The Experiences of The Lebakeño Grade XI Students On Learning Mathematics in The Modular Approach: Basis For Learning Framework

THE EXPERIENCES OF THE LEBAKEÑO GRADE XI
STUDENTS ON LEARNING MATHEMATICS

IN THE MODULAR APPROACH: BASIS
FOR LEARNING FRAMEWORK
PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL
Volume: 17
Issue 3
Pages: 264-296
Document ID: 2024PEMJ1562
DOI: 10.5281/zenodo.10681767
Manuscript Accepted: 01-17-2024
Psych Educ, 2024, 17(3): 264-296, Document ID:2024PEMJ1562, doi:10.5281/zenodo.10681767, ISSN 2822-4353
Research Article
The Experiences of the Lebakeño Grade XI Students on Learning Mathematics in the

Modular Approach: Basis for Learning Framework
Rashmia S. Baraguir,* Jun Yang Badie
For affiliations and correspondence, see the last page.
Abstract
Face to face learning engagement of students and teachers within the school has been suspended due to COVID-19
pandemic. This results to adoption of the modular learning to ensure the continuity of education. This study aimed to
describe the experiences of the Grade 11 students on learning Mathematics in the modular approach among the five
selected schools in Lebak, Sultan Kudarat during the school year 2022-2023. These experiences were identified
through a descriptive study utilizing focus group discussion to five participants and surveys to the 345 respondents in
the selected schools through purposeful sampling. The findings indicate that students spent most of their time in
answering the module, experienced flexible learning, engaged themselves in the different activities provided, and they
learned on their own. Nevertheless, challenges still emerged despite these desirable experiences. It was revealed that
students choose not to submit the tasks on time because of the overloaded learning tasks provided, they do not set
priorities, there are lots of distractions while doing the tasks, and most of them rely on the answer keys provided on
the module. However, students utilized different coping strategies to handle challenges on answering the mathematical
tasks on the modules. Students utilized religious coping, meaning-making, allowing themselves to play out at their
best, both adjustment and considerations, and asking for assistance also helped them to cope with the difficulty in
learning Mathematics. Besides, this study proposed a learning framework in Mathematics in the modular approach.
The adoption of such framework has enormous implications, not only understanding the nature and quality of the
modular learning achievements, but also of exposition of gaps that need to bridge in future modular learning research
and practice.
Keywords: learning mathematics, learning framework, descriptive study, modular approach,
lebakeño grade 11 students
Introduction
Learning amidst pandemic is an issue to be addressed in the educational system. Though modular learning has been slowly being a part
of the medium of instruction in Philippine education, challenges have been evident in the use of it especially in Mathematics courses
(Anzaldo, 2021).
Considering the traditional way of learning Mathematics, it is one of the subjects that students wish to avoid. It is often pointed to as
challenging and boring despite its importance in daily life. Such observation is due to the negative attitude towards learning
Mathematics (Wasike, Michael, & Joseph, 2013). The results from the findings indicated in the study of Abdullahi et. al. (2020) in
Nigerian Secondary schools that the students have encountered difficulty in solving Mathematics questions during online classes due
to lack of time and understanding. In addition, Mathematics required students to be proficient in following and understanding the
entire future. It also helps students to be able to think creatively, logically, and critically (Happy & Listyani, 2011).
Moreover, Devlin (2000) believes that learning Mathematics comprises of four faces: 1) Mathematics is a way to improve thinking and
problem-solving; 2) Mathematics as a way of knowing; 3) Mathematics is a way to improve creative medium; and 4) Mathematics is
applications. Due to the fact that Mathematics is very important in our life, learning mathematics in basic education is just as important
as any other subject.
The shift in the paradigm of learning due to the ongoing pandemic has posed a lot of challenges to the education sector. One of the
sectors directly affected by the COVID-19 pandemic is education. Since schools and classrooms are among the congested places and
most of the students are minors who are considered vulnerable, schools were required to close all over the world. As a result, schools
have shifted from face-to-face instruction to a distance learning modality.
The delivery modalities such as modular distance learning, online distance learning, and blended distance learning are amongst the
alternative learning modalities implemented in some schools. However, most students prefer modular distance learning as their option
(Malipot, 2020). Malipot added that based on the partial results of the Learner Enrolment and Survey Forms (LESFs) distributed during
the enrolment period, it showed that 7.2 million enrollees prefer to use modular distance learning, TV & Radio based instruction, and
other modalities while only 2 million enrollees prefer online for the school year 2020-2021.
Meanwhile, learning from communities with no access to the internet, no gadgets and no resources could make schooling difficult
amidst this global pandemic (Hundred, 2021). According to the report of Akamai (2017), the Philippines has the slowest internet
connectivity in Asia. Like the case of Lebak, Sultan Kudarat which is marked with hilly and mountainous ranges, it has problems with
internet connection. For this reason, the nine (9) secondary schools in this municipality adapted the modular learning modality as an
Baraguir & Badie 264/296

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alternative to deliver quality education to students despite and inspite of this situation.
Thus, as a Mathematics teacher, the researcher focused on the phenomenon which is the learning of Mathematics in the modular
approach among the Grade 11 students in Lebak, Sultan Kudarat. It is the first time for Mathematics learners to be engaged in modular
learning officially. Besides, this study proposed a learning framework in Mathematics in the modular approach among Lebakeño
students.
Research Questions
This study described the experiences of the Lebakeño Grade 11 students on learning Mathematics in the modular approach as basis in
the formulation of a learning framework. Specifically, it answered the following research questions:
1. How may the positive experiences of the Grade 11 students on learning Mathematics in the modular approach be described?
2. How may the negative experiences of the Grade 11 students on learning Mathematics in the modular approach be described?
3. What are the coping strategies of the Grade 11 students on learning Mathematics in the modular approach?
4. Based on the findings of the study, what learning framework could be proposed for learning Mathematics in the modular approach?
Methodology
This section describes the research design, place of study, sources of data, instruments, selection criteria for the inclusion of the
participants, data gathering procedure, data analysis, and ethical considerations
Research Design
The purpose of this study is to describe the experiences of the Grade 11 students from the selected schools in Lebak, Sultan Kudarat
on learning Mathematics in the modular approach as basis in the formulation of a learning frameworrk using descriptive design. In this
design, it utilized focus group discussion and survey as its methods.
In the focus group discussion, the researcher used focus group discussion interview guide consisting of one (1) representative each
school that added depth and meaning to this study. Personal experiences of the participants provided insight that are not necessarily
evident to researcher.
During the survey, the researcher used survey questionnaire from the different Senior High Schools of Lebak, Sultan Kudarat to
quantify the positive and negative experiences and the coping strategies of the Grade 11 students on learning Mathematics in the
modular approach.
Figure 2. Research Paradigm

Participants
Based on 2, 500 total population of Grade 11 students in Lebak, Sultan Kudarat, and using the Slovin’s formula with the margin of
error of 5%, 345 Grade 11 students from five selected Senior High Schools were identified to participate in the study. Twenty percent
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(20%) of the total respondents were chosen from each school, so each school has 69 participants, and of these, one (1) from each school
was selected to participate the focus group discussion interview.
For the focus group discussion interview participants, purposeful sampling was selected as the sampling method while for the survey
respondents, the researcher determined the twenty percent (20%) of the total sample of the study.
In the process of sampling selection, the researcher applied criterion sampling, a specific type of purposeful sampling, to select the
subjects for this study. In doing so, criterion sampling involves the selection of subjects who met the predetermined criterion of
importance predetermined by the researcher. In this study, the applied criterion in the selection of Grade 11 students from the selected
Senior High Schools in Lebak, Sultan Kudarat.
The researcher used the inclusion criteria in selecting the participants for this study. The following are the inclusion for the participants
of the study.
1. She or he must be recommended by the school administrators as Grade 11 student in Mathematics.
2. She or he must be of good moral character, and at least (1) one-year residency in the school.
3. She or he adopts the modular learning modality brought by new normal.
4. She or he is always efficient in getting and submitting the module.
5. Each student-participant must have the individual qualification that is needed for the in-depth interview. Here are the following
different qualifications:
a. One (1) student must be taking up one of the following strands: Humanities and Social Sciences (HUMSS), Science, Technology,
Engineering and Mathematics (STEM), Accountancy and Business Management (ABM), Technical-Vocational Livelihood (TVL).
Failure to meet all criteria would constitute exclusion from this study. Following the approval of the Sultan Kudarat Division
Superintendent and written support from different principals of the five (5) Senior High Schools in Lebak, Sultan Kudarat data
collection began.
Instruments
The research instruments were the FGD interview guide and survey questionnaire which are a set of research tools and protocols that
served as a guideline for data collection. The instruments were researcher-made and underwent validation and checking. The validators
and the reviewers of the instruments were a Doctor of Philosophy, Doctor of Education, and a Doctor in Mathematics; respectively.
The following instruments are developed to collect data for this study:
a. Focus Group Discussion interview protocol with open-ended questions
b. A survey that contains both 5-point Likert scales
Each category of the focus group discussion guide and survey is linked to specific research question.
The focus group discussion guide was composed of four open-ended questions focusing on the experiences of the Grade 11 students
on learning Mathematics in the modular approach. The estimated time used in the FGD interview was three hours. This is anchored
with the SOP of the study.
The items of the survey were divided into three main categories:
1. Background information
2. Experiences of the students on learning Mathematics in the modular approach
3. Coping strategies of the students in learning Mathematics
Likewise, survey questionnaire was used in this study. The estimated time for completion of all survey questionnaires was forty-five
to sixty minutes. All survey questionnaires were written in English.
Survey is one of the most important forms of measurement in research. One of the benefits of survey is its flexibility because it may
deal with different types of data. In this study, a survey was elaborated using both 5-point Likert scales.
A Likert Scale asks respondents to respond to a series of statements based on a limited range of possible answers. In Likert Scale,
respondents were asked to rate each of their responses on a 1 to 5 scale, in which 1 = Not experienced, 2 = Rarely experienced, 3 =
Sometimes experienced, 4 = Often experienced, and 5 = Always experienced.
Table 1. Rating Scales on Survey Questionnaire
Mean Range Interpretation
1.00-1.80 Not experienced
1.81-2.60 Rarely experienced
2.61-3.40 Sometimes experienced
3.41-4.20 Often experienced
4.21-5.00 Always experienced

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The questions formulations were based on the literature of the different studies conducted prior to this study, and some were from the
pre-surveyed experiences of the students in Lebak, Sultan Kudarat. Questions were validated by the experts in the field that the needed
data would be elicited. It was then administered to selected students from participating schools of the research.
Procedure
The data collection procedure for this study was designed to use data collected through focus group discussion and survey questionnaire
on the selected Grade 11 students from Lebak, Sultan Kudarat on learning Mathematics in the modular approach.
The data collected in five selected Senior High Schools in Lebak, Sultan Kudarat from June 2022 to November 2022 of the School
Year 2022-2023.
The researcher obtained written informed consent for each participant, confidentiality agreements, travel reimbursement information,
and an advanced copy of the focus group discussion interview protocol prior to the focus group discussion. Moreover, the researcher
personally contacted (via a phone call and/or email) each representative of the school to participate in the FGD interview and to check
their availability on the schedule of the focus group discussion. The researcher informed prospective participants of the purpose of the
study, that their participation would be important and valuable, and why they were selected. In addition, prospective participants were
informed that the results of the study would be shared with them.
In conducting the focus group discussion, it sought to encourage group discussion and identify a range of perspectives that can be
useful in describing the complex subjects such as the experiences of the selected students. The goal of focus group discussion was to
achieve consensus among key individual and their experiences on learning Mathematics in the modular approach. Participants spoke
openly and interacted comfortably with each other and the moderator. Responses were drawn from their personal experience and
spontaneous interaction from the group. The sharing of personal experiences and spontaneous interaction is a particular advantage of
the focus group method.
At the beginning of the focus group discussion, the researcher welcomed the participants, informed them of the general purpose and
topics to be discussed, and the general guidelines the discussion would follow. The researcher allowed a warm-up period to set the tone
and put participants at ease. Then the researcher clarified the meaning of the terms used as part of the focus group discussion interview.
The bulk of the focus group discussion consisted of questions from the FGD interview guide protocol. Responses to focus group
interview questions were used to cluster the ideas that emerged from the answers and to identify existing patterns across responses
from the students.
The focus group was conducted at Multimedia office in Notre Dame of Salaman College, Inc., Lebak, Sultan Kudarat. Although all
participants are coming from different schools, they met during the focus group discussion and for the purpose of this study, the
participants were cordial and appeared comfortable with each other. The room was private with sufficient space and lighting. Chairs
were arranged in a circular fashion around a conference table to invite discussion. The focus group discussion consisted of five
participants (n=5) and were convened for approximately 3 hours. This number of participants and length of time allowed each
participant ample time to speak and exchange information. Participants presented their points of view and respectfully observed other
points of view. Supporting comments were made and consensus of information was reached. In order to fully capture the experience
of the participant accurately, it was necessary for the researcher to repeat the participants’ own words as a form of follow-up and to
gain clarification. Probing was used as needed during time of no response and/or prolonged silence of greater than five seconds. The
focus group discussion allowed for a wide range of ideas to be discussed that ultimately lead to group consensus of ideas.
The researcher audio-taped the focus group discussion for later transcription using a cellphone. The researcher tested the voice recorder
equipment in advance to avoid glare. The researcher started the recordings before the participants arrived and did not stop the recordings
until after the participants left. As such, the researcher informed the participants prior to attending that they would be audio-taped from
the moment they entered the room until they leave. The researcher placed the audio recorder on the table in front of the interviewer,
very close to the participants, and conducted sound checks prior to the start of the focus group. There are extra batteries in case they
will need it. The researcher took all efforts to control ambient noise such as closing windows and doors, adjusting the air conditioning
equipment, etc.
Towards the end of FGD, the researcher closed with an added request for confidentiality of information, answered any remaining
questions, and expressed thanks for the participants’ participation. Following the interview, all the audio-recordings were uploaded to
a secure Google Drive to which only the researcher has permanent access.
On the other hand, for the survey, the researcher randomly selected 69 participants in each school with a total of 345 Grade 11 students
in the selected Senior High Schools in Lebak. The researcher sought permission from the administration of the institution then asked
approval from the Schools Division Superintendent. When the SDS approved, the researcher forwarded the letter to the school head
of the school and asked for a convenient schedule to conduct the study. The researcher requested for endorsement to the selected year
level to take the survey as part of the process. Every school has its own approval process. The researcher kept detailed records in an
excel spreadsheet indicating contact with the Schools Division Superintendent (SDS) and a folder containing written permission from

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each school.
Using a 5-point Likert scales format, Grade 11 students responded to sixty-five questions focusing on the positive and negative
experiences and the coping strategies on learning Mathematics in the modular approach. The survey was designed for participants to
take between forty-five to sixty minutes, and surveying occurred only once for each participant.
Ethical Considerations
Before the beginning of data gathering, the selected schools that participated in this study gave permission to the researcher. This
permission officially allowed the research to conduct the study in five Senior High Schools in Lebak, Sultan Kudarat.
This study involved only selected Grade 11 students from five different Senior High Schools in Lebak, Sultan Kudarat who agreed to
participate by signing the informed consent document after receiving a letter of invitation. Honesty of information, results, and
confidentially were maintained throughout the course of this study. Total anonymity of participants and school sites were protected by
using of coding and pseudonyms in the collection and maintenance of the records. The participants were told that their names will not
be used in the research report. Participants’ identities were kept confidential to protect them from harm or punitive action.
The data gathered were used in the development of the learning framework in learning Mathematics in the new normal in Lebak,
Sultan Kudarat.
Results and Discussion
This section presents the results and discussion of the focus group discussion and survey among the Grade 11 students from selected
schools in Lebak, Sultan Kudarat on learning Mathematics in the modular approach. The findings are presented through tabular
presentations.
The purpose of this study was to describe the experiences of the Grade 11 students on learning Mathematics.
This section also discusses the positive experiences of the selected students on learning Mathematics as described by focus group
discussion and survey results. Moreover, this tackled the negative experiences of the students on learning Mathematics and the coping
strategies of the students when experiencing challenges on learning Mathematics in the modular approach.
For the presentation of focus group discussion data, clustered responses were presented. Participants quotes were used selectively to
add depth and clarity to the description of each cluster.
For the presentation of survey data, the findings were presented using table and mean value was determined.
1. Positive Experiences of the Selected Students on Learning Mathematics in the Modular Approach
The table shows the positive experiences of the students on learning Mathematics using modular delivery mode. This describes how
the students allocate their time, how the content and organization, instructional support and assessment on the module help them learn
better in Mathematics amidst pandemic.
Table 2. Overall Positive Experiences of the Selected Students on Learning Mathematics
Time Allocation Instructional Support
Participants experienced the
Participants do the following Respondents sometimes following from their teachers: Respondents often experienced the
on allocating time on the experienced the following indicator
• providing supplemental
module: indicators: learning resources • provided interventions help them
• managing time • spending a lot of time learn better
• sending online links
• creating to-do list answering the activities moreover, respondents sometimes
activities in the module • creating chat groups for experienced the following:
announcements and queries
• prioritizing some parts of • managing their time on • receiving sets of programme-
related to Mathematics
the modules reading lectures specific resources (books,
• providing contact numbers, fb
• giving more focus on • making time schedule and messenger accounts
worksheets, module)
Mathematics • working on their • developing themselves to be
• setting appointment for face-
• giving more time on preferred time to-face discussion
motivated to scan the notes with
or without supervision
Mathematics tasks • using much of their time • learning on their own
• allocating sufficient time doing research • satisfied with the support
to focus and study more • sending guidelines provided by the teachers
• choosing time preference • conducting face-to-face • obtaining guidance from their
discussion teachers
Content and Organization Assessment

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Participants were:
Participants experienced the Respondents sometimes • enjoying the challenging Respondents often experienced that
following: experienced the following activities • the teacher uses a
indicators:
• credible information • gaining stock knowledge friendly/personal tone in giving
• learning to understand feedbacks
provided
the ideas • receiving positive and
• well-defined content negative feedbacks
• sufficient mathematical Moreover, respondents sometimes
• procedural explanations and • providing real-time feedback experienced the following:
• variety of techniques procedures provided for improvement • developing critical thinking skills
provided • working on the lessons • conducting limited face-to- • teacher’s feedback explains the
• understandable because on their own pace face class mark they received
of the clarity of the • discover new techniques • providing enough time to • receiving detailed comments,
information in solving recheck the answers written and oral
• providing word puzzles • enjoying solving practice • providing enough time to • creating self-checklist for them to
that enlighten the minds tasks review the tasks monitor the progress
• engaging on their part
Moreover, the results of the focus group discussions and surveys on time allocation, content and organization, instructional support,
and assessment as described on the table were discussed separately in this section.
1.1 Positive Experience on Time Allocation
Table 3. Clustered Responses on Positive Experience on Time Allocation
Significant Statements Meaning Concept
…Ang pagmamanage ng time ang isa sa natutunan ko sa modular learning in Modular learning teaches the Managing time
Mathematics… gumagawa ako ng to-do list activities para mahati-hati ko ang students in managing time.
oras… at maiwasan ang conflicts sa ibang subjects. (Student 4)
…Ang paghati-hati ko ng oras sa pagsagot ng module sa Mathematics na subject In managing time, students create Creating to-do-list
ay inuuna ko muna ang part ng module na What’s In, What’s New para easy na to-do-list activities. activities
lang ang pagsagot sa ibang parts ng module. (Student 1) The distribution of time a student
made was doing first the what’s
…i-make sure ko muna na tapos na ang ibang subject para makafocus sa pag in, what’s new on the module.
answer ng Mathematics. (Student 4)
Prioritizing some
…mas inuuna ko yung mga subject na madadali tapos yung Mathematics bigyan parts of the module
ko sya ng time na mas mahaba pa para maintindihan ko yung mga question tsaka Making sure that the other
masagutan ko sya nang maayos. (Student 3) subjects were done to focus on Giving more focus on
Mathematics Mathematics
…modular learning is helpful kasi mahaba ang allotted time… makapagstudy at
makapagfocus kami kasi ang time is not limited. (Student 1) Doing first the easy subjects then
giving more time on doing
Makapagchoose ka talaga ng oras sa pag answer ng Mathematics. (Student 2) Mathematics tasks. Giving more time on
Mathematics tasks
…maliban sa makapagchoose ka ng time, mas napag iisipan mo pa ang answer
at mas natututo ka at mareview mo pa ulit ang answer. (Student 3) Allotted time on the module gave Allocating sufficient
them enough time to study and time to focus and
…makakafocus ka kasi nasasayo ang time, nasasayo kung paano mo sya i- focus more. study more
manage at kung paano ka makipag interact sa classmates … nagkakaroon kayo
ng interaction between you and your classmates … (Student 5)
Choosing time
Can choose time to answer in preference
Mathematics
Choosing time
Aside from choosing the time, preference in
students can think more and interacting with the
review the answers classmates
Students can focus more, can

choose the time, and can interact
with their classmates.
The participants revealed that in allocating their time on the module, usually students create to-do list activities to make sure that the
distribution of time is equal. This is supported by the verbatim statement of one of the participants:

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“Ang pagmamanage ng time ang isa sa natutunan ko sa modular learning in Mathematics. Usually sa pagsagot ko ng module,
gumagawa ako ng to-do list activities para mahati-hati ko ang oras sa ganitong subject at maiwasan ang conflicts sa ibang subjects.”
– Student 4
This means that effective time management allows them to complete more in less time, because their attention is focused and they are
not wasting on distractions.
Furthermore, modular learning in Mathematics teaches individual on determining the importance of each task. They need to prioritize
tasks accordingly.
According to Student 4:
“Sa modular learning, bago ko sagutan ang mga activity sa Mathematics module, i-make sure ko muna na tapos na ang ibang subject
para makafocus sa pag answer ng Mathematics.”
Student 3 added:
“… mas inuuna ko yung mga subject na madadali tapos yung Mathematics bigyan ko sya ng time na mas mahaba pa para maintindihan
ko yung mga question tsaka masagutan ko sya nang maayos.”
Time management is an important skill that affects learning. Students who can manage time understand the relationship between it and
become productive individual. Likewise, it was supported by the study conducted by Igdem (2010) wherein exploring the correlation
of time management and educational achievement at post graduate level. The study demonstrated that there was a noteworthy positive
connection between time organizing and student’s achievements. He inferred that the aggressive and competitive environment in
academic life has constrained individuals and they do as much numerous things at the same time by having management skills regarding
time.
Besides, participants decided that modular learning in Mathematics provide full control and accountability for their learning. They are
able to decide and allocate time for their learning and have convenience and more freedom that lead them to better results.
Specifically, student 1 narrated:
“… modular learning is helpful kasi mahaba ang allotted time kaya makapagstudy at makapagfocus kami kasi ang time is not limited.”
Student 2 answered:
“Makapagchoose ka talaga ng oras sa pag answer ng Mathematics.”
Student 3 also added that:
“… mas napag iisipan mo pa ang answer at mas natututo ka at mareview mo pa ulit ang answer.”
These are supported by the study of Gordon (2014) that there is a flexibility of learning when the students are given choice in the pace,
place, and mode of student’s learning. The learners are provided with the option on how he will continue his studies, where and when
he can proceed, and in what ways can the learners comply with the requirements and show evidence of learning outcomes. Additionally,
this is also supported by the survey results that were aligned on the FGD results.
Table 4. Descriptive Statistics on Positive Experience on Time Allocation
Time Allocation Mean Interpretation
I spend a lot of time in answering the activities in the module. 3.49 Sometimes experienced
I manage my time on reading lectures on Mathematics. 3.02 Sometimes experienced
I make my time schedule on scanning and reviewing my notes in Mathematics. 2.99 Sometimes experienced
I work on my preferred time so I can have the most of time to sit and concentrate reading mathematical facts. 3.00 Sometimes experienced
I use much of my time in doing research in Mathematics computations. 2.98 Sometimes experienced
Overall Mean 3.10 Sometimes experienced
Study findings indicate that participants allocate their time by spending a lot of time answering different activities in the module with
a mean score of 3.49, it was followed by managing their own time reading lectures and working on their preferred time so that they
can sit and concentrate reading mathematical facts with 3.02 and 3.00 mean scores, respectively. They also managed their time by
making time schedule and using much of their time doing research in Mathematics. This indicates that in terms of time allocated in the
module, students sometimes helped them use their time wisely and efficiently even there are lots of subjects they took up for the
semester.
Among these positive experiences, as identified and supported in the findings of the study conducted by Cyril (2015) entitled “Time
Management and Academic Achievement of Higher Secondary Students” where in allocating time is an important factor in keeping
the students organized and avoiding procrastination, and ultimately lead to academic success.
Besides, the findings on time allocation of both focus group discussion and survey were aligned to each other. This simply means that
learning Mathematics amidst pandemic will help the students manage their own time by creating to-do list activities, making class
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schedules such as doing Mathematics research, and prioritizing tasks, that will make them focus on Mathematics activities. The amount
of time the individual devotes to an instructional task determines the extent to which the learning occurs.
Moreover, participants mentioned that by assessing what needs to be achieved within the allocated time, tasks can be rated according
to their importance. This helps ensure the activities that are vitally important. Some of them like to prioritize easy tasks for early in the
day and use the boost to move forward. By using time efficiently, students can complete their work on time, stay engaged with their
learning, and having more time free for pursuing activities that are important to them.
1.2 Positive Experience on Content and Organization
Table 5. Clustered Responses on Positive Experience on Content and Organization
… accurate ang mga nakasulat don at well-defined… The students are sure that the information Credible information provided
ginamake sure ng teacher at ng school na ang pagprint ay provided is accurate.
malinaw para maintindihan ng mga estudyante. (Student 2)
A well-defined content and presentations Well-defined content
are clear
… step-by-step ang pagtuturo ng mga solution. May With step-by-step process

nakaparagraph form, meron ding in data form na mga Procedural
solution... (Student 4) Different techniques presented and the
students are free to choose from the
given
Variety of techniques provided
Content of the module is organized
…nakaorganize sya at magtatapos sa post test para
Helpful in understanding the content
maintindihan ng mga estudyante kung paano mag answer Understandable because of the
because of the clearness of the
ng module. (Student 1) clarity of the information
information provided
… clearness of the information, ang steps na andon and
Modular learning is helpful because the
kung paano i-sosolve ang isang problem. (Student 3)
students may look back to the activities
in answering the tasks
… pwede mo pang balikan ang mga example o mga
illustration na binigay… nagbibigay ng options kung san
Consists of varied processes that the
ka comfy. (Student 1)
students may choose from
… mapamaraan kasi gumagawa sila ng mga iba’t ibang
Create different techniques for the
techniques para sa kung saan comfortable ang mga
students to be comfortable answering the
estudyante ... (Student 4)
tasks
Appreciate the provided word puzzle that Providing word puzzles that
… binibigay na laro sa module … maenlighten ka dahil sa enlighten the mind enlighten the minds
provided na laro katulad ng word puzzle …(Student 2)
The table above shows how the content of the module motivates them to learn in Mathematics during pandemic. This described that
modular learning provided them credible information since it was teacher-made, presentations of the topics are well presented, and
comprised of different techniques that students may choose from.
This is also supported by the following views shared by the participants:
Student 2 revealed that:
“Sa modular learning in Mathematics, sure ka talaga na tama ang information na nakasulat kasi alam mong teacher ang gumawa,
kaya accurate ang mga nakasulat don at well-defined. Addition na rin po ginamake sure ng teacher at ng school na ang pagprint ay
malinaw para maintindihan ng mga estudyante.”
Student 4 added”
“In addition, sa amin naman ay step-by-step ang pagtuturo ng mga solution. May nakaparagraph form, meron ding in data form na
mga solution, that is why madali lang siyang maintindihan ng estudyante.”
Furthermore, modular learning helps the students understand the process since the content itself is systematized and well-defined. This
was revealed by the student 3:
“… organization and systematic, for me the modular approach in Math helps me understand the lesson because of its clearness of the
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information, ang steps na andon and kung paano i-sosolve ang isang problem.”
Based on UNESCO (1988), a module should have a set of learning opportunities that is organized, and well-defined content which
contains the elements of categorical objectives and edifying cognition activities. This will guide the students and assess their own
learning if they provided a well-defined content and instruction. This also helps the students acquire more information and comprehend
well the topic.
Moreover, the participants also revealed that it is composed of differentiated activities and strategies provided by the teacher. This
helped them understand more what is written on the module because they have the options to choose what strategy will fit in their
learning capacity.
Student 1 also revealed that:
“Modular learning in Mathematics is very helpful kasi kung magsagot ka ng module mo pwede mo pang balikan ang mga example o
mga illustration na binigay. Pwede mo pang balikan ang mga formula na pwede mong maiapply sa module na answeran mo kasi
nagbibigay naman si teacher ng options kung san ka comfy.”
Student 2 also added:
“… with regards sa techniques naappreciate ko yung mga binibigay na laro sa module kasi kung stress ka na masyado pag open mo
pa lang ng module what I know na agad, i-tetest na agad kung ano ang alam mo, so ang mga next pages maenlighten ka dahil sa
provided na laro katulad ng word puzzle na ma-enlighten ka muna then balik naman sa pag intindi ng modules.”
According to the study of Rojo (2013) entitled “Studying the Effects of Differentiated Instruction in the Science Classroom”, it was
found out that the use of differentiated activities and strategies have a very important place in the learning of the students. This will
then improve the level of the students’ confidence and assurance. Similarly, the FGD results were congruent to the survey results
shown below.
Table 6. Descriptive Statistics on Positive Experience on Content and Organization
Content and Organization Mean Interpretation
I work on the lessons in Mathematics at my own pace. 3.12 Sometimes experienced
I enjoy solving the practice tasks as presented in the module. 2.96 Sometimes experienced
I learn to understand the ideas/concepts in each lesson on the module. 3.22 Sometimes experienced
I discover new techniques in solving problems in Mathematics while reading the lesson. 3.01 Sometimes experienced
I notice that there is sufficient mathematical explanations and procedures provided on the module. 3.21 Sometimes experienced
Legend: 1.00-1.49 (Not); 1.50-2.49 (Rarely); 2.50-3.49 (Sometimes); 3.50-4.49 (Often); 4.50-5.00 (Always)
Results on table 6 above shows that the participants sometimes experienced the following: understanding the ideas/concepts on the
module (mean = 3.22), there is sufficient mathematical explanations and procedures provided (mean = 3.21), working on their own
pace (mean = 3.12), discovering new techniques in solving problems in Mathematics while reading the lesson (mean = 3.01), and they
enjoyed solving the practice exercises on the module (mean = 2.96). This indicates that students began to construct their knowledge
based on the provided information and activities on the module.
These results were supported by the study of Wiggins and McTighe (2005) where well-organized content encourage student motivation,
performance, and persistence. When a course is designed so that the learning goals aligned with activities and assessments, it can help
students develop conceptual awareness, learn to synthesize ideas, and begin constructing their knowledge.
Furthermore, as shown on the tables above, the FGD and survey results have in common. The main purpose of the existence of the
learning module during COVID-19 is to continue learning. Teachers according to the participants made sure that the learning module
in Mathematics has quality and credible content. The use of the module according to the participants foster autonomy among students.
It helps them learn even without major supervision from their teachers. That is, the module provides what learners must do and how to
do the tasks.
1.3 Positive Experience on Instructional Support
Table 7. Clustered Responses on Positive Experience on Instructional Support
The support that is coming from our school during modular School provides PDF copies and printed Providing supplemental learning
learning in Mathematics is that our teachers give pdf files or materials to the students resources
printed materials that served as our guide in answering the
module. (Student 3)
Links provided for online views
May mga links din po silang binibigay na related sa online
tutorials na pwede mong tingnan online. (Student 4)
Sending online links

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… gumagawa sila ng group chats para gamitin sa pagbigay Creation of chat groups for sending files
ng mga module na naka-pdf para don sa may mga access sa that the students may access
internet. (Student 1)
… strict ang pagguide sa amin. Dapat seryosong usapan lang Strict guidance of the created chat groups Creating chat group for
ang pwedeng i-message sa group chat at don din nagbibigay announcements and queries
ng additional announcements si teacher about sa module, Utilized only for announcements and related to Mathematics
don nagbibigay ng directions ang teacher kung san pwede queries related to Mathematics
ilagay ang mga answer. (Student 2)
… when it comes to guidelines talagang sustenado kasi aside Aside from the contact numbers provided
from the contact numbers provided on the front page of the on the module, students may also connect
module pwede mo pa syang tawagan at mag ask ka ng to them via Facebook and Messenger
explanation and then aside from that meron don sa fb accounts for queries and may ask their
accounts or chat groups na lang para sa pangkalahatan available time for face-to-face discussion
explanation… pwede ka ring magchat sa kanya kung kailan
sya free para makapag ask ka kanya personally kung paano
naging ganun ang solution. (Student 4) Providing contact numbers,
Facebook and Messenger
Hindi po sa lahat ng time yung teacher namin ay engaged accounts.
online, kaya minsan sariling sikap na lang para masagutan
lang ang activities. (Student 5) Setting appointment for face-to-
Not most of the time the teachers are
face discussion
… kasi yung teacher naming ay may katandaan na rin kaya engaged online, so learning on their own
hindi masyadong engaged sa online. Kaya ang ginagawa ko may be the answer
ay naglaan ako ng panahon para pumunta ng school para
makakuha ng information or mga guidelines para masagutan Giving time to go to school for some
queries and get some guidelines Learning on their own because
lang ang modules na ibinigay niya. (Student 3)
Students are allowed to go to school to have sometimes teachers are not
face-to-face discussion for clarification and online
… may limited face-to-face din kami… magconduct ng
discussion at magbigay ng generalization at kung may mga generalization
Having time to go to school for
clarification ka about sa content ng module pwede mo na rin
Students are allowed to go to school for some guidelines
itanong personally. (Student 4)
further discussion if we have free time
Conducting of face-to-face
…ina-allow din kami ng teacher naming na magpunta ng
discussion
school kung free time namin at kung willing din kami makinig
sa discussion ni Mam. (Student 2)
Conducting free time discussion
The table above shows the positive experiences of the students on the support coming from their teachers. Primarily, students mentioned
that their teachers find ways on how the students be supported when it comes to their learning. One of the participants said,
“The support that is coming from our school during modular learning in Mathematics is that our teachers give pdf files or printed
materials that served as our guide in answering the module.”
Student 4 added:
“May mga links din po silang binibigay na related sa online tutorials na pwede mong tingnan online.”
These statements are supported by the study of Llego (2018) on Supplementary Learning Resources for Public School Libraries that
supplemental learning resources add benefit for the students. It can enhance their motivation about the given topic. In this regard, it
helps students stay up to date in their field. Supplemental learning resources help those students who may need remediation to help
them be successful.
Moreover, students also emphasized that their teachers created chat groups as the means of communications on the queries of the
students about the content of the modules was also utilized.
Student 1 said:
“Isa sa supports na binibigay ng teacher sa amin ay yung gumagawa sila ng group chats para gamitin sa pagbigay ng mga module
na naka-pdf para don sa may mga access sa internet.”
Also, some teachers provided contact numbers and facebook and messenger accounts on the front page of the module that help the
students’ queries be raised and answered by contacting the given details of their teachers.
This is supported by the explanation of Student 4:

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“Sa school naman po namin when it comes to guidelines talagang sustenado kasi aside from the contact numbers provided on the
front page of the module pwede mo pa syang tawagan at mag ask ka ng explanation and then aside from that meron don sa fb accounts
or chat groups na lang para sa pangkalahatan explanation. Dagdag ko na rin po, pwede ka ring magchat sa kanya kung kailan sya
free para makapag ask ka kanya personally kung paano naging ganun ang solution.”
Student 5 opposed:
“Hindi po sa lahat ng time yung teacher naming ay engaged online, kaya minsan sariling sikap na lang para masagutan lang ang
activities.”
Communication between teachers and students is extremely important. It makes the learning more conducive because of the well-
answered queries of the students particularly on the content of the module. Studies found out that the success of students is directly
related to interactive, engaging teaching environments formed by the teachers (Mashburn, et al., 2008). Additionally, the way the
teachers and students communicate can affect their perceptions in their learning.
Besides, the teachers set schedule for limited face-to-face sessions/meetings. Aside from setting the schedule on the limited face-to-
face, the students were also told to go to school if they have free time to ask questions about the content on the module that is difficult
for them to understand.
Student 4 said:
“Aside from modular learning, may limited face-to-face din kami kasi iilan lang man kami na estudyante at syempre remote area na
rin po, kaya ina-allow kami ng teacher naming pumunta ng school at magconduct ng discussion at magbigay ng generalization at kung
may mga clarification ka about sa content ng module pwede mo na rin itanong personally.”
Student 2 agreed:
“Yes po, ina-allow din kami ng teacher naming na magpunta ng school kung free time namin at kung willing din kami makinig sa
discussion ni Mam.”
The use of discussion as support for students in Mathematics suggests that it helps increase student learning and motivate students to
learn more. This helps the students clarify more on the topics that are difficult for them to understand.
According to Breeden (n.d), instructional support helps the students achieve a goal if there are intervention techniques that removes
the educational and behavioral stumbling blocks for the students and there is a team working together to identify their needs that is
necessary in learning Mathematics in the modular approach. Additionally, this is supported by the survey results below.
Table 8. Descriptive Statistics on Positive Experience on Instructional Support
Instructional Support Mean Interpretation
I develop myself to be motivated to scan my notes with or without direct supervision. 3.25 Sometimes experienced
I obtain guidance from my teacher in doing mathematical tasks on the module. 2.94 Sometimes experienced
I receive sets of programme-specific resources (books, worksheets, module) that is needed for my
3.38 Sometimes experienced
learning.
I find out that interventions provided by the teachers help me learn Mathematics better. 3.53 Often experienced
I generate satisfaction with the support provided by my teacher especially in dealing with the
mathematical problems.
The survey data revealed that students often experienced that interventions provided helped them learn Mathematics better (mean =
3.53), they also sometimes experienced the following indicators such as receiving sets of programme-specific resources like books,
worksheets, and modules (mean = 3.38) that is needed for their learning, motivating themselves by scanning notes with or without
direct supervision (mean = 3.25), and obtaining minimal guidance from their teachers when doing the tasks (mean = 2.94). Students
were provided guidance and support by their teachers during modular intervention that will greatly help them for their learning.
It was found that teachers are full of spirit in imparting alternative resources to deliver better quality of learning to students. Students
mentioned that their teachers provided additional reference and supplementary materials to augment explanations which is limited in
the module.
The instructional supports as described above have a great impact on students’ learning. This is to maximize the individual success and
serves as a screening process for students who may need specialized education services. According to the participants, teachers provide
positive intervention techniques and programs that help the students learn more in Mathematics. This guides how academic standards
are taught and translated into student learning.
1.4 Positive Experience on Assessment

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Table 9. Clustered Responses on Positive Experience on Assessment

…full of enjoyment and it is challenging on the part of the students. Activities provided on the Enjoying the challenging activities
(Student 2) module are enjoyable and
challenging.
It is more enjoyable and

The more sya na challenging, the more mo maeenjoy ang activities. challenging.
(Student 3)
It gives more enjoyment when
…talagang nagbigay ito sa akin ng saya at excitement. (Students 2 they finally get the answer
and 3)
It is more exciting if the
students already get the
… mas nomomotivate ka na magproceed sa next activities kasi yun answer
yung unang task na nagawa ay kaya mo naman so kaya mo na ituloy Students are motivated to do
hanggang end kasi motivated ka nang i-continue ang pag answer ng the next activity
module. (Student 4)
The students gained stock

knowledge for future use
…nagaganahan kang magkaroon ng stock knowledge or mga Gaining stock knowledge
kaalaman na magagamit mo sa panahon na kailangan mong
paggamitan. (Student 3) Received good feedbacks
coming from a teacher
…feedback nya ay maganda …Masarap sa feeling na maganda ang Receiving positive and negative
feedbacks ng teacher sa pag answer ko ng activities sa Mathematics. feedbacks
(Student 1) Received positive and
negative feedbacks
… when it comes to feedbacks may positive at negative. …“keep it up
Langga, magaling ang ginawa mo, okay na yun at ipagpatuloy mo.
Do it better, next time.” And then sa negative naman halimbawa this Provides real-time feedback if
week nagchecheck sya ng modules then pagreturn sa module during the teacher conducted face-to-
limited face-to-face, ipinapakita nya ang sa amin ang scores at as a face class for the students to
student malalaman mo kung asan ka nagkulang, san ka nagkamali at be improved Providing real-time feedback for
san ang pwedeng itama at i-improve next time. (Student 4) improvement
Chance of having limited
face-to-face classes
…nagkaroon kami ng chance na magkaroon ng limited face-to-face Conducting limited face-to-face class
so nag aanswer pa din kami ng modules sa school …ini-engage kami Given enough time to re-
ng teacher kung paano ba i-sosolve ang problems. (Student 2) check and re-answer the tasks Providing enough time to re-check the
correctly answers
… kasi sa amin pag nagkakamali ka sasabihan ka ng teacher na
ganito Langga, i-try mo ulit para magets mo at para mas The teacher gave enough time
maunawaan. Its better na ikaw mismo sa sarili mo ita-try mo syang i- to the students to recheck the Provides enough time to review the
solve nang sa ganun magets mo kung ano ang process. Pag answered tasks and do the tasks
nagkamali kami pinapabalik nya sa amin then sabihan kami na 5 to checking
15 minutes try nyo at i-check ulit kung san kayo nagkamali. Through
that natutulungan kaming i-catch up at mai-undertsand easily yung This helped the students learn Helpful to learn Mathematics better
Mathematics. (Student 4) better
Provides enough time to review
Helps the students to be
engaged on learning Engaging on the part of the students
The participants revealed that the teachers make sure that the activities in the modules encourage each student on answering it and
therefore it should enhance students’ learning.
Student 2 stated “The activities provided on the module is full of enjoyment and it is challenging on the part of the students.”
The experiences of the students on modular learning highlighted the self-paced learning that helps them learn on their own. This
encourages the students to set their own goals and exercise self-discipline.

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Students 2 and 3 said:

“Nung time na nakuha ko ang real answer sa problem na sinosolve ko sa module, talagang nagbigay ito sa akin ng saya at excitement.”
Student 4 agreed:
“Yes, I agree with students 2 and 3 kasi halimbawa sa unang activity pa lang na nasabi mo sarili mo wow, ang dali nito, gets ko na
agad. Yung parang ganun sya na excitement, mas nomomotivate ka na magproceed sa next activities kasi yun yung unang task na
nagawa ay kaya mo naman so kaya mo na ituloy hanggang end kasi motivated ka nang i-continue ang pag answer ng module.”
According to the study of Guskey (2003), assessment is a vital component in improving student learning. It allows student to become
more active and engaged in the learning process. It connects the students with real-world problems and different situations. This also
helps the students learn more and makes them engaged in learning.
Even though modular learning is practiced in our school and there is allotted time in submitting and releasing of modules, but the
teachers gave negative and positive feedbacks instantly upon receiving the activities for the students to improve their learning in
Mathematics.
Student 1 shared her views on feedbacking:
“During pandemic so we have modular learning, so sa pag answer ko ng activities sa module ay with example at inuupuan ko talaga
kahit paminsan hindi ko nakukuha ang answer pero nasusunod ko naman ang formula. After nyan, ipapasa ko na sa teacher at yung
feedback nya ay maganda kasi nice daw yung ginawa ko sa module kasi feeling daw nya inupuan ko talaga at pinaglaanan ng oras.
Masarap sa feeling na maganda ang feedbacks ng teacher sa pag answer ko ng activities sa Mathematics.”
According to Hattie (2009), feedback is a compelling influence on learner achievement. When teachers seek or at least are open to
what learners know, what they understand, where they make errors, when they have misconceptions when they are not engaged – then
teaching and learning can be synchronized and powerful. Effective feedback assists the learner to reflect on their learning and their
learning strategies so they can make adjustments to make better progress in their learning.
Moreover, they revealed that the activities provided on the module in Mathematics helps them be engaged in the learning process.
Engaging students in the learning process increases their attention and focus and motivates them to engage in higher level activities.
Student 2 said:
“Sa modular learning namin in Mathematics, nagkaroon kami ng chance na magkaroon ng limited face-to-face so nag aanswer pa
din kami ng modules sa school then pag di pa rin nakukuha bibigyan kami ng chance na itama ang mga mali, so don pa lang ini-
engage kami ng teacher kung paano ba i-sosolve ang problems.”
Student 4 agreed that:
“I agree with her po, kasi sa amin pag nagkakamali ka sasabihan ka ng teacher na ganito Langga, i-try mo ulit para magets mo at
para mas maunawaan. Its better na ikaw mismo sa sarili mo ita-try mo syang i-solve nang sa ganun magets mo kung ano ang process.
Pag nagkamali kami pinapabalik nya sa amin then sabihan kami na 5 to 15 minutes try nyo at i-check ulit kung san kayo nagkamali.
Through that natutulungan kaming i-catch up at mai-undertsand easily yung Mathematics.”
According to Sinval et. al. (2021), students who are more engaged in learning activities are more likely to spend extra time on the
learning process, participate more, and develop mechanisms to assist them in the learning process and achievement, which eventually
led to higher learning satisfaction.
Table 10. Descriptive Statistics on Positive Experience on Assessment
Assessment Mean Interpretation
I develop critical thinking skills on doing the tasks on the module. 3.39 Sometimes experienced
I create my self-checklist for me to monitor my progress in solving Math problems. 2.82 Sometimes experienced
I receive detailed comments, written and oral, on my work. 2.99 Sometimes experienced
I notice that my teacher's feedback on my tasks explains the mark that I received. 3.33 Sometimes experienced
I observe that my teacher uses a friendly/personal tone in giving feedbacks on my assessed tasks. 3.58 Often experienced
I generate satisfaction with the feedbacks given my teacher on my assessed tasks. 3.42 Sometimes experienced
The survey data revealed that they often experienced that their teachers used a friendly/personal tone in giving feedbacks on the assessed
tasks (mean = 3.58). Participants also developed their critical thinking skills because the activities provided need higher order thinking
skills (mean = 3.39), they also encountered that teachers gave feedbacks to them that explains the mark they received (mean = 3.33).
They also received a detailed comment, coming from their teachers written and/or oral on their returned tasks (mean = 2.99) and create
self-checklist to monitor their progress in learning Mathematics (mean = 2.82). This indicates that feedbacks are one of the factors that
will greatly help the students in learning. Teachers and students should work towards the achievement of the curriculum outcomes, that
is, assessment plays a constant role in informing instruction, guiding the student’s next steps and checking progress and achievement.
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These findings are supported by the principle of feedbacks according to Dinham (2014) which states that providing feedback means
giving students an explanation of what they are doing correctly and incorrectly, with the focus of the feedback on what the student is
doing right. It is a way of assessing the most productive to a student’s learning when they are provided with an explanation as to what
is accurate and inaccurate about their work. Thus, assessment should be tightly interconnected with curriculum and instruction.
To sum up the findings of the positive experiences of the students, it was revealed that most of the selected Grade 11 students have
experienced positively in learning Mathematics in the modular approach. Students often experienced spending much of their time in
answering the activities in the module, they sometimes experienced managing the time, making time schedule, working on their
preferred time, using their time in doing mathematical research, and they have experienced the flexibility of learning. According to
Vergara (2021), during the COVID-19 pandemic, students perform well in Mathematics, and the majority of them have high levels of
valuing time and mastery-approach goals.
Moreover, students revealed that they sometimes encountered working on the lessons in Mathematics on their own pace, enjoying
solving the practice tasks on the module, learning to understand the ideas/concepts, discover new techniques in solving problems and
noticed that there is sufficient mathematical explanations and procedures provided on the module. Also, they described the content of
the module as well-defined, and it contains of differentiated activities and strategies. Besides, the students also found out that the
interventions provided by the teachers help them learn Mathematics better such as making chat groups for them to be able to raise their
concerns in the content of the module and allowing students to come to school and conducts limited face-to-face classes for instructions
and generalizations. The school also provides supplemental learning resources such as sending PDF copies on their chat groups and
links like YouTube tutorials especially in solving Mathematical problems. The students also developed themselves to be motivated to
scan the notes with or without direct supervision and obtain minimal guidance from their teachers in doing mathematical tasks. In terms
of the assessment, the students revealed that the assessment on the module improves learning because the activities developed their
critical thinking skills on doing the tasks and they are engaged in the learning process. Students also received feedback from their
teachers like positive and negative feedbacks that will help them achieve more in learning Mathematics in the modular approach.
According to the participants, receiving detailed comments and feedbacks help them improve and monitor their progress in learning.
According to Nardo (2017) the usage of modules promotes self-directed learning. Students' self-learning or learning skills improve
when they use modules for learning. Students are engrossed in studying because of the concepts offered in the modules. Students create
a sense of responsibility as a result of the tasks they are given. They have their own individual achievements. They are motivated as
they continue to learn. In fact, students learnt and engaged with the support of modules, which increased their interest in their very own
learning (Padmapriya, 2015).
2. Negative Experiences of the Selected Students on Learning Mathematics in the Modular Approach
The table presented below describes how the students learn Mathematics using module as one of the learning resources provided by
the schools to continue learning. This shows how the time allocation, content and organization, instructional support and assessment
provided on the module challenge them in learning Mathematics.
Table 11. Overall Negative Experiences of the Selected Students on Learning Mathematics
Time Allocation Instructional Support
Participants revealed the following Respondents had sometimes Participants experienced the Respondents sometimes
expriences experienced the following: following: experienced the following
• bahala na mentality • developing self- • failure to connect to the • missing to check the
• unwise use of time procrastination teacher because of poor deficiencies due to lack of
• delayed submission of the • failure to manage internet connection communication
tasks distractions • limited teacher’s guidance • minimal social interaction
• taking risks on submitting the • using much of their time • explanation through • failure to reach-out the
tasks playing games, surfing messenger results to teachers
• submission of incomplete tasks and hangouts difficulty understanding the • learning resources are not
• not setting priorities • waste a lot of time due to lesson intellectually stimulating
• difficulty in managing time bahala na mentality • difficulty to connect with • learning materials are not
…and students rarely teachers who are not helpful in developing
• mathematics tasks are time experienced engaged in online mathematical skills
consuming choosing not to submit platforms
tasks on time
Content and Organization Assessment

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Participants revealed the Respondents often Participants encountered the Respondents sometimes
experiences they encountered on the experienced that following: experienced the following:
content of the modules such as: • the activities will require • difficulty understanding the • failure to receive useful
• confusing processes shown on higher order thinking feedback given feedbacks from their teachers
the module skills • understanding the feedback • the learning tasks and in-
• difficulty in comprehension moreover, the respondents given is challenging course assessments fail to
• insufficient examples sometimes experienced the support their understanding
• relying on the answer keys following: • there is no provided helpful
• mathematical terms are information on the
not clearly defined assessment requirements
• the activities were not • feedbacks do not help them
appropriate on their monitor the progress
learning capacity
• failure to comprehend
the computations and
procedures
• activities do not cater
individual differences
Moreover, each of the component of the module such as time allocation, content and organization, instructional support, and assessment
was presented using table and discussed separately in this section.
2.1 Negative Experience on Time Allocation
Table 12. Clustered Responses on Negative Experience on Time Allocation
… kapag mahaba ang oras sa pagsagot minsan napapaisip tayong may bukas pa Due to longer allotted time, Bahala na mentality
naman, mahaba pa naman ang panahon para ipapasa ito, so dito pa lang na ways participants developed “bahala
hindi mo na magagamit ang oras mo wisely. (Student 1) na mentality”
Students cannot make use of

… kapag time na nang pasahan, hindi ko na sya maipapasa on time… (Student 4) time wisely Unwise use of time
… kami risk-taker kami. Bahala na mali basta magpasa lang kami, don na lang kami Prefer not to submit tasks on
sa plus points. (Student 2) time Delayed submission
of the tasks
… pag hindi on time, may deduction of points. (Student 1) Some students are risk-takers,
so they will submit on time Taking risks on
submitting the tasks
What I mean sa sinabi ko kanina ay halimbawa this week from Monday to Friday Delayed submission of tasks,
submission of modules in different subjects, so in that week kailangan mong matapos deduction of points
ang mga activity mo para maipasa at kukuha ulit ng another module, so yun na ang
attendance. Its up to you kung in between Monday to Friday ba pagpasa mo or sa Submission of tasks are in
Friday na. (Student 4) between Monday to Friday, it
will depend on the students on
Bakit mo pa isipin at patagaling ipasa kung wala ka naman maisagot, what day he/she will submit
Submission of
poproblemahin mo pa ba yan at magpakastress? (Student 2) incomplete tasks
…wala ka gud nakaset ng priority. Syempre may mga gawaing bahay ka pa, hindi
natin maipagkakaila na hindi naman tayo rich kid, so medyo nahihirapan akong i- Submit the tasks if no more
cope up ang lessons kasi need mo man din gagawin ang mga role mo sa bahay. answers, do not let yourself be
(Student 2) stressed
Not setting of priorities
… so isa sa negative experiences ko ay may mga ibang task din po ako pero hindi ko
nagagawa kasi most of time talaga ay naigugol ko sa pagsagot ng Mathematics. Difficulty coping up because of
Not setting priorities
(Student 3) house chores
Difficulty in
managing time
Mostly of the time will be
intended only on answering
Mathematics tasks
Mathematics tasks
are time consuming

Research Article
Every day holds limitless choices on spending time. Whether consciously or not, those decisions are guided by goals and priorities.
One of the greatest challenges in modular learning brought about the pandemic is in managing the time effectively. Mostly of the
participants had trouble in allocating the time needed for their studies because they used their time unwisely, there are no sets of
priorities, and they developed the bahala na mentality that was described in the FGD results.
In modular learning in Mathematics, the participants encountered lack of motivation in answering the activities that leads in bahala na
mentality. One participant said, the longer the time allotted in the module, the more an individual cannot use time wisely. This is
supported by the statement:
Student 1:
“In modular learning in Mathematics, isa sa challenges na encounter ko in terms of time preparation is that kapag mahaba ang oras
sa pagsagot minsan napapaisip tayong may bukas pa naman, mahaba pa naman ang panahon para ipapasa ito, so dito pa lang na
ways hindi mo na magagamit ang oras mo wisely.”
As noted by Rakes and Dunn (2010), the distance learning environment increases the tendency to delay and used of time unwisely, and
its prevalence is detrimental to student learning and performance. Therefore, for this research study, the authors continued their
examination of the student characteristic of procrastination and its effect on distance academic performance.
Moreover, the participants mentioned that they need more time to focus on the set goals rather than doing unnecessary things. These
are usually encountered by the participants when they are asked about their challenges in time preparation.
Student 4 shared her sentiments:
“Ang negative impact naman ng pagsagot ng mga Mathematics module is that kapag time na nang pasahan, hindi ko na sya maipapasa
on time kasi may mga hindi matapos tapos na solutions don sa mga problem na kailangan kong intindihin at minsan hindi ko sure
kung tama ba or angkop yung mga ginawa kong sagot sa module. May mga pagdududa kasi ako paminsan sa answer ko. Ako yung
tipo ng tao na pag may blangko, hindi ko muna ipapasa kasi major itong Mathematics e, so need ko bigyan ng focus.”
In addition, in modular learning, teachers usually gave merits for those students who submit their activities on time. Submission of
every activity served as their attendance.
Students 2 said:
“E kung ikaw hindi on time magpasa, kami risk-taker kami. Bahala na mali basta magpasa lang kami, don na lang kami sa plus
points.”
Some students in the modular approach in learning Mathematics do not stress themselves in doing the task but they made sure that all
the activities are answered and submit it on time.
Student 2 said:
“Bakit mo pa isipin at patagaling ipasa kung wala ka naman maisagot, poproblemahin mo pa ba yan at magpakastress?”
Conversely, students usually struggle to balance competing goals because many of them do not set priorities. It is important for the
students to set priorities for them to be aware of the value of time.
Student 2 stated:
“Para sa akin naman, ang mga negative experiences ko about sa modular learning ay yang wala ka gud nakaset ng priority. Syempre
may mga gawaing bahay ka pa, hindi natin maipagkakaila na hindi naman tayo rich kid, so medyo nahihirapan akong i-cope up ang
lessons kasi need mo man din gagawin ang mga role mo sa bahay.”
This was supported by the findings of the study conducted by Regina (2020) wherein lack of prioritizing can lead to burn out, get
overwhelmed with a lot of choices, engage in multi-tasking by trying to do it all, and can say yes to things that others want you to do.
Modular distance learning develops learners' discipline in self-regulation and self-perseverance. Nonetheless, not all students can
develop this characteristic. In contrast, students could tend to relax too much that would end up cramming, which is a clear disadvantage
to students. Most of the learners have time management issues, and they are unable to focus due to various distractions, such as
household chores, that result in poor time management (Claro, 2021). These results were aligned on the survey results shown below.
Table 13. Descriptive Statistics on Negative Experience on Time Allocation
Time Allocation Mean Interpretation
I use much of time in playing games, surfing on the internet and hangouts rather than answering the
mathematics activities.
I develop my being self-procrastinated in doing my activities even on a workload. 3.01 Sometimes experienced
I waste a lot of time on learning Mathematics due to "bahala na" mentality. 2.68 Sometimes experienced

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I choose not to submit the tasks on time due to overload activities which have not done prior to the
2.44 Rarely experienced
deadline.
I fail to manage distractions due to more time given in the module. 2.96 Sometimes experienced
The results of the survey data revealed that respondents sometimes experienced the development of being self-procrastinated (mean =
3.01), failure to manage distractions because of lots of time given in the module (mean = 2.96). They also encountered playing games,
surfing on the internet and hangouts rather than answering the activities on the module (mean = 2.79). Moreover, the participants rarely
experienced the “bahala na” mentality (mean = 2.68) and rarely experienced not to submit the tasks on time due to overloaded activities
to be done prior to the deadline (mean = 2.44). This means that students fail to use their time efficiently when given much of time
allotted in the module. Teachers should give enough activities to be done in accordance with the allotted time to minimize students’
boredom.
Similarly, as mentioned by the participants, students with poor time management skills end up being late to class especially in
submitting tasks, rushing through assignments, and producing lower-quality work. It leads to the dissatisfaction of not having worked
hard and wasted time. Furthermore, this will end up missing deadlines, declining academic perfomance and chronic procrastination.
2.2 Negative Experience on Content and Organization
Table 14. Clustered Responses on Negative Experience on Content and Organization
…naiinis ako sa sobrang step-by-step procedure na pinapakita sa So annoying on the part on having too step- Too long step-by-step
modules, kasi nalilito ka na sa kadaming steps to follow at minsan nai- by-step procedure processes confuses
stress ka din sa dami ng activities… (Student 2) the students
It made the students confused of the process
Difficulty in
… kasi may mga gusto kang explanation na gusto mong makita sa Students wanted some explanations from the comprehension
module pero hindi mo makikita kasi si Teacher lang ang pwede teacher that were not included in the module
makasagot nun. Oo, helpful ang madaming strategies o steps na
ipinapakita sa module pero iba talaga yung may mag i-explain sayo e. Students worry on comprehending the
Dagdag sa iniisip mo kung paano mo sya iintindihin ang mga explanation written on the module
explanation don. (Student 3)
There is no sufficient example given on the
… hindi sufficient yung examples na given kaya hirap na hirap akong module that is why it is difficult to
intindihin ang topic kahit familiar na ako sa formula. (Student 1) understand
… pag inapply mo naman na ikaw lang talaga ang magsosolve sa mga When the students try the examples on the
tanong ay hindi na nagmamatch yung solution don sa example. Minsan module, the students cannot follow the
nagkakaroon din kami ng discussion together with my classmates, may process Insufficient examples
mga time talaga na magkaiba kami ng solution kaya hindi naming alam on the module
ngayon kung sino sa amin ang tama, kaya nakakalito paminsan ang
modular learning kasi walang teacher na mag aassist sayo. (Student 4)
… pagkakaroon ng answer keys sa likod na part ng module, hindi ko

alam kung meron din ba ang private schools. Sa pamamagitan ng
answer keys, tinuturuan kaming maging tamad. Alam po naming ang
purpose bakit may answer key para may macheck kung tama nga ba ang
answer pero may mga iilan talaga na nagarely na lang sa answer keys.
(Student 2)
The provided answer keys on the DepEd
… naguguluhan ka na kung paano ba nakuha yung answer. Then dagdag modules teach the students to be lazy
ko na rin, sinabi sa amin ni teacher na wag lang daw basehan ang
answer key kasi may mga tendency na mali yun. (Student 1) Some students rely on the answer keys
… nag inform na si teacher na wag umasa sa answer key. Dapat daw ay
magsikap na pag aralan ang content ng module kasi hindi lahat ng mga Relying on the
Some answers on the answer keys are wrong,
sagot don ay tama kaya ipagsawalang bahala na ang answer key ang answer keys made
this made the students confused
importante ay malaman at maunawaan ang leksyon. (Student 4) them lazy
… may tendency na papalitan mo ang answer base sa answer key kasi

alam mong galing yun sa teacher kaya credible ang content. (Student 3) Teachers inform the students not to rely on
the answer keys
Parang hinahayaan na lang ang students na umasa sa answer key.
(Student 5)

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There is the tendency to copy the answer on

… nagarefer ako sa answer key at pag hindi match ang result kaya the answer keys
nagabase na lang ako sa answer key. Then may case naman na hindi rin
match pero alam kong confident ako sa answer ko, kaya nagastick na Answer keys
lang ako sa aking solving. (Student 4) Teaches the students to rely on the answer provided are
keys confusing
A tendency to rely on the answer keys
FGD results revealed that too much step-by-step process written on the module could really make the students more confused.
Student 2 stated:
“Minsan may mga time na naiinis ako sa sobrang step-by-step procedure na pinapakita sa modules, kasi nalilito ka na sa kadaming
steps to follow at minsan nai-stress ka din sa dami ng activities. Unlike kasi sa face-to-face, sinoshorten ni Teacher ang steps para
masundan ng students.”
According to Stenger (2018) that overloading students with activities and process written on the module without the proper guidance
coming from teachers can cause not only academic stress, but also takes a toll on student’s mental and physical health, which,
unsurprisingly, hinders learning.
Besides, even in the pre-COVID era, students had trouble learning mathematics due to various factors, which persisted in the COVID
crisis. Difficulty in understanding the module contents and assessments instruction is one of the negative experiences of the participants
in learning Mathematics in the modular approach. Some students have poor reading comprehension that resulted to poor understanding
of the content. The participants revealed that in learning Mathematics especially in modular delivery mode, the teachers make sure
that the examples given are sufficient for them to master the skill in solving.
Student 1 said:
“Ang negative impact naman sa akin ng content ng module in Math ay hindi sufficient yung examples na given kaya hirap na hirap
akong intindihin ang topic kahit familiar na ako sa formula.”
The limited examples given in the module triggered the challenging experiences of the students in learning difficult lessons because
sometimes, the examples given do not coincide with the activities in the module to be answered, resulting in participants' difficulty in
answering the activities in the module. Student 4 mentioned:
“May mga example naman sa module, yun nga lang pag inapply mo naman na ikaw lang talaga ang magsosolve sa mga tanong ay
hindi na nagmamatch yung solution don sa example. Minsan nagkakaroon din kami ng discussion together with my classmates, may
mga time talaga na magkaiba kami ng solution kaya hindi naming alam ngayon kung sino sa amin ang tama, kaya nakakalito paminsan
ang modular learning kasi walang teacher na mag aassist sayo.”
According to Gueta and Janer (2021) that the hardest struggle a student experienced is to learn Mathematics on their own. Most of the
students are having difficulty answering the modules and understanding the assessments instruction. There is a need to provide detailed
explanation and computations for the students to understand the lesson better. Given examples in the self-learning module, perhaps it
is the only guidance the participants could lean on. Yet, mathematics modules provide only few examples in every topic and are
sometimes different from the activities found in the module. Hence, when the participants tried to answer the activities in the module,
they could not answer them as they had limited resources on how to respond to the various problems (Panganiban & Madrigal, 2021).
Also, the participants revealed that most of the students rely on the answer keys provided in the DepEd modules. Relying to it will
greatly affect the students’ learning. They will just copy the answer and not comprehending the content of the module.
Student 2 revealed:
“Isa din sa negative experiences namin about modular learning ay yung pagkakaroon ng answer keys sa likod na part ng module,
hindi ko alam kung meron din ba ang private schools. Sa pamamagitan ng answer keys, tinuturuan kaming maging tamad. Alam po
naming ang purpose bakit may answer key para may macheck kung tama nga ba ang answer pero may mga iilan talaga na nagarely
na lang sa answer keys.”
However, teachers emphasized that the answer keys provided on the last part of the module will serve them as a guide to check their
outputs and not necessary mean that they just rely into it. This would help them assess themselves if they mastered the skill already.
Student 3 said:
“Add on na rin po, pag once na nakasagot ka na sa activities at pagcheck mo sa answer key is different ang answer, so may tendency
na papalitan mo ang answer base sa answer key kasi alam mong galing yun sa teacher kaya credible ang content.”
Student 5 said:
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“Parang hinahayaan na lang ang students na umasa sa answer key.”

The findings of this study were supported by the study of Newman and Schwager (1995) providing answer keys to the students’ module
could be an additional source for them to use to get the desired hint, without the need for interaction with a teacher, peer, or parent, all
of which are potential sources of incorrect information for the individual. Too much relying on the answer keys will result to poor
comprehension and problem-solving skills of the students will not be developed. Similarly, results of the FGD and survey have in
common as presented below.
Table 14. Descriptive Statistics on Negative Experience on Content and Organization
Content and Organization Mean Interpretation
I notice that it's hard for me to understand the mathematical terms defined on the module. 3.43 Sometimes experienced
I fail to comprehend the computations and procedures as discussed on the module. 2.83 Sometimes experienced
I discover that problems and activities require higher order thinking skills. 3.58 Often experienced
I observe that activities provided in the module seemingly not appropriate on my learning capacity. 2.96 Sometimes experienced
I observe that activities provided does not concern our individual differences on learning. 2.78 Sometimes experienced
The survey results revealed that the participants have sometimes experienced the following challenges in the content and organization
of the module: the activities provided in the module does not concern on their individual differences (mean = 2.78), it fails to
comprehend the computations and procedures as discussed in the module (mean = 2.83), activities are not appropriate on their learning
capacity (mean = 2.96). On the other hand, participants often experienced that the problems and activities in the module require higher
order thinking skills (mean = 3.58) that is why it is hard for the participants to comprehend the mathematical terms in the module.
These findings were supported by the study conducted by Gonzales (2015) entitled “A Modular Approach Utilizing Decision Tree in
Teaching Integration Techniques in Calculus” stated that many students encountered difficulty in learning Mathematics courses
because they did not know on how to arrive at the correct decision when doing a mathematical task. This finding led to conclusion that
modular learning in Mathematics should be effective in some of the topics.
Consequently, students also mentioned that modular learning in Mathematics needs more simplified way of presenting the topics
particularly the solving part. There is a need for teachers to give some definitions on the mathematical terms that are not clearly defined
on the module. It is difficult for the students to comprehend some part of the activities because it requires higher order thinking skills.
There is a need for them to familiarize the skill required for solving higher Mathematics activities. One of the participants mentioned
that “hindi po namin kayang i-apply ang process na pinakita sa module pag may worded problem na na involve sa module.” This
indicates that students do not mastered yet the skill that is required for them to master so that they could apply in real-life scenario.
2.3 Negative Experience on Instructional Support
Table 16. Clustered Responses on Negative Experience on Instructional Support
… pag gusto mo humingi ng information sa teacher mo pero Asking some information to the Failure to connect to the teacher
hindi mo magawa kasi mahina ang internet connection. (Student teacher, but there is no internet because of poor internet connection
2) connection
… kasi sa aming barangay madami na rin ang nagsitayuan ng Poor internet connection is also a
piso net kaya mas lalong humina ang signal na makakatulong barrier to connect to the teacher
sana sa amin lalo na kung may queries kami about sa lesson.
(Student 5)
Since hindi kami engaged online paminsan, nahihirapan pa din Difficulty to understand the module
intindihin ang module kasi wala nga po si Mam na mag guide because there is no teacher to guide
sana. (Student 5) in learning
Limited teacher’s guidance that
Explaining via Messenger is results to difficulty learning
difficult, teachers should explain it
Nagtatanong man kami through messenger po mahirap pa din in person
pong intindihin kasi texts lang nababasa mo e iba pa din pag
nakikita at naexplain ni Teacher harap harapan. (Student 1) Explanation through Messenger
Some teachers are not engaged results to difficulty understanding
…Nahihirapan kaming maconnect sa kanya so hindi naming ma- online, so it is difficult to raise the lesson
raise kung anuman ang concern. (Student 2) question

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Difficulty to connect with teachers

who are not engaged in online
platforms
The results were supported by the revelations of the students that one of the biggest problems of the students faced during pandemic
times is lack of good network connection which is the only means of connecting or communicating to teachers or classmates or do
independent research if there are queries on the content and assessments on the module.
Student 2 revealed:
“Isa sa barriers po na naencounter namin ay pag gusto mo humingi ng information sa teacher mo pero hindi mo magawa kasi mahina
ang internet connection.”
Student 5 agreed:
“I agree with her po kasi sa aming barangay madami na rin ang nagsitayuan ng piso net kaya mas lalong humina ang signal na
makakatulong sana sa amin lalo na kung may queries kami about sa lesson.”
According to Favale et. al., (2020), lack of internet access can harm student’s academic performance. Students who do not have access
to the internet cannot communicate with teachers or classmates, conduct independent research, or seek online homework assistance.
Likewise, part of being a teacher is providing positive guidance that helps students meet their own goals and the goals the teacher set
for them. Teachers and students limit themselves in going to school because of the spread of the CORONA virus. Also, since Lebak,
Sultan Kudarat experiences lack of good network connection, the students revealed that they encountered limited guidance coming
from their teachers in doing their mathematical tasks.
Student 5 revealed:
“Since hindi kami engaged online paminsan, nahihirapan pa din intindihin ang module kasi wala nga po si Mam na mag guide sana.”
Similar findings were revealed in the study of Alvarez (2021) that in modular learning approach, the issues encountered by the students
were communication failure like that of instructions or confusion of students on the modules, limited teacher guidance, students in
discourteous approach to teachers, and complaint on not understanding the module. Modular learning with no assistance from people
in the environment is laborious. Students in modular distance learning need help from teachers. This expressed dissatisfaction due to
difficulty communicating with respective teachers (Pe Dangle, 2020) and identified the absence of a competent guide (Panganiban &
Madrigal, 2021). These narrations are supplemented by the results on the survey presented below.
Table 17. Descriptive Statistics on Negative Experience on Instructional Support
Instructional Support Mean Interpretation
I fail to reach-out my teachers if I need clarifications on certain topics on the module. 3.01 Sometimes experienced
I experience minimal social interaction with my peers especially in doing mathematical tasks. 3.02 Sometimes experienced
I notice that learning resources indicated in the module are not intellectually stimulating and did not
support my learning.
I miss to check my deficiencies in Mathematics due to lack of communications. 3.04 Sometimes experienced
I find out that learning materials indicated in the module are not helpful in developing my mathematical
skills.
Table 17 above presents the survey data on the challenges they encountered on the instructional support of the school. As shown in the
table, the overall mean was 2.85. Respondents revealed that they have sometimes experienced the following challenges: modular
learning in Mathematics misses them to check the deficiencies especially in their submitted tasks because of lack of communications
(mean = 3.04), they fail to reach-out their teachers if they need clarifications (mean = 3.02), they experienced minimal interaction with
their peers (mean = 3.01). Moreover, the respondents have experienced the learning materials provided on the module are not helpful
for them in developing mathematical skills (mean = 2.57).
These findings were supported by the study conducted by Estrada (2021) in which she said that modular learning might not work at
all. Additionally, she said that there is a lack of feedback and there are a lot of challenges concerning modular learning. She also
mentioned that it is hard to absorb new information when no one is there to guide when the lessons become too much. Learning is hard
when done alone. This contributes to them the anxiety and depression.
Learning in Mathematics when no one guides you is quite difficult on the part of the students. This results to little confusion and mostly
of the students missed the deadlines because they need someone to ask to. Due to poor internet connectivity in Lebak, the students’
learning is hindered especially if they have queries on particular topic .
2.4 Negative Experience on Assessment

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Table 18. Clustered Responses on Negative Experience on Assessment

…hindi na-cope up noon kasi nga medyo may kahirapan din at There is a need to cope with some Difficulty understanding
nahihirapan din po akong intindihan kung anong mean ng feedback activities but failure to do so because the feedback given by the
na yun. (Student 3) of difficulty understanding the teacher
feedback
It is challenging to understand the

… it means need mo talaga syang i-cope up at i-apply sa sarili mo feedbacks of the teachers
kung paano mo sya maiintindihan, it is challenging kasi kailangan Understanding the
mo kumbaga pa i-catch up totally kung ano yung thought na gusto feedback given by the
nyang iparating. (Student 4) teacher is challenging
It is essential therefore for the students to understand the meaning of what the teacher wants them to improve based on the feedbacks
they received. The participants revealed that they had trouble on understanding the feedback given to them.
Student 3 said:
“Katulad po ng sinabi ko kanina na meron dapat iko-cope up na activities na hindi na-cope up noon kasi nga medyo may kahirapan
din at nahihirapan din po akong intindihan kung anong mean ng feedback na yun.”
Student 4 added:
“Once na nagbibigay ng feedbacks si Teacher, it means need mo talaga syang i-cope up at i-apply sa sarili mo kung paano mo sya
maiintindihan, it is challenging kasi kailangan mo kumbaga pa i-catch up totally kung ano yung thought na gusto nyang iparating.”
It is challenging for the students to understand the feedbacks given to them by the teachers in distance learning modality due to lack of
face-to-face contact. According to Halawa, et.al. (2017), when giving feedbacks it should not be exaggerated; otherwise, the message
becomes diluted or even not perceived. Additionally, the next table describes the survey results on assessment.
Table 19. Descriptive Statistics on Negative on Assessment
Assessment Mean Interpretation
I fail to receive useful feedbacks from my teachers on my assessed tasks. 2.86 Sometimes experienced
I see that feedbacks on my work does not help me monitor my progress and understanding. 2.60 Sometimes experienced
I observe that learning tasks and in-course assessments on the module fail to support my understanding. 2.80 Sometimes experienced
I think there is no provided helpful information and guidance on the assessment requirements and
criteria.
Table 19 presented the challenges on the assessment part of the module in Mathematics. As shown on the table, the participants have
sometimes experienced the following statements in view with learning mathematics in the modular approach. In modular learning in
Mathematics the participants fail to receive useful feedbacks from their teachers on the assessed tasks (mean = 2.86), they observe that
the learning tasks and in-course assessments on the module fail to support their understanding (mean = 2.80), the criteria presented on
the module is not helpful for them to learn (mean = 2.70), and some of the feedbacks do not help them monitor their progress and
understanding (mean = 2.60). This indicates that teachers should modify the assessment contents of the module in order for the students
to learn better in Mathematics.
In the study conducted by Rodeiro and Nadas (n.d) on “Effects of Modularisation” found out that mathematics students were more
satisfied with their grade reports and gained more information from them. Furthermore, mathematics students found out it easier.
However, grade reports were not helpful in identifying students’ learning needs and informing their learning strategies. Students
reported missing the opportunity of going through their own marked paper or receiving suggestions about the areas they needed to
improve in order to change, it necessary, their focus of learning and strategies on exam preparation.
To sum up the results on the FGD and survey on the negative experiences of the students on leaning Mathematics using modular
distance learning revealed that one of the challenges of the selected Grade 11 students is that the students sometimes experienced the
being self-procrastinated in doing the task because the allotted time is too long, failure to manage distractions, use much of their time
in playing games, surfing on the internet and hangouts rather than answering the module, they rarely experienced not to submit on time
because the students do not set clear goals and no prioritization. They also often noticed that some of the mathematical terms are hard
to understand and this require higher order thinking skills. Students observed that the activities provided in the module are not
appropriate for their learning capacity, hard to comprehend and it contains overloaded learning tasks and mostly of the students
especially in public schools, they rely on the answer keys provided in the module. Consequently, students also sometimes missed to
check deficiencies in Mathematics due to lack of communication, there is limited teacher guidance, minimal social interaction with

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peers, failure to reach out their teachers if they need clarifications because of the lack of good network connection, and rarely
experienced that some of the learning materials indicated in the module are not helpful. According to the participants, they failed to
receive useful feedbacks on their assessed tasks especially if their teachers are too busy that is why the teacher only puts a question
mark on the submitted task and this will result to difficulty understanding the meaning of the feedbacks.
The findings of the current paper corroborate the findings of previous research on the same issues about the challenges of the students
in learning Mathematics in the modular approach. According to Murphy (2020), in the time COVID-19 pandemic, the Philippine higher
education institutions also implemented the distance learning. Likewise, Baticulon et al. (2021) reported the major barriers of Filipino
medical students to adopt distance learning. These barriers can be classified as technological (lack of devices, issues with the online
platform, internet connectivity), individual (students’ learning style, physical and mental health), domestic (concerns at home, financial
distress), institutional (school curriculum), and community barriers (lockdown restrictions, infrastructure challenges, and sociopolitical
issues). Students found it difficult to understand the learning materials on their own. It was reported that students had difficulty studying
at home because of noise, distractions, and small space.
A study conducted at Balbalayang National High School and Baguio National High School shows that most students can neither study
independently nor efficiently follow the instructions in the module, resulting in blank answer sheets (Pe Dangle, 2020). Moreover, he
further said that most learners had trouble answering the learning modules and stated that mathematics is the most challenging.
3. Coping Strategies of the Lebakeño Students on Learning Mathematics in the Modular Approach
The table shows how the students cope with the challenges they encountered on learning Mathematics in the modular approach. This
describes how the support coming from anyone will greatly help the participants rid from the challenges they experience as they
continue learning despite COVID-19.
Table 20. Overall Coping Strategies of the Selected Students
FGD Results Survey Results
Participants coping strategies on dealing with the challenges were: Social Support
• asking help from someone Respondents often experienced this indicator
• preferring to study at quiet place • trying to get advice from someone
• preferring to study at noisy places Moreover, they sometimes experienced the following:
• preferring to have group study • talking to someone to find out more about the situation
• prioritizing tasks • asking people with similar experience
• watching online tutorials • talking to someone who could do something
• downloading pdf files • letting emotions out with the friends
• not relying on the answer keys
• providing sufficient time to solve the problem Emotional Support
• referring on internet Respondents sometimes experienced the following:
• expressing the feelings
• trying to get emotional support from friend
• getting sympathy and understanding from someone
• letting feelings out
• discussing feelings with someone
Problem-focused
Respondents sometimes experienced the following:
• concentrating the efforts on doing something
• taking additional action
• keeping the self from getting distracted by other thoughts
• doing what has to be done, one step at a time
• taking direct action to get around the problem
Religious coping
Respondents often experienced the following
• putting trust in God
• seeking God’s help
• trying to believe that everything is fine with Him
• praying than usual
• trying to find comfort in their religion
Meaning making

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Respondents often experienced the following:

• trying to grow as a person as a result of experience
• thinking hard about what steps to take
…and sometimes experienced the following
• making a plan of action
• trying to come up with a strategy
• thinking about how they might best handle the problem
Moreover, each of the strategy used by the participants was presented using table and discussed separately in this section.
Table 21. Clustered Responses on Coping Strategy
…mag ask ng help sa pinsan ko. Tuturuan nya ako kung paano i-sosolve ang isang Asking help from a cousin Asking help from
problem. (Student 1) someone
…mag answer sa tahimik na lugar. Kasi ako once na nagaanswer ako, ayaw ko ng Prefer to study at quiet
distraction, so piniprefer ko ang tahimik na lugar. (Student 2) place with no distraction Preferring to study at
quiet place
…pini-prefer ko ang mas maingay na lugar kasi sa Mathematics madalas akong Prefer to study at noisy
inaantok kaya para maawaken ko ang mind, gusto ko yung madaming distractions para places to awaken my
hindi ako maantok while nagaanswer ng module. (Student 4) sleepy mind Preferring to study at
noisy places
… gusto ang group study kasi mas maiintindihan mo ang Mathematics pag madami
kayong nagshe-share ng ideas, pwede ka rin magpaturo sa mga kaklase mong may Prefer to have group study
alam at may brainstorming na nagaganap. (Student 3)
… mas early ko ginagawa ang mga task sa bahay, para once na mag answer ko ng Preferring to have group
module sa Math clear na ang mind at wala nang iisipin maliban sa pag answer. study
(Student 3) Doing easy task first
before answering
… maaga ko din ginagawa ang gawaing bahay, then ginagawa ko reportings, projects, Mathematics tasks
at iba’t ibang tasks sa school saka ko na isusunod ang pag answer ng module sa Math.
Need ko po kasing bigyan ng mahabang oras at focus ang Mathematics sapagkat dito
Prioritizing tasks
ako mahina at maiiwasan ang bagsak. (Students 4 and 5)
Doing easy task first
before answering
Para maovercome ko ang challenges sa internet connectivity na kailangang kailangan
Mathematics tasks
para makapagcommunicate kay Teacher so… ang ginagawa ko manood ng online
tutorials, magdodownload ng ng pdf files, then minimessage ko na rin po si Teacher sa
mga ganyang oras para i-clarify lang ang about sa content ng module. (Student 4)
Rescheduling is a must
for communicating to
teachers via online
… matutulog nang early para makagising ka ng ganung oras kasi malakas po ang
signal pag ganung oras. Yun lang, hindi ko po ginamessage ang Teacher ng ganung
oras kasi alam kong pagod din sila at nirerespeto ko ang time nila. Then nagkakaroon
lang ako ng vigiling pag may assignment po akong ginagawa. (Student 3) Watching online tutorials
Rescheduling is a must
Downloading PDF copies for communicating with
… wag na umasa sa answer key, magsariling sikap na lang sa pag answer ng module.
teachers via online
Pag gusto mong tama ang answer mo, intindihin mo mga example at content ng
module. wag ka magrely sa answer key. (Student 1) Rescheduling is a must in
connecting to teachers via
… magsariling sikap na sagutin ang mga task sa module. Then pag medyo nahihirapan online Watching online
na, pinapacheck ko ang output ko sa Teacher kong minor in Mathematics at tuturuan tutorials
naman ako panu at ano gagawin don. (Student 3)
Downloading PDF
… ang ginagawa ko ay binibigyan ko talaga ng sufficient time ang pagsolve o pag copies
answer ng module nang sa ganun makafocus ako at mabigyan ng accurate answer ang Do not rely on the answer
problem. (Student 2) keys provided
… ang ginagawa ko ay magrefer sa internet at manonood ng online tutorials about the Asking guidance from a Not relying on the
topic. Yun po ang ginagawa kong basehan para masolve ang problem at maipapasa ko teacher answer keys
na sya nang maayos. (Student 4)
Providing sufficient time
to solve the problem

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Asking guidance from a

Refer on internet teacher
Watching online tutorials

Providing sufficient time
to solve the problem
Referring on internet
To support the findings above, the participants also revealed that creating a comfortable work environment and asking help from others
have a great impact for the students especially in their learning. These motivate the students to learn Mathematics even though in
modular learning modality. Asking for help can foster a collaborative work environment by sharing ideas between you and your
classmates. This is supported by the statement of student 1:
“Once na mareceive ko na ang module sa Mathematics, sinasagutan ko na agad. Pag hindi ko alam ang sagot o formula na gagamitin
ang ginagawa ko na strategy para macope-up ang difficulty ay ang mag ask ng help sa pinsan ko. Tuturuan nya ako kung paano i-
sosolve ang isang problem.”
Moreover, a relaxing environment improves focus, mental clarity, and agility, and makes it easier for you to recall and retain
information.
Student 2, 4, 3 said:
“Isa sa coping strategies na ginagamit ko ay mag answer sa tahimik na lugar… sa akin naman prefer ko ang noisy places para at
least awaken ang mind ko to answer the module… so sa akin prefer ko ang group study at magkaroon ng brainstorming with them.
Hendrix (2019) find out that learning environment play a crucial role in student success. Students who study in a positive learning
environment or comfortable workplace have been shown to be more motivated, engaged, and have a higher overall learning ability.
Moreover, create a secure environment that students need to feel safe in order to be vulnerable and honest enough to ask for help. This
will encourage them a climate of curiosity, risk taking, and openness.
Likewise, good time management is essential in handling a heavy workload without excessive stress. It will allow individuals to plan
the work ahead of time and finish it with less effort. According to the participants, when they encountered difficulty in doing the tasks
in Mathematics due to overloaded tasks, they usually follow time schedule, and they categorize tasks accordingly.
Student 3 said:
“Ang coping strategy ko po ay mas early ko ginagawa ang mga task sa bahay, para once na mag answer ko ng module sa Math clear
na ang mind at wala nang iisipin maliban sa pag answer.”
Time management has positive effect on student learning and associated outcomes. Krause and Coates (2008) find out that the ability
for successfully managing time is the benchmark of students in developing better study habits as well as strategies for success.
Furthermore, participants revealed that whenever they received modules most of them set their own learning goal for them to increase
motivation and achievement levels.
Student 4 said:
“Para maovercome ko ang challenges sa internet connectivity na kailangang kailangan para makapagcommunicate kay Teacher so
ang ginagawa ko ay from 6pm to 9pm mahina pa man ang internet connection sa amin kaya sa mga ganyang oras ay tulog na ako at
gigising ng 10pm to 3am para manood ng online tutorials, magdodownload ng ng pdf files, then minimessage ko na rin po si Teacher
sa mga ganyang oras para i-clarify lang ang about sa content ng module.”
These findings were supported by the study conducted by Locke and Latham (2006). They stated that rigorous and specific goals lead
to a great effort towards a task, in contrast to simple and vague goals. When goals are set, students direct their attention towards specific
tasks and keep their attention on that task for a longer period of time. Moreover, when students set a specific academic achievement
goal, they can become motivated to complete their work and have higher academic achievement.
Though COVID-19 forced students to develop independent learning to contain the virus, students learned at their own pace, focusing
more on areas that interest them the most or that which they understand better. This will allow them to review module as often they
like and at a time when they are most focused. This is the only way they could learn in Mathematics in the modular approach.
Student 1 said:
“Isa sa coping strategy ko po ay wag na umasa sa answer key, magsariling sikap na lang sa pag answer ng module. Pag gusto mong
tama ang answer mo, intindihin mo mga example at content ng module. wag ka magrely sa answer key.”

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Student 2 revealed:
“Ako naman po wala talaga akong relatives or friends na major in Mathematics, kaya ang ginagawa ko ay binibigyan ko talaga ng
sufficient time ang pagsolve o pag answer ng module nang sa ganun makafocus ako at mabigyan ng accurate answer ang problem.”
In addition, during the modular approach in learning Mathematics, it is difficult for the students to comprehend the topics on their own
especially if no one could help them explain what the module is all about. So, the participants watch online tutorials in Mathematics
that is related to the topic in order for them to understand the lesson better.
Student 4 said:
“Ako naman po pag nahihirapan na talaga ako magsolve ng problem, ang ginagawa ko ay magrefer sa internet at manonood ng
online tutorials about the topic. Yun po ang ginagawa kong basehan para masolve ang problem at maipapasa ko na sya nang maayos.”
Watching tutorial videos have great impact to students in learning Mathematics. This is supported by the study of Kahrmann (2016)
that tutorial videos have high use rate whether for teaching scheme, enhancement, or missed instruction and remediation. For instance,
responses on the participants showed that tutorial videos help them learn and have confidence in answering problems in Mathematics.
Table 22. Descriptive Statistics on Coping Strategy
Social Support Mean Interpretation
I try to get advice from someone about what to do. 3.61 Often experienced
I talk to someone to find out more about the sitauation. 3.43 Sometimes experienced
I ask people who have had similar experiences what they did. 3.39 Sometimes experienced
I talk to someone who could do something concrete about the problem. 3.31 Sometimes experienced
I let my emotions out with my friends. 3.22 Sometimes experienced
Emotional Support Mean Interpretation
I discuss my feelings with someone. 3.03 Sometimes experienced
I try to get emotional support from friend or relatives. 3.13 Sometimes experienced
I get sympathy and understanding from someone. 3.13 Sometimes experienced
I let my feelings out. 3.08 Sometimes experienced
I express my negative feelings and have fun on it. 3.18 Sometimes experienced
Problem-focused Mean Interpretation
I concentrate my efforts on doing something about it. 3.44 Sometimes experienced
I take additional action to try to get rid of the problem. 3.34 Sometimes experienced
I take direct action to get around the problem. 3.11 Sometimes experienced
I do what has to be done, one step at a time. 3.21 Sometimes experienced
I keep myself from getting distracted by other thoughts or activities. 3.24 Sometimes experienced
Religious coping Mean Interpretation
I put my trust in God. 4.45 Often experienced
I seek God's help. 4.33 Often experienced
I try to find comfort in my religion. 3.94 Often experienced
I pray more than usual. 4.01 Often experienced
I try to believe that everything is fine with Him. 4.17 Often experienced
Overall Mean 4.18 Often experienced
Meaning Making Mean Interpretation
I make a plan of action. 3.43 Sometimes experienced
I try to come up with a strategy about what to do. 3.42 Sometimes experienced
I think about how I might best handle the problem. 3.42 Sometimes experienced
I think hard about what steps to take. 3.50 Often experienced
I try to grow as a person as a result of the experience. 3.87 Often experienced
Overall Mean 3.53 Often experienced
Academically at-risk students encountered a lot of challenges in learning Mathematics in the modular approach and adopt
positive methods and strategies to manage their difficulty in learning Mathematics.
3.1. Social Support
As shown on the table above that one of the most practiced coping strategies that the participants adopt was getting advice
from someone on what to do (mean = 3.61). Other indicators that they sometimes experienced were talking to someone to
find out more about the situation (mean = 3.43), asking people who had similar experiences on what they did (mean =
3.39), talking to someone who could do something concrete about the problem (mean = 3.31) and letting the emotions out
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with their friends (mean = 3.22).

According to Dirkzwager, et. al. (2003) social support is an important strategy which helps people to cope with traumatic
experiences. Having effective social support has been shown to be one of the most significant correlates of well-being and
has long been believed to guard against distress.
3.2. Emotional support
Another coping strategy that the respondents adopted in encountering challenges in learning Mathematics in the modular
approach was emotional support. It was shown on the table that the respondents sometimes experienced when encountering
challenges on modular learning in Mathematics are the following: express the negative feelings and have fun on it (mean
= 3.18), followed by trying to get emotional support from a friend or relatives (mean = 3.13), getting empathy and
understanding from someone (mean = 3.08), letting the feelings out and discuss the feeling to someone (mean = 3.03).
These findings are supported by the study of Stanton, et. al. (2000) that emotional support consists of two primary
components including emotional processing – the acknowledgment, understanding, and acceptance of one’s emotion and
emotional expression – the verbal and nonverbal disclosure of one’s emotion. This coping strategy help individuals fight
against anxiety.
3.3. Problem-focused
Moreover, participants have been sometimes experienced in encountering challenges brought by modular learning in
Mathematics one of the coping strategies is to concentrate on the efforts on doing something about it (mean = 3.44), take
additional action to try to get rid of the problem (mean = 3.34), keeping the self from getting distracted by other thoughts
or activities (mean = 3.24), doing what has to be done, one step at a time (mean = 3.21), and taking direct action to get
around the problem (mean = 3.11). You just need to focus on your problem and find ways to solve it.
This is supported by the study conducted by Dixton (2022) that problem-focused coping is more effective because it is
consistently associated with lower stress levels and better mental health. This manages stressful situations to eliminate the
sources of stress via individual behavior.
3.4. Religious coping
It was found out that the participants coping strategy that they are often experienced are as follows: putting trust in God
(mean = 4.45), seeking God’s help (mean = 4.33). Other indicators are believing that everything is fine with Him (mean =
4.17), praying more than usual (mean = 4.01), and trying to find comfort in their religion (mean = 3.94). This has an overall
mean of 4.18. This shows how important God to the students.
To support the findings, Pargament’s study (2005) found out that religious beliefs and practices can help people to cope
with difficult situations such as physical illnesses, stress, and depression. Moreover, according to Paloutzian (2014) that
individuals who use religious coping appear to handle their conditions more effectively than those who do not.
3.5. Meaning Making
After encountering different challenges in learning Mathematics using modular approach, the participants often
experienced are the following coping strategies such as trying to grow as a person as a result of experience (mean = 3.87),
thinking hard about what steps to take (mean = 3.50). Other strategies are sometimes utilized by the participants such as
trying to come up with a strategy about what to do (mean = 3.43), thinking about how they might best handle the problem
(mean = 3.42), and making a plan of actions (mean = 3.42).
These justified that the participants whenever they experience challenges, they think of a strategy that would make them
better. Meaning making strategy findings will be supported by the study of Eisenbeck, et. al. (2021) whenever someone
faced adversities in a resilient and transformative way, developing, or reaffirming a sense of meaning during stressful
situations and engaging in activities that help one find redeeming or transcendent aspects of a situation.
To sum it up, though numerous problems were encountered by the students on the implementation of the modular learning
in Mathematics, the data showed that they are resourceful enough on developing coping strategies to address the
environmental and personal issues they deal with. One of the coping strategies of the students were social support wherein
students often get advice from someone and talk to them on what to do in the module. It was found out also that the
participants express the negative feelings, get an emotional support from others, and discuss the feelings to them. It was

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narrated that they often concentrate on the problems on the module. Sometimes, the participants keep themselves away
from the distractions, answers the module one at a time. Moreover, they believed that God will surely guide them in
answering the module, make plan of actions and determine strategies that will help them learn Mathematics better.
Moreover, students also revealed that in learning Mathematics in the modular approach, the following will be considered:
workplace/home community that will help them find a comfortable place to answer the module that are free from
distractions; they also developed their time management skills such as making to-do list activities and making some
prioritization; set goals for that particular day; improving themselves to be self-directed learner, and watching online
tutorials for them to handle trouble in learning Mathematics.
These findings were supported by the study of Paras et. al., (2021) wherein it was found out that right communication and
the ability to understand the situation would make things work despite the challenging set-up of the modular learning. He
also stated that a positive mind will have a positive outcome and making considerations and adjustments and asking for
assistance will help cope with the challenges that took place as a part of their experiences in modular learning.
4. Development of Learning Framework in Mathematics in the Modular Approach
After determining the experiences of the selected Grade 11 students on learning Mathematics in the modular approach,
Figure 3 presents a diagram that outlines all the components of the Learning Framework in Mathematics. There are three
elements in the framework, all with their own subelements. Besides, the framework also considered the vision of the school,
philosophy, and core values. In this way, it will help develop the important skills from learners most specifically in
Mathematics– critical thinking and problem- solving skills. These skills should be considered in creating modules in
Mathematics. The following are the three elements in this framework:
• the positive experiences
• the negative experiences
• the coping strategies
These results were presented in a framework to describe the experiences of the students in modular learning in Mathematics
to maximize student’s learning. This is designed to develop the skills of the students and will be able to construct their own
learning and facilitate a deeper, more accurate understanding of the adaptive nature of modular learning. With an
understanding of why and how the COVID-19 affects educational system that results to adoption of the modular learning
of different schools for the first time and everyone is not ready, this framework will help be prepared to meet the challenges
ahead and eventually normalize the modular learning in basic education specifically in Lebak, Sultan Kudarat.
The following sub-elements of the framework should be considered in constructing modules:
Vision of the school. This refers to the statement that describes the school’s loftiest ideals, its core organizational values, and long-
term objectives. This must be considered because this will help students develop the skills that is needed after graduating.
School Philosophy. This refers to the statements that identifies and clarifies the beliefs, values and understandings of an individual or
group with respect to education. This should be considered because it will help students develop their capacity and their inclination to
do critical thinking.
School’s core values. This refers to the terms of practice that clearly define on how everyone will work together to achieve the school’s
vision. This must be considered because it will help support the vision and shape the culture.
Table 23. The Positive Experiences Element of the Learning Framework
Categories Indicators
managing time
Time Allocation making time schedule
spending a lot of time answering
well-defined content
differentiated activities and strategies
Content and Organization
self-regulatory learning
enjoyable practice exercises
conducts free-time discussion
creates chat groups
Instructional support
provides supplemental learning resources
creates helpful interventions
Assessment improves learning

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engages learning
develops critical thinking skills
Time Allocation
It is most vital for students to manage time and do all tasks related to Mathematics. Effective utilization of time determines the success
of students especially in modular learning. Students usually manage their time by setting goals, prioritizing tasks based on importance,
and creating schedules.
To describe how the students allocate their time in learning Mathematics amidst pandemic, the following experiences are considered
in this study:
Managing time. This refers to how effectively the students used their time especially in doing the school-related tasks and house
chores, simultaneously. This helps the students achieve their goals faster, become more productive, and improves learning.
Making Time Schedule. This refers to a habit of planning and outlining the activities to make the most learning. Students create to-
do list activities that help them achieved the learning goals.
Spending a lot of Time Answering. This refers to how the students answer the Mathematics tasks on the module. Providing enough
time to do research and asking from elderly helps them learn best in Mathematics.
Content of the module is one of the important influences on the delivery of learning. This provides detailed information about the
module and its supported components which is accessible in different manners that is used to engage learners in the process of mastering
the subject.
The following characteristics of the module helped the learners learn in Mathematics amidst pandemic:
Well-defined Content. This refers to the characteristics of the module that helps the learner learn Mathematics on their own.
Differentiated Activities and Strategies. This refers to the differentiated tasks provided in the module that helps the students learn
and be comfortable with the provided techniques appropriate for their learning capacity.
Self-regulatory Learning. This characteristic of the module helps the students discover their own learning in Mathematics.
Enjoyable Practice Exercises. The content of the module provides enjoyable tasks that helps the students be motivated to learn
Mathematics.
Instructional Support
Helping learners master the content and become competent has to be part of their education. Instructional support can involve material
access and learning to communicate effectively to teachers, and other usual support around understanding content and assessments.
The following supports were provided by the teachers in learning Mathematics in the modular approach:
Conducts Free-time Discussion. This refers to the conducted limited face-to-face classes of the teachers to give additional instructions
and generalizations to the students. In this way, students can raise their concerns about the module.
Creates Chatgroups. It is a mean of communicating the teachers if the students have queries about the content of the module.
Provides Supplementary Learning Resources. This support helps the students learn more in Mathematics. Teachers were sending
PDF copies and links for the students to be guided on how to solve math-related problems.
Creates Helpful Interventions. This refers on how the teachers create interventions that will help the students learn. Some
interventions were providing chatgroups, supplemental learning resources, and conducting free-time discussion.
Assessment
Assessment plays an important role in the process of learning and motivation. Teachers who will adopt modular learning will consider
the following:
Improves Learning. This refers to the positive impact of the modular learning in Mathematics in terms of assessment. Activities and
assessments provided on the module improves learning.
Engages Learning. The activities and assessments provided in the module is engaging for the students. They engaged themselves on
learning Mathematical facts.
Develops critical thinking skills. This refers on the assessments provided on the module that helps the learners develop their critical
thinking skills. This provides learning tasks that are challenging on the part of the students.

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Table 24. The Negative Experiences Element of the Learning Framework

Categories Indicators
Procrastination
Time Allocation Unidentified goals
No priorities set
Not submitting tasks on time
Overloaded tasks
Hard to comprehend
Content and Organization Activities required HOTs
No sufficient information
Relying on Answer Keys
Lack of good network connection
Not stimulating learning resources
Minimal social interaction
Limited teacher’s guidance
Difficulty understanding feedbacks
Assessment
Failure to receive useful feedbacks
Time Allocation
This refers to how poorly the students in managing their time in learning Mathematics in the modular approach. The following
challenges in allocating time should be considered by the teachers in adopting modular learning modality:
Procrastination. This refers to the habit of delaying an important task and somewhat related to “bahala na” mentality. Teachers should
consider the time allotted on the module because the more time allotted, the more they will procrastinate and they will not use their
time wisely.
Unidentified goals. This refers to the behavior of the students in answering modules. When adopting modular learning, make sure to
monitor the students from time to time so that the progress in learning should be measurable.
No priorities set. This refers to the absence of priorities, no vision, and clear direction when doing a task. Teachers should define clear
objectives and goals for the students. They will require the students to have checklist of the task to be accomplished.
Not submitting the tasks on time. This refers to delaying the submission of the learning tasks. Teachers should inform the students
the value of time.
The following are the challenges encountered in learning Mathematics especially in the content and organization:
Overloaded tasks. This refers to the overpopulating the task list on the module. This may not help the students learn in Mathematics.
Teachers should provide learning tasks that is appropriate for the allotted time indicated in the module.
Hard to comprehend. This refers to the concepts on the modules that are difficult to understand. When adopting modular learning in
Mathematics, make sure that there will be definition of difficult mathematical terms included in the module.
Activities require HOTs. This refers to the activities that require higher order thinking skills of the students. Activities presented in
the module should be balanced, there will be an activity that requires LOTs and HOTs as well.
No sufficient information. This refers to the limited information found in the module. Teachers should provide sufficient information,
example, and explanation most especially in Mathematics so that students will learn better on their own.
Relying on the answer keys. This refers to how dependent the students on the provided answer keys on the last part of the module
when answering tasks. When designing a module, make sure that there will be no answer keys provided on the module.
For the betterment of the learning process in Mathematics in the modular approach, teachers should consider the following:
Lack of good network connection. This refers to the speed of the internet connectivity. Teachers should provide other option to
connect to the students.
Not stimulating learning resources. This refers to the resources provided that are not motivating and inspiring.
Limited teacher guidance. This refers to minimal social interaction with teachers since the internet connectivity is quite slow and
face-to-face contact is not allowed. School should provide good network connection, instead.
Assessment

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The following should be considered by the teachers when designing a module in Mathematics:
Difficulty understanding the feedbacks. This refers to received feedbacks that are somewhat exaggerated. Make simple feedbacks
and understandable.
Failure to receive useful feedbacks. Make sure that the given feedbacks on the learning tasks of the students will improve their
learning.
Coping Strategy
The following coping should be given emphasis by the teachers in designing module in Mathematics. These coping strategies help the
learners cope with the challenges they encountered in learning Mathematics.
Social support. This refers to having other people, including family and friends to turn to in times of need.
Emotional support. This refers to receiving genuine encouragement, reassurance and compassion from other people.
Comfortable learning environment. This refers to a comfortable learning environment and help received coming from other people.
Watching online tutorials. This refers to watching math-related problems that were solved already as the guide in solving problems
in the module.
Religious coping. This refers to how students are being close to God in times of hardships.
Meaning making. This refers to how students understand their own problem when encountering challenges.
Problem-focused. This refers to how someone change one’s situation by asking support from others.
Time management. This refers to managing time when encountered a lot of challenges and make use of the value of the time.
Goal setting. This refers to giving vision, and directions in times of trials.
Conclusion
The students' shared experiences with learning mathematics during the COVID-19 pandemic illuminated and clarified how these
concerns affect students' learning, particularly those who study mathematics utilizing modules. The occurrence of the COVID-19
pandemic baffled the Department of Education (DepEd). It forced them to implement an abrupt shift in the educational system in the
Philippines, requiring students, parents, and teachers to immediately adopt a new normal education, specifically learning Mathematics
in the modular approach. However, considering the objectives of this study, various relevant literatures that were reviewed,
methodology and the findings, this study arrived at the development of proposed learning framework and the following conclusions
were made: the selected Grade 11 students were spending a lot of time in answering the activities in the module, managing their time,
making a time schedule and they experienced flexibility of learning during modular approach in Mathematics. Moreover, students were
working on the lessons on their own pace, enjoying solving the activities on the module, and finding out that the module has a well-
defined content that contains differentiated activities and strategies. Besides, they also experienced a little guidance coming from their
teachers because of the COVID-19 pandemic, they developed among themselves to be motivated to scan the notes with or without
direct supervision, the interventions and the supplemented learning resources provided by the teachers help them learn Mathematics
better. Some of the interventions made by the teacher for the students were making chat groups and conducting limited face-to-face
classes for additional instructions and generalization. Also, students revealed that the assessment on the module improves learning and
engaging.
Nevertheless, challenges still emerged despite these desirable experiences. One thing is developing the habit of procrastination.
According to the participants, this problem has always been a challenge to the students because of the allotted time on the module.
Usually, students choose not to submit the tasks on time because of the overloaded learning tasks provided, they do not set priorities,
and there are lots of distractions while doing the tasks. Besides, students have encountered difficulty understanding the content and
assessment instruction because some activities require higher order thinking skills. The Department of Education (DepEd) has always
prioritized a conducive learning environment, but sad to say the pandemic crisis has harmed the students’ concentration in learning
Mathematics. Students did home duties and mostly students rely on the answer keys provided in the module.
In terms of instructional support, the participants encountered lack of good network connection that limits their ability to communicate
with their teachers and classmates especially if the students have queries on the content of the module. As stated by the participants,
they have difficulties in communicating and asking questions from their teachers. Likewise, the participants encountered difficulty in
understanding the feedbacks given to them, limited teacher guidance, and the learning tasks and assessments on the module fail to
support their understanding.
These occurrences made the students’ coping strategies essential in helping them get through all the difficulties. Mostly of the students
prefer to utilize the religious coping, meaning making, allowing themselves to play out of their best, both adjustment and considerations
and asking for assistance also helped them to cope with the difficulty in learning Mathematics. Some students watch online tutorials,
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develop their time management skills, and sets goals for them to be able to learn Mathematics better.
Overall, each indicator and clusters of ideas of this study served as a glimpse of the selected Grade 11 students’ experiences toward
modular learning in Mathematics during the pandemic. The rage of the Coronavirus stopped the world. It was an enormous challenge
because it has caused the transition to modular learning in most schools worldwide. Likewise, these coping strategies made them
capable of facing modular learnings struggles and continue learning amidst pandemic.
Consequently, this study proposed a learning framework in Mathematics in the modular approach. The adoption of such framework
has enormous implications, not only understanding the nature and quality of the modular learning achievements, but also of exposition
of gaps that need to bridge in future modular learning research and practice.
This framework is designed to facilitate a deeper, more accurate understanding of the adaptive nature of modular learning. With an
understanding of why and how the COVID-19 affects educational system that results to adoption of the modular learning of different
schools for the first time and everyone is not ready, this framework will help be prepared to meet the challenges ahead and eventually
normalize the modular learning in basic education specifically in Lebak, Sultan Kudarat.
Based on the findings and conclusion of the study, the researcher and the participants recommend that the school must provide enough
resources for the teachers and students such as limited internet connection or data, the module content must be contextualized and
contains sufficient examples to cater the needs of the students, and the activities will be appropriate for the learning capacity of the
students. The teachers must be more supportive and dedicated to teaching the students, despite the difficulty in proximity and
communication and should be engaged in different online platforms. Students must have active participation with their teachers. This
may help build proper communication and a sense of connection. Consequently, future researchers can use these findings to support
their potential investigation especially in the experiences of the students in learning Mathematics during pandemic.
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Affiliations and Corresponding Information

Rashmia S. Baraguir, LPT, MAEd
Notre Dame of Marbel University – Philippines
Jun Y. Badie, LPT, PhD
Notre Dame of Marbel University – Philippines

The Experiences of The Lebakeño Grade XI Students On Learning Mathematics in The Modular Approach: Basis For Learning Framework

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THE EXPERIENCES OF THE LEBAKEÑO GRADE XI

STUDENTS ON LEARNING MATHEMATICS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

The Experiences of the Lebakeño Grade XI Students on Learning Mathematics in the

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Figure 2. Research Paradigm

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Students can focus more, can

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… step-by-step ang pagtuturo ng mga solution. May With step-by-step process

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Table 9. Clustered Responses on Positive Experience on Assessment

It is more enjoyable and

The students gained stock

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Students 2 and 3 said:

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Students cannot make use of

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… pagkakaroon ng answer keys sa likod na part ng module, hindi ko

… may tendency na papalitan mo ang answer base sa answer key kasi

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There is the tendency to copy the answer on

A tendency to rely on the answer keys

“Parang hinahayaan na lang ang students na umasa sa answer key.”

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Difficulty to connect with teachers

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Table 18. Clustered Responses on Negative Experience on Assessment

It is challenging to understand the

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Respondents often experienced the following:

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Asking guidance from a

Watching online tutorials

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with their friends (mean = 3.22).

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Table 24. The Negative Experiences Element of the Learning Framework

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Affiliations and Corresponding Information

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