2. INTRODUCTION
Early last year, the World Health
Organization has declared the pandemic of
the novel SARS-CoV2 infection and it has
now become a major public health
challenge worldwide. The infection control
and physical distancing measures are
crucial to prevent the virus from further
spreading and to help control the pandemic
situation. The policy of compulsory physical
distancing has been implemented in many
countries including in the Philippine
The COVID -19 pandemic has affected
educational systems worldwide, leading to
the near-total closures of schools, early
childhood education and care (ECEC)
services, universities and colleges.
In response to school closures,
UNESCO recommended the use of
distance learning programs and open
educational applications that schools and
teachers can use to reach learners
remotely and limit the disruption of
education
3. INTRODUCTION
The Philippines is facing a big
challenge towards educational system
nowadays. Due to the threat of the Covid-
19 pandemic, the traditional face-to-face
learning is not suitable to implement and
the Department of Education presented its
Basic Education Continuity plan, to get the
education of the country’s learners back on
its road
Different learning modalities are
being proposed and one of them is
the Modular Distance Learning which
is widely used by most of schools
nowadays.
4. STATEMENT OF THE PROBLEM
Sta Barbara Integrated High School is one of the schools that has been affected.
For the first time, the school deviated from usual face- to – face learning for health
safety protocols. After conducting survey as to what mode of learning to be used, it
was revealed that majority of the students are willing to undergo modular distance
learning.
During the whole year-round implementation of this modality, teachers have
encounters various issues, problems and challenges. Most of these were related to the
reliability of the students output and there has been a decline in the interest and
performance of students .These were observed during the submission/retrieval of
modules and checking of outputs.
5. OBJECTIVES OF THE STUDY
The study aims to determine the perceptions and attitudes of students towards
modular Distance Learning in Sta Barbara Integrated High School during the School
Year 2020-2021.
Specifically, it aims to:
a. describes the socio-demographic characteristics of the respondents in terms of
age, sex, grade level, occupation of parents/guardians and educational attainment
of parents/guardians
b. determine the perceptions and attitudes of respondents towards modular learning;
c. determine the students’ perceptions of learners support services.
d. finds out the relationship between socio-demographic characteristics of the respondents and
their perceptions and attitudes towards modular learning.
6. ASSUMPTIONS OF STUDY
First, the researcher assumes that respondents will
provide honest, accurate and appropriate information in
response to the interview questions that will be used to
answer the research questions. Lastly, the respondents
will submit their corresponding answers on time for filing
and interpreting of data.
7. SIGNIFICANCE OF THE STUDY
The result of the study will be beneficial to the following:
School Administrators. This would help them to come up with concrete plans or strategy
for the students to have a positive outlook and boost their interest towards modular learning.
Teachers. It would help them in implementing additional learning support for the students
during modular distance learning
Future Researchers. This would serve as references for further studies on related
problems.
8. SCOPE AND LIMITATIONS
The study will focus on the Perceptions and Attitudes of students towards
Modular learning during the School Year 2020 - 2021. Respondents in this
study are students of Sta Barbara Integrated School, Sta Barbara, Llanera,
Nueva Ecija. The study will be limited to the data gathered using a
questionnaire modified and adopted by the researcher. Also it will be limited
to all the information provided by the participants in connection with the
informants’ interpretation and reflection.
9. REVIEW OF RELATED LITERATURE
Modular learning is the most popular type of distance learning. In the Philippines, this
learning modality is currently used by all public schools because according to survey
conducted by the Department of Education, learning through printed and digital modules
emerged as most preferred distance learning method of parents with children who are
enrolled this academic year. This is also in consideration of the learners in rural areas where
internet is not accessible for online learning.
The use of modules encourages independent study. One of the benefits of using
modules for instructions is the acquisition of better self -study or learning skills among
students. Students engage themselves in learning the concepts presented in the module.
They develop a sense of responsibility in accomplishing the tasks provided in the module.
With little or no assistance from others, the learners progress on their own. They are learning
how to learn: they are empowered (Nardo,M.T.B, 2017)
10. REVIEW OF RELATED LITERATURE
Distance learning requires students to be more focused, better time managers and to
be able to work independently and with group members (Hardy and Boaz 1997)
Since education is no longer held within the school, parents serve as partners of teachers in
education, Parents play a vital role as home facilitators. Their primarily role in modular
learning is establish a connection and guide the child (FlipScience,2020).
In the study Entitled” The implementation of modular Distance Learning in the
Philippine Secondary Public Schools” it was revealed that most of the learners are having
difficulty in this new learning modality,90% of the participants had hard time answering their
modules. Half of them do not have enough time to accomplish all their modules and most of
the students cannot answer all their module independently.
Modular learning is heavily reliant on the More Knowledgeable Others (MKOs)
capacities, also known as the adult figures in these students' homes. The module relies on
their knowledge and patience to teach the student whatever concept they don't understand.
In most middle-class homes where at least one person has access to data or an
internet connection, this might not pose much of a problem. Additionally, at least one person
in middle-class families has attended college. This means they have access to education
and resources. But this may not be the case for lower-income families.
11. REVIEW OF RELATED LITERATURE
In families where both parents are absent, trying to make ends meet, and no one has
gone to college because of poverty, modular learning might not work at all. Lessons are
limited to what's written on paper. Without another more knowledgeable person who can
explain these complicated concepts, the student will definitely have difficulty absorbing their
lessons
In the other hand, a recent study from the Netherlands shows, for instance, that less
educated parents have been less supportive of their children efforts during the lockdown
and that this has been partly driven by the fact that they were feeling less capable to help
them (Bol, 2020). Parents with low education might also hold negative attitudes towards
learning themselves, thus underestimating the importance of their support for their
children’s skill development and, as result, help them less than highly educated parents.
Students’ attitudes and dispositions to learning, such as ambition or motivation, are
important drivers of their educational achievements and can help ensure that learning is as
effective as possible
12. REVIEW OF RELATED LITERATURE
Learning attitudes are rooted in the support that students receive from teachers and
families. Analyses based on PISA 2018 in the OECD Skills Outlook 2021 (OECD,
Forthcoming) shed light on the crucial role played by both teacher practices and parental
emotional support as important drivers of the development of attitudes. Different forms of
support can be incentivized and shaped by effective policy intervention, generally, but even
more so in the extraordinary circumstances related to the COVID-19 pandemic.
Therefore, it is important to understand which are the most suitable forms of support
that teachers and families can embrace to sustain the digital learning process of children.
The importance of teacher enthusiasm as a driving factor of student learning has been
shown extensively in the literature: for instance, enthusiastic teachers help instill in their
student’s positive subject-related affective experiences and a sense of the personal
importance of the subject (Keller et al., 2014) and they motivate and inspire students,
increasing the productive time they spend on learning tasks (Keller et al., 2015); Hoidn and
Kärkkäinen, 2014; Kunter et al., 2013).
13. METHODOLOGY
The study used descriptive research design in the
presentation of data which involved the socio- demographic
characteristics of the respondents in relation to their perceptions
and attitudes towards modular learning. Data will be collected
through the use of survey questionnaire.
RESEARCH DESIGN
14. METHODOLOGY
Conceptual Paradigm of the study
Independent variables
Dependent variables
Socio-Demographic Characteristics
Of the Respondents
Age
Sex
Grade level
Parents’/guardians’ Occupation
Parents’/ Guardians’ Educational attainment
Perceptions and
Attitudes
Towards Modular Distance learning
Learners’ Support Services
15. METHODOLOGY
Socio-Demographic Characteristics- describe the profile of an
individual such as age, sex, grade level, highest educational attainment of
parents/guardians and parents/guardians’ occupation.
Perceptions - the process by which organisms interpret and organize
sensation to produce a meaningful experience of the world (Lindsay &
Norman, 1977)
Attitude is a mental or neural state of readiness, organized through
experience, exerting a directive or dynamic influence on the individual’s
response to all objects and situations to which it is related
OPERATIONAL DEFINITION OF TERMS
16. METHODOLOGY
The study will be conducted in Sta Barbara Integrated School -High
School, located at Brgy Sta.Barbara, Llanera, Nueva Ecija, Division of
Nueva Ecija during the School Year 2020 – 2021.
This school is a budding learning institution. It caters grades 7 to grade
12 with 4 available classrooms. Insufficient numbers of classroom have
been a dire necessity due to increasing number of population. As of now, it
has a total population of 230 students including Senior High school. It’s all
came from four feeder barangays namely Ligaya, Villa Veniegas, Florida
Blanca and Sta. Barbara
Farming is the main source of living of most of the residence in this area.
LOCALE OF THE STUDY
17. The respondents of the study will be taken from Grade 7 to grade 10
students of Sta Barbara Integrated School-High School for the school year
2020 – 2021, located at Llanera district, Division of Nueva Ecija.
PARTICIPANTS OF THE STUDY
METHODOLOGY
18. Samples will be randomly selected from grade 7 to grade 10 students of
Sta Brabara Integrated High School located at Llanera District, Division of
Nueva Ecija . Random sampling will be used in selecting the respondents of
the study using the Slovin’s Formula to determine the sample size.
POPULATION AND SAMPLING
METHODOLOGY
19. To get the appropriate data needed, the researcher will be using
questionnaires with two parts. Part I will ask for the demographic
characteristics of the respondents
Part II will be used to get the perceptions and attitudes of the
respondents towards Modular distance learning. In this part, Likert - type
scale questions will be used.
RESEARCH INSTRUMENT
METHODOLOGY
20. To make the questionnaire valid, credible and reliable, pre-testing of the
questionnaire will be administered to the Senior High School Students of
Sta Barbara Integrated High School since modular approach of teaching
and learning has been implemented
VALIDATION OF INSTRUMENTS
METHODOLOGY
21. The researcher will present a letter of approval to the School Head of Sta
Barbara Integrated High School asking permission to conduct a study
within the premises. The letter will also include the sample questionnaire for
further assessment of the administrator before administering it.
DATA GATHERING PROCEDURE
METHODOLOGY
22. To interpret the data to be collected, the researcher will be using
qualitative analysis to understand, words, and experiences.
METHODS OF DATA ANALYSIS
METHODOLOGY
