1

FACTORS AFFECTING THE DISTANCE LEARNING MODALITY PREFERENCES OF

STUDENTS IN PAYAS NATIONAL HIGH SCHOOL

A Basic Research

Prepared by:

CHRISTIAN CABRERA PALAMING

Teacher III
Payas National High School
Santa Barbara, Pangasinan

1st Semester 2020-2021

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II. Abstract

Title: FACTORS AFFECTING THE DISTANCE LEARNING MODALITY PREFERENCES

OF STUDENTS IN PAYAS NATIONAL HIGH SCHOOL

Researcher: CHRISTIAN CABRERA PALAMING

Keywords: utilization, multimedia, contemporary issues, teaching

The research focused on the Factors Affecting the Distance Learning Modality

Preferences of Students in Payas National High School. There were two hundred seventy-eight

(278) subjects in this study who were selected unsing the Slovins formula. The researcher

employed a survey questionnaire, which was anchored from the Learning Enrolment and School

Form School Year 2020-2021. It determines the distance learning modality preferences and

identify the factors affecting their preferred distance learning modality preferences. The learning

delivery modality preferences and factors affecting their preferences were correlated. The

descriptive statistics such as frequency, percentage, mean, and Chi-square Test were used in

the statistical treatment of data.

Results showed that the preferred distance learning delivery modality of students is 1.)

modular learning (175 or 62.95%), 2.) combination of face-to-face with other modalities (49 or

17.62%), 3.) online learning (41 or 14.75%), 4.) television-based instruction (11 or 3.96%), and

5.) radio-based instruction (2 or 0.72%). The result of the factors affecting the preferred distance

learning modality of students shows: combination of face-to-face with other modalities obtained

the a overall mean of 4.55 which shows they responded “always”. On the other hand, online

learning, modular learning, tv-based instruction, and radio-based instruction based on the

overall mean shows they responded “frequently” with 3.78, 3.70, 3.60, and 3.58 respectively.

The test of significance shows that there is a significant relationship between the

preferred distance learning modality of the students and all the factors affecting their

preferences with a p-value of less than 0.05.

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The distance learning modality preferences of the students are affected by numerous

underlying factors. Thus, in line with the Department of Education’s mandate, schools must

adhere to deliver quality education, no matter are these circumstances, must make sure of the

inclusivity of the learning continuity plan. It must urged support for parents, guardians, local

government units and other stakeholders in delivering new adaptive learning methods to

ensure children continue to learn, and remain protected from COVID-19.

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III. Acknowledgement

The researcher wants to express his heartfelt appreciation and sincerest gratitude to all

of the following persons who indeed gave their support in the fulfillment of this noble work of

research.

To his wife: Mrs. El Cherryl Ann I. Palaming and his incoming baby, who serves as an

inspiration and motivation in all the work he do. He is forever grateful for having them in their

life. Knowing and feeling it by heart makes him feel that no herculean task is impossible to

achieve.

To his parents: Mr. Amadito A. Palaming and Mrs. Juanita C. Palaming (+), who serves

as his inspiration to overcome all the challenges that may come into his life and for giving him

love, support and guidance anytime he needs it.

Dr. Sheila Marie A. Primicias, CESO VI, for being an inspiration to the researcher to

finish this work.

Veronica S. Sentinellar, Principal of the researcher for sharing his precious time,

laudable suggestions and expertise for the improvement of this study. His encouragement and

support made this researcher transformed and engaged.

To the faculty members of Payas National High School for inspiring, teaching and giving

thoughts for the betterment of this study.

Above all, to the Almighty God for giving him strength, love, guidance, hope, and wisdom

to face the challenges of life.

CHRISTIAN C.

PALAMING
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Factors Affecting Distance Learning Modality Preferences of Students in Payas National

High School

IV. Introduction of the Research

Civilization can only move forward through innovation. We should start teaching

innovation not only in the university level, but also in the basic education level. The notion of

innovation, the desire for knowledge, of creating something helpful out of what is going on

around us have to be inculcated to our learners. Provision of access to basic education has

always been a key priority of our government. We all agree that access to education is the

first step to achieving a bright future. That is why we always aim that every Filipino has and

will have access to complete basic education (https://www.deped.gov.ph/2020/02/14/sulong-

edukalidad-a-move-to-innovate-ph-education-says-briones/).

“Sulong Edukalidad” is the new program of the Department of Education which

involves reforms to achieve quality in basic education in response to the rapidly changing

learning environment of present and future learners and the need for aggressive reforms to

globalize the quality of basic education in the Philippines (Briones 2020).

Payas National High School supports the Department of Education’s program for

flexible education that will be given to learners who will face today’s academic challenges

brought by the COVID-19 pandemic. However, with the agency’s multi-modal approach in

delivering education to ensure that the learning remains unhampered amid the COVID-19

crisis such as distance learning, many students feared that they might not able go to school

this school year because they cannot afford to have an access to a computer or the internet.

Majority of the students who are studying at Payas National High School belongs to low-

income families that earn below 5,000 pesos per month. Farming, jeepney and tricycle

driving, working in construction, selling products in market are the main source of livelihood
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of the majority of the households. According to the Enhanced School Improvement Plan

2019-2022, the school is considered as the second most populous secondary school in the

municipality of Sta. Barbara with a total of 880 students from Junior and Senior High School

and 42 teaching personnel. It caters students from six barangays such as Payas, Cablong,

Carusucan, Maronong of Sta. Barbara, Pangasinan and Potiocan and Tulongat of Malasiqui,

Pangasinan.

According to Bender (2020) The COVID-19 pandemic has changed education

incessantly. The COVID-19 has resulted in schools shut all across the world. Globally, over

1.2 billion children are out of the classroom. As a result, education has changed

dramatically, with the distinctive rise of distance learning, whereby teaching is undertaken

remotely and on digital platforms.

Distance learning is a learning delivery mode where interaction takes place between

the teacher and the students who are geographically remote from each other during

instruction. This means lessons will be delivered outside the traditional face-to-face setup.

According to DepEd Secretary Leonor M. Briones (2020) said that radio, television, online

and modular learning – which are pre-existing methods and were already used for decades

– are being prepared and updated for this year. At the same time, teachers are being trained

on utilizing newer platforms and innovative tools to aid their professional development.

According to DepEd Undersecretary for Curriculum and Instruction Diosdado San

Antonio (2020), to ensure learning continuity DepEd has instructed schools to implement a

distance learning approach through the use of printed or offline modules, online, and

television and radio-based instruction. Schools were also allowed to combine or “blend”

these modalities depending on the capability of the students and their parents.

Presidential Communications Operations Office (PCOO, 2020) had also offered

government-run television and radio stations as platforms for delivering lessons during the
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pandemic. Radio-based instruction will use the self-learning modules or the printed learning

materials which will be converted into radio script.

Homeschooling is another idea being floated as an alternative learning mode. This

aims to provide students with equal access to quality basic education through a home-based

environment to be facilitated by qualified parents, guardians, or tutors who have undergone

relevant training.

DepEd Secretary Leonor M. Briones (2020) said that radio, television, online and

modular learning – which are pre-existing methods and were already used for decades – are

being prepared and updated for this year. At the same time, teachers are being trained on

utilizing newer platforms and innovative tools to aid their professional development.

There are, however, challenges to overcome. Some students without reliable

internet access and/or technology struggle to participate in digital learning; this gap is seen

across countries and between income brackets within countries. For those who do have

access to the right technology, there is evidence that distance can be more effective in a

number of ways. Some research shows that on average, students retain 25-60% more

material when learning online compared to only 8-10% in a classroom. This is mostly due to

the students being able to learn faster online; e-learning requires 40-60% less time to learn

than in a traditional classroom setting because students can learn at their own pace, going

back and re-reading, skipping, or accelerating through concepts as they choose

(https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-

digital-learning/).

The coronavirus pandemic is revealing new layers of inequity that may end up

setting us back even further. Education leaders are tackling the unexpected challenge of

providing distance learning as the primary mode of instruction for weeks, months, and

possibly the remainder of the school year. What has been made clear through this pandemic

is the importance of disseminating knowledge across borders, companies, and all parts of
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society. If online learning technology can play a role here, it is incumbent upon all of us to

explore its full potential (Seale, 2020).

The researcher came up with this study on the belief that with the noble intention of

the Department of Education to make sure that learning remains unhindered as the country

battles the pandemic by implementing a distance learning approach when classes start on

August 24, it might pose a huge challenge to the 27 million students where many

households have no access to the internet or a computer. Many teachers as well fear that

they will not be ready to roll out remote learning in two months. The researcher had

conceived the need to study this pressing issue on distance learning modality preferences of

students in Payas National High School and the factors that may affecting their preferences.

V. Literature Review

Gone are the days of traditional classrooms and face-to-face learning. As the

pandemic changes the way we live, the demand for a more flexible learning opportunity also

increased. To address this growing necessity, schools all over the Philippines shifted to

distance learning - a remote learning method where students don’t need to attend lectures

and can study at their own pace (https://www.moneymax.ph/lifestyle/articles/distance-

learning-philippines).

Distance education went through a major change after the invention of radio in the

1920s and the arrival of television in the 1940s. Distance learning is increasingly using

combinations of different technologies to improve communication between teachers and

students. In 1900, after the arrival of computer, distance education took a big leap. Now the

teachers and students can converse sitting face-to-face

(https://www.philippineseducation.info/distance-education).

Research suggests that online learning has been shown to increase retention of

information, and take less time, meaning the changes coronavirus have caused might be
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here to stay. While countries are at different points in their COVID-19 infection rates,

worldwide there are currently billion children in 186 countries affected by school closures

due to the pandemic (www.weforum.org).

It is still important to have a clear definition of what successful distance learning

should look like. The definition of success is presuming that every single student has the

necessary technology, time, motivation, and support to participate in distance learning

(https://www.forbes.com/sites/colinseale/2020/03/17/distance-learning-during-the-

coronavirus-pandemic-equity-and-access-questions-for-school-leaders/#2a478eec1d4d).

The decision to open schools in the middle of the health crisis had been met with

criticism. Parents and students pointed out that the lockdown affected household finances.

Many Filipinos don't even have access to a computer or the internet. However, the

Department of Education maintained the lack of access to technology should not be a

problem as schools will be providing printed modules for students

(https://www.rappler.com/newsbreak/in-depth/263290-distance-learning-looming-crisis-

students-with-special-needs). According to DepEd Undersecretary Alain Del B. Pascua

(2020) those who do not have access to these requirements can opt for paper-based

homework and are not required to visit internet cafés for health security, they are closed

anyway in quarantined areas. According to him teachers have the discretion to adopt

appropriate modalities of instruction provided that they follow strict compliance to the

guidelines, policies, and reminders given by DepEd

(https://news.mb.com.ph/2020/03/18/deped-launches-online-platform-to-support-distance-

learning/).

Poverty is directly linked to the current state of Philippine education. The results of

the 2008 Functional Literacy, Education, and Mass Media Survey (FLEMMS) reveal 12.3

million Filipinos or 32 percent of the 39 million school-aged population are not attending

school. Out of this number, 24 percent cite the prohibitive cost of education as reason for
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not attending school, 22 percent say they are either working or looking for work, while 20

percent simply lack interest in going to school. Data from the Philippine Labor Force Survey

(PLFS) indicate that boys comprise more than half of the total number of working children.

Their share ranged from a high of 65 percent in 2004 to 63 percent in 2009. Generally, 6 out

of 10 working children did not attend school as cited by the Philippine Statistics Authority

2019 Annual Estimates of Labor Force Survey.

In April 2010, there were 2.4 million working children in the country (PLFS, 2010).

These children lived in either vulnerable households, fragile communities, or conflict or post-

conflict areas. Some were either orphans, affected by HIV/AIDS, or had disabilities as

mentioned on the study of Cadir and Said (2018).

According to the study of UNICEF Evaluation on Alternative Delivery Modes:

MISOSA and e-IMPACT (2012) the increasing percentage of dropouts pose a big challenge

to achieving universal basic education. Education for All (EFA) Plan 2015 projects that about

312 will leave school before finishing Grade 6, many during their first grade in school. In

poor provinces and conflict areas, 10 percent of all enrollees are less likely to finish

elementary. In SY 2009-2010, in government elementary schools alone, around 124,528

dropped out before reaching Grade 5; 64 percent of them were boys. Although the dropout

rate has abated over the past years, it is not declining fast enough to realize the 2015 target

on universal primary education. In SY 2009-2010, completion rate stood at 64 percent.

Over time, the continuing unresolved issues of accessibility, availability, and quality

in regard to education have resulted in millions of adults lacking literacy skills. The 2010

EFA Global Monitoring Report states that between 2000 and 2007, the country witnessed a

large increase in illiterate adults of over 1.4 million. Population growth, estimated at 2.04

percent annually, has contributed partly to this increase. Deficient in quality education and

lacking in productive skills, the country’s young people face a less secure future against a

highly competitive global economy

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(https://www.unicef.org/evaldatabase/files/Philippines_ADM_Evaluationl_Philippines-2012-

001.pdf).

According to the findings of 2010 EFA Global Monitoring Report Reaching the

Marginalized, the global economic downturn has created in many of the world's poorest

countries a lost generation of children whose life chances have been irreparably damaged

by a failure of their countries to uphold their right to education. The report examined the

state of these children who were left behind and looked at concrete solutions to ensure that

no children are excluded from school.

Recognizing the challenges, successive Department of Education administrators

have progressively refined a set of reform strategies to make the system more responsive to

local needs and committed to improved learning outcomes. There has been continual

consensus on the nature of reforms needed to empower communities and stakeholders and

move them to action. The reform strategies are articulated in the EFA 2015 Action Plan and

translated into policy actions under the BESRA. One such policy action is the enhancement

of Alternative Delivery Modes on basic education which entails the mainstreaming of

innovative interventions validated with reference to international literature and local efforts

anchored on the School Based Management Framework. It reflects DepEd’s belief that if

such ADM innovations are mainstreamed or institutionalized in educational planning and as

an intervention in the 66,000 overcrowded public schools in the country (as of June 2012

account of Office of the President), not only the perennial issues of lack of classrooms,

teacher items and textbooks will be addressed but also the longstanding concern of

providing all school-aged children with access to quality and complete elementary education

(International Technology Management Corporation 2012).

Implementing ADMs is much less costly than the conventional delivery system.

ADMs also yield higher benefit scores in terms of education outcomes as compared to the

regular system among the respective control schools. However, evaluation shows that
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delays in delivery and insufficiency of material inputs to schools reduced the ADMs’

efficiency and effectiveness. Furthermore, the absence of a systematic approach to

accounting/stewardship of program inputs, such as capacity building and learning

resources, reduced the potential cost-effectiveness of ADMs.

One of the main issues that needs to be thought through is what type of learner a

distance learner is. Sometimes, there can be some learners who perform better with

physical activities, and so they might be de-motivated through distance learning, which can

be text-based from time to time. All in all, it does need to be determined whether or not a

person can realize their potential through this type of medium, and whether or not they will

be able to work in an online environment where they might not be monitored as closely

when compared to a conventional educational setup

(https://www.unicef.org/evaldatabase/files/Philippines_ADM_Evaluationl_Philippines-2012-

001.pdf).

Allen, Burrell, Timmerman, Bourhis, and Mabry (2007) reviewed statistical meta-

analyses related to student satisfaction with distance learning in an attempt to discover how

students, in general, feel about their DL experiences. They reported that authors of two

major meta-analyses of 25 studies (Allen, Bourhis, Burrell, Mabry, Emmers-Sommer, and

Titsworth, et al., 2002) and 154 studies (Bernard, Abrami, Lou, Borokhovski, Wade,

Wozney, et al., 2004) found that students typically are slightly more satisfied with face-to-

face environments over distance learning ones.

However, Allen et al. (2007) wisely caution against the limitations of the findings. For

example, the difference between how students felt about their DL and F2F courses shrunk,

grew, and in some cases the effect was reversed with students preferring DL over F2F.

These changes were due to factors such as the media used in the courses (small

preference for video over audio and text in DL), the quality of specific DL and F2F options,

student learning styles, the synchronicity of the DL communication (some evidence that
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distance students preferred asynchronous), and the amount of interaction within a course

(some evidence that distance students preferred less interaction).

According to the findings of Polikoff, Saavedra and Korn (2020) on their

Understanding America Study, they found that nearly all – about 85% – of families with at

least one child between kindergarten and their senior year of high school have internet

access and a computer they can use for distance learning while school buildings are

shuttered. However, they found large disparities in technology access based on family

income. Among the 20% of American households who make US$25,000 or less a year, just

63% of schoolchildren have access to a computer and the internet. In comparison,

essentially all students from the most affluent families – those whose parents make

$150,000 annually or more – do.

There’s a big gap between how much access rich and poor children have to

technology. This is known as the “digital divide.” This disparity contributes to the

achievement gaps between students based largely on their economic status. These findings

show that the digital divide is playing out in real time during this pandemic in ways that are

sure to lead to unequal negative effects on already disadvantaged students

(https://dornsife.usc.edu/news/stories/3213/not-all-kids-have-computers-and-theyre-being-

left-behind-with-sc/).

In September 2000, the Philippine Education for All (EFA) 2015 National Action Plan

was crafted following the issuance of Memorandum Circular No. 141 (Adopting the EFA: A

Philippine Plan of Action 1991-2000). The main goal of EFA 2015 is to ensure that every

Filipino is equipped with the basic learning competencies to be functionally literate.

As the major problems in the Philippine Education continue to harm the quality of

basic education, the department calls for a more concerted approach between stakeholders

in the education sector, thus, implemented -The Alternative Delivery Modes (ADMs).

According to DepEd Order No. 54 series of 2012 or the Policy Guidelines on the
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Implementation of Alternative Delivery Modes, the ADMs primarily aims to address the

problem on classroom congestion and other situations and circumstances, which prevent

children from going to and staying in school. DepEd anchored the implementation the ADMs

on the following principles: 1) Basic education is free and shall be accessible to all; 2)

Education is a right of every individual ; 3) Education is inclusive and not discriminating; and

4) Stakeholder participation is integral to total child development.

Some of the ADMs implemented by DepEd are Modified In-School/Off-School

Approach (MISOSA) and the Instructional Management by Parents, Community and

Teachers (IMPACT) at the elementary level and Open High School program (OHSP) at the

secondary level.

In a case study conducted by SEAMEO-Innotech Philippines (2012), Alternative

Delivery Modes (ADMs) offer solutions that may help learners outside the regular school

system acquire the needed basic education competencies and life skills. At the secondary

level, these initiatives provide learners with the opportunity to complete their education at

their own pace given the resources and the context they are in, thereby preparing them for

work or further education.

With schools in the Philippines only due to reopen when a vaccine for COVID-19

has been found, educational authorities are racing to devise a distance learning regime for

27 million children by August, when the summer holidays end. That poses a huge challenge

in an archipelago nation of 107 million, where many households have no access to the

internet or a computer, and teachers fear they will not be ready to roll out remote learning in

two months (https://www.reuters.com/article/us-health-coronavirus-philippines-school/

philippines-students-face-distance-learning-until-covid-19-vaccine-found-idUSKBN23G1HK).
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VI. Research Questions

This study determined the Factors Affecting the Distance Learning Modality

Preferences of Students in Payas National High School. Specifically, it answers the

following problems:

1. What are the distance learning modality preferences of students in Payas National High

School?

2. What are the factors affecting the preferred distance learning modality of the students?

3. Is there a significant relationship between the distance learning modality preferences of

students and the factors affecting their preferences?

VII. Scope and Limitation

This study was conducted on Payas National High School in Payas, Sta. Barbara,

Pangasinan I Division. The participants of this study were the Grade 7 to Grade 12 students

of Payas National High School who will enroll this school year 2020-2021 were selected

through stratified random sampling. The distance learning modality preferences and factors

affecting their preferred distance learning modality of the students was identified. The

distance learning modality preferences of students was be correlated to the factors affecting

their preferences.

VIII. Research Methodology

a. Sampling

The study determined the distance learning modality preferences of students of

Payas National High School and the factors affecting their preferences. The subjects of this
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study was determined using stratified random sampling. Slovin’s formula was also used to

identify the sample population size.

n = N / (1 + Ne2)

Where:

n = Number of samples, N = Total population and e = Error tolerance

(level).

Table 1
Total Number of Respondents
Sample Size
Grade Level Total using Slovin’s
Formula
GRADE 7 181 56
GRADE 8 169 53
GRADE 9 177 53
GRADE 10 148 44
GRADE 11 130 39
GRADE 12 111 33
Total 916 278

b. Data Collection

The researcher used a survey questionnaire which was anchored from the Learning

Enrolment and School Form and was modified based on the present study. The survey was

consist of two parts: the first part asked to determine the distance learning modality

preferences of the randomly selected Grade 7 to Grade 12 students of Payas National High

School who enroll this school year 2020-2021 using the Slovin’s formula. The second part

asked to identify the factors affecting their preferred distance learning modality preferences.

The data necessary for the study was gathered with the used of survey questionnaire
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through printouts and google forms for safety and precautionary measure amidst this time

of COVID-19 pandemic.

IX. Discussion of Results and Recommendations

Table 2
Distance Learning Modality Preferences of Students in Payas National High School

Table 2 shows the frequency and percentage of distance learning modality preferences

of students in Payas National High School. It can be depicted from the table that there are 175

or 62.95% students preferred modular learning, 49 or 17.62% students preferred combination of

face-to-face with other modalities, 41 or 14.75% students preferred online learning, 11 or 3.96%

students preferred television-based instruction and 2 or 0.72% preferred radio-based instruction.

It can be gleaned from table 2 that majority of the students most preferred distance

learning modality is modular learning while their least preferred learning delivery modality is

radio-based instruction. According to Department of Education (2020), parents preferred the

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modular learning system as an alternative to inperson classes this school year 2020-2021, the

Department of Education (DepEd) said Thursday.Partial results of the Learner Enrollment and

Survey Forms (LESFs) distributed during the enrollment period showed that 8.8 million parents

preferred modular, while 3.9 million wanted blended or a combination of two or more modalities.

The survey also found that 3.8 million parents preferred online learning; 1.4 million, educational

TV; and 900,000, radio-based instruction.

Based on the survey conducted by the Cebu City Public School Teachers’ Association

(CCPSTA) 2020, 90% or majority of the students opted to do a modular approach. Modular

learning involves individualized instruction that allows learners to use self-learning modules

(SLMs) in print or digital format/electronic copy, whichever is applicable in the context of the

learner, and other learning resources like learner’s materials, textbooks, activity sheets, study

guides and other study materials. In modular learning, the teacher takes the responsibility of

monitoring the progress of the learners. Learners can also ask assistance via text or call or via

email or on social media from their teachers, if a home visit is not possible. Many have preferred

to do modular learning due to the absence of a gadget that can be used to access their lessons.

Initial results of the enrollment survey conducted in Central Luzon as of July 2 reveal

41% of parents prefer the modular approach for their children this School Year 2020-2021. 27%,

on the other hand, prefer online learning, 18% favor a combination of face-to-face with other

modalities, 10% prefer television, 8% prefer other modalities, and 3% prefer radio-based

learning (DepEd, 2020).

United Nations Educational, Scientific and Cultural Organization or UNESCO (2020)

cited some present major challenges among students on most countries around the world in

getting acquaint on the use of radio and television as tools to provide distance education

students’ familiarity on the available education content in audio-visual formats

(https://en.unesco.org/news/learning-through-radio-and-television-time-covid-19).
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Table 3.1
Distribution of Students as to the Factors Affecting their Preferences in Online Learning

Descriptive
Factors Mean
Equivalence
1. Availability of gadgets/equipments 3.97 Frequently
2. Sufficient load/data allowance 3.91 Frequently
3. Stable mobile/internet connection 3.81 Frequently
4. Sufficient time to study the lesson with my own learning pace 3.49 Frequently
5. Availability of additional learning resources that can be found in
3.72 Frequently
the Internet
Overall Mean 3.78 Frequently

It can be gleaned from table 3.1 the factors affecting the preferences of students in

online learning. “Availability of gadgets/equipments” obtained the highest mean grade of 3.97

with a descriptive equivalence of “frequently”, while “Sufficient time to study the lesson with my

own learning pace” obtained the lowest mean grade of 3.49 with a descriptive equivalence of

“frequently”. The overall mean is 3.78, which indicates that the students responded “frequently”

on the factors affecting the preferences of students in online learning.

ASU Prep Digital (2020) said that one of the most appealing aspects of online learning is

the flexibility it offers. Many students prefer online learning to traditional schooling because they

are able to work at their own pace. In an online school environment, it is understood that not all

students learn the same way or at the same speed, giving you the freedom to speed up or slow

down as needed.

Dexway Team (2020) 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
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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.

On the other hand, one kay challenge of online learning is internet connectivity. While

internet penetration has grown in leaps and bounds over the past few years, in smaller cities

and towns, a consistent connection with decent speed is a problem. Without a consistent

internet connection for students or teachers, there can be a lack of continuity in learning for the

child. This is detrimental to the education process accordning to Gautam (2020).

Amadora (2020) mentioned on her article that our country is an internet-challenged

country. A problem that had caused delays implementing remote learning in general. Although

internet plans exist; they are not, however, created equal. Hence, in online classes, there was

never a day when a student hasn’t voiced out complaints such as “Can someone tell the

professor I/he/she got disconnected?” “Oops! Where did he go? (referring to the professor who

doesn’t realize he got cut off), “I have unstable Wifi”, “Do you guys see/hear me?”. We are in

the city and yet we experience such mishaps. What more are those students who are stuck in

remote places where signal isn’t as strong as what we city dwellers have? They are forced to

“move mountains” just to get a bar or two.

According to Salustiano Jimenez (2020), Regional Director of DepEd Region 7, and Dr.

Reynato Arimbuyutan (2020), president of the College for Research and Technology-

Cabanatuan, there are several considerations that hamper distance learning in the new normal,

including: 1.) limited learning access for schools and the dilemma of tech use in creating a

resilient educational environment for continued learning, 2.) insufficient learning gadgets and

equipment for both students and learners, 3.) lack of e-learning facilities with compliance to

health protocols, and 4.) lack of strong and reliable infrastructure that will help facilitate this new

mode of learning.
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Table 3.2
Distribution of Students as to the Factors Affecting their Preferences in Television-Based
Instruction
Descriptive
Factors Mean
Equivalence
1. Availability of television/equipment 3.83 Frequently
2. Learn independently watching educational TV programs 3.53 Frequently
3. Scheduled time in watching through TV-based instruction 3.65 Frequently
4. Fond of watching television at home 3.47 Frequently
5. Understand the lesson well using TV-based instruction 3.41 Frequently
Overall Mean 3.58 Frequently

It can be gleaned from table 3.2 the factors affecting the preferences of students in

television-based instruction. “Availability of television/equipment” obtained the highest mean

grade of 3.83 with a descriptive equivalence of “frequently”, while “Understand the lesson well

using TV-based instruction” obtained the lowest mean grade of 3.41 with a descriptive

equivalence of “frequently”. The overall mean is 3.58, which indicates that the students

responded “frequently” on the factors affecting the preferences of students in television-based

instruction.

According to the study of Weber (2016) he found out that the use of television to present

instruction has many advantages. It includes 1.) provision of broader student accessibility to

educational opportunities; 2.) potential for attracting additional students and income for

participating institutions; 3.) possible award by cable companies of a public or educational

access channel, which permits greater exposure to the television available; 4.) copies of taped

materials can be made available to students for review; and 5.) more information can be

disseminated to students in less time via television than in regular classes. 

 22

Television’s strengths include the power to engage viewers, to present conceptual

information visually, and to show real people doing real things in environments both local and

international. Television can support professional development by giving teachers opportunities

to observe other teachers as they implement new instructional practices. By enabling teachers

to anticipate what will happen, television reduces the risk inherent in experimentation (Gaible &

Burns, 2007).

Studies of Saltrick, Honey, & Pasnik (2004) Kothari & Takeda (2000) found out that

educational television can assist with the following outcomes: 1.) developing a common

knowledge base, 2.) enhancing learner comprehension of a particular topic or procedure; 3.)

helping learners visualize processes and procedures that might otherwise be difficult to

understand via text or radio; 4.) increasing learner motivation and enthusiasm; 5.) promoting

teacher effectiveness in areas targeted by television or video learning segments; 6.) augmenting

reading skills, especially when used to reinforce the connection between the spoken and written

word.

Sen (2018) cited several limitations of TV-based instruction among students such as: 1.)

for the reason that there is no individual contact no further action is possible other than viewing

and listening; 2.) this can be overcome by organizing a kind of group discussion between

instructors and learners soon after the programme; 3.) there is absence of learner participation

during the programme. It is a one way communication; 4.) the programme cannot be adapted to

individual learners; and 5.) it can only be adapted to particular group if their needs are identified

and defined earlier. There is dissimilarity in the intellectual background of the learners and the

TV programme does not cater to it. This can be overcome by instructors giving additional

background information before the programme enabling everybody to follow it.

 23

Table 3.3
Distribution of Students as to the Factors Affecting their Preferences in Radio-Based
Instruction

Descriptive
Factors Mean
Equivalence
1. Availability of radio/equipment 3.67 Frequently
2. Accessibility of radio in our place 3.75 Frequently
3. Learn independently in listening to educational radio programs 3.41 Frequently
4. Scheduled time in listening through radio-based instruction 3.71 Frequently
5. Learn best while listening to radio 3.44 Frequently
Overall Mean 3.60 Frequently

It can be gleaned from table 3.3 the factors affecting the preferences of students in

radio-based instruction. “Accessibility of radio in our place” obtained the highest mean grade of

3.75 with a descriptive equivalence of “frequently”, while “Learn independently in listening to

educational radio programs” obtained the lowest mean grade of 3.41 with a descriptive

equivalence of “frequently”. The overall mean is 3.60, which indicates that the students

responded “frequently” on the factors affecting the preferences of students in radio-based

instruction.

The use of radio in instruction as distance learning solutions is a powerful way to bridge

the digital divide in the education sector and reach the most marginalized learners. However,

there are still some important matters to consider. Many questions related to the quality

assurance of educational programs, motivation of learners, particularly the youngest ones, the

assessment or measurement of learning outcomes have been address but still need more

investment. Moreover, the question of long-term sustainability of these programs is also in

 24

discussion. Some countries, like Georgia, have decided to continue airing the programs

developed during the pandemic post the reopening of schools (UNESCO, 2020).

Parker and Igielnik (2020) argues that radio has failed to engage with Generation Z —

people born after 1995 — and that its influence and relevance will continue to be subsumed by

digital services unless it upgrades. Key points made in the study includes: Generation Z, which

is projected to account for 40% of all users in the U.S. by 2020, shows little interest in traditional

media, including radio, having grown up in an on-demand digital environment such as

multimedia devices and the Internet.

Table 3.4
Distribution of Students as to the Factors Affecting their Preferences in Modular
Learning

Descriptive
Factors Mean
Equivalence
1. Can only afford to learn in answering and doing tasks in module 3.83 Frequently
2. Self-pace way of learning in accomplishing task 3.66 Frequently
3. Someone at home who can guide me in answering the module 3.62 Frequently
4. Availability of space in our house for studying 3.67 Frequently
5. Set my own schedule in finishing the tasks in the module 3.71 Frequently
Overall Mean 3.70 Frequently

It can be gleaned from table 3.4 the factors affecting the preferences of students in

modular learning. “Can only afford to learn in answering and doing tasks in module” obtained

the highest mean grade of 3.83 with a descriptive equivalence of “frequently”, while “Someone

at home who can guide me in answering the module” obtained the lowest mean grade of 3.62

with a descriptive equivalence of “frequently”. The overall mean is 3.70, which indicates that the

students responded “frequently” on the factors affecting the preferences of students in modular

learning.

According to the data obtained by the Department of Education (2020), most parents

preferred the modular learning system as an alternative to in-person classes this school year
 25

2020-2021. Partial results of the Learner Enrollment and Survey Forms (LESFs) distributed

during the enrollment period showed that 8.8 million parents preferred modular, while 3.9 million

wanted blended or a combination of two or more modalities. The survey also found that 3.8

million parents preferred online learning; 1.4 million, educational TV; and 900,000, radio-based

instruction.

Table 3.5
Distribution of Students as to the Factors Affecting their Preferences in Combination of
Face-to-Face with other Modalities

Descriptive
Factors Mean
Equivalence
1. Difficulty in independent learning 4.59 Always
2. Understand and do the tasks in the module with the guide of a
4.79 Always
teacher
3. Learn best using the different learning modalities 4.51 Always
4. Access to the materials and equipment for blended learning 4.45 Always
5. Flexible time schedule with various ways to learn 4.28 Always
Overall Mean 4.55 Always

It can be gleaned from table 3.5 the factors affecting the preferences of students in face-

to-face with other modalities. “Understand and do the tasks in the module with the guide of a

teacher” obtained the highest mean grade of 4.79 with a descriptive equivalence of “always”,

while “Flexible time schedule with various ways to learn” obtained the lowest mean grade of

4.28 with a descriptive equivalence of “always”. The overall mean is 4.55, which indicates that

the students responded “always” on the factors affecting the preferences of students in face-to-

face with other modalities.

Combination of face-to-face with other modalities from the standpoint of the DepEd is a

fusion of “online distant learning” and “in-person” delivery of printed materials to the homes of

the learners through the barangays (villages) for those who do not have internet access and
 26

interactive facilities in the comfort of their homes. In localities where this is not possible, the

DepEd will use television and radio-based instructions. Radios and televisions across the

country will be used to broadcast lessons, materials and instructions to those who do not have

access to a computer or the internet (https://theaseanpost.com/article/blended-learning-virus-

hit-philippines).

Various approaches of blended learning will be acclimatized to the context of the various

localities where they are applied. Thus, “blended learning” is “differentiated instruction”, where

there’s a combination of online and in-person delivery. The online portion effectively replaces

some of the face-to-face contact time rather than supplementing it.

According to ASEAN Talent Ranking 2019, many marginalized, poverty-stricken, and

vulnerable children in the country will be at a disadvantage. The possible increase in payment

charges for internet subscriptions which is a cost to both, learners and teachers is another

reality. To note, internet services in the Philippines are not only slow but quite expensive

compared to other countries in the region.

The study of Wojciechowski and Palmer (2005) suggest that in technology-based online

learning practices, students cannot sufficiently benefit from these practices due to reasons such

as the sense of loss, isolation, and lack of communication skills, etc. Therefore, blended

learning has an important advantage over online learning.

 27

Table 4
Relationship between the Distance Learning Modality Preferences of Students and the

Factors Affecting These Preferences

Learning Asymp.
Delivery Factors Value df Sig. (2-
Modality sided)
1. Availability of gadgets/equipments 49.118(a) 4 .000
2. Sufficient load/data allowance 19.231(a) 4 .001
3. Stable mobile/internet connection 40.457(a) 4 .000
Online Learning 4. Sufficient time to study the lesson with my
15.444(a) 4 .016
own learning pace
5. Availability of additional learning resources
8.593(a) 4 .072
that can be found in the Internet
1. Availability of television/equipment 29.472(a) 4 .000
2. Learn independently watching educational
31.550(a) 4 .000
Television-Based TV programs
3. Scheduled time in watching through TV-
29.879(a) 4 .000
Instruction based instruction
4. Fond of watching television at home 13.967(a) 4 .007
5. Understand the lesson well using TV-based
26.682(a) 4 .000
instruction
1. Availability of radio/equipment 33.306(a) 4 .000
2. Accessibility of radio in our place 19.151(a) 4 .001
Radio-based
3. Learn independently in listening to
33.306(a) 4 .000
educational radio programs
Instruction
4. Scheduled time in listening through radio-
26.355(a) 4 .000
based instruction
5. learn best while listening to radio 24.459(a) 4 .000
Modular 1. Can only afford to learn in answering and
16.868(a) 4 .004
doing tasks in module
Learning 2. Self-pace way of learning in accomplishing
19.588(a) 4 .001
task
3. Someone at home who can guide me in 11.682(a) 4 .020
 28

answering the module

4. Availability of space in our house for
13.763(a) 4 .008
studying
5. Set my own schedule in finishing the tasks
7.766(a) 4 .003
in the module
1. Difficulty in independent learning 25.344(a) 4 .000
2. Understand and do the tasks in the module
Combination of 26.931(a) 4 .004
with the guide of a teacher
Face-to-Face 3. Learn best using the different learning
21.744(a) 4 .000
modalities
with other
4. Access to the materials and equipment for
18.901(a) 4 .007
Modalities blended learning
5. Flexible time schedule with various ways to
29.611(a) 4 .000
learn
Table 4 shows the relationship between the distance learning modality preferences of

students and the factors affecting their preferences. The data implies that the p-value of all the

factors affecting the learning delivery modality preferences of students is less than .005 which

means that there is a significant relationship between the preferred distance learning modalities

and the factors affecting their preferences. The findings in table 4 shows that the learning

delivery modality preferences of students were influenced by the different factors such as the

availability of gadgets/equipment (cellular phone, laptop, desktop computer, television, radio,

etc.), availability of internet connection, learning styles, study habits, availability of someone at

home to guide them, access to these learning materials.

According to DepEd, the “most preferred modality” among the options in the Basic

Education-Learning Continuity Plan (BE-LCP) is the modular learning. Based on the Learner

Enrolment Survey Form (LESF) gathered, there are 9,424,925 students who chose modular

distance learning. Parents cited several factors that may affect their child’s learning process

through distance education such lack of available gadgets/equipment, insufficient load/data

allowance, unstable mobile/internet connection, existing health conditions, difficulty in

independent learning, conflict with other activities, lack of available space for studying and

distraction. Thus, parents come up to decide what distance learning modilty they prefer for their

child based on these several factors and circumstances.

 29

Secretary Leonor Briones (2020) said that given the initial result of its survey on the

preference of learners, education in the new normal is not only online – thus, there is no need

for parents and learners to buy gadgets or devices if their situation or financial status do not

allow them to do so. Department of Education puts focus on self-learning modules as the

primary learning tool that can cater to all students, which can then be blended with other

learning delivery modalities that the student has access to. Using blended/distance learning

modalities, Briones explained that lessons will be delivered to the students in their homes

through printed modules prepared for learners who have limited access or have absolutely no

access to internet and digital services; via online learning resources such as the DepEd

Commons; and Television or radio-based instruction.

Recommendations

In light of the above-mentioned results and findings, the following recommendations are

hereby presented:

1. The Department of Education’s mandate to deliver quality education, no matter are these

circumstances, should make sure of the inclusivity of the learning continuity plan.

2. The school should urged support for parents, guardians, local government units and other

stakeholders in delivering new adaptive learning methods to ensure children continue to

learn, and remain protected from COVID-19.

3. Teachers are encouraged to adapt to different techniques and strategies in teaching in the

new normal education. Seminar or training about how to enhance these skills in delivering

quality education in the midst of pandemic should be planned.

4. The Learner’s Enrolment and Survey Form should be used as a tangible guide in crafting the

school’s learning continuity plan which also manifest the reason why parents and students

preferred this learning delivery modality.

5. Tapping for partnership with other stakeholders in delivering quality education is highly

encouraged. Partnership could be in a form of aid, donation, or any other form of support.
 30

X. Dissemination and Advocacy Plans

Results of this study will be presented to the school head and the teachers in the

researcher’s school. The results of this study will enable to identify the distance learning

modality preferences of the students and teachers in Payas National High School in relation to

the challenges that might affect the teaching and learning process through distance education.

The results and insights that will be derived from this study can provide a broader standpoint in

the implementation of the program - Alternative Delivery Modes such as Distance Learning. This

could be the basis of other schools as they address similar problems. The results of the study

could be a realization to other schools who also aim to provide quality education even to

learners facing academic challenges.

Moreover, this research will serve as guide to improve the program implementation on

areas involving the learners, teachers, school facilities and guidelines and procedures.

XI. References

A. Books

Apkabie, Claude, Belkachla, Saïd, Van der Pol, Hendrik. September 10, 2010. 2010 EFA
Global Monitoring Report Reaching the Marginalized. UNESCO, United Nations
Educational, Scientific and Cultural Organization. Oxford University Press.
UNESCO ISBN 9789231041297, OUP ISBN 9780199584987

Ericta, Carmelita N. and Collado, Paula Monina G. (2008). Functional Literacy, Education
and Mass Media Survey. Final Report. ISSN 1908-0905.

B. Journals/Articles

Allen, J., J. Bourhis, N. Burrell, and E. Mabry. 2002. Comparing student satisfaction with
distance education to traditional classrooms in higher education: A meta-analysis.
The American Journal of Distance Education 16(2), 83-97. Allen, M., N. Burrell,
 31

and E. Timmerman. 2007. In Handbook of distance education, ed. M. G. Moore,

149-156. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Allen, M., N. Burrell, and E. Timmerman. 2007. In Handbook of distance education, ed. M.
G. Moore, 149-156. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Amadora, Mikaela G. 2020. Common Problems that Occur During Online Classes. Manila
Bulletin. Technology News.Manila, Philipphines.

ASU Pre Digital. January 24, 2019. Arizona State University. 4 Reasons Why Students
Prefer Online Learning.

Bender, Lisa. 2020. Key Messages and Actions for COVID-19 Prevention and Control in
Schools. United Nations Children’s Fund. New York City.

Bernard, R. M., P. C. Abrami, Y. Lou, E. Borokhovski, A. Wade, L. Wozney, P. A. Wallet,

M. Fiset, and B. Huang. 2004. How does distance education compare with
classroom instruction? A meta-analysis of the empirical literature. Review of
Educational Research 74(3), 379-439.

Briones, Leonor M. 2020. Department of Education. (Speech at the Launch of Sulong

EduKalidad, Bulwagan ng Karunungan, Department of Education) Pasay City,
Philippines, December 3, 2019.

Burns, J. and Gaible, S, (2007). “The writers are getting kind of desperate”: Young
adolescents, television, and literacy. Journal of Adolescent & Adult Literacy. Vol
43, Iss. 7,pp. 596-60
Department of Education. Policy Guidelines on the Utilization of Funds for Alternative
Delivery Modes (ADMs) in Formal Basic Education. Pasig City:
Department of Education, 2011.
Gautam, Priyanka. 2020. Advantages and Disadvantages of Online Learning.
https://elearningindustry.com/advantages-and-disadvantages-of-online-learning.
International Technology Management Corporation (Item). December 2012. UNICEF
Evaluation on Alternative Delivery Modes: MISOSA and e-IMPACT. Final Report
INTEM.

Malaluan, Nepomuceno A. 2020. DepEd’s distance learning. Office of the Undersecretary.

Department of Education. Pasay City, Philippines.
 32

Morgan Polikoff, Anna Rosefsky Saavedra and Shira Korn. 2020. Not all kids have
computers – and they’re being left behind with schools closed by the coronavirus.
University of Southern California – Dornsife College of Letters, Arts and Sciences
https://dornsife.usc.edu/news/stories/3213/not-all-kids-have-computers-and-theyre-
being-left-behind-with-sc/

Pascua, Alain Del B. 2020. Department of Education. (Speech at the Launch of Sulong
EduKalidad, Bulwagan ng Karunungan, Department of Education) Pasay City,
Philippines. May 20, 2020.

Saltrick, S., Honey, M., & Pasnik, S. (2004). Television goes to school: The impact of
video on student learning in formal education. Produced for the Corporation for
Public Broadcasting. New York, NY: Education Development Center, Inc.

Sanoy, Prudencia. “Alternative Delivery Mode (ADM) in the Philippines.” Presentation at

the SEAMEO INNOTECH Regional Forum on Best Practices of Secondary Level
ADM in SEAMEOmember Countries, Quezon City, Philippines, September 25 –
28, 2012. Department of Education. Open High School Program (OHSP)
Handbook. Pasig City: Department of Education, 2008.
Seale, Colin. 2020. Distance Learning During the Coronavirus Pandemic: Equity And
Access Questions For School Leaders. Forbes. New York City. USA.

Sen, Varsha. 2018.

Wojciechowski, A., & Palmer, L. B. (2005). Individual student characteristics: Can any be
predictors of success in online classes. Online Journal of Distance Learning
Administration, 8(2), 13.
Weber, Andrew M. 2016. The Pros and Cons of Teaching/Learning by Television. Meeting
of the Eastern Community College Social Sciences Association (Williamsburg,
VA, March 2016).

C. Published/Unpublished Thesis/Dissertation

Cadir, Ausda E. and Cadir, Barjunaid. 2018. Phenomonology of Kinder Teacher Handling
Alternative Delivery Mode (ADM) Classes in Talon-Talon District. Universidad de
Zamboanga. Zamboanga City, Philippines.

D. Electronic Sources
 33

https://www.deped.gov.ph/2020/02/14/sulong-edukalidad-a-move-to-innovate-ph-
education-says-briones/

https://www.deped.gov.ph/2019/12/04/sulong-edukalidad/

https://www.forbes.com/sites/colinseale/2020/03/17/distance-learning-during-the-
coronavirus-pandemic-equity-and-access-questions-for-school-leaders/#2a478eec1d4d

https://www.moneymax.ph/lifestyle/articles/distance-learning-philippines

https://news.mb.com.ph/2020/03/18/deped-launches-online-platform-to-support-distance-
learning/

https://www.philippineseducation.info/distance-education

https://www.rappler.com/newsbreak/in-depth/263290-distance-learning-looming-crisis-
students-with-special-needs

https://www.reuters.com/article/us-health-coronavirus-philippines-school/philippines
students-face-distance-learning-until-covid-19-vaccine-found-idUSKBN23G1HK

https://tribune.net.ph/index.php/2020/03/22/e-learning-amid-a-pandemic/

https://www.unicef.org/evaldatabase/files/Philippines_ADM_Evaluationl_Philippines-
2012-001.pdf

https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-
digital-learning/

https://psa.gov.ph/statistics/survey/labor-and-employment/labor-force-survey/title/
Preliminary%20Results%20of%20the%202019%20Annual%20Estimates%20of%20Labor
%20Force%20Survey%20%28LFS%29

https://www.philstar.com/the-freeman/cebu-news/2020/08/07/2033565/most-students-
prefer-modular-learning

https://en.unesco.org/news/learning-through-radio-and-television-time-covid-19

www.unesco.org

https://theaseanpost.com/article/blended-learning-virus-hit-philippines

https://www.dexway.com/5-reasons-why-online-learning-is-more-effective/
 34

https://www.pewsocialtrends.org/essay/on-the-cusp-of-adulthood-and-facing-an-uncertain-
future-what-we-know-about-gen-z-so-far/

E. Others

Enhanced School Improvement Plan. 2019-2022. Payas Nationa High School 300237.
Sta. Barbara, Pangasinan.

XII. Financial Report

The estimated cost of the research was approximately P8,000.00 which will cover

the encoding, photocopy of materials to be used and other expenses. It also includes the

expenses of the researcher for travel and internet search.

Expected Expenses Amount

Encoding 1,000.00
Materials for printing (ink, short bond paper, clip and folder) 3,000.00
Internet connection (for researching of literatures and studies) 2,000.00
Hard bounding (for the final copies of Basic Research Completion) 1,000.00
Travel expenses 1,000.00
Statistical Analysis using SPSS (Statistical Packages for the Social
1,000.00
Sciences)
Total 8, 000.00
 35

FACTORS AFFECTING THE DISTANCE LEARNING MODALITY PREFERENCES OF

STUDENTS IN PAYAS NATIONAL HIGH SCHOOL

Survey Questionnaire

Name: ____________________ (optional) Grade Level: _______________________

I. Distance learning modality preferences.

Direction: What distance learning modality do you prefer for your child? Choose one that applies
by putting a check on the space provided corresponding to the chosen modality.

____ Online Learning

____ Television

____ Radio

____ Modular Learning

____ Combination of Face to face with other Modalities

II. Factors affecting the distance learning modality preferences of the students.

Direction: Please put a check ( / ) on the appropriate statements in your situation using the
scale below. Please answer ONLY the factors of your chosen learning delivery modality.

5 – always 4 – frequently 3 – sometimes 2 – seldom 1 – never

Sometime
Factors Always Frequently Seldom Never
s
A. Online Learning
1. Availability of gadgets/equipments
2. Sufficient load/data allowance
3. Stable mobile/internet connection
4. Sufficient time to study the lesson
with my own learning pace
 36

5. Availability of additional learning

resources that can be found in the
Internet
B. Television-Based Instruction
1. Availability of television/equipment
2. Learn independently watching
educational TV programs
3. Scheduled time in watching
through TV-based instruction
4. Fond of watching television at
home
5. Understand the lesson well using
TV-based instruction
C. Radio-Based Instruction
1. Availability of radio/equipment
2. Accessibility of radio in our place
3. Learn independently in listening to
educational radio programs
4. Scheduled time in listening
through radio-based instruction
5. learn best while listening to radio
D. Modular Learning
1. Can only afford to learn in
answering and doing tasks in
module
2. Self-pace way of learning in
accomplishing task
3. Someone at home who can guide
me in answering the module
4. Availability of space in our house
for studying
5. Set my own schedule in finishing
the tasks in the module
E. Online Learning, TV-Based Instruction, Radio-Based Instruction, Modular Learning, and
Combination of Face to Face with other Modalities
1. Difficulty in independent learning
2. Understand and do the tasks in
the module with the guide of a
teacher
3. Learn best using the different
learning modalities
4. Access to the materials and
equipment for blended learning
5. Flexible time schedule with
various ways to learn
37