IMPACT OF MODULAR LEARNING ADOPTION IN ACADEMIC PERFORMANCE OF

GRADE 11 SHS STUDENTS OF MUNTINDILAW NATIONAL HIGH SCHOOL

RESEARCH PAPER SUBMITTED TO MUNTINDILAW NATIONAL HIGH SCHOOL-

SENIOR HIGH SCHOOL FACULTY IN PARYIAL FULFILLMENT OF THE

REQUIREMENTS FOR INQUIRIES, INVESTIGATION AND IMMERSION

JECCA D. CIOCO

ANTIPOLO CITY

PROVINCE OF RIZAL

NOVEMBER 2020-2021
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Modular learning is a form of distance learning that uses Self-Learning Modules

(SLM) based on the most essential learning competencies provided by DepEd ensure

that all learners have access to quality basic education for School Year 2020-2021 with

face to face classes still prohibited due to the public health situation.

Education is the act or process of imparting or acquiring particular knowledge or

skills. Going to school is the best public policy tool available to raise skills. However We

are facing a global health problem that affects our study. The DepEd sector adopt a

modular distance learning where it helps us to continue learning despite the crisis ahead.

Background of the Study

Covid 19 Pandemic affects our life style. Even educational systems Worldwide has

affected. Many countries decided to close schools, universities and colleges. Schools

closure impact not only students, teachers, families, but have a societal consequences.

In response to school closures, UNESCO recommend the use of distance learning that

schools and teachers can use to reach learners remotely and limit the disruption of

education.

Statement of the Problem

The research about” Impact of Modular Learning Adoption in Academic

Performance of Grade 11 SHS students of Muntindilaw National High School” aimed to

explain briefly toward the end of the study about the following questions:

1. Demographic profile of the respondents in terms of:

1.1. Sex

1.2. Age

1.3. Section
 2. What are the impact of modular learning in academic performance?

3. What implications can be drawn based on the result of the study?

Theoretical Framework

This chapter gives an overview of the learning theories that are indicated by the

literature to have been the most influential during the 20th century. There are three

dominating directions of learning theory during the 20th century were behaviorism,

cognitivism and constructivism. The theories that educators can utilize to help them

enhance their classroom and make it a better learning environment for all students.

Learning theories based on behaviorism were dominating during the first 60-70

years of the twentieth century (see, e.g., Schunk, 2003; Saettler, 2004). The basis for

behavioristic learning theories is the principle of stimulus-response. According to

behavioristic learning theories, behavior is triggered by external and environmental

stimuli. Skinner (1976) refers to this mechanism as operant conditioning. The difference

between classical conditioning (Pavlov, 1927), and operant conditioning is mainly that

operant conditioning addresses voluntary behavior and is thereby better applicable to

human learning. Skinner and Pavlov are likely to be two of the most well-known

behaviorists and their respective work has been influential in the field of behavioristic

learning theory. Many commonalities can be found in the work of Skinner and the work of

Watson, such as their view of conditioning (see, e.g., Walker, 1990). Watson is, together

with Thorndike, often regarded as two early and influential behaviorists. Behaviorism

focuses on the importance of the consequences of those performances and contends

that responses that are followed by reinforcement are more likely to recur in the future.

No attempt is made to determine the structure of a student’s knowledge nor to assess

which mental processes it is necessary for them to use (Winn, 1990). The learner is

characterized as being reactive to conditions in the environment as opposed to taking an

active role in discovering the environment. Behaviorism was dominant when instructional

theory was initiated (around 1950), the instructional design (ID) technology that arose

alongside it was naturally influenced by many of its basic assumptions and

characteristics. Since ID has its roots in behavioral theory, it seems appropriate that we

turn our attention to behaviorism first.

 Thorndike established a behavioristic branch called Connectionism (e.g., Walker,

1990). He regarded the mind as an interconnected network of small and simple units that

are associated to each other. Much of his work was carried out in relation to testing the

intelligence and learning ability of children. Thorndike formulated three basic laws that

established the relations between stimulus and response (e.g., Walker, 1990): 1) the law

of effect, which states that positive response will enhance behavior and negative

response will usually weaken behavior; 2) the law of readiness, which states that a series

of responses can be chained together in order to achieve goals; and 3) the law of

exercise, (which was later withdrawn) which claims that the connection between stimulus

and response is that behavior is established by repeated connections of stimulus and

response. Like Pavlov (1927), Thorndike mainly based his research on animal behavior.

Watson transferred his research based on animal experiments to human learning

and behavior as well. He argued that psychology should only pay attention to observable

behavior and not worry about mental processes (Andersson, 2000, pp. 63-75). Watson

(1920) even carried out an experiment involving a child (Albert) with the purpose of

proving that classical conditioning (conditioned fear in Albert’s case) was transferable to

humans. Watson (1920) meant that all humans are born with a couple of basic reflexes,

and that the rest of our knowledge and behavior is the result of stimulus-response.

Watson is sometimes referred to as the father of behaviorism, and is maybe most famous

for his idea of being able to shape children to whatever he wanted. The cognitive learning

theory looks at the way people think. Mental processes are an important part in

understanding how we learn. The cognitive theory understands that learners can be

influenced by both internal and external elements. Plato and Descartes are two of the first

philosophers that focused on cognition and how we as human beings think. Many other

researchers looked deeper into the idea of how we think, spurring more research. Jean

Piaget (1936) is a highly important figure in the field of cognitive psychology, and his

work focuses on environments and internal structures and how they impact learning. The

cognitive theory has developed over time, breaking off into sub-theories that focus on

unique elements of learning and understanding. At the most basic level, the cognitive

theory suggests that internal thoughts and external forces are both an important part of

the cognitive process. And as students understand how their thinking impacts their
learning and behavior, they are able to have more control over it.

Jean Piaget was possibly the most prolific writer dealing with issues of cognitive

development. Driscoll (1994) explains that his cognitive development work was based on

"elaborating a theory of knowledge, of how the child comes to know his or her world" (p. 171). In

other words, "Under what laws does cognition develop and change?" (Saettler, 1990, p. 74). This

theory is known as Piaget's theory of "genetic epistemology."

Piaget's theory is based on the idea that knowledge acquisition is a process of

continuous self-construction. Knowledge is invented and re-invented as the child

develops and interacts with their surrounding world (Driscoll, 1994). Central to the theory

is the idea that children actively acquire knowledge through their own actions.

Fundamental to the theory are principles of cognitive theory rather than those of

behavioral theory. Central to the idea of cognitive theory are schemas or schemes, which

refer to units of generalized behavior (or action) that provide the basis for mental

operations (Gruber and Voneche, 1977). In addition, Piaget's theory is geared towards

knowledge acquisition for children not adults.

The cognitive learning theory impacts students because their understanding of their

thought process can help them learn. Teachers can give students opportunities to ask

questions, to fail, and think out loud. These strategies can help students understand how

their thought process works, and utilize this knowledge to construct better learning

opportunities.

Simpson (2002) argues that constructivism is a psychological and philosophical

perspective, and an epistemology rather than a learning theory. However, constructivism

is often referred to as a learning theory in line with behaviorism and cognitivism (see, e.g.,

Schunk, 2003, pp. 285-328).

Compared to cognitivism, constructivism emphasizes personal experience, and

learning is best accomplished by doing (see, e.g., Dewey, 2004). The role of the teacher

tends to transform into a guiding and mentoring role, as knowledge transfer from teachers

to students is not considered to occur. As with other learning theories, the roots of

constructivism can be traced back in history. Rousseau, for example, criticized that

children were taught about things, rather than experiencing the things themselves.
Rousseau said that: “You think you are teaching what the world is like; he is only learning

the map”, cited by (Subramaniam, 2002). Rousseau argued, like modern constructivists,

that the emphasis should be on learners’ construction of their own mental models, rather

than on teachers conveying theirs. Like Piaget, Rousseau devoted his attention to the

developmental stages of children. He introduced a theory that explained the development

of a child in four stages (see, e.g., Egidius, 2003, pp. 17-24). Rousseau’s stage theory

was later revised by Piaget (2006) and presented as the Stage Theory of Cognitive

Development.

Schunks overview ( 2003, pp. 285-328) shows that the individual construction of

knowledge is one of the core values of constructivism, and knowledge is regarded as

something that is individual in the sense that everyone constructs his or her own

representation of the world and there is no objective truth. Learning occurs in a context

and the more authentic the context is the more efficient learning becomes, and in social

constructivism the social context is especially emphasized, “Constructivism highlights the

interaction of persons and situations in the acquisition of skills and knowledge” (Schunk,

2003, p. 287). The active nature of learners is strongly emphasized by constructivists and

by necessity these are assumptions that have a strong influence on didactics,

instructional design, and pedagogical methods. They also affect the teachers’ role in the

way that they put the focus on creating and structuring situations that stimulate learners

to actively engage with content and act in a social context, rather thantraditional teaching.

The teacher becomes a mentor and is expected to provide guidance rather than on acting

in the traditional role of the lecturing teacher. According to Schunk (Schunk, 2003, pp.

285-328) this has also influenced curriculums toward synthetic and integrated

approaches.

Constructivistic learning theories challenge the traditional, lecture and teacher-

centered teaching approaches and put the learner and the construction of knowledge and

personal mental models in the centre. Learning becomes a personal as well as a social

process of assimilation and accommodation when the learners assimilate new knowledge

into previous experience, changing mental models, testing them against social

interactions, assimilating again and so on (Piaget, 2002).

 Constructivism is sometimes divided into three main directions: exogenous

constructivism, endogenous constructivism, and dialectical constructivism (see, e.g.,

Schunk, 2003, pp. 285-328). Exogenous constructivism refers to knowledge as a

construction of the external world, endogenous constructivism refers to knowledge as

being derived from previous knowledge, and is a cognitive abstraction of the external

world, and dialectical constructivism refers to knowledge as the product of the interaction

between the learner and the environment. Knowledge is influenced by the external world

as well as by the mind (see, e.g., Schunk, 2003, pp. 285-328; Piaget, 2002).

Two of the major contributors to constructivism, as it is perceived today, are Piaget

and Vygotsky (see, e.g., Schunk, 2003, pp. 285-328; Marton & Booth, 2000). Piaget’s

research showed that children learn from doing, not from being fed with information. He

argued that children are testing their mental models against new experiences, and new

knowledge occurs through assimilation and accommodation, in which new experience is

assimilated into old mental models (Piaget & Inhelder, 1997). This triggers an

accommodation process that changes mental structures to accommodate new

experiences. Piaget meant that we constantly refine (construct) our mental model of the

world, adapting it to new knowledge and experience. Piaget’s work focused on children,

and children’s cognitive development. Even though Piaget is often considered to be a

cognitivist (see, e.g., Egidius, 2003), his contributions to constructivism are important and

I have, like Schunk (2003, pp. 285-328) and (Marton & Booth, 2000, pp. 21-29), chosen

to discuss Piaget in the context of constructivism as well.

 Conceptual Framework

Conceptual Model of the Study

Input Process Output

I. Introduction

II. Statement of the problem

1. What are the impact of

modular learning in

academic
- Creating survey
performance?
questionnaires There is advantage
2. What implications can
and disadvantage in
- Validation of
be drawn based on the modular learning.
survey
results of the study?
questionnaire
3. How does modular
- Distribution of
learning work on a day
survey
to day basis?
questionnaire
III. Respondents profile
- Survey descriptive

• Name:

• Sex:

• Section:

IV Review of related

literature and studies

Significance of the Study

This study on the “Impact of Modular Learning Adaption in Academic

Performance of Grade 11 SHS students of Muntindilaw National High School” is

significant and beneficial to the following:

School, Some of advantages to modular learning education material accessibility, flexible

scheduling, more academic options and the opportunity to build valuable skills.

Students, One of the benefits of modular learning education is convenient. Students prior

learning and have opportunities for self-development, self-evaluation and also having a

sense of responsibility to accomplished the task by the given schedule.

Teachers, The one thing teachers need more today is a flexible way to guide their

students.

Parents, The parent or guardian can save money because their child does not go to school

and provide pocket money.

Researcher, This study explore modular learning system and learning practices.

Future researcher, The findings of this study will serve as a reference material and guide

for future researchers who to conduct the same study.

Scope and Limitation of the Study

This study focused mainly on the selected respondents in Muntindilaw National

High School, more specifically, the respondents of the study were composed of 50 of

randomly selected Senior students in Muntindilaw National High School S.Y. 2020-2021

who will represent the sample size population of this study. The researchers chose to

focus on the Grade 11 in Muntindilaw National High School for the stability of the

respondents.

Definition of terms

This includes the meaning of the difficult words used in the study. The meaning

each word is based on its uses in the research study and defines operationally.
Modular Learning- Modular learning is a form of distance learning that uses Self-

Learning Modules (SLM) based on the most essential learning competencies (MELCS)

provided by DepEd.

Academic Performance- Academic performance or academic achievement is the

extent to which a student, teacher or institution has attained their short or long-term

educational goals.

Self Learning Module- These modules are self-contained unit or package of study

materials for use by individual, most useful for adult learners, graduate and

undergraduate levels. It provides a learning activity to learners when a group education

or individual education session is not possible.

Education- the process of receiving or giving systematic instruction, especially at a

school or university.

Covid-19 Pandemic- Coronavirus disease 2019 (COVID-19) is defined as illness

caused by a novel coronavirus now called severe acute respiratory syndrome

coronavirus 2.

DepEd- The Department of Education (abbreviated as DepEd; Filipino: Kagawaran ng

Edukasyon) is the executive department of the Philippine government responsible for

ensuring access to, promoting equity in, and improving the quality of basic education.

UNESCO- The United Nations Educational, Scientific and Cultural Organization is a

specialised agency of the United Nations aimed at promoting world peace and security

through international cooperation in education, the sciences, and culture.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIE

This chapter presents the related literature and studies after the systematic and

extensive search done by the researcher. This will also present a synthesis of the art, to

fully comprehend the reason to be finished.

Foreign Literature

Modularized instruction is seen as a tool that can help technology educators teach

and, in some ways, make their jobs easier to do. Hobbs (2001) said that when technology

education was in its early stages, teachers tried to assemble the curriculum themselves

and they found this to be nearly impossible. Hobbs (2001) commented that teachers are

not as prepared to develop curriculum as the vendors who hire people to do only that for

a living. Hobbs (2001) stated that teachers lack the time to develop curriculum when they

are already overwhelmed with the daily duties of their classes. Hobbs (2001) said that

vendors design curriculum much closer to state and national standards than teachers in

the classroom. Walker (2000) said that technology education has always pushed problem

solving, which is stressed by modules.

Barnett et al (2004) argued that the curriculum receives scant regard in current

debates about teaching and learning in higher inculcation but suggests that this may

vicissitude in the context of quality assurance mechanisms and benchmarking. In

teaching there are many methods which are being used. Some of them are assignment

method, discovery method, lecture method, discussion method, programmed learning,

project method, field trip, case study method, demonstration method, modularized

instruction. Modular teaching is a new approach in classroom settings, for experience

taking in encounters in instruction also it has been getting much consideration. The

system of taking in modules has turned into a piece of all level of instructions. Teaching

through module is a self - taking in bundle managing one particular topic/ unit. It could be

utilized within any setting helpful to the learner and may be finished at the learner's own

particular pace. Sufficient hypotheses further more practices are accessible for the useful

requisition of secluded educating in our classrooms. Consequently a study was directed

so as to check the adequacy of modular teaching. Got information was investigated,

analyzed and results were drawn.

Donnelly and Fitzmaurice (as cited in O'Neill, Moore, and McMullin, 2005) “suggest

that academic staff can begin the process not by focusing on the content of the module

and also how they intend to teach it, rather by focusing on the quality of learning that can

be achieved by their students”. Creating modules takes commitment, time, and a

systematic approach, which includes rationale for the module, appropriate design and

development and an evaluation process, in order to find success in their implementation.

Local Literature

Receno (2001) developed and evaluated instructional materials for the

enhancement of listening skills among freshman students of St. Michael College of

Laguna. Among others, she concluded that freshman students need instructional

materials that will help them realize and make use of their internal language resources to

be able to attend to and appreciate listening.

Aquino-Danganan (2001) proposed instructional modules in developing

computational skills in College Algebra. She mentioned that the proposed instructional

modules had titles, instruction to the learners, rationale, objectives, pretest with answer

keys, worksheet assignment, progress check with answer key and post-test with answer

key. The format and language of each were properly organized, clear and simple. The

objectives of each module were specific and were based on the course syllabus. The

topics were properly developed and explained and the activities and exercises facilitated

student learning in College Algebra.

Aggabao (2002) made a study aimed at developing individualized self-instructional

modules on selected topics in Basic mathematics for instructional use at the Teachers

College in Isabela State University. After making use of the experimental method,

concluded that instructional materials used at the college for Basic Mathematics are

inadequate and are not designed for self-instruction; that instruction through self-

instructional materials is as effective as the prevailing teaching method of instruction; and

students as well as teachers generally have a positive attitude toward the use of
individualized, self-instructional materials as a mode of instruction in Basic Mathematics.

The study of Madriaga (2004), “Effects of Modular Instruction in Teaching Physics”

revealed that the use of modules give the teacher more time to deal with the students on

one-on-one basis. She found out that the performance was better on the experimental

group exposed to modular instruction.

Lacdao (2004) in his thesis “A Comparative Study of the Effects of Modular

Instruction and Lecture Discussion Method on the Achievement of Grade VI Pupils in

Mathematics” mentioned that the experimental group in his study who were taught using

the instructional modules, performed better than the control group who were taught using

the traditional method of teaching.

The study of Rizaldo, et. al., (2007) “Comparative Effects of Modular and Traditional

Methods in Teaching Analytic Geometry”, concluded that students performed better and

mastered the subject matter using the modular method of teaching.

 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methods used by the researcher. It includes the research

design, research locale, respondents of the study, sampling technique used to get

sufficient information for this study.

Research Design

The researchers used the descriptive method, which the research used

survey that consist lists that contains series of questions (survey questionnaire) to obtain

data and information. The researchers believe that the research design fits to the

research needs the researcher conducted.

Respondents of the Study

The respondents of the study came from random composed of fifty (50) grade 11

respondents.

The researcher used Simple Random Sampling to pick and count the opinions of

the students that are included in our research.

Researche Locale
Research Instrument

To be able to gather information in support of this study, the researchers consulted

different reference materials such as books, journals, and other thesis study. The

researchers also search on the internet for further findings of the Impact of Modular

Learning Adoption in Academic Performance of Grade 11 SHS students of Muntindilaw

National High School.

The questionnaires used by the researcher was researchers made as the

instrument to know the Impact of Modular Learning Adaption in Academic Performance.

The questionnaires provided by the researchers are formed in 4-point Likert Scale

ranging from “Strongly agree” to “Strongly disagree”. In the development of survey

questionnaires, the researches formulated their questions and let it check by the validator.

Data Gathering Procedure

The researchers have undergone the number of procedures to ensure that the data

collected were valid are reliable. First, the researchers provide an approval letter to the

respondents. Second, the researchers distributed the survey questionnaires they had

prepared in a form of Likert Scale Checklist to their respondents and they waited until

their respondents are done answering the survey questionnaires they gave.

Validation of the Questionnaire

The researchers consulted and submitted the questionnaire to their research

adviser to test the validity and reliability of each statement. The research adviser identified

the statement which require revision. The researchers repeated the same process until

all statements were considered valid. Afterwards, the researchers consulted the expertise

of a grammarian for editing and checking of the study.

Statistical Treatment of Data

The following statistical tools were used by the researchers during the

conducting of the study. The data collected from the author, the students that answered

to our survey questionnaire are gathered to get the right and exact number of students

about their perception and experiences. This data will act as an answer to our questions
given by the studies. The results are compared based on the difference of the

respondents. The data we’ve collected will be presented using bar graph to set the data

in order and give a clear understanding to those who will be reading the research.

The equation used to get the percentage of every response to every question is:

n= N_
1+Ne²

Where in:

N=Total Population

n=Sample Size

e=Margin of Errors

The following summated scale points and adjectival in interpretation will used in the

analysis.

table 1. Likert Scale

Scale Description

4 Strongly Agree

3 Agree

2 Disagree

1 Strongly Disagree