A Correlation Study of Modular Distance Learning to the Academic

Performance of Accountancy, Business, and Management Students of

Baybay City Senior High School

In Partial Fulfillment of the Requirements in

PRACTICAL RESEARCH II

Suralta, Kyle
Alima, Diosmae
Belarmino, Paul James
Dadivas, Rudelyn
De Jesus, Joelmar
Dianon, Louise Sita
Lucero, Mary Jane
Mescariola, Cristy
Pauyon, Angelique
Prieto, John Daiseph
 Chapter I

Introduction

BACKGROUND OF THE STUDY

It is common knowledge that education is the secret to a country's

prosperous citizenship, such that most, if not all, parents work hard to earn

money only to meet their children's needs. However, the new education

system has faced difficulties in providing basic education due to the advent of

the Corona Virus Disease 2019 (CoVid-19) pandemic, where school classes

are disrupted due to prohibitions following the introduction of the General

Protocols on Health and Safety, such as convergence and face-to-face

communication [ CITATION Bag20 \l 1033 ] . The global lockdown has a significant

effect on education as it triggers a major interruption of student learning,

disruption of internal evaluations, and cancelation of public assessments of

qualifications or their substitution by an inferior alternative [ CITATION Sim20 \l

1033 ]

In line with the changes that the world faces today, it may be in the

modes of transportation, fashion, business industries, and more, it is

anticipated that education amongst students will be affected thus, the system

must also adapt to the ‘new normal’ in the presence of a global health crisis -

the COVID-19 Pandemic. Given the vulnerability of having students in an

actual school-classroom setting, thousands of school closures are

implemented worldwide in the effect of the pandemic [ CITATION Toq20 \l 1033 ].

Seeing its adverse effects, it leads to a new challenge that will be faced by
both the teachers and the students; the certainty of having the same quality of

education from the stereotypical mode of learning.

As for the education of the Filipino students and the aim to provide a

quality education core goal of the Department of Education (DepEd) through

its program “Sulong EduKalida” to continue, DepEd pushed through the

opening of classes in the school year 2020-2021 after assessing its readiness

to start the school year amidst Pandemic (DepEd, 2020). As the Philippine's

Department of Education (DepEd) Secretary, Leonor Briones quipped,

"Education must continue even in times of crisis whether it may be a calamity,

disaster, emergency, quarantine, or even war" [ CITATION Dep20 \l 1033 ]. These

pronouncements aim to encourage the continuance of learning.

Furthermore, the Department of Education also has approved three

different ways of learning delivery for schools namely: online distance

learning, modular distance learning, and broadcast media-based instruction.

Different sectors have chastised proactive online learning. The petitioners

argue that access to the internet connection and learning devices continued to

be a privilege up to this day, placing those with poor internet access at a

disadvantage when it comes to online classes. For a better picture, 45% of

Filipino citizens (46 million) and 74% (34,500) of public schools do not have

access to the internet [ CITATION Jer20 \l 1033 ].

Furthermore, adding more workload for the students to increase their

burden and contradicts the purpose of the lockdown, which is to help their

families prepare and adjust to the situation at hand. Finally, there is an issue
about the "lack of environments conducive to learning at home and the

effectiveness of the online lectures" [ CITATION Jer20 \l 1033 ]. Hence, in Region

VIII Eastern Visayas, 4,172 out of 4,471 public and private schools in the

region utilizes modular distance learning [ CITATION Sab20 \l 1033 ] including

Baybay City Division.

Moreover, the change from teaching-learning in schools to modular

distance learning has made it more difficult for school staff to provide basic

quality education. That's why DepEd leaders often find ways to solve

problems and prepare their teachers and school heads to become more

successful in their area of modular distance learning [ CITATION Bag20 \l 1033 ].

Listed teaching staff, along with the Education Program Supervisors, have

planned modules beginning in May 2020 for all subjects at all grade/year level

over four quarters in compliance with the “Most Important Learning

Competencies”.

According to [ CITATION Bag20 \l 1033 ], these self-learning modules are

already known to include a pre-test, discussion, and a set of

evaluation/assessment learning packages. They are distributed to all learners

who have a modular learning class schedule. The class will instruct the

learners on which subjects and modules they need to study and practice

throughout the week. By that, actual interaction is necessary, but due to the

limitations placed on face-to-face engagement, the School Division Offices

coordinated a group of Kindergarten to Senior High School teachers to shoot

videos associated with the content of the certain modules. These videos will

be shown on various television channels so that students can watch these

discussions as part of the teaching-learning process.

 Furthermore, a graded test will be set to gauge the learning mastery of

the children. A summative test will be administered every Friday and a

periodic test will be administered in the ninth week of the quarter. The findings

will be reviewed and will form the basis for further action [ CITATION Bag20 \l 1033

]. Efficiency, as one of the requirements for the grading system, will be

measured by the outputs and projects expected in a quarter. It is in this sense

that parents/guardians play a crucial role in the successful outcome of this

initiative. Their guidance and help encourage the children to work hard and to

be inspired to learn. Under the new standard, school staff, parents, and

stakeholders must work together to ensure that learners receive the highest

quality of education they deserve [ CITATION Bag20 \l 1033 ].

Moreover, many are urging the education system to postpone this

school year such that no student is left behind while a number of parents are

still eager to find out how remote learning is going to work [ CITATION Mar20 \l

1033 ]. Concerned groups of teachers, health professionals, parents, and

youths are protesting about the DEPED announcement about the resuming of

classes in the middle of this worldwide pandemic due to unpreparedness. It is

no secret that remote learning poses a lot of challenges for many Filipino

students —buying a laptop, computer, or even a tablet or mobile phone plus

securing an internet connection aren't something that all Filipino parents can

easily do for their children no matter how much they would like to.

Furthermore, many lost their childhood due to the pandemic. The

educational sector understands it, so they're taking this opportunity to re-

shape the way to teach the children. One of the most important ways that

they're doing is promoting flexible learning. Modular learning is the

"backbone" of the DepEd's distance learning program as access to

technology remains a problem for most students. Other modes of learning

such as online, TV, and radio broadcast would supplement the modules

[ CITATION Mar20 \l 1033 ].

Each track that the students of Baybay City Senior High School chose

need an actual or hands-on performance in order to hone their skills in the

chosen field, it is difficult for them to focus on mastering it, resulting in hurdle

in other aspects such as learning efficiency and competency to the absence

of hands-on performance and the guidance of the teacher. Thereupon, in

contemplation to determine the level of efficacy alongside the transition, the

researchers aim to focus on the perceptions and views of the students of

Baybay City Senior High School if the change of learning modality has

affected their academic performance.

Statement of the Problem

In general, this research study aims to determine the level of efficacy of

academic performance of Accountancy, Business, and Management (ABM)

students of Baybay City Senior High School (BCSHS) with the Modular

Distance Learning. Specifically, this research seeks to answer the following:

1. What is the level of effectivity of modular distance learning to ABM

students in terms of:
 content of module
 distribution and retrieval of module
 evaluation of student’s performance
 teachers assistance and guidance
 2. What is the academic performance of the students taking
Accountancy, Business, and Management in Baybay City Senior
High School for the first quarter?
3. Is there a significant relationship between the modular distance
learning and academic performance of ABM students of Baybay
City Senior High School?

Significance of the Study

Academic performance plays a vital role in academic achievements of

the students. The generalizations of this study will be great contribution to the

vast knowledge in relation to student’s achievements. Pivotal results of this

investigation would be highly significant and beneficial specifically to the

following groups or classifications of people:

Schools & Administrators. The schools and administrators may be

encouraged to develop more ways to improve the school system to play a

prominent and leading role in dealing with the current situation by assessing

and organizing immediate plans and modifications that will establish a positive

effect towards the student and their academic performance.

Teachers. This study will provide awareness about the situations of the

parents and students managing their time in working and studying as well. As

teaching and learning become more personalized, educators may reflect with

the help of the study and come up with an innovative methodologies on a

case-to-case basis to suit the learner’s requirements and the adjustment

faced by both the teachers and the learners. The formed strategies may be a

gateway to the opportunities that are waiting for learners that may further
hone their knowledge, skills, expertise, and experience in a specialized are or

subject.

Parents. Parental guidance, especially in modular distance learning, is

very relevant and necessary to address the difficulties and difficulties faced by

learners in the current learning mode. The study would have a significant

impact and emphasis on parental roles in order to keep track on the student

performance and learning.

Students. The importance of this study is to provide learners with

knowledge on the effectivity of the new learning modality, which is modular

distance learning, as well as on the awareness and impact of this modified

education system on their skills in the chosen strand

Future researchers. This study will serve as their basis (e.g., the

result of the study) that can help them in the future. This will also help them to

become better analyst and this study can help as their reference. Future

researchers may also rely on this findings and may derive significant

statements for the future studies, which will be conducted.

Scope and Delimitation of the Study

This study will focus in all Grade Level (Grade 11 and 12) of the

Academic Track Accountancy, Business, and Management (ABM) in Baybay

City Senior High School. All genders are qualified in this study without any

limitation of age. Due to the Corona Virus Disease (CoVid-19) pandemic, we

will not be able to collect the data through physical interaction hence those

who will participate in this study will be given a question that corresponds to
the research question of the study online. It could be in Messenger, Gmail,

and Google Forms that can interact with the participants without any physical

contact. By this, the researcher would know the impact of learning modality on

each student and how can they surpass the modular distance learning. The

focus of this study is to determine and understand how the modular learning

system affects the student’s academic performance. The strength of the

signal of the respondent's location will be a big hindrance in the collection of

the data thus will be considered as one of the limitations of the study. The

availability and refusal of respondents to participate will also be considered as

a limitation of the study. This study is only limited to those who are studying in

Baybay City Senior High School.

Furthermore, this study will be conducted at Baybay City Senior High

School located at 30 de Deciembre Street at Baybay City Leyte from

December 2020 up to June 2021.

 Chapter II
Review of Related Literature

This chapter presents the related literature and studies after the

thorough search done by researchers. Those that were included in this

chapter helps in familiarizing information that are relevant and similar to the

present study.

 Effects of the COVID-19 Pandemic to Education

The COVID-19 pandemic has affected education, and teacher

education in particular, in various ways. As a result of the closure of

universities and schools, teachers and students had to rapidly adapt to remote

teaching. Teacher education is no exception. The need to create learning

environments for student teachers doing their teacher education preparation

implied decisions, choices and adaptations in order to meet not only the

expectations of students but also the requirements of teacher education as

well as the conditions in which both universities and schools had to operate

[ CITATION Car20 \l 1033 ].

The rapid, unexpected and ‘forced’ transition from face-to-face to

remote teaching has entailed a number of challenges and constraints but also

opportunities that need to be examined. Existing literature points to an

‘emergency remote teaching’ [ CITATION Car20 \l 1033 ] or 'emergency eLearning’

and to difficulties associated with poor online teaching infrastructure,

inexperience of teachers, the information gap (i.e., limited information and

resources to all students) and the complex environment at home In addition,

lack of mentoring and support and issues related to teachers’ competencies in

the use of digital instructional formats (Huber and Helm 2020) have also been

identified.

As far as teacher education is concerned, descriptions of how

institutions and stakeholders adapted to the new scenario created by COVID-

19 pandemic [ CITATION Car20 \l 1033 ] as well as training strategies and

experiences of innovation (Ferdig et al. 2020) have been reported. While

accounts of how higher education institutions and teacher educators

responded to the transition from face-to-face to online teaching are relevant,

more needs to be done in this regard. For informed and productive online

teaching and learning it is important to learn more about its potential and use.

As such, it is essential to go beyond emergency online practices and develop

quality online teaching and learning that result from careful instructional

design and planning[ CITATION Chr20 \l 1033 ]. Focusing on how the current

context has forced many teacher education programmes to adapt to an online

format may provide a broad understanding of adopted practices, yet it is

necessary to ensure that these practices are effective. This is, therefore, a

crucial moment to synthesis the work that has been done on the topic to

inform future practices. This period of change entails the necessity to provide

an evidence-based perspective on what works and does not work but, most

importantly, to understand the characteristics, the processes, the outcomes

and the implications of online practices. Thus, this paper provides a review of

the literature on online teaching and learning practices in teacher education.

 There is a wide array of concepts in existing literature on online

teaching and learning. These concepts encompass different meanings but

they are, sometimes, used interchangeably (e.g., distance education, online

teaching, emergency online education, remote teaching). A detailed analysis

of such concepts is beyond the scope of this paper [ CITATION Car20 \l 1033 ] , for

instance, refer to distance education as a process characterised by ‘distance

in time and/or space’ and to remote education as a context of ‘spatial

distance’. For the purpose of this review, we focus on online environments

that enable teachers to teach and interact with their students providing a

variety of learning possibilities in a remote scenario. In such context, issues of

agency, responsibility, flexibility and choice are key elements as are ‘careful

planning, designing and determination of aims to create an effective learning

ecology’ [ CITATION Car20 \l 1033 ] As such, teaching and learning online entails a

specific process which is visible in the roles, competencies and professional

development approaches (Ní Shé et al. 2019) as well as in the curriculum,

pedagogy, assessment and the nature of interaction among participants. It is,

therefore, important to find out how online teaching and learning in teacher

education occur and why, and to explore its implications, particularly in the

current emergency remote scenario.

Another important aspect that has been affected by the coronavirus

pandemic is the practice of PA. Many schoolchildren practice physical

exercise based solely on the subject of Physical Education. This subject is not

only based on motor skills but is a practice that affects schoolchildren in a

global way, influences many aspects of their daily lives, and helps teachers to

better understand students in their different dimensions [ CITATION Jav20 \l

1033 ]. Lack of PA is associated with obesity, as indicated by different studies

that relate the regular practice of physical exercise with the reduction of health

problems.

The first tangible nationwide evidence that Covid-19 has moved from

being a public health and an economic problem to an educational crisis with

long-term severe social implication was the release of the school year (SY)

2020-2021 enrollment number by the Department of Education (DepEd) on

July 30.

The student enrollment number covers Kindergarten to Grade 12,

including Alternative Learning System or ALS, and non-graded learners with

disabilities. Data from the DepEd shows that as of July 29, 22.2 million

students had enrolled in public and private schools nationwide for the school

year. The number included 20.85 million students in public schools and 1.35

million in private schools.

It is a significant drop from the 27.7-million student enrollment in the

previous SY 2019-2020. Last school year, there were 22.5 million enrollees in

public schools and 4.2 million students in private schools. The enrollment drop

was very pronounced in the private schools; the government estimated that

only 31 percent of private-school students had returned. In comparison, the

corresponding number of public-school students was around 90 percent.

There is also a phenomenon of private-school students migrating to

public schools. Education Secretary Leonor Briones said during a meeting of

the Inter-Agency Task Force for the Management of Emerging Infectious

Diseases that the number of private-school students who transferred to public

schools was at 365,000 as of July. Stakeholders have shared that this shift

had started to take place before the Covid pandemic, since the Duterte

government increased salaries of public-school teachers and parents have felt

an improvement in the quality of public-school offerings.

The unprecedented enrollment drop of 20 percent has been the largest

on record since the Second World War. Earlier projections on the impact of

Covid-19 on the economic and social fabric of the society were likely

understated.

The Education department had taken several measures to mitigate the

impact of the Covid-19 situation in the country; it implemented a remote

enrollment system through alternative means of communication that do not

require physically reporting to schools, such as text, call, email and online

messaging. It will also set up drop boxes and kiosks in barangay (village)

halls and schools where parents who do not have access to smartphones can

pick up or drop off the Learner Enrollment and Survey Form.

Modular Distance Learning and Its Effect to Students’ Academic

Performance

Of all the alternative learning modalities offered by the Department of

Education (DepEd) this upcoming school year, most students prefer to use

the “modular” distance learning option.

Since face-to-face classes are not yet allowed, the DepEd will implement

Blended/Distance learning wherein the combination of the various distance

learning modalities such as printed modules, offline digital modules, online,

and TV and Radio-based instruction will be used by students and teachers

when classes formally start on August 24. Survey are one way to identify right

modality using the Learners Enrolment Survey Form (LESF) where in the

parents/guardians choose the modality that are suited or applicable for their

children. The survey that they conducted results show that Modular Distance

Learning (MDL) is the modality that most of the parents/guardians preferred

[ CITATION Jos20 \l 1033 ]. Latest data from DepEd showed that 3, 885, 427

learners prefer “modular” wherein modules – either printed or digital – will be

used as an alternative learning option. A total of 2, 074, 010 learners said that

they wanted online while 1,940, 054 responded that they prefer combination

of face-to-face with other modalities. A total of 744, 648 learners said they

want to use television while 358, 270 preferred radio-based instruction. Some

401, 903 responded that they prefer “other” alternative learning modalities

[ CITATION Mer20 \l 1033 ].

A seminal article by Keegan presents key aspects of DE. Some of the

elements are: physical separation of teacher and learner, learning occurs in

the context of an educational institution, technical media are used, teacher

and learner communicate, face to face meetings are possible, and an

industrial model of providing education is used. More recently varying

definitions of DE seem to be based on the perspective of various educators

and to reflect the educational culture of each country and IHE. However,

some common descriptors seem to be accepted by most stakeholders in the

field. Distance education is an educational experience where instructors and

learners are separated in time and space which means it can happen away
from an academic institution and can lead to a degree or credential [ CITATION

Pat20 \l 1033 ].

Several meta-analysis studies offer ample and consistent evidence to

suggest that, on average, there is no statistically significant difference in

effectiveness between distance education and face-to face education as

modes of instruction [ CITATION Cat20 \l 1033 ] Effectiveness is not affected by

synchronous or asynchronous provision These studies have also identified

key research gaps. First, this research primarily evaluates the effectiveness of

distance education with adult learners, with primary and second-level studies

being under-represented. Second, not enough is known more broadly about

the student characteristics that lead to effective distance education.

Third, at best, online education can offer high-quality instruction

(Barbour & Reeves, 2020). In a meta-analysis of the effects of distance

education on K-12 student outcomes [ CITATION Cat20 \l 1033 ] , differences

between distance and classroom learning were not identified, but this was

seen as related to good teacher preparation in distance education. In a mixed-

method study on K-12 students' perceptions of support provided by online

teachers or facilitators [ CITATION Cat20 \l 1033 ] teachers and facilitators were

found to, for example, successfully motivate and advise students, provide

instruction, and orient them in online learning procedures and expectations.

Furthermore, when interacting more closely with their children, parents

may be able to better support them academically and help them reach their

potential. Fourth, even independently from the offer of high-quality educational

opportunities, for autonomous, self-directed, and motivated learners with good

time management, literacy, and technology skills, online education may even

lead to improvements in learning outcomes and skills [ CITATION Cat20 \l 1033 ].

During the COVID-19 crisis, this may have been the case due to, for instance,

having fewer distractions in a home environment than in a classroom.

Specifically, whereas younger students may require more scaffolding

(i.e. the method of bridging the gap between what a student can learn with

help and what she can learn without help, whereby students are guided

didactically by their educator and also actively learn by doing; than ADLs,

mature students (i.e. aged 23 years and over) often have acquired the

autonomy, including metacognitive self-regulation, requisite to succeed in

distance learning [ CITATION Cat20 \l 1033 ].

For example, mature adult learners are more likely to organize and

gain knowledge or expertise in a particular area as a result of knowing how to

learn, more so than younger students, due to a higher likelihood of having

more advanced metacognition. That is, because of their age, it is likely that

they have had more opportunities to engage in metacognitive, reflective

judgment [ CITATION Cat20 \l 1033 ] than younger students.

Modular learning has been on the rise since the emergence of COVID-

19 Pandemic, and it’s really not hard to see why. On the one hand, eLearning

courses have become hugely popular by the simple virtue of being so much

more convenient than traditional face to face courses [ CITATION Car201 \l 1033 ].

Distance learning. This refers to a 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, namely: Modular
Distance Learning, Online Distance Learning, and Television/Radio-Based

Instruction. This is most viable for independent learners, and learners

supported by periodic supervision of parents or guardians [ CITATION Jen20 \l

1033 ].

Modular Distance learning has Pros: it is possibly one of the most

FLEXIBLE study options open to the modern student, irrespective of their age,

working status and so on; one can study in a space in which you feel most

COMFORTABLE; for many students of open learning, the PACE at which

they complete their course is dictated by no one other than themselves. If the

student don’t grasp a concept initially, you can go over the module again; it

can FIT AROUND THE STUDENT. Many people find that the course is so

well structured that they are able to pick it up after a few weeks break if they

have to re-schedule their learning; the student have complete control of your

daily learning hours [ CITATION Car201 \l 1033 ]. Although, this learning modality

also has its own Cons: the student do need to COMMIT to their course, which

means understanding the difference between flexibility and ‘not really

bothering’. If you don’t have a strong sense of discipline or are not interested

in forming one when it comes to your studies, distance learning may not be a

good choice; there are deadlines looming and assignments pressing that you

need to create a study space that is conducive to learning; when pace is

lacking, or the feeling that there is no one else there to drive learning, making

time to study can fall by the wayside; fitting it around life is one aspect of

distance learning but one must also need to ensure that they value their

course too.
 Traditional face-to-face Learning. This refers to a modality where the

students and the teacher are both physically present in the classroom, and

there are opportunities for active engagement, immediate feedback, and

socio-emotional development of learners. Notably, this modality is feasible

only in very low risk areas with no history of infection, easily monitored

external contacts, and with teachers and learners living in the vicinity of the

school [ CITATION Jen20 \l 1033 ].

IBM have found that participants learn five times more material in

online learning courses using multimedia content than in traditional face to

face courses. Because online courses give students full control over their own

learning, students are able to work at their own speed. Generally students

work faster than they would do otherwise and take in more information. They

are able to move faster through areas of the course they feel comfortable

with, but slower through those that they need a little more time on [ CITATION

Car201 \l 1033 ].

Each Learning Modality has its own Pros and Cons however due to the

COVID-19 Pandemic, students are forced to live the “new normal” and thus

modular distance learning.

 Conceptual Framework

Modular Distance
Learning
• content of module
• distribution and retrieval of module
• evaluation of student’s performance
• -teachers assistance and guidance

Accountancy,
Business, and
Level of
Management Efficacy
Students of Baybay
City Senior High
School

Academic
Performance
• Grades

To determine the level of efficacy of the Modular Distance Learning to

the Academic Performance of the ABM Students, the researchers will gather
the necessary data—grades and perceptions about the aspects of Modular

Distance Learning.

Operational Definition of Terms

Level of Effectivity- refers to the significant relationship between

Modular Distance Learning and the Academic Performance of the

Accountancy, Business, and Management Students of Baybay City

Senior High School.

Academic Performance- refers to the grades of the ABM students of

Baybay City Senior High School from the first quarter.

Modular Distance Learning- refers to a learning modality that is used

during the COVID-19 pandemic. With its aspects that includes:

 content of module
o refers to the instructions, information sheets,
and its examples provided.
 distribution of module
o refers to how the participants were able to
receive their modules.
 retrieval of module
o refers to how the participants were able to
return their modules.
 evaluation of student’s performance
 o refers to the assessments and activity sheets
given.
 teachers assistance and guidance
o refers to how responsive and helpful the
teachers of the participants were.
Accountancy, Business, and Management (ABM) Students- refers

to the population and the respondents of the research.

Modules- refers to the learning material the participants have.

Sample/Respondents- the selected ABM Students.

Coronavirus Disease 2019 (COVID-19)- refers to the hindrance that

made the Department of Education resort to this novel learning

modality.

Learning Modality- refers to the mode of learning; used.

Personal Information- the grades and the perception of the sample.

 Hypothesis

H1. There is a significant relationship between Modular Distance

Learning and Academic Performance of the ABM Students.

 Chapter III

Methodologies

Research Design

This study is a quantitative research specifically a correlational

research design. It aims to measure the relationship between Modular

Distance Learning and Academic Performance; to find out the level of

effectivity of modular distance learning to the academic performance of ABM

students. Thereby, the researchers can determine how effective modular

distance learning is for ABM Students of Baybay City Senior High School.

Sampling

In this study, the participants are the Grade 11 & 12 ABM students of

Baybay City Senior High School, with a population of 239. Participants

included disregarding gender and age as long as they are an ABM student.

ABM students were chosen because it is easier to gather data especially now

that policies that are mandated are strict due to COVID-19 Pandemic. To
determine the sample size the researchers are going to use the SLOVIN’S

Formula, n = N / (1+Ne2). With a margin of error of 0.05.

239
n=
1+239 ( 0.05 )2

= 149.61 or 150

There will be ≥ 150 respondents determined by simple random

sampling to avoid bias.

Instrument

The researchers are utilizing the social media platform (through

messenger, email, and google forms) as medium in gathering data. A

structured questionnaire will be given so it will not limit the data needed. The

researchers will use the Likert scale as questionnaires to gather necessary

data from the sample. There the participants will see statements about the

aspects in the modular distance learning if they see it as less effective,

effective, more effective and most effective thereby determining the

Effectiveness of Modular Distance Learning to the ABM students in terms of

their Academic Performance.

Data Collection Procedure

A letter of permission will be requested to the schools administration to

collect and gather personal information—grades, from the samples and to

permit the researchers to conduct this research. The researchers will give the

respondents an online questionnaire to know if there is any significant

relationship between the Modular Distance Learning and Academic

Performance of the ABM students. It will be ensured that the data collected

will only be used for research purposes and will be kept confidential. The

entire survey will be conducted online during the availability of the

respondents.

Data Analysis Procedure

The researcher applied the descriptive statistics— to measure if there

is any significant relationship between modular distance learning and

academic performance; to provide information about the variables in a

dataset; and to highlight how effective modular distance learning is to the

academic performance of the ABM students of Baybay City Senior High

School. The answers of the participants in the online survey are immediately

transcribe and the data gathered are one by one analyze and categorized.

The data will be critically check and analyzed if there are mistakes.

Researchers will be the one correct and arrange it.

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