ON THE USE OF PRINTED MODULAR MODALITY IN NOLI NATIONAL HIGH

SCHOOL IN ACADEMIC YEAR 2020-2021 AND

ITS IMPACT ON STUDENTS, PARENTS AND TEACHERS

ORVIN A. LOBITOS
JONA MAY T. GASTA
Researcher
 TABLE OF CONTENTS

Pages
TITLE PAGE ..................................................................................... i
TABLE OF CONTENTS ................................................................. ii
TABLE OF FIGURES ..................................................................... iv

Chapter 1
INTRODUCTION

Rationale ...................................................................... 1

Introduction… .............................................................. 2

Theoretical Framework….............................................4

Conceptual Framework.................................................6

Statement of the Problem ............................................. 7

Statement of the Null Hypothesis ................................. 7

Significance of the Study….......................................... 7

Scope and Limitation of the Study. ............................... 8

Definition of Terms ....................................................... 8

Chapter 2
REVIEW OF RELATED LITERATURE

Historical Background and Purpose ............................... 12

Social Literature ..............................................................13
Related Studies ................................................................ 15

Chapter 3
METHODOLOGY

Research Design. ............................................................. 13

ii
 Research Participants....................................................... 13

Research Instrument ......................................................... 21

Data Gathering Procedure ................................................21

Statistical Treatment ......................................................... 22

Chapter 4
PRESENTATION, ANALYSIS, AND
INTERPRETATION OF DATA ........................................................... 24

Chapter 5

RESULTS AND DISCUSSION

Summary of Findings ........................................................ 30

Conclusion… ..................................................................... 31

Recommendation. .............................................................. 33

BIBLIOGRAPHY................................................................................................ 35

APPENDICES

Appendix A ............................................................................................... 37

Appendix B ............................................................................................... 38

iii
 TABLE OF FIGURES

Figure 1 Conceptual Framework… ................................................................. 6

Figure 2.1 Table: Descriptive Mean: Students ................................................ 24

Figure 2.2 Correlation Analysis: Students...................................................... 25

Figure 2.3 Differentiated Means: Students ..................................................... 25

Figure 3.1 Table: Descriptive Mean: Parents ................................................. 26

Figure 3.2 Correlation Analysis: Parents........................................................ 26

Figure 3.3 Differentiated Means: Parents ........................................................ 27

Figure 4.1 Table: Descriptive Mean: Teachers.................................................27

Figure 4.2 Correlation Analysis: Teachers ....................................................... 28

Figure 4.3 Differentiated Means: Teacher ........................................................ 29

Figure 5 Combined Analysis ............................................................................ 29

iv
 CHAPTER 1
INTRODUCTION

Rationale

The research aims to measure the impact of the implementation of the printed
modular method as the full and current method used by the Department of Education in
Bayugan City and to answer questions of its effectiveness in teaching subjects with its nature
of teaching students through printed modules.

The research has no desire to either complement or to discard known ideals of the
method but only to note experiences of teachers and students and sees through its impact on
them as the main player of this great educational array and divert gathered data and results
to informational usage that might lead into a chance of taking a crucial look on the real
drama of today’s educational milieu.

As the result of the study conducted by Shu - Chen Yen, et al., on March 18, 2018,
where student academic outcomes were measured by three examinations, one research paper
assignment, and the overall course total grade. Course satisfaction was measured by
administering the Student Opinion Questionnaire (SOQ) across the three teaching modalities
and the Constructivist On-Line Learning Environment Survey (COLLES) to online and
blended modalities. Results indicated that students performed equally well on all three
examinations, research papers, and the overall course total grade across three teaching
modalities, allaying traditional reservations about online and blended teaching efficacy. The
SOQ and COLLES analysis found students from the three modalities were equally satisfied
with their learning experiences made me question how effective it is when its full array had
just been realized in the year 2019 in the Philippines during the COVID-19 Pandemic.
The use of terminologies as clearly defined to be bounded focus merely its meaning
in the field of education and its usage in the academe.

1
Introduction

When the COVID-19 pandemic has devoured most and great if not every possibility
of human life and social dimension to continue its count, the Department of Education in its
finest stand still and find its ways to a higher pedestal and continue its quest and its pursuit
to intellect and pedagogy.

Students and parents as well as teachers have been shuttered with the new set of
educational pursuits yet evidently, these sectors had never settled down and let this pandemic
win over them. And so, with full of enthusiasm and determination together they fought.

Under DepEd Order No. 12, 2020 the adoption of the Basic Education Learning
Continuity Plan for the School Year 2020-2021 or BE-LCP is crafted so that education shall
continue despite the situation. BE-LCP stands its principles to protect its health, safety, and
well-being of learners, teachers, and personnel, and to prevent the further spread of COVID-
19. DepEd ensures learning continuity with method adjustments and implementation of
distance learning depending on the preferred use of modality in a school.

One of which modality that is most preferred by the students and parents of Noli
National High School is the printed modular modality. This method is the most capable
modality to ensure learning to the fact that most have no internet or stable connection in the
area for access to online learning. Instruction has not stopped to this point. Learning took
place between the teacher and the student who are geographically remote from each other.

There within, this method of using printed modules follows the steps of distributing
and retrieval of accomplished activity sheets where accomplished activity sheets will be
retrieved by teachers from parents. The parents will have to submit the activity sheets to
teachers in school or at the designated pick-up points. This kind of setup, however, poses
risks. According to rappler.com in their report dated September 22, 2020, that teachers at
the schools who use this kind of setup raised concerns due to fears of contracting the virus.

Henceforth, teachers find difficulties in teaching different kinds of students with

different intellectual capacities, talent or skills, interests, and learning styles especially in
heterogeneous groupings of students, and round them all in a printed modular modality. This

2
situation calls for teachers to create lessons for all students based upon their readiness,
interests, and background knowledge and put them together in a module. Anderson (2020)
noted that it is imperative not to exclude any child in a classroom, to creating a single strand
of hope to learn thus, printed modular modality stands.

To the assessment of students learning, teachers take the responsibility of

monitoring the progress of the learners. The learners ask assistance from the teachers of
NNHS via text or call and the most popular among others is the “Facebook messenger” since
it caters to free data consumption to where some areas have a cellular signal. For the
possibility of teachers that communication is not available to learners, the teacher shall do
home visits to learners needing remediation or assistance.
Since learning takes place in their homes with limited contact with teachers, a
learner needs someone to have a “More Knowledgeable Other” (MKO). Psychologist Lev
Vygotsky defines MKO as “someone who has a better understanding or more
knowledgeable in a particular instruction or concept”. Vygotsky proposed that human
learning is a social process. A learner may or may not learn alone but will learn better with
an MKO. (FlipScience, 2020).

The popular belief that parents are replacements for teachers has somewhat become
a challenge since parents have varying skills, knowledge, and educational attainment far
from big and urbanized cities. Parents are a partner of teachers in education. They are
facilitators of the learners. They are not obliged to teach the subject. The parent should be
responsible to communicate with teachers to acquire resources needed by the learners;
regularly check the child’s workweek plan and make sure that the learner sticks to their
schedule; prepare a conducive learning study space for the learner; and give appropriate
praises, encouragement, and rewards to heighten their child’s motivation to learn.
(FlipScience, 2020).

To Purushothaman (1986), learning modules should have four criteria: learners are
engaged in differentiated instruction; a clear statement of its objectives and learning
competencies to be taught; assessment of student’s learning includes tests designed to guide
the learner or teacher and provide them with feedback; students would be capable of
studying according to its learning paths.

3
 The study of Padmapriya (2015) shows that the students treated with modular
approach achieved higher mean scores than those students taught through the activity-
oriented method. The study reveals the effectiveness of the self-learning modules on
achievement among secondary school students and the administrators must take the
necessary steps to give special training to teachers in developing modular packages.

The preparation of Self-Learning Modules was vast to the contextualization of the

instructional materials. Teachers went to training to cope up with the in-demand making of
SLMs. The mind of geniuses came out to the extent of helping education available despite
the pandemic. Given the pressure and a short time in making SLMs, DepEd assured that it
underwent quality assurance inspection despite few errors in the educational materials. If
there were more errors, DepEd vowed to improve.

Moreover, other than the seen impact of the method, it is in the hand of the
researcher to creating another alternating way to hurdle the difficulties encountered by all in
its scope.

Theoretical Framework

The study is anchored on a theoretical model based on the Constructivist

Epistemology of Jegede, 1991 which states that distance learning modalities such as Printed

Module, Online Distance Learning are of no difference from other kinds of education as it

is simply an education at a distance with a common framework, common conceptual

concerns, and similar social process of teaching and learning.

According to Mathu Kumar, 2006 that in alignment with the challenges of knowledge-

based economies of today, teachers are compelled to constantly revise traditional notions of

learning to motivate students to find delight in the active creation, exploration, and discovery of

disciplinary knowledge. In examining innovative philosophies of education, constructivism

4
stands out as one much-heralded alternative that has been widely promoted in recent times in

attempts at moving away from old ways of instruction and their attendant limitations. By

empowering learners to be self-directed, in theory, a learning model underpinned by

constructivist principles undoubtedly offers an array of attractive pedagogical benefits. However,

the real-time implementation of such a model within the constraints of classroom contexts could

potentially be problematic. In this paper, some of the conundrums associated with the application

of constructivist ideas in learning environments are discussed. A constructivist epistemological-

oriented instructional framework that tries to bridge the chasm between theory and practice is

also elucidated. This Constructivist epistemological framework suggests a repertoire of heuristic

instructional strategies.

Further, Murphy and Elizabeth of 2020, posits that “this exploration of constructivist

epistemology is difficult to label, though many writers, educators, and researchers have

agreed about how this constructivist epistemology should affect educational practice and

learning. The paper goes on to consider what constructivism means for learning, offering a

summary of characteristics of constructivist learning and teaching and using the summary

to compile a constructivist checklist. This checklist can be applied by educators to

educational projects and environments to observe how constructivist epistemology and

theories of learning can be accommodated in educational practice. The paper concludes by

suggesting that an important challenge for educational reform is to begin to question and

come to a greater understanding of the philosophy, theory, and epistemology that presently

informs educational practice.”

Thus, makes the given theory appropriate for this research which aims to make

checklists of actions towards the stated problem for recent importance and future reference.

5
Conceptual Framework

Figure 1:
Direct Indication Variables Affected Indication Variables Towards a Proposed
Action

PRINTED MODULAR IMPRESSIONS OF THE ACTIONS PROPOSED

MODALITY IMPLEMENTATION OF TO BE:
PRINTED MODULAR
MODALITY OF: See: Page 33 on
recommendation.
A. STUDENTS
B. PARENTS
C. TEACHERS

Figure 1. Conceptual paradigm showing the impact of the implementation of the printed

modular modality of students, parents, and teachers. The main concern of this study is to

explore the impact of printed modular modality. The conceptual paradigm shows the process

of how the researchers measured the impact of printed modular modality. The respondents

were given the researcher-made questionnaire which determines the given modality to them

as it is in the effect of the given academic year. From the results of the given questionnaire,

the researchers were able to determine the impact of the modality and create actions that are

helpful to the present dealings and in future referencing of Noli National High School and

of other institutions whose experience the same.

6
Statement of the Problem

The study will focus on the use of Printed Modular Modality in Noli National
High School and its Impact on students, parents, and teachers in the academic year 2020-
2021. Most specifically, it attempts to answer the following questions:
1. What is the extent of printed modular modality in the implementation method of NNHS to:
1.1 students,
1.2 parents,
1.3 teachers?

2. What experiences and challenges encountered on printed modular modality to:

2.1 students,
2.2 parents,
2.3 teachers?

3. Is there a significant difference between printed modular modality and the impact of their
implementation to:
3.1 students,
3.2 parents,
3.3 teachers?

Statement of the Null Hypotheses

The following null hypotheses will be tested at a 0.05 and 0.01 level of significance.
1. There is no significant difference between printed modular modality and the
impact of their implementation on students.
2. There is no significant difference between printed modular modality and the
impact of its implementation on parents.
3. There is no significant difference between printed modular modality and the
impact of its implementation on teachers.

Significant of the Study

The study focused on explaining the impact of the printed modular modality on
the students, parents, and teachers. Moreover, the results of the study will be beneficial to
the following: Students, Parents, and Teachers. The respondents will have an awareness of
the importance of the full implementation of printed modular modality and its role in the
stability of their pursuit of learning. The result of the study will help the teachers encourage
them to think of ideas that will give proper guidance to the students.

7
Scope and Limitation of the Study

The respondents of the study will be composed of 136 randomly selected high
school students and parents as the result in Slovin’s formula from the total population of
1036 and 30 teacher respondents, chosen in a discrete sampling manner. The result of this
study applies only to the respondents of this study and its impact on them and should not be
used as a measure of the impact to the students who do not belong to the population of this
study. It is also to assess the effectiveness of the institution’s full implementation of printed
modular modality and deal on its impact on the respondents to make a handful of inferences
to withstand and overcome adversities.

Definition of Terms

Basic Education Learning Continuity Plan for the School Year 2020-2021 or BELCP-

To provide clear guidance to all offices, units, schools, and community learning centers

(CLCs) of the Department of Education (DepEd), learners and their parents, partners, and

stakeholders, the Department developed a Basic Education Learning Continuity Plan

(BE-LCP), a package of education interventions that will respond to basic education

challenges brought about by COVID-19. In developing the BE-LCP, DepEd engaged

internal and external stakeholders for inputs in the design of a learning delivery strategy

and operational direction that ensures the health, safety, and well-being of all learners,

teachers, and personnel of the Department. (DepEd Order No. 12 s. of 2020).

COVID-19 Pandemic- also known as the coronavirus pandemic, is an ongoing global

pandemic of coronavirus disease 2019 (COVID-19) caused by severe acute respiratory

syndrome coronavirus 2 (SARS-CoV-2). The virus was first identified in December 2019

in Wuhan, China. The World Health Organization declared a Public Health Emergency

8
 of International Concern regarding COVID-19 on 30 January 2020 and later declared a

pandemic on 11 March 2020. As of 25 April 2021, more than 146 million cases have

been confirmed, with more than 3.1 million deaths attributed to COVID-19, making it

one of the deadliest pandemics in history. (Wikipedia, 2021, April 25). The COVID-19

pandemic also resulted in widespread disruption such as travel restrictions, closure of

schools, and global economic recession (Tria, 2020).

Distance Learning- This refers to a learning delivery modality where learning takes place

between the teacher and the learners who are geographically remote from each other

during instruction. This modality has three types: Modular Distance Learning (MDL),

Online Distance Learning (ODL), and television (TV)/Radio-Based Instruction.

(DepEd Order No. 12 s. of 2020).

More Knowledgeable Other (MKO)- it refers to someone who has a better understanding

or a higher ability level than the learner, to a particular task, process, or concept.

(McLeod, 2020).

Parents- According to the Department of Education (DepEd), parents and guardians

perform the various roles in Modular Learning such as Module-ator, Bundy-

clock, and as Home Innovator. As a Module-ator, they are the ones to get and

submit the printed Self-Learning Modules (SLMs) from and to schools or

barangay halls at the beginning and end of the week, depending on the agreement

between the parents and the school. As a Bundy-clock, they must check their

child's schedule or workweek plan. Because of the number of subjects or

activities to be done, they must see that it is being followed accordingly to avoid

9
 cramming or delays in submission, which may affect the child's performance.

Lastly, as Home Innovator, they must provide their child with a productive

learning environment to help them focus more on Learning. It must be a well-

lighted and well-ventilated space in the house, with little or no distraction.

(FlipScience, 2020).

Printed Modular Modality- is a form of distance learning that uses printed Self-Learning

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

provided by DepEd. The modules include sections on motivation and assessment that

serve as a complete guide of both teachers’ and students’ desired competencies

(FlipScience, 2020).

Self-Learning Materials (SLMs)- self-contained, self-instructional. Self-paced, and

interactive learning resources for public schools are intended for learning a specific

topic or lesson where the learner interacts actively with the instructional material

rather than reading the material passively. SLMs become an ideal learning resource

and therefore a priority in remote or distance learning where a teacher is unable to

provide constant instructional supervision and guidance in a classroom setting.

SLMs have been used by DepEd for their Alternative Delivery Modalities during

disasters or in situations where learners have difficulty with daily school attendance.

COVID-19 has compelled the use of SLMs on a large scale. (DepEd Order No. 18,

s. of 2020).

Students/Learners- Establish daily routines for engaging in the learning experiences;

identify a comfortable, quiet space in your home where you can work effectively and

10
 successfully; complete assignments with integrity and academic honesty, doing your

best work; do your best to meet timelines, commitments, and due dates;

communicate proactively with your teachers if you cannot meet deadlines or require

additional support, and proactively seek out and communicate with MKOs as

different needs arise. (TNCS, 2021).

Teachers- take the responsibility of monitoring the progress of the learners. The learners

ask assistance from the teachers via text or call and the most popular among others

is the “Facebook messenger” since it caters to free data consumption to where some

areas have a cellular signal. For the possibility of teachers that communication is not

available to learners, the teacher shall do home visits to learners needing remediation

or assistance.

11
 CHAPTER 2
REVIEW OF RELATED LITERATURE

Historical Background and Purpose

Distance learning is education; the possible purposes of distance learning are drawn

from those of education. These purposes are now troubled as never before. One purpose of

education is to service economies and put learners into employment, specifically the cash

economies and paid employment. This has been widely accepted. It is however increasingly

problematic. Not only has globalization over the past two decades meant that employment

is a fluid phenomenon as companies pursue changing markets, resources, raw materials, and

tax and tariff regimes but there is growing talk of the hollowing out of the labor market,

meaning the ever-widening chasm between people who manage, create, and decide and

those who clean toilets and clear trash, and thus an increasing barrier to any social mobility

that might have been facilitated by education.

On the other hand, any talk of education for unemployment, for meaningful lives

outside the economy, is difficult politically in the public domain (Delfin, 2014). Digital

technologies are one of the causes of these trends over our lifetimes and on the near horizon

artificial intelligence (AI) and the Internet of Things (IoT) will only accelerate these

processes. These factors appear in our later discussion of educational technology trends

(Mandina, 2012). According to Mandina, et al. 2012, that this purpose is utilitarian,

objective, and quantifiable, but even if accepted as the main or sole purpose of education, it

is problematic. Added by the proponents that there is an increasingly consumerist orientation

to higher education, driven by the rhetoric of neoliberalism and marketization, which

responds to a call for job-ready graduates, coming from both employers and the debt-laden

graduates but this purpose is potentially at odds with the future-proof graduates (and lifelong

12
learners) depicted in the more utilitarian aspects of digital literacy. Higher education

institutions are under continued pressure to produce job-ready graduates and this drives soft

skills, digital literacy, and problem-based learning inter alia into the curriculum, and some

of these may be more challenging to deliver at a distance. (Mandina, et al, 2012)

According to (Lioas, 2014), outside the cash economies and paid employment,

especially those of the developed global North, education and specifically distance-learning

may have a clearer utilitarian purpose, supporting livelihoods, in subsistence rural

livelihoods or urban informal employment. This is less likely to be accredited, leading to a

qualification, and more likely to be vocational, supporting crafts, for example, the pilots and

program supported by the Commonwealth of Learning. There are other, less utilitarian

interpretations of the purpose of education and thus of distance learning but as we will see

when we look at the pressures and trends within higher education globally, these are likely

to be squeezed or at the very least, obliged to quantify and objectify their activities and their

outcomes. This has certainly been the case for British adult education over the past three

decades.

Concluded then that having briefly discussed the various possible purposes of

education we can now discuss the pressures and trends, starting with those that make up the

environment of distance learning globally.

Social Literature

To Stolz, 2009, the major global pressure is the general global economic and political

environment and its capacity to fund the continued growth of education, distance learning,

and digital technology within distance learning. Like technology itself, but perhaps less

confidently, we should be able to predict continued growth. Whilst the connection with

13
distance learning may be tenuous and indirect. The rise of regions and countries does suggest

challenges to the established pedagogies that have historically informed distance learning

globally and challenges to the authority, resources, and disposition of the state and

institutions to underwrite these. The disparity of reports from various countries and

continents point to large disparities in progress and provision, as we shall see.

Manlangit, 2014 contributes further themes, namely the continued expansion of

education for all; countries linking international education strategies to trade and

development; the distribution of national education funding moving towards private funding

& student fees; technology, specifically geared towards education, transforming learning;

the continued impact of English and the need for specific new skills—sense-making, social

intelligence, novel, and adaptive thinking, design mind-set, new media literacy,

computational thinking, trans-disciplinarity, cross-cultural competency, cognitive load

management and virtual collaboration, most of which in the current context are sufficiently

self-explanatory.

Overall, as cited in the study of Palid, 2016, the impact on distance learning is likely to

slow, indirect, haphazard, and undocumented but the reports all bear out the early

observation about privatization, massification, and internationalization. One consequence

might however be to push research away from open-ended questions of purely pedagogic

interest and towards questions with a direct operational impact on institution-level metrics

and indicators such as recruitment, student satisfaction, degree classification,

retention/progression, and first-destination employment.

14
Related Studies

Another but significant to include in the study by Anderson T., 2003 which posits that

distance learning has become the fastest-growing segment of education. The need to step

higher than what is usual and common in the setting of education tends to applause the use

of distance learning to camp the need of enhancing the school for all but as for students who

have their specific interests and multiple dimensions, only their in-depth understanding can

result in a balanced assessment of distance learning quality.

The article which cited the conduct of the study of Moore M.G., 2003 which mainly

explores the students’ perceptions as their positive or negative attitudes make a significant

impact on learning satisfaction and retention rates. Moore presents the findings of the

students’ survey conducted at Ateneo de Manila University and Adamson University. The

survey findings show that students make up a distinct social group. He found that students

overall positively assess their distance learning experiences. Their motivation for distance

learning is dominated by such factors as the possibility to combine work and studies, time

and place flexibility, tuition fees. Yet, the students do not attach much importance to distance

learning quality. The greatest concerns are about relevant teaching practices and

communication patterns. So, distance learning satisfaction greatly depends on the faculty's

ability to in the course design and delivery, as well as establish effective interactions among

all participants. The findings support the prediction about the higher quality of education in

the traditional face-to-face pattern. These can be of use for the faculty, university

administrators, and other tertiary education stakeholders in designing strategies to enhance

distance learning standards.

Further, Within the new normal, the situation presents a unique challenge to every

educational leader’s decision-making process. To sustain the delivery of quality instruction

15
to every school, the article of Tria (2020) presents opportunities for responding to issues,

problems, and trends that are arising and will arise in the future due to the COVID-19

pandemic.

According to Karalis (2020), what is worth studying after returning to normality, are

the implications that have arisen for the day after, that is, what adjustments need to be made,

the extent of the situation, and to define the basic dimensions of education and learning in

formal education systems and organizations amid educational disruptions.

Most countries around the world have 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 at present, and continuous

innovations of educators and active involvement of other stakeholders are the driving force

for its success. For the continuity of education and for every school to still attain its mission

and vision which is to provide quality education to every Filipino learner, the Department

of Education implemented the Modular Distance Learning.

Distance Learning refers to a learning delivery modality, where learning takes place

between the teacher and the learners who are geographically remote from each other during

instruction. This modality has three types: Modular Distance Learning (MDL), Online

Distance Learning (ODL), and TV/Radio-Based Instruction. (Quinones, 2020).

Modular teaching is one of the most widespread and recognizes teaching-learning

techniques in many countries including other Western countries and the Asian region. The

modular approach is used almost in all subjects like natural science, especially in biology

and medical education and even in social sciences as well as in computer education. It

considers the individual differences among the learners which necessitate the planning for

the adoption of the most appropriate teaching techniques to help the individual grow and

16
develop at her/his own pace. When analyzing the modular method of teaching, we can

understand that this is a more effective, recent, and more technology-based teaching method

in the present educational field. In recent years, the consent of modular curriculum has been

under discussion in secondary schools. The modular approach provides more flexibility to

distance teaching mode as well to learners (Sejpal, 2013).

Moreover, 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 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). This is also in consideration of

the learners in rural areas where the internet is not accessible for online learning. This

method differs from the traditional one wherein a teacher presents the lesson, and the

students just listen to learn the concepts presented. To surpass the difficulties faced by the

students in the traditional classroom situation, the modular approach may be a good

alternative since it is student-centered, self-paced, and requires no notetaking, Gonzales,

(2015).

According to the Department of Education (DepEd), parents and guardians perform

various roles in Modular Learning such as Module-ator, Bundy-clock, and as Home

Innovator. As a Module-ator, they are the ones to get and submit the printed Self-Learning

Modules (SLMs) from and to schools or barangay halls at the beginning and end of the week,

depending on the agreement between the parents and the school. As a Bundy-clock, they

must check their child's schedule or workweek plan. Because of the number of subjects or

activities to be done, they must see that it is being followed accordingly to avoid cramming

or delays in submission, which may affect the child's performance. Lastly, as Home

Innovator, they must provide their child with a productive learning environment to help them

17
focus more on Learning. It must be a well-lighted and well-ventilated space in the house,

with little or no distraction. (FlipScience, 2020).

The objective of the module is to deliver resources to teachers that will let them

convert their classrooms into dynamic, student-centered learning milieus (Stewart &

Wilkinson, 1999, as cited by Sadiq & Zamir, 2014). The subsequent common features of a

module can be illustrious that it is self-contain, independent instruction component,

methodically prepared, well defined have a means of gauging the work (Sejpal, 2013).

Learning experiences play a vital role, where 70% comes from classroom instruction and

30% from co-curricular activities (Falsario, 2011). Classroom instructional materials serve

as a springboard or bridge to develop knowledge, skills, values, and its application that

would help promote greater achievements to the individual learner.

However, there are also potential negative effects: they may comprise an inauthentic

language, they may twist content, they may not reflect students’ needs, they can de-skill

teachers, and they are luxurious, marketable modules may epitomize a pecuniary

encumbrance for students in numerous portions of the realm (Richards, 2001).

Both the remunerations and restrictions of the usage of modules need to be

considered, and if the modules that are being castoff in a package are mediated to have some

deleterious consequences, corrective action should be taken, e.g., by adjusting or

supplementing accounts or by providing suitable direction and provision for teachers on how

to use them properly (Richards, 2001).

The following studies envisage the efficacy of learning modules. Dishner (1975)

conducted An experimental study to investigate the effectiveness of the modules, by

comparing students who were taught by proficiency modules, with students taught by the

traditional approach. There were fifty-seven students in the two control groups and sixty

students in the two experimental groups. In four of the five units and the total tests, the

18
students taught by the proficiency module performed significantly better than the students

taught by the conventional method.

Kryspin (1974) reported that the self-instructional module can be used as an effective

teaching-learning device in an educational psychology course.

Windell (1975) from his study with self-instructional teacher training module

revealed that the modules are effective to produce reliable changes in trainee’s knowledge

and skill in the use of International Journal of Education and Psychological Research

(IJEPR) techniques for determining the reading level of the exceptional children.

Lampe (1984) developed and evaluated five self-instructional modules to provide

basic knowledge on the identification and correction of reading difficulties. The modules

were used for diagnostic prescriptive reading instruction, word recognition skills, the

informal assessment of reading difficulties, and the correction of reading difficulties. Results

from the evaluation showed that the modules were suitable for the intended purpose.

Lastly, Kumar (1990) conducted a study on the Effect of Teacher assisted Modular

Approach in learning Physics in Secondary schools of Kerala State. The study concluded

that the Teacher-assisted Modular approach is more effective than the Textbook approach

in teaching physics.

19
 CHAPTER 3
METHODOLOGY

Research Design

This research acquires a correlational research design because correlational attempts

to only determine the extent of a relationship between two or more variables using statistical

data. In this type of design, relationships between and among several facts are sought and

interpreted. This type of research will recognize trends and patterns in data, but it does not

go so far in its analysis to prove causes for these observed patterns. Cause and effect are not

the basis of this type of observational research. The data, relationships, and distributions of

variables are studied only.

Research Participants

This study will consider the Junior and Senior High School Students, Parents, and

30 Teachers of Noli National High School participants of the study.

Slovin’s Formula. Slovin’s Formula with an alpha level of 0.08 will be used in

identifying the number of respondents needed in a population. The researcher found Slovin

as a viable sampling technique.

Students and Parents:

n = N / (1 + N e2)

=1,036 / (1 + 1036 * 0.08 2)

= 135.772698679

= 136 respondents

20
 Research Instruments

The research-made questionnaire is anchored to the study entitled, “The

Implementation of Modular Distance Learning in the Philippine Secondary Public Schools”

of Ysthr Rave Pe Dangle and Johnine Danganan Sumaoang, 2020.

The questionnaire is of three (3) forms. Each questionnaire has different questions

in each students, parents, and teachers. The questionnaires were 4-point Likert scale rated

as follows: YES, NO, SOMETIMES, and NO ANSWER.

The questionnaire aids to determine the method of the acquired modality of Noli

National High School and determine the experiences and challenges respondents

encountered on printed modular modality.

Data Gathering Procedure

Data gathering primarily utilized the questionnaires described in the preceding

section. In particular, this study employed the following strategies:

Entry protocol to the research locale. A letter of permission was secured to conduct

the study. The said letter, along with an appearance was signed and granted by the school

principal of Noli National High School, Mr. Jessie I. Esmad, Jr..

Retrieval of the questionnaires. The researcher personally administered the

questionnaire in distributing to every classroom. The research-made questionnaire will be

distributed by classroom. Advisers will facilitate for the students and parents survey.

Participation in the survey is entirely voluntary and there are no known or anticipated risks

21
to participation in this study. All Information provided will be kept in utmost confidentiality

and would be used only for academic purposes. The names the respondents will not appear

in the publication resulting from this study. After filling- out, instruments were retrieved

and was checked for possible missing information.

Validation of the gathered information. The quantitative method is used to gain an

in-depth understanding of the impact of the given modality on students, parents, and teachers

of Noli National High School. Gathered data is contextualized with a review of recent

literature on the Distance Learning Method and statistical analysis of its impact. Using

statistical analysis, the research will measure the significance of printed modular modality

on students, parents, and teachers.

Statistical Treatment

Correlation Coefficient will be used to measure the commonality of understanding

among types of respondents. Correlation Coefficient will validate the relation of students’

responses to parents’ responses and teachers’ responses which is vital in understanding the

qualities of interventions to be made.

Pearson r Correlation. Using the SPSS tool, Pearson r correlation coefficient will

be used to test the relationship between two variables and to further analyze the impact made

by the independent variable to the given dependent variable to minimize the error of

interpreting the results. Data will be tested at a 0.05 and 0.01 level of significance.

22
 Mean. This will be used to determine the extent of the use of Printed Modular

Modality and its impact to Students, Parents, and Teachers.

The mean responses are interpreted as follow:

Scale
1.0 – 1.75 Very Low
1.76 – 2.51 Low
2.52 – 3.27 High
3.28 – 4.0 Very High

23
 CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the gathered data in tabular presentation, analysis and

interpretation of findings based on the results of the statistical treatment applied. The data

are organized in sequential order based on the statement of the problem in Chapter 1.

The following null hypotheses were tested at 0.05 level of significance.

1. There is no significant difference between printed modular distance learning

modality and the impact of its implementation to students.

Descriptive Statistics

N Mean Std. Deviation

student 78 2.7564 .92842
student 78 3.2436 .92842
student 78 2.6154 .88612
student 78 3.3462 .80303
student 78 3.6410 .72029
student 78 3.3846 .84101
student 78 2.4872 .75151
Valid N (listwise) 78

Figure 2.1
The table shows the actual mean and standard deviation of the gathered data which is
significantly high.

24
 Correlations

student student student student student student student

student Pearson Correlation 1 .130 .642** .132 .081 -.012 -.144
Sig. (2-tailed) .257 .000 .249 .480 .920 .208
N 78 78 78 78 78 78 78
student Pearson Correlation .130 1 .131 .025 .113 .095 .014
Sig. (2-tailed) .257 .252 .829 .324 .410 .904
N 78 78 78 78 78 78 78
student Pearson Correlation .642** .131 1 .190 .310** .009 -.066
Sig. (2-tailed) .000 .252 .097 .006 .935 .566
N 78 78 78 78 78 78 78
student Pearson Correlation .132 .025 .190 1 -.029 -.161 .040
Sig. (2-tailed) .249 .829 .097 .799 .158 .730
N 78 78 78 78 78 78 78
student Pearson Correlation .081 .113 .310** -.029 1 .124 .111
Sig. (2-tailed) .480 .324 .006 .799 .281 .332
N 78 78 78 78 78 78 78
student Pearson Correlation -.012 .095 .009 -.161 .124 1 .234*
Sig. (2-tailed) .920 .410 .935 .158 .281 .039
N 78 78 78 78 78 78 78
student Pearson Correlation -.144 .014 -.066 .040 .111 .234* 1
Sig. (2-tailed) .208 .904 .566 .730 .332 .039
N 78 78 78 78 78 78 78
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).

Figure 2.2

The table shows the significant correlation of data gathered from student respondents
which implies a great impact of printed modular modality to them thus, rejecting the first
null hypothesis and accept H1

3.59
3.20 3.30 3.34

2.72 2.58 2.46

Series1 Series2 Series3 Series4 Series5 Series6 Series7

Figure 2.3

Shown in the chart is the differentiated means of every questions for student respondents
with specific indications of the great impact of printed modular modality.

25
 2. There is no significant difference between printed modular distance learning
modality and the impact of its implementation to parents.
Descriptive Statistics

Mean Std. Deviation N

quesrtion1 3.5385 .50338 52
question2 3.5769 5.79840 52
question3 3.1538 .82568 52
question4 3.9038 .40871 52
question5 3.3269 .83363 52
question6 2.7115 .89303 52

Figure 3.1
The table shows the actual mean and standard deviation of the gathered data which is
significantly high.

Correlations

VAR00001 VAR00002 VAR00003 VAR00004 VAR00005 VAR00006

VAR00001 Pearson Correlation 1 .120 -.156 .257 .133 .047
Sig. (2-tailed) .397 .269 .066 .347 .741
Sum of Squares and
12.923 17.846 -3.308 2.692 2.846 1.077
Cross-products
Covariance .253 .350 -.065 .053 .056 .021
N 52 52 52 52 52 52
VAR00002 Pearson Correlation .120 1 .178 .049 -.060 .264
Sig. (2-tailed) .397 .208 .732 .672 .059
Sum of Squares and
Cross-products 17.846 1714.692 43.385 5.885 -14.808 69.654

Covariance .350 33.621 .851 .115 -.290 1.366

N 52 52 52 52 52 52
VAR00003 Pearson Correlation -.156 .178 1 .045 -.131 .008
Sig. (2-tailed) .269 .208 .753 .353 .954
Sum of Squares and
-3.308 43.385 34.769 .769 -4.615 .308
Cross-products
Covariance -.065 .851 .682 .015 -.090 .006
N 52 52 52 52 52 52
VAR00004 Pearson Correlation .257 .049 .045 1 -.194 .191
Sig. (2-tailed) .066 .732 .753 .169 .175
Sum of Squares and
2.692 5.885 .769 8.519 -3.365 3.558
Cross-products
Covariance .053 .115 .015 .167 -.066 .070
N 52 52 52 52 52 52
VAR00005 Pearson Correlation .133 -.060 -.131 -.194 1 .024
Sig. (2-tailed) .347 .672 .353 .169 .867
Sum of Squares and
Cross-products 2.846 -14.808 -4.615 -3.365 35.442 .904

Covariance .056 -.290 -.090 -.066 .695 .018

N 52 52 52 52 52 52
VAR00006 Pearson Correlation .047 .264 .008 .191 .024 1
Sig. (2-tailed) .741 .059 .954 .175 .867
Sum of Squares and
1.077 69.654 .308 3.558 .904 40.673
Cross-products
Covariance .021 1.366 .006 .070 .018 .798
N 52 52 52 52 52 52

*Correlation is significant at the 0.01 level ( 2-tailed)

**Correlation is significant at the 0.05 level ( 2-tailed)

26
Figure 3.2
The table shows the significant correlation of data gathered from parent respondents
which implies a great impact of printed modular modality to them thus, rejecting the
second null hypothesis and accept H1

3.90
3.54 3.58
3.15 3.33
2.71

Series1 Series2 Series3 Series4 Series5 Series6

Figure 3.3

Shown in the chart is the differentiated means of every questions for parent respondents
with specific indications of the great impact of printed modular modality.

3. There is no significant difference between printed modular distance learning

modality and the impact of its implementation to teachers.

Descriptive Statistics

Mean Std. Deviation N

PROBLEM1 1.5667 .50401 30
PROBLEM2 2.3000 1.29055 30
PROBLEM3 3.5000 .62972 30
PROBLEM4 3.4667 .50742 30
PROBLEM5 3.8333 .37905 30
PROBLEM6 3.9333 .25371 30
PROBLEM7 3.7667 .43018 30
PROBLEM8 3.5333 .81931 30
Figure 4.1

The table shows the mean and standard deviation of printed modular learning modality as
reflected in questionnaires which lead to the correlation analysis shown in figure 4.2

27
 Correlations
PROBLEM1 PROBLEM2 PROBLEM3 PROBLEM4 PROBLEM5 PROBLEM6 PROBLEM7 PROBLEM8
PROBLEM1 Pearson Correlation 1 .154 .489** .009 .331 .036 -.164 -.006
Sig. (2-tailed) .417 .006 .962 .074 .850 .385 .977
Sum of Squares and
7.367 2.900 4.500 .067 1.833 .133 -1.033 -.067
Cross-products
Covariance .254 .100 .155 .002 .063 .005 -.036 -.002
N 30 30 30 30 30 30 30 30
PROBLEM2 Pearson Correlation .154 1 .446* .095 -.035 .169 -.180 -.189
Sig. (2-tailed) .417 .014 .618 .853 .373 .341 .317
Sum of Squares and
2.900 48.300 10.500 1.800 -.500 1.600 -2.900 -5.800
Cross-products
Covariance .100 1.666 .362 .062 -.017 .055 -.100 -.200
N 30 30 30 30 30 30 30 30
PROBLEM3 Pearson Correlation .489** .446* 1 -.108 .217 .216 -.318 .000
Sig. (2-tailed) .006 .014 .570 .250 .252 .087 1.000
Sum of Squares and
4.500 10.500 11.500 -1.000 1.500 1.000 -2.500 .000
Cross-products
Covariance .155 .362 .397 -.034 .052 .034 -.086 .000
N 30 30 30 30 30 30 30 30
PROBLEM4 Pearson Correlation .009 .095 -.108 1 -.120 .250 -.432* .044
Sig. (2-tailed) .962 .618 .570 .529 .183 .017 .816
Sum of Squares and
.067 1.800 -1.000 7.467 -.667 .933 -2.733 .533
Cross-products
Covariance .002 .062 -.034 .257 -.023 .032 -.094 .018
N 30 30 30 30 30 30 30 30
PROBLEM5 Pearson Correlation .331 -.035 .217 -.120 1 -.120 -.247 .185
Sig. (2-tailed) .074 .853 .250 .529 .529 .189 .328
Sum of Squares and
1.833 -.500 1.500 -.667 4.167 -.333 -1.167 1.667
Cross-products
Covariance .063 -.017 .052 -.023 .144 -.011 -.040 .057
N 30 30 30 30 30 30 30 30
PROBLEM6 Pearson Correlation .036 .169 .216 .250 -.120 1 -.147 .177
Sig. (2-tailed) .850 .373 .252 .183 .529 .437 .350
Sum of Squares and
.133 1.600 1.000 .933 -.333 1.867 -.467 1.067
Cross-products
Covariance .005 .055 .034 .032 -.011 .064 -.016 .037
N 30 30 30 30 30 30 30 30
PROBLEM7 Pearson Correlation -.164 -.180 -.318 -.432* -.247 -.147 1 -.222
Sig. (2-tailed) .385 .341 .087 .017 .189 .437 .239
Sum of Squares and
-1.033 -2.900 -2.500 -2.733 -1.167 -.467 5.367 -2.267
Cross-products
Covariance -.036 -.100 -.086 -.094 -.040 -.016 .185 -.078
N 30 30 30 30 30 30 30 30
PROBLEM8 Pearson Correlation -.006 -.189 .000 .044 .185 .177 -.222 1
Sig. (2-tailed) .977 .317 1.000 .816 .328 .350 .239
Sum of Squares and
-.067 -5.800 .000 .533 1.667 1.067 -2.267 19.467
Cross-products
Covariance -.002 -.200 .000 .018 .057 .037 -.078 .671
N 30 30 30 30 30 30 30 30
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).

Figure 4.2

The table shows the significant correlation of data gathered from the teacher respondents

which implies a great impact of printed modular modality to them thus, rejecting the

second null hypothesis and accept H1

28
 4.50 4.00
3.83 3.93
4.00 3.77
3.50 3.47
3.50
3.00
2.50 2.30
2.00 1.57
1.50
1.00
0.50
0.00
1

question1 question2 question3 question4 question5 question6 question7 question8

Figure 4.3

Shown in the chart is the differentiated means of every questions for teacher respondents
with specific indications of the great impact of printed modular modality.

COMBINED IMPACT

3.40 3.37

3.30
3.30

3.20

3.10
3.03
3.00

2.90

2.80
IMPACT

Student Teacher Parent

Figure 5

Scale
1.0 – 1.75 Very Low
1.76 – 2.51 Low
2.52 – 3.27 High
3.28 – 4.0 Very High

Figure 5 is the combined analysis on the impact of the selected respondents to show
the great impact on each type in the scale shown.

29
 CHAPTER 5
RESULTS AND DISCUSSION

Summary of Findings

The study shows that printed modular modality has a significant correlation to the

data gathered that implies a great impact on students, parents, and teachers. Printed modular

modality has a very high impact on parents, followed by the students and then the teacher.

For further perusal of understanding, posits in figure 5 with its scale shown as

1.0 –1.75 Very Low, 1.76 – 2.51 Low, 2.52 – 3.27 High, 3.28 – 4.0 Very High posits the

significant impacts on each respondent as student respondents got 3.30 which is scaled as

very high, parent respondents got 3.37 scaled as very high, and teacher respondents 3.03

scaled as high.

Based on the quantitative findings expounded in the preceding tables, it can be

observed that most of the population are working parents which may cause of having

difficulty with the set schedule of the retrieval and submission of their child's modules and

difficulty in helping their children in answering their modules.

Most parents answered that they have reliable internet connection. Concerns of

students and parents are addressed as immediate as possible.

Teachers are also having a difficulty communicating with parents and students and

further posits that communication is not accessible for areas that do not have reliable internet

connection or even cellular signal.

30
 The result shows a great impact that students have difficulty with printed modular

modality. Students do not have enough time to answer their modules. They have difficulty

in answering the self-learning materials and they cannot answer on their own. Most of the

students have gadgets that could help them answer their modules, but they do not have an

internet connection to rely on.

Results for the problem on “on the use of printed modular modality in Noli National High

School in academic year 2020-2021 and its impact on students, parents, and teachers” with

respondents who are intricately chosen students, parents, and teachers on their dealings on

the use of printed modular distance learning modality showed a significant impact thus

rejecting all the null hypothesis and conclude to accept its direct reciprocal, the acceptance

of the significant impact of the use of printed modular distance learning modality.

Conclusion

The great number of activities in each module is one of the main problems that

emerged in the implementation of Modular Distance Learning. The Department of

Education should consider this problem, reduce the activities, and take out the unnecessary

topics so that mastery will be attained as much as possible. As what some of the parents

said, the lesser the better. One of the concerns of the students is that they do not have enough

time to answer all the modules within a week. Therefore, if DepEd cannot extend the

duration of accomplishing the modules, they must lessen the activities. We all know that

mistakes cannot be avoided at times. Thus, teachers should re-evaluate the modules, and

31
they must make sure that all the lessons or activities are appropriate to the needs of the

learners.

The parents, as well as the students, are right; the instructions in every exercise must

be clear enough for the learners to understand. The topics must be simplified, and teachers

must give more examples. Moreover, all the printed pictures in the modules should be clear.

The cases of COVID-19 in the Philippines are still in great number, so face to face learning

is not yet possible. However, the researchers think that Blended Learning is also possible

for places that are not infected by the virus. This can be applied to some schools located in

rural areas like NNHS. For the students who still cannot access the internet, they will be

given special consideration by home visitation as an example.

Aside from text and call, social media particularly on messenger is one of the most

used modes of communication between teachers, parents, and students. Therefore, teachers

are recommended to be active online most of the time. They must be able to address the

sentiments of some parents and students, which is to be patient enough in attending to the

needs and to respond to the queries immediately with regards to learning. The Department

of Education and the government must collaborate towards the success of Philippine

Educational System despite the COVID-19 pandemic.

It is imperative that every school must be provided with support and enough funds.

The Department of Education should give autonomy and freedom to teachers in every

school to do their own modules. However, the modules must be validated for the quality

assurance and the progress will be monitored.

32
Recommendation

From the survey questionnaire conducted, result shows several aspects on for

recommendations. A suggestion to school to further improve the Printed Modular Modality

are to reduce activities in modules, more examples for each subject, home visitation once a

week, limited face-to-face class or Distance Blended Learning, colored printed modules

specially those which uses images and diagrams, immediate information given by teachers

on what to answer in the modules, online consultation with students such as messenger,

responsiveness of teachers through the use of social media platform for the student or parent

to feel at ease as most of them feel a bit anxious even in just communicating their teacher,

and leniency of teachers in the submission of students’ outputs for sometimes outputs given

by students were time taken by students to perform his best on activities required, so they

need leniency from teachers.

The proposed solutions of parents to the identified challenges in this Printed Modular

Modality are reduce/lessen activities in the modules, take out the unnecessary exercises,

Online Learning for G-10, G-11 and G-12 as the result shows that most of the parents

implied that they could afford on-line classes and most of the households have stable

internet connection. It is further understood that answering questions and learning the topics

together is more fun and enjoyable, simplify the modules, consistent instructions in the

modules and as much as possible, limit group activities, give each student ample time to

complete all the modules, and give more examples and explanations to each of the given

activity.

33
 Moreover, the appropriate interventions to be provided for struggling learners

according to teachers are consistent consultation through text, call, and through other social

media platforms, home visitation for direct tutorials, simplification of modules, and

immediate note/feedback made by teachers which are written in vernacular language. For

parents, teachers can give them assistance through text and call, community facilitating,

consultation and posting updates on social media, and by giving them words of

encouragement.

34
 BIBLIOGRAPHY

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in Literature. International Journal of Education & Literacy Studies.

Anderson, T. (Ed.). (2008). The theory and practice of online learning. Athabasca

University Press.

DepEd Order No. 12. (2020). Adoption of the Basic Education Learning Continuity

Plan for the School Year 2020-2021 in the Light of COVID-19 Public Health Emergency.

Department of Education. https://www.deped.gov.ph/wp-

content/uploads/2020/06/DO_s2020_012.pdf

DepEd Order No. 18, s. of 2020. Policy Guidelines for the Provision of Learning

Resources in the Implementation of the Basic Education Learning Continuity Plan. Department

of Education. https://www.deped.gov.ph/wp-content/uploads/2020/08/DO_s2020_018.pdf

FlipScience. (2020, October 5). 'Tagapagdaloy’: How Filipino parents can help ensure

successful modular distance learning. FlipScience - Top Philippine Science News and Features

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modular-distance-learning/

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%20other%20(MKO)%20is%20somewhat%20self%2Dexplanatory,task%2C%20process%2

C%20or%20concept.

Pe Dangle, Y.R. et al. (2020, November 27-29). The Implementation of Modular

Distance Learning in the Philippine Secondary Public Schools. Diamond Scientific Publishing.

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 Quinones, M. T. (2020, July 3). DepEd clarifies blended, distance learning modalities

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The New Community School/TNCS (2021). Roles & Responsibilities During Distance

Learning. The New Community School Est. 1974. https://tncs.org/roles-responsibilities-

during-distance-learning/

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the Philippines: The New Normal. ResearchGate.

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19_Pandemic_through_the_Lens_of_Education_in_the_Philippines_The_New_Normal

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36
 APPENDICES

APPENDIX A
AUTHORIZATION LETTER

Republic of the Philippines

Department of Education
SCHOOLS DIVISION OFFICE OF BAYUGAN CITY
NOLI NATIONAL HIGH SCHOOL
APRIL 14, 2021
:TO THE OFFICE OF THE PRINCIPAL

JESSIE I. ESMAD, JR., PRINCIPAL II

NOLI NATIONAL HIGH SCHOOL
NOLI, BAYUGAN CITY, 8502, PHILIPPINES

Sir:

Warmest Greetings!

We would like to formally ask your permission to allow us to conduct a survey among the students,
teachers, and stakeholders in Noli National High School. This in view of our action research entitled,
“on the Use of Printed Modular Modality in Noli National High School and Its Impact on Students,
Parents, and Teachers”.

The survey would be in a form of research-made questionnaire to be distributed per classroom. We are
planning to distribute this week so that it will be returned next week and to be arranged at a time
convenient to the students, teachers, and stakeholders. Participation in the survey is entirely voluntary
and there are no known or anticipated risks to participation in this study. All Information provided will
be kept in utmost confidentiality and would be used only for academic purposes. The names the
respondents will not appear in the publication resulting from this study.

Your approval to conduct this study will be greatly appreciated. Thank you.

Sincerely,

JONA MAY T. GASTA

Researcher

ORVIN A. LOBITOS
Researcher

NOLI NATIONAL HIGH SCHOOL

Bayugan City, 8502, Caraga, Philippines
[email protected]
(085)231-2968

37
 APPENDIX B
RESEARCH-MADE QUESTIONNAIRE

Research-Made Questionnaire
This study aims to identify the experiences and challenges encountered by the students,
parents, and teachers on Printed Modular Modality of Noli National High School. This
questionnaire is anchored to the study entitled, The Implementation of Modular Distance
Learning in the Philippine Secondary Public Schools of Ysthr Rave Pe Dangle and Johnine
Danganan Sumaoang, 2020.
PARENT
Name of Respondent, Optional (Pangalan, Opsyonal):

Age (Edad):
Address (Lugar):
Instructions:
Please check and rate honestly based on what you do given the statements using the following
scales: (Panudlo alang sa Paggamit: Palihug pagsusi ug pagmarka sa tinuud pinasikad sa
kung unsa ang imong gihatag nga mga pahayag nga gigamit ang mga musunud:)
4- YES (Oo) 3- NO (Dili) 2- SOMETIMES (Usahay) 1-NO ANSWER (Walay
Tubag)
There are no wrong answers. (Wala sayup nga mga tubag niini.)
NO
YES NO SOMETIMES ANSWER
QUESTIONS (Pangutana) (Oo) (Dili) (Usahay) (Walay
4 3 2 Tubag)
1
Q1: Are you a working parent?
(Usa ka ba ka ginikanan nga nagtrabaho?)
Q2: Do you have enough time to help your
child with his/her modules?
(Aduna ka bay igo nga oras o panahon sa
pagtabang sa imong anak sa iyang mga
modyul?)
Q3: Are you having difficulty with the set
schedule of the retrieval and submission of
your child's modules?
(Naglisud ka ba sa gitakda nga iskedyul o
panahon sa pagkuha ug pagsumite sa mga
modyul sa imong anak?)
Q4: Are the teachers of your child
approachable?

38
 (Maduolan ba ang magtutudlo sa imong
anak?)
Q5. Are your concerns were addressed by
the teacher concern as immediate as
possible?
(Matubag ba dayon sa magtutudlo sa
imong anak ang imong mga pangutana?)
Q6: Do you have a reliable internet
connection?
(Adunay ka bay masaligang koneksyon sa
internet?)

Research-Made Questionnaire
This study aims to identify the experiences and challenges encountered by the students,
parents, and teachers on Printed Modular Modality of Noli National High School. This
questionnaire is anchored to the study entitled, The Implementation of Modular Distance
Learning in the Philippine Secondary Public Schools of Ysthr Rave Pe Dangle and Johnine
Danganan Sumaoang, 2020.
STUDENT
Name of Respondent (Pangalan, Opsyonal):
Grade Level (Lebel sa Grado):
Age (Edad):
Address (Lugar):
Instructions:
Please check and rate honestly based on what you do given the statements using the following
scales: (Panudlo alang sa Paggamit: Palihug pagsusi ug pagmarka sa tinuud pinasikad sa
kung unsa ang imong gihatag nga mga pahayag nga gigamit ang mga musunud:)
4- YES (Oo) 3- NO (Dili) 2- SOMETIMES (Usahay) 1-NO ANSWER (Walay
Tubag)
There are no wrong answers. (Wala sayup nga mga tubag niini.)
NO
YES NO SOMETIMES ANSWER
QUESTIONS (Pangutana) (Oo) (Dili) (Usahay) (Walay
4 3 2 Tubag)
1
Q1: Are you having difficulty with Printed
Modular Distance Learning?
(Naglisud ka ba sa Modular Distance
Learning?)
Q2: Do you have enough time to answer all
your modules?
(Adunay ka bay igo nga oras aron matubag
ang tanan nimo nga mga modyul?)

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 Q3: Are you having difficulty in answering
your modules?
(Naglisud ka ba sa pagtubag sa imong mga
modyul?)
Q4: Can you answer all your modules on
your own?
(Kaya ba nimo ansiran ang imong mga
modyul nga ikaw ra?)
Q5: Are your teachers approachable?
(Maduolan ba ang imong magtutudlo?)
Q6: Do you have gadget/s to help you
answer your modules?
Aduna ka bay gadget/s nga makatabang
nimo sa imong pagtubag sa mga modyul?
Q7: Do you have a reliable internet
connection?
(Adunay ba kay kasaligan nga koneksyon sa
internet?)

Research-Made Questionnaire
This study aims to identify the experiences and challenges encountered by the students,
parents, and teachers on Printed Modular Modality of Noli National High School. This
questionnaire is anchored to the study entitled, The Implementation of Modular Distance
Learning in the Philippine Secondary Public Schools of Ysthr Rave Pe Dangle and Johnine
Danganan Sumaoang, 2020.
TEACHER
Name of Respondent (Pangalan, Opsyonal):
Age (Edad):
Position (Posisyon):
Instructions:
Please check and rate honestly based on what you do given the statements using the following
scales: (Panudlo alang sa Paggamit: Palihug pagsusi ug pagmarka sa tinuud pinasikad sa
kung unsa ang imong gihatag nga mga pahayag nga gigamit ang mga musunud:)
4- YES (Oo) 3- NO (Dili) 2- SOMETIMES (Usahay) 1-NO ANSWER (Walay
Tubag)
There are no wrong answers. (Wala sayup nga mga tubag niini.)
NO
YES NO SOMETIMES ANSWER
QUESTIONS (Pangutana) (Oo) (Dili) (Usahay) (Walay
4 3 2 Tubag)
1
Q1: Does DepEd provide all the modules
you give to your students?

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(Naghatag ba ang DepEd sa tanan nga mga
modyul nga imong ihatag sa imong mga
estudyante?)
Q2: Do you see any errors in the modules
provided by DepEd?
(Nakakita ka ba ug mga sayup sa mga
modyul nga gihatag sa DepEd?
Q3: Do you have difficulty communicating
with parents?
(Naglisud ka ba sa pagpakigsulti sa mga
ginikanan?)
Q4: Do you have difficulty communicating
with students?
(Naglisud ka ba sa pagpakigsulti sa mga
estudyante?)
Q5: Are there enough funds given by the
government for Modular Distance Learning?
(Adunay ba igong pondo nga gihatag sa
gobyerno alang sa Modular Distance
Learning?)
Q6: Can your students easily follow the
instructions in answering the modules?
(Mahimo ba nga dali sundon sa imong mga
estudyante ang mga panudlo sa pagtubag sa
mga modyul?)
Q7: Does your school have a reliable
internet connection?
(Ang imong eskuylahan adunay kasaligan
nga koneksyon sa internet?)
Q8: Do you have a reliable internet
connection?
(Adunay ba kay kasaligan nga koneksyon sa
internet?)

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