
critical long-term strategy in the three years (Allen & Seaman, 2004; Allen & Seaman,
2006).

Besides fostering common educational practices in conventional classrooms,

distance education is portrayed as possessing more potential and thus more promise
in promoting student interactions and enhancing learning outcomes by utilizing
advanced computer technology. For example, Bruce et al. (2005) suggested the web
has the ability to provide student interactions and multiple paths for learning.
Learners can have greater control over information access, individualized pacing and
timing and with more support in the inquiry process. Lebaron and Miller (2005)
advocate the vast possibilities offered by effective online design: entry to a global
range of resources, 24/7 interaction within a purposeful learning community,
convenience of access, and opportunities for reflective dialogue.

However, because of the limited opportunities for face-to-face interactions

between an instructor and their students, distance education has brought many new
challenges to the teaching and learning process. Wang and Newlin (2000) point out
that little is known about the characteristics of students in distance education
courses. As a result, effective curriculum design is hindered by the lack of
understanding of the characteristics, attitudes, and needs of the students in these
courses (Smith, 1997). At the same time, the faculty needs to develop skills in
helping students adjust to the unique features of distance education. However, the
lack of adequate training may prevent them from fully participating in the distance
education practices (Galusha, 1998), especially considering that they have to spend
twice as much time in preparing and delivering an online course as compared to a
traditional course (Willis, 1994). With all of the challenges facing distance education,
studies show that distance learning students desire content and motivational
support beyond course materials and are limited in their success without it
(Williams, 2006).

RELATED PROBLEMS

1. What is the effect of the Modular distance learning in the studies of the
Grade Four pupils in Atate Elementary School?
2. What are the benefits of having Modular Distance Learning as the platform
of their study?
 3. Is the Modular Distance Learning benefitted the parents also? In what
aspect?

HYPOTHESIS

Modular Distance Learning is one of the learning modalities which is adopted

in almost all the school in the country. It lessens the burdens of the parents in their
child’s learning because there is no need to provide gadgets like laptops, cellular
phones and even internet connectivity because some of the parents cannot afford to
provide their children these gadgets due to their family status. In this platform, the
learners develop the sense of responsibility, patience, keenness, resourcefulness and
creativity

SIGNIFICANCE OF THE STUDY.

The significance of this study is to bring our learners a kind of learning

modality that will make their study easier and to develop different study habit and
techniques that will make their learning easy and to help parents lessen their burdens
in providing gadgets for the learning of the children which makes them harder
because not all of them are capable to do so due to financial problems.
It also aims to reach out learners in the remote areas to continue their studies
even in this kind of situation we have today.

SCOPE AND LIMITATION

This study was conducted for the Grade- Four pupils and parents of Atate
Elementary School to develop their ability and sense of responsibility in their learning
process through the Modular Distance Learning Modality...
The study will focus on the efficiency and effectiveness of Modular Distance
Learning on the studies of the Grade-Four pupils and their attitudes in dealing,
answering and learning through their modules.

RESEARCH DESIGN

The study will be conducted and participated by 23 Grade- Four Rizal pupils and the
different grade level in the school to determine the percentage of the learners who go
through the Modular Distance Learning and other learning modalities this school year 2021-
2022.

A Descriptive survey showed how many percent of the total enrolment of the school
undergo with the Modular Distance Learning compared other learning modality.
 Grade Total Learning Modality Percentage
Level Enrolment
Modular On-line Radio-TV MDL OLL RTBI
Learning Learning Based
Instruction

Kinde 48 48 0 0 100 0 0
r

I 40 40 0 0 100 0 0

II 45 40 5 0 88.8 11.11 0
8

III 60 55 5 0 91.6 11.11 0

6

IV 45 40 5 0 88.8 11.11 0
8

V 57 50 7 0 87.7 12.28 0
2

VI 48 38 10 0 79.1 7.81 0
7

PROPOSE INNOVATION/STRATEGY

Parents played the vital role in the effectiveness of the modular distance learning.
Since all the schools in the province of Nueva Ecija and almost in some parts of the country,
the distribution and retrieval of learning materials in some aspects has encountered
problems. In our school distribution of learning materials has set in one day wherein every
grade level has a parent leader to get and return the modules. They are legal to go to the
respective teachers to get the module because a memorandum of agreement signed
between him/her and the teacher. There is also a record notebook where the week, name
of the receiver of the learning materials signed. In this aspect, there is a control and records
who get and who does not get the LM.

Another is the creation of group chat in every grade level to inform the parents
regarding the activities and to remind them always to be in time to get the LM from the
respective teacher or parent leaders.

In far flung areas wherein technology has soon to arise, the help and coordination of
the school to the barangay workers always takes place and continue follow up will be of
preference so that learning materials issued will retrieve on time.
 Online Kumustahan and Balitaan is also a great help to inform parents about the
timeline allotted to the learning materials of their children so that they will return it on time.

DATA COLLECTION PROCEDURE:

A. Data Gathering :
4-Very Sure 3-Sure 2-Not So Sure 1-Not At All

The questionnaire was collected and the data was analyzed and interpreted
using percentile method.

The proponent distributed the questionnaires to Grade-Four to earnestly

answer the given questions.

The proponent made a questionnaire and personally distributed in Grade

Four pupils upon the issuance of the modules.

The result of this study could be very beneficial on the part of the pupils and
parents

The use of Modular Distance Learning among the pupils to discover

themselves and lighten the burden of the parents because they will only guide the
pupils in their learning. and they may seek the assistance of the teacher whenever
there are misunderstood lessons in their modules

To identify the pupils’ concern that may affect their learning. the proponent
used questionnaires that will boost the higher order thinking skills of pupils and will
lead to discover their interest. The questionnaires covered important categories such
as a. Pupil’s Attitude, b. Oral and Written Participation, c. Teaching Strategies.

Sample Questionnaire

Name :_____________________________ Grade/Section :________

Teacher:_____________________

Put a Check in your answer.

Very Not so Not At
Category Sure
Sure sure All

A. Pupils Attitude

I am very excited to learn my lessons

through my modules.
I am responsible to answer my lessons
from the modules issued to me.

I love to discover different skills in

performing activities from my printed
modules.
I continue to study and learned a lot even
I don’t have gadgets to use.
B. Participation/Assignment
I always participated in the activity every
time we have.
I am not interested in any of the activities
the printed modules given to me.
Some activities do help me a lot to
discover myself and it helps me a lot to
have multiple ideas and concepts about
the things around me.
I did not participate in the virtual
discussion about concept because I don’t
have the gadget to use.
C. Teaching Approaches/Strategies
My teacher facilitated the lessons in a
very easy way through Group chat
My teacher used indigenous materials
that are easy to look for.in our modular
activities
My teacher presented the lesson in varied
techniques.
I have a good working relationship with
my teacher.and parents

REFERENCES:

Sintema, A. (2020) : Effects of Covid-19, (link)

Petrie 2020: Best Practices of Homeschooling

Flip Science 2020: Primary Role of Modular Learning

Nardo, M.T.B. 2017 : Other Advantages of Modular Instruction

Allen & Seaman 2003 : Seizing the Opportunity: The Quality and Extent of Online
Education in the United States

Allen & Seaman 2004: "Entering the Mainstream: The Quality and Extent of Online
Education in the United States, 2003 and 2004
Allen & Seaman 2006 :Making the grade: Online education in the United States

Lebaron & Miller : Student Interaction Experiences in Distance Learning Course

Wang Newton, 2000 : IMA Journal of Numerical Analysis

Smith, 1997 : Parent Education: Empowerment or Control?

Galusha, 1998 : Barriers to Learning in Distance Education.

Williams, 1994 :Recall of childhood trauma

Williams,2006: The Determinants of Students' Perceived Learning Outcomes and Satisfaction

in University Online Education: An Empirical Investigation *

Bruce et. al 2005: Student Interaction Experiences in Distance Learning Courses

PROPONENT: MARY ANN B. RAVINA

09218958344