CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the conceptual and research literature which

were found by the researchers to significantly support and strengthen

the study.

Conceptual Literature

The researchers provide a review of literature in three areas

related to the present studies: the digital modular; the modular distance

learning; and the new normal education.

Digital modular. Yoon et al. (2012) stated that digital learning (E-

Learning) was first proposed by Jay Cross in 1999. With the advance

and development of technology tools, it appeared different explanations

and terminology, such as Internet-based training, web-based training, or

on-line learning, network learning, distance learning.

Doris Holzberger et al. (2013) regarded digital learning as

delivery with digital forms of media (e.g. texts or pictures) through the

Internet; and, the provided learning contents and teaching methods

were to enhance learners’ learning and aimed to improve teaching

effectiveness or promote personal knowledge and skills. Basically,

computers and network technology media were applied to learning

situations, including synchronous and asynchronous network learning,

to break through the restrictions on time, location, and schedule, and to

2012).

Modular Distance Learning. Distance Learning refers to a learning

delivery 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: Modular Distance Learning

(MDL), Online Distance Learning (ODL), and TV/Radio-Based

Instruction. Modular learning is the most popular type of Distance

Learning. In the Philippines, this learning modality is currently used by

all public schools because according to a survey conducted by the

Department of Education (DepEd), learning through printed and digital

modules emerged as the most preferred distance learning method of

parents with children who are enrolled this academic year (Bernardo, J).

This is also in consideration of the learners in rural areas where internet

is not accessible for online learning. (Quinones, 2020)

https://www.dpublication.com/wp-content/uploads/2020/11/27-427.pdf

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. Learner’s access electronic copies of

learning materials on a computer, tablet PC, or smartphone. CDs,

to deliver e-learning materials, including offline E-books. The teacher

takes the responsibility of monitoring the progress of the learners. The

learners may ask assistance from the teacher via e-mail, telephone, text

message/instant messaging, etc. Where possible, the teacher shall do

home visits to learners needing remediation or assistance. Any member

of the family or other stakeholder in the community needs to serve as a

para-teachers. (Llego, 2021)

https://www.teacherph.com/deped-learning-delivery-modalities/

Based on the study conducted by Ambayon (2020), modular

instruction is more operative in the teaching-learning method as

equated to usual teaching approaches because in this modular

approach the students learn in their own stride. It is unrestricted self-

learning panache in which instantaneous reinforcement, a comment is

provided to practice exercise, which stimulates the students and builds

curiosity in them. Hence, this kind of learning modality increases the

student-centered approach in learning. However, the implementation of

modular instruction fostered various challenges to teachers, students,

and parents. The study of Dangle & Sumaoang (2020) showed that the

main challenges that emerged were lack of school funding in the

production and delivery of modules, students struggle with self-studying,

and parents’ lack of knowledge to academically guide their

with the use of modular distance learning.

New normal education. The global outbreak of the COVID-19 pandemic

has spread worldwide, affecting almost all countries and territories. The

outbreak was first identified in December 2019 in Wuhan, China. The

countries around the world cautioned the public to take responsive care.

The public care strategies have included handwashing, wearing face

masks, physical distancing, and avoiding mass gathering and

assemblies. Lockdown and staying home strategies have been put in

place as the needed action to flatten the curve and control the

transmission of the disease (Sintema, 2020).

The impact is far reaching and has affected learning during this

academic year or even more in the coming days. Several schools,

colleges and universities have discontinued face-to-face teaching.

There is a pressing need to innovate and implement alternative

educational and assessment strategies. The COVID-19 pandemic has

provided us with an opportunity to pave the way for introducing digital

learning (Dhawan, 2020).

As schools have been closed to cope with the global pandemic,

students, parents, and educators around the globe have felt the

unexpected ripple effect of the COVID-19 pandemic. While

governments, frontline workers and health officials are doing their best
slowing down the outbreak, education systems are trying to continue

imparting quality education for all during these difficult times. Many

students at home/living space have undergone psychological and

emotional distress and have been unable to engage productively. The

best practices for online homeschooling are yet to be explored (Petrie,

2020).

https://journals.sagepub.com/doi/full/10.1177/2347631120983481

During the Covid-19 pandemic, teachers were asked to transition

to online teaching with little time to prepare, becoming both instructional

designers and pedagogical facilitators using tools which few had fluently

mastered. Their lack of experience teaching in a virtual environment

was reported widely in the media, yet demand for these learning models

has in fact been increasing in the K–12 sector (Archambault & Kennedy,

2014; Rice & Deschaine, 2020)

Research Literature

Some important studies that yield relevant findings for

consideration in the present study are reviewed.

In the study conducted by Aksan (2021), students’ perceptions agreed

on using the modular distance learning approach. The study also

revealed that students who agreed on using a modular distance

learning approach (MDLA) in Math have few challenges. It had also a

positive effect on students’ performance in which students performed

performance. Moreover, the findings revealed that there is not enough

evidence to conclude that there is a significant relationship of the

students’ perceptions to the academic performance of the STEM grade

11 students using the new method of teaching modular distance

learning approach (MDLA) amid the COVID-19 pandemic. Therefore,

the researcher concluded that the academic performances of STEM

students were not affected by their perceptions of MDLA. This means

that the quality of performance did not depend on their perceptions. And

the researcher also concluded that this approach helped students to

improve their math performance.

Aksan, J. A. (2021). Effect Of Modular Distance Learning Approach To Academic

This pandemic has drastically changed the education landscape

and revealed old and new challenges such as the digital divide (Altbach

and De Wit, 2020; HESB, 2020) — a term coined for lack of appropriate

gadgets, internet inaccessibility, teachers’ “learning by doing set-up,”

and other hybrid online opportunities. From the initial data, around 6.9

million Filipino underprivileged learners experience unstable mobile and

internet connections, while 6.8 million cite no gadget at all (as cited by

Mateo, 2020

https://medium.com/underscore-online/education-in-the-new-normal-a-closer-look-at-
philippines-learning-solutions-amidst-the-pandemic-ba0adc339d8f
 According to Dargo, J. & Dimas (2021), the study revealed that

the 2.25% decrease in the GWA of learners after the implementation of

MDL denotes a significant difference in their academic performance.

MDL strengthens family bonding, independent learning, and is cost-

effective. However, it is an additional workload to working parents, there

is limited teacher-learner interaction, learners lack socialization with

other children and have no exposure to significant school activities but

are rather exposed to many distractions at home.

Dargo, J. & Dimas, M. (2021). Modular Distance Learning: Its Effect in the Academic

Performance of Learners in the New Normal. Journal of Education, Teaching and

Learning, 6(2), 204-208. STKIP Singkawang. Retrieved April 19, 2022

from https://www.learntechlib.org/p/220456/.

The level of academic performance of the students is likely to

drop for the classes held for both year-end examination and internal

examination due to reduced contact hour for learners and lack of

consultation with teachers when facing difficulties in

learning/understanding (Sintema, 2020).

As of July 2020, 98.6% of learners worldwide were affected by

the pandemic, representing 1.725 billion children and youth, from pre-

primary to higher education, in 200 countries (United Nations, 2020).

Therefore, making learning possible and available from homeschooling

has been the need of the hour.