KALUBIHON ELEMENTARY STUDENTS LEARNING
EXPERIENCES AND PERCEPTIONS OF MODULAR
DISTANCE LEARNING AND INTERACTIONS
FOR SY: 2020-221
A Research Paper Presented to the Faculty of Kalubihon High School
Kalubihon, Dalipuga, Iligan City
In Partial Fulfillment of the Requirements for Practical Research 1
Grade 11 Senior High School
Wilson Q. Paglinawan Jr.
Julius G. Paglinawan
Alqueen U. Mahilum
Princess L. Oniana
Jay-An P. Caliso
June 2021
CHAPTER I
INTRODUCTION
Traditional Education System, pupils are required to go to
different institutions or school to learn. But the operation of school was
severely affected by the corona virus disease (COVID19) starting
December 2019. The said virus leads Department of Education
(DepEd) to have and create another learning strategies for the
learners, which is the Modular Distance Learning. It is a form of
distance learning that uses self-learning modules (SLM) based on the
most essential learning competencies (MELCS), Manlangit etal. (2020).
In the other hand , parents are vital partners in educating
learners. This is specially true today since there are no classes to be
done in school amid the COVID19 pandemic. For learners without
resources to attend online classes, they are provided with learning
modules which they will use to continue in school for this school year
2020-2021(DepEd, 2020).
The researchers want to know the Kalubihon Elementary
Students learning experiences and perceptions of Modular Distance
Learning. Through this study, people will have an ideas about how do
the students done their modules provided by schools. Researchers
also wanted to know how do student, parent and teacher interacts with
each other in Kalubihon Elementary School. It will also show how
helpful the said experiences, perceptions and interactions to the
learning development of students.
This study will be conducted to know the students learning
experiences and perceptions of Modular Distance Learning and
Interactions of Elementary students of Kalubihon Elemtary School.
Specifically, this study aims to address the following questions:
1. How do students perceive and describe their learning experiences
with Modular Distance Learning?
2. How do parents perceive and describe the learning of their children
in Modular Distance Learning?
3. How did the students done their adjustments?
Significance of the Study
The main focus on this study is to describe students learning
experiences and perceptions in Modular Distance Learning and
Interaction. The result of this study provides insights and information
beneficial to the following:
Student/Learners. This study will help them to express freely their
learning experiences and perceptions in Modular distance Learning. It
will also make them a better individual as they learn more and more.
Parents. The study will help them realize their role as vital partners of
the school in developing the potentials if their children.
Teachers. It will help them to have an effective teaching strategies
from this study and will give more opportunities to explore and teach
based n the learning styles of the learners.
To the officials of the Department of Education. This study will help
the DepEd design new seminars and training on the improvement of
role of parents in the Modular Distance Learning Modality.
To the future researchers. This study will serve as additional
reference that will give them ideas and insights that may be helpful in
their research study.
Conceptual Framework
Learning
Experiences
Perceptions
Parents
Interactions
Scope and Delimitation of the study
This study was conducted to find out the how do students done
their adjustments in the new normal education. Thirty (30) respondents
where, twenty (20) students and ten (10) parents of Kalubihon
Elementary School.
This study is further delimited in describing student’s learning
experiences and perceptions on modular distance learning and it’s
interactions between parent, student, and teacher. It’s respondents
was limited due to the situation that we encountered everyday like lack
of students during the school year 2020-2021.
Definition of Terms
Corona virus disease 2019- is an infectious disease caused by the
newly discovered virus (WHO,2020).
Traditional Education System- education system in which instruction
takes place between an instructor and students where all are physically
present in the same classroom.
Modular Distance Learning- features individualized instruction that
allows learners to use self-learning modules (SLMs) in print or digital
format/electronic copy whichever is applicable to the learner
(Malaya,2020).
Self-Learning Modules- learning delivery modalities are in place to
address the need situations, and resources of each and every learner
and will cover all the bases in ensuring that basic education will bee
accessible avoid the present crisis posed by COVID19 (DepEd, 2020).
Interactions- mutual or reciprocal action or influence, Merriam-Webster.
(n.d.)
Learning Experiences- constructed and evaluated by learners of their
learning environment (Knowles, Holton and Swanson, 2005).
Perception- the capability whereby people understand their
environment (Crane, 2011).
Learners- a person who is learning; student, pupil, apprentice, trainee
(Dictionary.(n.d.).
New Normal Education- new way of learning brought by COVID19
pandemic can be an additional challenge during tough time
(Paramount Direct, 2020).
Pandemic- is the worldwide spread of a new disease (WHO, 2010).
CHAPTER II
REVIEW OF RELATED LITERATURE
Most countries around the world temporarily closed educational
institutions to contain the spread of the virus and reduce infections
(Tria, 2020). Face to face engagement of students and teachers within
the school has also been suspended. The Philippines is in the process
of adapting to the new normal form of education now and continuous
innovations of educations and active involvement of other stakeholders
are the driving force for it’s success.
For the continuity of education and for every school to still attain
it’s mission and vision which is to provide quality education to every
Filipino learner, the Department of Education implemented the modular
Distance Learning. It refers to a learning delivery modality, where
learning takes place between the teachers and the learner who are
geographically remote from each other during instructions. This
modality has three types; Modular Distance Learning (MOL), Online
Distance Learning (ODL) and TV/Radio Based Instruction (Quinones,
2020).
In the Philippines, this learning modality is currently used by alll
public schools because according to a survey conducted by the
Department of Education (DepEd), learning through printed and digital
modules emerged as the most preferred distance learning method of
parents with children who are enrolled this academic year (Bernardo,
J).
The use of modules and parental involvement encourages
independent study. One of the benefits of using modules for instruction
is the acquisition for 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 modules. 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)
Since education is no longer held within the school, parents
serve as partners of teachers in education. Parents play a vital role as
home facilitators. Their primary role in modular learning is to establish
a connection and guide the child (FlipScience, 2020).
The importance of parental involvement in the education of their
children were affirmed in various empirical studies. Research from the
National Coalition for Parent Involvement in Education shares that “ no
matter their income or background, students w/ involved parents are
more likely to have higher grades and test scores, attend school
regularly, have better social skills, show improved behavior and adapt
well to school” (Brooks, 2019).
Moreover, White (2018) reported the results of two researches
which showed the positive effects of parental involvement in school of
their children. One study found that parental involvement helps give
children attention and praise which, in turn, helps them recognize their
education is worthy of adult interests. As children tend to model adult
behaviors, when parents are actively involved with their schooling,
children will learn the importance of educations and try to emulate
those behaviors from their parents.
According to Larson (2019) school have made great students in
increasing the frequency of communication with families, taking
advantage if digital tools to give parents more visibility into their child's
day can make it reality. Administrators should also lead by example,
demonstrating that they are equally accountable for executing the plan.
Parent must also invite parents to be partner. If educators do not
already known the school’s parent body, they should be sure to reach
out and learn more about them. Teachers should invite parents to
share information about their child’s strength and weaknesses, what
type of support system they have at school.
There are important obstacles that constrain parents ability to
become actively involved in their children’s education include teachers
attitudes and family resources. These obstacles, however, can be
overcome by schools and through teacher training. Teacher attitudes
may be one obstacle to parental involvement. For example, teacher
beliefs about the impact of their efforts to involve parents in student’s
learning predict their efforts to encourage family that as compared to
middle school teachers, elementary teachers more strongly believed
that parental involvement is important for students and provide more
opportunities and help for parents to be involvement at some schools
may be the result of the staff’s perceptions of parents or the degree to
which they feel parental involvement is important for their students
(Education State University, 2019).
In the “new normal” in education due to the changes brought
about by the COVID19 crisis, the Department of Education (DepEd)
underscores the important role of parents and guardians in making
sure that the learning of their children will continue amid expected
disruptions. The DepEd under secretary Sevilla said that the
cooperation and support coming from parents will be very important as
the entire basic education system braces for the so-called “new
normal” (Hernando- Malipot, 2020).
CHAPTER III
RESEARCH METHODOLOGY
Research Design
According to Corbin and Strauss (2008), “Qualitative research
allows researchers to get at the inner experience of the participants, to
determine how meanings are formed through and in culture, and to
discover rather than test variables”. Qualitative research requires an
understanding of participants in order to develop meaning and
understand their perspectives (Lodico et al., 2010; Merriam, 2002).
Research Locale
This study utilized the survey design in determining the students
learning experiences and perception on modular distance learning and
interactions. The opinions and recommendations of students, parents
and teachers were gathered through a survey, particularly by using
questionnaires that usually had an open-ended questions.
The researchers conducted the study in Kalubihon Elementary
School which is located in a rural area of Dalipuga, Iligan City. Twenty
(20) students and ten (10) parents in the selected school were chosen
and identified as key informants through purposive and convenience
sampling. The researchers distributed the questionnaires and collected
the data personally while observing and following the health protocols.
Sample of the Respondents
No. Of 20 8 females 12 males 9-Grade 11-Grade
Students 6 5
No. Of 10
Parents
No. Of 30
Respondent
s
Research Instrument: Adapted Questionnaire: Alex A. Nwankwo
Research Questionnaire
Name:
1. Gender
a) Male b) Female
2. Grade Level
a) Grade 6 b) Grade 5
3. How many hours did you spend in your module?
a) Monday___hrs. b)Tuesday___hrs. c) Wednesday___hrs.
d) Thursday___hrs. e) Friday___hrs.
4. Time spent on modules
a) I feel that I spend adequate time on my modules.
(b) I feel I spend just the right amount of time on my modules.
(c) I feel I don’t spend enough time on my modules.
(d) I feel I need to spend more time on my modules.
5. Does your parents help you in your modules?
a) Yes b) No
6. Modular Distance Learning
a) My experience with my modules has been great
because__________________________________________________
________________________________________________________.
b) My experience with my modules has been somehow great
because__________________________________________________
________________________________________________________.
c) My experience with my modules has not been all that great
because_________________________________________________.
________________________________________________________.
7. Perception of Modular Distance Learning
a) Do you perceive that the modular distance learning met your
expectation?
b) Do you perceive that the modular distance learning discussions
met your discussions?
c) Do you perceive that the parent- teacher interactions met your
expectations?
d) What changes would you suggest for modular distance learning?
________________________________________________________
________________________________________________________
______________________________________________________.
Data Collection
A letter of permission to conduct research was sought from the
Principal’s Office of Kalubihon High School . After the approval,
researchers communicated personally to the respondents while still
following the health protocols. Researchers also sought consent and
approval from the school of Kalubihon Elementary School where
respondents currently enrolled. Informed consent was secured to
explain to the respondents what the goal of the research was and
extent of their participation. Then the researchers distributed the
questionnaire to the respondents of Kalubihon Elementary School. The
gathered data were recorded, organized, analyze and interpreted
accordingly.
