Related Literature

Modular distance learning modality: Challenges of teachers

in teaching amid the Covid-19 pandemic

Castroverde, Felicisimo 2019

Abstract

This study aimed to identify the challenges of teachers in the use of modular distance learning

modality amidst pandemic and how teachers cope with these challenges. This study is a

qualitative research which employed the phenomenological research design to determine the

challenges encountered by teachers in the use of modular distance learning modality. The study

was conducted among teachers in different public secondary schools within Tacloban City. Ten

(10) professional public secondary teachers were approached to request their voluntary

involvement as key participants through convenience sampling. The personal experiences and

coping mechanisms of the teachers were gathered through a survey, particularly by using a

semi-structured questionnaire with open-ended questions. Colaizzi’s method was used in the

interpretation of data. The challenges of teachers were identified based on how they plan, prepare

and distribute modules, monitor students’ learning, check, evaluate outputs, and provide feedback

on students’ performance. Furthermore, teachers used various ways to cope with the challenges

encountered in modular distance learning modality such as time management, innovating teaching

strategies, adapting to the changes brought by the new normal trend in education, being flexible,

providing alternative plans, being optimistic, patient, and equipping oneself with the necessary

skills for the new normal ways of education. Various stakeholders need to work and plan for

alternatives on different issues that may arise as they are involved in the teaching-learning

process considering all the limitations in these trying times brought by the pandemic.
Modular Approach: Its Effect on Learners’ Reading Attitude and Proficiency in the New

Normal July 2021

ASLIMA M. MAROHOMBSAR

ABSTRACT

In March 2020, the coronavirus disease (COVID-19) pandemic forced schools in the Philippines to

stop face-to-face learning activities and abruptly shift to modular approach. In practical sense, the

modular approach situates Filipino students to learn in the comfort of their homes. Reading attitude

is the feeling that results in the adoption or avoidance of positive reading habits. Along this line of

thinking, the study was conducted to determine the effects of modular approach on the reading

attitude and reading proficiency of Grade 3 learners in Mindanao State University- Integrated

Laboratory School. The research employed a descriptive correlational research design. A

standardized test questionnaire was used to gather data and distributed to 128 both learners and

parents in Grade 3. Results divulged that majority of the respondents aged 10 years old. Majority of

respondents’ parents’ educational attainment was high school graduate. Further the relationship

between the learners’ profile and perceived effect of modular approach and their profile showed that

the learners’ perceptions are not significantly related to their profile. However, the modular approach

does not affect their reading attitude and reading proficiency. To address the modular approach

problem encountered by the respondents, an Enhanced English Reading Module is hereby

recommended.

The Practice Of Modularized Curriculum In Higher Education Institution: Active Learning

And Continuous Assessment In Focus

WONDIFRAW DEJENE 2018

The purpose of this study was to assess the implementation of modularization in Ethiopian higher

education institutions with particular reference to the instructional process (active learning and

continuous assessment). Mixed research design was employed. Three universities were focus of the

study. Three hundred and eight undergraduate students and 144 instructors were selected using

stratified and simple random sampling. Data were collected using questionnaire and semi-structured

interview. The study found out that the instructional process in the modularized program is below the

expectation. The teaching–learning process was found to be predominately teacher-centered and

limited to PowerPoint presentations. Students were still found as an outsider in the process of

knowledge construction playing a recipient role. It was also found that continuous assessment has

continued to be perceived and practiced as continuous testing in which students sat for tests and

quizzes frequently with no written and/or oral feedback. Large class size and shortage of time (i.e.,

nature of block teaching approach) have been found to be challenges for making the instructional

process effective in helping the students achieve the objectives stipulated in the curriculums.

Alternative teaching strategies that fit to large class size and further staff development activities that

address misconceptions on active learning and continuous assessment were suggested.

MODULAR APPROACH TO TEACHING AND LEARNING ENGLISH GRAMMAR IN

TECHNICAL UNIVERSITIES

May 2018

LYAYSAN IBYATOVA,KSENIA OPARINA,ELENA RAKOVA

ABSTRACT
 The aim of this research is to find out the effectiveness of a modular approach in teaching and

learning to assess students’ performance, achievement and motivation and to decide if a modular

approach is more effective than traditional methods while performing an experiment with two groups

of students learning English at a technical university. The researchers consider a modular

specification to be a technology in which the content is divided into a number of units or modules,

each of which is examined separately. A module is considered to be a set of learning opportunities

organized around a well-defined topic which contains elements of instruction, specific objectives,

learning activities and self-assessment and evaluation using criteria-referenced measurement. This

project combines quantitative and qualitative research methods to address the impact of modular

teaching, learning and assessment on engineering students. The authors use a unique modular system

and their own book on English Grammar.This experiment shows that students of modular syllabuses

find it useful and motivating and say that it encourages them to do better on the next modules. At the

same time, modular learning and assessment does not remove the stress and workload of traditional

approaches. Teachers in the modular system appreciate the better planning opportunity around the

exams and the clarity of the focus of their teaching requirements. Still, the approach and the structure

of modules used in the experiment requires improvement and development.

Modular-Based Approach and Students’ Achievement in Literature

 CRISTOBAL MILLENES AMBAYON August 2020

ABSTRACT

Mythology and folklore have long been important means for promoting literacy in human societies.

This study aimed at validating a mythology and folklore module and evaluating its effectiveness in

teaching the subject of mythology and folklore. This was in response to inadequate learning

resources in teaching literature and to address the call for effective instructional materials. The study

used comparative-experimental research design. The results revealed that the developed module
consisted of excellent contents, relevance and mechanics as evaluated by experts in the area. The

module was also assessed by the students as highly acceptable, valid, reliable, and usable. Third Year

Bachelor of Secondary Education (BSED) major in English students for School Year 2015-2016

were the participants of this study. The students were divided into control and experimental groups.

The groupings were based on their GPA during the previous semester. While the experimental group

utilized the developed module, the control group did not. The test instruments were the different

exercises given every after the topics which lasted for one hour every session. Based on the results,

the performance of the college students in literature in experimental group had improved from poor

to excellent achievement whereas the control group had relatively improved from poor to fair

achievement. Hence, it is recommended that the module be used in similar contexts particularly in

learning mythology and folklore.

Effectiveness of Modular Approach in Teaching at University Level

Sadia Sadiq National University of Modern Languages, Islamabad Dr Shazia Zamir Department of

Education National University of Modern Languages, Islamabad Vol.5, No.17, 2014

Abstract.

The key purpose of this research was to find out the effectiveness of modular approach in teaching in

order to assess the student learning, performance and achievement and to determine whether the

modular teaching is more effective than traditional methods. The study was experimental type.

Equivalent group study design was used. Population was university students of Master in educational

planning and management. Sample size was consisted on 30 students. The data were collected from

both groups(controlled and experimental) analyzed and interpreted by using mean, standard

deviation and t-test through the use of statistical package SPSS. The result’ scores were in the favor
of usage of modular teaching approach. So it is recommended that the modular approach should be

widely used at various levels of education. Key words: Modular Approach, Self learning,

Individualized Instructions

EFFECTIVENESS OF MODULAR LEARNING APPROACH IN TEACHING

ELEMENTARY GRADE LEARNERS

Charisma Z. Vallespin Educator, Hapay na Mangga Elementary School Taytay, Rizal,

Philippines Volume 9, Issue 10, October 2021

ABSTRACT

The purpose of this research is to evaluate a number of articles that discuss the effectiveness of a

modular learning approach in teaching elementary grades ' academic progress. The details, which are

based on articles published between 2000-2021, identify the effect of the modular learning approach.

Perceived Effectiveness of Self Learning Modules in the Implementation of Modular Distance

Learning in the Elementary Level

EMERSON NATIVIDAD MAY 2021

ABSTRACT

The COVID-19 pandemic shifts the traditional classroom or face-to-face teaching and learning into

distance learning. The district of Sto. Domingo implemented Modular Distance Learning(MDL) in

which a self-learning module(SLM) is the primary tool in the teaching and learning process. This

study determines the effectiveness of the SLM in the implementation of MDL at the elementary level

under the new normal. The study is anchored on Moore’s Transactional Distance Theory. Descriptive

correlational statistics were used to determine the factors contributing to the effectiveness of SLM in
the implementation of MDL. The respondents were the 72 Grade 3 and Grade 6 permanent teachers

and 72 Grades 3 and 6 learners. Factors such as the SLM quality of content, usability, and teacher

interventions were analyzed to determine if they were predictors of the SLM's perceived

effectiveness. The perceived effectiveness of the SLM was evaluated by teachers and learners.

Teachers and learners agree to the perceived effectiveness as a teaching and learning tool of the SLM

in the implementation of MDL.Using Pearson-r, the study found that quality of content, usability, and

teacher implemented intervention was positively correlated to the perceived effectiveness of SLM

based on teacher evaluation. Multiple regression analysis found that quality of content and usability

predict the effectiveness of SLM in the implementation of MDL based on teacher evaluation. The

study concludes that the quality of content and usability of the SLM will most likely determine the

perceived effectiveness of the SLM in the implementation of MDL on this scale and magnitude

during this time of the pandemic.Learner evaluation of the perceived effectiveness of the SLM did

not show a causal relationship with the SLM quality of content, usability, and teachers’ implemented

interventions. The result suggests that learners may not fully understand the context of their learning

to evaluate their learning using the SLM.

The study recommends the importance of the quality of content and usability of the materials

particularly the SLM to effectively implement the MDL during this time of pandemic and in this

scale and magnitude. While teacher implemented interventions have a positive relationship or effect

on the use of SLM, it does not predict its effectiveness. Further, the study suggests the development

of assessment materials and procedures to measure the actual achievement of learners under the

MDL.

The Effectiveness of Modular Distance Learning Modality to the Academic Performance of

Students

Angilene J. Abude 2021

The Covid-19 pandemic has caused a historical disturbance in the delivery of education in the

Philippines. The major purpose of this study was to determine the effectiveness of modular distance

learning modality to the Academic Performance of Students on its more than a year implementation.

This paper viewed several articles discussing the role of modular distance learning modality in the

performance of students, the positive and negative effects of MDL, and the parent’s perception with

regards on the implementation of the said modality.

EFFECTIVENESS OF SELF LEARNING MODULES (SLM) IN TEACHING

MATHEMATICS 3

Sandra M. Benito, 2 Johhny S. Bantulo, EdD, 3 Fortunata S. Haudar, EdD 2022

ABSTRACT

This study aimed to find out whether the use of self-learning modules was effective in improving the

academic performance among learners of grade 3. The subjects of the study were thirty-four (35)

learners of Mamangos Maulana Kandog Elementary school for the school year 2020-2021 at

Kiamba, Sarangani Province, Philippines. The study used the experimental design. Utilizing the

frequency counts, and t-test for correlation of big size sample. The findings of the study revealed that

the most of the grade 3 learners improved after the use of learners in Mathematics subject.
 NAME: GROUP 12 DATE: SEPTEMBER 20,2023
COURSE: BEED-3

LITERATURE MAPPING
Modular distance Modular Approach: Modular
learning modality: Its Effect on The Practice Of Approach To
Challenges of Learners’ Reading Modularized Teaching
teachers Attitude and Curriculum In Andlearning
in teaching amid the Proficiency in the Higher Education English
Institution Grammar In
Covid-19 pandemic New Normal
WONDIFRAW Technical
-Castroverde, July 2021
Universities
Felicisimo 2019 ASLIMA M. DEJENE 2018
May 2018
MAROHOMBSAR
LYAYSAN et.al

Modular-Based
Approach And
Students’ Effectiveness of
IMPACT ON MODULAR Modular Approach in
Achievement In
Literature TEACHING APPROACH OF DON Teaching at University
JOSE ECLEO MEMORIAL COLLEGE Level
 August 2020 ELEMENTARY PUPILS Vol.5, No.17, 2014
Sadia Sadiq, et. al
CRISTOBAL
MILLENES
AMBAYON

EFFECTIVENESS OF
Perceived Effectiveness The Effectiveness EFFECTIVENES
MODULAR S OF SELF
of Self Learning Modules of Modular
LEARNING LEARNING
in the Implementation of Distance Learning
APPROACH IN Modular Distance Modality to the MODULES
TEACHING Learning in the Academic (SLM) IN
ELEMENTARY Elementary Level Performance of TEACHING
GRADE LEARNERS EMERSON Students MATHEMATICS