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The challenges of modular learning in the wake of covid-19: a digital divide in the philippine countryside revealed.

1. Introduction

2. materials and methods, 2.1. the study coverage, 2.2. learning module distribution and retrieval, 2.3. follow-up interviews, 2.4. data analysis, 3.1. the education program students, 3.2. learning module delivery and retrieval, 3.3. retrieved learning modules by municipality, 3.4. retrieved learning modules by barangay, 3.5. relationship between the percentage of module submission and the distance of student residences, 3.6. challenges encountered upon submission or nonsubmission of the assigned tasks, 4. discussion, 4.1. education program enrollees, 4.2. module retrievals by municipalities or barangays, 4.3. relationship between the percentage of module submission and the distance of student residences, 4.4. challenges in the submission and reasons for nonsubmission of the assigned tasks, 4.5. limitations, 5. conclusions, supplementary materials, author contributions, institutional review board statement, informed consent statement, acknowledgments, conflicts of interest.

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Share and Cite

Bustillo, E.; Aguilos, M. The Challenges of Modular Learning in the Wake of COVID-19: A Digital Divide in the Philippine Countryside Revealed. Educ. Sci. 2022 , 12 , 449. https://doi.org/10.3390/educsci12070449

Bustillo E, Aguilos M. The Challenges of Modular Learning in the Wake of COVID-19: A Digital Divide in the Philippine Countryside Revealed. Education Sciences . 2022; 12(7):449. https://doi.org/10.3390/educsci12070449

Bustillo, Ermelyn, and Maricar Aguilos. 2022. "The Challenges of Modular Learning in the Wake of COVID-19: A Digital Divide in the Philippine Countryside Revealed" Education Sciences 12, no. 7: 449. https://doi.org/10.3390/educsci12070449

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Assessing Cognitive Factors of Modular Distance Learning of K-12 Students Amidst the COVID-19 Pandemic towards Academic Achievements and Satisfaction

Yung-tsan jou.

1 Department of Industrial and Systems Engineering, Chung Yuan Christian University, Taoyuan 320, Taiwan; wt.ude.ucyc@uojty (Y.-T.J.); moc.oohay@enimrahcrolfas (C.S.S.)

Klint Allen Mariñas

2 School of Industrial Engineering and Engineering Management, Mapua University, Manila 1002, Philippines

3 Department of Industrial Engineering, Occidental Mindoro State College, San Jose 5100, Philippines

Charmine Sheena Saflor

Associated data.

Not applicable.

The COVID-19 pandemic brought extraordinary challenges to K-12 students in using modular distance learning. According to Transactional Distance Theory (TDT), which is defined as understanding the effects of distance learning in the cognitive domain, the current study constructs a theoretical framework to measure student satisfaction and Bloom’s Taxonomy Theory (BTT) to measure students’ academic achievements. This study aims to evaluate and identify the possible cognitive capacity influencing K-12 students’ academic achievements and satisfaction with modular distance learning during this new phenomenon. A survey questionnaire was completed through an online form by 252 K-12 students from the different institutions of Occidental Mindoro. Using Structural Equation Modeling (SEM), the researcher analyses the relationship between the dependent and independent variables. The model used in this research illustrates cognitive factors associated with adopting modular distance learning based on students’ academic achievements and satisfaction. The study revealed that students’ background, experience, behavior, and instructor interaction positively affected their satisfaction. While the effects of the students’ performance, understanding, and perceived effectiveness were wholly aligned with their academic achievements. The findings of the model with solid support of the integrative association between TDT and BTT theories could guide decision-makers in institutions to implement, evaluate, and utilize modular distance learning in their education systems.

1. Introduction

The 2019 coronavirus is the latest infectious disease to develop rapidly worldwide [ 1 ], affecting economic stability, global health, and education. Most countries have suspended thee-to-face classes in order to curb the spread of the virus and reduce infections [ 2 ]. One of the sectors impacted has been education, resulting in the suspension of face-to-face classes to avoid spreading the virus. The Department of Education (DepEd) has introduced modular distance learning for K-12 students to ensure continuity of learning during the COVID-19 pandemic. According to Malipot (2020), modular learning is one of the most popular sorts of distance learning alternatives to traditional face-to-face learning [ 3 ]. As per DepEd’s Learner Enrolment and Survey Forms, 7.2 million enrollees preferred “modular” remote learning, TV and radio-based practice, and other modalities, while two million enrollees preferred online learning. It is a method of learning that is currently being used based on the preferred distance learning mode of the students and parents through the survey conducted by the Department of Education (DepEd); this learning method is mainly done through the use of printed and digital modules [ 4 ]. It also concerns first-year students in rural areas; the place net is no longer available for online learning. Supporting the findings of Ambayon (2020), modular teaching within the teach-learn method is more practical than traditional educational methods because students learn at their own pace during this modular approach. This educational platform allows K-12 students to interact in self-paced textual matter or digital copy modules. With these COVID-19 outbreaks, some issues concerned students’ academic, and the factors associated with students’ psychological status during the COVID-19 lockdown [ 5 ].

Additionally, this new learning platform, modular distance learning, seems to have impacted students’ ability to discover and challenged their learning skills. Scholars have also paid close attention to learner satisfaction and academic achievement when it involves distance learning studies and have used a spread of theoretical frameworks to assess learner satisfaction and educational outcomes [ 6 , 7 ]. Because this study aimed to boost academic achievement and satisfaction in K-12 students, the researcher thoroughly applied transactional distance theory (TDT) to understand the consequences of distance in relationships in education. The TDT was utilized since it has the capability to establish the psychological and communication factors between the learners and the instructors in distance education that could eventually help researchers in identifying the variables that might affect students’ academic achievement and satisfaction [ 8 ]. In this view, distance learning is primarily determined by the number of dialogues between student and teacher and the degree of structuring of the course design. It contributes to the core objective of the degree to boost students’ modular learning experiences in terms of satisfaction. On the other hand, Bloom’s Taxonomy Theory (BTT) was applied to investigate the students’ academic achievements through modular distance learning [ 6 ]. Bloom’s theory was employed in addition to TDT during this study to enhance students’ modular educational experiences. Moreover, TDT was utilized to check students’ modular learning experiences in conjuction with enhacing students’ achievements.

This study aimed to detect the impact of modular distance learning on K-12 students during the COVID-19 pandemic and assess the cognitive factors affecting academic achievement and student satisfaction. Despite the challenging status of the COVID-19 outbreak, the researcher anticipated a relevant result of modular distance learning and pedagogical changes in students, including the cognitive factors identified during this paper as latent variables as possible predictors for the utilization of K-12 student academic achievements and satisfaction.

1.1. Theoretical Research Framework

This study used TDT to assess student satisfaction and Bloom’s theory to quantify academic achievement. It aimed to assess the impact of modular distance learning on academic achievement and student satisfaction among K-12 students. The Transactional Distance Theory (TDT) was selected for this study since it refers to student-instructor distance learning. TDT Moore (1993) states that distance education is “the universe of teacher-learner connections when learners and teachers are separated by place and time.” Moore’s (1990) concept of ”Transactional Distance” adopts the distance that occurs in all linkages in education, according to TDT Moore (1993). Transactional distance theory is theoretically critical because it states that the most important distance is transactional in distance education, rather than geographical or temporal [ 9 , 10 ]. According to Garrison (2000), transactional distance theory is essential in directing the complicated experience of a cognitive process such as distance teaching and learning. TDT evaluates the role of each of these factors (student perception, discourse, and class organization), which can help with student satisfaction research [ 11 ]. Bloom’s Taxonomy is a theoretical framework for learning created by Benjamin Bloom that distinguishes three learning domains: Cognitive domain skills center on knowledge, comprehension, and critical thinking on a particular subject. Bloom recognized three components of educational activities: cognitive knowledge (or mental abilities), affective attitude (or emotions), and psychomotor skills (or physical skills), all of which can be used to assess K-12 students’ academic achievement. According to Jung (2001), “Transactional distance theory provides a significant conceptual framework for defining and comprehending distance education in general and a source of research hypotheses in particular,” shown in Figure 1 [ 12 ].

Theoretical Research Framework.

1.2. Hypothesis Developments and Literature Review

This section will discuss the study hypothesis and relate each hypothesis to its related studies from the literature.

There is a significant relationship between students’ background and students’ behavior .

The teacher’s guidance is essential for students’ preparedness and readiness to adapt to a new educational environment. Most students opt for the Department of Education’s “modular” distance learning options [ 3 ]. Analyzing students’ study time is critical for behavioral engagement because it establishes if academic performance is the product of student choice or historical factors [ 13 ].

There is a significant relationship between students’ background and students’ experience .

Modules provide goals, experiences, and educational activities that assist students in gaining self-sufficiency at their speed. It also boosts brain activity, encourages motivation, consolidates self-satisfaction, and enables students to remember what they have learned [ 14 ]. Despite its success, many families face difficulties due to their parents’ lack of skills and time [ 15 ].

There is a significant relationship between students’ behavior and students’ instructor interaction .

Students’ capacity to answer problems reflects their overall information awareness [ 5 ]. Learning outcomes can either cause or result in students and instructors behavior. Students’ reading issues are due to the success of online courses [ 16 ].

There is a significant relationship between students’ experience and students’ instructor interaction .

The words “student experience” relate to classroom participation. They establish a connection between students and their school, teachers, classmates, curriculum, and teaching methods [ 17 ]. The three types of student engagement are behavioral, emotional, and cognitive. Behavioral engagement refers to a student’s enthusiasm for academic and extracurricular activities. On the other hand, emotional participation is linked to how children react to their peers, teachers, and school. Motivational engagement refers to a learner’s desire to learn new abilities [ 18 ].

There is a significant relationship between students’ behavior and students’ understanding .

Individualized learning connections, outstanding training, and learning culture are all priorities at the Institute [ 19 , 20 ]. The modular technique of online learning offers additional flexibility. The use of modules allows students to investigate alternatives to the professor’s session [ 21 ].

There is a significant relationship between students’ experience and students’ performance .

Student conduct is also vital in academic accomplishment since it may affect a student’s capacity to study as well as the learning environment for other students. Students are self-assured because they understand what is expected [ 22 ]. They are more aware of their actions and take greater responsibility for their learning.

There is a significant relationship between students’ instructor interaction and students’ understanding .

Modular learning benefits students by enabling them to absorb and study material independently and on different courses. Students are more likely to give favorable reviews to courses and instructors if they believe their professors communicated effectively and facilitated or supported their learning [ 23 ].

There is a significant relationship between students’ instructor interaction and students’ performance.

Students are more engaged and active in their studies when they feel in command and protected in the classroom. Teachers play an essential role in influencing student academic motivation, school commitment, and disengagement. In studies on K-12 education, teacher-student relationships have been identified [ 24 ]. Positive teacher-student connections improve both teacher attitudes and academic performance.

There is a significant relationship between students’ understanding and students’ satisfaction .

Instructors must create well-structured courses, regularly present in their classes, and encourage student participation. When learning objectives are completed, students better understand the course’s success and learning expectations. “Constructing meaning from verbal, written, and graphic signals by interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining” is how understanding is characterized [ 25 ].

There is a significant relationship between students’ performance and student’s academic achievement .

Academic emotions are linked to students’ performance, academic success, personality, and classroom background [ 26 ]. Understanding the elements that may influence student performance has long been a goal for educational institutions, students, and teachers.

There is a significant relationship between students’ understanding and students’ academic achievement .

Modular education views each student as an individual with distinct abilities and interests. To provide an excellent education, a teacher must adapt and individualize the educational curriculum for each student. Individual learning may aid in developing a variety of exceptional and self-reliant attributes [ 27 ]. Academic achievement is the current level of learning in the Philippines [ 28 ].

There is a significant relationship between students’ performance and students’ satisfaction .

Academic success is defined as a student’s intellectual development, including formative and summative assessment data, coursework, teacher observations, student interaction, and time on a task [ 29 ]. Students were happier with course technology, the promptness with which content was shared with the teacher, and their overall wellbeing [ 30 ].

There is a significant relationship between students’ academic achievement and students’ perceived effectiveness .

Student satisfaction is a short-term mindset based on assessing students’ educational experiences [ 29 ]. The link between student satisfaction and academic achievement is crucial in today’s higher education: we discovered that student satisfaction with course technical components was linked to a higher relative performance level [ 31 ].

There is a significant relationship between students’ satisfaction and students’ perceived effectiveness.

There is a strong link between student satisfaction and their overall perception of learning. A satisfied student is a direct effect of a positive learning experience. Perceived learning results had a favorable impact on student satisfaction in the classroom [ 32 ].

2. Materials and Methods

2.1. participants.

The principal area under study was San Jose, Occidental Mindoro, although other locations were also accepted. The survey took place between February and March 2022, with the target population of K-12 students in Junior and Senior High Schools from grades 7 to 12, aged 12 to 20, who are now implementing the Modular Approach in their studies during the COVID-19 pandemic. A 45-item questionnaire was created and circulated online to collect the information. A total of 300 online surveys was sent out and 252 online forms were received, a total of 84% response rate [ 33 ]. According to several experts, the sample size for Structural Equation Modeling (SEM) should be between 200 and 500 [ 34 ].

2.2. Questionnaire

The theoretical framework developed a self-administered test. The researcher created the questionnaire to examine and discover the probable cognitive capacity influencing K-12 students’ academic achievement in different parts of Occidental Mindoro during this pandemic as well as their satisfaction with modular distance learning. The questionnaire was designed through Google drive as people’s interactions are limited due to the effect of the COVID-19 pandemic. The questionnaire’s link was sent via email, Facebook, and other popular social media platforms.

The respondents had to complete two sections of the questionnaire. The first is their demographic information, including their age, gender, and grade level. The second is about their perceptions of modular learning. The questionnaire is divided into 12 variables: (1) Student’s Background, (2) Student’s Experience, (3) Student’s Behavior, (4) Student’s Instructor Interaction, (5) Student’s Performance, (6) Student’s Understanding, (7) Student’s Satisfaction, (8) Student’s Academic Achievement, and (9) Student’s Perceived Effectiveness. A 5-point Likert scale was used to assess all latent components contained in the SEM shown in Table 1 .

The construct and measurement items.

2.3. Structural Equation Modeling (SEM)

All the variables have been adapted from a variety of research in the literature. The observable factors were scored on a Likert scale of 1–5, with one indicating “strongly disagree” and five indicating “strongly agree”, and the data were analyzed using AMOS software. Theoretical model data were confirmed by Structural Equation Modeling (SEM). SEM is more suitable for testing the hypothesis than other methods [ 53 ]. There are many fit indices in the literature, of which the most commonly used are: CMIN/DF, Comparative Fit Index (CFI), AGFI, GFI, and Root Mean Square Error (RMSEA). Table 2 demonstrates the Good Fit Values and Acceptable Fit Values of the fit indices, respectively. AGFI and GFI are based on residuals; when sample size increases, the value of the AGFI also increase. It takes a value between 0 and 1. The fit is good if the value is more significant than 0.80. GFI is a model index that spans from 0 to 1, with values above 0.80 deemed acceptable. An RMSEA of 0.08 or less suggests a good fit [ 54 ], and a value of 0.05 to 0.08 indicates an adequate fit [ 55 ].

Acceptable Fit Values.

3. Results and Discussion

Figure 2 demonstrates the initial SEM for the cognitive factors of Modular Distance learning towards academic achievements and satisfaction of K-12 students during the COVID-19 pandemic. According to the figure below, three hypotheses were not significant: Students’ Behavior to Students’ Instructor Interaction (Hypothesis 3), Students’ Understanding of Students’ Academic Achievement (Hypothesis 11), and Students’ Performance to Students’ Satisfaction (Hypothesis 12). Therefore, a revised SEM was derived by removing this hypothesis in Figure 3 . We modified some indices to enhance the model fit based on previous studies using the SEM approach [ 47 ]. Figure 3 demonstrates the final SEM for evaluating cognitive factors affecting academic achievements and satisfaction and the perceived effectiveness of K-12 students’ response to Modular Learning during COVID-19, shown in Table 3 . Moreover, Table 4 demonstrates the descriptive statistical results of each indicator.

Initial SEM with indicators for evaluating the cognitive factors of modular distance learning towards academic achievements and satisfaction of K-12 students during COVID-19 pandemic.

Revised SEM with indicators for evaluating the cognitive factors of modular distance learning towards academic achievements and satisfaction of K-12 students during the COVID-19 pandemic.

Summary of the Results.

Descriptive statistic results.

The current study was improved by Moore’s transactional distance theory (TDT) and Bloom’s taxonomy theory (BTT) to evaluate cognitive factors affecting academic achievements and satisfaction and the perceived effectiveness of K-12 students’ response toward modular learning during COVID-19. SEM was utilized to analyze the correlation between Student Background (SB), Student Experience (SE), Student Behavior (SBE), Student Instructor Interaction (SI), Student Performance (SP), Student Understanding (SAU), Student Satisfaction (SS), Student’s Academic achievement (SAA), and Student’s Perceived effectiveness (SPE). A total of 252 data samples were acquired through an online questionnaire.

According to the findings of the SEM, the students’ background in modular learning had a favorable and significant direct effect on SE (β: 0.848, p = 0.009). K-12 students should have a background and knowledge in modular systems to better experience this new education platform. Putting the students through such an experience would support them in overcoming all difficulties that arise due to the limitations of the modular platforms. Furthermore, SEM revealed that SE had a significant adverse impact on SI (β: 0.843, p = 0.009). The study shows that students who had previous experience with modular education had more positive perceptions of modular platforms. Additionally, students’ experience with modular distance learning offers various benefits to them and their instructors to enhance students’ learning experiences, particularly for isolated learners.

Regarding the Students’ Interaction—Instructor, it positively impacts SAU (β: 0.873, p = 0.007). Communication helps students experience positive emotions such as comfort, satisfaction, and excitement, which aim to enhance their understanding and help them attain their educational goals [ 62 ]. The results revealed that SP substantially impacted SI (β: 0.765; p = 0.005). A student becomes more academically motivated and engaged by creating and maintaining strong teacher-student connections, which leads to successful academic performance.

Regarding the Students’ Understanding Response, the results revealed that SAA (β: 0.307; p = 0.052) and SS (β: 0.699; p = 0.008) had a substantial impact on SAU. Modular teaching is concerned with each student as an individual and with their specific capability and interest to assist each K-12 student in learning and provide quality education by allowing individuality to each learner. According to the Department of Education, academic achievement is the new level for student learning [ 63 ]. Meanwhile, SAA was significantly affected by the Students’ Performance Response (β: 0.754; p = 0.014). It implies that a positive performance can give positive results in student’s academic achievement, and that a negative performance can also give negative results [ 64 ]. Pekrun et al. (2010) discovered that students’ academic emotions are linked to their performance, academic achievement, personality, and classroom circumstances [ 26 ].

Results showed that students’ academic achievement significantly positively affects SPE (β: 0.237; p = 0.024). Prior knowledge has had an indirect effect on academic accomplishment. It influences the amount and type of current learning system where students must obtain a high degree of mastery [ 65 ]. According to the student’s opinion, modular distance learning is an alternative solution for providing adequate education for all learners and at all levels in the current scenario under the new education policy [ 66 ]. However, the SEM revealed that SS significantly affected SPE (β: 0.868; p = 0.009). Students’ perceptions of learning and satisfaction, when combined, can provide a better knowledge of learning achievement [ 44 ]. Students’ perceptions of learning outcomes are an excellent predictor of student satisfaction.

Since p -values and the indicators in Students’ Behavior are below 0.5, therefore two paths connecting SBE to students’ interaction—instructor (0.155) and students’ understanding (0.212) are not significant; thus, the latent variable Students’ Behavior has no effect on the latent variable Students’ Satisfaction and academic achievement as well as perceived effectiveness on modular distance learning of K12 students. This result is supported by Samsen-Bronsveld et al. (2022), who revealed that the environment has no direct influence on the student’s satisfaction, behavior engagement, and motivation to study [ 67 ]. On the other hand, the results also showed no significant relationship between Students’ Performance and Students’ Satisfaction (0.602) because the correlation p -values are greater than 0.5. Interestingly, this result opposed the other related studies. According to Bossman & Agyei (2022), satisfaction significantly affects performance or learning outcomes [ 68 ]. In addition, it was discovered that the main drivers of the students’ performance are the students’ satisfaction [ 64 , 69 ].

The result of the study implies that the students’ satisfaction serves as the mediator between the students’ performance and the student-instructor interaction in modular distance learning for K-12 students [ 70 ].

Table 5 The reliabilities of the scales used, i.e., Cronbach’s alphas, ranged from 0.568 to 0.745, which were in line with those found in other studies [ 71 ]. As presented in Table 6 , the IFI, TLI, and CFI values were greater than the suggested cutoff of 0.80, indicating that the specified model’s hypothesized construct accurately represented the observed data. In addition, the GFI and AGFI values were 0.828 and 0.801, respectively, indicating that the model was also good. The RMSEA value was 0.074, lower than the recommended value. Finally, the direct, indirect, and total effects are presented in Table 7 .

Construct Validity Model.

Direct effect, indirect effect, and total effect.

Table 6 shows that the five parameters, namely the Incremental Fit Index, Tucker Lewis Index, the Comparative Fit Index, Goodness of Fit Index, and Adjusted Goodness Fit Index, are all acceptable with parameter estimates greater than 0.8, whereas mean square error is excellent with parameter estimates less than 0.08.

4. Conclusions

The education system has been affected by the 2019 coronavirus disease; face-to-face classes are suspended to control and reduce the spread of the virus and infections [ 2 ]. The suspension of face-to-face classes results in the application of modular distance learning for K-12 students according to continuity of learning during the COVID-19 pandemic. With the outbreak of COVID-19, some issues concerning students’ academic Performance and factors associated with students’ psychological status are starting to emerge, which impacted the students’ ability to learn. This study aimed to perceive the impact of Modular Distance learning on the K-12 students amid the COVID-19 pandemic and assess cognitive factors affecting students’ academic achievement and satisfaction.

This study applied Transactional Distance Theory (TDT) and Bloom Taxonomy Theory (BTT) to evaluate cognitive factors affecting students’ academic achievements and satisfaction and evaluate the perceived effectiveness of K-12 students in response to modular learning. This study applied Structural Equation Modeling (SEM) to test hypotheses. The application of SEM analyzed the correlation among students’ background, experience, behavior, instructor interaction, performance, understanding, satisfaction, academic achievement, and student perceived effectiveness.

A total of 252 data samples were gathered through an online questionnaire. Based on findings, this study concludes that students’ background in modular distance learning affects their behavior and experience. Students’ experiences had significant effects on the performance and understanding of students in modular distance learning. Student instructor interaction had a substantial impact on performance and learning; it explains how vital interaction with the instructor is. The student interacting with the instructor shows that the student may receive feedback and guidance from the instructor. Understanding has a significant influence on students’ satisfaction and academic achievement. Student performance has a substantial impact on students’ academic achievement and satisfaction. Perceived effectiveness was significantly influenced by students’ academic achievement and student satisfaction. However, students’ behavior had no considerable effect on students’ instructor interaction, and students’ understanding while student performance equally had no significant impact on student satisfaction. From this study, students are likely to manifest good performance, behavior, and cognition when they have prior knowledge with regard to modular distance learning. This study will help the government, teachers, and students take the necessary steps to improve and enhance modular distance learning that will benefit students for effective learning.

The modular learning system has been in place since its inception. One of its founding metaphoric pillars is student satisfaction with modular learning. The organization demonstrated its dedication to the student’s voice as a component of understanding effective teaching and learning. Student satisfaction research has been transformed by modular learning. It has caused the education research community to rethink long-held assumptions that learning occurs primarily within a metaphorical container known as a “course.” When reviewing studies on student satisfaction from a factor analytic perspective, one thing becomes clear: this is a complex system with little consensus. Even the most recent factor analytical studies have done little to address the lack of understanding of the dimensions underlying satisfaction with modular learning. Items about student satisfaction with modular distance learning correspond to forming a psychological contract in factor analytic studies. The survey responses are reconfigured into a smaller number of latent (non-observable) dimensions that the students never really articulate but are fully expected to satisfy. Of course, instructors have contracts with their students. Studies such as this one identify the student’s psychological contact after the fact, rather than before the class. The most important aspect is the rapid adoption of this teaching and learning mode in Senior High School. Another balancing factor is the growing sense of student agency in the educational process. Students can express their opinions about their educational experiences in formats ranging from end-of-course evaluation protocols to various social networks, making their voices more critical.

Furthermore, they all agreed with latent trait theory, which holds that the critical dimensions that students differentiate when expressing their opinions about modular learning are formed by the combination of the original items that cannot be directly observed—which underpins student satisfaction. As stated in the literature, the relationship between student satisfaction and the characteristic of a psychological contract is illustrated. Each element is translated into how it might be expressed in the student’s voice, and then a contract feature and an assessment strategy are added. The most significant contributor to the factor pattern, engaged learning, indicates that students expect instructors to play a facilitative role in their teaching. This dimension corresponds to the relational contract, in which the learning environment is stable and well organized, with a clear path to success.

5. Limitations and Future Work

This study was focused on the cognitive capacity of modular distance learning towards academic achievements and satisfaction of K-12 students during the COVID-19 pandemic. The sample size in this study was small, at only 252. If this study is repeated with a larger sample size, it will improve the results. The study’s restriction was to the province of Occidental Mindoro; Structural Equation Modeling (SEM) was used to measure all the variables. Thus, this will give an adequate solution to the problem in the study.

The current study underlines that combining TDT and BTT can positively impact the research outcome. The contribution the current study might make to the field of modular distance learning has been discussed and explained. Based on this research model, the nine (9) factors could broadly clarify the students’ adoption of new learning environment platform features. Thus, the current research suggests that more investigation be carried out to examine relationships among the complexity of modular distance learning.

Funding Statement

This research received no external funding.

Author Contributions

Data collection, methodology, writing and editing, K.A.M.; data collection, writing—review and editing, Y.-T.J. and C.S.S. All authors have read and agreed to the published version of the manuscript.

Institutional Review Board Statement

Informed consent statement.

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

Conflicts of interest.

The authors declare no conflict of interest.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

The challenges and status of modular learning: its effect to students’ academic behavior and performance

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Impact of Modular Classes to Academic Performance

71 Pages Posted: 10 Aug 2022 Last revised: 28 Sep 2022

Rachelle Tongol

Don Honorio Ventura State University, College of Education

Anna Paula Angeles

Lara mae lobo, layza manalili, kimberly anne payumo, nikko simbulan.

Date Written: August 4, 2021

The Coronavirus (COVID-19) has caused us a lot of drastic change, mainly affected by this uncertainty in education. The unforeseen changes brought by the Covid 19 give rise to different modalities, and one of these is the modular classes. The educational sectors try to adapt to this new kind of teaching-learning process for the learners and teachers. This investigation's in-depth locus is to identify modular classes' impact on academic performance among Grade Six learners. The researchers employed quantitative research using cluster sampling - 50 participants among the sixth-grade learners. Using google forms, links were provided to gather data. Pearson's correlation, frequency, mean, and percentage distribution were used for the analysis and interpretation. The study revealed that GWA's first and second quarters have negative moderate and low significant impacts, thus rejecting the null hypothesis. In addition, the learning experience gained from the self-learning modules is neutral to students; it facilitates the learner to have power over his/her learning and acquires higher accountability for learning. Therefore, the overall general weighted average of the learners for both the first and second quarters was found to be approaching proficiency and proficient. At the same time, the neutral results of the self-learning module experience significantly impacted the GWA and rejected the null hypothesis. Thus, for a better result for this study, the researchers recommended that a standardized test be used to get a high positive correlation of modular class experiences to the learners' academic performance.

Keywords: Modular Approach, Self-Learning Modules, Distance Learning

Suggested Citation: Suggested Citation

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Don honorio ventura state university, college of education ( email ), do you have a job opening that you would like to promote on ssrn, paper statistics, related ejournals, social sciences education ejournal.

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• DOI: 10.51542/IJSCIA.V2I3.6
• Corpus ID: 236753844

Modular Distance Learning in the New Normal Education amidst Covid-19

• Geraldine D. Anzaldo
• Published 2021
• Education, Computer Science

37 Citations

Experiences of teachers on using modular distance learning (mdl) in teaching mathematics during the covid-19 pandemic, impact of distance learning on the university students’ academic performance and experiences, learners’ home-based learning activities and academic achievement in modular learning, printed distance learning modality and teaching strategies in english in the new normal.

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Exploring the Experiences of Teachers in Delivering Education amid the Pandemic: A Phenomenological Study

K- 12 teachers’ needs and challenges in times of pandemic: a basis for instructional materials development, extent of challenges encountered by the araling panlipunan and social science teachers in facilitating the modular distance learning: basis for the formulation of learning and development plan, modular learning: struggles and coping mechanisms of mothers not speaking mother tongue, the compromised most essential learning competencies: a qualitative inquiry, guiding children through self-learning modules (slm): exploring parents' experiences, 4 references, related papers.

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SUPPORT TO MODULAR LEARNING MODALITY AND STUDENTS' ACHIEVEMENT IN TLE 7: BASIS FOR CURRICULUM INNOVATION

2021, IOER International Multidisciplinary Research Journal

This study was undertaken to determine the perceived support to modular distance learning modality and student's achievement in TLE 7 as basis for curriculum innovation. The descriptive method of research was utilized in this study with the use of survey questionnaire in google form checklist using a Likert scale participated by one hundred twenty one (121) respondents. The statistical tool used to interpret the gathered data were mean, frequency, percentage and standard deviation. Pearson Product Moment Correlation Coefficient was also used to find out if there is a significant relationship between independent variables which consists of support to modular distance learning modality in terms of personal, family, school, and community and the dependent variables that includes the students' achievement in TLE 7 for the 1st quarter and 2nd quarter. Based on the findings, majority of the respondents perceived that personal, family, school, and community support were highly evident having an overall mean of 3.46 and SD of 0.478. The written work of the students were almost the same in the 1st and 2nd quarters having a rating mean of 80.47 and 80.57 respectively. The same with the performance task mean rating with 82.79 and 82.58 respectively. This research study concluded that the hypothesis stating that the profile of the respondents has no significant relationship to the students' achievement in TLE 7 is therefore accepted. Similarly, the hypothesis stating that the perceived support to modular distance learning modality has no significant relationship to the students' achievement in TLE 7 is also accepted.

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Asia Pacific Journal of Advanced Education and Technology

Asia Pacific Journal of Advanced Education and Technology (APJAET)

This study aimed to determine the performance of Grade 7 learners in TLE class specifically in cookery and the issues encountered in the implementation of modular distance learning. The descriptive method of research was utilized in this study. A researcher-made questionnaire was the main data-gathering instrument. Respondents were the 100 Grade 7 students of Dagatan Integrated National High School. The statistical tools that were used by the researchers throughout the study were simple frequency and percent counts, weighted mean, and Pearson Product-Moment Correlation Coefficient at a .05 level of significance. The respondents perceived issues encountered in using the learning module in terms of physical absence to great extent. While, the academic support, availability of instructional materials, learning process, learning space at home, feedback and monitoring, and assessment was perceived as moderate extent. The level of performance of respondents in terms of written works was at risk or below 75 while in terms of performance tasks they got outstanding grades. Based on the findings it was concluded that the hypothesis stating that there is no significant relationship between the perceived issues encountered in using learning modules and performance in TLE is not sustained with regards to the availability of instructional materials and feedback and monitoring of written works. Furthermore, the same conclusion was observed with regard to the relationship of the profile of the respondents in terms of gender to written works, and performance tasks. On the other hand, the rest of the variables under study were found not significantly related, hence the null hypothesis in this is reflected as sustained. Thus, it was recommended that the Department of Education may consider the findings of this study in the development of necessary academic materials. Similar study may be conducted focusing on other areas of TLE-Exploratory Course while addressing other problems and challenges met not only by the students but also by the teachers.

Psychology and Education: A Multidisciplinary Journal

Psychology and Education

This study investigated the limitations experienced by students, parents, and teachers in the implementation of Modular Distance Learning in Lagundi-CCL National High School during the school year 2021-2022. The researcher utilized the combination of quantitative and qualitative methods of research. An online research questionnaire utilizing Google Form was used to gather necessary information from the eighty (80) students, eighty (80) parents, and thirty-one (31) teachers who served as the respondents of this paper. Based on the results, the three major limitations experienced by students were: 1) insufficient knowledge of parents/ family members; 2) unavailability of gadgets; and 3) too many activities. In addition, parents' three major limitations were: 1) insufficient knowledge about the lessons; 2) difficulties in schedule of distribution and retrieval of modules; and 3) working parents. Furthermore, the identified limitations of teachers were: 1) too many additional tasks for teachers; 2) unavailability of self-learning modules; and 3) students who were lagging behind. From these limitations the respondents had given their suggestions. The students suggested that: 1) lessen the activities that are given to them; 2) conduct an online class even once a week; and 3) give additional time to answer the learning tasks. Meanwhile, parents' suggestions were: 1) enough information and examples in the modules should be given; 2) lessen the learning tasks; and 3) guide the parents on how to assist their children. Lastly, teachers' suggestions include: 1) proper dissemination of program, projects, and activities related to modular distance learning; 2) capacitate parents and students on MDL; and 3) distribution and retrieval should be done every other two weeks. The researchers crafted a process framework which may serve as basis in the modification of the implementation of modular distance learning which included seven (7) strategic dimensions.

Psychology and Education , ROMEL LAGRIO

The education sector was greatly affected by the global health crisis of COVID-19, resulting in massive changes in our education setup , which contributed to various problems and challenges encountered during the implementation of the modular distance learning modality. This study aimed to determine the strategies and challenges encountered by teachers in implementing modular distance learning and its impact on students' academic performance. A descriptive research design was employed. The researchers utilized an online survey method for data gathering. A total of 60 teachers and 187 selected Grade 7 learners were the study's respondents utilizing total enumeration for teachers and stratified random sampling for learners.The study's findings show that teachers could employ strategies such as setting a submission schedule and creating a group chat with the learners. Moreover, establish the appropriate health and safety protocols and safety nets for learners against violence and abuse at home and in the community, and train school personnel for the Learning Delivery Modality (LMD).On the other hand, teachers professed that printing modules were time-consuming, the distance of the learner's home from the school hindered the teachers in providing technical assistance, and learners needed help following instructions. Parents answered the modules of the learners. The need for printing materials was a significant challenge.Most of the student's grades during the first quarter were within the range of 80-84, which was considered a satisfactory academic performance. Moreover, the results signified a negligible negative correlation between teachers' strategies in implementing modular distance learning and students' academic performance. The study suggests revisiting the school's plans for implementing modular distance learning and strengthening the partnership of the school, parents, and stakeholders.

IJMRAP Editor

During this pandemic, several schools opted for modular remote education. One of the elementary schools that selected Modular Distance Learning (MDL) as their primary mode of instruction for various reasons is Antipuluan Elementary School, a public elementary school in the Municipality of Narra, Palawan, the Philippines. However, the usage of this modality, which is unknown to many, has presented difficulties for everyone-including school staff, students, and their parents. Hence the conduct of this study. This quantitative research employed a Descriptive-Correlational Approach and involved 15 elementary teachers, 141 pupils, and 141 parents as the main data sources. A researcher-made questionnaire was used to collect data, which was then analyzed using mean, standard deviation, and Pearson product-moment correlation. The study found that the extent of Modular Distance Learning modality implementation was High, teachers', pupils', and parents' degrees of acceptance of the MDL implementation were High, and there was a strong relationship between the teachers' degree of acceptance of MDL implementation and the degree of its implementation. The perceived effects of MDL implementation have a direct relationship with the degree of their acceptance by teachers and parents.

JETL (Journal of Education, Teaching and Learning)

Michelle Dimas

Due to Covid-19 pandemic, schools, particularly in the rural areas employed Modular Distance Learning (MDL) to ensure education continuity. This study seeks to investigate the effects of MDL in the academic performance of learners whether there is a significant difference in their performance before and after the implementation of MDL. Mixed method was applied in this study; Quantitative using T-Test to compare the GWA of learners and Qualitative through the use of semi-structured interview to find out the perceived effect of MDL to 15 parents, 10 learners, and 7 teachers and their recommendations. 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 ...

EPRA International Journal of Research & Development (IJRD)

Emma Trovela

This research investigated the parents and learners’ perceptions on modular distance learning that they are experiencing during this time of pandemic as part contemporary new normal education setup. The main purpose of this study was to understand parents’ and learners’ perceptions on modular distance learning as contemporary teaching strategy and how they coped with the experiences and challenges of the new normal education settings. The participants of this study where five (5) senior high school learners and five (5) parents/guardians of senior high school learners of Sta. Catalina Integrated National High School. The research was conducted in Majayjay District from School Year 2020-2021. This study used Qualitative Research through Descriptive research where in-depth interviewing and storytelling was done to gather the narratives or accounts of the research participants. Using an interview protocol and with a strong collaboration with the participants, the researcher will manage...

Challenges and Barriers Encountered by G10-Agoncillo Learners in the Implementation of Modular Distance Learning at Taal National High School

Waylie Niña De Claro

Modular Distance Learning offered a brand-new avenue in the education industry since the pandemic started. Amidst COVID-19 pandemic, DepEd ensured the continuity of learning through MDL-Self Learning Modules based on the Most Essential Learning Competencies. However, on the first few months of its implementation, several concerns where observed. Some of these were learners’ concerns. In order to address these concerns, this research was conducted to determine the challenges and barriers that G10 - Agoncillo learners from Taal NHS had encountered due to the implementation of Modular Distance Learning. The descriptive method of research was used. A research-made the questionnaire was used to gather data necessary for the study. The data collected were analyzed and statistically interpreted to support the identified questions. The researcher made use of frequency count, weighted mean, and ranking to explain the data gathered. The results of the study revealed that respondents considered “Poor Time Management” as one of their greatest challenges encountered. Moreover, the researcher found out that the respondents have series of solutions to the identified challenges and thus ranked them from the most relevant to least relevant. The study further revealed that a series of suggested activities may help learners address their challenges and barriers properly thus accomplishing their MDL-SLM properly. The researcher recommended that a.) learners should proceed with their suggested solutions to overcome the challenges they encountered, specifically on time management, self-motivation, and learning focus b) parents and guardians should actively support the school in the execution of MDL-SLM by facilitating learning at home c) content writers and teachers should always consider learners’ diversity and needs and d) identified challenges and barriers should be addressed properly to help improve learner’s performance.

International Journal of Scientific & Research

Regie Bangoy

When the face-to-face engagement was suspended due to the Coronavirus Disease-19 (COVID-19) pandemic, it paved the way for the utilization of flexible learning in higher education and one of its forms is modular distance learning modality. The key purpose of this study is to discover the challenges and the coping mechanisms of the students of West Visayas State University-Himamaylan City Campus in the modular distance learning modality as well as to develop possible curriculum enhancement plan. These challenges and coping mechanisms were gathered through the qualitative-phenomenological approach by conducting in-depth interviews with the nine participants who were selected using purposive sampling, specifically the criterion sampling method. Thematic analysis was used to analyze the data. The main challenges that emerged were the struggles to understand the modules, complications in managing time, obstacles in retrieving and submitting modules, enduring uncomfortable places to learn, and lacking the technology to support new normal education. To cope with the said challenges, the students are motivating themselves to survive, learning collaboratively, setting up schedules to manage time effectively, taking a break after stressful days, and likewise praying to conquer difficulties Considering the result of the study, it is recommended for the university to review its learning continuity plan. The CHED may increase the number of beneficiaries for the TES to address the financial aspects of the students for them to focus with their studies. Thus, curriculum enhancement plan was developed to address the challenges and improve the learning experiences of the students.

International Journal of Scientific Research and Management (IJSRM)

Ronald Jayme

This research investigated the teachers’ issues and concerns towards modular distance learning approach. This study aimed to determine the level of issues and concerns encountered by teachers in the implementation of modular distance learning approach and the significant difference in the level of issues and concerns of teachers towards modular distance learning approach when grouped according to sex, number of years in service and number of related trainings. The study employed quantitative research, specifically a descriptive research design to determine the issues and concerns of fifty (50) elementary teachers of Cadiz District II in the Schools Division of Cadiz City. Total Purposive Enumeration sampling was used in selecting the respondents for the target samples. They were grouped according to the schools they are stationed at. The statistical tools used for the treatment of data were mean and standard deviation for problems 1 and 2, Independent t-test, and One-Way ANOVA used ...

AJHSSR Journal

The general purpose of this study was to find out the level of extent on the parental involvement in the implementation of modular distance learning approach in Botolan District, Division of Zambales, Philippines during school year 2020-2021. The study revealed that the parent-respondent is a typical female in her early adulthood, married, high school graduate with part-time work and meagre income whose children are at primary grade level. The academic performance of the parent-respondents' children was assessed-Very Satisfactory‖. Perceived-Highly Involved‖ on Parent as a Teacher and Acceptance of the Self-Learning Module while-Involved‖ on Submission of the Self-Learning Module. There is significant difference when grouped according to highest educational attainment towards Parent as a Teacher, Acceptance and Submission of the Self-learning module respectively; significant when grouped according to family income towards Parent as Teacher and Acceptance of the Self-Learning Module; while significant on number of children studying in the elementary level towards Parent as Teacher and Submission of the Self-Learning Module respectively. There is significant difference on the perception towards dimensions on the level ofextent on the parental involvement in the implementation of modular distance learning approach. There is negatively weak or little relationship between the level of academic performance and the level ofextent on the parental involvement in the implementation of modular distance learning approach. Based on the summary of the investigations conducted and the conclusions arrived at, the researcher recommended that the parents are encouraged to be given orientation to heighten awareness on their respective limited roles in the implementation of the self-learning modular approach; that parents are encouraged to help children developed with high levels of self-directed learning, to have strong for learning.\

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Psychology and Education , Maritis Magallanes Cagas , Myra A. Ambalong

UNIVERSAL JOURNAL OF EDUCATIONAL RESEARCH

MARK JOSEPH PASTOR

Erdee Cajurao

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Computer Science > Machine Learning

Title: modular deep learning.

Abstract: Transfer learning has recently become the dominant paradigm of machine learning. Pre-trained models fine-tuned for downstream tasks achieve better performance with fewer labelled examples. Nonetheless, it remains unclear how to develop models that specialise towards multiple tasks without incurring negative interference and that generalise systematically to non-identically distributed tasks. Modular deep learning has emerged as a promising solution to these challenges. In this framework, units of computation are often implemented as autonomous parameter-efficient modules. Information is conditionally routed to a subset of modules and subsequently aggregated. These properties enable positive transfer and systematic generalisation by separating computation from routing and updating modules locally. We offer a survey of modular architectures, providing a unified view over several threads of research that evolved independently in the scientific literature. Moreover, we explore various additional purposes of modularity, including scaling language models, causal inference, programme induction, and planning in reinforcement learning. Finally, we report various concrete applications where modularity has been successfully deployed such as cross-lingual and cross-modal knowledge transfer. Related talks and projects to this survey, are available at this https URL .

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