THE EFFECTS OF DISTANCE LEARNING TO THE ACADEMIC PERFORMANCE OF THE

GRADE 12 -TVL LEARNERS OF POLANGUI GENERAL COMPREHENSIVE HIGH SCHOOL

A RESEARCH PROPOSAL

PRESENTED TO

THE FACULTY OF POLANGUI COMPREHENSIVE HIGH SCHOOL

SENIOR HIGH SCHOOL DEPARTMENT

IN PARTIAL FULFILMENT OF THE SUBJECT'S

REQUIREMENT IN PRACTICAL RESEARCH

. Submitted By:

JAMILLE R. ESCANILLAS

PRINCES MEA PENA

JAY SANCHEZ BONGGAO

JOHN ERIC NUNEZ BIHAG

. EVELYN BATALLER

MEQUAELA LABID

JOHN PAUL SARIO

Submitted to:

MARY FAYE NABOR

 CHAPTER I

ABSTRACT

The study aimed on the factors affecting modular distance learning among 12-TVL students in a
senior high school the study was conducted during the fourth quarter the school year 2019-2021 due to
the COVID-19 pandemic schools modular distance learning (MDL) so ensure educational continuity this
study to effects of MDL in the academic performance of learners whether there is a significant
difference in their academic performance before and after the implementation off online and modular
the study revealed that the 2.25% decrease in the GWA of learners and independent learning and is cost
effective it is a additional workload to working parents,there is school activities but are rather exposed
to many distraction at home to bridge and graphs simplifying modules improve learning outcomes
future researchers who will conduct research relate to modular distance learning to 12 TVL students also
consider the finding of the study in drafting their related concepts of the students COVID-19 pandemic
to numerous goverments deciding to close school for several weeks in spring 2020. Empirical evidence
on the impact of COVID-19-related school closures on academic achievement is only just emerging. The
present work aimed to provide a first systematic overview of evidence-based studies on general and
differential effects of COVID-19-related school closures in spring 2020 on student achievement in
primary and secondary education. Results indicate a negative effect of school closures on student
achievement, specifically in younger students and students from families with low socioeconomic
status.certain measures can be identified that might mitigate these negative effects. The findings are
discussed in the context of their possible consequences for national educational policies when facing
future school closures.

INTRODUCTION

The COVID-19 pandemic has caused unprecedented damage to the education system,especially in
educational institution,and in particular to teaching staff the most critical resource of any educational
institution,which have to face financial,physical,and mental challenges.Teaching staff use teaching
methods virtually,which are not affected by the additional demands generated by the context of the
coronavirus pandemic.Every academic or pre-academic educational institution have the necessary tools
for the formation oc a virtual class,as an extension of the real class.However,the ability of the teaching
staff to adapt to the new requirements is greatly affected by the formation working skills with new
technologies.The SARS-CoV2 virus has threatened the activity of high schools,colleges and
universities,which is why the issue of whether or not to continue teaching and learning has been
mised,provided that the health health of students and of education staff is protected.Educational
institutions preferred to close traditional(face to face) teaching activities;including laboratories,and
tranferred teaching activities to the online environment in order to prevent the spread of the
virus.Forcibly moving educational activity to the environmental allows for flexibility in teaching and
learning because courses are easily accessed. spring 2020, the COVID-19 pandemic caused severe
disruption to everyday life around the world. As one of several measures taken to prevent the spread of
the virus, many governments closed schools for several weeks or months. Although school closures are
considered to be one of the most efficient interventions to curb the spread of the virus (Haug et al.,
2020), many educators and researchers raised concerns about the effects of COVID-19-related school
closures on student academic achievement and learning inequalities. For instance, Woessmann (2020)
estimated a negative effect of 0.10 SD on student achievement due to COVID-19-related school closures.
Moreover, Haeck and Lefebvre (2020) estimated that socioeconomic achievement gaps would increase
by up to 30%. The negative effects of school closures due to summer vacation or natural disasters, and
of absenteeism on student achievement are already well documented in the literature (for an overview
see Kuhfeld et al., 2020a). Less is known, however, about the impact of COVID-19-related school
closures on student achievement. The primary focus of the literature on COVID-19-related school
closures to date was on the reception and use of digital learning technologies and remote learning
(Andrew et al., 2020; Grewenig et al., 2020; Maity et al., 2020; Pensiero et al., 2020; Blume et al., 2021).
Moreover, the psychological impact of COVID-19-related school closures, the use of school counseling in
connection with COVID-19 (O’Connor, 2020; Xie et al., 2020; Ehrler et al., 2021; Gadermann et al., 2021;
O’Sullivan et al., 2021), and the effects of the school closures on student motivation (Zaccoletti et al.,
2020; Smith et al., 2021) were investigated. Existing projections of the impact of COVID-19 on student
achievement paint quite a bleak picture. A learning loss of a year into the pandemic, it is a good time for
a first stocktaking of the actual, evidence-based impact of COVID-19- related school closures on student
achievement. Consequently, the present work aimed to answer two research questions. First, what was
the general effect of COVID-19-related school closures in spring 2020 on student achievement in primary
and secondary education? Second, did school closures have differential effects on specific student
groups.

STATEMENT OF THE PROBLEM

This study determines the factors affecting the moduler distance learning among grade 12-TVL students
at a certain senior high school of the municipality of polangui.

1.) What are the (main)reason of the distance learners of grade 12-TVL students of PGCHS.

2.)What are the experience of the grade 12 students in modular distance learning and online learning?

3.)What are the factor that affect modular distance learning and online learning among students

in term of?

1.1. Learning preference

1.2. Teacher support?

1.3. Parental support?

SCOPE AND DELIMINTATION

The study involves the Grade 12 students specially the TVLstrand of a senior high school in the
municipality of luguit which may be interpret as arestriction that limits the generalization of
resultsThere will be two sections involved in this study.Further,this study aims to find out the factors
affecting modular distance learning among students.Students will be onsidered as respondents in in this
mixture of quantitative-qualitative research whi will answer a self-administerd questionnaire and an
interview.This study will be conducted during the fourth quarter of 2020-2021. In determining
effectiveness of modular distance learning among the grade 12 Technical Vocational Livelihood in
Polangui General comprehensive high school on the following personal related factors that affects the
modular distance learning of the student and the significant relastionship between the profile of the
respondents and the factors that affects the modular distance learning of the students. The personal
related factors were limited to age, sex, religion, place of residence, parent's monthly income, gadgets
used and types of internet connectivity. it is also facuses on the factors that affects the modular distance
learning of the students along the following learning climate transfer of learning and workplace
Environment.the respondents of the study will be randomly slected to the grade 12 TVL students of
polagui general comprehensive high school grade 12 -TVL teachers will also be included to validate the
perception of the grade 12 TVL students. The descriptive correlation menthod of research will
employed. The relevant data that were gathered in the study was limited to what was measured by the
questionnaire constructed by the reseachers some items of which were adopted form several sources.

SIGNIFICANCE OF STUDY

Modular Distance Learning is one of the Learning Delivery Modalities of the Department of Education is
response to the CoVID-19 pandemic situation.

DEPED

Polangui General Comprehensive High School (PGCHS)is the flagship secondary school of the
municipality of Polangui and one of the leading schools in the province of Albay.It has an average
population of 4,000 students.PGCHS has 7 present curricula.It is located along the BUHI-
Polangui,Albay;having a total service area of 48,708 square meters.It is 39.1 kilometers away from the
Department of Education (DepEd)Albay Division Office.PGCHS is a cluster center for all private and
Public schools in the municipalities of polangui,Oas,Libon, the city of ligao and Bato,Camarines Sur.It is
also one of the 54 regional leader schools in the country.As a leader school,it serves as a center for
training and development of materials and staff in home Management, Information Technology,
Communication Arts,Sciences,and Social Studies.

SCHOOL ADMINISTRATION

The results of the study will help them to come up with a decision on whether to retain the use of
Modular Distance Learning as it's mode of learning delivery or to resort to other learning
modalities.Present Curricular

K to 12 Basic Education Curriculum (K-12 BEC)The overall design of grade 1 to 10 curriculum follows the
spiral approach across subjects by building on the same concepts developed in increasing complexity
and sophistication starting from grade school.Teachers are expected to use the spiral/progression
approach in teaching competencies.Subjects are taught from the simplest concepts to more complicated
concepts through grade levels in spiral progression.As early students gain knowledge in areas such as
Biology, Geometry,Earth Science, Chemistry,and Algebra.This ensures a Mastery of knowledge and skills
after each level.

STUDENT

The outcomes of the study will help them identify which among learning interventions were effective or
not after the first semester's Modular Distance Learning modality. In line with it's objective of
developing a well-rounded personality of Polangui General Comprehensive High School,the school
maintains the following facilities and implements the following services: Guidance services,Perfect of
Discipline,Library Services, Computer Laboratory, Computer Laboratory, Health Service,Food Service,
Science Laboratory,TLE Laboratories, Religious Services.To enrich the classroom experiences and to
developed in the students the desired values and attitudes as persons,the campus ministries in the
different religous sectors provide services for worshipping and living.To attain these goals,they conduct
prayer sessions,class information, Eucharistic celebration , meditations and reading of magazine,Bible
and pamphlets in the Meditation Garden located at the back of the left wing of the main building.The
school chapel is located in front of the main Building,near the basketball court.

TEACHERS

They will be able to find out the pros and cons of Modular Distance Learning and improve their
teaching strategies and interventions when using the said modality.

SETTING OF THE STUDY

Before this lockdown and physical distancing was not prohibited,imagine you are a graduate student in
agricultural economics and had tour of a place where you saw many different kinds of fruits in
abundance and which were usually inexpensive.On your return to your dorm you are full of
"kwento"about your tour experience.You describe to your dornmates the uncommon variety of
fresh,lucinous fruits.It was the first time you nearly finished by yourself almost a kilo of guavas,star
fruits,lanzones and chasews.You desciribe to your friends that the geographic location is an ideal place
for orchard farms- the common industry from which most farms- the common industry from which most
families draw their income - that the tour schedule coincided with the harvest, that the government
gives incentives to fruit growers and that their barangaysaid in exporting farm produce. You describe to
them the citrus trees (pomelo, oranges, lemons, dayap, calamansi) lining up the roads from part of the
highway to inside that town. You are temted to borrow some descriptions in the tourism brochure you
kept after the tour. After all, it was that brochure that made you finally decide to join the tour and frind
true whar it says.
References

Polangui General Comprehensive High School

 Dangle, Y.R. & Sumaoang, J. (2020). The implementation of modular distance learning in the Philippines
secondary public schools. 3rd International Conference on Advanced Research in Teaching and
Education. Dublin Republic of Ireland

Andrew, A., Cattan, S., Costa-Dias, M., Farquharson, C., Kraftman, L., Krutikova,S., et al. (2020). Learning
During the Lockdown: REAL-time data on Children’s Experiences During Home Learning. The Institute for
Fiscal Studies. Available online at:https://www.ifs.org.uk/publications/14848

Azevedo, J. P., Hasan, A., Goldemberg, D., Iqbal, S. A., and Geven, K. (2020). Simulating the Potential
Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates.
Washington, D.C.: The World Bank.

Graph:http://dbpedia.org Within Data Space:dbpedia.org

CHAPTER II

REVIEW OF RELATED LITERATURE

Distance Learning and Distance Education, originated in mid-18th century, aimed to compensate the
insufficiency of traditional education. It rapidly developed from correspondence courses and tapes
(Williams, Paprock& Covington, 1999) to the release of personal computers and the applications of
computer-based multimedia applications.The maturity of network technology has computerbased
network technology become the advantageous media in current Distance Education, which provides
more flexibilities and learning opportunities (Huang et al., 2009; Yin et al., 2010). The emphasis of
Lifelong Learning has challenged the traditional ideas of schools being the final learning places. The
broad applications of the Internet have Distance Education become another wave of learning
mainstream (Tsou, 2009). Web-based instruction is open-ended, in which the resources are almost
endless and infinite. Learners could receive resources of texts, figures, audio and video, and
interpersonal interaction through hyperlinks and online inquiries (Chen, 2010).Distance Learning used to
be confused with Distance Education and Distance Instruction. As a matter of fact, Distance Learning
stresses on students’learning processes in Distance Learning that it is student-centered (Huang et al.,
2009). Distance Learning was described, in American Education Conference in 1996, as a system or
process connecting the classified learning resources and learners (Lewis, 2000). Williams, Paprock&
Covington (1999) regarded Distance Learning or Distance Education as learning allocation the instruction
presented when learners and teachers were separated in space and time. Billings et al. (2001)described
Distance Learning as the segmented time/space between learners and teachers that education
technology was utilized for establishing a learning environment for the continuous education of nursing
staff.Distance Learning could be segmented by time and space and generally presented by synchronous
and asynchronous (Billingset al., 2001; Lewis, 2000). Synchronous activities refer to several people
simultaneously communicating on the computer-based network, such as videoconferencing, with which
the users could see images and hear voice at the same time. Asynchronous activities indicate the
communication among several people not at the same time that the information is stored in a
designated computer, which theoretically could be read, seen, or heard by the users at any time and
places (Chiu, 2009). In adult education, autonomous and flexible learning is emphasized. The
asynchronous learning approach offered in computerbased network technology features the flexibility
of could adapt to learners with different learning styles and reduce the effects of Learning
Styles.Regarding Learning Effectiveness, Biner (1993) explored the evaluation tools for Learning Attitude
in Distance Educationandfound the key dimensions of Curriculum Instruction, Technological Media, and
Curriculum Management. This study therefore refers to the research dimensions of Biner (1993) for the
questionnaire of Distance Learning Effectiveness.

DISTANCE LEARNING OF GRADE 12-TVL STUDENTS OF PGCHS

The many thousands of K–12 students who participate in online education programs are attracted to
virtual schooling because it offers advantages over classroom-based programs. Among the benefits of
distance education for school-age children are increases in enrollment or time in school as education
programs reach underserved regions, broader educational opportunity for students who are unable to
attend traditional schools, access to resources and instructors not locally available, and increases in
student-teacher communication. Students in virtual schools showed greater improvement that their
conventional school counterparts in critical thinking researching, using computers, learning
independently, problem-solving, creative thinking, decision-making, and time management (Barker &
Wendel, 2001). Academic advantages over traditional classroom instruction were demonstrated by
students in Mexico’s Telesecundaria program, who were “substantially more likely than other groups to
pass a final 9th grade examination” administered by the state (Calderoni, 1998, p. 6); by students taking
a chemistry by satellite course (Dees, 1994); and by students learning reading and math via interactive
radio instruction (Yasin & Luberisse, 1998). Virtual school developers and instructors continue to refine
their practice, and in so doing, they learn from reports of both successful and 2unsuccessful programs.
Virtual schooling, like classroom schooling, has had limited success in some situations. In an online
environment, students may feel isolated, parents may have concerns about children’s social
development, students with language difficulties may experience a disadvantage in a textheavy online
environment, and subjects requiring physical demonstrations of skill such as music ,physical education,
or foreign language may not be practical in a technology-mediated setting. For example, Bond (2002)
found that distance between tutor and learner in an online instrumental music program has negative
effects on performance quality, student engagement ,and development and refinement of skills and
knowledge. While distance learning was viewed as beneficial for providing the opportunity for
elementary school students to learn a foreign language, Conzemius and Sandrock (2003) report that
“the optimal learning situation stillinvolves the physical presence of a teacher” (p. 47). Virtual school
students show less improvement than those in conventional schools in listening and speaking skills
(Barker & Wendel, 2001). Highly technical subjects such as mathematics and science have also proven to
be difficult to teach well online. The Alberta Online Consortium evaluated student performance on end-
of-year exams among virtual school students across the province, and found that virtual school student
scores in mathematics at grades 3, 6, 9, and 12, and the sciences at grades 6 and 9 lagged significantly
behind scores of nonvirtual school students (Schollie, 2001).Given instruction of equal quality, groups of
students learning online generally achieve at levels equal to their peers in classrooms (Kearsley, 2000).

FOREIGN LITERATURE

Education technology magazine is the world's leading periodical piblication covering the entire field of
educational technology,an erea pioneered by the magazine's editors in the early 1960s.Read by leaders
in more than one hundred countries,the magazine has been at the forefront of very important new
trens in the development of the field throughout the past five decades. Conclusions showed that there
were significant differences between modular and traditional in general comprehension of students'.
Findings depicted that students taught through modular approach gained higher mean score in teacher
made general comprehension-based test than students taught through traditional approach. ICTs can
create opportunities fo.distance-Learning institutions to.provide distances-Learning platforms. Which
can make it possible for many students situated far from the centers of learning to.educate themselves.
e -learning is very important in recent years because it can enable e-learning opportunities that have not
been previously available to.distance-learning great opportunities for learning for individual students
globally, such as helping in educating wnd providing training opportunities on different topics from
focused educational programs to.general habbies. Generally it is believed that e-learning was designed
for purposeful and disciplined students because there is no direct contact with theecturer which may
increase the demand for them to.work independently . Distance learning is higher education can teach
students skills of self-study the ability to plan and organize time management skills. The ability to solve
problems to.take responsibility to.work under pressure and to be creative and intiative. Understanding
that distance learning gives everybody an opportunity to develop these socail qualities which are
undoubtedly necessary for modern professionals e-learning is key for students success in distance
learning.

RELATED LOCAL LITERATURE

Distance learning is an apparent alternative to traditional methods in education in health care

professionals.non-interactive distance learning,interactive courses and virtual learningenvironments
exist as three different generation in distance learning,each with unique methodologies,strenghts and
potential.Different methodologies have been recommended for distance learning,varying from a
didactive approach problem based learning procedure.Accreditationn,teamwork and personal contact
between the tutors and the students during a course provide by distance learnig are recommended as
motivating factora i order to enhance the effectiveness of the learning.numerous assessment
methodsfor distance learning courses have been proposed.However,few studies report adequate test
for the effectiveness of the distance learning environment.Available information indicates that distance
learning may significantly decrease the cost of academic health educatio at all levels.Furthermore,such
courses can provide education to students and professionals not accessible by traditional
methods.Distance learning applications still lack the support of a theoretical framework abd are only
evaluated to a limited extent.cases reported so far tend to present enthusiatic results,while more
carefully controlled studies suggest a cautious attitude toward distance learning.There is a vital need for
research evidence to identify the factors of importance and variables involved in distance learning.The
effectivenessof distance of distance learning courses,especially in relation to traditional teaching
methods,must therefore be further investigated.

FOREIGN STUDIES

The COVID-19 pandemic led to numerous governments deciding to close schools for several weeks
in spring 2020.Empirical evidence on the impact of COVID-19 related school closures on academic
achievement is only just emerging.The present work aimed to provide a first systematic overview of
evidence-based studies on general and differential effects of COVID-19 related school closures in spring
2020 on student achievement in primary and secondary education.Results indicate a negative effects of
school closures on student achievement,specially in younger students and students from families with
low socioeconomic status.Moreover,certain measures can be identified that might mitigate these
negative effects.The findings are discussed in the context of their possible consequences national
educational policies when facing future school closures.
LOCAL STUDIES

In March 2020, the coronavirus disease 2019 (COVID-19) pandemic forced medical schools in the
Philippines to stop face-to-face learning activities and abruptly shift to an online curriculum. This study
aimed to identify barriers to online learning from the perspective of medical students in a developing
country.

Location and Selection of Studies

Numerous databases, journals, websites, and bibliographic resources were searched for studies that met
the established inclusion criteria. In each case, search terms included:

 distance education

 distance learning

 elearning

 mlearning

 online school

 open learningo

 open school

 schoolnet

 telelearning

 virtual charter

 virtual school

Abstracts in the following distance education journals were examined:

 Computers & Education

 Distance Education

 Journal of Distance Education

 Journal of Distance Learning

 Open Learning

GAP BRIDGE OF THE STUDY

 Disruption to education systems during the COVID-19 pandemic has disproportionately affected the
most vulnerable learners, exacerbating pre-existing inequalities with potentially dramatic and long-
lasting implications. This requires urgent action to address learning gaps and ensure smooth and
continued educational pathways for all learners. Over the longer term, systems will need to strengthen
learner resilience, fostering environments in which every individual has the competences required to
reach their full potential. To that end, this lesson explores how policy makers can design and implement
policy efforts that address these two urgent and important tasks concurrently, effectively implementing
remedial measures today while building students’ resilience for tomorrow. Resilient education systems
have the capacity to respond to the needs of all learners, including the most vulnerable. Such
responsiveness may entail timely and effective personalised interventions, additional instruction or
resources, or a more targeted allocation of resources. Alongside this, key policy levers to strengthen
learner resilience – student well-being, home-school links, capacity building, and evaluation and
assessment components – will help all today’s learners navigate the even more volatile path they face
today. Successful policy experiences from the pre-crisis period show that interventions can benefit from
the synergies between these policy components for responsiveness and levers for resilience, especially
when initiatives focus on adaptation to the local context and meaningful relationship building. More
recent related policy efforts introduced in response to the COVID-19 pandemic show a willingness
among policy makers to dedicate additional resources to students in greater need of support, and to
build capacity among educators to provide this support. However, the need to capitalise on parental
support and ensure a longer-term commitment to intervention programmes also emerges. These
findings inform three policy priorities for action that aim to guide policy makers in addressing learning
gaps effectively while also strengthening learner resilience.

DEFINITION OF TERM

Distance learning- a method of studying in which lectures are broadcast or classes are conducted by
correspondence or over the internet, without the student's needing to attend a school or college. Also
called distance education.Distance learning is where students educate themselves without in-person
interaction among peers or an instructor. Instead, students rely on the internet for their course delivery,
which generally involves webinars, videos, online texts and audio. Distance learning is a form of online
learning since it almost always occurs over the internet.Distance learning refers to students educating
themselves remotely, usually completed online. Some see distance learning as a more convenient and
cost-effective option to traditional learning since students do not attend in-person classes but instead,
they work through a course on their own time.

Distance Learning-A type of independent study of a learner using a variety of materials with the aid of a
physically distance teacher.

Self-Learning Modules (SLMs)- these are the printed or digital modules gives to students for modular
distance learning.

Learning Modality- it can be identified as modular distance learning, online distance learning and
TV/Radio-Based Instruction
Modular Distance Learning-it is the use of printed slef-learning modules out of which students answer
at home with help of their family members.

Modules-Printed lessons with a variety of activities for students learning.

References

Chiu, G. F. (2009). Learning in network: Theory and Development. Educational Research Information,
6(1),

Blomeyer, R. (2002). Virtual schools and e-learning in K–12 environments: Emerging policy and practice.
NCREL Policy Issues, 11. Naperville, IL: North Central Regional Educational Laboratory. Retrieved May 2,
2004, from http://www.ncrel.org/policy/pubs/pdfs/pivol11.pdf
 CHAPTER III

METHOD

This chapter presents the research design ,sampling method , the Research instrument amd data
collecting method, the scoring procedure, and yhe statistical tools untilized in the study .Current study is
quantitative, correlational and cross-sectional research that aims to understand relationship between m-
learning, facilitation discourse, flexibility and students’ academic performance. Using the deductive
research strategy, the purpose is to examine whether m-learning has a direct significant positive effect
on scholarly performance of students and to test the mediating effects of facilitation discourse and
flexibility on the direct relationship.

RESEARCH DESIGN
 The study utilized the mixed methods research design, soecifically the explanatory research. It aimed
to identify the factors affecting modular distance learning among Grade 12 students and its
effectiveness. Mixed methods is a research design that combines both the qualitatibe and quantitative
data. In answerkng the research questions( Aramo-Immonen,2013).Current study is quantitative,
correlational and cross-sectional research that aims to understand relationship between m-learning,
facilitation discourse, flexibility and students’ academic performance. Using the deductive research
strategy, the purpose is to examine whether m-learning has a direct significant positive effect on
scholarly performance of students and to test the mediating effects of facilitation discourse and
flexibility on the direct relationship. qualitative reseacher methods use designs which maximize
objective by using number statistics and experimental control.Quantiative approachesn in the study
were used beacuse the detailed information from the representative sample was required and
generalizing of results and comparison across population was desired. Based on its quantitative
approach this research adopted a descriptive comparative survey design. Specific group is selected to
answer a questionnaire with honesty at their own comfort. Since this study deals with the analysisbof
the study habitb and the academic performance of students the reseachers use the grades and the
study answers of the respondents as the basis in the academic performance and study habits
respectively. The reseachern then compare the study academic performacenof the grade 12 TVL
students. This research study wants to prove the significant and non-significant different of study to
selectex grade 12 students specifically the TVL students.

SAMPLING METHOD

Due to inaccessibility of students’ list, simple random sampling technique was used to select sample of
students from a total of students. Appropriate number of questionnaires according to population size
were distributed among students studying in the Polangui general comprehensive high school
established that in case of absence of correct sampling frame and to reduce researcher’s bias, raised
due to difference between the actual population and that expressed by the explorer, it is applicable to
gather data from individuals present at that time period. Therefore, students available at the time of
data collection were randomly given the survey questionnaire (Trochim, 2008). Data was collected from
a total of students, which also met the threshold requirement of data sets for executing structural
equation model

RESEARCH INSTRUMENT

The unit of analysis for current study was students enrolled in polagui general comprehensive high
school.Keeping in view the significance of demographic dynamics, it was deemed important to examine
the demographic outline of the respondents. The items included gender, age, qualification and
employment. Delivery of Content, Learning Preferenc. Language Use in the learning activity sheets (LAS)
Degree of Difficulty(Cognitive Dimension) study Environment. Parental Support and Teacher Support
these variables and factors are covered by the 32 questions comprising the survey questionnaire ..each
statement on the questjonnaire wss based in the likert scale and each answer was assigned weights to
establish normally distributed scores. the weigths of the responses from the questionnaire were
assigned as follows. The research use the develop and standardized by the inventory generally consists
of three areas which related to the review time ,place of review and techniques of studying of the
respondents the inventory consists of item with each three responses always or mostly sometimesnand
rarely or never with scores and respectively for the scoring is reversed the questionnaire also asked for
the age and gender of the respondents for profiling purposes.

DATA COLLECTING METHOD

The eventual goal of the research study is to explore the cause and effect of the predictor variables on
outcome variables and learn new phenomena that can be established through perceptions of
respondents (Driscoll, 2011). This also aims to eliminate researcher’s bias in the research process.
Hence, for this purpose, the primary data collection method was used. The approach used in this study
was self-administered questionnaire which asked students about perceptions and behaviors regarding
the variables under study. The survey comprised of two sections for primary data collection, section I
contained nominal scales obtain demographic data of learners, whereas, section II included instrument
items to measure perceptions on 5-point Likert scale. The data was gathered from a total of respondents
using survey questionnaire and were informed about purpose of research and ensured regarding
confidentiality of their responses

DATA ANALYSIS METHOD

VALIDITY AND REALIBILITY

The reseacher a survey questionnaire in a senior high school in the municipality of polangui using
Grade 12 TVL students as the respondents. After conducting the data gathered were subjected to
determine the relaibility of the questionnaire

STATISTICAL TREATMENT

THEORETICAL FRAMEWORK

This study is grounded by the following theories: First, Borje Halmberg's (1995)"Non-Contiguous
Communication Theory. Second, Charles Wedemeyr's Theory of Independent study (1981). Third,
Mercader's theory of Being Functional Illiterate Tutor (2021). Borje Holmberg's "Non-Contiguous
Communication"Theory involves communication among the participants in the teaching-learning
process who are physically distant in time and place (Holmberg,1995) as cited in (Birochi and Pozzebon,
2011) there are two kinds of communication processe in this theory. First, there are prepared learning
materials by the sponsoring organization.the reason it is called as one-way traffic. Then the students will
be engaged in learninv with the help of text messages. Audio lessons and a collection of information. It is
what we call as simulated communication. Modular Distance Learning makes use of print and digitan
self-learning modules in promoting learning to the students. Once these are given back by the students.
The teachers will give their evaluation based on the student's answer and give their immediate feedback
to them. Second, authentic communication exists among the students and their sponsoring organization
through notices using telephones,fax machines or email. it is also coined as "two-way traffic."this has
been the case of Modular Distances Learning in terms of feedbacking on students work.the amswer
sheets will be returned to the students may it be in hard copy or electronic copies such as pictures of
their answer and the use of Google Forms or Docs.

In the same manner. This study id also rooted in charles wederneyer's Theory of independent study.
There are several conditions given by charles wedemeyer on the existence of this theory (simonson et
al.,1999). First it should continue to exist whether there is only one students or more students with or
without the presence of the teacher.around. Nonetheless. Learning takes place at home with the
assistance of the parents or guardians as the para-teachers. Second,it rests upon the shoulder of the
students the learning they are undertaking. Teachers by virtue of a series of division Memos are highly
encouraged to prepare the so-called "weekly Home Learning Plan". This is a step-by -step guide on how
to answer the modules given to the students. Thus, the students learned on their own. Third there
should be a mixture of strategies for the teacher to.employ and students to.answer. In modular Distance
Learning (MDL). a variety of activities are given through the modules. Using thus technique one will not
be bored in answering the modules. Fourth the learnig is self-paces. Students upon receiving their
modules have sufficient time during the week to answer them. They may answer sometime in a day and
do other things later. It is hitting two birds at the

Same time .Fifth the teaching-learning proces uses writing as a medium or any other meduim. In MDI,
writing on answer sheets and checking it by teachers really made use of thier writing skills. Finally.
Learning takes place in the environment of the studentd. Students returned immediately to their homes
onces they received their modules. They would answer it in the comfort of their homes. In essence there
is a clear relastionship between the preceding theory with that of modular distance learning.

As much as educationngive value to modular diatnces learningmof utmost importance the role of
parents in this learning modality. Thus, Mercader's theory of being functional lllitrate tutor will be used
for the benefit of the study. In this theory a functional illiterate tutorbhas four aspects namely strength,
weaknesses, opportunities, and strengths as they struggle in the modular distance learning during the
pandemic. Despite the threats, these parents are still responsive to the challenge of delivering home
tutorials. Hence it creates a sense of fulfillment on their part as para-teachers to their children. Even if
they have experienced weakness still, they have embraced the value of education (oppus- Mercader
&Abadiano, 2021).

CONCEPTUAL FRAMEWORK

During the opening of the school year 2020-2021, there were preparatory activitirs for the

implementation of Modular Distance Learning. A trial on the distribution of modules was done among
selected students while observing the health protocols. The school also has a one subject one-weem
policy for the students.This means that the students woll answer the modules of a specific subject
 including the making of performance tasks. On one hand the class program will be the guide of the
subject teachers and advisers on what subjects and their modules will be distributed during the
specified week. On the other hand, upon the return of the modules and answer sheets. It will be put into
seven days of quarantine so the subject teacher has to provide an extra set of modules to be used for
the next section. After a week the answer sheets will be checked by the teachers amd give back to the
Respondents
students.afterProfile
the first semester the grade were released to.the students. With the aid of DepEd order
no. 12 (2021). It urges teachers to administer interventions for briging learning gaps and intersifiying
a.) Grade 12 tvlgos
students and FACTORS AFFECTING
learning for a duration of twelver (22) days. Teachers were asked to facilitator struggling learners
teacherand privide activities for remedistion . This is whereMODULAR
the study will.come in the researcher would like to
a. Agefind out the factors that affect Modular Distances learning and how is it effective to the students. Hence,
DISTANCES
this is a mixed method of quantitative and qualitative STUDDENT'S
research. Moreover, the result of this study is
b.sex lartucularly important to.gbe students beacause they are the most kmportant stakeholders of the
LEARNING EXPERIENCES
academic imstitution. In the same vein the respomdentss eill.the Grade 12 students spevifically from the
c.religions
Humanities and Social Sciences stramd the two sections of students will answers a self adaminsterd
questionnaire
d.gadget use and an interview.

The monthy
e.parents schematic diagram makes use.of the causal.model. The first box is the factors affecting modular
income
diatnces learning in term s of delivery of content. Learning preference, language use in the learning
F. Types of internet
activity sheet(LAS),degree of difgiculty, study atmosphere,.parental.and teachers support, it is
followed.by the second box which.is the modular distance learning it js the learnjng modality being
Connectivity
studied jn this paper. The third bix is the students+'s experiences. These are tbe experiences of students
durjng the Modular Distances learning.

INPUT PROCESS OUTPUT

 DATA GATHERING PROCEDURE

In gathering the necessary data for this study the research that obtained parmission form the
principal of the senior high school of the municipality of polagui where the study took take place. As
soon as permission is granted to the researcher and informed consent was given to the respondents
allowing the research to gather information

Due to the COVID 19 pandemic and different internet connectivity issues the research deliever the
survey questionnaire and interviewnn in two ways.First it was answered using Google Forma and
recorded Google meet this was for respondents who have a high-speed internet connection second ,it
was done through printed copies and face-to-face interviews for those who do not have a stable
internet connection. The preceding approach was done with the observation of proper IATF protocols .
On the other hand, note taking was employed by the research during the interviews to preserve and
maintains the accuracy of the results.the analysis and interpretation of their responses in the research
instruments .then subjected in thematic development and statistical treatment to draw out the findings
of the study.

FINDINGS

The following are the findings along with the specific problems of the study:

Problem 1. what are the factors that affect Modular Distance Learning among students in terms of:

1.1 Delivery Content,

1.2 Learning PreAference,

1.3 Language use in the Learning Activity sheet (LAS),

1.4 Degree of Difficulty,

1.5 Study Atmosphere,

1.6 Parental Support,

1.7Teachers Support?

This study featured the following finding :frist ,on varriable of Delivery

Content ,module contain "key concepts were present and helpful "having the highest mean of 4.14 and
a low standard deviation of 0.88. Second ,on the variable Learning Preference ,the respondents
appreciated the module on the context of their learning style with the highest mean of 4.00 with a
standard deviation of 0.85 self-regulated learning style of modular distance learning third, on the
variable language use in the learning activity Sheet (LAS ) ,"the terms and word used in the LAS
/worksheet are within our level of understanding "with a mean of 3.86 and a standard deviation of 0.86.
this of identifies the content preparation of the modules were written by teachers with subject
mastery .in the same way "LAS /workshets using Filipino as the Medium are understandable "got a
mean some of 3.86 and a standard deviation of 0.95 filipino students prefer the filipino language than
the English as the medium of the instruction in modules that the language preferences of the Students-
respondents sported with local studies on the relationship of the filipino Language with high academic
performance, yet this are inclusive fourth on the variable Degree of difficulty: questions anf test items
are easy have a mean of 3.31 with a standard Diviation of 0.58, most of the question and test and items
are average with a mean of 3.35 With standard diviasion of 0.68 questions and items are difficult with a
mean of 3.20 with A standard diviation of 0.71 the evenly distributed degree of difficulty of queations
and test items ca be traced with item analysis and table of specification (TOS) manditate by the
department of education further the outputs asked are easy to perform has the highest Mean of 3.34
with a standard diviation of 0.77. This is because scaff holding of activities Leading to the performance
task were evident the modules fifth of the variable study Atmosphere.there are reference materials
(books,internet and others) while I'm learning" Has the highest mean of 3.70 and the lowest standard
deviation of 0.98.sixth, on the variable Parental support, It is noteworthy that 2.70 is the lowest mean
score among the seven variables. Bur it has a high standard diviation of 1.20. It shows that there is a
need to incourage parents to be actively involved with their children at home during the modular
distance learning seventh, on the variable teachers support, it has a high main but low standard
diviation which proves the assistance given by school heads and Teaches. Lastly, the delivery content got
the highest mean and low standard diviation among all the factors affecting modular distance learning
among GRADE-12 TVL students.

Modular Distance Learning?

The first theme is on examples of printed modules and learning activity sheets. The responces revealed
the need for additional examples for lessons to be understood more. The second theme is on values
learned in the modular diastance learning. The respondents clearly identified time management and
self-decipline as values they have learned during the modular distance learning.

Conclusions

Printed Modules should continue to have important concepts clear for the students and provide
enough examples to help learners understand the lessons well. It must also bear clear text and
illustrations for the learning process to continue.

Teachers should craft learning activities promoting knowledge and skills leading to the performance
task ,Hence ,independent learning is promoted among atudents.

The filipino Language can be used with the english language

References

Aramo-immonen H.(2013) mixed methods research design, in: lytra M.D., Ruan D., Tennyson R,D.,
ordonez De Pablos P., Garcia Pe