PERCEIVED IMPACT OF MODULAR LEARNING TO THE READING

COMPREHENSION OF THE LEARNERS

An Undergraduate Thesis
Presented to
COLLEGE OF EDUCATION
SIBONGA COMMUNITY COLLEGE
Poblacion, Sibonga, Cebu

In Partial Fulfillment
Of the Requirements for the Course
Research in Education

CUIZON, JUNICE MAE

DOSDOS, NIÑA M.
EMLARINO, RHEALYN
PANGARAP, PRINCES MAE N.
POTESTAS, ROSEMARIE A.
TAÑOLA, LEAH Q.

Bachelor of Elementary Education Major In General Education

JANUARY 2024
 ACKNOWLEDGEMENT

Immeasurable appreciation and deepest gratitude for the help and support are

extended to the following persons who in one way or another have contributed in

making this study possible.

Dr. Araceli G. Juario, our research instructor and subject specialist, for giving

us an opportunity to do research and providing guidance all throughout the

process. We are also grateful for her support, words of encouragement, and

provisions that benefited in the completion of our study. Sharing her knowledge

and expertise during her class sessions.

Dr. Romelito O. Pantilgan, our research adviser, for his time and effort in

checking the manuscript and also for sharing his expertise in research. He has

taught us the methodology to carry out the research and to present the research

works as clearly as possible.

Parents, we are also extremely grateful to them for extending their help

financially and for their love, prayers, and sacrifices for educating and preparing

us for our future.

Friends, for extending their moral support and for giving us words of wisdom

to finish what we have started. With them, we are able to motivate ourselves to

trust the process and all of this are just our stepping stone to achieve our goals.

Above all, to our Almighty God, for his guidance, power of mind, and

protection and for giving us a healthy life to be able to carry out this research.

iii
 DEDICATION

This research paper is sincerely dedicated to our ever-supportive parents

who encouraged and inspired us in conducting this study. They have never left

our side throughout the process and gave us strength and hope when we thought

of giving this up. They provided us a great sense of enthusiasm and

perseverance in continuing this. Without their love and assistance, this research

would not have been made possible.

Moreover, we dedicate this research paper to our research instructor, Dr.

Araceli G. Juario and our research adviser, Dr. Romelito O. Pantilgan, who

constantly guiding and teaching us to make this study even better.

And lastly, we dedicate this research paper to the Almighty God who gives

us strength, wisdom, guidance, power of thinking, security, competence, and for

giving us good health while doing this. All of these, we offer to you.

iv
 TABLE OF CONTENTS
PRELIMINARIES Page No.

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

DEDICATION iv

TABLE OF CONTENTS v

LIST OF FIGURES vii

CHAPTER

1 THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study 1

Theoretical Background 4

Theoretical Framework 6

THE PROBLEM

Statement of the Problem 7

Statement of Null Hypothesis 7

Significance of the Study 8

RESEARCH METHODOLOGY

Design 9

Flow of the Study 9

Environment 12

Respondents 14

v
 Instrument 14

RESEARCH PROCEDURES

Data Gathering Procedures 16

Statistical Treatment of Data 17

DEFINITION OF TERMS 17

2 REVIEW OF RELATED LITERATURE 19

3 DATA PRESENTATION, ANALYSIS, AND

INTERPRETATION

4 SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS

BIBLIOGRAPHY 22

APPENDICES

A Transmittal Letter to the Principal 24

B Research Questionnaire 25

C Accomplishment Report 34

CURRICULUM VITAE 37

vi
 LIST OF TABLES

Table Title Page

1 Respondents of the Study

2 Perceived Impact of Modular Learning

Approach in Terms of Quality

3 Perceived Impact of Modular Learning

Approach in Terms of Usability

4 Perceived Impact of Modular Learning

Approach in Terms of Dependability

vii
 LIST OF FIGURES

Figure Title Page

1 Theoretical Framework of the Study 6

2 Flow of the Study 11

3 Location Map of the Research Environment 13

viii
 CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

Modular Distance Learning involves individualized instruction that allows

learners to use self-learning modules (SLMs) in print or digital format/electronic

copy, whichever is applicable in the context of the learner, and other learning

resources like Learner’s Materials, textbooks, activity sheets, study guides and

other study materials. Modular Distance Learning is the most common type of

Distance Learning in our country. After a DepEd poll indicated that 8.8 million

parents supported MDL, it is utilized in all public schools. The most popular way

of distance learning among parents with children enrolled during the emergence

of the pandemic is learning through printed modules. Each SLM includes the

learning competencies that learners should acquire. It also includes a test to

assess the pupils’ prior understanding of the topic.

According to Anthony (2020) Modular distance learning is a learning form

of individualized instruction allows learners to utilize self-learning modules it's

either in printed or digital limited contact to the teachers and their parents or

guardians take place as their learners’ model. Dr. Tate (1999), modular learning

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

objectives to student learning and course design to be successful. These

elements work together to create a well-aligned route. It is critical to identify

learning outcomes, determine learning and

 2

teaching outcomes, and successfully realize adequately assessed student

results in order for curriculum to be constructively aligned. A Modular Distance

Learning Approach According to Bonz Magsampol (2020), to make sure that

learning remains unhampered, DepEd will be implementing a distance learning

approach, a learning delivery mode where interaction takes place between the

teacher and the students who are geographically separated from each other

during instruction. This means that lessons should be delivered outside the

traditional face-to-face setup.

One of the major concerns that teachers have is the alarming drops in

reading comprehension of the learners during the pandemic. There are even

primary level students who have poor reading skills to even non-readers at all. As

for the teachers, this is very alarming to know. Modular Learning often lacks real-

time interaction between teachers and learners. Teachers may find it challenging

to provide immediate feedback, address questions, or engage in discussions

related to reading materials. This lack of direct interaction can hinder the

development of reading skills. Assessing learners’ reading progress becomes

challenging in modular learning. Teachers may have limited opportunities to

observe learners’ reading comprehension. Modular learning may not adequately

address the needs of struggling readers. Teachers find it challenging as well to

provide targeted support and differentiated instruction to help struggling students

improve their reading comprehension. Remedial interventions, one-on-one

support, and small-group instruction may be difficult to implement effectively

 3

To address the issues faced by teachers, it should be that the teacher

should provide clear instructions and expectations for reading assignments.

Clearly communicate the learning objectives and guide learners on how to

approach the reading materials. Offer a variety of reading materials at different

levels and genres to cater to learners’ interest and reading abilities. Provide

digital or physical resources, including e-books, articles, short stories, or

websites, to make reading engaging and accessible to all learners. Furthermore,

another way to address the gaps is to engage parental involvement. Involve

parents or guardians in supporting learners’ reading development during modular

learning. Share resources, reading suggestions, and strategies with parents.

Encourage them to create a reading-friendly environment at home and engage in

reading activities with their children.

Thus, this study pushes the researchers to explore the perceived impact

of modular learning to the reading comprehension of the learners. Therefore, the

primary purpose of this study is to provide recommendations on how to improve

the modular learning instruction.

 4

Theoretical Background

This study is anchored on Constructivism Learning Theory as cited by Von

Glasersfeld (2013) and DepEd Order No. 012, s. 2020.

Constructivism Learning Theory explains that the reading comprehension,

constructivist stress on teacher’s role to encourage students’ active participation.

This theory is based on the idea the students actively make their own knowledge

and that reality is determined by their experiences. Basically, students use their

challenges and experiences as a foundation and build on it with new things that

they learn.

Constructivist Learning Theory by Von Glasersfeld (2013) states that

learning occurs when one constructs both mechanisms for learning and his or

her own unique version of the knowledge. The theory states that knowledge must

be constructed by the learner. The teacher can only assist the learner to do the

construction. The construction of knowledge is a dynamic process that requires

the active engagement of the learners who will be responsible for one's learning

while the teacher only creates an effective learning environment.

In the modular learning approach, students can actively engage with

reading materials by interacting with texts, answering comprehension questions,

and participating in discussions or activities related to the content. Constructivism

highlights the importance of building upon prior knowledge. When designing

modules for reading comprehension, educators can incorporate activities that

activate students’ prior knowledge related topic or theme of the reading material.
 5

Constructivism Learning Theory highlighted that learning occurs through

active engagement and discovery. In the modular learning approach, interactive

activities, problem-solving tasks, and hands-on projects related to reading

materials enable learners to construct their understanding actively and this

promotes deeper comprehension. Although modular learning can be self-paced,

integrating collaborative activities like reading modules can provide opportunities

for students to engage in meaningful construction of knowledge. This promotes

reading comprehension. Within the modular learning approach, self-regulated

learning practices such as setting goals, monitoring progress, and managing

learning pace can enhance reading comprehension. Reading modules can

incorporate opportunities for learners to connect new material to their prior

knowledge (assimilation) and adjust their understanding based on new

information (accommodation) to construct meaning effectively.

DepEd Order No. 012, s. 2020, entitled “Policy Guidelines on the

Implementation of Learning Continuity Plan during the COVID-19 Pandemic”.

This order provided guidance for the implementation of various learning

modalities, including modular distance learning, during pandemic. It also

emphasizes the need for monitoring learners’ progress in modular learning. This

includes the assessment of learners’ outputs in the self-learning. Regular

assessment and feedback from teachers can help identify areas where students

may need additional support or intervention to improve their reading

comprehension. Ongoing monitoring ensures that learners’ reading skills are

being developed effectively.

 6

Constructivism Learning Theory by

DepEd Order No. 012, s. 2020
Jean Piaget (1972)

PERCEIVED IMPACT OF MODULAR

LEARNING TO THE READING
COMPREHENSION OF THE LEARNERS

RECOMMENDATIONS

Figure 1.

Theoretical Framework of the Study

 7

THE PROBLEM

Statement of the Problem

This study determines the perceived impact of modular learning to K stage

2 learners of Sibonga Central Elementary School for School Year 2023-2024 as

basis for recommendations.

Specifically, the study seeks answers the following research questions:

1. What is the perceived impact of modular learning approach in terms of:

1.1 quality;

1.2 usability; and

1.3 dependability

2. What is the reading comprehension level as recorded in the Phil Iri?

3. What are the perceptions of the teachers on modular learning to the

reading comprehension of the learners?

4. Based from the results of the study, what recommendations can be

improved?
 8

Significance of the Study

This study can be a primary source of valuable contributions to our

educational system. It will greatly help in achieving the vision, mission and

educational goals. Furthermore, the result of this study will be significant to the

following:

Learners. By examining the perceived impact of modular learning

approach to the reading comprehension of the learners, students will develop

stronger reading fluency, comprehension, and overall literacy skills which are

crucial for academic success.

Teachers. The study can provide valuable insights to teachers about the

impact of modular learning approach to the reading comprehension of the

learners. They can use this information to design effective teaching strategies

and interventions to improve the reading skills among elementary students.

Parents and Guardians. The study’s results can be communicated to

parents and guardians, helping them to understand the importance of reading for

their children’s academic success. Parents can be empowered to support their

children’s literary development by engaging in activities that promote oral reading

such as reading aloud together.

Future Researchers. All of the information that will be gained throughout

the conduct of the study may serve as guide to future researchers. The findings

of this study shall may likewise become reference to those researchers who plan
 9

to conduct any related study about the perceived impact of modular learning

approach to the reading comprehension of the elementary learners.

RESEARCH METHODOLOGY

This section of the study represents the research methodology and its

procedures. It specifically includes the research design, environment,

respondents, and the instruments that will use in gathering the data.

Design

This study uses quantitative method by utilizing descriptive correlational

because we will be looking into the correlation between the perceived impact of

modular learning approach to the reading comprehension level of the learners.

Descriptive correlational research is a type of research design that seeks to

describe the relationship between two or more variables without making causal

claims. The researchers will collect data from teachers regarding their

perceptions of the modular learning approach and its impact on the reading

comprehension of the learners.

Flow of the Study

The flow of the study are composed of three (3) phases: the input, the

process, and the output.

Input. As shown in Figure 2, the input of the study are the variables involved as

stated in the statement of the problem specifically the perceived impact of

modular learning approach in terms of quality, usability and dependability, the

significant relationship between the teacher’s perceived impact of modular

 10

learning approach to the reading comprehension level of the learners and the

perceptions of the teachers on modular learning to the reading comprehension of

the learners.

Process. The researchers will first ask for an approval to conduct the study to

the school principal of Sibonga Central Elementary School, the teachers of

Grade 5 and 6 as the participant of the study and their learners. It will then

followed by gathering of data through a survey questionnaire and an interview

intended for the teachers. Then the researchers will tally the data that were

gathered, followed by the data analysis and interpretation. Then, the findings,

conclusions, and recommendations thereafter.

Output. Crafting of the recommendations as the output of the study.

 11

Input Process Output

The perceived impact

of modular learning
approach in terms of
quality, usability and
dependability.

 Asking of
The significant
approval
relationship between
the teacher’s  Gathering of data

perceived impact of  Interview

modular learning  Analyzing the

approach to the data RECOMMENDATIONS
reading  Interpreting data
comprehension level  Formulating
of the learners. findings,
conclusions and
The perceptions of recommendations
the teachers on
modular learning to
the reading
comprehension of the
learners.

Figure 2.
 12

Research Flow of the Study

Environment

Sibonga was located in the southernmost part of Cebu around 50 km

away from Cebu City making it an easier and convenient place to get to from the

city.

The study will take place in Sibonga Central Elementary School. This

school is located at Poblacion, Sibonga, Cebu near this place are: Sibonga

Public Market, and Sibonga Oval Grounds. Originally, the school was established

on January 01, 1945. The school is a large category with 45 teachers that

teaches from Grade 1 to Grade 6. They also have non-teaching staff and one (1)

school principal. Most of the learners are coming from neighboring areas. The

parents who are working and residing near the school prefer to enroll their

children in Sibonga Central Elementary School because it is along the road and

they can easily drop by to check the status of their children.

As to geographical location, it is along the road and it attracts learners and

parents because it is very accessible. The school is a recipient of Brigada

Eskwela. Furthermore, the school envisioned to give quality education to the

students with high sense of desirable values. Sibonga Central Elementary School

is now become a home for over 2000 students preparing themselves to become

a competitive individual in the future. The school has very supportive and

functional School Governing Council and has a strong support from the Parent

Teacher Association for school projects, programs and activities.

 13

MAP OF CEBU

MAP OF SIBONGA
 14

Figure 3.

Location Map of the Research Environment

Respondents

The respondents of this study came from a single location: Sibonga

Central Elementary School, specifically ten (10) teachers and learners

comprising one section from Grade 5 and Grade 6. The researchers chose

Sibonga Central Elementary School because of the involvement of modular

learning approach that is relevant to the study and also fits to the time frame and

resources of the researchers.

The researchers use purposive sampling to identify the respondents of

this study. Purposive sampling is a sampling technique wherein the researchers

select the participants based on their characteristics, knowledge, experiences, or

some other criteria. In this study, only ten (10) teachers from Sibonga Central

Elementary School and learners from Grade 5 and Grade 6 are chosen as

respondents. The researchers first asked consent to the teachers to answer the

survey questionnaire and test the comprehension level of the students by giving

them comprehension stories to read in line with the topic being investigated.

Table 1.
Respondents of the Study
Male Female Total
Year and Section
f % F % f %
Grade 5- Earth 17 26 43
Grade 6- Charity 27 18 45
Teachers 0 10 10
 15

Instrument

This study will make use of standardized survey questionnaire, a Phil-Iri

tool, and an interview guide as the main instrument for this study. This is carefully

chosen to ensure that it will measure what is intended to measure and align to

the statement of the problem. Moreover, the respondents are encouraged to

answer the questionnaire honestly to establish validity and reliability of the

results. The respondents’ personal information are treated with utmost

confidentiality.

The questionnaire has three parts. Part I contains the perceived impact of

modular learning approach in terms of quality, usability, and dependability while

Part 2 contains the reading comprehension level as recorded in the Phil Iri. Part 3

contains the guide questions on the perception of the teachers on modular

learning to the reading comprehension of the learners.

The questionnaire is structured in a four-point Likert Scale (4- Strongly

Agree, 3- Agree, 2- Disagree, 1- Strongly Disagree) and has three (3) parts. In

every behavioral statement listed in Part 2 of the questionnaire are the different

indicators where the respondents would just put a check mark if such indicator is

demonstrated in accordance to his/her degree of manifestation where the tool

uses the following scale:

 16

Score Verbal Description Scale Explanation

4 Strongly Agree 3.25 – 4.00 The perceived impact of modular learning approach is
acquired/manifested by the teachers 76 - 100% of the time.

3 Agree 2.50 – 3.24 The perceived impact of modular learning approach is

acquired/manifested by the teachers 51- 75% of the time.

2 Disagree 1.75 – 2.49 The perceived impact of modular learning approach is

acquired/manifested by the teachers 26 - 50% of the time.

1 Strongly Disagree 1.00 – 1.74 The perceived impact of modular learning approach is
acquired/manifested by the teachers 1 - 25% of the time.

RESEARCH PROCEDURES

Data Gathering Procedure

In the data gathering procedure, the researchers followed three phases,

the preliminary preparation, administration and collection of data, analysis and

interpretation of data.

Preliminary Preparation. The researchers asked for an approval to the

principal of Sibonga Central Elementary School through a letter of request. It is

followed by gathering of data by first finalizing a research questionnaire. The

researchers will ensure that the problems stated in the statement of the problem

is aligned in formulating the statements in the questionnaire.

Administration and Collection of Data. After finalizing the survey

questionnaire, the researchers chose the respondents using purposive sampling

wherein the researchers chose ten (10) teachers and students from Grade 5 and

Grade 6 in Sibonga Central Elementary School. The survey questionnaire will be

given to the respondents and the respondents is encouraged to answer the

survey as honestly as they could. They are given enough time to answer the

questionnaire and they are given assistance if needed.

 17

Analysis and Interpretation of Data. As soon as all of the respondents

answered to the questionnaire, the researcher consolidated all the responses

and it will be tallied using weighted mean and standard deviation. The

researchers then will transcribe and analyze the respondents’ responses and

discuss the results.

Statistical Treatment of Data

The data that are gathered in the conduct of the study are subjected to the

following statistical treatment.

1. Weighted Mean. Calculate the average rating of quality, usability and

dependability for modular learning using a weighted mean.

2. Standard Deviation. Analyze the spread of quality ratings using the

standard deviation. A high SD indicates diverse opinions, while a low SD

suggests greater agreement

DEFINITION OF TERMS

For better clarification and understanding of the terms related to this study,

the following terms are defined conceptual and operationally.

Modular Distance Learning is a form of individualized instruction that

allows learners to use self-learning modules (SLMs) in print of digital

format/electronic copy, whichever applicable in the context of the learner and

other learning resources.

 18

Reading Comprehension is the ability to read text, process it and

understand its meaning. It relies on two, interconnected abilities: word reading

(being able to decode the symbols on the page) and language comprehension

(being able to understand the meaning of the words and sentences).

Perceived Impact refers to how someone understands or experiences the

effect of something, rather than the actual, measurable outcome. It's essentially

their subjective interpretation of the consequences or changes brought about by

a particular action, event, program, or phenomenon.

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CHAPTER 2

REVIEW OF RELATED LITERATURE

This section presents several literature and studies that were in

conjunction with the perceived impact of the modular learning in relation to the

reading comprehension of the learners that were elicited from books,

publications, unpublished dissertations and from the internet that may serve a

springboard of the study. These materials provided the researcher with an

exhaustive review of the topic and the essential background to pursue this study.

Literature

According to Magsambol (2020), DepEd will implement a distance

learning approach to ensure that learning remains unhampered. In this learning

delivery mode, interaction takes place between the teacher and the students.

They are not in the exact location during the teaching and learning process. In

which teachers will use modules in order to deliver their lessons to the learners.

Based from the study of Vallespin (2021), modular learning is a form of distance

learning that uses self-learning modules (SLM) based on the most essential

learning competencies (MELCS) provided by DepEd. According to Llego (2020),

modular distance on their own, they learned how to learn; they were empowered.

The modular approach has its limitations when completing the modules

used for instructions. Most of its limitations are a short duration which teachers

cannot accomplish with only one week. A modular approach would be more
 20

effective than the other approach (Furey & Martin, 2018). Nardo (2019)

mentioned that modules encourage independent study. Wherein he stated that

one of the benefits of using modules for instruction is the acquisition of better

self-study or learning skills that can help the students to develop a way of

responsibility in accomplishing the tasks being provided through their module,

learners progress on their own with or without the guidance of others. According

to Bijeesh (2021), students can save money because of reduced financial

obligations and can save time because of shorter travel times.

Abramovits et al. (2021), the self-learning method permits overcoming

challenges like the lack of student-teacher interaction. According to Estrada

(2021), the modular approach might not work. Additionally, she said there is a

lack of feedback and many more challenges concerning modular learning. She

also mentioned that it is hard for the students to absorb new information when no

one is there to guide them (or at least empathize), especially when the lessons

become too much.

In cognizance of Jamal (2019), opined that obtaining new vocabulary

words through reading any materials that learners have in hand as a reference is

supplemental to attain more lexis. In return, learners can improve their

grammatical construction of sentences. Furthermore, Yunjung (2020) mentioned

that learners encounter a variety of familiar and unfamiliar words during reading

and those words can be stored, elaborated and retained by a learner. It was

asserted by Jones (2018) that reading comprehension is significantly linked to

the development of one’s vocabulary knowledge. Both students and teachers

 21

know that reading comprehension involve word recognition and lexical access.

There’s significant relationship between vocabulary skills and reading

comprehension.

Studies

In light of the investigation of Cruz Deveza (2019) “Reading prosperity as

a factor of composing capability in English”, she discovered that perusing itself is

fundamentally connected with the composing abilities of a student since through

it, one will gain some new useful knowledge in this manner enhancing his insight

and have the option to communicate it recorded as a hard copy. That reading

perception will be created as well as, it will improve its jargon and will study the

composing mechanics like upper casing, indention, accentuation marks, or the

English language itself.

The ability to read and write is a factor used to identify of one is educated.

Hence, there was a study by Romeo (2018) “Oral reading skills of grade six

students’ stating that learners in remote areas tend to show low performance. His

study is focused on some public schools in Cagayan de Oro City where such

issue is prevalent. He used the theory of Bruner on socio-cultural theory to

determine the significant relationship of learner’s experience through exposure to

different reading activity and their reading performance. He added that DepEd

had created Philippine informal reading inventory/ Phil-IRI, a program intended to

improve reading skills of Filipino children.

 22

This study used the above-mentioned related literature and studies to

show the perceived impact of modular learning approach to the reading
comprehension of the learners. The purpose of the researchers is to gain an
understanding of the existing research and debates relevant to a particular topic
or area of study, and to present that knowledge in the form of modular approach.
CHAPTER 3
DATA PRESENTATION, ANALYSIS, AND INTERPRETATION

This chapter presents the analysis, presentation, and interpretation of data

based from the findings obtain in the conduct of the study. This chapter dives

deep into the focus question of this research, aiming to unveil the perceived

impact of modular learning to the reading comprehension of the learners. By

carefully presenting, analyzing, and interpreting the data, we uncovered the

impact of modular learning to the reading comprehension of the learners.

The responses of the respondents were subjected for data analysis and

interpretation and were validated by using various statistical tools. This chapter

has three parts. The first part contains the perceived impact of modular learning

approach in terms of quality, usability, and dependability. It was followed by the

reading comprehension level as recorded in the Phil Iri. The last part is the

perceptions of the teachers on modular learning to the reading comprehension of

the learners.

PERCEIVED IMPACT OF MODULAR LEARNING APPROACH

This part explores teachers perceived the quality, usability, and

dependability of the modular learning approach with regards to the students’

reading comprehension.

Quality of Modular Learning Approach

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The table below presents the teachers’ perception of modular

learning approach to the reading comprehension of the students in terms of its

quality. Furthermore, the table presents the weighted mean, standard deviation,

frequency and the interpretation of their perception.

Table 2 reflects the teacher’s perceived impact of modular learning

approach to the reading comprehension of the learners in terms of quality. The

statements “the modular learning approach has improved the overall reading

comprehension skills of my students” and “the modular learning approach has

made it easier for students to track their progress in reading comprehension” got

the highest standard deviation of 0.67 while the statements “the teacher

effectively selects and incorporate diverse and engaging reading materials within

the modular learning approach to improve reading comprehension”, “the teacher

effectively assess and monitors learners’ reading comprehension skills within the

modular learning approach, providing timely feedback for improvement” and “the

teacher encourages a critical thinking and analysis of texts within the modular

learning approach to enhance reading comprehension” got the lowest standard

deviation of 0.48. In totality, the standard deviation for the statements pertaining

to the perceived impact of modular learning approach in terms of quality is 0.57

which means that the data is spread out over a wide range, indicating that there

is a significant variation in teachers' perceptions of the impact of the modular

learning approach on the quality of reading comprehension.

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TABLE 2
Perceived Impact of Modular Learning Approach in Terms of Quality

STATEMENTS WEIGHTED STANDARD INTERPRETATION

MEAN DEVIATION
1. The modular learning approach has improved
Did not meet
the overall reading comprehension skills of my 1.7
0.67 expectations
students.
2. The modular learning approach has facilitated
Minimally Meets
better differentiation to meet the diverse needs of 2.2
0.63 Expectations
learners in reading comprehension.
3. The modular learning approach has improved
Minimally Meets
the assessment and feedback process for reading 1.9 0.57
Expectations
comprehension.
4. The modular learning approach has made it
Did not meet
easier for students to track their progress in 1.7 0.67
expectations
reading comprehension.
5. The modular learning approach has increased
Minimally Meets
student autonomy and independence in reading 2.0 0.66
Expectations
comprehension tasks.
6. The teacher effectively selects and incorporate
diverse and engaging reading materials within the Fully meets
2.7 0.48
modular learning approach to improve reading expectations
comprehension.
7. The teacher effectively assess and monitors
learners’ reading comprehension skills within the Fully meets
2.7 0.48
modular learning approach, providing timely expectations
feedback for improvement.
8. The teacher encourages a critical thinking and
Fully meets
analysis of texts within the modular learning 2.7 0.48
expectations
approach to enhance reading comprehension.
9. The teacher demonstrates a deep
understanding of the modular learning approach Fully meets
2.6 0.52
and effectively applies it to improve the quality of expectations
reading comprehension instruction.
10. Overall, the modular learning approach
Minimally Meets
implemented by the teacher has impacted the 2.1 0.57
Expectations
reading comprehension of learners.
Minimally Meets
TOTALITY 2.23 0.57
Expectations

Legend:
Weighted Mean Interval Verbal Description Interpretation
 25

3.26 – 4.00 Strongly Agree Exceeds expectations

2.51 – 3.25 Agree Fully meets Expectations
1.76 – 2.50 Disagree Minimally meets expectations
1.00 – 1.75 Strongly Disagree Did not meet expectations

Meanwhile, this table also showed that in terms of the weighted mean, the

statement with the highest mean is that “the teacher effectively selects and

incorporate diverse and engaging reading materials within the modular learning

approach to improve reading comprehension” that obtains a weighted mean of

2.8 while there are two statements with the lowest mean, these are “the modular

learning approach has improved the overall reading comprehension skills of my

students and the modular learning approach has made it easier for students to

track their progress in reading comprehension” that obtains a weighted mean of

1.7. The overall weighted mean for the statements pertaining to the perceived

impact of modular learning approach to the reading comprehension of the

learners in terms of quality is 2.2 which means that most of the respondents

“disagreed” to the statements. From there, it can be derived that the perceived

impact of modular learning approach on reading comprehension in terms of

quality minimally meets expectations among the learners.

International Journal of Research Publications (2023), “the findings of this

study revealed that the modular distance learning approach did not significantly

improve the reading comprehension skills of the beginning readers”. This aligns

with the previous research by Garet et al. (2008), which suggests that the

implementation of modular learning alone may not be enough to significantly

impact reading comprehension. Other factors, such as the quality of instruction

and teacher support, also play a crucial role.

 26

Usability of Modular Learning Approach

The table below presents the teachers’ perception of modular learning

approach to the reading comprehension of the students in terms of its usability.

Furthermore, the table presents the mean, verbal description, and the

interpretation of their perception.

Table 3
Perceived Impact of Modular Learning Approach in Terms of Usability

WEIGHTED STANDARD
STATEMENTS INTERPRETATION
MEAN DEVIATION
1. I believe that the modular learning approach
Minimally Meets
is effective for improving students’ reading 2.0 0.47
Expectations
proficiency.
2. I find the modular learning approach to be a
Minimally Meets
practical and manageable method for teaching 2.2 0.42
Expectations
reading.
3. I believe that the modular learning approach
Fully meets
allows for greater flexibility in addressing 2.6 0.70
expectations
individual students’ reading needs.
4. The modular learning approach provides
Minimally Meets
clear guidelines and structure for teaching 2.5 0.71
Expectations
reading.
5. I believe that the modular learning approach
Minimally Meets
enhances students’ motivation and engagement 2.2 0.42
Expectations
in reading activities.
6. I think that the modular learning approach
Minimally Meets
promotes independent learning and critical 2.2 O.42
Expectations
thinking skills among students.
7. I find it easy to integrate the modular learning Minimally Meets
2.4 0.52
approach into my existing teaching practices. Expectations
8. The modular learning approach enables me
Minimally Meets
to track students’ progress in reading more 2.3 0.48
Expectations
effectively.
 27

9. I believe that the modular learning approach

Fully meets
encourages collaborative learning and peer 2.6 0.52
expectations
interaction among students.
10. I feel that the modular learning approach
Fully meets
supports differentiation in reading instruction for 2.7 0.48
expectations
students with varying abilities.
Minimally Meets
TOTALITY 2.37 0.51
Expectations

Legend:
Weighted Mean Interval Verbal Description Interpretation
3.26 – 4.00 Strongly Agree Exceeds expectations
2.51 – 3.25 Agree Fully meets Expectations
1.76 – 2.50 Disagree Minimally meets expectations
1.00 – 1.75 Strongly Disagree Did not meet expectations

As observed in table 3, the statement “the modular learning approach

provides clear guidelines and structure for teaching reading” got the highest

standard deviation of 0.71 while the statements “find the modular learning

approach to be a practical and manageable method for teaching reading”, “I

believe that the modular learning approach enhances students’ motivation and

engagement in reading activities”, and “I think that the modular learning approach

promotes independent learning and critical thinking skills among students” got

the lowest standard deviation of 0.42. The overall standard deviation for the

statements pertaining to perceived impact of modular learning approach in terms

of usability is 0.51 which also means that the data reveals that the modular

learning approach in terms of usability varies among teachers.

Meanwhile, in terms of the weighted mean, the statement with the highest

mean is that “I feel that the modular learning approach supports differentiation in

reading instruction for students with varying abilities” that obtains a weighted

mean of 2.7 while the statement with the lowest mean, is that “I believe that the
 28

modular learning approach is effective for improving students’ reading

proficiency” that obtains a weighted mean of 2.0. The overall weighted mean for

the statements pertaining to the perceived impact of modular learning approach

to the reading comprehension of the learners in terms of usability is 2.37 which

suggests that majority of the respondents “disagreed” with the statements.

Mataac (2021), reading development during MDL is also affected by limited

reading resources and poor reading implementation at home. This implies that,

as perceived by the respondents, there are challenges and concerns related to

the usability of modular learning approach in enhancing reading comprehension

among the learners.

Dependability of Modular Learning Approach

The table below presents the teachers’ perception of modular learning

approach to the reading comprehension of the students in terms of its

dependability. Furthermore, the table presents the mean, verbal description, and

the interpretation of their perception.

As shown in table 4, the statement “I believe that the modular learning approach

has positively influenced students’ reading motivation and interest” got the

highest standard deviation of 0.63 while the statements “I have observed

noticeable improvements in students’ research comprehension skills using the

modular learning approach”, “the modular learning approach has contributed to a

deeper understanding of different genres and text types among students”, “I have

observed improved reading comprehension in students who have received

 29

instruction through the modular learning approach”, “students who have used the

modular learning approach exhibit greater confidence in their reading abilities”,

and “students who have engaged in the modular learning approach are more

likely to read for pleasure outside of the classroom” got the lowest standard

deviation of 0.48. Overall, the standard deviation for the statements pertaining to

the perceived impact of modular learning approach in terms of dependability is

0.52 which means that some teachers are more divided on the issue of whether

the modular approach fosters students' reading motivation and interest, as

reflected in the higher standard deviation of 0.63 for the first statement. They

might see some positive changes in students' enthusiasm for reading but also

encounter instances where it doesn't seem to work as well.

Table 4
Perceived Impact of Modular Learning Approach in Terms of Dependability

WEIGHTED STANDARD
STATEMENTS INTERPRETATION
MEAN DEVIATION
1. I have observed noticeable improvements in
Minimally Meets
students’ research comprehension skills using 2.3 0.48
Expectations
the modular learning approach.
2. Students who have experienced the modular
Minimally Meets
learning approach demonstrate enhanced 2.1 0.57
Expectations
vocabulary development.
3. The modular learning approach has helped
Minimally Meets
students develop better reading fluency and 2.1 0.57
Expectations
accuracy.
 30

4. I believe that the modular learning approach

Minimally Meets
has positively influenced students’ reading 2.2 0.63
Expectations
motivation and interest.
5. Students using the modular learning
Minimally Meets
approach are more capable of applying reading 2.5 0.53
Expectations
strategies independently.
6. The modular learning approach has
contributed to a deeper understanding of Minimally Meets
2.3 0.48
different genres and text types among Expectations
students.
7. I have observed improved reading
comprehension in students who have received Minimally Meets
2.3 0.48
instruction through the modular learning Expectations
approach.
8. Students who have used the modular
Minimally Meets
learning approach exhibit greater confidence in 2.3 0.48
Expectations
their reading abilities.
9. I believe that the modular learning approach
Minimally Meets
has positively impacted students’ critical 2.4 0.52
Expectations
thinking skills in relation to reading.
10. Students who have engaged in the modular
Minimally Meets
learning approach are more likely to read for 2.3 0.48
Expectations
pleasure outside of the classroom.
Minimally Meets
TOTALITY 2.28 0.52
Expectations

Legend:
Weighted Mean Interval Verbal Description Interpretation
3.26 – 4.00 Strongly Agree Exceeds expectations
2.51 – 3.25 Agree Fully meets Expectations
1.76 – 2.50 Disagree Minimally meets expectations
1.00 – 1.75 Strongly Disagree Did not meet expectations

Meanwhile, in terms of the weighted mean, the statement with the highest

mean is that “Students using the modular learning approach are more capable of

applying reading strategies independently” that obtains a weighted mean of 2.5

while there are two statements with the lowest mean these are, “Students who

have experienced the modular learning approach demonstrate enhanced

vocabulary development and the modular learning approach has helped students
 31

develop better reading fluency and accuracy” that obtains a weighted mean of

2.1. The overall weighted mean for the statements pertaining to the perceived

impact of modular learning approach to the reading comprehension of the

learners in terms of dependability is 2.28 which suggests that majority of the

respondents “disagreed” with the statements. In the study conducted by Dargo

and Dimas(2021), it was found out that learners' academic performance has

decreased after the implementation of Modular Distance Learning (MDL). Face-

to-face learning modality was more beneficial and more effective in children's

learning. Because of this, DepEd leaders find ways to train and enable teachers

and school heads to become more effective in modular distance learning

modalities. (Bagood, 2020). This implies that that there might be doubts or issues

regarding how reliable or dependable the modular learning approach is in helping

learners with their reading comprehension.

READING COMPREHENSION LEVEL OF THE LEARNERS

This part presents the reading comprehension level as recorded in the

Phil-IRI. These data are basis for finding the reading comprehension level of the

Grade 5 and Grade 6 learners.

Reading Comprehension Level of Grade 5 Learners

 32

The table below presents the reading comprehension level of

Grade 5. Furthermore, the table presents the mean, verbal description, and the

interpretation of their perception.

Table 5
Reading Comprehension Level of Grade 5 Learners

Reading Comprehension Level n=43

f %
Frustration (58% and below) 20 46.5

Instructional (59-79%) 12 27.9

Independent (80-100%) 11 25.6

Table 5 disclosed the level of reading comprehension level of Grade 5

students. It reveals that 46.5% of the respondents fall under the “Frustration”

level. In the Phil-IRI, frustration is the lowest level which means that readers find

reading materials difficult that they cannot successfully comprehend what they

read. Readers at this level can recognize some words but lack comprehension

(Bermejo, 2020). As Bernardez (2007) mentioned, reading is not merely reciting

something written but also a decoding process; it is basically understanding.

Think of frustration levels as those requiring extensive or even moderate

assistance from an educator (University of Utah Reading Clinic, 2021). Given

that the majority of respondents fall into the "Frustration" category, a reading

intervention program is required. Reading remediation is designed to give

struggling readers the skills, competencies, or behaviors they need to improve

their performance (Phil-IRI Manual, 2018).

 33

Reading Comprehension Level of Grade 6 Learners

The table below presents the reading comprehension level of

Grade 5 learners. Furthermore, the table presents the mean, verbal description,

and the interpretation of their perception.

Table 6
Reading Comprehension Level of Grade 6 Learners

Reading Comprehension Level n=43

f %
Frustration (58% and below) 37 86

Instructional (59-79%) 6 14

Independent (80-100%) 0 0

Table 6 reveals that majority of the respondents fall under the ”frustration”

level. This means that a higher number of Grade 6 learners find reading as a

difficult task to do. They may be able to read but they cannot comprehend well

that is why majority of them considered as frustration reader. The result is not

surprising as the Department of Education (DepEd), Commission on Higher

Education (CHED), Technical Education Skills Development Authority (TESDA)

admitted in a report published by Perez (2021) on ABS-CBN News Portal that the

COVID-19 pandemic and reading comprehension are among the pressing

education issues in the country today. The findings are similar to those of the

Programme for International Student Assessment (2018), which revealed that

reading is among the areas where fifteen- year-old students in the Philippines
 34

scored lower than most countries and economies that participated in the

assessment. No country scored lower than the Philippines.

Perceptions of the Teachers on Modular Learning to the Reading

Comprehension of the Learners
This part presents the perceptions of the teachers on modular learning to the

reading comprehension of the learners. The results are presented in tabular

form.

Table 7
Teachers' Views on Modular Learning and Reading Comprehension

Themes Categories

 Outdated Resources
Resource Quality and Availability  Limited Resources
 Lack of Reading Resources

 Ineffective Teaching Methods

Learners Improvement  Use of Different Techniques
 Improvement Needed

 30 mins. to an hour
Time Spent/Commitment  1 hour
 An hour or 2

Resource Quality and Availability

Resource quality and availability play a crucial role in the success of

modular learning during the pandemic in the Philippines, impacting everything

 35

from student engagement to learning outcomes. Teachers included outdated

materials, limited resources, and a lack of reading resources under resource

quality and availability. This shows that educators have concerns about the

quality and number of resources offered for modular learning, and they think

these might not be sufficient to help students with their reading comprehension.

Students are less likely to be engaged by outdated materials, leading to

decreased motivation and participation in modular learning activities. Teachers

also may need to invest extra time and effort adapting or supplementing outdated

resources to ensure accurate and relevant learning experiences. With limited

resources, not all students may have access to the necessary

modules, supplementary materials, or technology needed to complete the

program effectively. This can exacerbate existing educational inequalities.

Without sufficient and engaging reading materials, students may struggle to

develop essential reading comprehension skills. This can further hinder their

understanding of other subjects within the modular program. UNESCO (2020),

highlights the global challenges of resource availability and quality in distance

learning, including lack of access to technology, outdated materials, and

insufficient teacher training. This report emphasizes the existing educational

inequalities in the Philippines and how they are exacerbated by limited resources

and unequal access to technology during modular learning. As the following

respondents uttered:

“Most of the learners lack of comprehension skills due to the lack of

reading resources, home tutors don’t have enough knowledge how to teach their
 36

children correctly, at what level of reading comprehension to start teaching

them.”

“Technically speaking, the reading comprehension development for

Beginning Readers decreased because reading implementation at home is low.

Parents' struggle to train their children due to limited reading resources and poor

reading implementation at home.”

Learners Improvement

Teachers reported that in terms of learner improvement, some

pupils struggle with inefficient teaching strategies and require other approaches.

This implies that educators are searching for methods to enhance the efficiency

of modular learning for their pupils and that they think a universal strategy might

not be successful for every student. Modular learning relies heavily on self-

directed learning, which can be challenging for younger students if traditional

teacher-led instruction has been ineffective. Lack of clarity, engagement, and

personalized support in modules can further hinder comprehension development.

Teachers transitioning to modular learning may not be adequately trained or

familiar with effective techniques for promoting reading comprehension within

module formats. This could lead to the use of inappropriate or insufficient

strategies, impacting student progress. Garingan, E.G. (2023), highlights the

challenges faced by Grade 5 and 6 learners in module

 37

comprehension, highlighting issues like confusing instructions, lack of engaging

activities, and limited vocabulary support. Agaton, C. B., & Delos Santos, M. C.

(2023), the relationship between teaching methods employed in modular

learning, teacher support, and reading comprehension of Grade 5 learners is

important when it comes into interactive and activity-based approaches in

modules, alongside consistent teacher guidance and feedback, for effective

comprehension development. As the following respondents uttered:

“Not totally improve for the impact of modular distance learning on

a learner's reading comprehension level can vary greatly depending on the

individual. Some learners may find that their comprehension improves as they

are able to work at their own pace and revisit material as needed. However,

others may struggle without the immediate feedback and support that is often

available in a traditional classroom setting.”

*Most of the learner's comprehension skills weren't improve

because, we can't deny the fact that Learning is better with the proper guidance

of teacher, yes there are parents/guardians (home tutors) but some of the

learners doesn't have home tutors and some of the parents are working and

some learners will only follow the instructions if it is directly from their respective

teachers.”
 38

Time Spent/Commitment

The table demonstrates how much time teachers dedicate to helping

students with modular learning—between 30 minutes and two hours. This implies

that the amount of time necessary can vary greatly based on each student's

unique needs. Younger students, especially in Grades 5 and 6, may struggle to

maintain focus and engagement for extended periods without additional support

or guidance. This can hinder comprehension development if they disengage

during designated learning times. Balancing module work with other

commitments, such as household chores or extra-curricular activities, can be

challenging for some students. This can lead to time constraints and limit the

dedicated time available for reading and comprehension practice. Agaton, C. B.,

& Santos, M. D. (2023), Investigating the relationship between learner

engagement, time spent on modules, and reading comprehension development

in Grades 5 and 6 modular distance learning in the Philippines. This study

specifically explores the connection between time committed to module

work, learner engagement during allocated learning times, and reading

comprehension development in Grade 5 and 6 students using modular learning

in the Philippines. It finds a positive correlation between engaged time spent on

modules and improved comprehension, highlighting the importance of

maximizing student engagement within dedicated learning periods. As the

following respondents uttered:

 39

“The amount of time spent each day on modular learning for

reading can vary greatly depending on the individual learner and the specific

module. It's important to ensure that learners are not spending too much time

on the module at once, as this can lead to fatigue and decreased

comprehension.”

“There was a time that we did reading comprehension at the purok

but we don't have enough time to do it again and again because we need to

make and print modules or SLHT daily. think it's just one time per quarter

only.”

Overall, the table reveals a lack of agreement among educators about

reading comprehension and modular learning. Although they see certain

potential advantages, they are also concerned about the quality of the materials,

the efficacy of the instructional strategies, and the time commitment needed.
 40

CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the problem of the study and provides the summary of the

findings that were found. This likewise states the conclusions being drawn from

the findings, draws implications from the findings, and suggests

recommendations as to how the perceptions of the teachers in modular learning

impacted the reading comprehension of the Grade 5 and Grade 6 learners in

Sibonga Central Elementary School. Furthermore, this study utilized the

descriptive-correlational method and made use an adapted survey questionnaire

which contains the quality, usability, and dependability of the modular learning

approach. This study also used some Phil-IRI comprehension stories to test the

comprehension level of the learners. Lastly, researchers utilized an interview

guide to gather perceptions from the teachers during the implementation of

modular learning.

Summary

This study has found out the perceived impact of modular learning in

terms of quality, usability, and dependability. Aside from the perception of the

teachers in Sibonga Central Elementary School, this primarily focuses on the

 41

reading comprehension level of Grade 5 and 6 learners as recorded in the Phil-

IRI. Furthermore, this study also sought to determine the perception of the

teachers towards the modular learning.

This study revealed the following findings:

Perceived Impact of Modular Learning to the Reading Comprehension

Quality of Modular Learning Approach. From the data that were gathered,

teachers' opinions varied significantly regarding the overall impact of the quality

of modular learning approach on the reading comprehension. High standard

deviations indicated greater disagreement, especially for statements about

general skill improvement and progress tracking. On the other hand, teachers

seemed to agree more on the importance of specific teacher practices within the

modular approach for quality improvement, as indicated by lower standard

deviations. These practices included selecting engaging materials, effectively

assessing comprehension, and encouraging critical thinking. Despite some

disagreement about overall quality impact, the weighted mean score across all

quality-related statements suggests that teachers generally disagreed with strong

positive impacts, indicating the approach minimally meets expectations in terms

of quality.

Usability of Modular Learning Approach. From the data that were

gathered, the standard deviation analysis revealed moderate variability in

teachers' perceptions. The statement about clear guidelines and structure had
 42

the highest standard deviation (0.71), indicating significant disagreement

regarding the approach's effectiveness in providing direction for reading

instruction. Other statements related to practicality, management, motivation, and

independent learning had lower standard deviations (0.42), suggesting more

consistent opinions. While teachers found the approach somewhat manageable,

concerns remained regarding its consistent ability to boost student engagement

and critical thinking skills. The weighted mean analysis painted a similar picture.

The overall weighted mean of 2.37 further confirms this trend. Most respondents

generally disagreed with the statements, implying that the modular approach

minimally met expectations in terms of usability.

Dependability of Modular Learning Approach. From the data that were

gathered, the standard deviation analysis revealed moderate diversity in

teachers' opinions. The statement concerning student reading motivation and

interest had the highest standard deviation (0.63), indicating significant

disagreement regarding the approach's consistent effectiveness in fostering

engagement. The weighted mean analysis painted a similar picture. The overall

weighted mean of 2.28 further confirms this trend. Most respondents generally

disagreed with the statements, suggesting the approach minimally met

expectations in terms of dependability.

Reading Comprehension Level of the Learners

 43

Reading Comprehension Level of Grade 5 Learners. From the data

that were gathered, a significant portion of students, 46.5%, fall under the

"Frustration" level, indicating significant difficulty comprehending reading

materials. The high percentage of students in the Frustration level highlights a

pressing need for a reading intervention program.

Reading Comprehension Level of Grade 6 Learners. From the data

that were gathered, it revealed a concerning trend: a majority of students fall

under the "Frustration" level, indicating significant difficulty comprehending

reading materials. This suggests they struggle to extract meaning from texts

despite potentially recognizing individual words.

Perceptions of the Teachers on Modular Learning to the Reading

Comprehension of the Learners

Resource Quality and Availability. From the data that were gathered,

teachers expressed concerns about outdated materials, limited resources overall,

and a lack of specific reading resources within the modular program. These

concerns suggest potential limitations in the effectiveness of the program for

developing reading comprehension skills. Outdated materials were identified as a

potential hurdle for student engagement, potentially leading to decreased

motivation and participation. ack of appropriate reading materials and insufficient

home reading implementation due to limited resources were identified as

contributing factors.
 44

Learners Improvement. From the data that were gathered, teachers

expressed that the impact of modular learning on reading comprehension varies

significantly among students. While some students thrive with the self-paced

approach, others struggle due to the lack of traditional teacher-led instruction and

personalized support.

Time Spent/Commitment. From the data that were gathered, teachers

expressed that they dedicate between 30 minutes and two hours to supporting

students with modular learning, indicating significant variation based on individual

student needs. Younger students, especially in Grades 5 and 6, may struggle

with focus and engagement for extended periods without additional

support, potentially hindering comprehension development.

Conclusion

This study aimed to determine the perceived impact of modular learning to

the reading comprehension of the learners in terms of quality, usability, and

dependability. Also, the comprehension level of Grade 5 and Grade 6 learners

and the perceptions of the teachers itself. From the data gathered, it can be

concluded that the modular learning approach minimally meets expectations in

 45

terms of quality, usability, and dependability for reading comprehension

development. Teacher opinions are divided, with concerns raised about resource

quality, student engagement, and effectiveness for students struggling with

comprehension. While some students benefit from the self-paced nature, others

require additional support and intervention. Further research is needed to

improve the approach and address these limitations. Moreover, the findings of

this study supported by the mentioned Constructivism Learning Theory as cited

by Von Glasersfeld (2013) by understanding how individual learners construct

knowledge and interact with the learning environment, we can develop more

effective instructional methods that foster deeper comprehension and empower

students to become active participants in their own learning journey.

Recommendations

From the findings gathered, the researchers recommend the following:

1. DepEd can develop and implement a comprehensive intervention program

specifically tailored to the needs of students who are non-readers.

2. Train teachers to be modular masters: Give them the tools to assess,

personalize, and adapt materials.

3. DepEd can strengthen teacher training and support. Equip teachers with the

necessary skills and resources to effectively implement the modular approach,

including strategies for assessing comprehension, providing personalized

feedback, and adapting materials to meet individual student needs.

 46

4. Ensure that modules are clearly organized, with well-defined objectives,

instructions, and assessments. Provide students with consistent guidance and

support throughout the learning process.

5. Schools should have a collaboration with teachers and stakeholders.

Regularly involve teachers, parents, and other stakeholders in the development,

implementation, and evaluation of the modular learning approach to ensure its

effectiveness and adaptability in diverse contexts.

8. For future researchers who will be conducting parallel studies, this can

become a basis for their researches but we suggest that they will look for other

factors that could possibly affect the feedbacks of the students and teachers and

have a thorough analysis of these factors as this will strengthen their future

researches.
 47

BIBLIOGRAPHY

A. Journals

Appel, Katie (2009). Teaching Reading Comprehension. Retrieved from

https://www.readingresource.net/teachingreadingcomprehension.html

Abbas, K.-D. A. (2021). Factors Influencing Students Reading Comprehension

Difficulties Amidst the Use of Modular Distance Learning Approach in
Mindanao State University Sulu – Senior High School. Open Access
Indonesia Journal of Social Sciences, 4(6), 581-602.
https://doi.org/10.37275/oaijss.v4i2.78

Geraldine Anzaldo (2021). Modular Distance Learning in the New Normal

Education Amidst Covid-19
https://www.researchgate.net/publication/351547626_Modular_Distance
Learning_in_the_New_Normal_Education_Amidst_Covid-19

Navarosa, D. & Fernando, C. (2020). Education in the New Normal: A Closer

Look at the Philippines’ Learning Solutions Amidst the Pandemic.
Retrieved from: https://medium.com/underscore-online/education-in-the-
 48

new-normal-a-closer-look-at-philippines-learning-solutions-amidst-the-
pandemic-ba0adc339d8f

Charlene Di Danieli (2022). An Introduction to the Constructivism Theory.

https://pressbooks.pub/elearning2020/chapter/constructivism-theory/

WNET/Education. (2004). Workshop: Constructivism as a Paradigm for

Teaching and Learning. [Web page]. Concept to Classroom. Retrieved
from https://www.thirteen.org/edonline/concept2class/constructivism/

Constructivism Applied to Distance Education. http://www.learning-

theories.com/constructivism.html

Maya Itorralba (2022). Challenges of Modular Learning to Students and

Teachers. https://simplyeducate.me/2022/05/14/challenges-of-modular-
learning/

AJ Yes (2022). Modular Distance Learning in the Philippines-DepEd’s Alternative

Learning Method. https://www.itacloban.com/2021/09/modular-distance-
learning.html?m=1

A. Thesis Dissertation

Jainalyn Annong Aksan (2021). Effects of Modular Learning Approach to

Academic Performance of Students Amidst Pandemic.
https://journalsocialsciences.com/index.php/oaijss/article/view/64

Roit. L. M. (2014). Effective teaching strategies for improving reading

comprehension in k-3 students. Retrieved from
https://s3.amazonaws.com/ecommerceprod.mheducation.com/
unitas/school/expl

Abbas, K.-D. A. (2021). Factors Influencing Students Reading

Comprehension
Difficulties Amidst the Use of Modular Distance Learning Approach
in Mindanao State University Sulu – Senior High School. Open
Access Indonesia Journal of Social Sciences, 4(6), 581-602.
https://doi.org/10.37275/oaijss.v4i2.78
 49

Anthony, M. (2020). DepEd Learning Delivery Modalities for School Year

2020-
2021. https://www.teacher.com/deped-learning-delivery-modalities/

Appendix A
TRANSMITTAL LETTER ADDRESSED TO SCHOOL PRINCIPAL

Republic of the Philippines

SIBONGA COMMUNITY COLLEGE
Poblacion, Sibonga, Cebu Philippines
Tel. No. 032-411-0409
sibonga.college.cebu@gmail.com

September 14, 2023

ROWELLA S. ALCIDERA
School Principal
Sibonga Central Elementary School
Poblacion, Sibonga, Cebu, Philippines
 50

Dear Ms/Mrs. Alcidera,

Greetings of love, peace, and joy!

The undersigned is requesting permission from your good office to conduct a
study entitled “Perceived Impact of Modular Learning to the Reading
Proficiency of the Learners” in this institution where our respondents consist of
one section from Grade 5 and Grade 6, comprising of students and their
respective teacher.
Your most favorable action on this request is anticipated with gratitude and
appreciation.

Very Truly Yours,

ROSEMARIE A. POTESTAS
Team Leader

Noted By:
ARACELI G. JUARIO , DevEdD JOSEPH BARULO,
MAEd
Research Education Instructress Department Head

Recommending Approval: Approved By:

ATTY. EDWARD MAGLUCOT, Ph.D. ROWELLA S. ALCIDERA
College Administrator School Principal

Appendix B
RESEARCH QUESTIONNAIRE

Republic of the Philippines

SIBONGA COMMUNITY COLLEGE
Poblacion, Sibonga, Cebu Philippines
Tel. No. 032-411-0409
sibonga.college.cebu@gmail.com

Perceived Impact of Modular Teaching to the Reading Comprehension of

the Learners

Dear Respondents,
We, the researchers of BEED-4B (Group 7) will conduct this survey to seek
information about the Impact of Modular Teaching to the Reading Comprehension of
your Learners. Your honest responses of this survey questionnaire will be of great
help and will be highly appreciated. Rest assured that the data gathered will be
treated with utmost confidentiality. Thank you and God Bless!
 - Researchers

51

Part I. Perceived Impact on Students’ Reading Comprehension

Instruction: Using the four-point scale shown below, rate the following

statements by placing a check mark on the box. Do not leave each item

unanswered.

Scale:

4- Strongly Agree

3- Agree

2- Disagree

1- Strongly Disagree
 52

QUALITY (4) (3) (2) (1)

The modular learning approach has improved the overall reading
comprehension skills of my students.

The modular learning approach has facilitated better

differentiation to meet the diverse needs of learners in reading
comprehension.
The modular learning approach has improved the assessment
and feedback process for reading comprehension.

The modular learning approach has made it easier for students to

track their progress in reading comprehension.

The modular learning approach has increased student autonomy

and independence in reading comprehension tasks.

The teacher effectively selects and incorporates diverse and

engaging reading materials within the modular learning approach
to improve reading comprehension.
The teacher effectively assess and monitors learners’ reading
comprehension skills within the modular learning approach,
providing timely feedback for improvement.
The teacher encourages a critical thinking and analysis of texts
within the modular learning approach to enhance reading
comprehension.
The teacher demonstrates a deep understanding of the modular
learning approach and effectively applies it to improve the quality
of reading comprehension instruction.
Overall, the modular learning approach implemented by the
teacher has impacted the reading comprehension of learners.

USABILITY (4) (3) (2) (1)

 53

I believe that the modular learning approach is effective for

improving students’ reading proficiency.

I find the modular learning approach to be a practical and

manageable method for teaching reading.

I believe that the modular learning approach allows for greater

flexibility in addressing individual students’ reading needs.

The modular learning approach provides clear guidelines and

structure for teaching reading.

I believe that the modular learning approach enhances students’

motivation and engagement in reading activities.

I think that the modular learning approach promotes independent

learning and critical thinking skills among students.

I find it easy to integrate the modular learning approach into my

existing teaching practices.

The modular learning approach enables me to track students’

progress in reading more effectively.

I believe that the modular learning approach encourages

collaborative learning and peer interaction among students.

I feel that the modular learning approach supports differentiation

in reading instruction for students with varying abilities.

DEPENDABILITY (4) (3) (2) (1)

 54

I have observed noticeable improvements in students’ research

comprehension skills using the modular learning approach.

Students who have experienced the modular learning approach

demonstrate enhanced vocabulary development.

The modular learning approach has helped students develop

better reading fluency and accuracy.

I believe that the modular learning approach has positively

influenced students’ reading motivation and interest.

Students using the modular learning approach are more capable

of applying reading strategies independently.

The modular learning approach has contributed to a deeper

understanding of different genres and text types among students.

I have observed improved reading comprehension in students

who have received instruction through the modular learning
approach.

Students who have used the modular learning approach exhibit

greater confidence in their reading abilities.

I believe that the modular learning approach has positively

impacted students’ critical thinking skills in relation to reading.

Students who have engaged in the modular learning approach

are more likely to read for pleasure outside of the classroom.

Note: This questionnaire is adapted from the internet.

 55

Part 2. Phil-Iri Passages

Name: __________________ Grade Level & Section: _____________

Direction: Read and understand the given passages below and answer the

questions followed.

FROG’S LUNCH
One day, a frog sat on a lily pad, still as a rock.
A fish swam by.
“Hello, Mr. Frog! What are you waiting for?”
“I am waiting for my lunch,” said the frog.
“Oh, good luck!” said the fish and swam away.
Then, a duck waddled by.
“Hello, Mr. Frog! What are you waiting for?”
“I am waiting for my lunch,” said the frog.
“Oh, good luck!” said the duck and waddled away.
Then a bug came buzzing by.
“Hello, Mr. Frog! What are you doing?” asked the bug.
“I’m having my lunch! Slurp!” said the frog.
Mr. Frog smiled.

Questions

1. Who is the main character in the story?

a. the bug
b. the duck
c. the fish
d. the frog
 56

2. What was he doing?

a. resting on a lily pad
b. chatting with a bug
c. hunting for his food
d. waiting for the rain.
3. In what way was he able to get his lunch?
a. He was able to fool the fish.
b. He was able to fool the duck.
c. He was able to fool the rock.
d. He was able to fool the bug.
4. Why should the frog be “still as a rock?”
a. so that he will not scare the other animals away
b. so that he can’t catch his lunch
c. so that the other animals will think he is friendly
d. so that the fish will say nice things about him
5. Which of these words describe the duck?
a. patient
b. eager
c. curious
d. careful
6. Which of these describe Mr. Frog?
a. patient
b. eager
c. curious
d. careful
7. Which of these characteristics would have helped the bug?
a. being patient
b. being eager
c. being curious
d. being careful
 57

Name: __________________ Grade Level & Section: _____________

Direction: Read and understand the given passages below and answer the
questions followed.

YAWNING
What makes us yawn? Yawning is something that we cannot

control. Even in the mother’s womb, eleven-week-old babies have been

observed to yawn. But why do we do it? One popular explanation for

yawning is that a person may he tired or bored. Although many believe

this to be true, it cannot explain why athletes yawn before an event or

why dogs yawn before an attack.

It is said that yawning is caused by a lack of oxygen and excess

carbon dioxide. A good example of this is when we yawn in groups. We

yawn because we are competing for air.

Others even believe that we yawn to cool our brains off. Cool

brains allow us to think more clearly so yawning is said to help us

become more alert.

Questions

1. What is a fact about yawning?

a. It is something we cannot control.

b. It is something only humans do.

c. It is a result of boredom.
 58

d. It happens after birth.

2. Which of the following might make us yawn?

a. reading book
b. being in a crowded room
c. being around plants
d. being in a small air-conditioned car

3. What does the word “involuntary” mean?

a. expected

b. unexpected

c. within control

d. uncontrollable

4. Which of the following may be a benefit of yawning?

a. It warns us of possible attacks by dogs.

b. It provides us the carbon dioxide we need.

c. It cools our brains.

d. It balances the amount of oxygen and carbon dioxide.

5. According to the selection, what is most likely to happen after we yawn?

a. We will become more alert.

b. We will be less tired.

c. We will be less sleepy.

d. We will be calmer.

6. In the selection, how is the word ‘compete’ used in the phrase

“competing for air?”

a. struggling to take in some air

 59

b. arguing about breathing

c. battling it out for oxygen

d. racing to breathe more air

7. Which of the following shows evidence that “yawning” is “competing for

air?”

a. The passengers in an elevator yawned.

b. Several people yawned while picnicking at an open field.

c. Two people yawned inside a room with air-conditioning.

d. Three students yawned in a big empty room.

8. Which of the following is the best response when we see a

person/animal yawn?

a. Have the person eat a food item that is a good source of energy.

b. Change the topic of conversation to a more interesting one.

c. Turn on an electric fan or source of ventilation.

d. Run away to avoid being attacked.

Part 3. Interview Guide

1. What is the impact of modular distance learning to students reading

comprehension?
- What are the specific strategies employed in modules to support
individualized learning in reading comprehension?

2. Does the reading comprehension level of the learner improved? Or not?

- Did the learner exhibit improved fluency, accuracy, and confidence in

reading various types of texts?

3. How much time do you spend each day on modular learning to reading?
- Does your learner fully understand the module that you have given them?
 60

Appendix C
ACCOMPLISHMENT REPORT

Republic of the Philippines

SIBONGA COMMUNITY COLLEGE
Poblacion, Sibonga, Cebu Philippines
Tel. No. 032-411-0409
sibonga.college.cebu@gmail.com
DATE ATTENDANCE ACTIVITY REMARKS
* Cuizon, Junice Mae
June 18, 2023 * Dosdos, Niña - Meet up with Sir
* Emlarino, Rhealyn Romelito Pantilgan
* Pangarap, Princes Mae for corrections of our
* Potestas, Rosemarie manuscript.
* Tañola, Leah To be
continued…..
.
* Cuizon, Junice Mae
June 30, 2023 * Dosdos, Niña - Assigning of work
* Emlarino, Rhealyn for the entire group.
* Pangarap, Princes Mae
* Potestas, Rosemarie
* Tañola, Leah To be
continued…..
.
* Cuizon, Junice Mae
July 3, 2023 * Dosdos, Niña - Finished the lacking
* Emlarino, Rhealyn parts of the
* Pangarap, Princes Mae manuscript.
* Potestas, Rosemarie
* Tañola, Leah To be
continued…..
.
 61

* Cuizon, Junice Mae

July 7, 2023 * Dosdos, Niña - Final editing for the
* Emlarino, Rhealyn manuscript.
* Pangarap, Princes Mae
* Potestas, Rosemarie
* Tañola, Leah Finished……

Group 7 Members Meet Up

Date: June 18, 2023

Date: June 30, 2023

 62

Date: July 3, 2023

Date: July 7, 2023

 63

Curriculum Vitae

A. PERSONAL DATA
Name: Junice Mae Cuizon
Home Address: Bahay, Sibonga Cebu
Email Address: junicemaecuizon3@gmail.com
Contact Number: 09325008337
Date of Birth: May 26, 2002
Age: 21 years’ old
Place of Birth: Bahay, Sibonga Cebu
Citizenship: Filipino
Religion: Roman Catholic
Father’s Name: Dionisio B. Gimilisawan
Mother’s Name: Amada F. Reponte
Civil Status: Single

B. EDUCATIONAL BACKGROUND
College: Bachelor of Elementary Education (BEED)
Sibonga Community College
2023- present
Senior High School: Sibonga National High School
Poblacion, Sibonga Cebu
April 2020
 64

Junior High School: Sibonga National High School

Poblacion, Sibonga Cebu
April 2019
Elementary: Sibonga Central Elementary School
Poblacion, Sibonga Cebu
April 2014

A. PERSONAL DATA
Name: Niňa M. Dosdos
Home Address: Valladolid, Carcar City, Cebu
Email Address: ninadosdos9@gmail.com
Contact Number: 09455734838
Date of Birth: April 25, 2000
Age: 23 years’ old
Place of Birth: Carcar City, Cebu
Citizenship: Filipino
Religion: Roman Catholic
Father’s Name: Anecito M. Dosdos
Mother’s Name: Rocela M. Dosdos
Civil Status: Single

B. EDUCATIONAL BACKGROUND
College: Bachelor of Elementary Education (BEED)
Sibonga Community College
2023- present
Senior High School: Datamex Institute of Computer Technology
Awayan, Carcar City, Cebu
April 2020
 65

Junior High School: Gelacio C Babao Senior Memorial National High

School
Valladolid, Carcar City, Cebu
April 2019
Elementary: Valladolid Elementary School
Valladolid, Carcar City, Cebu
April 2014

A. PERSONAL DATA
Name: Rhealyn Emlarino
Home Address: Mompeller, Argao Cebu
Email Address: ortizrhea13@gmail.com
Contact Number: 09198172798
Date of Birth: June 13, 2002
Age: 21 years’ old
Place of Birth: Vicente Sotto Memorial Medical Hospital
Citizenship: Filipino
Religion: Roman Catholic
Father’s Name: Gaspar P. Ortiz
Mother’s Name: Ester E. Ortiz
Civil Status: Single

B. EDUCATIONAL BACKGROUND
College: Bachelor of Elementary Education (BEED)
Sibonga Community College
2023- present
Senior High School: Teodoro Dela Vega Memorial National High School
Papan, Sibonga, Cebu
April 2020
Junior High School: Teodoro Dela Vega Memorial National High School
 66

Papan, Sibonga, Cebu

April 2019
Elementary: Lengigon Elementary School
Lengigon, Argao, Cebu
April 2014

A. PERSONAL DATA
Name: Princes Mae N. Pangarap
Home Address: Takdog, Carcar City, Cebu
Email Address: princesmaepangarap669@gmail.com
Contact Number: 09777835215
Date of Birth: August 22, 2001
Age: 21 years’ old
Place of Birth: Vicente Sotto Memorial Medical Hospital
Citizenship: Filipino
Religion: Roman Catholic
Father’s Name: Angel U. Pangarap Jr.
Mother’s Name: Judith N. Pangarap
Civil Status: Single

B. EDUCATIONAL BACKGROUND
College: Bachelor of Elementary Education (BEED)
Sibonga Community College
2023- present
Senior High School: Tuyom National High School
Tuyom, Carcar City, Cebu
April 2020
Junior High School: Carcar Central National High School
 67

P. Nellas St. Carcar City, Cebu

April 2019
Elementary: Upland Elementary School
Cogon, Carcar City, Cebu
April 2014
 68

A. PERSONAL DATA
Name: Rosemarie A. Potestas
Home Address: Papan, Sibonga Cebu
Email Address: rosepotestas@gmail.com
Contact Number: 09512388833
Date of Birth: April 27, 2002
Age: 21 years’ old
Place of Birth: Papan, Sibonga, Cebu
Citizenship: Filipino
Religion: Roman Catholic
Father’s Name: Rundy S. Potestas
Mother’s Name: Marites A. Potestas
Civil Status: Single

B. EDUCATIONAL BACKGROUND
College: Bachelor of Elementary Education (BEED)
Sibonga Community College
2023- present
Senior High School: Teodoro Dela Vega Memorial National High School
Papan, Sibonga, Cebu
April 2020
Junior High School: Teodoro Dela Vega Memorial National High School
Papan, Sibonga, Cebu
April 2019
Elementary: Papan Elementary School
Papan, Sibonga, Cebu
April 2014
 69

A. PERSONAL DATA
Name: Leah Q. Taňola
Home Address: Can-aga, Sibonga Cebu
Email Address: leahtanola8@gmail.com
Contact Number: 09123876831
Date of Birth: September 04, 2000
Age: 22 years’ old
Place of Birth: Can-aga, Sibonga, Cebu
Citizenship: Filipino
Religion: Roman Catholic
Father’s Name: Luis R. Taňola
Mother’s Name: Petronila Q. Taňola
Civil Status: Single

B. EDUCATIONAL BACKGROUND
College: Bachelor of Elementary Education (BEED)
Sibonga Community College
2023- present
Senior High School: Colawin National High School
Colawin, Argao, Cebu
April 2020
Junior High School: Colawin National High School
Colawin, Argao, Cebu
April 2019
Elementary: Colawin Elementary School
Colawin, Argao Cebu
April 2014