OUR LADY OF LOURDES COLLEGE FOUNDATION

Vinzons Ave., Daet, Camarines Norte

SENIOR HIGH SCHOOL DEPARTMENT

[email protected]

IMPACT OF MODULAR CLASSES IN TECHNICAL VOCATIONAL

LIVELIHOOD (TVL) STUDENTS: SALIENT IN EDUCEMENT
CAPABILITY AND SKILL IN DISTANCE LEARNING

In Partial Fulfilment on the Requirement in

Practical Research I

Researchers

Vidal, Lyka

Andaya, Jermeine

Abogado, Felix L.

Velasco, Arianne Phoebe

Home Economics, Grade 11

May 2021

ACKNOWLEDGEMENT
i
 The researchers would like to sincerely extend their gratitude to the people who have

been part of their study. The researchers are genuinely grateful for the unwavering support and

contribution to make this research efficient and successful. Despite this challenging pandemic,

the researchers have overcome every obstacle they encounter. However, teachers, parents, and

fellow researchers are willing to help in accomplishing the study. The success of this research are

owed to the following:

To Mrs. Lalaine Aberia, their dearest teacher who guided and extended the making of

the research. The researchers are grateful for the tireless understanding, guiding them virtually,

correcting mistakes as they conduct this research. If not for you, they would have done nothing

to accomplish this study. 

The researchers are also grateful to Ms. Jhana Marie A. Belhida, their research editor,

who is willing to help despite their mistakes and distance. Thank you for the time, knowledge,

and effort towards a systematic and orderly form of research.     

To the respondents of the Senior High School Department of Our Lady of Lourdes

College Foundation, who devoted their time enthusiastically in honestly participating and

answering their questionnaire even if they only answered online or Google-forms, they still

provided the information and data needed for this research. Thank you for your invaluable

kindness in responding to the research questionnaire. Without your cooperation and willingness,

this research may not have been completed.

To their fellow students who helped by sharing their ideas and knowledge about the

research, thank you so much for the support and having the researchers back when needed.  

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 To their parents who fully understood and supported their needs, financially and

morally, thank you very much. The researchers appreciate your patience, love, and courage when

they are busy doing this research. 

Above all, glory be to God as he guides the researchers in every step of making the study

possible. The researchers are thankful to you for giving them enough knowledge, determination,

and motivation to carry out this study—all praise to God for hearing their prayers, especially

when they are discouraged in finishing it on time.

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 DEDICATION

           This research is wholeheartedly dedicated to Dear Lord, who has given strength and

unending guidance to everyone, especially those included in the making of this research.

            Second, this is also dedicated to our fellow students struggling and not giving up on the

current state of education and the hardships we are experiencing in distance learning, especially

to Technical Vocational and Economics (TVL) students, who seek appropriate skills and

knowledge. Moreover, this research will hopefully serve as a voice that caught the government

and schools' attention. 

             Third, to the parents and teachers who guide and address our grievances and provide

advice and knowledge on areas we do not know. This research is for you to inspire and rejoice in

those you have helped. Once again, thank you so much. This is all for you.

Abogado, Andaya, Vidal, Velasco

TABLE OF CONTENTS
iv
TITLE

Page

Title Page.............................................................................................................................. i

Certification from the Editor............................................................................................... ii

Acknowledgement............................................................................................................... iii - iv

Dedication............................................................................................................................ v

Table of Contents................................................................................................................. v

Abstract................................................................................................................................

CHAPTER

1 INTRODUCTION

1.1 Background of the Study..................................................................................... 1-2

1.2 Research Questions............................................................................................. 3

1.3 Significance of the Study..................................................................................... 3-4

1.4 Scope and Delimitations...................................................................................... 4-5

2 LITERATURE REVIEW

2.1 Introduction for the Literature Review................................................................ 6

Concept 1.............................................................................................................. 6-
7

v
 Concept 2.............................................................................................................. 7-
8
Concept 3.......................................................................................................... 8
2.3 Related Studies.......................................................................................... 9-

12

Study 1.............................................................................................................. 9-
10
Study 2.............................................................................................................. 10 -
11
Study 3.............................................................................................................. 11 -
12
2.4 Synthesis...................................................................................................... 12

2.5 Conceptual Framework................................................................................ 13 -

14

3 METHODOLOGY

3.1 Research Design.......................................................................................... 15

3.2 Context and Participants............................................................................. 15 -

16

3.3 Instruments................................................................................................... 17

3.4 Data Collection............................................................................................... 17

3. 5 Data Analysis.................................................................................................. 17 -

18

4 RESULTS AND DISCUSSION

vi
 4.1 Introductory Paragraph..................................................................................

4.2 Research Question/ Objective 1....................................................................

4.3 Research Question/ Objective 2...................................................................

4.4 Research Question/ Objective 3...................................................................

5 CONCLUSION

5.1 Summary.....................................................................................................

5.2 Conclusions.................................................................................................

5.3 Recommendations.....................................................................................

ABSTRACT
              This research aims to characterize and understand the impact of modular learning on the students of
Technical, Vocational, and Economics students. The researchers have an in-depth study about the Impact of
Modular Classes In Technical Vocational Livelihood (TVL) Students: Salient In Educement Capability And Skill In
Distance Learning. It will show the perspective, positive and negative influence, and suggestions in modular
learning. This research underwent a qualitative method and used convenient sampling, in which the respondents
were selected by the researchers based on "convenience." In addition, researchers used electronically distributed
questionnaires to obtain data needed in the study. The respondents are twenty (20) Technical Vocational and
Livelihood (TVL) students who are currently enrolled and choose modular learning as a method in Our Lady of
Lourdes College Foundation- Senior High School Department. Their responses were held confidential and
vii
adequately analyzed by the researchers. The result emerged based on the respondents' data that the implementation
of modular education among Technical Vocational and Economics students is not effective in developing skills and
knowledge in the course. However, the positive effect of modular learning was to prevent the spread of the Covid-19
virus. Although it has a positive effect, it still negatively influences students by which is not accurate and convenient
in providing the appropriate skills and knowledge needed in the course. Meanwhile, the students suggested that there
should be limited face-to-face classes to execute each lesson and skill. However, the health protocols enforced by
the government should be followed.

Keywords: modular study, Technical Vocational, and Economic, perspective, suggestion, negative and positive
impact

viii
 CHAPTER 1

1. INTRODUCTION

1.1 Background of the study

The "Technical Vocational in Economics" course is one of the tracks offered

under the Philippines' senior high school programs. Its objective is to equip the youth for

employment or livelihood that they will use in their future. Therefore, it requires

systematic education and information. Whereas, as a result of the pandemic that occurred,

the education system has been reformed. Then, there were restrictions and principles on

continuing education. Every government has been open to these circumstances. Thus,

distance learning is the response they thought of to re-starting education. Previously, in

the education system, we completed traditional "Face to Face" learning, which

significantly impacted proficiency. It has been varied by printed modules that must be

learned without professionals and used by common sense. However, it is not reasonable

for students to pass the Technical Vocational Livelihood course. Although youths have

different abilities and subsistence, this may affect their education.

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

(SLM) based on DepEd's essential learning competencies (MELCS). The modules

include sections on motivation and assessment that serve as a complete guide of both

teachers' and students' desired competencies. Teachers will monitor the learners' progress

through home visits (following social distancing protocols) and feedback mechanisms

and guide those who need special attention (Manlangit et al. 2020).

1
 According to Diosdado M. San Antonio (2020), Undersecretary of the

Department of Education, they expect that the Modular Instruction will cause confusion

or complaints to the youth, especially to the parents. However, there is nothing to worry

about because the teachers are still there who are willing to help and make the lessons

understandable.

The implementation of modular learning in every TVL student can be an obstacle

in shaping their ability and skills. In addition, they will lose interest and desire to

graduate due to the possible impact on their education. They say that the module is a

solution to further education, especially for those without the internet, but instead of

being practical, it can be dangerous to their lives and knowledge. Systematic teaching is

what they need to achieve their desires in life and dreams. The importance of teaching in

the formation of skills and competencies is due to distance learning.

This research was conducted to make the readers understand the potential impact

of the modular study on the students of Technical Vocational in Economics. Its goal is to

inform young people about the positive and negative effects of distance learning on their

learning and lifestyle and inform those involved and professionals about the appropriate

solution to the effectiveness of distance learning. This research plays a vital role because

it will serve as a guide and guidance to the readers in their daily lives. It helps to answer

the confusion, be aware of the present, guaranteed information on right and wrong, and

pay attention to the students' path towards a better future.

2
1.2 Research Questions

The study aims to determine the Impact of Modular Classes on Technical

Vocational Livelihood (TVL) Students of Our Lady of Lourdes College Foundation.

Specifically, this paper aimed to address the following research questions:

1. What is the perspective of the students of Technical Vocational Economics in

the modular study?

2. What is the effect of modular education on senior high school students in the

Technical Vocational Economics course?

2.1 Positive influence

2.2 Negative influence

3. What is the suggestion to the concerned and professionals in the modular

study?

1.3 Significance of the Study

This research presents the significant benefits and will be helpful in the following:

Students. This study will help as a voice to the students' suggestions and obtain

appropriate and systematic education. It will also help shape their skills and abilities that

they need, clarify and answer their grievances.

Teachers. It will be helpful to know the possible impact of this on their students

regarding modular learning. Thus, they measure what they still need to do in teaching and

need to change, in addition to giving adequate guidance to each student.

3
 Parents. The results of this study will help them to know the positive and

negative influence that modular study can bring on their teenage children. It will also

focus their attention, support, guidance, and direction to help them.

School. This research will serve as a guide and basis to further develop the school

system and policy. This will make the purpose of learning effectively with the students.

Government. This study will serve as an instrument to be informed through the

suggestions and grievances of the students. Other than that, see the appropriate action on

the problem they need to solve and put an end to this problem.

Future Researchers. This will help them to have enough ideas, a broad

perspective, and a well-rounded educational mentality in the future. In addition, the case

study can be applied to other situations and similar studies.

1.4 Scope and Delimitation

This research attempted to assess the perspective and possible impact of modular

learning on Technical, Vocational, and Economic courses due to changes in the education

system. Primarily, this research focuses are students who choose a modular learning

mode currently Senior High School student and studying at Our Lady of Lourdes College

Foundation with a Technical, Vocational, and Economics course. This study was

delimitated in this way given that the appropriate participant in this study covers TVL -

track students, except that they are the only ones with the capable information and

insights to be provided.

4
 It should be noted that the present study did not cover the entire population of

Senior High School students with Technical Vocational and Economics courses

throughout the Philippines. In addition, this study delimitated the scope of the study due

to lack of instruments, finances, time, and limitation of outdoor and indoor activities

since the government implemented safety protocols. This will be concluded in just one

semester year 2021-2022. However, these participants are capable of providing

information that are significant to the aims of researchers.

5
 CHAPTER 2

2. LITERATURE REVIEW

This study will find publications related to this research, such as newspapers, books, web

pages, and other references that can be used as a basis for analysis. This study aimed was to

develop web publications as an intervention. However, a literature review will support, the basis

and expand the information related to the studies as a piece of evidence. It bridges the gap

between what is already known and what is still unknown. This review includes both local and

foreign literature.

2.1 Conceptual Literature

Concept 1. According to Merlina Hernando Malipo (2020) she indicated that

most students prefer to use the "modular" distance learning option. Since face-to-face

classes are not yet allowed, the DepEd will implement Blended / Distance learning. Some

401, 903 prefer "other" alternative learning modalities while 744, 648 learners want to

use television. Meanwhile, a total of 2, 074, 010 learners said that they wanted online

while 1,940, 054 responded that they prefer combination of face- to-face with other

modalities.

DepEd has prepared different learning delivery modalities for each learner to suit

their need and capacity, Briones said. "DepEd puts focus on self-learning modules as the

primary learning tool that can cater to all students," she said. The different Regions are in

the last stage of completing module development as well as aligning earlier developed

modules with the Most Essential Learning Competencies (MELCs).

6
 Concept 2. According to Jesus Felix Galias (2020), he cited that Senior High

School learners are the ones heavily affected by school closures amid COVID-19.

Learning has been done remotely, through modules, internet, television, or radio. For

instance, adjustments to distance learning can be the hardest in low-income contexts and

among vulnerable learners. Some specializations that can switch to distance learning

more easily are those with a stronger emphasis on academic subjects. TVL track which

may lead to the learners' opportunity to qualify for a National Certificate II (NCII) has

become increasingly valued to improve employability and other human development

outcomes for SHS TVL learners. However, taking the NCII assessment has not been

recognized as a requirement for graduation. Another issue is the implementation of Work

Immersion (WI) for TVL track. This is severely affected during this COVID-19 crisis

scenario.

Meanwhile, according to the Manila Times (2020) they cited that problems with

distance learning system must be thoroughly investigated. However, Pangasinan

educators, there are two serious problems with the educational modules. The expense of

reproducing and distributing the printed modules has already exhausted the funds

available to schools and teachers, they say. To add insult to injury, the educators said

Briones opposed the inclusion of additional allowance for teachers in the 2021 national

budget. We might suggest that, in the interest of speed, clarity and actionable results, the

investigation should not be carried out by a legislative committee.

Concept 3. According to Doug Valentine (2020) they conducted a study on

University of Oklahoma that despite the problems, many users like technologies such as

compressed video and see continued growth in the area. One of the earlier forms of
7
 distance learning was done through correspondence courses. Today, the internet and

compressed video have taken distance learning in new directions. Live video instruction

is the most popular and fastest growing delivery mode in the U.S.

However, according to Ostendorf (1997) and Greenberg (1998) defines

contemporary distance learning as "a planned teaching/learning experience that uses a

wide spectrum of technologies". In contrast, all students are suited to this type of learning

and not all subjects are best taught via this medium. More mature students are the most

likely to find success with distance learning. Many distance learners are different from

traditional undergraduates in that they are already in professions. Compressed video can

magnify the strengths and weaknesses of the instructor. Students are prone to pick up on

a lack of organization and direction and respond with apathy and absenteeism. The lack

of interaction can cause problems when there is a dissenting opinion that cannot be

picked up on with non-verbal cues.

2.2 Related Studies

Study 1. According to Alelaimat and Ghoneem (2012) this study aimed at

revealing the effect of educational modules strategy on the direct and postponed study's

achievement of seventh primary grade students in science, in comparison with the

conventional approach. Researchers use the quantitative research design. Moreover, the

sample of the study consists of (174) male and female students randomly chosen from

schools in the city of Mafraq, students are divided into two groups: Control and

Experimental. Researchers have developed educational materials relevant to carry out

modular strategy for teaching scientific concepts in the science text book for primary

8
seventh grade, though the development of achievement test to measure the direct and the

postponed achievement by the study's sample. The consistency and reliability of the test

have been obtained.

The study's results revealed that students in the experimental group are superior

to students in the control group in both types of achievement. At the same time results

showed the lack of difference between male and female students in direct and long-term

achievement test. Based upon the study's results, researcher recommends the necessity to

use more modern means to teach students the "Science" domain such as modules

strategy, to hold courses and workshops for teachers training on implementing modules

strategy. Furthermore, to make available textbook and references which facilities this

style of teaching. Finally, is to conduct similar studies over different domains, such as

physics and mathematics. The study shows that modular classes are more effective and

have an advantage regarding in educational attainment.

Study 2. Conversely, According to Cavanaugh and Gillan et. al (2004) the

community of K–12 education has seen explosive growth over the last decade in distance

learning programs, defined as learning experiences in which students and instructors are

separated by space and/or time. While elementary and secondary students have learned

through the use of electronic distance learning systems since the 1930s, the development

of online distance learning schools is a relatively new phenomenon. Online virtual

schools may be ideally suited to meet the needs of stakeholders calling for school choice,

high school reform, and workforce preparation in 21st century skills. The growth in the

numbers of students learning online and the importance of online learning as a solution to

educational challenges has increased the need to study more closely the factors that affect

9
student learning in virtual schooling environments. This meta-analysis is a statistical

review of 116 effect sizes from 14 web delivered K–12 distance education programs

studied between 1999 and 2004. The analysis shows that distance education can have the

same effect on measures of student academic achievement when compared to traditional

instruction. The study-weighted mean effect size across all outcomes was -0.028 with a

95 percent confidence interval from 0.060 to -0.116, indicating no significant difference

in performance between students who participated in online programs and those who

were taught in face-to-face classrooms. No factors were found to be related to significant

positive or negative effects. The factors that were tested included academic content area,

grade level of the students, role of the distance learning program, role of the instructor,

length of the program, type of school, frequency of the distance learning experience,

pacing of instruction, timing of instruction, instructor preparation and experience in

distance education, and the setting of the students. Thus, the study shown that there's an

equal impact to the significant of distance learning.

Study 3. Meanwhile, According to Sufiana K. Malik (2012) she indicated that the

present paper addresses the differential effect on students’ general comprehension taught

through modular and traditional teaching approaches at secondary school level. In

addition, the research design use is qualitative and was conducted in one male and one

female secondary school. Sample for conducting experiment was selected randomly from

population of grade 9 students. Data was obtained through administration of general

comprehension-based-teacher-made test. The data was analyzed by applying statistical

package for social science through independent sample t test. Conclusions showed that

there were significant differences between modular and traditional in general

10
 comprehension of students. Findings depicted that students taught through modular

approach gained higher mean score in teacher made general comprehension-based test

than students taught through traditional approach. Findings reported significant gender

difference in general comprehension of male and female students where male students

performed significantly better than female students on general comprehension-based test.

However, the study shown that the modular and traditional classes have significant

impact in general comprehension of the students.

2.3 Synthesis

In conclusion, the related studies and literature's revealed that modular classes has

positive and negative impact among Technical Vocational and Economics courses.

However, the study of literature review remedied the research gap, insufficient details

and weakness of learning. For instance, are the validations of what the possible impact of

the modular class on the Technical Vocational and Economics learners. More

specifically, the statement of Jesus Felix Galias (2020) he stated that adjustments to

distance learning can be the hardest in the low-income context and among vulnerable

learners. However, the study aims to address the research gap that there's a significant

and salient distribution in resolving the insufficient and weakness of the research.

The finding of the study synthesized here are highly relevant to my research idea.

In particular objectives and research questions that should be concluded. First, will find

out what is the impact and perspective of the students in the modular class on Technical

Vocational and Economics, which will help to come up with a proper solution and step in

11
 addressing the issue. Apart from this, will see various other studies related to the research

that will expand the idea of the researchers.

2.4 Conceptual or Theoretical Framework

This study is supported by the theory of Constructivism. Jean Piaget (1936) was

the first psychologist to make a systematic study of cognitive development.

Constructivism is a theory in education that recognizes learners construct new

understandings and knowledge, integrating with what they already know. This includes

knowledge gained prior to entering school.[3] It is associated with various philosophical

positions, particularly in epistemology as well as ontology, politics, and ethics.

INPUT PROCESS OUTPUT

 Perspective of  Gathering  Analyzing the

the students in information in data gathered
modular Technical and verified the
Vocational and details.
learning mode.
Livelihood  Identify
 Positive and students. adequate
negative effect  Conducting a solution and
survey or suggestions
of modular
questionnaire in which may help
classes in the chosen to resolve the
students. students. issue.

Figure 1. Research Paradigm

12
 The researchers created a diagram that will help to show systematically and

orderly the steps and methods to carry out the study. Figure 1 shows the three steps,

including Input, Process, and Output, with their different steps. The methods are in the

following:

The Input included the students' perspective in modular learning mode and the

positive and negative effect of modular classes in their existence.

Meanwhile, the Process included gathering information in the students of

Technical Vocational and Livelihood (TVL) and, in addition, conducting a survey or

questionnaire to the limited chosen students.

Furthermore, the Output included analyzing the data gathered from the students

who answered the questionnaires and identifying adequate solutions. Recommendations

are made to resolve the issue, discussing the impact of modular classes in TVL students

and the salient of inducement capability and skill distance learning.

CHAPTER 3
13
3. METHODOLOGY

This chapter presents the method and procedure that will be applied in this study.

Included the research design, context and participants, instruments, data analysis and gathering.

3.1 Research Design

The researchers used qualitative research since it was consistent and had a

systematic approach to organizing the study. Furthermore, it processes innovation and

experience in-depth. This method will ensure the ethical outcome of the research

information that is grounded and convenient to understand.

Moreover, the researchers utilized a descriptive survey under phenomenology,

given that it applies to students with a perspective on the impact of the modular class. It

has tremendous effects on their education, mental, physical, and social life. Therefore,

this study will examine the students' current knowledge, experiences, thoughts, and

perspectives on the potential impact of modular learning on the students of Technical

Vocational and Livelihood. In addition, this design is considered suitable since it enables

the researchers to generate data through standardized collection and procedures based on

highly structured research instruments, and the researchers will define study concepts and

related variables.

3.2 Context and Participants

The researchers conducted a survey to Our Lady of Lourdes College Foundation

located at Vinzons Avenue, Daet Camarines Norte. It is a private secondary school with

students in various strands such as STEM, ABM, GAS, and TVL. However, in this study,

the researchers will only take students of Technical Vocational and Livelihood (TVL)
14
 with a population of 55 students. Conversely, the students we choose are limited to 20

respondents. In addition, these participants are capable of providing adequate information

to the aim of our research. The survey will take in the fourth week of April.

Furthermore, participants of this study must be enrolled in the said school and

have a Technical Vocational and Economics course. Additionally, they choose a modular

mode of learning. Respondents and researchers should follow the health protocols

implemented by the government, whether conducting an outside activity.

3.3 Research Instruments

The instrument to be used in this research is a survey questionnaire, a type of

close-ended questionnaire. Furthermore, it is self-made by the researchers and validated

by experts and professionals. It will be distributed to Senior High School students with a

Technical Vocational and Livelihood at the Our Lady of Lourdes College Foundation.

The questionnaire consists of four questions and will be answered by the respondents.

Participants will answer each question by putting a check mark inside the box. In

conclusion, the instrument used will be the way to obtain data that will support this thesis

or study. However, the researchers decided to use Convenience Sampling since it is most

convenient in selecting participants to take the survey.

3.4 Data Collection Procedure

Researchers have methods and steps to gather data in the survey. These are the

following steps and method:

15
 The first method will create questionnaires and will be followed by editing or

revising the instrument to verify the appropriateness of the questions to the problems that

the researchers want to solve.

The second method is to ask the permission of each participant. In addition, the

sampling that will be used is convenient. Finally, researchers will personally and online

manage questionnaires to each participant and provide the correct answer to obtain the

appropriate response.

The third method is to gather the instruments and compare each participant's

answers and give an overall conclusion.

3.5 Data Analysis

The researchers ’analysis of the gathered information has steps in place to

correctly perform the detail synthesis.

First, questionnaires will be collected, and a statistical method will be used to

obtain the percentage and the result of this study. Based on the counted responses of the

respondents to each question, the frequency of each numbered response can be seen.

Taking the total proportion have a formula:

16
 P = f/ n ×100

Where the:

 P means percentage
Second the researchers will review the outcome using the formula otherwise will
 f means frequency or number of responses
makea table to see the
n means presentation
total of the students and evaluate it based on the ranking.
of respondents

Third will conclude the information and summarize the outcome of the study

include combining the details obtained in the analysis. Consolidate outcomes based on

percentage.

CHAPTER 4

Results and Discussion

17
4. RESULTS
This chapter presents the data gathered by the researchers among the Senior High School

students of Our Lady of Lourdes College Foundation regarding the impact of modular learning

on the Technical Vocational and Economic course.

Table 1. Perspective of the Students on the Implementation of Modular Learning

OPTION NUMBER OF PERCENTAGE COLUMN

RESPONDENTS

1. Modular classes are effective in 2 10% 3

developing skills and knowledge.

2. Doesn't effective in developing skills 8 40% 1

and knowledge.

3. This is enhancive for preventing the 1 5% 4.5

risk of Covid-19 virus.

4. This affects physical, family, mental, 4 20% 2.5

social, time and lifestyle.

5. Modular classes are difficult especially 4 20% 2.5

with insufficient equipment needed in a

performance task and activities that not

easily to comprehend.

6. I felt distressed in the respond of DepEd 0 0% 5

to this issue.

7. Modular materials are costly to the 1 5% 4.5

expenses of government.

18
TOTAL 20 100%

Table 1 shows that nine (9) respondents stated that modular learning is not

adequate for developing skills and knowledge in the course. It has 40%. Four (4)

professed it affected the physical, family, mental, social, time, and lifestyle, and it was

equivalent to 20%. Moreover, four (4) of them, without twenty respondents, regarded that

such a system is complicated, especially with insufficient equipment needed in

performance tasks, a place without distraction, and activities that not easy to comprehend.

On the other hand, two (2) of them, with 10%, said that modular learning effectively

develops skills and knowledge in the course. Meanwhile, the third and seventh options

have the same response, one (1) of them stated that it is enhancive to prevent Covid - 19

virus, and one (1) also regarded that the modular materials are costly to the expenses of

government or schools, the proportion of these two options is 5%. In addition, the sixth

option only got zero (0) response, why its percentage and column are going to be blank.

In conformity with the gathered result, the researchers analyzed that most of the

respondents believe that modular learning is not effective in developing skill and

knowledge in the course.

Based on the result, the second option stated that modular learning is not effective

in developing skills and knowledge in the course. Second in this column are the fourth

and fifth options which criticize modular learning affects physical, family, social, time,

and lifestyle and the option which said modular learning is complex, especially with
19
 insufficient equipment needed in a performance task, place without distraction, and

activities that are not easy to comprehend. Meanwhile, the third option is third in the

column, which professed that modular learning effectively develops skills and knowledge

in the course. In addition, the third and seventh options are fourth and have an equal

ranking stating that modular learning is enhancive in preventing the Covid -19 virus, and

modular materials are costly to expenses of government and schools. Finally, option 6

gained the fifth column stated that they felt distressed in the response of DepEd to the

issue.

Table 2.1 Positive Impact on the Implementation of Modular Learning

OPTION NUMBER OF PERCENTAG COLUM

RESPONDENT E N

1. Preventing the risk of Covid - 19 virus. 8 40% 1

2. Save on fares, allowances and other school 4 20% 3

expenses.

3. Activities and task enclose in modular 2 10% 4

materials can be completed at any time.

4. Developing the independent skills without 6 30% 2

looking assistance of teachers or

professionals.

5. There's no positive effects. 0 0% 5

TOTAL 20 100%

20
 It is shown in table 2.1 that eight (8) out of twenty (20) respondents professed that

the main positive effect of implementing modular learning was to prevent the Covid - 19

virus, for which it has an equivalent percentage of 40%. Six (6) of the respondents stated

that the positive effect is developing independent skills without the assistance of teachers

and professionals, with 30%. Meanwhile, four (4) responded that it would save on fares,

allowances, and other school expenses by 20%. However, two (2) respondents regarded

that the activities and tasks enclose in modular materials can be completed at any time

with a 10%. The last option has a zero (0) response and percentage, which stated it has no

positive effect.

Based on the researchers' findings, it is coherent that the main positive effect in

the implementation of modular learning was to prevent the Covid-19 virus.

The positive effect leading the ranking is the first option to prevent the Covid - 19

virus. The second is the fourth option which says it may help develop independent skills

without the assistance of teachers or professionals. The third option gained the third-

ranking stated to save on fares, provisions, and other school expenses. Meanwhile, option

three became the fourth column which stated that the activities and tasks enclose in

modular materials can be completed at any Finally, thee. The sixth option gained the last

in the number of responses and percentage, which stated that they felt distressed in the

response of DepEd to the issue.

Table 2.2 Negative Impact on the Implementation of Modular Learning

OPTION NUMBER OF PERCENTAG COLUM

RESPONDENT E N

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 S

1. Appropriate skills and knowledge are not 9 45% 1

provided.

2. Physical, mental, and social well -being is 3 15% 3

affected.

3. Loss of interest when performing the 2 10% 4

learning activities and task.

4. Should have a sufficient time when 4 20% 2

finishing activities and task.

5. Insufficient equipment and materials that 1 5% 5.5

usually use when undertaking performance

task.

6. The modular materials costly to the 1 5% 5.5

government.

7. There's no negative effects. 0 0% 6

TOTAL 20 100%

It is shown in table 2.2, nine (9) respondents agreed with 45% professed that the

negative impact of modular learning is that the appropriate skills and knowledge are not

provided. Four (4) responded that modular learning should have sufficient time when

finishing activities and performance tasks. Moreover, it has a 20%. Three (3) of them,

with 15%, responded that it affected physical, mental, and social well-being. Meanwhile,

two (2) stated that its negative effect is loss of interest when performing the learning
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 activities and task. One (1) referred to the defective equipment and materials that usually

use when undertaking performance tasks and one (1) also regarded that modular materials

costly to the government. However, there was a zero (0) response, and a percentage said

it had no adverse effect.

Based on the analyzed results of the researchers, it is coherent that the main

adverse effect of modular learning is that appropriate skills and knowledge are not

provide.

Therefore, leading the ranking is the first option which professed that the

appropriate skills and knowledge are not provided. The second is the fourth option with

the statement that modular learning should have sufficient time when finishing activities

and tasks. The third is the second option to respond that it affects physical, mental, and

social well-being. Meanwhile, the fourth is the third option that regarded that modular

learning negatively affects losing interest when performing the learning activities and

task. The fifth and sixth options rank equally with the statement that adverse effects are

insufficient equipment and materials that usually use when undertaking performance

tasks and the modular materials costly to the government or school. In the final ranking,

it got the seventh response saying it had no negative impact.

Table 3. Student Suggestions on the Implementation of Modular Learning

OPTION NUMBER OF PERCENTAG COLUM

RESPONDENT E N

1. Continue the modular learning. 4 20% 3

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2. Discontinue the modular learning or 1 5% 5

academic freeze.

3. Have limited face to face classes however, 7 35% 1

the health protocols enforced by the

government should be follow

4. The activities contained in the module 5 25% 2

should provide gradually.

5. I have no suggestions. 3 15% 4

TOTAL 20 100%

Table 3 shows the suggestions of the students in government or professionals

regarding the implementation of modular learning. Seven (7) out of twenty (20)

respondents stated to have limited face-to-face learning. However, the health protocols

enforced by the government should be followed. Moreover, it has a 35%. Five (5) with

25% responded that activities in the module should be provided gradually. Meanwhile,

four (4) professed to continue the modular learning with a 20% percentage. Moreover,

three (3) students, with 15% of respondents, said they have no suggestions about it. One

(1) said to discontinue the modular learning or academic freeze, which has the equivalent

of 5%.

Based on the information gathered, the researchers found that almost all

respondents had a preference that there should be face-to-face learning. However, the

health protocols enforced by the government should be followed.

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 The third option can be seen in the table leading the ranking. Respondents agreed

to have limited face-to-face classes, although the health protocols should be followed.

The second is the fourth option with a response that activities contained in the module

should be provided gradually. Meanwhile, the third is the first option which stated to

continue the modular learning. Fourth is the fifth option with a response that they have no

suggestions about it—finally, the second option is to discontinue the modular learning or

academic freeze.

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 CHAPTER 5

Summary, Conclusion and Recommendations

5. DISCUSSION AND CONCLUSION

This study presents a summary, conclusions, and recommendations. The solution to the

problem or issue recorded in the study will be presented here with sufficient basis and systematic

evidence.

Summary of Findings
The publication of research on the implementation of modular learning took

place. Twenty (20) respondents answered the questionnaires distributed through google

form or online surveys due to limitations in the safety protocol implemented by the

school and government. Despite this, the researchers tried to get the details needed, and

the result was as follows:

1. Based on the result of the study, the researchers found that most of the respondents had

the perspective that the implementation of modular learning was not practical for

developing the skills and knowledge in the courses.

2.1 The researchers found that the positive effect of modular learning was to prevent the

Covid-19 virus.

2.2 Moreover, the researchers also found that the main adverse effect of modular learning

is not providing the appropriate skills and knowledge in the course.

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 3. According to the collected data, the researchers found that most of the respondents

suggested that there should be limited face-to-face classes. However, the health protocols

enforced by the government should be followed.

Conclusion
Based on the presented data, the researchers led to the following conclusions:

1. The implementation of modular education among Technical Vocational and

Economics students is not effective in developing skills and knowledge in the course.

2.1 The positive effect of modular learning was to prevent the Covid-19 virus.

2.2 Although it has a positive effect, it still has a negative effect on students. Its main

negative effect is not providing the appropriate skills and knowledge.

3. Meanwhile, the suggestion of students that there should be limited face-to-face classes;

however, the health protocols enforced by the government should be followed.

Recommendations
After carefully gathering the necessary data, the researchers humbly recommend the

following:

1. Instead of just modular learning, there should be limited face-to-face learning.

However, the health protocols enforced by the government should be followed.

2.1 The grievances of teachers, parents, and students of Technical Vocational and

Economics courses must be ascertained before taking action to ensure that no budget is

wasted, and no young students lose interest in education.

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2.2 If the implementation of modular learning has a negative impact, it should be given a

proper system such as limiting the provision of activities and performance tasks in the

modules. In addition, a limited number of face-to-face attendances in schools such as the

Technical Vocational and Economics laboratory to use the equipment needed in the tasks.

3. There is a need to implement limited face-to-face learning and intensify the provision

of government educational support on this problem.

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