MODULAR LEARNING COMPETENCY AMONG SENIOR HIGH SCHOOL

STUDENTS OF CADDMAX COLLEGE INC.

PRESENTED BY :

ARASAD , MADZNALINA ALI

IBRAHIM , NURFITRA JIKIRI

JAUHARI , MOHAMMAD AL-SHARIF NURHASIM

SANSON , JOHN-ZEL REBOLLOS

ABDULMAJID , RENALYN JALILUDDIN

PRESENTED TO :

MRS. NERISSA V. PAWA , M.A

Research adviser.
Dedication

To the diligent students of Caddmax College Inc, your dedication to learning is truly

commendable.

To the dedicated teachers, your guidance and support are invaluable in shaping the

future of our students.

To the caring parents, your encouragement and involvement play a vital role in our

educational community.

Thank you all for your unwavering commitment to education and for making Caddmax

College Inc.
Acknowledgments

First of all, I would like to extend my deepest appreciation and to thank to God

almighty for his never-ending grace, and guidance.

This Research would like to express their deepest profound gratitude to Ms.

Nerissa V. Pawa. Due of helping me with my crew groups to provide and the possibility

to complete this research.

I am heartily thankful by encouraging, guiding and support me with my crew

groups from the initial to the final level. Enable me to develop an understating of the

subject.

Lastly, I offer my regards to and profound our gratitude to our panelist Mr.

Marvin Lunggakit and Mrs. Fatima Mangkabong. Who provide our feedback and

suggestions, to advance our research studies.

Most of all the research beloved parents, brother’s and sister’s, relative and

friends for their love, and support. And being understanding and encourage to finish the

research study.
Abstract

This study aimed to determine the modular learning competency among high

school students of Caddmax Collage INC. Using survey questionnaire. We asked 40

senior high school students From Caddmax Collage INC, to voluntary participate in this

study. This study utilized a Descriptive Quantitative research design. To collect data, a

Survey-questionnaire was used as an instrument. The participants were given 10 sets

of statements in regards to the research topic and asked to rank the degree of their

agreement from Strongly agree (highest rank of agreement) to Strongly disagree

(lowest rank of agreement). As the result of the Data collection, 28.8% of the

respondent says they only agree, and 13.8% disagree. And the Strongly-agreed 33.8%,

while the Strongly-disagreed 4.8% which give us an overall 100% weighted mean.

At the end of this research study we found out that modular learning competency

amongst highschool students of Caddmax College Inc., have a great percentage of

competency on modular these suggest that the students competency level is high in

modularization.
 CHAPTER 1

INTRODUCTION

Background of the study

The educational institution at Caddmax College Inc. has undergone a

transformation with the introduction of modular learning for senior high school students.

Modular learning, characterized by its segmented and self-paced structure, represents a

different approach from traditional teaching methods. The intent is to allow students by

providing them with more control over their learning journey.

This study is designed to delve into the firsthand experiences and perceptions of

senior high school students that has engaged in modular learning at Caddmax College

Inc. The focus is understanding how this approach influences the competency of

students. By breaking down the various aspects of modular learning, we aim to conduct

a comprehensive analysis supported by empirical evidence.

The exploration extends to uncovering both the potential benefits and challenges

that arise when implementing modular learning within the academic framework of the

institution.

We navigate through the complexities of modular learning, our study is not solely

about understanding the status quo. It aspires to provide future researchers a empirical

data that may help in their study. By doing so, we envision contributing to the

continuous improvement of the educational experience at Caddmax College Inc.

 In essence, this study is a journey into the heart of educational innovation, where

experiences, perceptions, and outcomes converge. Through the lens of modular

learning, we aim to illuminate a path forward that not only acknowledges the unique

challenges but also embraces the opportunities for growth and improvement within the

academic landscape of Caddmax College Inc.

Significance of the Study

The following people are to be benefited:

Students

Student will be able to give their outlook in conducting research. It can be bad or in a

good way. Hence, we also give importance to what the researchers feel.

Teachers

Teachers will be able to know on what the students feels in conducting research. It

will help them to guide the researchers respectively.

Parents

Parents will be able to know that some money students ask for, are used in

educational purposes. Moreover, in compliance of the research.

Statement of the problem

1. What is the competency of modular learning among senior high school students

of Caddmax College Inc.?

2. What is the extend of competency among senior high school students of

Caddmax College Inc. if grouped into age , gender , and ethnicity?

3. What is the impact of modular learning among senior high school students of

Caddmax College Inc.?

General Objective

To assess the modular learning competency among senior high school students of

Caddmax College Inc.

Specific objectives ;

1. To evaluate the modular learning competency of senior high school students of

Caddmax College Inc.

2. To identify the advantages and disadvantages of modular learning among senior

high school students of Caddmax College Inc.

3. To examine the extent of modular learning contributes to the development of

competency levels of senior high school students of Caddmax College Inc.

Hypothesis

Table 1.

Statement Agree Disagre Strongly Strongly

e agree disagree

1. Do you believe that modular 16 7 15 2

learning has positively impacted

your level of competency in your

academic studies?

2. Do you understand the subjects 18 8 12 2

better when covered through

modular learning?

3. Do you think that modular learning 18 4 17 1

is beneficial for your learning

experience?

4. Do you prefer traditional learning 14 7 14 5

over modular learning?

5. Do you think that modular learning 9 7 21 3

challenges you?

6. Do you think that modular learning 11 8 18 3

provide you with more flexibility and

control over your learning process?

7. Do you prefer modular learning over 8 11 19 2

traditional classroom-based
 approach?

8. Do you think that modular learning 17 5 15 3

helps with your goals in senior high

education?

9. Do you think that modular learning 19 4 16 1

improves the effectiveness of your

academic performance?

10. Do you believe that modular 14 2 22 2

learning offers you a greater

opportunities for self paced

learning?

Total 144 63 169 24

Interpretation/Result
Table 1. Shows that they agree to most of the statements provided by the questionnaire
with the total of 144 Agree , 63 Disagree , 169 strongly agree , and 24 strongly disagree
Table 2.

Statement Agree Disagree Strongly Strongly

Agree Disagree

Statement 1 16 7 15 2

Statement 2 18 8 12 2

Statement 3 18 4 17 1

Statement 4 14 7 14 5

Statement 5 9 7 21 3

Statement 6 11 8 18 3

Statement 7 8 11 19 2

Statement 8 17 5 15 3

Statement 9 19 4 16 1

Statement 10 14 2 22 2

Total 144 63 169 24

Total result ÷ 10 = mean

Agree = 144 ÷ 10 = 14.4 mean

Disagree = 63 ÷ 10 = 6.3 mean

Strongly Agree = 169 ÷ 10 = 16.9 mean

Strongly Disagree = 24 ÷ 10 = 2.4 mean

Table 3. Mean % Weighted
Agree 14.4 14.4 × 100 ÷ 50 = 28.8%
Disagree 6.3 6.3 × 100 ÷ 50 = 13.8%
Strongly Agree 16.9 16.9 × 100 ÷ 50 = 33.8%
Strongly Disagree 2.4 2.4 × 100 ÷ 50 = 4.8%

Results and Discussion

According to Table 3. The highest statement is Strongly Agree with the weighted mean

of 33.8%

Next to it is Agree with 28.8% and Disagree with 13.8% and lastly , 4.8% Strongly

Disagree which is the lowest weighted mean.

Theoretical Framework

Independent Variable Dependent Variable

Competency among
Modular learning senior high school
students of Caddmax
College Inc.

Age : 16 – 20 Above

Gender : Male and Female

Ethnicity : All

Interpretation and Discussion

The independent variable is Modular Learning while the dependent variable is
competency among senior high school students of Caddmax College Inc. with the
moderator variable age , gender , and ethnicity.
The age range of 16-20 indicates a focus on late adolescence, considering both male
and female students and all ethnicities ensures a diverse sample, which is crucial for
comprehensive findings.
Definition of Terms

Modular learning
- it is the new way of learning for students using modules or capslets.

Competency
- It means the ability students ability to learn.

Weighted mean
- it shows the average of the collected data.
Scope and delimitation

The scope of the research is centered only around senior high school students of

Caddmax College Inc.

The research only assess the modular competency of senior high school students of

Caddmax College Inc.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

Related studies

2018 – 2020

The Development of Modular Leaning

Modular learning arranges Information in a way that presents points in an intelligent

way, and it can be individualized according to learners needs. Traditional course

frameworks generally present information sequentially, and the perception by the

learner is one of monotony. Traditional courses often intersperse quizzes

After some prescribed reading or teaching is offered.

Modular courses tend to use leaning objects that are more closely related to a holistic

approach to information, often including problem oriented approach (Tseng. Su, Hwang.

Hwang. Tsai, & Tsai, 2008).

Sahin (2009) explained that problem-based leaning involves teaching how to resolve

problems that exist in the real world through experiential learning. It is often

accomplished through the use of scenarios. In a Peruvian study of problem based

Learning using a modular structure to teach physics through scenarios, students

developed an unfavorable view of the modular approach after having exposure to it in

introductory physics classes. The unfavorable view appeared to arise because students

felt that the instruction of physics is best accomplished through memorization of material

that the leaner gets from texts and instructor knowledge. Any favorable view the
students expressed solely centered on how physics was connected to real life, and how

it connects to other subjects like math. While some confounding variables may have

been present (e.g. course load, grading variations, etc.) the findings were significant.

Dochy (1989) explained that modular learning's most important consideration is the

student. The author explained that leaners want a more individual Utilized

Approach to the course content so that his/her prior knowledge and personal

characteristics are taken into account. Further, modularization will generally allow a

student to learn at his or her own pace. By definition, an appropriate pace may allow the

learner to skip modules if they already know the material. Offering pre-tests for each

module is therefore a critical element to modularization. It the student achieves a

passing score, they may skip the section. If he or she does not taken the section, a post

test is administered. Only upon successful completion can the student continue on with

the next module in the course.

Douchy pointed out that modular learning is often best achieved through computer

based courses.

Khan (2011) has found success in creating and offering online modular packages to

help students to become master in multitude of subjects. The Khan Academy has a

library of over 4300 videos designed to tutor students through specific leaning

objectives and offers an example of the individual approach discussed by Dochy (1989).

Students do not complete the leaning objectives until they can demonstrate 100%

mastery. In a pilot program offered in California, teachers in elementary grades used the

Academy’s resources to help children to master their math skills. In the pilot, as well as
other venues, students are able to learn specific subject matter, to get tutoring. To see

how they are doing in their objectives along the way to understand how their knowledge

base integrates with the subject matter in a larger picture, and earn badges ir areas they

have mastered. The pilot also allowed teachers to visualize where students were having

difficulties as well as where they were currently working. The use of the online learning

modules allowed students to proceed at their own pace while receiving help at critical

junctures through online or on-ground tutors who have already mastered the knowledge

areas. The Khan Academy offers modules in three forms which are through formal

programs, often involved with public schools; through supplements to formal

educational offerings; or as stand-alone, self paced tutorials.

Gahutu (2010) studied modular leaning as it applied to a physiology course at the

National University of Rwanda. Students reported that they learned best when the

teaching was less theoretical, and they could work through material using practical

classes and demonstrations. However, to make the problem based approach

Successful, they need a greater access to outside materials that might be available

through the library and the Internet. Overall, the Rawandan students reported greater

satisfaction with the modular, self directed approach to learning than with the more

traditional style previously used in the classroom.

In a study done at an American Community College and a regional university. Wenner.

Burn, and Baer (2011) demonstrated that students did better in remedial math Courses

when the math that was taught using the context of application to geoscience. The

researchers compared two types of remedial math courses, one that used a traditional

approach, and one using the applied math typical in a modular course. Wenner et al.
found the modular approach in a remedial math course was Successful, but that the

success “hinges less on institution type, course characteristics, number of quantitative

concepts covered, or grading stakes and more on instructional methods that lead to

higher levels of student participation and completion”. Beneficial instructor participation

included appropriate introduction to the modules and instructions on how to navigate

testing sites and the learning management system. It was also shown to be important

that instructors reinforced the adequacy of the modules in helping the students pass the

post module quizzes. This positivity helped students feel better about themselves, their

performance, and their chances for Success; thereby motivating them to complete the

modules. Finally, when instructors made the connection between the math being

learned and its relevancy to real problems, students tended to complete modules more

readily.
Perception

It gave us a broader exploration of modular learning competency among senior high

school students of Caddmax College Inc.

By examining this specific educational setting, the research a shed light on the

applicability and effectiveness of modular learning across diverse institutions and

student population. Furthermore, the findings could contribute valuable insights to

ongoing innovative teaching methods, offering educators a valuable data aiming to

enhance the adaptability of learning environments in response to evolving needs of

contemporary education.
 CHAPTER 3

METHODOLOGY

Research Design

The research design used in this research is descriptive research.

Research Instrument

The research Instrument used in this research is a survey questionnaire.

Statistical Treatment

Statistical Treatment used for the data is by using weighted means to give the average

percentage of the total data gathered for agree , disagree , strongly agree , and strongly

disagree.

Researchers Role

The role of the researcher in quantitative research encompasses designing rigorous

studies, collecting and analyzing numerical data, interpreting findings, ensuring validity

and reliability of data and strictly adhering to ethical standards.

Ethical Considerations

We consider the respondents to voluntarily answer the survey questionnaire as part of

the research.

Research Locale

The research was done in Caddmax College Inc. 4th Floor, Doña Vicenta Bldg, Gov. Lim

Avenue, Zamboanga City.

Research Respondents

Senior High School Students of Caddmax College Inc.

Data gathering

The data is gathered through survey questionnaires.

Appendix
 CHAPTER 4

DATA COLLECTION AND ANALYSIS

Introduction

This chapter is concerned with data presentation, of findings obtained through the

study. The findings are presented in tabular form after being analyzed.

Demographic characteristics

This study is about modular competency level of highschool students of Caddmax

College Inc. thus the data collected are considered very important demographic

characteristics in our findings and are represented under Table.1, Table.2, and Table.3.

Table 1.

Male 17 42.5%

Female 23 57.5%

Total 40 100%

Interpretation/analysis

Table.1 shows how many male and female respondents and percentage. The male

respondents are 17 that is 42.5%. and the female respondents are 23 that is 57.5% in

total 40 respondents with 100%, this shows that there are a few more female

respondents.
Interpretation/analysis

As shown in Table.2 both male and female respondents is leading towards to agree and

strongly agree more than disagree and strongly disagree.

Interpretation/analysis

Table.3 shows the male and female percentage of the students response based on
their grade level as shown in the pie chart.
Male Female
Grade 11 40% 15%
Grade 12 60% 85%
Total 100% 10
 CHAPTER 5

SUMMARY OF FINDINGS , CONCLUSIONS , AND RECOMMENDATIONS

Introduction

This chapter presents the summary or the research work undertaken, the

conclusion drawn and the recommendation made as an outgrowth of this study. This

study is Modular Learning Competency among Senior High School students of

Caddmax College Inc.

On the Modular Learning Competency profile were age, gender and grade level

were used and a survey questionnaire were used to gather data.

Summary of Findings

The salient findings of the study are as follows:

1. Modular competency level in terms of:

Gender

The researcher assessed that there is a slight difference between male and female

respondents with weighted mean of 42.5 for male and 57.5 for female.

Age

The respondents age ranges to 17-20 years old

Year level
The scope of this study are only Senior High School students of Caddmax College Inc.

with 40% from Grade 11 and 60% from Grade 12.

Conclusions

Based on the findings of the study, the following conclusions are drawn:

The researchers have conducted a thorough examination of the Modular

Learning Competency among Senior High School Students, yielding insightful

conclusions regarding the students’ aptitude for modularization. Through their analysis,

they assert that the level of Modular Learning Competency among these students is

notably high, implying a strong foundation for success within modular learning

frameworks. This finding suggests that the students possess the necessary skills and

capabilities to navigate and excel in educational environments characterized by modular

instruction.

Moreover, the researchers have identified a significant level of proficiency

among the respondents when it comes to modular learning. This observation indicates

that the students demonstrate a robust understanding of the principles and

methodologies associated with modular education. Their ability to effectively engage

with modular learning materials underscores their preparedness to embrace innovative

educational approaches and adapt to evolving learning modalities.

The Implications of these findings extend beyond individual student performance

to encompass broader educational practices and strategies. By recognizing the high

competency level of Senior High School Students in modular learning, educators and

policymakers can make informed decisions regarding curriculum design, instructional

methods, and resource allocation. This acknowledgment paves the way for the

continued integration and refinement of modular learning initiatives within the

educational landscape, ensuring that students receive tailored, effective, and engaging

instruction.

In conclusion, the researchers’ assessment of Modular Learning Competency

among Senior High School Students provides valuable insights into the readiness and

potential for success within modular educational frameworks. The documented high

competency levels among respondents affirm the efficacy of modular learning

approaches and highlight the students’ capacity to thrive in dynamic learning

environments. Moving forward, these findings serve as a foundation for ongoing

research, policy development, and instructional innovation aimed at enhancing

educational outcomes and empowering students to achieve their full academic potential.

Recommendation

Based on the findings and conclusions presented, the following recommendations are

suggested:

The researchers have put forth several key recommendations based on their findings

regarding Modular Learning. Firstly, they advocate for the availability of Modular

Learning options for students who require or desire this mode of instruction.

Recognizing the diverse learning needs and preferences of students, they propose that

Modular Learning should be accessible as an alternative approach to traditional

classroom-based instruction. By offering modular options, educational institutions can

cater to a wider range of learning styles and accommodate students who may benefit

from a more flexible and self-paced learning environment.

In addition to advocating for the implementation of Modular Learning, the researchers

emphasize the importance of further studies on this subject. They suggest that future

research endeavors should delve deeper into various aspects of modular education,

including its impact on academic performance, student engagement, and long-term

learning outcomes. By conducting more extensive and rigorous studies, scholars can

enhance our understanding of Modular Learning and inform evidence-based

educational practices and policies.

Furthermore, the researchers highlight the significance of making their research findings

accessible to future scholars and practitioners in the field. They recommend that this

research be made available as a point of reference or source of data for individuals

conducting research on Modular Learning Competency. By sharing their findings openly

and transparently, the researchers aim to contribute to the collective knowledge base

and facilitate ongoing discourse and inquiry into the effectiveness and implications of

modular education.

In conclusion, the researchers’ recommendations underscore the importance of

expanding access to Modular Learning, advancing scholarly inquiry in this area, and

promoting the dissemination of research findings for the benefit of the broader
educational community. Through concerted efforts to implement these

recommendations, stakeholders can work towards fostering an inclusive, innovative,

and evidence-based approach to education that meets the diverse needs of learners in

the 21st century.