Republic of the Philippines

SURIGAO DEL SUR STATE UNIVERSITY Tandag

City, Surigao del Sur

GRADUATE SCHOOL

“THE EFFECTS OF MODULAR AND BLENDED LEARNING IN HOME

ECONOMICS GRADE 9 AND 10 STUDENTS OF SAN VICENTE

NATIONAL HIGH SCHOOL: EDUCATION ALTERNATIVE

DURING COVID-19 PANDEMIC”

CHAPTER 1

THE PROBLEM AND ITS SETTING 

Introduction

    

The community of K–12 educations has seen explosive growth over the

last decade in distance learning programs, defined as learning experiences in which

students and instructors are separated by space and/or time. And it is very useful to

practice the online studying. Online virtual schools may be ideally suited to meet the

needs of stakeholders calling for school choice, high school reform, and workforce

preparation in 21st century skills. The growth in the numbers of students learning online

and modular, and the importance of this type of learning modality, as a solution to

educational challenges has increased the need to study more closely the factors that
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affect student learning in virtual and modular schooling environments. The analysis

shows that distance education can have the same effect on measures of student

academic achievement when compared to traditional instruction. 

Beginning in the 1930s, radio was used simultaneously to bring courses to

school students and to help teachers learn progressive Deweyan methods of teaching

(Bianchi, 2002), in what might have been among the earliest professional development

school models. From that point on, aside from printed learning modules, this television,

audio and videoconferencing, the Internet, and other technologies have been adapted

for the needs of young learners.

Virtual and modular schooling, like classroom schooling, has had limited success

in some situations. In an online and distance learning environment, students may feel

isolated, parents may have concerns about children’s social development, students with

language difficulties may experience a disadvantage in a text, heavy online

environment, and subjects requiring physical demonstrations of skill such as home

economics subjects.

A primary characteristic that sets successful distance learners apart from their

classroom-based counterparts is their autonomy (Keegan, 1996) and greater student

responsibility (Wedemeyer, 1981). By the time they reach higher education, most adults

have acquired a degree of autonomy in learning, but younger students need to be

scaffolded as part of the distance education experience. Virtual school teachers must be
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adept at helping children acquire the skills of autonomous learning, including self-

regulation. Adult learners more closely approach expertise in the subjects they study

and in knowing how to learn, due to their long experience with the concepts and with

meta-cognition, whereas children are relative novices. Expert learners have better

developed metacognition, a characteristic that children develop gradually.

The study will be gathering information from the Grade 9 and 10 students using a

questionnaire, of what are the effects and dis advantages of distance learning ( online

and modular).

Theoretical/Conceptual Framework

The motivation to decide for and continue with university studies. The academic

performance and motivation of traditional education (full-time students) and distance

learning students has been examined in many studies. Regarding performance, the

studies reported a better academic performance for non-traditional learners (Iverson,

Colky, & Cyboran, 2005; Navarro & Shoemaker, 2000; Williams, 2006) but other studies

have reported no significant difference in the academic performance (Haynes & Dillon,

1992; McDonnell et al., 2011; Woo & Kimmick, 2000).

A theory that supports this study is the theory The Self-Determination Theory has

been useful for investigating the optimal performance of students. In this study we

investigate the relationship between the type of education (full-time and distance),
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academic performance and motivation. The study sample consists of 40 participants,

students of San Vicente National High School. The participants were asked to provide

demographical data and completed two questionnaires (Academic Motivation Scale,

Basic Psychological Needs Satisfaction Scale). Our results emphasize that the

relationships between intrinsic and extrinsic motivational components and academic

performance present differences depending on the attended educational form.

This article presents transactional distance and connectivism as the theoretical

foundation for the development of an ODL framework for the University of South Africa

(Unisa). Distance learning, referred to as e-learning, is seen as a form of education in

which there is a separation between instructor and learner (Picciano, 2017). Özgür and

Koçak (2016: 202) emphasise especially flexibility in terms of individual conditions and a

shift from ‘same for all education’ towards ‘just for me’ education, which implies a more

customised perspective. Unisa as an ODL institution has vast numbers of students from

diverse backgrounds and any ODL framework should focus on the practical realities of

the day-to-day life of the learners (Joubert & Snyman, 2018)

Distance education is a process of planned teaching learning that occurs in a

different place from the normal learning setting and requires communication and a

special corporate organization via technologies (Moore & Kearsley, 2012). The

definition of distance education has four components: a. Corporate basis b. Interactive

telecommunication c. Data, sound and video sharing (learning experiences) d.

Separation of teacher and student (Simonson, Smaldino, Albright & Zvacek, 2008).
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Distance education is a concept which pertains to increasing the quality of education to

develop student’s learning (Burns, 2011).

Another theoretical construct that was added to distance education was the

notion of social presence or the context in which distance learning takes place. ICT

advancement has modernised the learning process. Siemens (2005) brings together the

social and cultural environment, on the one hand, and the use of technology in distance

education, on the other, in an alternative theory known as ‘connectivism’. Technology

determines how we learn, how we connect and how we communicate, and, in this

sense, connectivism offers a model of learning that acknowledges the tectonic shifts in

society where learning is no longer an internal, individualistic activity. How people work

and function is altered when new tools are utilised. Connectivism provides insight into

learning skills and tasks needed for learners to flourish in a digital era. (Siemens, 2005:

7)

This theoretical construct is reflective of the underlying hypothesis of learning

which emphasises the role of social environments and cultural contexts. Bates (2015)

explains that learning has changed in the following ways: (i) the way we learn and what

we learn, (ii) how we learn and (iii) where we learn. Learners are no longer impassive

users of knowledge; they are driven by a dynamic flow of information to create content

(Picciano, 2017). Learning takes place in collaboration and through interaction with

other learners outside the classroom in virtual venues any time of the day. Stephenson

(quoted in Picciano, 2017: 175) refers to this as ‘What Knowledge Tears Apart,
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Networks Make Whole’. According to Siemens (2005: 3), most distance education

theories do not acknowledge learning that takes place ‘outside of people’, whereas

connectivism focuses on developing and creating knowledge and learning rather than

disseminating it (Picciano, 2017)

The Self-Determination Theory (Deci & Ryan, 1991, 2000) has been useful for

investigating the optimal performance of students. Deci and Ryan identify several types

of motivation (see Fig. 1.): “Motivation for the behavior can range from amotivation or

unwillingness, to passive compliance, to active personal commitment. According to

SDT, these different motivations reflect differing degrees to which the value and

regulation of the requested behavior have been internalized and integrated.

Internalization refers to people's "taking in" a value or regulation, and integration refers

to the further transformation of that regulation into their own so that, subsequently, it will

emanate from their sense of self.” (Ryan & Deci, 2000, p. 71, in Wilkesmann, Fisher,

Virgillito, 2012). The Self-Determination Theory defined 3 categories of motivation:

autonomous regulation (learning for pleasure), controlled regulation (learning for

rewards, avoid feelings of guilt, etc.), and amotivation (lack of autonomous and

controlled learning). Regarding the intrinsic motivation the researchers apply a very

narrow definition. If we do an activity only for the activity itself and we also do it for

pleasure, we speak about intrinsic motivation. Intrinsic motivation “refers to doing an

activity for the inherent satisfaction of the activity itself” (Ryan & Deci, 2000, p. 71 in

Wilkesmann, Fisher, Virgillito, 2012). On the other side, extrinsic motivation can be
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defined as those external reasons, which help to accomplish our goals: rewards or

punishments. “People behave to attain a desired consequence such as tangible

rewards or to avoid a threatened punishment.” (Deci & Ryan, 2000, p. 236).

The more external regulation is internalizing

FIGURE 1.1 Fig.1. SDT (Ryan & Deci, 2000, p. 72)

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Statement of the Problem

The study aimed to determine the effects of modular and blended learning

in Technology and Livelihood Education Students of Grade 9 and 10 students of San

Vicente National High School during the Covid-19 pandemic. Specifically, it is to answer

the following problems

This study focuses on the following problems:

1. What are the advantages of Distance Learning, in terms of?

1.1 Age

1.2  Gender

1.3 Family Background

2. What are the effects of Distance Learning of the Students, in terms of??

2.1.1 Online learning modality

2.1.2 Modular 

3.   Is there a significant difference between the level of performances of students in

face to face and distance learning modality?

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 Statement of the Hypotheses

          This study assumed four null hypotheses as follows:

HO-1. Students are more likely a performer in terms of their skills acquired in face to

face learning.

HO-2. There is no significant difference between face to face and distance learning

modality of student’s in the new normal classes

H0-3. The students cannot practice their skills on distance learning.

HO-4. The students are more likely motivated in face to face classes in developing skills

TLE subjects.

 Significance of the Study

The study is significant to the following individuals:

Community- The study will encourage the community to take part of the

learning process.

Learners- The study will enlighten the learners to take a big parts of

learning process.
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School- The study will make the school more relevant in conducting

distance learning.

Teachers- The study will help the teachers in making more of Best

practices to encourage learners to go to school.

In this study, researchers can be able to identify the level of performances of the

students in San Vicente National High School compared to face to face classes and

distance learning, during pre-pandemic time and in pandemic Covid-19.

Scope and Limitation of the Study 

In this study, researchers can be able to identify the level of performances of the

students in San Vicente National High School compared to face to face classes and

distance learning, during pre-pandemic time and in pandemic Covid-19.

The respondent is the Junior High School students of San Vicente National High

School. These are the Grade 9 and Grade 10 Students.

Definition of Terms

 The following terms are defined operationally to help the readers understand the

study: 

Best Practices- this are the practices which used by the teacher in conducting

classes may it online o distant learning.

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Covid-19 - is caused by a virus.

Respondents- those individuals who complete a survey or interview for the

researcher.

Researcher- someone who conducts research.

School- it is the location where the research in conducted.

Students- are the respondents of this study.

TLE Teachers- these are the teachers who handled TLE subject.

Chapter 2 

REVIEW OF RELATED LITERATURE AND STUDIES

The study in this chapter presents the reviewed literature and studies which

show similarity to the present study.

Related Literature 

Foreign 

The main purpose of effective classroom management is to achieve the basic

objectives of education by creating a positive classroom and an efficient learning

environment. In this respect, classroom management aims to ensure the regular

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practice of class-life and self-control of all students. The key to becoming an effective

teacher is to have effective classroom management. Marzano et al. (2003) highlighted

that it is very difficult or even impossible for a classroom teacher who is not effective in

managing the classroom, actively participating in classroom activities and using his/ her

time efficiently and achieving the necessary tasks. Therefore, it can be said that in the

absence of effective classroom management, students will have no active participation,

and in the absence of active participation no effective learning can be achieved. Some

research showed that active participation in the lesson has a very strong effect on

learning (Baker et al., 2008; Greenwood et al., 2002). The research results showed that

with effective classroom management, undesirable behaviors of the majority of students

can be prevented, and students' participation in classes will increase (Arın et al., 2016;

Soodak, 2003).

Distance education has been practiced for more than 150 years, passing through

three phases: first, correspondence study, with its use of print-based instructional and

communication media; second, the rise of the distance teaching universities and the

use of analog mass media; and third, the widespread integration of distance education

elements into most forms of education, and characterized by the use of digital

instructional and communication technologies. Peters (2002) has suggested that “the

swift, unforeseen, unexpected and unbelievable.

Perhaps the first of the “first principles” is the recognition that distance education

is a system, and that the creation of successful courses—and the program of which
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they are a part—requires a “systems” approach. Hirumi (2000) identified a number of

systems approaches but noted a concept common to all: that “a system is a set of

interrelated components that work together to achieve a common purpose” (p. 90). He

described a system that involved the efforts of faculty, staff, administrators, and

students, and consisted of eight key components: curriculum, instruction, management

and logistics, academic services, strategic alignment, professional development,

research and development, and program evaluation.

Local

Section 2, Article XIVof the 1987 Philippine Constitution declares mandate the

state to establish, maintain and support a complete, adequate and integrated system f

education relevant to the needs of the people, the country and society-at-large. The

“Adaption of The Basic Education Learning Continuity Plan (BE-LCP) for school year

2020-2021 in the light of COVID-19 public health emergency. Dep Ed shall employ

multiple learning delivery modalities (LDMs) to ensure the continued provision of

learning opportunities to its learners. This can be done through the blended learning,

and home schooling (Republic Act No. 10533 (RA 10533).

In this time of pandemic, the Department of Education seek ways to continue the

provision of learnings in all other subject areas, so as to this time we the Educator in

Department of Education ensuring the quality of Education even for Distance learning

and Online learning methodologies. As a teacher they would make sure to apply all the

best practices needed to foster learning in any other ways. In this research, the
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researcher seeks those practices which the Teacher applies from the day to day

process in learning.

The 21st-century skillset is generally understood to encompass a range of

competencies, including critical thinking, problem solving, creativity, meta-cognition,

communication, digital and technological literacy, civic responsibility, and global

awareness (for a review of frameworks, see Dede, 2010). And nowhere is the

development of such competencies more important than in developing country contexts,

where substantial lack of improvements in learning outcomes has suggested that the

task of improving instructional quality is urgent. A challenge in bringing about the

desired improvements lies in the lack of context-specific understanding of teaching

practices as well as meaningful ways of supporting teachers in their professional

development (Seidman et al., 2018; UNESCO, 2016; Wolf et al., 2018). In other words,

how can we improve teacher’s 21st-century skills to help produce 21st-century

learners?.

According to the most recent data, the Philippines is ranked 19th among

countries with the highest viral infection rates. Despite the government’s lockdowns and

tight health standards, the virus’s infection rate continues to increase. As a result,

Filipinos are projected to continue living under the "new normal" for an extended period

of time. Businesses, transportation, public services, health, and education are the

sectors that are most impacted by this new situation (Jamon et al., 2021). To preserve

educational continuity, institutions transitioned to emergency remote instruction that was

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logistically feasible, typically with little time for preparation. Transitioning to and

implementing the new teaching and learning format has created numerous problems,

risks, and challenges for teachers and students (Cachón-Zagalaz et al., 2020; Bao,

2020; and Hiraoka & Tomoda, 2020).

Related Studies

Foreign

Education’s quality, therefore, is directly proportionate to the quality of its

teachers and teaching. The way teachers are trained is an important aspect of

improving the quality of teaching. Teachers are one of the critical components of this

process, asthey are one of the primary instruments in delivering quality learning to

students. Moreover, education has a significant impacton molding the lives of

students. Teachers are the education system’s most valuable resources. They are

established at thenexus of knowledge, skill, and value transfer to students. Further,

teacher education plays an essential role in improving anddeveloping any higher

education system. Further, teacher education must reflect both global educational

trends and the broaderneeds and aspirations of the public. They are significant in

ensuring the continued delivery of high-quality education in theface of the pandemic

(Castroverde & Acala, 2021).

It cannot be denied, however, that teaching in the new normal has its ownset

of challenges and threats. A study conducted by Lapada et al. (2020) found that
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teachers were very aware of the COVID-19 pandemic’s existence and its

consequences.

On the other hand, teachers also discuss their concerns via modular distance

education. Indeed, the majority of teachers do not appear to have the necessary

skills to teach online; either they have not been trained or they have never taught

online (Saraswati et al., 2020). Additionally, teachers’ health is jeopardized (Asbury

& Kim,2020), as they are responsible for physically distributing and retrieving

modules from parents or guardians (Jamon et al., 2021). Furthermore, educators

face dread, anxiety, and under-appreciation in their profession. Teaching in the new

normal affects instructors’ mental health and wellbeing (Kima et al. 2020;

Watermeyer et al. 2020; Schaffhauser, 2020; Ramberg, 2019)

Local

Education in the new normal has several benefits and drawbacks. For

example, teachers can acquire new skills through the use of technology. They

become acquainted with Google Classroom as an educational platform (Jamon etal.,

2021; and Chua et al., 2020). Further, Bagood (2020) emphasized that as frontline

educators, they have received various training and seminars to equip them better to

deliver quality education amid the COVID-19 pandemic. It is a departmental policy to

train teachers not only for professional growth but also for unexpected
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circumstances. Despite the COVID-19 pandemic threat, teachers continue to serve

by developing modules as the students’ learning guides.

Thus, the teacher becomes a catalyst for the student’s growth as an individual

and community member (Martineau et al., 2020). Meanwhile, additional

strengths ,weaknesses, opportunities, and threats can be revealed based on the

teachers’ direct experiences. Leiber, Stensaker, and Harvey(2018) underlined the

framework of SWOT analysis as a framework centered on identifying internal and

external aspects that may impact the examined process or structure. On the other

hand, it describes the defined subject as a methodical evaluation approach that aids

in strategic decision making. SWOT Analysis is used to establish future-oriented

plans by highlighting the organization’s strengths and weaknesses, opportunities

and threats (Güldiken, 2016).

By highlighting the strengths, it can help to develop strategies that aim to

capitalize on opportunities, strengthen weaknesses, and protect against risks

(Erçetin, 2019). The SWOT analysis technique can provide a solid foundation for a

thorough study of the topic features (O’Brien et al., 2020). The major goals of the

study may be summarized as building strengths, minimizing weaknesses, seizing

opportunities, and opposing threats (Leiber et al., 2018). The most essential element

is that it enables the appraisal of both internal and external problems (Arslan,

2021).Thus, this study aims to provide knowledge and explore the lived experiences

of higher education institution teachers during this new normal amidst the COVID-19
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pandemic. It specifically seeks to discover teachers’ strengths, weaknesses,

opportunities, and threats in teaching during the pandemic.

Synthesis

The different literature and studies reviewed by the researcher point out the

similarities with the present research for it focused on the best practices of teacher

in the time of pandemic, the teacher’s classroom management being apply to theier

da to day classes.

About the study, the work of cited authors among the problem they have

studied, the best practices if teachers were very beneficial to the learners and the

researchers.

Teachers are empowered to be active participants in their professional

development as well as in the refinement of their pedagogy to best serve the students

(e.g. 4Rs: Brown et al., 2010; Jones et al., 2011; My Teaching Partner: Allen et al.,

2011; RULER: Rivers et al., 2013) – two aspects currently underserved in SSA’s

teacher education and continuing professional development programs (Hardman et al.,

2011).

In any given classroom, the core processes and practices are working

concurrently. However, clear distinctions need to be made between concurrent

behaviors – isolating specific practices and processes can better enable us to discern

how particular behaviors in the classroom environment serve to support student

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learning. Looking at processes and practices in the classroom shifts the focus from

exclusively what is being taught to how something is also being taught. In other words,

both “form” and “substance” of teaching (Brodie et al., 2002) are being considered to

determine quality of classroom processes. Assessment of classroom process quality

also necessitates a standard, in the form of a specific, conceptually based lens with

which observers can view the classroom. Through such a lens, observers can be

trained to observe more objectively, spot biases, and minimize subjectivity through

clearly defined dimensional guides for rating.

Chapter 3

RESEARCH METHODOLOGY

The chapter of the study presents the research design, research locale, research

respondents, sampling technique, research instruments and the validation of

instruments, data gathering procedure, and statistical treatment used to answer the

research problems.

Research Design 

The study used non- experimental design by asking question and can be

done in interview process. The researcher will prepare questionnaires and a check

list will be given to the respondents.

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A questionnaire is a list of questions or items used to gather data from

respondents about their attitudes, experiences, or opinions. Questionnaires can be used

to collect quantitative and/or qualitative information.

Questionnaires are commonly used in market research as well as in the social and

health sciences. For example, a company may ask for feedback about a recent

customer service experience, or psychology researchers may investigate health risk

perceptions using questionnaires, Bhandari (2022)

Research Locale 

The researcher conducted the study at San Vicente Prosperidad, Agusan

del Sur. Particularly in San Vicente National High School. Since, the respondents of

the study are the Junior High School Students so the location is in their respective

classrooms.

Figure 2. Spot Map of Respondents School 

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Research Respondents 

The respondents of the study were the Junior High Students of San Vicente

National High School. The study targeted all the grade 7 and 8 students to answer

the questionnaire. The research respondents in the study were50 students in grade

7 where 30 are males and 20 are females; while in grade 8 they were 65 with 35

males and 30 are females.

Research Instruments 

The study adopted the questionnaire from Ravelo (2016) as a data gathering

instrument. It contains the characteristics of the students while at home learning at

such as (1) age (2) gender (3) family . Each item associates a score value from 1-9

with corresponding interpretation. Nine (9) as the highest point rate and one (1) is

the lowest. 

Data Gathering Procedure 

The data gathering procedure of this study undergone a step-by-

step process. The researcher sought approval to the district supervisors thru

the school heads for the permission to conduct the investigation within the

school and somehow the respondents were asked to answer the given

questionnaire.  
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The researcher personally spearheaded the giving of questionnaire to ensure

its success. After which, the researcher retrieved all test papers and subjected the

gathered data for statistical treatment to answer the research questions included in

the study. 

Statistical Treatment 

The researchers used the following statistical tools to treat the data of

the study: 

The investigators used the mean and standard deviation in answer in the

asked date in all questions.