1

ACCEPTABILITY OF THE MODULAR LEARNING DELIVERY MODALITIES

IMPLEMENTATION: BASIS FOR ENHANCEMENT OF BASIC EDUCATION
LEARNING CONTINUITY PLAN

A Basic Research
Presented to the Division Research Committee
Schools Division of Zamboanga Sibugay
Pangi, Ipil Zamboanga Sibugay

August 2021
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Abstract

Lachica, Arnel B. (2022). ACCEPTABILITY OF THE MODULAR LEARNING

DELIVERY MODALITIES IMPLEMENTATION: BASIS FOR ENHANCEMENT OF BASIC
EDUCATION LEARNING CONTINUITY PLAN. An action research, Schools Division of
Zamboanga Sibugay.

The research focused on the learning continuity plan of the National

Government spearheaded by the Department of Education as the frontline national
agency to implement it. This study finds the acceptability and effectiveness of the
modular learning delivery modalities in learning continuity plan in light to the public
health crisis that the country and the whole world experiencing right now. The
learning deliveries modalities that the schools chose to implement are the modular
distance learning.
The researcher designs used in the present study were descriptive and
experimental methods of research since the study involves the assessment on the
acceptability of the developed module.Simple random sampling is a sample of
individuals that exist in a population; the individuals are randomly selected from the
population and placed into a sample.The instrument that the researcher will use is
questionnaire checklist to gather the data for the study. This method will benefit the
researcher because it can get more efficient and accurate response from the
respondents of the study.
The developed Modules are very much acceptable with respect to content,
language, presentation and assessment in terms of their demographic profile. There is
no significant relationship in terms of the demographic profile of the respondents and
to the acceptability of the modules developed.

Keywords: Modular Learning, Acceptability, Content, Language, Presentation,

Assessment
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ACKNOWLEDGMENT

The researcher wishes to express his sincerest gratitude to the following

persons who directly and indirectly contributed to the completion of this manuscript:

Supt. Jeanelyn Aleman, CESO VI, Schools Division Superintendent, Officer-

in-charge of the Office of the Schools Division Superintendent, for his approval in the

conduct of data gathering data of Deped Zamboanga Sibugay Schools Division; for

allowing the researcher to improve her professional growth;

Valeriano Fogoso, Public School District Supervisor ofDiplahan District, for

granting her permission for Administer the research instrument to the teachers of

Diplahan District

To his Co-Mentors and friends, who have been supporting for the success of

this research and for the inspiration and motivation in the entire years of this Basic

Research;

To Jennelyn Pajita Lachica, hiswife who gave his all, love and untiring support

to fulfill his dreams and children Sophia Nicole and Cathlea Heart for being his

inspiration.

And most of all, to the Heavenly Father and Mama Mary, who provided all the

Time, Talent and Treasure to find the fulfillment of what the researcher aspired for. To

God be the Glory.

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I. Introduction of the Research

On December 31, 2019, the World Health Organization (WHO) China

CountryOffice was informed of cases of pneumonia of unknown cause detected in

Wuhan City, Hubei Province of China. The cause would later be determined as a new

type or strain of coronavirus not previously detected in people. Coronavirus is named

as such because of the crown-like spikes on their surface. On February 11, 2020, the

International Committee on Taxonomy of Viruses (ICTV) named the new coronavirus

as “severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2).” On the same day,

WHO also announced the name of the disease caused by SARS-CoV-2 as Coronavirus

Disease–2019, or COVID-19. In this document, we shall use the term COVID-19 to

refer to both the virus and the Disease. WHO describes coronaviruses as a large family

of viruses that can cause respiratory illness ranging from the common cold to more

severe diseases. The most common symptoms of COVID-19 are fever, dry cough, and

tiredness. Some patients may have aches and pains, nasal congestion, sore throat, or

diarrhea. Based on the data from China, about 80 percent of patients experienced

mild illness, 14 percent had severe disease, and five percent became critically ill. The

cases also indicated that illness severity was associated with patients 60 years and

older, as well as with patients that had other underlying illnesses or medical

conditions. COVID-19 hit home on January 30, 2020 when WHO declared it a Public

Health Emergency of International Concern, while the Department of Health (DOH)

announced the first patient who tested positive for it here in the Philippines.

Immediately on February 1, 2020, the Department of Education (DepEd) Secretary

issued DepEd Memorandum (DM) No. 11, s. 2020, creating a Task Force for the
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management of the department’s response to COVID-19. (World Health Organization,

2019)

The disruptions caused by COVID-19 to everyday life meant that as many as 40

million children worldwide have missed out on early childhood education in their

critical pre-school year.They thus missed a stimulating and enriching environment,

learning opportunities, social interaction and in some cases adequate nutrition. This is

likely to compromise their longer-term healthy development, especially those children

from poor and disadvantaged families. In technical and vocational education and

training systems, vulnerabilities including low levels of digitalization and long-

standing structural weaknesses, have been brought to light by the crisis. Disruptions

in work places made it difficult to implement apprenticeship schemes and work-based

learning modes, key elements of a functional and market-responsive technical and

vocational system.

In the higher education sub-sector, while online learning has generally taken place

through recorded lectures and online platforms, some universities have postponed

learning and teaching until further notice, due to the lack of information technology

(IT) infrastructure for both students and teachers. Questions also remain about how to

harmonize semesters and academic calendars, as some programs have been

successfully implemented online, while others could not be. (UNICEF, 2019)

The initial government response to suspend classes, and later to

imposecommunity quarantine, disrupted classes first in the National Capital Region

(NCR) beginning March 14, 2020, and later in the rest of Luzon and other localities

outside Luzon. While we were fortunate that the March class suspensions happened at

the tail end of the school year, the situation for the incoming school year will be much
 6

different. We now face uncertainties on whether schools will be allowed to open, and

under what conditions. In this time of threat, challenges, and uncertainties brought

about by COVID-19, the directive of DepEd Secretary Leonor Magtolis Briones is to

ensure the health, safety and welfare of all learners, teachers, and personnel of the

department, while also finding ways for learning to continue. This Basic Education

Learning Continuity Plan (BE-LCP) responds to the directive of the Secretary and

provides guidance to the department on how to deliver education in this time of crisis.

(DepEd, 2020)

The research focused on the learning continuity plan of the National

Government spearheaded by the Department of Education as the frontline national

agency to implement it. This study finds the acceptability and effectiveness of

themodular learning delivery modalities in learning continuity plan in light to the

public health crisis that the country and the whole world experiencing right now. The

learning deliveries modalities that the schools chose to implement are the modular

distance learning.

II. Literature Review

A. Department of Education School Calendar

After consultations and internal discussions, DepEd has reached a decision to

set the opening of SY 2020-2021 on August 24, 2020. However, the days in August

prior to the formal school opening will be used to orient learners on the utilization of

alternative learning delivery modalities and corresponding learners’ materials, and

mental health and psychosocial support activities. These pre-opening activities

devoted to the attainment of the learning objectives for the school year shall be
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counted as part of the class days. The school year will end on April 30, 2021. We

emphasize that the school opening will not necessarily mean traditional face to-face

learning in the classroom. As indicated in the previous section, the physical opening of

schools will depend on the risk severity grading of a locality. Even in areas where

schools are allowed to open, physical distancing will still be required, which will

necessitate schools to combine face-to-face learning with distance learning, or blended

learning. Schools shall conduct enrollment from June 1 to 30, 2020 for all learners

intending to attend SY 2020-2021. Those who have enrolled during the early

registration period will have to enroll again, given that circumstances have changed

substantially. It is important to validate the enrollment, so that teachers and schools

are able to adequately plan the organization of their learners into classes, taking into

consideration their particularcircumstances. The enrollment may be done

electronically or in printed format. Theenrollees and their parents or guardians have to

accomplish an enrollment and survey form that will collect important data and

information for the contextualization of the learning delivery strategies and modalities.

(DepEd, 2020)

B. Learning Strategies and Modalities

Major adjustments are being made at the central and field levels to enable

DepEd to deliver distance learning at a magnitude never done before. While the task is

daunting, it also compels the Department to implement innovations already being

done by DepEd and by its education partners, just on a larger scale. Thus, we are not

really starting from scratch.This section describes the key elements of the learning

strategies learning delivery modalities and that will operationalize the BE-LCP. Some

of these constitute parameters, while others are intended to be options and resources
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that our field units from the regions, divisions, and schools can deploy, taking into

consideration their respective conditions and realities on the ground. These are work

in progress, for refinement and fleshing out in the run-up to the formal school

opening, and during the school year itself.

C. Streamlining the K to 12 Curriculum into the Most Essential Learning

Competencies. The Department of Education(2020) Curriculum and Instruction

strand, through the Bureau of Curriculum Development, has identified within the full

K to 12 curriculum the Most Essential Learning Competencies (MELCs). This has

streamlinedthe total number of competencies in all learning areas from Kindergarten

to Grade 12 (excluding the technical-vocational-livelihood/TVL specializations in

Senior High School) to 5,689 from the original 14,171 or a reduction by 60 percent.

Table 1. Streamlining of K to 12 Curriculum into the Most Essential Learning

Competencies

Subjects No. of LCs Number of Percentage Percentage

in Current MELCs of MELCs of Removed
CG LCs
Kindergarten 241 66 27% 73%
Mother Tongue 1,738 135 8% 92%
AralingPanlipunan 527 255 48% 52%
EdukasyonsaPagpapakatao 380 313 82% 18%
English 3120 231 7% 93%
Filipino 2378 708 30% 70%
Mathematics 741 543 73% 27%
MAPEH 1436 997 69% 31%
Science 284 187 66% 34%
EPP/TLE 883 749 85% 15%
SHS Core 739 409 55% 45%
SHS Applied 219 178 81% 19%
ABM 257 167 65% 35%
STEM 586 347 59% 41%
HUMMS 326 168 52% 48%
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Sports Track 149 149 100% 0%

Arts and Design 167 87 52% 48%
Total 14171 5689 40% 60%
Source: DepEd

The Department of Education (2020) by streamlining the learning competencies

to the most essential, we will be able to focus more on the learning activities and

resources, while having sufficient time for coverage and mastery. The identification of

the MELCs is not only in response to the challenge of delivering learning in the time of

COVID-19 but is actually the accelerated result of thecurriculum review that the

Secretary has directed as early as two years ago. It respondsto the findings that there

are overlaps and congestion in the curriculum. The reviewinvolved bureau specialists,

academic experts, and field implementers workingcollaboratively and employing

consensus judgment. A key partner in the review, which remains ongoing and will still

be refined and finalized beyond the COVID-19 period, is the Assessment Curriculum

and Technology Research Centre (ACTRC).The MELCs are defined as the competencies

that a learner needs in order to continue to subsequent grades, and ultimately to have

a successful life. The characteristics of the MELCs are:

(a) It is aligned with national standards or frameworks, such as, for example,

“holistic Filipino learners with 21st Century skills.”(b) They connect the content to

higher concepts across content areas.(c) They are applicable to real-life situations. (d)

They are important for students to acquire, even if a student drops out from school.(e)

They cannot be expected to be ordinarily learned by students if not taught in school.

Department of Education (2020) clarified that releasing the MELCs does not

necessarily replace the use of the curriculum guides (CGs). Rather, these serve as a

supplementary guide for teachers as they address the instructional needs of learners.
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Finally, field implementers are encouraged to contextualize the MELCs in order to

accommodate the varying contexts of learners, teachers, learning environment, and

support structures considering both the content and performance standards. With

these, Filipino learners are guaranteed relevant and quality basic education amidst

COVID-19. There shall be a follow-up issuance to further explain how the MELCs

should be used, and to clarify its status in relation to the ongoing broader K to 12

curriculum review.

D. Learning Delivery Modalities

The Department of Education, 2020 proposed the learning delivery modalities

that schools can adopt may be one or a combination of the following, depending on the

COVID-19 restrictions and the particular context of the learners in the school or

locality.

Face-to-face. This refers to a learning delivery modality where the students and the

teacher are both physically present in the classroom, and there are opportunities for

active engagement, immediate feedback, and socioemotional development of learners.

In areas under the Moderate and High-risk severity grading, this is not possible.

However, there are learners with disabilities whose conditionsrequire face-to-face

instruction. This will be the subject of further discussion within DepEd, with partners,

and with parents. Face-to-face option may also be feasible in very low risk areas such

as the geographically isolated, disadvantaged, and conflict affected areas (GIDCA) with

no history of infection and with easily monitored external contacts, but with teachers

and learners living in the vicinity of the school. Any face-to-face learning delivery must
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have proper risk assessment and must adhere to the health protocols in place.

Potential learning spaces in thecommunity near the school may be explored to add

spaces for the conduct of classes with the appropriate social distancing.

Modular Distance Learning. Involves individualized instruction that allows learners

to use SLMs in print or digital format, whichever is applicable in the context of the

learner, and other learning resources like learner’s materials, textbooks, activity

sheets, study guides, and other study materials. Learners access electronic copies of

learning materials on a personal computer (PC), tablet PC, or smartphone. CDs, DVDs,

USB storage, and computer-based applications can all be used to deliver e-learning

materials, including offline ebooks. The teacher takes the responsibility of monitoring

the progress of the learners. The learners may ask assistance from the teacher via

email, telephone, text message/instant messaging, etc. Where possible, the teacher

shall do home visits to learners needing remediation or assistance. Any member of the

family or other stakeholders in the community need to serve as para-teachers.

Online Distance Learning. Features the teacher as facilitator, engaging learners'

active participation through the use of various technologies accessed through the

internet while they are geographically remote from each other during instruction. The

internet is used to facilitate learner-teacher and peer-to-peer communication. Online

learning allows live synchronous instruction. It requires participants to have a good

and stable internet connection. It is more interactive than the other types of distance

learning and the responses are inreal-time. The learners may download materials from

the internet, complete and submit assignments online, and attend webinars and

virtual classes. This is practiced effectively by using a Learning Management System

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or relatedtechnologies. The DepEd Commons and DepEd Learning Resource (LR)

Portal fall in this category.

TV/Radio-Based Instruction utilizes SLMs converted to video lessons for Television-

Based Instruction and SLMs converted to radio scripts for Radio- Based Instruction.

Distance learning modality is most viable for independent learners, and learners

supported by periodic supervision of parents or guardians. The challenge will be in

dealing with learners not capable of independent learning. This is the subject of

further discussion within DepEd, and with partners and parents.

Blended Learning. This refers to a learning delivery that combines face-to-face with

any or a mix of online distance learning, modular distance learning, and TV/Radio-

based Instruction. Blended learning will enable the schools to limit face-to-face

learning, ensure social distancing, and decrease the volume of people outside the

home at any given time. Critical for implementation will be the production of the

needed teacher’s and learner’s learning materials (DepEd LR Portal and DepEd

Commons will be maximized), as well as the support of media institutions like TV and

radio stations.

Homeschooling. This is an ADM that aims to provide learners with quality basic

education that is facilitated by qualified parents, guardians, or tutors who have

undergone relevant training in a home-based environment. It allowsfamilies to educate

according to their personal faith, philosophy, and values, and to adjust learning

schedules around family schedules and circumstances. However, there remain several

issues in its implementation, including the supervision of licensed teachers and

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alignments with the curriculum. Thus, this modality will be the subject of a later

DepEd issuance before its expansion.

E. Contextualizing Learning Strategies and Modalities in Regions

Upon recommendation by the SDOs, after consultation with the schools under

their respective jurisdictions, the RDs shall decide on the learning delivery modalities

deemed appropriate in the context of the local conditions and consistent with the

COVID- 19 guidelines and regulations. We have great trust in our field officials, school

leaders and teachers, particularly in their resilience, adaptability, and resourcefulness

in delivering instruction. Our schools and field offices are very much mindful of the

Secretary’s direction to pivot to quality under the framework of Sulong EduKalidad,

and we are confident that our own front liners will ensure that the quality of education

will be enhanced rather than sacrificed. The contextualization at the field shall be

informed by the wealth of knowledge and experience in ground conditions by our ROs,

SDOs, and schools/CLCs. However, there is also a wealth of resources that can serve

as guides in deploying various technologies for distance learning. Schools transition to

Post-COVID 19 Times, which provides practical steps that K-12schools may take in

order to arrive at the best decisions regarding the use of educationaltechnology to

address their particular situation.

III. Action Research Questions

The research sought to find the acceptability of the modular learning delivery

modalities implementation: Basis for the enhancement of basic education learning

continuity plan. Specifically, it will answer the following research questions:

1. What is the profile of the respondents in terms of:

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a. Age

b. Sex

c. Educational Attainment

d. Position

e. Years in service

f. Level taught

2. What is the level of acceptability of the developed modules as evaluated by the

respondents with respect to:

a. Content

b. Language

c. Presentation; and

d. Assessment?

3. Is there a significant difference on the level pf acceptability of the developed

modules as evaluated by the respondents in terms of their profile?

4. What is the proposed enhanced basic education learning continuity plan based on

the findings of the study?

IV. Scope and Limitation

The study is to determine the acceptability of the modular learning delivery

modalities implementation. It focuses on acceptability of the teacher respondents on

the developed modules in terms of the content, language, presentation and

assessment.

The study conducted at Diplahan District with the teachers of Elementary

schools are the respondents of the study which handles the different subjects using

the modular learning.

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V. Research Methodology

A. Sampling

The researcher designs used in the present study were descriptive and

experimental methods of research since the study involves the assessment on the

acceptability of the developed module. The descriptive design was also used. According

to Calmorin (2007), the descriptive research includes present facts or current

conditions concerning the nature or persons, a number of subjects or class of events,

classification of events, classification or measurement. Descriptive research is

characterized as a fact-finding with adequate interpretations.

Simple random sampling is a sample of individuals that exist in a population;

the individuals are randomly selected from the population and placed into a sample.

This method of randomly selecting individuals seeks to select a sample size that is an

unbiased representation of the population. Stratified random sampling is a method of

sampling that involves the division of a population into smaller groups known as

strata. In stratified random sampling or stratification, the strata are formed based on

members' shared attributes or characteristics. Stratified random sampling is also

called proportional random sampling or quota random sampling.

Target population refers to a group of individuals, objects or items from which

samples are taken for analysis. (Kothari 2004) .In this study the target population are

the Elementary Teachers in the different learning areas of the selected elementary

schools in Diplahan District of Schools Division of Zamboanga Sibugay.

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Table 2:

Respondents of the study

Learning Area School Number of

Respondents
AralingPanlipunan Balangao Elementary School 2

English Diplahan Central Elementary 2

School
Mathematics Pilar Elementary School 2

Filipino Manangon Elementary School 2

Science Kauswagan Elementary 2

School
Mother Tongue Ditay Elementary School 2
Based

ESP Guinoman Elementary School 2

EPP Natan Elementary School 2

Total 16

Data Collection

The instrument that the researcher will use is questionnaire checklist to gather

the data for the study. This method will benefit the researcher because it can get more

efficient and accurate response from the respondents of the study. The set of

questionnaire checklist on the researcher's reading, previous studies those are

relevant to the study. Questionnaire checklist will conduct to generate responses

schools readiness in implementing the learning continuity plan. The questionnaire

checklist will check by the District Research Committee in order to determine

suitability and fitness. After which, the conceived instrument were subjected to

expert's validation process. The questionnaires were written in English and were
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translated in Filipino (if needed) and in their mother tongue depending on what was

the informant's dialect (if needed).

The questionnaire checklist is composed of five items per aspect for a total of 20

items.

The checklist questionnaire was evaluated using the following scale:

Scale Range Verbal

Interpretation
5 4.50-5.00 Highly Acceptable

4 3.50-4.49 Very Acceptable

3 2.50-3.49 Acceptable

2 1.50-2.49 Less Acceptable

1 1.00-1.49 Not Acceptable

After the formulation of the research instruments and the permission letter, the

conduct of the study, in particular, the gathering of data started right after the

permission to do so was approved by the Department of Education, Division of

Zamboanga Sibugay. Then, the researcher identifies the selected elementary teachers

in the selected schools of Diplahan District of Schools Division of Zamboanga Sibugay

to be the participants of the study. The researcher will provide letters for the Diplahan

District Supervisors of Schools Division of Zamboanga Sibugay. Upon the approval of

the District Supervisor, the researcher will give inform consent to the participants and

permission letter to conduct surveys. Upon signing of the participants, the researcher

will set schedule to conduct the survey to the participants.

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Furthermore, during survey the researcher will orient the participants on how

to fill up the survey forms and guide the participants all through out in answering the

survey forms. The researcher should remember that during the survey, the

participants has the right to reject and not to continue in answering the survey forms

if there are sensitive issues that the participants are not comfortable with. Afterwards,

the researcher will thank the participants for their active participation.

After the entire conduct of survey, the researchers then now gather all the collect

data and treat the data statistically, analyze and interpret the data. The analyzation

and interpretation of data will be in the period of four weeks so that the researcher will

ensure that all gathered data are analyzed and interpreted.

Questionnaire data files were downloaded from the survey monkey website in

Excel format. The files were formatted and coded in order to enable them to be

analysed using SPSS (Statistical Package for Social Scientists) v 22. Cronbach Alpha

values were established to test for reliability. A number of statistical tests were carried

out on the major areas thus allowing the author to compare the relationship between

the variables. It thus, possible to ascertain whether there were correlations in terms of

acceptability and effectiveness of the modular learning delivery modalities

implementation: Basis for the enhancement of basic education learning continuity

plan.

For the analysis and interpretation of the gathered data, the following will be

use.

To determine the profile of the teacher respondents, frequency, percentage and

rank distribution was used.

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To determine the level of acceptability of the developed module, weighted mean

was used.

To determine the significant difference on the level of acceptability of the

developed module as perceived by the teacher respondents with respect to the cited

aspects in terms of their profile, One Way Analysis of Variance (ANOVA) was applied.

VII. Discussion of Results and Recommendation

This section presents the results and discussion of data gathered based on the

research problems and hypotheses posited for this study. The presentation of data

arranged according to the statement of problems in an attempt to answer them

congruently.

Problem 1: What is the profile of the respondents in terms of: Age, Sex,

Educational Attainment, Position, Years in Service and Level Taught?

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Table 1
Socio-Demographic profile of the Respondents

Description F Percent
Age 21-25 years old 2 11.1
26-30 years old 2 11.1
31-35 years old 3 16.7
36-40 years old 5 27.8
41-45 years old 2 11.1
46-50 years old 0 0
51-55 years old 3 16.7
56-60 years old 1 5.6
61-65 years old 0 0
Sex Male 3 16.7
Female 15 83.3
Bachelor 0 0
Educational Master’s Unit 15 83.3
Attainment Master’s Graduate 3 16.7
Doctorate Unit 0 0
Doctorate Graduate 0 0
Position T I-III 18 100.0
MT I- III 0 0
HT I- III 0 0
0-5 years 4 22.2
Years in 6-10 years 6 33.3
Service 10-15 years 4 22.2
16-25 years 4 22.2
Level Taught Grade 1 5 27.8
Grade 2 1 5.6
Grade 3 4 22.2
Grade 4 2 11.1
Grade 5 4 22.2
Grade 6 2 11.1

Table 1 shows the Socio-demographic profile of the respondents which specify

the Age ranges 21 to 25 years old, 26 to 30 years old, 31 to 35 years old; 36 to 40

years old; 41 to 45 years old; 46 to 50 years old; 56 to 60 years old and 61 to 65 years

old; Sex (Male and Female); Educational Attainment specify as Bachelor, Master’s

unit, Master’s graduate, Doctorate unit and Doctorate graduate; Position ranges T1 to

T3 and MT1 to MT3 and HT1 to HT3; Years in Teaching ranges 0-5 years, 6-10 years,

11-15 years, and 16-25 years; and Level taught which are Grade 1 to Grade 6.
 21

The data shows that the age of the teachers using the modular learning for

elementary level that there are two (2) respondents ages 21-25 years old, two (2)

respondents ages 26-30 years old, three (3) respondents ages 31-35 years old, five (5)

respondents ages 36-40 years old, two (2) respondents ages 41-45 years, three (3)

respondents ages 51-55 years old and one (1) respondent ages 56-60 years old. As to

the sex of the respondents, there are three (3) male respondents and fifteen (15) female

respondents. For educational attainment there are fifteen (15) respondents with

master’s unit, and three (3) respondents are master’s graduate. There are eighteen (18)

respondents belongs to the position of teachers 1, 2 and 3.

Moreover, for years in service of the respondents there are four respondents

with 0-5 years in service, there are six (6) respondents with 6-10 years in service, four

(4) respondents with 10-15 years in service and four (4) respondents with 16-25 years

in service. For level taught there are five (5) respondents teach grade 1 level, one (1)

respondent teach grade 2 level, four (4) respondents teach grade 3 level, two (2)

respondents teach grade 4 level, four (4) respondents teach grade 5 level and two (2)

respondents teach grade 6 level.

Problem 2: What is the level of acceptability of the developed modules as

evaluated by the respondents with respect to: Content, Language, Presentation

and Assessment?
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Table 2
Level of Acceptability of the Developed Module as Evaluated by the Teacher with
Respect to Content
Contents Mean Description
1. The topics are clear and easy to understand 4.11 Very
Acceptable
2. The contents are sensitive to the culture of the 4.11 Very
learner Acceptable
3. Topics are relevant to the daily activities of the 4.61 Highly
learner Acceptable
4. The contents match the learning competencies of 4.39 Very
the modules Acceptable
5. Examples are easy to understand for adult 4.50 Highly
learner Acceptable
Composite Mean 4.34 Very
Acceptable
4.50-5.00 Highly Acceptable
3.50-4.49 Very Acceptable
2.50-3.49 Acceptable
1.50-2.49 Less Acceptable
1.00-1.49 Not Acceptable

It is depicted in the table that for the teachers, the contents of the module are

very acceptable as evidenced by a high composite mean of 4.34.

They perceive the following supporting items as very acceptable, too: “the

contents are sensitive to the culture of the learner, the contents match the learning

competencies of the modules, topics are relevant to the daily activities of the learner

and the topics are clear and easy to understand with means of 4.11, 4.11, 3.61 and

4.39, respectively. This means that they are agreeable on the contents of the

instructional materials.

This implies that the contents of the instructional materials are indeed basic

and suitable to the level of learners and at the same time relevant to their day-to-day

activities.

This study is related to the study of Samonte (2008) who considered that the

student respondents remarks and suggestions were sufficient reasons for considering
 23

the modules suitable and purposeful. She concluded that the module was able to a

great extent to meet the criteria set in terms of content, instructional characteristics

and effectiveness.

Table 4
Level of Acceptability of the Developed Module as Evaluated by the Teacher with
Respect to Language
Language Mean Description
1. The words use matches to the language of out of 4.44 Very
school youth and adults Acceptable
2. The use of words are arranged to prevent 4.22 Very
misinterpretation Acceptable
3. The jargon and terminology use are familiar to 4.33 Very
the learner Acceptable
4. The language promotes culture sensitivity and 4.50 Highly
good values. Acceptable
5. Taglish sentences are easy to understand 4.33 Very
Acceptable
Composite Mean 4.36 Very
Acceptable
4.50-5.00 Highly Acceptable
3.50-4.49 Very Acceptable
2.50-3.49 Acceptable
1.50-2.49 Less Acceptable
1.00-1.49 Not Acceptable

It is apparent that a composite mean of 4.36, interpreted as Very Acceptable is

a positive response from the teacher respondents.

They view the aspects as:” The words use matches to the language of out of

school youth and adults,” at 4.44 as most perceived. It is followed by “The language

promotes culture sensitivity and good values at 4.50, The jargon and terminology use

are familiar to the learner andthe use of words are arranged to prevent

misinterpretation” with similar mean of 4.33. This means that teachers are amenable

on the language used in the instructional materials.

 24

Result implies that the instructional materials employ simple but clear words

which easily appeal to the learners understanding. Moreover, the language of the

module takes into account the values of the learners in the upland. Care was given in

the use of the language specially on the jargon used by the learners.

This is related to Lardizabal’s (2007) statement that instructional material is a

package of learning activities that learners have to accomplish. It can be used as part

of a course, as a complete course, or as a curriculum design.

Table 5
Level of Acceptability of the Developed Module as Evaluated by the Teacher with
Respect to Presentation
Presentation Mean Description
1. Pictures and drawings are both familiar to the 4.50 Highly
learner Acceptable
2. The pictures and drawing used matches the 4.61 Highly
topics in the module Acceptable
3. The contents are presented in logical manner 4.39 Very
Acceptable
4. The font size are readable specially to adult 4.39 Very
learner Acceptable
5. Pictures and Drawing are easy to view specially to 4.33 Very
adult learner Acceptable
Composite Mean 4.44 Very
Acceptable
4.50-5.00 Highly Acceptable
3.50-4.49 Very Acceptable
2.50-3.49 Acceptable
1.50-2.49 Less Acceptable
1.00-1.49 Not Acceptable

Table 6 presents the level of acceptability of the developed module in problem

solving and critical thinking skills as evaluated by the teacher with respect to

presentation.
 25

The teachers believe that the instructional materials adhere to the requirements

with respect to presentation as proven by the items, “The font size are readable

specially to adult learner, with the highest mean of 4.39. It is followed by “The pictures

and drawing used matches the topics in the module, at 4.50, Pictures and drawings

are both familiar to the learner and Pictures and Drawing are easy to view specially to

adult learner at 4.33, and lastly the contents are presented in logical manner “at4.39.

This finding leads to an implication that the instructional materials contain

illustrational pictures that serve as visual representations of the printed materials for

easy understanding of the concept. In general, the developed module is very

acceptable with respect to presentation as evidenced by a composite mean of 4.44,

interpreted as Very Acceptable.

It can be implied from the result that the teachers are amenable on the

presentation of the subject, together with the sequencing of activities and

assessments. Thus, it can be inferred that the developed module is very acceptable

with regard to presentation. The drawing and pictures which are familiar to the

learners helps them to grasp the concept being imparted by the lesson.

This is somehow in line with the discussion of Cross as cited by Balderas (2014)

who stressed that learning modules are the progeny of two reform movements in

education that included programmed learning and mastery learning. Mastery learning

plans contain the major features of the present-day modules, such as: educational

objectives were specified, instruction was organized into learning units, diagnostic

progress tests were administered after each unit and mastery of one unit was required

before the learner is allowed to proceed to the next module or unit.

 26

Table 6
Level of Acceptability of the Developed Module as Evaluated by the Teacher with
Respect to Assessment
Assessment Mean Description
1. The assessment develops higher order thinking 4.50 Highly Acceptable
skills
2. Questions are easy to understand 4.55 Highly Acceptable
3. Evaluation matched the content of the topic 4.50 Highly Acceptable
4. Key answer for the assessment is clear and easy 4.39 Very Acceptable
to understand
5. The number of questions is adequate from the 4.50 Highly Acceptable
topic
Composite Mean 4.49 Very Acceptable
4.50-5.00 Highly Acceptable
3.50-4.49 Very Acceptable
2.50-3.49 Acceptable
1.50-2.49 Less Acceptable
1.00-1.49 Not Acceptable

It can be deduced from the composite mean of 4.49, with verbal interpretation

of Very Acceptable that the developed module is very acceptable with respect to

assessment.

Among the sub-items, “Evaluation matched the content of the topic,” at 4.50 is

most perceived. It is followed by “The assessment develops higher order thinking

skills,” at 4.50, “Questions are easy to understand and Key answer for the assessment

are clear and easy to understand,” with a mean of 4.55 and lastly “The number of

question is adequate from the topic,” at 4.50 with highly acceptable.

 27

This leads to an implication that teachers agree on the type of questions that

are though provoking and are leading the learners to think critically and creatively.

Assessments measure the knowledge and skills acquired in every lesson.

This finding is in consistent with the discussion of Nepomuceno as cited by

Balderas (2016) who described the modules in the following statements: It focuses on

a distinctive, identifiable skills or set of skills or outcomes other than skills, it is fairly

short so as to make learners use their study time efficiently it is essentially self-

teaching, even though it may encourage group work and it blends theory and practice.

Table 7
Summary Level of Acceptability of the Developed Module as Evaluated by the
Teacher with Respect to Content, Language, Presentationand Assessment
Aspects Mean Description
Content 4.34 Very
Acceptable
Language 4.36 Very
Acceptable
Presentation 4.44 Very
Acceptable
Assessment 4.49 Very
Acceptable
4.50-5.00 Highly Acceptable
3.50-4.49 Very Acceptable
2.50-3.49 Acceptable
1.50-2.49 Less Acceptable
1.00-1.49 Not Acceptable

It is presented in the composite table that assessment obtains the highest mean

of 4.49, followed by presentation, language and content, with means of 4.44, 4.36 and

4.34 respectively.
 28

This means that the instructional materials adhered to the requirements of a

valid IM, therefore it can be implied that since it is very acceptable, it can be used in

instruction purposes to enhance the learners’ competencies.

This is parallel to the discussion of Mercedes (2016), a module must have

statement of purpose, desirable prerequisite Skills, instructional Objectives,

implementers of the Modules, the Modular Program, related Experience, evaluative

pretest, and assessment of module. It can be inferred that the developed module has

all the requisite for a good instructional material.

Table 9
Significant Difference on the Level of Acceptability of the Developed Module in
as Perceived by the TeacherRespondents in Terms of theirProfile

Sig.Valu
Variables Verbal Interpretation
e

Age

Content 0.518 Not Significant

Language 0.168 Not Significant

Presentation 0.470 Not Significant

Assessment 0.571 Not Significant

Sex

Content 0.124 Not Significant

Language 0.337 Not Significant

Presentation 0.073 Not Significant

Assessment 0.636 Not Significant

Educational Attainment

Contents 0.722 Not Significant

Language 0.785 Not Significant

 29

Presentation 0.819 Not Significant

Assessment 0.636 Not Significant

Years in Service

Contents 0.486 Not Significant

Language 0.272 Not Significant

Presentation 0.529 Not Significant

Assessment 0.577 Not Significant

Years In Service

Content 0.486 Not Significant

Language 0.272 Not Significant

Presentation 0.529 Not Significant

Assessment 0.577 Not Significant

Level Taught

Content 0.602 Not Significant

Language 0.600 Not Significant

Presentation 0.716 Not Significant

Assessment 0.629 Not Significant

Table 9 presents the result of the significant difference on the level of

acceptability of the developed as perceived by the teacher respondents with respect to

the above cited aspects in terms of their profile.

It shows in the proceeding table that the hypothesis is accepted in terms of

age, sex, educational attainment, years in service , and level taught vis-à-vis content,

language, presentation and assessment since all the p-values when associated to F-

values are higher at 0.05 level, therefore there is no significant difference on the level
 30

of acceptability of the developed module as perceived by the teacher respondents with

respect to the cited aspects in terms of age, sex, educational attainment, years in

service , and level taught. This implies that the demographic profile of the respondents

does not is contribute to their perception on the instructional materials’ acceptability.

This is in line with Morrila (2017) statement that modular teaching is one of the

teaching processes. Modules on different learning strands make it flexible on ALS

Implementers to deliver the topic efficiently and effectively. Using modules is the most

appropriate teaching techniques to help the learner grow and develop at his/her own

pace.
 31

Problem 4: What is the proposed enhanced basic education learning continuity plan based on the findings of the

study?

Area Thrust Program/Project Objectives Time Persons Budget Source of Fund Succes Indicator
Frame Involves
Staff In-service Identify the S.Y. 2022 -District Php. 15,000 MOOE School 90% - 100%
Development trainings and needs of – 2023 Supervisor Fund Identified the
online seminars teachers in -School Head needs teachers in
to all teaching delivery of -Non-Teaching delivery of learning
and non-teaching learning Personnel modalities.
personnel modalities.
delivery of
learning
modalities.
-District Super 75% - 100% of the
Continuous S.Y. 2022 -School schedules in-
capacitating and To hold -2023 -Teacher Php.25,000 MOOE School service trainings
harnessing of the monthly -Non-teaching Fund have been done
school head and meetings to Personnel with 90% success.
teachers’ skills to monitor the
be efficient on status delivery
administering the of learning
challenges to modalities
alter to the new
normal
To Capacitate
teachers
through
attending
webinars to
cope with the
issue of
technology
and support
 32

from ICT
teachers in
using relevant
tools for
teaching.
Physical Health and safety To sustain S.y. 2022 -District Php. 60.000 MOOE School 80%-90%
Facilities measures implementing - 2023 Supervisor fund implemented the
the health and -School Head health and safety
safety -Teachers protocols
protocols -Non-Teaching
Personnel
-GPTA
-Stakeholders

Readiness and To seek for the -District 80%90%assitance

availability of assistance of Supervisor of GPTA officers
classrooms to GPTA officers -School Head and other
new normal and other -Teachers volunteer parents
situations volunteer -Non-Teaching for the readiness
parents for the Personnel of each classroom
for the -GPTA adjusting to the
readiness of -Stakeholders new normal
each situations
classroom
adjusting to
the new
normal
situations.
Pupils Safety and To respond to S.Y. -District Php. MOOE School Providing at least
Development Protection the needs of 2022- Supervisor 100.000 Fund 60% of clinic
pupils on their 2023 -School Head supplies, vitamins,
safety, -Teachers and medicine for
protection, -Non-Teaching first aid
and health. Personnel medication
-GPTA
 33

To sustain the -Stakeholders

availability of
health kits
Curriculum Availability of Online S.Y. District
Development modules of monitoring 2022- Supervisor
learners tools to 2023 -School Head Php. MOOE School Providing at least
determine the -Teachers 100.000 Fund 80% - 90% of
effectiveness -Non-Teaching Printed Modules to
of using online Personnel learners.
Online delivery -GPTA
Asynchronous modality -Stakeholders
Distance
Learning

Availability of
stable internet
Module Digitized connection of S.Y.
Distance teachers in 2022-
Learning delivering 2023
online
learning

Availability of
modules for
Module Print learners
Distance S.Y.2022-
Learning 2023
 34

Conclusions and Recommendations

This section presents the conclusion and the recommendation considered from

the results and the findings of the study.

A. Conclusions

Based on the findings of the study, the following conclusions are drawn:

1. The developed Modules are very much acceptable with respect to content,

language, presentation and assessment in terms of their demographic profile.

2. There is no significant relationship in terms of the demographic profile of the

respondents and to the acceptability of the modules developed.

B. Recommendations

In the light of the findings, the following recommendations are hereby offered:

1. Teachers are encouraged to write instructional materials in teaching which can

be used by the learners.

2. Sustain the performance of the learners through the use of instructional

materials with topics and assessments both for written and authentic types.

3. The instructional materials developed by the researcher.be utilized for

instruction purposes.

4. Similar studies along this are using other variables be conducted.

 35

VIII. Dissemination and Advocacy Plan

Activity Target Audience Lead Contributors Status

Date
Proposal January  Stakeholders  Researcher Complete
Presentatio 2022  Research Panel  Research
n  Teachers Panel

Final September  Stakeholders  Researcher On-going

Presentatio 2022  Research Panel  Research
n  Teachers Panel

Publish December  Research  Researcher

2022 Forum  Research
Panel

IX. List of References

Balderas, Don (2014). Modularized Instruction in Philippine Schools. Date Retrieved:

February. 8, 2014 from http://hubpages.com/hub/Modularized-Instruction-
in-Philippine-Schools

Department of Education Order no. 12 s. 2020. Adoption of the Basic Education

Learning Continuity Plan for School Year 2020-2021 in light of the Covid-19
Public Health Emergency

Samonte, Ma Cristina L. (2008). Development, Evaluation and Try-out of an

Environmental Outdoor Education Module.

United Nations Educational, Scientific and Cultural Organization (2020) Framework

for reopening schools. Retrieved
from:https://unesdoc.unesco.org/ark:/48223/pf0000373348.locale=en

https://www.cdc.gov/coronavirus/2019-ncov/community/schools
childcare/guidance-for-schools-h.pdf
 36

X. Cost Estimates

Bond paper P300.00

Questionnaire Checklist P600.00

Printing of the Proposal P300.00

Total P 1,100.00

Questionnaire Checklist
 37

Direction: Kindly fill up the following with correct details about yourself and the
statements below for the contents, language, presentation and assessment.
Put ( ) in your corresponding answers.

Name:_________________________________ Sex: Male Female

Age: 21-25 years old Educational Attainment: Bachelor

26-30 years old Master’s Unit
31-35 years old Master’s Graduate
36-40 years old Doctorate Unit
41-45 years old Doctorate Graduate
46-50 years old
51-55 years old Position: T I-III
56-60 years old
P MT I- III
P
61-65 years old HT I- III
P

Years in Service: Position: 0-5 years Level Taught: Grade 1

P 6-10 years P Grade 2
P 10-15 years P Grade 3
P 16-25 years P Grade 4
P P Grade 5
P Grade 6
P

5- Highly Acceptable
4- Very Acceptable
3- Acceptable
2- Less Acceptable
1- Not Acceptable

Contents 5 4 3 2 1
1. The topics are clear and easy to understand

2. The contents are sensitive to the culture of

the learner
3. Topics are relevant to the daily activities of
the learner
4. The contents match the learning
competencies
5. Examples are easy to understand for adult
learner

Language 5 4 3 2 1
 38

1. The words use matches to the language of

out of school youth and adults
2. The use of words are arranged to prevent
misinterpretation
3. The jargon and terminology use are familiar
to the learner
4. The language promotes culture sensitivity
and good values.
5. Taglish sentences are easy to understand

Presentation 5 4 3 2 1
6. Pictures and drawings are both familiar to
the learner
7. The pictures and drawing used matches the
topics in the module
8. The contents are presented in logical
manner

9. The font size are readable specially to adult

learner
10.Pictures and Drawing are easy to view
specially to adult learner

Assessment 5 4 3 2 1
1. The assessment develop higher order
thinking skills
2. Questions are easy to understand

3. 3. Evaluation matched the content of the

topic
4. Key answer for the assessment are clear and
easy to understand
5. The number of question is adequate from
the topic

Informed Consent
 39

ACCEPTABILITY AND EFFECTIVENESS OF THE MODULAR LEARNING DELIVERY

MODALITIES IMPLEMENTATION: BASIS FOR ENHANCEMENT OF BASIC
EDUCATION LEARNING CONTINUITY PLAN

PRINCIPAL INVESTIGATOR

Arnel B. Lachica, LPT, MAEd

Elementary School Principal I
Pilar Elementary School

Contact Number: 09061234966

ETHICAL CONSIDERATION

The researcher of this study made known to the respondents the kind and purpose of
this research. After which, the researcher asked the permission of each teacher
respondents as to their willingness to be part of the study. It was also assured to the
respondents that their inclusion to this study as respondents in all respects and the
data gathered from the questionnaire, they answered will be kept confidential. It was
also explained to the respondents that anytime they do not like to continue as
participant or respondent, they may quit.

CONFIDENTIALITY

Your responses to this [survey] will be anonymous. Please do not write any identifying
information on your [survey]. For the purposes of this research study, your comments
will not be anonymous. Every effort will be made by the researcher to preserve your
confidentiality including the following:

State measures taken to ensure confidentiality, such as those listed below:

 Assigning code names/numbers for participants that will be used on all

research notes and documents
 Keeping notes, interview transcriptions, and any other identifying participant
information in a locked file cabinet in the personal possession of the researcher.

Participant data will be kept confidential except in cases where the researcher is
legally obligated to report specific incidents. These incidents include, but may not be
limited to, incidents of abuse and suicide risk.

CONTACT INFORMATION

If you have questions at any time about this study, or you experience adverse effects
as the result of participating in this study, you may contact the researcher whose
 40

contact information is provided on the first page. If you have questions regarding your
rights as a research participant, or if problems arise which you do not feel you can
discuss with the Primary Investigator, please contact the Schools Division of
Zamboanga Sibugay Research and Ethics Review Committee.

VOLUNTARY PARTICIPATION

Your participation in this study is voluntary. It is up to you to decide whether or not to

take part in this study. If you decide to take part in this study, you will be asked to
sign a consent form. After you sign the consent form, you are still free to withdraw at
any time and without giving a reason. Withdrawing from this study will not affect the
relationship you have, if any, with the researcher. If you withdraw from the study
before data collection is completed, your data will be returned to you or destroyed.

CONSENT

I have read and I understand the provided information and have had the opportunity
to ask questions. I understand that my participation is voluntary and that I am free to
withdraw at any time, without giving a reason and without cost. I understand that I
will be given a copy of this consent form. I voluntarily agree to take part in this study.

Participant's signature______________________________ Date __________

Investigator's signature _____________________________ Date __________