LEARNING STYLES & ATTITUDES OF STUDENTS

TOWARD MODULAR LEARNING IN MAYOYAO

NATIONAL HIGH SCHOOL

A Research
Presented to the Faculty of Mayoyao National High
School
Balangbang, Mayoyao, Ifugao

In Partial Fulfillment of the Requirement in

Practical Research 1

ALDRIN B. BOOCAN
 JULY 2021

APPROVAL SHEET

This research

LEARNING STYLES & ATTITUDES OF STUDENTS

TOWARD MODULAR LEARNING

Prepared and submitted by ALDRIN B. BOOCAN is

hereby approved as a requirement in the subject,
Practical Research 1
 CHERRY ANN A. LOPNAO
Subject Teacher
ACKNOWLEDGEMENT

The successful completion of this endeavor owes its realization to the

invaluable participation and assistance of numerous individuals, whose
names may not all be explicitly mentioned. Their contributions are sincerely
appreciated and gratefully acknowledged. However, special recognition is
extended to certain individuals whom I would like to express deep
appreciation to:

Joan B. Boocan, my mother, and Ms. Cherry Ann Lopnao, my Practical

Research teacher, for their unwavering support, kindness, patience, and
understanding.

I am also profoundly grateful to all my relatives, friends, classmates, and

others who have been integral to my journey. Your support, both moral and
financial, along with your physical and spiritual presence, has played an
essential role in my accomplishment. Thank you.

Above all, heartfelt gratitude is extended to our Great Almighty, the bestower
of knowledge and wisdom, for His boundless love and guidance. Thank you.
 DEDICATION

This study is dedicated to God, our Almighty creator,

The strong pillar that supports me,
The source of my inspiration, wisdom, knowledge, and understanding.
God, the wellspring of my strength.

To my family, the constant helpers and endless inspirations.

To my teachers, guiding me as mentors, superiors, and colleagues.
To my friends, the boosters who uplift me in times of low spirits.
And to my classmates, especially those who helped correct my grammar.

While I may not mention everyone individually,

I extend my heartfelt thanks to all those who have been part of this journey.
Your presence has made a significant impact, and I am truly grateful.
Thank you all.
 Abstract

This research delves into the challenges posed by the shift to modular
learning at Mayoyao National High School during the pandemic, focusing on
the learning styles and attitudes of Grade 11 HUMMS students. The study,
employing a descriptive qualitative approach, explores the diverse
approaches students employ in modular learning and their corresponding
attitudes. Findings reveal sequential, verbal, and technology-dependent
learning styles, emphasizing the importance of tailored and supportive
approaches. Collaborative learning experiences, time management skills,
and a spectrum of attitudinal responses are crucial aspects. The
recommendations underscore the need for customizable learning paths,
technology integration, and fostering collaborative environments. The study
concludes that recognizing and addressing the intricate relationship
between learning styles, attitudes, and modular learning experiences are key
in optimizing academic outcomes for students. The impact on academic
performance highlights the influence of tailoring instruction, promoting
collaborative learning, emphasizing time management, and fostering a
positive learning environment. Ultimately, the research provides valuable
insights for educators, policymakers, and researchers aiming to enhance
modular learning outcomes in the face of unprecedented educational
challenges.
 CHAPTER I
THE PROBLEM AND ITS BACKGROUND

Introduction
Now a days many students and parents are struggled to the modular
learning on how they were going to teach their children. This pandemic has
a big impact to us as it changed many lives, industry, and many more.
The method that different student’s study is known as their learning
style. The preferred method that a person uses to take in, process,
understand, and remember information is referred to as their learning style.
The four primary modes of learning are kinaesthetic, tactile, auditory, and
visual TopHat, (2019).
Attitudes refers to way, attitude, sentiment, location, etc., about a
person or object; propensity or orientation, particularly mental
unfavorable sentiments; attitudes of the group. An acceptable or expressive
body position or posture can convey a feeling, action, or other emotion.
Examples include a relaxed or menacing attitude according to
Dictionary.com, (2020).
Different pupils have different learning styles and attitudes based on
how well they comprehend, organize, process, and recognize what they have
learned. Because of their unique individual variations, every student has a
varied set of learning tactics and attitudes Hsu, H., & Sung, T. (2023).
A person's approach to learning and how they process knowledge are
largely determined by their learning style (Dikmen et al., 2018; Feldman et
al., 2014). Conversely, an individual's emotional and cognitive reactions to
the learning process are referred to as their attitude towards learning.
There are numerous ways to define, categorize, and identify learning
styles. These are typically broad trends that provide instruction and
learning a direction. Another way to think of learning style is as a collection
of elements, attitudes, and behaviors that help a person learn in a certain
setting. Learning styles have an impact on how teachers instruct, how
students learn, and how the two interact. Every individual is born with
certain predisposition toward specific styles; nevertheless, these biological or
inherited traits are shaped by development, maturity level, culture, and life
events. Because the learner's contributions to the learning process are just
as much a part of the context as the significant aspects of the experience
itself, style can be thought of as a "contextual" variable or construct
(web.cortland.edu).
As a student of Mayoyao National High School (MNHS) we experience
what they called modular learning which the teacher prepares for it and give
bring to the designated area where the students will pick up their modules,
then we answer after that we will bring our answer to the school and other
far barangay was bring in the barangay hall to be collected. Being student,
we feel sad to not enter in the classroom because we do not learn just like
before as we are just only answering it without understanding and we do not
comprehend it. Most of the students I ask about how they feel about the
modular learning then most of them said that they don’t like it, they don’t
understand what they are answering and they do not learn from it.
In light of the challenges posed by the transition to modular learning
at Mayoyao National High School, this research aims to investigate the
learning styles and attitudes of students. Understanding how students
adapt to this new learning format is crucial for informing educational
strategies and improving the overall learning experience. The study seeks to
shed light on the impact of modular learning on student comprehension,
engagement, and satisfaction, ultimately contributing valuable insights to
the ongoing discourse on effective educational practices during
unprecedented times."
Statement of the problem

This study aimed to gather information/data about learning styles

and attitudes of students toward modular learning:
Specifically, it seeks to answer the following:
1. What are the learning styles of students toward modular
learning?
2. What are the attitudes of students toward modular learning?
3. How does students learning styles and attitudes toward
modular learning affects their academic performance?

Paradigm of the study

Input Process Output

- Learning Styles:
- Sequential
Approach
- Verbal and Social
Learning
- Technology-
Dependent Learning
- Collaborative
Learning
- Time
Management
- Attitudes:
- Descriptive - Interview - Concentration
qualitative preparation, and Timing
research on Grade participant preferences
11 HUMSS selection,
students at remote data - Negative
Mayoyao National collection, Emotions (stress,
High School systematic hatred, sickness)
analysis, - Aversion and
- Purposive sample
interpretation Disinterest
of 10 students,
of findings
remote data
- Positive Attitudes
collection through
messenger - Impact on
applications Academic
Significance of the study
This study was significant to the following:
Feedback
Students

- The findings of this study may empower students by providing insights

into their individual learning styles and attitudes toward modular learning.

- Armed with this knowledge, students can actively seek assistance from
teachers and adapt their learning approaches to maximize the benefits of
modular learning.

Teachers

- The results of the study can act as a valuable resource for teachers,
offering a deeper understanding of the diverse learning styles and attitudes
among students in the context of modular learning.

- This understanding may enable teachers to tailor their instructional

methods to better address the needs and preferences of individual students,
fostering a more supportive learning environment.

Researchers
 - For researchers in the field of education, this study contributes to the
growing body of knowledge on the impact of learning styles and attitudes on
student performance in modular learning settings.

- The insights gained may guide future research endeavors and facilitate
the development of effective educational strategies in response to evolving
learning environments.

Educational Institutions

- Educational institutions, including Mayoyao National High School, stand

to benefit from a comprehensive understanding of the dynamics between
learning styles, attitudes, and academic performance in the context of
modular learning.

- The results may inform decision-making processes and guide the

development of policies that enhance the overall educational experience for
both students and teachers.

Publication and Dissemination

- The research outcomes, if deemed publishable, can contribute to the

academic discourse on effective teaching methodologies and student
engagement in the context of modular learning.

- Dissemination of the findings may serve as a resource for educators,

researchers, and policymakers, fostering a broader impact on educational
practices.

Scope and delimitation

This study concentrates on investigating the learning styles and

attitudes of students toward modular learning within the specific context of
Mayoyao National High School (MNHS). The research adopts a descriptive
approach to comprehensively understand and describe the learning
dynamics associated with modular learning.

Focus of the Study

- The primary focus is on exploring the learning styles and attitudes of
students participating in modular learning at MNHS.

- The study aims to identify the diverse approaches students employ in

modular learning and the corresponding attitudes they exhibit towards this
mode of education.

Type of Research

- This research is classified as descriptive, intending to provide a detailed

account of the learning styles and attitudes prevalent among students
engaging in modular learning.

Respondents

- The respondents for this study consist of a carefully selected group of

students from Mayoyao National High School.

- The selection process ensures representation across different grade levels,

gender, and academic performance to capture a comprehensive
understanding of learning dynamics.

Timeframe

- The study was conducted in the month of June 2021, capturing a

snapshot of students' learning styles and attitudes during this specific
period.

Objectives

- The main objectives of the research include determining the various

learning styles exhibited by students and assessing their attitudes towards
modular learning.

- The study aims to explore the impact of learning styles and attitudes on
students' academic performance in the context of modular learning.

Limitations
- The research is limited to a single educational institution, Mayoyao
National High School, and may not be representative of broader educational
contexts.

- The findings are specific to the timeframe of June 2021 and may not
capture potential variations in learning styles and attitudes over an
extended period.

CHAPTER II
REVIEW OF RELATED LITERATURE
The outcomes revealed a consensus regarding the efficacy of the
enacted educational measures to contain the virus, which includes closing
schools across the country and delaying the start of lessons again and the
introduction of other instructional methods. Conversely, parents have faced
a number of difficulties. from the new virtual learning environment;
instruction delivery; inadequate learning results; financial challenges
encountered when employed by the family during a lockdown; difficulties
utilizing and obtaining technology; and individual issues with stress, health,
and learning style Agaton, C. B., & Cueto, L. J. (2021).
Parents, however, argued that because there were so many learning
activities, the time allotted for completing them was insufficient.
Furthermore, some parents stated that they were unable to assist their
children in completing the learning exercises because they were unable to
comprehend certain concepts in the module. The study then suggested that
the learning activities be reviewed and that parents attend seminars to help
them support their kids during their "classes" at home. To enhance the
integration of modular learning in the new normal, an action plan was
created Olivo, M. G. (2021).
The study's findings of Natividad, M. R. A., & Batang, B. L.
(2018). showed that late teenagers favored auditory,kinesthetic, social,
tactile, and visual, although the early adult participants preferred auditory;
gender was a factor infiguring out their learning preferences; that different
courses have different preferences; that different ethnic groups have
different learning patterns groups; that spoken language is the optimal way
for Filipino learners to learn; that grammar is not a subject that is
recommended for study and CLT,preferred, and that employing the six
sensory modes is how pupils learn best, among other things.
Students' attitudes regarding modular remote learning become
dubious in light of the current global crisis. This study examined how
effective self-learning modules (SLMs) are in improving learners'
performance and attitudes as they become an additional learning tool in the
new normal of education. The findings showed a significant relationship
between attitude and performance, but not between the learner's attitude
and performance in regard to their profile. It has been confirmed that
attitude plays a significant role in performance Bacomo et.al. (2022).
Base on the study of Tuckel, (2023), a sizable portion of pupils live in
unsuitable homes for online learning and have spotty internet. Students
almost unanimously favor asynchronous online learning over synchronous
methods. Preferring in-person classes over online courses, students rank
them higher along multiple variables that encompass all aspects of the
classroom experience. The differences that favor in-person instruction are
particularly obvious when it comes to students' capacity to focus in class,
their motivation to study, and their ability to form friendships with their
classmates. Students who choose these alternative instructional modes have
distinct features. Freshmen and sophomores, students under stress, and
students with unsuitable physical environments at home are the
demographics most likely to be more favorable toward in-person instruction.
Crucially, though, most students indicate that they would be tempted to
enroll in additional online courses in the future.

On the other hand, they had better-than-average sentiments

regarding online education. Verbal and logical learning styles varied by
department, while independent learning types varied by gender. The attitude
toward e-learning did not differ based on gender, but it did differ
significantly based on department and place of residence. The attitudes of
preservice teachers regarding e-learning were found to be positively
correlated at a low level with visual-auditory, social, independent, and
logical learning styles Özüdogru, (2022).
The study of Estoque, I. J. A. (2022) discovered that, given the
learners' current learning mode, the reading skills to be learned, and their
learning style at this point, Modular Distance Learning has an impact on
teachers' roles in reading instruction. With this method, parents or
guardians take on the role of direct reading teachers for their children, with
teachers serving as facilitators. As a result, parents or guardians need to
become proficient readers. Effective implementation of reading teaching in
modular distance learning requires cooperation between educators and
parents/guardians. The researcher suggested that educators help parents
learn to read by giving them adequate reading teaching, tools, and
interventions.

VARK Model (Learning Styles)

The Visual, Auditory, Reading/Writing, and Kinesthetic learning styles

are all represented in Neil Fleming's VARK model, which offers a framework
for understanding how people process information. In the context of
modular learning, students' preferences for particular activities, like
searching the internet or asking for help, may indicate alignment with
particular VARK categories. For example, a preference for written resources
may indicate alignment with the Reading/Writing learning style, while
asking for help from peers may indicate alignment with social learning
tendencies.

Social Cognitive Theory (Attitudes)

The Social Cognitive Theory of Albert Bandura highlights how

attitudes and behaviors are impacted by observational learning. It is
possible to investigate how students' views about modular learning are
influenced by the experiences and actions of those around them by looking
at the responses within the context of this theoretical framework. Teachers,
friends, and family members can act as role models for children, affecting
how they view and react to modular learning.

Self-Determination Theory (Attitudes)

Deci and Ryan's Self-Determination Theory emphasizes relatedness,

competence, and autonomy as the main drivers of behavior in people. This
theory can be used to examine students' attitudes in the context of modular
learning. An understanding of students' views regarding modular learning
as a whole may be gained by analyzing the degree to which they feel
competent, in control of their education, and related to others.

Cognitive-Affective Theory of Learning with Media (Learning Styles and

Attitudes)

The connection between cognitive and emotional processes in learning

is highlighted by Richard E. Mayer's Cognitive-emotional Theory of Learning
with Media. A detailed investigation of how students' cognitive activities—
like surfing the internet—align with their affective experiences—like feeling
anxious, content, or preoccupied—during modular learning is made possible
by examining the students' answers within this framework.

CHAPTER III
METHODOLOGY
Research method
This study adopts a descriptive qualitative research method, aiming to
provide a detailed and comprehensive understanding of the learning styles
and attitudes of students toward modular learning in Mayoyao National
High School. Qualitative data collection techniques, such as in-depth
interviews and open-ended surveys, were employed to gather rich and
nuanced insights directly from the participants. The analysis involved the
identification of patterns, themes, and commonalities in the collected data,
offering a qualitative exploration of the diverse learning dynamics in the
context of modular learning. This approach allows for a holistic examination
of the experiences and perspectives of the students, contributing to a more
profound understanding of the phenomena under investigation.
Respondents

The participants in this research comprised students from Grade 11 HUMSS

(Humanities and Social Sciences) at Mayoyao National High School. From
the total of 42 students in the grade, a purposive sample of 10 students was
selected to participate in the study. The selection aimed to ensure
representation across diverse backgrounds and academic performance
levels.

Place of the Study

The research was conducted at Mayoyao National High School, specifically

focusing on Grade 11 HUMSS students. The study took place in Barangay
Balangbang, Mayoyao, Ifugao. This location was chosen due to its
accessibility and the concentration of Grade 11 HUMSS students, providing
a specific context for the investigation into learning styles and attitudes
toward modular learning.

Research instrument and procedure

Given the constraints imposed by the ongoing pandemic, this study

employed a remote data collection approach utilizing mobile technology. The
research instrument primarily consisted of semi-structured interviews
conducted through social media platforms, particularly messenger
applications on cellphones.

Procedure

Preparation of Questions

- The researcher developed a set of interview questions designed to explore

the learning styles and attitudes of Grade 11 HUMSS students toward
modular learning.

Selection of Participants

- A purposive sample of 10 Grade 11 HUMSS students from Mayoyao

National High School was selected to participate in the study.

Remote Data Collection

- Due to the restrictions imposed by the pandemic, interviews were

conducted remotely using messenger applications on cellphones.
Participants were contacted, and informed consent was obtained before
initiating the interviews.

Interview Process

- The researcher conducted semi-structured interviews, allowing flexibility

to explore participant responses in depth. The questions aimed to elicit
insights into learning styles, attitudes, and experiences with modular
learning.

Data Analysis

- Collected data were systematically analyzed by the researcher. Themes,

patterns, and noteworthy responses were identified to derive meaningful
insights.

Interpretation of Results
 - The findings were interpreted in the context of the research objectives,
shedding light on the learning dynamics and attitudes of Grade 11 HUMSS
students in modular learning environments.

Limitations

- While the remote approach facilitated data collection during pandemic

restrictions, it is essential to acknowledge potential limitations such as the
absence of face-to-face interactions and the reliance on self-reporting.
 CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION

Answers/Responds;

1. Learning styles of students

Sequential Approach (Respondents 1, 9, and 10)

Respondent 1

Towards the modular learning, style my style in learning is that I first answer
those easy activities before hard activities. For me, my way of learning is
good and I always do it most of the night.
Respondent 9
I do first the easiest before going to the hard part of my module while eating
my breads
Respondent 10
After answering the easiest I do ask my sister to help me in the hard part of
the module

Respondents 1, 9, and 10 reveal a preference for a sequential approach by

tackling easier activities before the harder ones. This suggests a structured
learning style where prioritization of tasks is essential. It aligns with the idea
of breaking down complex tasks into manageable parts, allowing for a more
organized learning process.
The respondents' preference for a sequential approach, as highlighted in
their tendency to tackle easier activities before harder ones, aligns with
certain studies and theories:
Agaton, C. B., & Cueto, L. J. (2021)
- The acknowledgment of difficulties faced by parents and the suggestion
to review learning activities resonates with the idea of prioritizing tasks and
breaking them down into manageable parts, as seen in the respondents'
sequential approach.
Bacomo et al. (2022)
- The significant relationship between attitude and performance, as
indicated in Bacomo et al.'s study, supports the idea that the structured
learning style demonstrated by the respondents, such as the sequential
approach, can impact their attitudes and, subsequently, their performance.
Tuckel (2023)
- Tuckel's findings on students preferring asynchronous online learning
align with the sequential approach exhibited by the respondents. Sequential
learners may find asynchronous methods more conducive to their
structured learning style.
Özüdogru (2022)
- The variations in verbal and logical learning styles and independent
learning types align with the individualized preferences within the sequential
approach. Different departments and places of residence may influence the
way students structure their learning.
Cognitive-Affective Theory of Learning with Media
- Mayer's theory emphasizes the connection between cognitive and
emotional processes. The respondents' sequential approach may involve a
cognitive strategy of prioritizing tasks, and their emotional experiences
during modular learning could be influenced by the success of this
approach.
Verbal and Social Learning (Respondents 2 and 7)
Respondent 2
My learning style toward modular learning is verbal learning and social
learning.

Respondent 7
My learning style toward in modular learning are searching, self-learning and
other copy the answer of my a.

- Respondent 2 emphasizes verbal and social learning, indicating a

preference for communication and interaction. Respondent 7 also mentions
searching, self-learning, and copying answers, highlighting a blend of
independent and social learning. This aligns with theories that emphasize
the importance of communication and collaboration in the learning process.
The emphasis on verbal and social learning in the interpretation aligns with
several studies and theories:
Agaton, C. B., & Cueto, L. J. (2021)
- The collaborative and social learning styles described by respondents
align with Agaton and Cueto's study, where parents faced challenges in
understanding concepts in the module. The recommendation for parents to
attend seminars resonates with the importance of collaborative learning and
support.
Bacomo et al. (2022)
- The recognition of a significant relationship between attitude and
performance aligns with the emphasis on verbal and social learning styles.
Effective communication and interaction, as highlighted in the
interpretation, correspond with the role of attitude in learners' performance.
Tuckel (2023)
- The preference for in-person classes over online courses, as indicated in
Tuckel's study, aligns with the emphasis on social learning styles. Students'
capacity to focus in class, motivation to study, and forming friendships
resonate with the social aspects highlighted in the interpretation.
Özüdogru (2022)
- The variation in verbal and logical learning styles, along with differences
in independent learning types, aligns with Özüdogru's findings. The positive
correlation between attitudes toward e-learning and social learning styles
corresponds with the emphasis on verbal and social learning in the
interpretation.
Estoque, I. J. A. (2022)
- The collaborative and cooperative aspects of modular distance learning
described in the interpretation align with Estoque's findings about the
impact on teachers' roles and the need for cooperation between educators
and parents/guardians.
VARK Model (Learning Styles)
- The identification of verbal and social learning tendencies in the
interpretation aligns with the VARK model's representation of learning
styles. Seeking help from peers and emphasizing communication
corresponds with the social learning category.
Social Cognitive Theory (Attitudes)
- The acknowledgment of the influence of observational learning and role
models, as highlighted in the interpretation, aligns with the Social Cognitive
Theory. Family members and peers acting as influencers resonate with the
theory's emphasis on observational learning.
Self-Determination Theory (Attitudes)
- The interpretation aligns with the Self-Determination Theory by
emphasizing relatedness and autonomy in learning. Seeking external help,
collaborating, and managing one's own time are indicative of learners feeling
competent and in control of their education.
Cognitive-Affective Theory of Learning with Media
- The recognition of both cognitive and emotional processes in learning, as
highlighted in the interpretation, aligns with Mayer's Cognitive-Affective
Theory. The acknowledgment of both cognitive activities (searching the
internet) and affective experiences during modular learning corresponds
with the theory's emphasis on the interplay between cognitive and emotional
processes.
3. Technology-Dependent Learning (Respondents 3, 4, and 5)
Respondent 3
My learning styles in modular learning are use internet to search, and seek
help from my classmates, relatives, and on their teacher.
Respondent 4
The learning styles are many but this are this is way search online using
google, ask help to other people.
Respondent 5
In this pandemic I am part of students who been affected but this is my styles
in answering my modules search answer on google.

- Respondents 3, 4, and 5 express a reliance on technology, particularly the

internet, for learning. Searching online, seeking help from classmates,
relatives, and teachers, and using Google for answers are indicative of a
tech-dependent learning style. This aligns with modern educational trends
that emphasize the integration of technology in the learning process.
The statement about technology-dependent learning aligns with various
studies and theories in the field of education:
Agaton, C. B., & Cueto, L. J. (2021)
- The reliance on technology, particularly the internet, for learning (as
indicated by Respondents 3, 4, and 5) aligns with the challenges highlighted
in Agaton and Cueto's study. The difficulties faced by parents in utilizing
and obtaining technology resonate with the tech-dependent learning style
observed in the respondents.
Bacomo et al. (2022)
- The acknowledgment of technology's role in learning aligns with Bacomo
et al.'s findings on the significant relationship between attitude and
performance in self-learning modules (SLMs). The respondents' reliance on
online resources and technology for modular learning supports the idea that
technology plays a crucial role in shaping attitudes and academic outcomes.
Tuckel (2023)
- Tuckel's study on students' unsuitable homes for online learning and
spotty internet resonates with the challenges mentioned by Respondents 3,
4, and 5. The preference for asynchronous online learning over synchronous
methods aligns with the tech-dependent learning style, as asynchronous
methods are often more adaptable to varying internet access.
Özüdogru (2022)
- The study's findings regarding attitudes toward e-learning and the
positive correlation with visual-auditory, social, independent, and logical
learning styles align with the tech-dependent learning style observed in the
respondents. The varying attitudes based on department and place of
residence reflect the diverse ways in which students incorporate technology
into their learning.
VARK Model (Learning Styles)
- The tech-dependent learning style aligns with the VARK model, where
preferences for online search activities may indicate alignment with the
Reading/Writing learning style. Seeking help from classmates and relatives
may align with social learning tendencies in the VARK model.
Social Cognitive Theory (Attitudes):
- The respondents' reliance on technology for learning reflects the
influence of observational learning, as per the Social Cognitive Theory. The
experiences and actions of those around them, including teachers, friends,
and family members, impact how students view and adapt to technology-
based learning.
Self-Determination Theory (Attitudes):
- The tech-dependent learning style aligns with the autonomy emphasized
in the Self-Determination Theory. Students' use of technology reflects their
control over the learning process and their competence in navigating a tech-
driven educational environment.
Cognitive-Affective Theory of Learning with Media (Learning Styles and
Attitudes)
 - The acknowledgment of both cognitive and emotional processes in
learning aligns with the tech-dependent learning style. Students' cognitive
activities, such as searching the internet, are intertwined with their affective
experiences during modular learning.
In conclusion, the concept of technology-dependent learning described in
the interpretation aligns with the challenges and trends identified in the
studies and theories mentioned. The respondents' reliance on technology
reflects the broader landscape of education in the digital age, where
technology plays a significant role in shaping attitudes, learning styles, and
academic outcomes.
4. Collaborative Learning (Respondents 6 and 10)
Respondent 6
Honestly, I am very struggle about my modules in answering but because of
the help of my sister and brother I finish my modules.

- Respondent 6, who struggled but succeeded with the help of siblings,

who asks for assistance from a sister in the hard parts, highlight the
importance of collaboration and familial support. Collaborative learning is
evident, emphasizing the role of interpersonal relationships in overcoming
academic challenges.
The description of collaborative learning among respondents, particularly
Respondent 6 aligns with various studies and theories in the field of
education:
Agaton, C. B., & Cueto, L. J. (2021)
- Collaborative learning aligns with the suggested need for parents to
attend seminars and review learning activities. The involvement of siblings
or family members in assisting with modules resonates with the importance
of familial support mentioned in the study.
Bacomo et al. (2022)
- The collaborative learning approach reflects the positive impact of
attitudes on performance. The support from siblings or family members, as
described by respondents, contributes to a positive learning attitude,
supporting Bacomo et al.'s findings on the significant relationship between
attitude and performance.
Tuckel (2023)
- The preference for in-person classes and the recognition of students'
distinct features, such as stress and unsuitable home environments, aligns
with the need for collaborative learning. Collaborative efforts with family
members may mitigate the challenges faced by students in unsuitable home
environments.
Social Cognitive Theory (Attitudes)
- Collaborative learning is in line with Bandura's Social Cognitive Theory,
where observational learning from family members positively influences
attitudes towards modular learning. Siblings acting as role models and
providing support align with the theory's emphasis on social influence.
Self-Determination Theory (Attitudes)
- Collaborative learning demonstrates relatedness and competence, as
suggested by Deci and Ryan's Self-Determination Theory. Students seeking
help from family members and working together with siblings exemplify the
importance of these factors in their attitudes toward learning.
Cognitive-Affective Theory of Learning with Media (Learning Styles and
Attitudes)
- Collaborative learning reflects the connection between cognitive and
emotional processes. Working with siblings or family members involves both
cognitive activities, such as problem-solving, and emotional experiences,
such as the sense of support and accomplishment.
In conlusion, the collaborative learning described by respondents aligns with
the recommendations and findings of various studies and theories. The
emphasis on family support, positive attitudes, and the recognition of
distinct features affecting learning is consistent with the broader
educational research landscape.
Time Management (Respondent 8)
Respondent 8
My learning styles is seeking for help of other and then manage my own time
is answering the per subject modules.

- Respondent 8 mentions seeking help from others whilemanaging their

own time to answer subject modules. This indicates a conscious effort
towards time management, a crucial skill in modular learning. Effectively
managing time can lead to a more organized and productive learning
experience.
Agaton, C. B., & Cueto, L. J. (2021)
- The emphasis on time management by Respondent 8 aligns with the
challenges faced by parents highlighted in Agaton and Cueto's study.
Parents mentioned the insufficient time allotted for numerous learning
activities. The conscious effort towards time management resonates with the
need for a review of learning activities and parent attendance in seminars for
better support.
Bacomo et al. (2022)
- Bacomo et al.'s findings support the alignment as the study confirms
that attitude plays a significant role in performance. Respondent 8's
conscious effort towards time management can be seen as a positive attitude
towards learning, potentially contributing to better performance.
Tuckel (2023)
- Tuckel's study on students preferring asynchronous online learning
indicates the importance of time management, as asynchronous learning
often allows for more flexible schedules. Respondent 8's approach aligns
with this preference, showcasing adaptability to the challenges presented by
the pandemic and online learning.
Özüdogru (2022)
- The correlation between time management and positive attitudes towards
e-learning aligns with Özüdogru's findings. Respondent 8's effort in
managing their own time reflects a positive attitude towards modular
learning, suggesting a potential positive correlation with their learning style.
Estoque, I. J. A. (2022)
- The need for parents to become proficient readers and effectively
implement reading teaching in modular distance learning, as mentioned in
Estoque's study, may require efficient time management. Respondent 8's
approach aligns with the broader theme of parents taking on roles in their
children's education, emphasizing the importance of time management.
VARK Model (Learning Styles)
- Time management can be linked to learning styles within the VARK
model. Respondent 8's emphasis on managing their own time may align with
a preference for a particular learning style, such as a sequential or
organized approach.
Social Cognitive Theory (Attitudes)
- Time management, as demonstrated by Respondent 8, can influence
attitudes towards learning. In the context of Social Cognitive Theory,
observing effective time management practices, either from peers or role
models, may positively impact attitudes and behaviors towards modular
learning.
Self-Determination Theory (Attitudes)
 - Respondent 8's conscious effort towards time management aligns with
the autonomy aspect of Self-Determination Theory. Taking control of one's
time is indicative of autonomy, which contributes to a positive attitude and
motivation towards learning.
Cognitive-Affective Theory of Learning with Media (Learning Styles and
Attitudes)
- Time management can impact both cognitive and affective aspects of
learning. Effectively managing time may reduce stress (affective) and
enhance the cognitive aspects of learning, aligning with the principles of
Mayer's Cognitive-Affective Theory.

2. Attitudes of students

Concentration and Timing

Respondent 1
I do most of the activities every night for me to concentrate on it. I concentrate
most of the time in night.
Respondent 2
My attitude toward modular learning is sometimes I feel well to do those
activities given but there is a time that I feel lazy because off too many
activities.

- Respondent 1 emphasizes the need to concentrate on activities at night,

suggesting a personal preference for nocturnal study sessions.
- Respondent 2 highlights the variable nature of their attitude, expressing
both positive and negative sentiments depending on the workload and
activities.
Aligns with the VARK Model (Learning Styles), Respondent 1's preference for
nocturnal study sessions aligns with the VARK model, showcasing
individual learning style preferences. The VARK model suggests that
individuals may have different preferences for visual, auditory,
reading/writing, and kinesthetic learning.
Negative Emotions
Respondent 3
My attitudes toward modular learning is cursing my modules and I feel stress
when I see it.
Respondent 4
I feel hatred when I see my modules that are not answered.
Respondent 7
I feel sick when I see my module not answered
Respondent 6
I feel like I am lazy when I think about my module.
Respondent 8
I don’t like answering my module because I feel exhausted

- A recurring theme is the experience of stress, hatred, and sickness

associated with seeing unanswered modules (Respondents 3, 4, 7).
- Feeling lazy, especially when thinking about modules (Respondents 2, 6),
and exhaustion during the process of answering (Respondent 8) also emerge
as prevalent negative emotions.
Relevant to Self-Determination Theory (Attitudes), The experiences of stress,
hatred, and sickness (Respondents 3, 4, 7) can be understood in the context
of Self-Determination Theory. Lack of autonomy and competence in dealing
with modules may contribute to negative attitudes. The need for autonomy
is a key aspect of this theory.
Aversion and Disinterest
Respondent 5
I feel sleepy when I see those shit modules.
- Respondent 5 expresses a strong aversion, associating modules with
negative language ("sh*t modules") and reporting a feeling of sleepiness.
- Respondent 8 dislikes answering modules due to exhaustion, suggesting
a potential lack of motivation or interest.
Corresponds with Social Cognitive Theory (Attitudes), Respondent 5's strong
aversion and negative language align with Social Cognitive Theory.
Observational learning from peers, teachers, or family members may
influence students' attitudes toward modular learning.
Positive Attitudes
Respondent 9
I feel happy to answer rather than going school
Respondent 10
I got easily distracted while answering my modules and feel bad for it

- Respondent 9 stands out as having a positive attitude, expressing

happiness in answering modules compared to attending school.
- Respondent 10 acknowledges distraction during module answering but
also feels bad about it, indicating a potential desire for improvement.
Consistent with Self-Determination Theory (Attitudes), Respondent 9's
positive attitude can be interpreted through the lens of Self-Determination
Theory. Feeling happy to answer modules compared to attending school may
suggest a sense of autonomy and relatedness to the learning process.
In line with Cognitive-Affective Theory of Learning with Media, Respondent
10's acknowledgment of being easily distracted during module answering
aligns with the Cognitive-Affective Theory of Learning with Media. This
theory emphasizes the connection between cognitive processes and
emotional experiences during learning. The distraction may be seen as a
cognitive aspect, while feeling bad about it suggests an effective response.
Relevant to VARK Model (Learning Styles), Respondent 10's admission of
distraction could be indicative of a specific learning style or preference.
Understanding and accommodating individual preferences, as emphasized
in the VARK model, can be crucial for optimizing the modular learning
experience.

Diverse Responses
- The responses show a wide spectrum of attitudes, ranging from positive
and motivated to negative and stressful.
- The reasons behind these attitudes appear multifaceted, including
workload, personal preferences, and the perceived difficulty or tediousness
of modules.
- The negative sentiments and stress reported by several respondents
suggest potential challenges or areas of improvement in the design or
implementation of modular learning.
- Understanding individual preferences and providing support for
challenges such as distraction or exhaustion could enhance the overall
experience.

3. How does students learning styles and attitudes toward modular

learning affects their academic performance?
 The analysis of students' learning styles and attitudes towards
modular learning reveals critical insights into potential implications for
academic performance. Students displaying a sequential approach,
prioritizing easier tasks before more challenging ones, suggest a
structured learning style that aligns with the need for well-organized
modular content. Those leaning towards verbal and social learning
emphasize the importance of collaboration and communication,
highlighting the need for diverse learning support. Technology-dependent
learners, relying heavily on the internet, underscore the significance of
ensuring accessible and reliable technology in modular education.
Collaborative learning experiences, especially with family members,
demonstrate the positive impact of interpersonal relationships on
overcoming academic challenges. Additionally, students emphasizing
time management skills underscore the importance of designing modules
with realistic time considerations. Attitudinally, a spectrum of responses
from positive motivation to negative stress underscores the need for
personalized support mechanisms. Recommendations include tailoring
content to diverse learning styles, ensuring reliable technology access,
fostering a collaborative learning environment, promoting time
management skills, and maintaining a continuous feedback loop for
iterative improvement. Ultimately, understanding and addressing the
intricate relationship between learning styles, attitudes, and modular
learning experiences are pivotal in optimizing academic outcomes.

CHAPTER V
Summary, Conclusion, and Recommendation

Summary of findings

The primary objective of this research was to identify learning styles of

students toward modular learning. This research was descriptive qualitative.
The research findings shed light on diverse learning styles and attitudes
among students engaged in modular learning. A significant number of
respondents, including 1, 9, and 10, exhibit a sequential learning approach,
prioritizing easier tasks before tackling more challenging ones. This aligns
with existing studies and theories emphasizing the benefits of breaking
down complex tasks for organized learning. Respondents 2 and 7 highlight a
preference for verbal and social learning, emphasizing communication and
collaboration, supported by various studies, including those of Agaton,
Cueto, Bacomo, Tuckel, and Özüdogru.
Technology dependence emerges as a prominent theme among
respondents 3, 4, and 5, who rely heavily on the internet for searches and
assistance. This tech-dependent learning style aligns with broader
educational trends, as corroborated by Agaton, Bacomo, Tuckel, Özüdogru,
and the VARK model. Collaborative learning, as exemplified by Respondent 6
with support from siblings, resonates with studies by Agaton, Bacomo,
Tuckel, and aligns with theories such as Social Cognitive Theory and Self-
Determination Theory, emphasizing the positive impact of interpersonal
relationships on attitudes and performance.
Additionally, time management emerges as a crucial factor, with
Respondent 8 explicitly expressing a conscious effort to seek help while
managing their own time. This aligns with the challenges faced by parents,
as highlighted in Agaton and Cueto's study, and is consistent with the
emphasis on time management in Tuckel's findings. Respondent 8's
approach also aligns with the broader context of parents taking on roles in
children's education, as indicated by Estoque's study. The emphasis on time
management correlates with positive attitudes and effective learning styles,
supporting theories like Self-Determination Theory and Cognitive-Affective
Theory of Learning with Media.

The findings related to students' attitudes and concentration/timing in

modular learning reveal a spectrum of emotional experiences and
preferences. Respondent 1's emphasis on concentrating during nocturnal
study sessions aligns with the VARK Model, indicating individual learning
style preferences. Conversely, negative emotions are prevalent among several
respondents, with stress, hatred, and sickness associated with unanswered
modules. These negative sentiments resonate with the principles of Self-
Determination Theory, suggesting a potential lack of autonomy and
competence in dealing with modules. Additionally, aversion and disinterest
are evident, as seen in Respondent 5's strong aversion and sleepiness linked
to module viewing. Social Cognitive Theory explains how observational
learning from peers or family members can influence attitudes, contributing
to aversion. On a positive note, Respondent 9 displays a happy attitude
towards answering modules, consistent with the autonomy and relatedness
aspects of Self-Determination Theory. Respondent 10's acknowledgment of
distraction aligns with the Cognitive-Affective Theory of Learning with
Media, emphasizing the interplay between cognitive processes and emotional
experiences. Overall, understanding and accommodating diverse attitudes
and learning styles are crucial for optimizing the modular learning
experience.

The research on students' learning styles and attitudes towards modular

learning provides crucial insights into the potential impact on academic
performance. The identified learning styles, including a sequential approach,
verbal and social learning preferences, and technology-dependent
tendencies, highlight the diverse ways students engage with modular
content. Collaborative learning experiences, particularly with family
members, emerge as positive contributors to overcoming academic
challenges. The emphasis on time management skills underscores the
importance of designing modules with realistic time considerations.
Attitudinally, the wide spectrum of responses, ranging from positive
motivation to negative stress, emphasizes the need for personalized support
mechanisms. The recommendations, encompassing tailoring content to
diverse learning styles, ensuring reliable technology access, fostering
collaboration, promoting time management skills, and maintaining a
feedback loop, provide actionable strategies for enhancing modular learning
experiences. Ultimately, recognizing and addressing the intricate
relationship between learning styles, attitudes, and modular learning
experiences are key in optimizing academic outcomes for students.

Conclusion
The focus of this study is learning styles and attitudes of students
toward modular learning. In this research descriptive qualitative was
applied. The respondents of this research are the selected students of grade
11 HUMMS of Mayoyao National High School (MNHS).
In conclusion, the research findings provide valuable insights into the
diverse learning styles and attitudes of students engaged in modular
learning. The prevalence of a sequential learning approach, as observed in
respondents 1, 9, and 10, highlights the importance of task prioritization
and structured learning for effective engagement with modular content. The
preference for verbal and social learning, exemplified by respondents 2 and
7, underscores the significance of communication and collaboration in the
modular learning process, aligning with established studies and
theories.Moreover, the emergence of technology dependence among
respondents 3, 4, and 5 reflects the growing role of the internet in modern
education. This aligns with broader educational trends and emphasizes the
need for accessible and reliable technology in modular learning.
Collaborative learning experiences, particularly those involving family
support, as seen in Respondent 6, resonate with theories like Social
Cognitive Theory and Self-Determination Theory, highlighting the positive
impact of interpersonal relationships on attitudes and academic
performance.
The research also underscores the critical role of time management,
as evidenced by Respondent 8's conscious effort to seek help while
managing their own time. This aligns with challenges faced by parents,
emphasizing the importance of efficient time allocation in modular learning.
The emphasis on time management correlates with positive attitudes and
effective learning styles, supporting theories such as Self-Determination
Theory and Cognitive-Affective Theory of Learning with Media.
In light of these findings, it becomes clear that a tailored and
supportive approach, accounting for diverse learning styles and attitudes, is
essential for optimizing the modular learning experience. The
recommendations derived from the research provide practical strategies for
educators and policymakers to enhance modular learning outcomes,
ensuring a more inclusive and effective educational environment for
students.

In conclusion, the research on students' attitudes and

concentration/timing in modular learning provides valuable insights into
the multifaceted nature of their experiences. The varied preferences for
study timings, such as Respondent 1's nocturnal concentration, highlight
the importance of recognizing individual learning style preferences, aligning
with the principles of the VARK Model. However, the prevalence of negative
emotions, including stress and aversion, suggests potential challenges in the
modular learning environment. These negative sentiments resonate with the
tenets of Self-Determination Theory, pointing towards the need for fostering
autonomy and competence in dealing with modules. The aversion and
disinterest observed in some respondents, as explained by Social Cognitive
Theory, underscore the influence of observational learning on attitudes. On
a positive note, the presence of a happy attitude in Respondent 9 aligns with
the autonomy and relatedness aspects of Self-Determination Theory,
emphasizing the potential for positive experiences in modular learning. The
acknowledgment of distractions by Respondent 10 corresponds with the
Cognitive-Affective Theory of Learning with Media, emphasizing the interplay
between cognitive processes and emotional experiences. In summary,
recognizing and accommodating diverse attitudes and learning styles are
pivotal for optimizing the modular learning experience and fostering positive
academic outcomes.
The research reveals the intricate connection between students' learning
styles, attitudes, and the effectiveness of modular learning. Recognizing
diverse styles such as sequential, verbal, and technology-dependent,
emphasizes the importance of tailoring education to individual preferences.
Collaborative learning, especially within families, proves beneficial for
academic success. The significance of time management skills is highlighted
for effective engagement with modular content. The varying attitudinal
responses underscore the need for personalized support. Recommendations
provide practical strategies for educators to optimize modular learning,
acknowledging the multifaceted nature of student preferences. Ultimately,
understanding and addressing the complex relationship between learning
styles, attitudes, and modular learning experiences are crucial for
maximizing academic outcomes and fostering a positive educational
environment.
Recommendation
The researcher makes the following recommendations for learning styles
and attitudes of students toward modular learning;

1. Learning Styles
1. Customized Learning Paths
- Implement a modular learning framework that allows for flexibility,
enabling students to prioritize tasks based on their preferred sequential or
non-sequential approach. Customizable learning paths can accommodate
individual learning styles and enhance engagement.
2. Technology Integration and Accessibility
- Recognize the growing role of technology, especially the internet, in
education. Ensure accessible and reliable technology for all students to
support technology-dependent learning styles. Implement platforms and
resources that align with the preferences and needs of tech-dependent
learners.
3. Promote Collaborative Learning Environments
- Encourage collaborative learning experiences within families and
communities. Develop initiatives that involve family support in modular
learning, aligning with the positive impact of interpersonal relationships on
attitudes and academic performance.
4. Effective Communication Strategies
 - Recognize the importance of verbal and social learning preferences.
Implement communication strategies within modular content, such as
discussion forums or virtual collaborations, to enhance collaborative
learning and engagement.
5. Time Management Skill Development
- Integrate time management skill development into modular learning
programs. Provide resources and guidance to help students effectively
manage their time, aligning with positive attitudes and efficient learning
styles.
6. Continuous Feedback Mechanisms
- Establish regular feedback mechanisms to understand evolving student
preferences and challenges. Use this feedback to iteratively adjust modular
content, ensuring ongoing alignment with diverse learning styles and
attitudes.
7. Professional Development for Educators
- Provide professional development opportunities for educators to enhance
their understanding of diverse learning styles and attitudes. Equip them
with strategies to tailor their instructional approaches and support students
more effectively in the modular learning environment.

2. Attitudes
1. Individualized Study Timings
- Recognize and accommodate diverse study timing preferences, such as
nocturnal concentration, to align with individual learning styles.
- Implement flexible schedules or asynchronous learning options to cater
to students with varied concentration patterns.
2. Addressing Negative Emotions
- Develop strategies to address and mitigate negative emotions, especially
stress and aversion, commonly reported by respondents.
- Introduce stress management workshops or resources within the
modular learning environment to support students in coping with
challenges.
3. Fostering Autonomy and Competence
- Apply principles from Self-Determination Theory to foster autonomy and
competence in students dealing with modular content.
- Provide guidance and resources that empower students to take control of
their learning journey, promoting a sense of competence and autonomy.
4. Observational Learning Support
- Acknowledge the influence of observational learning on attitudes, as
indicated by aversion and disinterest in some respondents.
- Implement positive role models, success stories, or testimonials within
the modular learning platform to inspire a more positive attitude.
5. Promoting Positive Experiences
- Emphasize the positive experiences highlighted by Respondent 9, who
expressed a happy attitude.
- Encourage a supportive and inclusive learning environment that fosters
autonomy and relatedness, contributing to positive experiences for all
students.

6. Cognitive and Emotional Support

- Recognize the interplay between cognitive processes and emotional
experiences, as suggested by Cognitive-Affective Theory of Learning with
Media.
- Provide resources or tools that address distractions and enhance
cognitive focus during modular learning activities.

3. Students Learning Styles and Attitudes Toward Modular Learning

Affects Their Academic Performance
1. Tailoring Instruction:
- Acknowledge and accommodate diverse learning styles, including
sequential, verbal, and technology-dependent preferences.
- Design modular content that allows flexibility for individualized learning
approaches.
2. Promoting Collaborative Learning
- Encourage collaborative learning experiences, particularly within family
contexts.
- Implement group activities and discussions to foster a sense of shared
learning and support.
3. Emphasizing Time Management Skills
- Integrate time management strategies into modular learning resources.
- Provide guidance and resources to help students develop effective time
management habits.
4. Personalized Support Mechanisms
- Recognize the varying attitudinal responses of students towards modular
learning.
- Establish personalized support mechanisms, such as counseling services
or mentorship programs, to address individual needs.
5. Professional Development for Educators
- Provide training and professional development opportunities for
educators to enhance their understanding of diverse learning styles and
effective instructional strategies in modular settings.
6. Iterative Feedback Loop
- Establish a continuous feedback loop to gather insights from students
about their experiences with modular learning.
- Use feedback to refine and adapt modular content to better align with
student preferences and needs.

7. Technological Integration
- Ensure reliable and equitable access to technology for all students.
- Integrate technology-enhanced learning resources to cater to the
preferences of technology-dependent learners.
8. Fostering a Positive Learning Environment
- Create a positive and inclusive educational environment that recognizes
the unique qualities of each student.
- Promote a culture of mutual respect and understanding among students
and educators.
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