1

CHAPTER I

INTRODUCTION

The schools were closed due to the COVID-19 pandemic, and there was no

face-to-face interaction between teachers and students. To address these

extraordinary challenges, schools in the Philippines transitioned from traditional face-

to-face instruction to a distance learning approach. This is a mode of learning

delivery in which interaction occurs between teachers and students who are

geographically separated from each other during instruction and the lesson is

delivered outside the traditional face-to-face flat form viewed of Bonz Magsambol

(2020). According to Merlina Hernando Malipot (2020), among all the alternative

learning modalities given by the Department of Education (DepEd), most students

prefer the modular distant learning option. She went on to say that 7.2 million

participants preferred modular distance learning based on the partial results of the

Learner Enrollment and Survey Forms (LESFs) disseminated throughout the

enrollment session. TV and radio-based instruction, as well as other modalities, are

preferred by only 2 million students for the 2020-2021 school year (Anthony, 2020).

Modular distance learning is a type of individualized instruction that enables students

to use self-learning modules. It is available in printed or digital format/electronic copy,

and students can access the copies on a computer, tablet PC, or smart phone, CDs,

USB storage, computer-based including offline E-books. Students may also ask the

teacher for help by email, phone, text message/instant message, messenger, etc.

Mathematics is a subject that is frequently taught this way. According to Sufiana K.

Malik, this view results from the abstract character of mathematics (2012). If students

who had negative attitudes toward mathematics did poorly, and vice versa, improving
 2

positive attitudes toward mathematics can enhance math performance (Wasike,

Michael, & Joseph, 2013). According to Antony Charles, the modular approach to

studying mathematics has shown to be a successful and efficient instrument for

assisting pupils in their own arithmetic learning. According to (Jazim and Rahmawati,

2017), students increased their comprehension of mathematics as a result of the

content they were provided. According to their explanation, using modules to teach

mathematics encourages students with strong academic aptitude to participate more

actively in class discussions. Additionally, this strategy is advantageous for pupils

who lack desire and have little expertise in mathematics (Abramovits, Berezina, &

Shvartsman). The Eastern Samar State University - Can-Avid Campus, in particular

the Department of Education, opened the school year 2020–2021 using a modular

distance learning approach that was designed to adapt well in a new typical

classroom or environment and a new development in the teaching–learning process,

despite the COVID–19 pandemic. With little contact with teachers and using their

parents or guardians as role models, the modular approach allowed kids to learn in

the comfort of their own homes. The goal of this study was to determine whether the

modular learning strategy in mathematics had a substantial impact on the academic

performance of second- and third-year mathematics majors. To provide educators

with a solid plan for enhancing the teaching-learning process even after the epidemic

has passed, along with instructions on how to apply it successfully so that teachers

will adopt it. The goal of this study was to ascertain whether employing modules may

be beneficial and could be utilized consistently as teaching and learning resources

for mathematics.
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Statement of the Problems

This study aimed to provide answers to the following questions about how

second year and third year major in mathematics students at Eastern Samar State

University – Can-Avid perceived modular learning in terms of academic performance.

1. Is there a significant difference on perception of the students toward

modular distance learning approach in Mathematics when grouped

according to their gender and age?

2. What is the level of academic performance of students in Mathematics

using modular distance learning approach?

3. What is the perception of students regarding modular distance learning

approach in Mathematics?

Significance of the Study

This study aims to determine the students’ perception on modular learning. Thus,

this study will be beneficial to the following:

Students. This study will be beneficial to the students because it will provide fact

Information about modular learning. Thus, they will have a better

understanding of the modular learning. They will also be more aware on their

level of learning difficulties towards the subject mathematics.

Teacher/Professor. This study will benefit the teacher/professor for the reason that

they will have an idea on the implementation of modular learning. Thus, the

result of the study will provide them a new ideal designed strategy in teaching

mathematics.
 4

School. This study will serve as guide or feedback regarding the implementation of

modular learning. This study will be beneficial in improving pedagogies of

teaching and learning in mathematics.

Future Researchers. This study will serve as reference for the researchers who will

plan to make any related study.

Scope and Delimitation of the Study

This study limits its coverage on the second year and third year mathematics

major students only. Its main purpose is to measure the effectiveness of modular

learning in mathematics in terms of student’s profile and their academic performance.

This study considers aspect of students’ personal information that has impact on

their academic performances such as their gender and age. And this study focuses

on the current second year and third year students of the present school year, 2021-

2022.

Definition of Terms

The following term are defined conceptually and operationally to provide a

clear and easy understanding of the terminologies used in this study.

Academic Performance. In this study, the term refers to the general weighted

average of second year and third year major in mathematics students.

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Modular Distance Learning. Modular Distance Learning is learning in the form of

individualized instruction that allows learners to use self-learning modules

(SLM) in print or digital format/electronic copy whichever is applicable in the

context of the learner, and other learning resources like learners’ materials,

textbook, activity sheets, study guides and other study material. (Llego, Mark

Antony, 2020)

Perception. In this study, the term refers to the perception of second year and third

year major in mathematics students on modular learning to their academic

performance.

Self-Learning Module (SLM). A systematic set of instructions that facilitate learners'

mastery of a body of knowledge or a complex process.

Students. In this study, the term refers to the second year and third year students

major in mathematics at Eastern Samar State University Can-Avid

. 

Student Profile. In this study, the term refers to the gender and age of the second

year and third year mathematics major students who are currently enrolled in

Eastern Samar state University – Can-Avid.

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CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter presents foreign and local literatures and studies gathered from

online journal resources used by researchers seeking this paper as a guide in order

to have more accurate studies. This Related Literature provided the researchers with

a better understanding and a broader perspective on the topic at hand.

Patrick Regoniel (2021) Modular learning, as the word connotes, uses learning

modules that facilitate student learning by themselves. Modular learning is a form of

distance learning that uses Self-Learning Modules (SLM) - a systematic set of

instructions that facilitate learners' mastery of a body of knowledge or a complex

process (Maile & Cooper, 2018), based on the most essential learning competencies

(MELCS) developed by the teachers by the aid of curriculum developer. Modular

learning can be printed/digitized format/electronic copy that are appropriate to

learners, and other learning resources like learners’ materials, textbook, activity

sheets, study guides and other learning materials. Learners can access electronic

copies of learning materials on a computer, tablet PC, or smartphones. CDs, DVDs,

USB storage and computer-based applications can be used to deliver e-learning

materials, including offline E-books. The teacher takes responsibility for monitoring

the progress of learners. While the learners may ask help from them via-email,

telephone, text messaging/instant messaging, etc., teachers shall do home visits to

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learners if the learners need remediation or assistance in his/her module. Any

member of the family or other stakeholders in the community can aid.

Olivo, 2021), parents claimed that time allotment in the completion of learning

activities was insufficient since the activities were so many. In addition, some parents

said that some topics in the modules are so hard to vent for them and they cannot

help and guide their children in answering the learning tasks. The research then

recommended a review of the learning activities and conduct seminars for parents to

guide them in assisting their children during their “classes “at home. This article will

be emphasized the negative and positive effects of modular distance learning both in

international and local areas to assess the effectiveness of MDL with regards to the

level of academic performance of students.

In the article by Aksan (2021) entitled “The Effect of Modular Distance Learning

Approach to Academic Performance in Mathematics of Students in Mindanao State

University- Sulu Senior High School,” it was revealed that the academic grades in

Mathematics of the STEM students treated by modular approach achieved very

satisfactory in the school year 2019-2020. The study revealed the effectiveness of

the modular distance learning approach in learning Math despite its challenges

amidst the COVID-19 pandemic. Likewise, the result of the study of Gonzales (2015)

determined that the use of the modular teaching approach was more effective than

the traditional method of instruction. In light of the COVID-19 pandemic where no

face-to-face classes can take place and with the problems in the use of the internet

and technology, modular distance learning is the best option to continue delivering

education that could yield good results. On the contrary, the results of the study of

Dargo & Dimas (2021) concluded that the academic performance of learners after

the implementation of Modular Distance Learning (MDL) decreased. This only means
 8

that face-to-face is more effective and favorable on the part of the learners. It was

also determined that there were more negative effects of MDL than positive ones.

Based on the respondents used in the study, they cited the reasons how the modular

distance learning creates a negative impact on the learning among the students. First

limited interaction between the teachers and the learners. Lastly, too many tasks/

activities incorporated in the modules to address the limitation of MDL, it was hereby

recommended to have constant monitoring of teachers via home visitation to assess

the progress of the students as well as those who need special attention,

simplification of worksheets and workbooks to be distributed to the learners, and

creation of video lesson aligned with Most Essential Learning Competencies (MELC).

It was also stated that there should be an open forum among parents, teachers, and

other stakeholders to explain the real scenario of the new normal education. In the

article, “The Challenges and Status of Modular Learning: Its Effect to Students’

Academic Behavior and Performance” by Agarin (2021), it was inferred that the

teacher’s‟ physical interaction with the learners influences the learners‟ academic

performance.

The modules are valid and reliable and could supplement the teaching and

learning of concepts. The teaching of Basic Mathematics using the modular approach

is an effective approach in enhancing the learning of Mathematics. Any desired

performance set can be achieved by students of varying levels of ability on condition

that the developed and validated modules are well constructed and the topics are

sequenced logically, the constructed modules are written in simple language;

examples and problems appropriately apply to the concept presented, and they are

sufficient for attaining mastery of the subject matter; the self-assessment questions

motivate students in studying the lesson actively; and the students are likely to
 9

benefit much in the approach of teaching because they are given more chance to

study the topics less understood. Modular approach is very effective in optimizing

learning in mathematics and other applied science, and to enhance achievement of

slow learners. Paspasan (2015) generalized in his study that Self-Paced Modular

Approach (SPMA) made the students learning styles more independent because

they prefer to work at their own pace. On the other hand, Lim (2016) concluded in his

study entitled effectiveness of modular instruction in word problem solving of BEEd

students that modular instruction in teaching mathematics specifically word problem

solving, is an effective teaching approach. Different studies were conducted to

determine the achievement of students in traditional and new normal way of

teaching. According to Melad (2016) the use of the quadratic function module has

shown that a modular approach teaching improves student’s achievement. Using the

module as an approach as a corrective teaching material has increased the student’s

achievement level of the students compare to the traditional way of teaching in the

published paper by Sadyarthi (2021) on the effective learning strategy for secondary

school students-modular approach found out that modular teaching method was

better than the traditional teaching method.

According to Anthony Charles in his article entitled “Modular approach of

teaching mathematics for selected topics at plus one level”, modular approach in

Mathematics learning proves to be an effective and efficient tool to help students to

learn mathematics themselves. He also defined that the modular approach is a self –

contained package dealing with one specific subject convenient form, so that the

learner can identify the objectives, select materials and method and evaluate his own

accomplishment. This provided more flexibility to distance teaching mode as well as

to learners. It was enabling the learners to have a control over his learning and
 10

accept responsibility for learning. Since strategy demanded greater maturity on the

part of learner, the modules are more appropriate for more mature students.

According to Doctor Padmapriya P.V. (2015), modules helped to develop self-

learning capacity among the learners. The present study implied that this is self-

learning style in which immediate reflection of the self is possible, which motivated

the students to regulate and manage their own learning styles, and thereby to create

an interest and attitude towards science among the students as they are free to learn

at their own pace. With the help of the module’s students learned and interacted

which boost their confident and their own learning. The study reveals that

effectiveness of self-instructional module on achievement among secondary school

student and the administrators must take necessary steps to give special training to

teachers in developing modular packages.

In the study of Edrian A. Gonzales (2015) entitled “A Modular Approach Utilizing

Decision Tree in Teaching Integration Techniques in Calculus” stated many students

failed in mathematics courses because they did not know how to arrive at the correct

decision when they doing mathematical task. This finding led to the conclusion that

both modular and traditional instruction is equally effective in facilitating the learning

of integration by parts. The other result revealed that the use of the modular

approach utilizing decision tree in teaching integration by trigonometric

transformation was more effective than traditional method.

In the study of Carmen L. Rodeiro and Rita Nadas on the “Effect of

Modularization”, a modular specification was one in which the content divided into a

member of units or modules, each of which examine separately. This study found out

mathematics students learning, improved learning outcome in pre-algebra. Also,

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gender did not have any statistically significant effects on the student’s achievement

towards the use of blended learning.

Conceptual Framework

Input

Process Output

 Socio-

demographic  Perception on

profile of the modular learning

second year and  Analysis of data to academic

third year through survey performance

mathematics questionnaire.

major.

 Modular learning.

 Academic

performance.

Figure 1. Conceptual Framework of the Students’ Perception on Modular

learning in Mathematics to Academic Performance of Second Year and

Third Year Major in Mathematics Students in Eastern Samar State

University Can-Avid Campus

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Hypothesis

H°: There is no significant difference between students’ perception on modular

learning approach and the academic performance of the students.

CHAPTER III

METHODOLOGY

This chapter present the research design, locale of the study, respondents of the

study, sampling procedure, research instrument, measurement of variables, and data

gathering procedure that will be used in conducting this study.

Research Design

The researchers use descriptive research design. A descriptive research plan

is one that tries to gather data in order to characterize a phenomenon, situation, or

population in a methodical manner. It mostly assists in answering the what, when,

where, and how questions about the research challenge, rather than the why,

McCombes (2022). Descriptive research design will be utilized in this study because

the researchers aim to determine the effectiveness as well as the perceptions on

Modular Learning in Mathematics.

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Locale of the Study

This study will be conducted at Eastern Samar State University – Can – Avid

Campus especially in the college of education department. Eastern Samar State

University is located at national road, barangay 10, Can-Avid Eastern Samar.

Respondents of the Study

The respondents of the study are composed of mathematics major students in

Eastern Samar State University – Can-Avid Campus year 2020-2021. One of the vital

processes to keep this study successful. All of these participants were selected

through purposive sampling. This sampling method is conducted where the

researchers rely on her/his own judgement when choosing members of population to

participate the study.

The selected respondents are containing of forty-two (42) students from the

second year and third year mathematics major. This course was chosen by the

researchers because they are suitable and applicable for the study.

Sampling Procedure

The researchers use Purposive Sampling Method. This is known as judgement

sampling, involves the researchers using their expertise to select a sample that is
 14

most useful to the purposes of the research, McCombes (2022). Purposive Sampling

will be utilized as the researchers have decided to select the whole population of

second year and third year mathematics major students.

Research Instrument

In this study, the researchers utilized a survey questionnaire to collect views and

arguments from respondents about the study because the researcher wanted to

know how students regarded the modular concept. A questionnaire is a group of

questions that assesses each item by using a rating scale to determine their level of

agreement with specific claims about perception.

The questionnaire created by the researcher had four parts: the first was a

demographic profile of the respondents; the second was to determine the perception

of the students regarding modular distance learning approach in Mathematics; the

third was the challenges of the students towards modular distance learning approach

in Mathematics; and the fourth was the perceived effect of modular distance learning

approach on academic performance of second year students.

Table 1. Rating scale and interval with the verbal description

Scale Interval Verbal Description

1 1.00– 1.49 Strongly Disagree

2 1.50 – 2.49 Disagree
3 2.50 – 3.49 Uncertain
4 3.50 – 4.49 Agree
5 4.50 – 5.00 Strongly Agree
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Measurement of Variables

Variable Arbitrary Code Interpretation

Age 1 18-32 years old

Gender 1 Male
2 Female

Year Level 1 2nd year college

2 3rd year college

Specialization 1 BSEd Math

Data Gathering Procedure

Data collection begins shortly after conducting the study, after the proposal and

its means have been prepared and approved by the adviser.

The researchers will seek first the approval of the research professor and run the

questionnaire/s. After being approved, the questionnaire/s to be use will be tested for

its reliability and validity before it is to be floated to the target population.

 16

The researchers will be administering the questionnaires during the gathering

procedure. Measures will be employed to abide by the ethical principles in the

conduct of the research which are embodied in the report.

The respondents will be informed about nature of the study. To ensure freedom

of choice and provide an avenue for the respondents to voluntarily consent or decline

the participation in the study, the informed consent of each respondent will be

secured.

The researchers will distribute the questionnaires to the second year and third

year major in mathematics students. They will be asked to answer the questionnaires

at their free time. They will be given enough time to answer the questionnaires and

allowed to ask questions and clarifications. After answering, it will be collected by the

researcher and will be compiled and sealed for analysis and interpretation.

Data Analysis

The statistical tools that the researcher used in this study were the following:

Mean for the research statements of “Is there a significant difference on perception of

the students toward modular distance learning approach in Mathematics when

grouped according to their gender and age?” “What is the perception of students

regarding modular distance learning approach in Mathematics?” Frequency counts

and percentage and also mean was for answering in the statement of “what is the

level of academic performance of students in Mathematics using modular distance

learning approach?”

For the statement of “Is there a significant difference on perception of the

students toward modular distance learning approach in Mathematics when grouped

 17

according to their gender and age?” the tool that being used was t-test for

independent samples. The independent samples t-test compares the means of two

independent groups in order to determine whether there is statistical evidence that

the associated population means are significantly different.

And for “What is the perception of students regarding modular distance learning

approach in Mathematics?” pearson product-moment correlation was the tool to

answer this. Pearson product-moment correlation coefficient (or pearson correlation

coefficient, for short) is a measure of the strength of a linear association between two

variables.

With the assistance of the thesis adviser in the analysis and interpretation of

data, the researcher after collecting the data utilized the computer programming

called the SPSS to be easy for her to find the answers in a short period of time.

Ethical Consideration

The researchers adhered to the following rules to ensure that the ethical

standards have been upheld.

1. The respondents are given the freedom to participate or not during the survey

process.

2. The researchers have ensured that the survey questions/statements are not

offensive or discriminating against the respondents.

3. The respondent’s identities are completely confidential.

4. All the works and ideas used in this study are properly cited and credited to

the rightful authors.

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CHAPTER IV.

RESULT AND DISCUSSION

This chapter presents the data gathered, the results of the statistical analysis

done and interpretation of findings. These are presented in tables following the

sequence of the specific research problem regarding the Effectiveness of Modular

Learning in Mathematics to Academic Performance of Second Year and Third Year

Major in Mathematics Students in Eastern Samar State University Can-Avid Campus.

Modular distance learning approach when grouped according to Gender

The table 2.1 showed that there is no significant difference on the perception

of the students toward modular distance learning approach when they are grouped

according to their gender. Both male and female have the same perception.
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Table 2. Frequency and percentage distribution values of the respondents’

gender

Frequency Percent Valid Percent Cumulative

Percent

Valid Male 26 61.9 61.9 61.9

Female 16 38.1 38.1 100.0

Total 42 100 100

Table 2.1. Modular distance learning approach when grouped according to

Gender

Gender

Perception Male (26) Female (16)

Mean Description Mean Description
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1. The instructional materials are 3.8 Agree 3.8 Agree

clear
2. The modular activities are 2.1 Disagree 2.3 Disagree
manageable
3. The modules provided are well 3.0 Uncertain 3.9 Agree
structured.
4. The modules stimulate 3.9 Agree 3.6 Agree
interests.
5. The ideas and concepts are 3.8 Agree 3.5 Agree
presented clearly.
6. I often procrastinate in modular 2.3 Disagree 1.8 Disagree
learning.
7. Modular learning is easier and 3.6 Agree 3.9 Agree
more structured.
8. Modular learning is less difficult 4.1 Agree 3.9 Agree
to be distracted
9. I think modular learning is an 3.6 Agree 3.9 Agree
effective learning modality.
10. Modular learning gives me 2.3 Disagree 3.5 Agree
more responsibility for learning.
11. By modular learning, I can 3.8 Agree 2.5 Disagree
receive enough feedback on
my poor skills.
12. I think it is more effective than 3.9 Agree 4.2 Agree
traditional classroom learning.
13. Through modular learning 3.8 Agree 3.6 Agree
makes me independent and
makes my performance better.
14. In modular learning there is no 3.5 Agree 3.7 Agree
oppressiveness which I
experience in traditional
classes.
15. In modular learning studying at 3.6 Agree 3.5 Agree
home causes motivational
problems, conflict in the family
and reduction of attention.

Total 3.4 Agree 3.4 Agree

Legend: 4.50-5.00 (Strongly Agree); 3.50-4.49 (Agree); 2.50-3.49 (Uncertain); 1.50-

2.49 (Disagree); 1.00-1.49 (Strongly Disagree)

Modular distance learning approach when grouped according to Age

 21

The table 2.4 presented the perception of respondents toward modular

distance learning approach when they are grouped according to their age. It showed

the weighted mean of 11 respondents under 18-21 years old was 3.5 with description

of agree; the mean of 14 respondents at 22-25 years old was 3.5 as they are agreed;

and the mean of 17 respondents of 26 above years old was 3.6 with description

agree. These implied that the respondents agreed on the following statements cited

below and there is no significant difference on the perception of the students toward

modular distance learning approach when they are grouped according to their age.

Table 2.2. Frequency and percentage distribution values of the respondents’

age

Frequency Percent Valid Percent Cumulative Percent

Valid 18 2 4.8 4.8 4.8

19 4 9.5 9.5 14.3
20 3 7.1 7.1 21.4
21 2 4.8 4.8 26.2
22 4 9.5 9.5 35.7
23 4 9.5 9.5 45.2
24 2 4.8 4.8 50.0
25 4 9.5 9.5 59.5
26 2 4.8 4.8 64.3
27 3 7.1 7.1 71.4
28 4 9.5 9.5 81.0
29 3 7.1 7.1 88.1
30 1 2.4 2.4 90.5
31 2 4.8 4.8 95.2
32 2 4.8 4.8 100.0

Tota 42 100.0 100.0

l
Table 2.3. Modular distance learning approach when grouped according to Age

Age

Perception 18-21 years old 22-25 years old 26 above years

(11) (14) old
(17)
 22

Mea Descriptio Mea Descriptio Mea Descriptio

n n n
1. The n n n
instructional 1.9 3.7 Agree
materials are Disagree 3.9 Agree
clear
2. The modular
activities are 3.9 4.3 Agree
manageable Agree 4.1 Agree
3. The modules
provided are 3.8 3.3 Uncertain
well Agree 3.5 Agree
structured.
4. The modules 3.9 3.4 Uncertain
stimulate Agree 3.3 Uncertain
interests.
5. The ideas and 4.0 4.4 Agree
concepts are Agree 4.3 Agree
presented
clearly.
6. I often 2.3 2.4 Disagree
procrastinate Disagree 2.4 Disagree
in modular
learning.
7. Modular 2.4 3.9 Agree
learning is Disagree 3.7 Agree
easier and
more
structured.
8. Modular 3.7 3.4 Uncertain
learning is Agree 3.2 Uncertain
less difficult to
be distracted
9. I think 4.1 3.8 Agree
modular Agree 4.4 Agree
learning is an
effective
learning
modality. 3.4 3.9 Agree
10. Modular Uncertain 3.8 Agree
learning gives
me more
responsibility
for learning. 4.3 3.6 Agree
11. By modular Agree 4.4 Agree
learning, I can
receive
enough
feedback on 3.9 4.4 Agree
my poor skills. Agree 2.9 Uncertain
12. I think it is
more effective
 23

than
traditional 3.3 3.5 Agree
classroom Uncertain 3.3 Uncertain
learning.
13. Through
modular
learning
makes me
independent
and makes 3.8 3.3 Uncertain
my Agree 3.9 Agree
performance
better.
14. In modular
learning there
is no
oppressivene
ss which I 3.9 3.9 Agree
experience in Agree 1.9 Disagree
traditional
classes.
15. In modular
learning
studying at
home causes
motivational
problems,
conflict in the
family and
reduction of
attention.

Total 3.5 Agree 3.5 Agree 3.6 Agree

Legend: 4.50-5.00 (Strongly Agree); 3.50-4.49 (Agree); 2.50-3.49 (Uncertain); 1.50-

2.49 (Disagree); 1.00-1.49 (Strongly Disagree)

Frequency and percentage distribution values of the respondents’ cumulative

General Weighted Average

 24

The table 3 presented the frequency and percentage distribution values of the

respondents’ cumulative General Weighted Average. 33.3 percent of 14 students

achieved a satisfactory level of performance. 66.7 percent of 28 students achieved a

very satisfactory level of performance.

Table 3. Frequency and percentage distribution values of the respondents’

cumulative General Weighted Average

Frequency Percent Valid Percent Cumulative Percent

Valid 1.0 28 66.7 66.7 66.7

2.0 14 33.3 33.3 100.0

Tota 42 100.0 100.0

l

Perception of the Students Regarding Modular Distance Learning Approach in

Mathematics by Second Year and Third Year Students Major in Mathematics.

The table 4 presented the perception of the students regarding modular

distance learning approach by second year and third year students major in

mathematics. As shown in table 4, the grand mean was 3.5 that indicated Agree. It

means that the respondents agreed in all views cited along the perception of the

students regarding modular distance learning approach in mathematics. With that,

the respondents agreed in all statements that researcher stated below.

Table 4. Perception of the Students Regarding Modular Distance Learning

 25

Approach in Mathematics by Second Year and Third Year Students Major in

Mathematics.

Perception Mean Score Interpretation

1. The instructional materials are 2.1 Disagree

clear
2. The modular activities are 4.4 Agree
manageable
3. The modules provided are well 3.9 Agree
structured.
4. The modules stimulate 2.4 Agree
interests.
5. The ideas and concepts are 4.4 Agree
presented clearly.
6. I often procrastinate in modular 1.7 Disagree
learning.
7. Modular learning is easier and 1.7 Agree
more structured.
8. Modular learning is less difficult 4.8 Strongly Agree
to be distracted
9. I think modular learning is an 3.8 Agree
effective learning modality.
10. Modular learning gives me 4.3 Agree
more responsibility for learning.
11. By modular learning, I can
receive enough feedback on 3.2 Uncertain
my poor skills.
12. I think it is more effective than
traditional classroom learning. 2.9 Uncertain
13. Through modular learning
makes me independent and 3.9 Agree
makes my performance better.
14. In modular learning there is no
oppressiveness which I 4.4 Agree
experience in traditional
classes.
15. In modular learning studying at
home causes motivational 4.7 Disagree
problems, conflict in the family
and reduction of attention.
 26

Total 3.5 Agree

Legend: 4.50-5.00 (Strongly Agree); 3.50-4.49 (Agree); 2.50-3.49 (Uncertain); 1.50-

2.49 (Disagree); 1.00-1.49 (Strongly Disagree)

Independent Sample Test

The data on table 5 showed the t-values of the independent sample test for

comparison of means with equal variance on the perception of respondents towards

modular distance learning approach if they group according to their gender and age.

In the statement that modular learning approach stimulate interests, the null

hypothesis was rejected in the alternative hypothesis. Since the t-values of 2.549 and

sig. values of .015 were lesser than the .05 level of significant with degree of freedom

40. These indicated that there exists significant difference on the respondent’s

perception when they are group according to their gender and age.

Table 5. Independent Sample Test

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F Sig. t df Sig.(2-
tailed)

1. The Equal .034 .855 .082 40 .935

instructional Variances
materials are assumed
clear
Equal .082 26.368 .935
Variances
not assumed

2. The modular Equal 1.646 .207 -1.283 40 .207

activities are Variances
manageable assumed

Equal -1.201 22.092 .242

Variances
not assumed

3. The modules Equal 1.327 .256 .529 40 .599

provided are Variances
well structured. assumed

Equal .545 28.741 .590

Variances
not assumed

4. The modules Equal 5.201 .028 2.549 40 .015

stimulate Variances
interests. assumed

Equal 2.849 34.877 .007

Variances
not assumed

5. The ideas and Equal .093 .762 -.210 40 .835

concepts are Variances
presented assumed
clearly.
Equal -.207 24.945 .838
Variances
not assumed

6. I often Equal 2.212 .145 -1.522 40 .136

procrastinate in Variances
modular assumed
learning.
 28

Equal -1.688 34.229 .100

Variances
not assumed
7. Modular
learning is Equal 1.855 .181 .287 40 .775
easier and Variances
more assumed
structured.
Equal .273 22.887 .787
Variances
not assumed

8. Modular
learning is less Equal .046 .831 .445 40 .659
difficult to be Variances
distracted assumed

Equal .450 26.894 .656

Variances
not assumed
9. I think modular
learning is an Equal .095 .760 .321 40 .750
effective Variances
learning assumed
modality.
Equal .325 26.936 .747
Variances
not assumed

10. Modular
learning gives Equal 3.895 .055 .895 40 .376
me more Variances
responsibility assumed
for learning.
Equal .965 31.886 .342
Variances
not assumed

11. By modular
learning, I can Equal 3.193 .082 -.785 40 .437
receive enough Variances
feedback on assumed
my poor skills.
Equal -.856 32.834 .398
Variances
not assumed

12. I think it is
more effective Equal .219 .642 .687 40 .496
than traditional Variances
classroom assumed
 29

learning.
Equal
Variances
not assumed .669 24.292 .510

Equal
13. Through Variances
modular assumed .031 .862 1.154 40 .255
learning makes
me Equal
independent Variances
and makes my not assumed 1.185 28.007 .246
performance
better.
Equal
14. In modular Variances
learning there assumed .137 .713 -.104 40 .917
is no
oppressiveness Equal
which I Variances
experience in not assumed -.103 25.209 .919
traditional
classes.
Equal
15. In modular Variances
learning assumed 1.187 .283 .370 40 .713
studying at
home causes Equal
motivational Variances
problems, not assumed .339 20.968 .738
conflict in the
family and
reduction of
attention.
 30

CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter present a summary of the significant findings of the study, the

conclusion derived from these findings, and the corresponding recommendations

made based on the finding.

SUMMARY

This research study aimed to investigate the students’ perceptions in regards

to modular distance learning approach and its relation to academic performance of

the students in Mathematics. It explored further to identify the challenges of using

modular distance learning approach, also to determine the level of academic

performance and significant difference of students’ perception according to their

gender and age. This study used descriptive research design and utilized the

research survey questionnaire to get the data. Purposive sampling was used in the

selection of respondents. The data analyzed and interpreted using the SPSS

computer programming. The perception, challenges and the perceived effect to

academic performance of students regarding modular distance learning approach

were used mean. The level of academic performance was also used frequency

counts and percentage and mean. The hypotheses of significant difference of the

students’ perceptions when grouped by gender and age were tested using t-test for
 31

independence sample. The significance relationship of perceptions to academic

performance was tested using Pearson correlation.

CONCLUSION

The following conclusions are drawn based on the findings obtained from this

study:

1. In this study, the general weighted average in Mathematics of the second

year and third year major in mathematics by modular approach achieved very

satisfactory in school year 2019-2020.

2. The study showed that, despite its difficulties in the face of the COVID-19

pandemic, the modular approach to distant learning was effective for teaching

math.

3. When students were divided into groups based on their gender and age, the

hypotheses regarding how differently they saw the modular distance learning

strategy were accepted. Hence, these were not the factors on the students’

perceptions towards academic performance using modular approach.

4. The study revealed that there is no significant difference on the relationship

of their perceptions regarding modular distance learning approach to

academic performance in Mathematics.

5. The researcher concluded that the academic performance of the second year

and third year major in mathematics students were not affected by their

perceptions in regards to modular distance learning approach. This means

that the quality of performance in getting high, average or low grades did not

depend on their perceptions.

 32

6. And the researcher also concluded that this approach helped students to

improve their math performance.

RECOMMENDATIONS

The researchers would like to recommend that modules should be simple to

grasp and engaging for students so that they will be easy to understand. Another is

that teachers should create an activity that will motivate the students to answer at

home. Also, teachers should be able to raise their interest to stop them from

procrastinating in answering the module. Lastly, teachers should be interactive with

students for inquiries and clarifications of instructions to guide students.

These would help to achieve the effectiveness of modular learning in

mathematics. Especially today that there are tons of distractions that would keep the

students from studying. Through innovative and creative modular activity, students

would be able to learn the subject matter. And for the teachers, researching or

creating new and timely activity through looking at official and credible sources in the

internet or through seminars. Hence, allowing them to be productive despite the

pandemic and thus learning and teaching process continues.

 33

REFERENCES

Aksan, J. A. (2021). Effect of Modular Distance Learning Approach to Academic

Performance in Mathematics of Students in Mindanao State University-Sulu
Senior High School Amidst COVID-19 Pandemic. Open Access Indonesia
Journal of Social Sciences, 4(4), 445-467.
https://doi.org/10.37275/oaijss.v4i2.64

Rena, E. ( 2021 ).Problems Encountered by Teachers and Learners using Printed

Modular Distance Learning amidst Pandemic: Basis for Intervention
Program.https://www.researchgate.net/publication/356831258_Research_Titl
e_Problems_Encountered_by_Teachers_and_Learners_using_Printed_Modu
lar_Distance_Learning_amidst_Pandemic_Basis_for_Intervention_Program

Metin YAMAN, PhD.( 2009),PERCEPTIONS OF STUDENTS ON THE

APPLICATION OF DISTANCE EDUCATION IN PHYSICAL EDUCATION
LESSONS,ISSN: 1303-6521 vReferences

Telaumanna, Y N.,Siniga, B.,Surya, M. E. (2017),Development of Mathematics

Module Based on Metacognitive Strategy in Improving Students'
Mathematical Problem Solving Ability at High School,ISSN 2222-1735 or
ISSN 2222-288X .

Cassibaba R.,Ferrarello,D. et.al.(22 December 2020),Teaching Mathematics at

Distance: A Challenge for Universities,https://dx.doi.org/10.3390/educsci1.

Ramdani, R., Syamsuddin, A. and Sirajuddin, S. (2019). Development of

Mathematical Module-Problem Solving Approach to Train Student’s Reflective
Thinking. Pedagogical Research, 4(4), em0040.
https://doi.org/10.29333/pr/5861 Development of Mathematical Module-
Problem Solving Approach to Train Student’s Reflective Thinking

Krishnan, S.(2016),Students’ Perceptions Of Learning Mode In Mathematics

Mia Q. Columbano, DME,(October, 2019),Development and Validation of Modules in

Basic Mathematics to Enhance Students’ Mathematics Performance,ISSN:
2278-3075.

Ariel F. Melad,(2016),Modular Approach in Teaching Mathematics: Quadratic

Function,DOI: 10.21276/sjpms.2016.3.3.1
 34

Betlen,E.A.,7, July 2021,EFFECT OF MODULAR LEARNING APPROACH ON THE

ACADEMIC ACHIEVEMENT OF STUDENTS,ISSN 2320-9186
 35

APPENDIX A

Letter request to the Dean

June 30, 2022

Dr. Bernadette R. Barro

Dean, College of Education
Eastern Samar State University – Can-Avid
Can-Avid Eastern Samar

Thru: THE DEAN

Eastern Samar State University Can-Avid Campus
Can-Avid Eastern Samar

Dear Ma’am

The undersigned is currently conducting “Students’ Perception on Modular Learning

in Mathematics to Academic Performance of Second Year and Third Year Major in
Mathematics Students in Eastern Samar State University - Can-Avid Campus”
In line with this, we would like to request for a copy of grade sheets by
instructor/professor handling the second year and third year of BSED Major in
Mathematics recited in first semester SY: 2020-2021to facilitate our data gathering.
The data that will be collected from them will be of great help for the successful
conduct of this study.
Looking forward to a positive response on this request. Thank you very much!

Sincerely,

DARLENE CAMACO
ADEBEN LIBANAN
SHIERVELL JEAN TABIO
 36

APRIL JOY TEQUILLO

Researchers

Endorsed:

RODRIGO B. BANO Jr., LPT

Adviser

APPENDIX B

CERTIFICATION FROM THE EDITOR

This is to certify that the thesis entitled “Students’ Perception on Modular

Learning in Mathematics to Academic Performance of Second Year and Third

Year Major in Mathematics Student in Eastern Samar State University – Can-

Avid Campus” by DARLENE VANESSA CAMACHO, ADEBEN LIBANAN,

SHIEVELL JEAN TABIO, and APRIL JOY TEQUILLO, was edited by the

undersigned.

RODRIGO R. BANO Jr., LPT

Editor
 37

APPENDIX C

CERTIFICATION FROM THE STATISTICIAN

This is to certify that RODRIGO R. BANO Jr., LPT, was the statistician of the

thesis of DARLENE VANESSA CAMACHO, ADEBEN LIBANAN, SHIEVELL JEAN

TABIO, and APRIL JOY TEQUILLO, entitled “Students’ Perception on Modular

Learning in Mathematics to Academic Performance of Second Year and Third

Year Major in Mathematics Student in Eastern Samar State University – Can-

Avid Campus”

RODRIGO R. BANO Jr., LPT

Statistician
 38

APPENDIX D

CERTIFICATION FROM THE PROOFREADER

This is to certify that the thesis entitled “Students’ Perception on Modular

Learning in Mathematics to Academic Performance of Second Year and Third

Year Major in Mathematics Student in Eastern Samar State University – Can-

Avid Campus” by DARLENE VANESSA CAMACHO, ADEBEN LIBANAN,

SHIEVELL JEAN TABIO, and APRIL JOY TEQUILLO, was reviewed/proofread by

the undersigned.

RODRIGO R. BANO Jr., LPT

Statistician
 39

APPENDIX E

SURVEY QUESTIONAIRE ON STUDENTS’ PERCEPTION ON MODULAR

LEARNING IN MATHEMATICS TO ACADEMIC PERFORMANCE OF SECOND
YEAR AND THIRD YEAR MAJOR IN MATHEMATICS STUDENT IN EASTERN
SAMAR STATE UNIVERSITY – CAN-AVID CAMPUS

We are grateful for your participation and assistance in answering this

questionnaire. We would like to know something about your computer experience,
knowledge and skills. Your responses will be treated in strict confidence and
individual teachers/schools will not be identified in any report or publication.
Please answer all questions as accurately as you can.

Part I. Socio-Demographic Profile

Please answer and check accordingly.

Name: (Optional) _______________________________

Sex
Male Female

Age

18 – 22 years old

23 – 27 years old
 40

28 – 32 years old

GWA.

Part II. Perception of the Students Regarding Modular Distance Learning

Approach in Mathematics by Second Year and Third Year Students Major in

Mathematics.

Please check the level that best describe your experience.

Questionnaire Strongl Agree Uncertai Disagree Strongly

y n Disagree

Agree

1. The instructional
materials are clear

2. The modular activities

are manageable

3. The modules provided

are well structured.

4. The modules
stimulate interests.
 41

5. The ideas and

concepts are
presented clearly.

6. I often procrastinate in
modular learning.

7. Modular learning is
easier and more
structured.

8. Modular learning is
less difficult to be
distracted

9. I think modular
learning is an effective
learning modality.

10. Modular learning

gives me more
responsibility for
learning.

11. By modular learning, I

can receive enough
feedback on my poor
skills.

12. I think it is more

effective than
traditional classroom
 42

learning.

13. Through modular

learning makes me
independent and
makes my
performance better.

14. In modular learning

there is no
oppressiveness which
I experience in
traditional classes.

15. In modular learning

studying at home
causes motivational
problems, conflict in
the family and
reduction of attention.

(Adapted and modified from Metin YAMAN, PhD.)