ARAULLOUNIVERSITY

P H I N M A E D U C A T I O N N E T W O R K
GRADUATE SCHOOL

THE EFFECT OF MODULAR APPROACH TOWARDS ACADEMIC

ACHIEVEMENT OF GRADE 11-IA STUDENTS OF APCBA

A Thesis Presented to

The Faculty of the Graduate School

PHINMA Araullo University

Cabanatuan City

In Partial Fulfillment of

The Requirements for the Degree

Master of Arts

Major in Educational Management

ROMAQUEEN S. DOMINGO
APRIL 2021
ARAULLOUNIVERSITY
P H I N M A E D U C A T I O N N E T W O R K
GRADUATE SCHOOL

ii

APPROVAL SHEET
ARAULLOUNIVERSITY
P H I N M A E D U C A T I O N N E T W O R K
GRADUATE SCHOOL

iii

ACKNOWLEDGEMENTS

The researcher greatly indebted to a number of

people for their support and tireless guidance throughout

this work. He would like to thank GOD first for holding

him firm as without Him, he is nothing.

His heartfelt thanks go to his adviser, Dr. Velma G.

Parungao who energetically devoted her precious time to

the supervision of this work. He found her suggestions

valuable and criticisms constructive;

He gratefully acknowledged all the assistance given

to him in this study by the teachers he worked with, the

school heads and the Tarlac Province Division office for

allowing him to carry out the study in the five schools;

Finally, he would like to thank his family for the

hardships they had to go through in his absence;

And to those who have not mentioned here, his

heartfelt thanks.

A.C.B.
ARAULLOUNIVERSITY
P H I N M A E D U C A T I O N N E T W O R K
GRADUATE SCHOOL

iv

DEDICATION

This thesis is dedicated to my wife Geralden, who

has been a constant source of support and encouragement

during the challenges of graduate school and life. I am

truly thankful for having you in my life.

This work is also dedicated to my son, Prince

Elijah, who always loved me unconditionally and served as

my inspiration to work hard for the things that I aspire

to achieve.

To God be the glory.

A.C.B.

TABLE OF CONTENTS
ARAULLOUNIVERSITY
P H I N M A E D U C A T I O N N E T W O R K
GRADUATE SCHOOL

Title Page i
Approval Sheet ii
Acknowledgement iii
Dedication iv
List of Tables vii
List of Figure viii
Abstract ix

Chapter Page

I The Problem and Review of Related Literature

Introduction 1

Review of Related Literature and Studies 3

Synthesis of Related Literature and Studies 63

Conceptual Framework 65

Definition of Terms 67

Statement of the Problem 67

Hypotheses of the Study 69

Significance of the Study 69

Scope and Limitation 70

II Method
ARAULLOUNIVERSITY
P H I N M A E D U C A T I O N N E T W O R K
GRADUATE SCHOOL

vi

Research Design 71

Participants 71

Materials and Instruments 72

Data Collection 74

Data Analysis 74

III Presentation, Analysis and Interpretation of 75

IV Summary, Conclusions and Recommendations

Summary 96

Conclusions 100

Recommendations 101

References 103

Appendices 111

Curriculum Vitae 118

LIST OF TABLES

Table Page
ARAULLOUNIVERSITY
P H I N M A E D U C A T I O N N E T W O R K
GRADUATE SCHOOL

vii

1 The Respondents 72

2 Profile of the Respondents 75

3 Weighted Mean and Verbal Interpretation 79

4 Weighted Mean and Verbal Interpretation 87

5 Relationship between Respondents’ 92

6 Relationship between School as a 94

LIST OF FIGURE

Figure Page
ARAULLOUNIVERSITY
P H I N M A E D U C A T I O N N E T W O R K
GRADUATE SCHOOL

viii

1 Paradigm of the Study 66

ABSTRACT
ARAULLOUNIVERSITY
P H I N M A E D U C A T I O N N E T W O R K
GRADUATE SCHOOL

ix

The study investigated on the effect of the school

climate in mathematics teaching and learning.

Specifically, the study answered the following questions:

How may the respondents’ profile be described in terms of

age, gender, civil status, educational attainment, number

of years in teaching service?; How may the following

domains of school as a workplace be described in terms

of: the school as a workplace, administration and staff,

support environment, professional development climate and

Mathematics teaching and learning?; Is there a

significant relationship between the respondents’

description on the domains of school as a workplace and

Mathematics teaching and learning across their profiles?;

Is there a relationship between the domains of school as

a workplace and Mathematics teaching and learning?

Theparticipants were the Mathematics teachers in all

secondary schools in Camiling Tarlac, Division of Tarlac

Province. Purposive sampling was used and the descriptive

method of research will be employed. The respondents were

the mathematics teachers who desired to effect change in

their mathematics teaching by improving their

instructional approaches and strategies. The respondents

described their school as a workplace that is ideal based

on its excellent educational atmosphere and conditions

conducive to learning. The respondents’ profile, the

school as a workplace and mathematics teaching and

learning are not significantly related. The respondents’

profile do not affect their perceptions on their school

as ideal workplace since they have similar conceptions of

improving the teaching-learning process in math. School

as a workplace and mathematics teaching and learning are

not significantly related, since instruction and school

setting complement to each other’s objective of improving

the mathematics program and student program.