Level of Acceptibility of Distance Modular Learning

VIGAN NATIONAL HIGH SCHOOL EAST
SENIOR HIGH SCHOOL 1
LEVEL OF ACCEPTIBILITY OF DISTANCE MODULAR LEARNING
TABLE OF CONTENTS
Title Page……………………………………………………………………………………. 1
Certification……………………………………………………………………………….... 2
Approval Sheet……………………………………………………………………………… 3
Acknowledgement...………………………………………………………………………… 4
Dedication…………………………………………………………………………………… 5
Table of Contents…………………………………………………………………………… 6
Abstract ......……………………………………………………………………………..........9
CHAPTER 1- THE PROBLEM
Rationale……………………………………………………………………………11
Theoretical Framework…………………………………………………………......14
Conceptual Framework…………………………………………………………......22
Statement of the Problem…………………………………………….………….….23
Assumption of the Study……………………………………………………………24
Scope and Delimitation…………………………………………………………….
Importance of the Study……………………………………………………………
Operational Definition of Terms………………………………………………….…25
Review of Related Literature and Studies…………………………………………...27
CHAPTER II - RESEARCH METHODOLOGY
Research Design…………………………………………………………………….31
Source of Data……………………………………………………………………
Locale of the Study………………………………………………………………..32
Population and Sample…………………………………………………………….
Data Gathering Instruments………………………………………………………..
Data Gathering Procedures…………………………………………………………33
Research Instrument ……………………………………………………………….
Statistical Statement of Data ……………………………………………………….34
CHAPTER III- PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
PROBLEM I: PROFILE OF THE RESPONDENTS
On Age …………………………………………………………………………….36
On Sex ……………………………………………………………………………..37
PROBLEM 2: LEVEL OF ACCEPTABILITY OF DISTANCE MODULAR LERNING
Quality of Content …………………………………………………………………39
Usability ……………………………………………………………………………42
Effectiveness ……………………………………………………………………….44
Overall Findings ……………………………………………………………………46
CHAPTER IV- SUMMARY, CONCLUSION AND RECCOMENDATION
Summary ……………..…………………………………………………………….47
Conclusions…………………………………………………………………………49
Recommendations…………………………………………………………………..50
REFERENCES.…………………………………………………………………………..…51
APPENDICES……………………………………………………………………………....56
CURRICULUM VITAE………………………………………………………………….....61
LIST OF FIGURES
FIGURE 1.
The Research Paradigm……….………………………………………………….... 22
FIGURE 2.
Distribution According to Age ……………………………………………………...36
FIGURE 3.
Distribution According to Sex ……………………………………………………...37
TABLE 1.
Quality of Content ………………………………………………………….……….39
TABLE 2.
Usability …………………………………………………………………….………42
TABLE 3.
Effectiveness ………………………………………………………………….…….44
TABLE 4.
Overall Findings ………………………………………………………………….…46
ABSTRACT
This study was conducted to determine the level of acceptability of Distance Modular
Learning that have the most impact on the academic performance of Senior High School
students of Vigan National High School East.

It included the profile of the respondents such as personal profile which includes,
name, age, and sex. Additionally, the factors that affect the level of acceptability of students
on the distance modular learning which includes, quality of content of Self Learning Module,
Usability of Self Learning Module, and Effectiveness of Self Learning Module. The learning
preference that has the most effect on their level of acceptability of distance modular learning
were limited to the three factors that were namely quality of content, usability and
effectiveness of self learning module.
The respondents of the study were the grade 12 class of Mahogany section, Senior
High School students of Vigan National High School East.
The descriptive-correlational method of research was employed. The relevant
data gathered in this study was limited to what was measured by the questionnaire adopted in
a previous study of Ramsal Duyan Eclatin- Guillermo, “The Effectiveness and Acceptability
of Developed Modular and Videolar Instructions” and validated by experts.
The following statistical tools were used in the analysis of data gathered: frequency
count, percentage distribution, and mean.
The results showed that majority of the respondents accepts the distance modular
learning as their learning modality under the new normal. Furthermore, the study revealed
that senior high school students unnecessarily need full attention or guidance of teachers,
parents or guardians in accomplishing the assigned task and learning the lesson given.
CHAPTER I
THE PROBLEM
I: Rationale
We all seek towards futures’ success and its only possible through good and proper
education. It is continuous and lifelong progress that enhances the knowledge, skills and
intelligence of a person and enables them to lead the path of success. Molding the minds of
the youth is better than molding the future for the youths. Simply because generations today
wouldn’t last forever and preparing them with proper education will result for them to
understand what life ahead of them really is.
Face-to-face learning has been prohibited since the encounter of pandemic and now
student’s education system had adjusted to still reach standard education for all. Distance
learning has been the solution of the Department of Education to deliver students' knowledge
and continue their studies despite of the pandemic. Thus, enabling some of dropouts and less
fortunate to try again, to have a good education and knowledge because of the advantages
that the modular classes provide.
This are the advantages of Distance Modular Learning; more quality time with
family, significant cost savings in everyday life, suitable learning and greater flexibility due
to the availability of learning resources. And here are some of its disadvantages; lack of
social interaction, high chances of distraction, stress, pressure on the assign activities
deadlines, higher data consumptions due to online classes and degrading credibility of online
degrees. Despite its numerous drawbacks, distance learning provides better options for
students wishing to pursue their course at a greater flexibility. The greatest benefits of
distance education are that it allows students to access numerous learning tools using
minimum financial resources. Studying online is even made more interactive with the use of
video conferencing software that improves the ability to acquire and retain knowledge on a
given subject.
However, distance education limits the involvement of the class activities, laboratory
activities and other activities due to the pandemic. It also involves the use of complex
technology like Mobile Applications used for the distance learning. Any student wishing to
enroll for distance learning diploma or degree should weigh between its pros and cons to
determine whether it’s a good option or not. Generally, distance education can be the perfect
option for working students.
The outbreak of the new coronavirus infection known as COVID-19 has first
occurred at Huanan Seafood Market in Wuhan city of China in December 2019, and within a
couple of months it has turned out to be a global health emergency. It has rapidly affected
thousands of people, who are sick or being killed due to the spread of this disease. The
COVID-19 pandemic also resulted in a widespread disruption such as travel restrictions,
closure of schools and global economic recession. Most countries around the world have
temporarily closed educational institutions to contain the spread of the virus and reduce
infections. Face to face engagement of students and teachers within the school has also been
suspended. The Philippines is in the process of adapting to the new normal form of education
at present, and continuous innovations of educators and active involvement of other
stakeholders are the driving force for its success. For the continuity of education and for
every school to still attain its mission and vision which is to provide quality education to
every Filipino learner, the Department of Education implemented the Modular Distance
Learning.
The use of modules encourages independent study. One of the benefits of using
modules for instruction is the acquisition of better self-study or learning skills among
students. Students engage themselves in learning the concepts presented in the module. They
develop a sense of responsibility in accomplishing the tasks provided in the module. With
little or no assistance from others, the learners progress on their own. They are learning how
to learn; they are empowered. Other advantages of modular instruction include more choice
and self-pacing for students; more variety and flexibility for teachers and staff; and increased
adaptability of instructional materials.
The Philippine education system is now adapting to the new blended learning as
public schools were set to resume its classes nationwide on October 5, 2020. Despite the calls
for an academic freeze due to the corona virus outbreak, the Department of Education still
believes that education should not be compromised.
“Education cannot wait,” says DepEd Secretary Leonor Briones. To maintain the
education of millions of Filipino students, the government implemented a distance learning
approach. Distance learning, also known as correspondence education or home study, is a
form of education where there is little or no face-to-face interaction between students and
their instructors.
Inevitably, schools and other learning spaces were forced to migrate to full online
learning as the world continues the battle to control the vicious spread of the virus. Online
learning refers to a learning environment that uses the Internet and other technological
devices and tools for synchronous and asynchronous instructional delivery and management
of academic programs. Synchronous online learning involves real-time interactions between
the teacher and the students, while asynchronous online learning occurs without a strict
schedule for different students. Within the context of the COVID-19 pandemic, online
learning has taken the status of interim remote teaching that serves as a response to an
exigency. However, the migration to a new learning space has faced several major concerns
relating to policy, pedagogy, logistics, socioeconomic factors, technology, and psychosocial
factors. With reference to policies, government education agencies and schools scrambled to
create fool-proof policies on governance structure, teacher management, and student
management. Teachers, who were used to conventional teaching delivery, were also obliged
to embrace technology despite their lack of technological literacy. To address this problem,
online learning webinars and peer support systems were launched. On the part of the
students, dropout rates increased due to economic, psychological, and academic reasons.
Academically, although it is virtually possible for students to learn anything online, learning
may perhaps be less than optimal, especially in courses that require face-to-face contact and
direct interactions.
II: Theoretical Framework
This section focuses on the topic of the level of acceptability of distance modular
learning, with the researcher’s selected readings namely Transactional Distance Theory
(Moore, n.d.) which assisting the study in conceiving it acquired from many sources like
articles in the internet that can be used to conceptualize the study.
Transactional Distance Theory (Moore, n.d.)

It states that distance education is not only the separation or the distance between the
teacher and the learner geographically but as well as the time or space. In this theory,
distance is a pedagogical phenomenon rather than geographical. Transactional distance is a
function of elements namely: dialogue, learner’s autonomy, and structure. Dialogue is the
interaction between the teacher and the learner. Learners’ autonomy is the capacity or the
varying capacity of learners to learn. The structure is the course design and programs that can
be delivered via various communication media.
In this study, dialogue represents the means that the teacher uses to deliver education
which is primarily the use of Self Learning Modules. Teacher intervention will also be
considered as the dialogue since teacher-learner communication happens during the conduct
of those activities to support the learner to become more effective in modular distance
learning. The SLM quality and usability comprise the structure since the SLMs’ are created
based on the MELC which serves as the curriculum in the implementation of modular
distance learning in this time of the pandemic. While teacher and learner dialogue can be
facilitated using different communication media such as the internet that can be used to
facilitate synchronous or real-time interaction between teacher and learner. Asynchronous
activities can be facilitated thru various communication platforms such as email, text, and
instant messaging was used as well as to provide interventions or instructional support. The
implementation of distance learning in this level, scale, and magnitude requires a
combination or a selection thereof to cater to various learners' needs and capacities. While
learner autonomy at the elementary level is most likely be significant, teachers will be the
ones who will provide direction to the learning process. While the structure of the program
and delivery is standard and is done using the SLM, its implementation will vary from
learner to learner depending on their capacity, resources, and other instructional provisions.
Transactional distance is the collection of perceived psychological, cognitive, and
affective distances between learners and instructors in the distance learning environment.
That distance can affect the learning engagement as well as the attainment of intended
learning outcomes. Since the implementation of MDL relies heavily on the use of SLM to
enable learners to learn and for teachers to teach. This scenario explains the link that
completes the teaching and learning process is through the use of SLM which ensures the
amount of learning the learner gets. This study will look at the effectiveness of the SLM in
the implementation of modular distance learning focusing on factors such as the SLM quality
of content, usability, and teachers' interventions.
13.3.1 Theoretical Constructs
Recently, a wider range of theoretical notions has provided a richer understanding of
the learner at a distance. Four such concepts are transactional distance, interaction, learner
control, and social presence.
13.3.1.1. Transactional Distance.
Moore's concept of "transactional distance" encompasses the distance that, he says,
exists in all educational relationships. This distance is determined by the amount of dialogue
that occurs between the learner and the instructor, and the amount of structure that exists in
the design of the course. Greater transactional distance occurs when an educational program
has more structure and less student-teacher dialogue, as might be found in some traditional
distance education courses. Education offers a continuum of transactions from less distant,
where there is greater interaction and less structure, to more distant, where there may be less
interaction and more structure. This continuum blurs the distinctions between conventional
and distance programs because of the variety of transactions that occur between teachers and
learners in both settings. Thus, distance is not determined by geography but by the
relationship between dialogue and structure.
Saba and Shearer carry the concept of transactional distance a step farther by
proposing a system dynamics model to examine the relationship between dialogue and
structure in transactional distance. In their study, Saba and Shearer conclude that as learner
control and dialogue increase, transactional distance decreases. It is not location that
determines the effect of instruction but the amount of transaction between learner and
instructor. This concept has implications for traditional classrooms as well as distant ones.
The use of integrated telecommunication systems may permit a greater variety of transactions
to occur, thus improving dialogue to minimize transactional distance.
13.3.1.2. Interaction.
A second theoretical construct of recent interest to distance educators, and one that
has received much attention in the theoretical literature, is that of interaction. Moore
discusses three types of interaction essential in distance education. Learner-instructor
interaction is that component of his model that provides motivation, feedback, and dialogue
between the teacher and student. Learner-content interaction is the method by which students
obtain intellectual information from the material. Learner-learner interaction is the exchange
of information, ideas, and dialogue that occur between students about the course, whether
this happens in a structured or nonstructured manner. The concept of interaction is

fundamental to the effectiveness of distance education programs as well as traditional ones.
Hillman, Hills, and Gunawardena have taken the idea of interaction a step farther and added
a fourth component to the model learner-interface interaction. They note that the interaction
between the learner and the technology that delivers instruction is a critical component of the
model, which has been missing thus far in the literature. They propose a new paradigm that
includes understanding the use of the interface in all transactions. Learners who do not have
the basic skills required to use a communication medium spend inordinate amounts of time
learning to interact with the technology and have less time to learn the lesson. For this
reason, instructional designers must include learner-interface interactions that enable the
learner to have successful interactions with the mediating technology.
13.3.1.3. Control.
A third theoretical concept receiving attention in the distance education literature is
that of independence and learner control. Studies that examine locus of control conclude that
students who perceive that their academic success is a result of their own personal
accomplishments have an internal locus of control and are more likely to persist in their
education. Students with an external locus of control feel that their success, or lack of it, is
due largely to events such as luck or fate outside their control. Thus, externals are more likely
to become dropouts. Factors of control that influence dropout rate have been of concern to
distance educators as they search for criteria to predict successful course completion.
Baynton developed a model to examine the concept of control as it is defined by
independence, competence, and support. She notes that control is more than independence. It
requires striking a balance among three factors: a learner's independence (the opportunity to
make choices), competence (ability and skill), and support (both human and material).
Baynton's factor analysis confirms the significance of these three factors and suggests other
factors that may affect the concept of control and which should be examined to portray
accurately the complex interaction between teacher and learner in the distance learning
setting.
13.3.1.4. Social Context.
Finally, the social context in which distance learning takes place is emerging as a
significant area for research. Theorists are examining how the social environment affects
motivation, attitudes, teaching, and learning. There is a widespread notion that technology is
culturally neutral, and can be easily used in a variety of settings. However, media, materials,
and services are often inappropriately transferred without attention being paid to the social
setting or to the local recipient culture Technology-based learning activities are frequently
used without attention to -the impact on the local social environment. Computer-mediated
communication attempts to reduce patterns of discrimination by providing equality of social
interaction among participants who may be anonymous in terms of gender, race, and physical
features. However, there is evidence that the social equality factor may not extend, for
example, to participants who are not good writers but who must communicate primarily in a
text-based format. It is particularly important to examine social factors in distance learning
environments where the communication process is mediated and where social climates are
created that are very different from traditional settings. Feenberg and Bellman propose a
social factor model to examine computer networking environments that create specialized
electronic social environments for students and collaborators working in groups.
One social factor particularly significant to distance educators is social presence, the
degree to which a person feels "socially present" in a mediated situation. The notion is that
social presence is inherent in the medium itself, and technologies offer participants varying
degrees of "social presence'. Hackman and Walker, studying learners in an interactive
television class, found that cues given to students such as encouraging gestures, smiles, and
praise were social factors that enhanced both students' satisfaction and their perceptions of
learning. Constructs such as social presence, immediacy, and intimacy are social factors that
deserve further inquiry.
13.3.2 Toward a Theoretical Foundation
Although there have been numerous attempts to formulate a theory base for the field,
American distance education remains "chaotic and confused. There is no national policy, nor
anything approaching a consensus among educators of the value, the methodology or even
the concept of distance education". Shale calls for theoreticians and practitioners to stop
emphasizing points of difference between distance and traditional education, but instead to
identify common educational problems. Distance education is, after all, simply education at a
distance with common frameworks, common conceptual concerns, and similar research
questions relating to the social process of teaching and learning. Many distance educators are
beginning to call for a theoretic model based on constructivist epistemology. Technological
advances have already begun to blur the distinction between traditional and distance
educational settings. Time and place qualifiers are no longer unique. The need to test
assumptions and hypotheses about how and under what conditions individuals learn best
leads to research questions about learning, teaching, course design, and the role of
technology in the educational process. As traditional, education integrates the use of
interactive, multimedia technologies to enhance individual learning, the role of the teacher
changes from knowledge source to knowledge facilitator. As networks become available in
schools and homes to encourage individuals to become their own knowledge navigators, the
structure of education will change, and the need for separate theories for distance education
will blend into the theoretical foundations for the mainstream of education.
Verduin and Clark offer a rationale by suggesting that confusion over distance
education terminology may be to blame. In response to this theoretical void, Gibson suggests
borrowing a theory from existing disciplines. Miller concurs by suggesting that "it is
important that the study of distance education be informed by work done in other
disciplines". Boyd and Apps struggle with the idea of borrowing a theory, as they see the
important issue being the development of a clearly defined structure, function, purpose, and
goal for distance education. "We must ask ourselves what erroneous assumptions we may be
accepting when we borrow from established disciplines to define distance education".
Furthermore, borrowing extensively from other fields in order to define and solve problems
allows the field to define the borrowed field. In an effort to define theoretically the field of
distance education, the literature advances three strategies. Deshler and Hagen advocate a
multidisciplinary and interdisciplinary approach resulting in a diversity of perspectives. They

caution that anything short of this approach may "produce theory that suffers from a view
that is narrow, incomplete, discipline-based and restricted to a predominant view of reality".
A second approach is advocated by Hayes, who supports the work of Knowles and
Brookfield. Hayes emphasizes that theoretical development relative to adult learning must be
distinct from youth learning. While past experiences may occasionally interfere with an
adult's openness to new learning experiences, the majority of literature views experience as a
resource for new learning. Knowles, for example, supports an andragogical, learner-focused
foundation in his belief that "adults draw on previous experiences in order to test the validity
of new information". A third strategy for theory development from an international
perspective has been proposed by Sophason and Prescott. They caution that certain lines of
questioning are more appropriate in some countries than in others, thus the emanating theory
"may have a particular slant”. A comparative analysis strategy would undoubtedly be
influenced by cultural bias and language barriers. Pratt further indicates that understanding
different culturally related beliefs about the nature of the individual and society may be
critical in defining appropriate distance education theories. Pratt clarifies his belief through a
description of how differences in societies' historical traditions and philosophies can
contribute to differing orientations toward self-expression and social interactions within
educational settings.
Although these three strategies for the advancement of a theoretical foundation for
distance education are repeated in current literature, Ely foresees a road block to the
theoretical progression. "What seems to be needed is an unclouded understanding of distance
education. This includes the audience, setting, and delivery methodologies". Loesch and
Foley concur and ask for further research in this area in their statement that only when a clear
understanding of distance education becomes available can concise questions be developed
that can lead to establishment of theory. Evans and Nation contribute some of the most
thoughtful and insightful comments on theory building when they suggest that we examine
broader social and historic contexts in our efforts to extend previously narrow views of
theories in open and distance education. They urge us to move toward deconstruction of the
instructional industrialism of distance education, and toward the construction of a critical
approach that, combined with an integration of theories from the humanities and social
sciences, can enrich the theory building in our field.
Effectiveness
In the implementation of modular distance learning, learners vary in capacity and
resources thus learning using the SLM will affect its effectiveness. The teacher uses
interventions to address these concerns and address learning difficulties encountered in
modular distance learning. in this study, teacher intervention will be considered as a factor in
the effectiveness of the SLM in the implementation of modular distance learning at the
elementary level.
The effectiveness of the implementation of modular distance learning lies primarily in
the main tool used in the system which is the Self Learning Module. Teacher interaction with
the learner to support learning was limited and rely only on available communication media
or platforms available to both teacher and learner. The learner is the main consumer of the
SLM and at the same time, the main tool of the teacher in delivering modular distance
learning thus determines its effectiveness. In this study, SLMs’ quality of content and
usability, and teacher implemented interventions are the focus since these characteristics will
greatly affect its effectiveness in the implementation of modular distance learning. These
factors greatly determine the effectiveness of SLMs as a learning tool on the part of the
learner and as a teaching tool for the teacher.
Factors Influencing the Acceptance of Distance Learning
Distance learning researchers argue that there is a relationship between external
factors (e.g., computer self-efficacy, technological factors, instructional design, and
instructor’s characteristics) and what are classified as DL acceptance factors namely,
perceived ease of use and perceived usefulness. Technical problems and low level of
students’ technical skills are two of the top eight factors that DL researchers think pose the
most significant barriers to learning.

CONCEPTUAL FRAMEWORK
The research paradigm which serves as guide in the study is illustrated below.
INDEPENDENT VARIABLES DEPENDENT VARIABLES
The level of Acceptability of
Distance Modular Learning in

Profile of the Respondents in
terms of:
terms of:
a. Quality of content of Self
Learning Module
a. Age
b. Usability of Self
b. Sex
Learning Module
c. Effectiveness of Self
Learning Module
Figure 1. The Research Paradigm
The paradigm presented above shows how the researchers will be guided in the
conduct of the study. This will guide them be informed about the students of grade 12
Mahogany on their level of acceptability of distance modular learning.

STATEMENT OF THE PROBLEM
This study entitled “(Level of Acceptability of Distance Modular Learning)” aims
to determine the students' acceptance of modular learning.
Specifically, this study sought to answer the following questions:
1. What is the Profile of the Respondent? in terms of:
a. Age
b. Sex
2. What is the level of acceptability of Distance Modular Learning? in terms of:
a. Quality of Self Learning Module
b. Usability of Self Learning Module
c. Effectiveness of Self Learning Module

ASSUMPTIONS OF THE STUDY
This study conducted to determine the level of acceptability of distance modular learning
of students of grade 12 Mahogany class.
1.The questionnaires that were utilized are valid and reliable.
2.The student-respondents will read and understand the questions.
3.The answers of the student-respondents are true.
SCOPE AND DELIMITATION
The study was limited to determining the Level of Acceptability of Distance Modular
Learning at the grade 12 senior high level under the new normal. Further, the study included
factors such as the quality of content, usability, and effectiveness of the distance modular
learning as learning tool evaluated by the learner.
The researchers determined the acceptance of distance modular learning of grade 12-
Mahogany students. The profile of the respondents was measured in terms of name, age, and
sex.
IMPORTANCE OF THE STUDY
The researcher can help teachers in terms of awareness of what students in
Mahogany class prefer as learning modalities. For the students, this will serve as guide in
determining what is more effective for them to use. The researchers believed that the
result of this study would be a great benefit to all of those concerned.

OPERATIONAL DEFINITION OF TERMS
The following terms are operationally defined as to its use in this paper for better
understanding of the research.
 Name- is a term used for identification by an external observer.
 Age-refers to the years from the date of birth of the respondents.
 Sex-refers to the male or female sex of the respondents
 Modular Distance Learning- as defined by the Department of Education (DepEd)
Involves individualized instruction that allows learners to use self-learning modules
(SLMs) in print or digital format/electronic copy, 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 computer, tablet PC, or smartphone. CDs, DVDs, USB storage,
and computer-based applications can all be used to deliver e-learning materials,
including offline E-books. The teacher takes the responsibility of monitoring the
progress of the learners. The learners may ask assistance from the teacher via e-mail,
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 stakeholder in the community needs to serve as a para-teachers.
 SLM- Self-Learning Modules

 Effectiveness of the SLM- the effectiveness of the Self Learning Modules (SLM) as a
learning tool in the implementation of Modular Distance Learning based on teachers
and learners’ evaluation or as perceived by the teacher and learners.
 Modalities - a particular mode in which something exists or is experienced or
expressed.
 New Education System- changes in education system of students.
 Pandemic - an outbreak of a pandemic disease.
 Institutions- a society or organization founded for a religious, educational, social,
or similar purpose.
 Dep-Ed - is the executive department of the Philippines government responsible for
ensuring access to, promoting equity in, and improving the quality of basic education.
 Distance Learning- also known as correspondence education or home study, is a form
of education where there is little or no face-to-face interaction between students and
their instructions. is the education of students who may not always be physically
present at school.
 Generation Z- colloquially also known as zoomers, is the demographic cohort
succeeding, millennials and preceding Generation Alpha.
 E- Learning- is utilizing electronic technologies to access educational curriculum
outside of a traditional classroom.
 Impact- have strong effect on someone or something.

REVIEW OF RELATED LITERATURE AND STUDIES
This part presents important literary works available in print and online references.
The following texts are important in the conceptualization of this paper.
Student perspective of classroom and distance learning during COVID-19 pandemic in
the undergraduate dental study program Universitas Indonesia
The undergraduate curriculum of the Faculty of Dentistry Universitas Indonesia
adopted Student Centered Active Learning (SCAL) using collaborative learning, question-
based learning, or Problem-Based Learning (PBL) since 2003. In PBL, students work in
groups to construct content knowledge and develop self-directed learning skills. The
activities along the steps of the chosen learning methods (group discussions, clarification
sessions, the laboratory works and skills lab) were all conducted in classroom learning with
online support. The university E-learning management system (LMS) was utilized to
facilitate various teaching and learning activities at different academic levels in the
undergraduate dental program. The organization of courses, access to resources and
additional learning materials are available through LMS to support self-directed learning
within an integrated PBL curriculum. During this COVID-19 pandemic, courses delivered in
student-centered learning methods were immediately moved to full E-learning. In the first
half of semester before the pandemic, group discussions, clarification sessions and interactive
lectures were carried out in-campus classroom learning while in the second half of semester,
learning activities were delivered in full distance learning employing various online meeting
platforms. In order to make the format of discussion sessions stay similar as it had been
conducted before the pandemic, every online session was delivered synchronously with the
attendance of a facilitator in each group. Students and facilitators’ time spent on setting or
accomplishing tasks was similar as in classroom learning.
Despite previous reports on the comparison of classroom and distance learning, the
evaluation on the student-centered active learning approaches that are delivered through
blended learning methods compared to full online learning has not been widely available.
The majorities of studies on distance learning method reported student perception of virtual
learning modules that were integrated with classroom learning. Student feedback could
provide important information for the evaluation of distance learning so as to improve future
learning strategies. Therefore, the study aimed to analyze student perspective of SCAL
delivered through full distance learning compared to the classroom learning in the
undergraduate dentistry study program. An online questionnaire was distributed to the
undergraduate dental students at the end of semester. We hypothesized students’ positive
outcomes on the acceptance of distance learning as a new learning strategy that was
implemented during COVID-19 pandemic condition.
The Implementation of Modular Distance Learning in the Philippine Secondary Public
Schools
The great number of activities in each module is one of the main problems that
emerged in the implementation of Modular Distance Learning. The Department of Education
should consider this problem, reduce the activities, and take out the unnecessary topics so
that mastery will be attained as much as possible. As what some of the parents said, the lesser
the better. One of the concerns of the students is that they do not have enough time to answer
all the modules within a week. Therefore, if DepEd cannot extend the duration of
accomplishing the modules, they must lessen the activities. We all know that mistakes cannot
be avoided at times. Thus, teachers should re-evaluate the modules, and they must make sure
that all the lessons or activities are appropriate to the needs of the learners. The parents, as
well as the students, are right; the instructions in every exercise must be clear enough for the
learners to understand. The topics must be simplified, and teachers must give more examples.
Moreover, all the printed pictures in the modules should be clear. The cases of COVID-19 in
the Philippines are still in great number, so face to face learning is not yet possible. However,
the researchers think that Blended Learning is also possible for places that are not infected by
the virus. This can be applied to some schools located in rural areas like BNHS. Online
Learning approach could be implemented in urban areas like BCNHS since most of the
learners have an internet connection. For the students who still cannot access the internet,
they will be given special consideration by home visitation as an example. Aside from text
and call, social media particularly on messenger is one of the most used modes of
communication between teachers, parents, and students. Therefore, teachers are
recommended to be active online most of the time. They must be able to address the
sentiments of some parents and students, which is to be patient enough in attending to the
needs and to respond to the queries immediately with regards to learning. The Department of
Education and the government must collaborate together towards the success of Philippine
Educational System despite the COVID-19 pandemic. It is imperative that every school must
be provided with support and enough funds. The Department of Education should give
autonomy and freedom to teachers in every school to do their own modules. However, the
modules must be validated for the quality assurance and the progress will be monitored.
Learning Styles and Preferred Learning Modalities in the New Normal
Teachers and students alike have been shocked by the potential impact on teaching
and learning only a few months after the pandemic was announced. Digital and online
delivery modes, mixed or versatile delivery modes, synchronous or asynchronous delivery
modes, or a mixture of all these alternative delivery modes of teaching have largely replaced
conventional face-to-face training. As a result of the college’s survey, the online interactive
method of teaching and learning has been used from the start. The issues surfaced about a
month after it was introduced. The students became aware of the financial costs associated
with the holding of online or virtual classes, such as the need to purchase a laptop/desktop, or
an Android phone that is WIFI compatible, as well as a good internet connection, in order to
fulfill the requirements for virtual or online classes. Teachers are affected by the difficulties
that students face. It’s also evident that the pandemic had an effect on teachers’ and students’
teaching and learning practices.
This research was carried out in the hopes of making an impact. It concentrated on
identifying the Learning Styles and Preferred Learning Modalities of students in the New
Normal. This was believed to respond to the students’ difficulties during the pandemic.
Similarly, after the learning patterns have been established, teachers will have baseline data
to use in planning the subjects that will be taught to them. Even if a pandemic occurs, the
known subjects are the most important for students to understand. The teachers’ methods or
techniques should also reflect the students’ learning styles and preferred learning modalities.
CHAPTER II
RESEARCH METHODOLOGY
This chapter presents the methodologies that the researchers used in the conduct of
their study – the research design, source of data, locale of the study, population and
sampling, data gathering instrument, and data gathering procedure.
Research Design
The study used the quantitative descriptive-correlational research design. Descriptive
research aims to describe a population, situation, or phenomenon and is an appropriate choice
when the research aim is to identify characteristics, frequencies, trends, and categories
accurately and systematically. While correlational research design measures a relationship
between two variables without the researcher controlling either of them.
Sources of Data
The data were gathered from the grade 12 students-respondents of section
Mahogany of Vigan National High School East. Furthermore, the respondents of the study
were given the assurance that all information gathered will strictly be used for research
purpose and that the identities of the respondents were kept confidential.
This study utilized the data gathered by floating questionnaires by adopting the
questionnaires from the previous research of Ramsal Duyan Eclatin-Guillermo, “The
Effectiveness and Acceptability of Developed Modular and Videolar Instruction” in
Teaching International General Curriculum Secondary Education (IGCSE) Mathematics A
Dissertion presented to the Graduate School of Philippine Christian University.
The researchers sourced out data and relevant information through a survey and other
documents that gave light to this study.
Locale of the Study
The study was conducted at Vigan National High School East, Nagsangalan,
Vigan City. Due to global pandemic researchers float questionnaires to the respective
respondents through online platform using google form and messenger app.
Population and Sample
The respondents of the study are students from Vigan National High School East
coming from grade 12 students of Mahogany class. In this case, the researchers’ primary
respondents are students from Vigan National High School East.
Data Gathering Instruments
The researchers used structured survey and questionnaire as the primary tool in
gathering of data. It was in a form of checklist to collect the needed data. The questionnaire
was adopted to the previous study of Ramsal Duyan Eclatin- Guillermo, “The Effectiveness and
Acceptability of Developed Modular and Videolar Instruction” in Teaching International
General Curriculum Secondary Education (IGCSE) Mathematics A Dissertion presented to
the Graduate School of Philippine Christian University. The researchers developed a 5-point
Likert scale questionnaire as a type of research technique. This technique could help to
interact and gather significant information and deeper understanding about the level of
acceptability of distance modular learning.
The researchers asked permission to the respondents and performed the survey by
distributing the questionaries related to the study. Pictures and survey forms were collected
for the purpose of documentation.
Data Gathering Procedures
Before gathering the data, the researchers will secure a letter to be signed by the
school principal and research adviser, which allows the researchers to distribute the
questionnaires and gather the data from the respondents. The researchers will distribute the
questionnaires through Google Forms and Messenger app which was the easiest way in
disseminating and gathering data in this time of pandemic. After distributing the instruments,
the respondents were given enough time to answer all the questions properly.
Research Instrument
Before the conduct of the study, researchers brainstorm a good research study that is
timely. Afterwards, proposal of title has been approved and researcher’s proposals of title has
been approved and researchers decided to conduct after the questionnaire and the study
where validated and consulted. Data were collected from the participants using
questionnaires.
The questionnaire for quality of content, usability, and perceived effectiveness were
developed based on the study of Goode. The questionnaire is composed of two parts. The
first part is the Demographic profile of the respondents, it contains basic information such as
name, age, and sex. The second section of the questionnaires determined the learners’
acceptance of distance modular learning based on the research instrument validated and
proven reliable for use in research on distance learning adopted by the previous study of
Ramsal Duyan Eclatin- Guillermo, “The Effectiveness and Acceptability of Developed Modular
and Videolar Instruction” in Teaching International General Curriculum Secondary
Education (IGCSE) Mathematics A Dissertion presented to the Graduate School of
Philippine Christian University, the researchers to access the data that is needed of further
findings and success of the study. And undergone to clear full examination by validators and
research adviser.
The norms for the interpretation for the learning preference of the respondents are
shown below:
Range of Score Item Descriptive Rating Overall Descriptive Rating
4.21 – 5.00 Strongly Agree (SA) Strongly Agree (SA)
3.41 – 4.20 Agree (A) Agree (A)
2.61 – 3.40 Neutral (N) Neutral (N)
1.81 – 2.60 Disagree (D) Disagree (D)
1.00 – 1.80 Strong Disagree (SD) Strong Disagree (SD)
Statistical Statement of Data
To achieve the objectives that were set for this study, the following statistical tools
were used to treat the data that the researchers gathered.
1. Frequency Count and Percentage Distribution to describe the profile of the
respondents.
2. Mean looked into the level of acceptability of distance modular learning of the
respondents.
CHAPTER III
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
In this chapter, the results of the analysis and statistical treatment of the data gathered
using a questionnaire checklist as the main instrument. Data are tallied and summarized are
presented in textual, graphical and tabular form.

Problem 1. What is the respondents’ profile in terms of;
d. Age
e. Sex
Profile of the Respondents
The profile of grade 12 Mahogany students of Vigan National High School East for
School Year 2021-2022 is presented in Figure 1 and 2.
On Age
Based on the data gathered, as shown in the graph (Figure 1) below, out of 31
respondents there were a greater number of students aged 17 years old, which yields to
58.06% (18), while there were 32.26% (10) respondents aged 18 years old, and the remaining
9.68% (3) were respondents aged 19 and above.
It means that the majority of respondents were 17 years old, and there were lesser of
respondents above the mean age.

Figure 2.
Distribution of Respondents according to Age.
On Sex
According to the graph (Figure 2) shown below, out of 31 respondents there were a
total of 54.84% (17) male respondents, and the remaining 45.16% (14) were female
respondents.
It means that the majority of respondents are male, and there was a lesser number of
female respondents in the study.
Figure 3.
Distribution of Respondents according to Sex.
Problem 2. What is the level of acceptability of Distance Modular Learning in terms of:
a. Quality of Content of Self Learning Module
b. Usability of Self Learning Module
c. Effectiveness of Self Learning Module
Level of Acceptability of Distance Modular Learning

The level of acceptability of distance modular learning of the grade 12- Mahogany
class is presented in Table 1, 2 and 3.
Item Mean Ratings on the Quality Content of Self Learning Module
A. Quality of Content x Description
6. The lessons and the activities in the SLM can be 3.74 Agree
accomplished at the given time.
10. The amount of learning I get from using the module is 2.87 Neutral
the same or more than when I am learning in face-to-face
or classroom setting.
11. The instructions on how to accomplish the SLM are 3.90 Agree
clear and appropriate.

13. The workload on the modules is too heavy. 4.03 Agree
17. The activities in the module assessed what I learn. 4.74 Strongly Agree
18. The academic expectations in the modules are too high 3.94 Agree
20. The volume of work in the modules is too much to 3.94 Agree
gain mastery of its contents.
21. The learning objectives from the module are clear 4.68 Strongly Agree
from the very start.
Overall Mean: 3.49 High

4.21 – 5.00 Strongly Agree (SA) Very High (VH)
3.41 – 4.20 Agree (A) High (H)
2.61 – 3.40 Neutral (N) Moderate (M)
1.81 – 2.60 Disagree (D) Low (L)
1.00 – 1.80 Strong Disagree (SD) Very Low (VL)
On Quality of Content. It is worth to note that the respondents gave the overall mean
rating of 3.49, interpreted as “High”. This signifies that the respondents can confidently note
that the quality of content of Self Learning Module is accepted in the implementation of
Distance Modular Learning.
As also observed in the table, the respondents gave the highest mean rating of 4.68,
interpreted as “Strongly Agree” to item number 21 (The learning objectives from the
module are clear from the very start.). Also, they gave the lowest mean rating of 2.87,
interpreted as “Neutral” to item number 10 (The amount of learning I get from using the
module is the same or more than when I am learning in face-to-face or classroom setting. ).
This result means that the respondents finds that the quality of content of Self Learning
Module is fair enough to adapt learning this time of pandemic with the implementation of
Distance Modular Learning. Wood et al. (2004) indicated that a key factor for distance
learning is to ensure that the courses meet the needs of the consumer by increasing the
quality of instructional materials. It is imperative to ensure that where course delivery is
concerned, this should be of the highest quality possible, especially as it relates to the
distance learning where the students largely depend on the modules that are given to them for
studying purposes. These modules are open to the public for scrutiny more than during the
conventional face-to-face teaching. (Melton, 2002). The significance of modules has been
well articulated by Librero (2004) who said the following: “In distance education, where the
paradigm must be learner-centered, the instructional materials and modules play a very
significant role. You must have high instructional materials if you want to maintain high
quality instruction and academic standards. Instructional materials and modules can and are
prepared according to strict standards, while the quality of live lectures of different
professors can vary considerably”.

Item Mean Ratings on the Usability of Self Learning Module
B. Usability X Description
1. I can understand the lessons on the SLM 3.97 Agree
on my own.
2. I can understand the lessons with the help 2.35 Disagree
of my teacher, parents, or guardians.
3. I can answer the activities in the SLM after 4.65 Strongly Agree
studying the lessons on my own.
4. I can answer the activities in the SLM after 2.74 Neutral
studying the lessons with the help of my
parents or guardians.
5. The words used in the SLM are 3.81 Agree

comprehensible.
9. I can learn and study independently using 4.61 Strongly Agree
SLM.

3.41 – 4.20 Agree (A) High (H)
On Usability. It is observed in the table that the overall mean rating of 3.64,
interpreted as “High”, signifies that respondent considers that the usability of the Self
Learning Module as an indicator of the level of acceptability of Distance Modular Learning.
The table shows that the respondents gave the highest mean rating of 4.65, interpreted
as “Strongly Agree” to item number 3 (I can answer the activities in the SLM after studying
the lessons on my own.). Yet, it is evident that they also gave the lowest mean rating of 2.35,
interpreted as “Disagree” to item number 2 (I can understand the lessons with the help of
my teacher, parents, or guardians.). This result means that students can comprehend the
lessons on their own, and they don’t necessarily need high instructional support from
teachers, parents or guardians. Usability in regards to online learning refers to the interaction
between the user and the computer - how the functions performed on the computer enhances
the user's learning. It's the quality of a system [module] that makes it easy to learn, easy to
use, easy to remember, error tolerant, and subjectively pleasing (Usability First, 2002). The
term can be associated with learnability, efficiency, memorability, handling of user errors,
and user satisfaction (Nielsen, 1993). The usage of modules promotes self-directed learning,
according to (Nardo, M.T.B, 2017). Students' self-study or learning skills improve when they
use modules for learning. Students are engrossed in studying as a result of the concepts
offered in the modules. Students create a sense of responsibility as a result of the tasks they
are given. They each have their own individual achievements. They are motivated as they
continue to learn. In fact, the students take part in real-life activities. They learn something
new and apply what they've learned through their own. Students gain a new perspective from
their own achievements, allowing them to build new abilities. Learning through modular
instruction allows students to take care of their own studies.

Item Mean Ratings on the Effectiveness of Self Learning Module
C. Effectiveness X Description
7. I learned or acquired the skills and 3.90 Agree
competencies in the SLM.
8. Learning and studying SLM motivates me to 4.61 Strongly Agree
continue.
12. The module is intellectually stimulating. 4.65 Strongly Agree
14. The module gives me an idea of where I was 4.65 Strongly Agree
going and what is expected of me.
15. The module has helped sharpen my analytical 4.58 Strongly Agree
skills.
16. My modules have stimulated my enthusiasm 4.65 Strongly Agree
for further learning.
19. The module has helped me to develop the 4.58 Strongly Agree
ability to plan my own work.
22. Overall, I learn from the SLM. 4.52 Strongly Agree
Overall Mean: 4.52 Very High

3.41 – 4.20 Agree (A) High (H)
On Effectiveness. It is worth to note that the respondents gave the overall mean
rating of 4.52, interpreted as “Very High”. This signifies that the respondents can confidently
note that Distance Modular Learning id effective in this time of pandemic.
As also observed in the table, the respondents gave the highest mean rating of 4.65,
interpreted as “Strongly Agree” to item number 12 (The module is intellectually
stimulating.), item number 14 (The module gives me an idea of where I was going and
what is expected of me.), and in item 16 (My modules have stimulated my enthusiasm for
further learning.). Also, they gave the lowest mean rating of 3.90, interpreted as “Agree” to
item number 7 (I learned or acquired the skills and competencies in the SLM.). This result
means that the respondents agree with the effectiveness of Self Learning Module, which
implies that they accept Distance Modular Learning as a form of learning this time of
pandemic. The finding can be supported by the study of Lim (2016) about the effectiveness
of modular instruction in word problem solving of BEED students wherein the experimental
group performed significantly better than the control group who were taught using the
traditional lecture method. The learner respondents also see the amount of work in the
module differently as well as understanding the lesson on their own. Ibyatova, Oparina, and
Rakova (2018) found that the modular approach was effective in teaching and improved
students' insights and independent thought in their study entitled "Modular Approach to
Teaching and Learning English Grammar in Technical University."

Table 4.
Level of Acceptability of Mean Overall Description
Distance Modular Learning Ratings
Quality of Content 4.52 Very High
Usability 3.64 High
Effectiveness 3.49 High
SLM Quality of Content, Usability and Effectiveness
Based on respondents’ evaluation of the Self Learning Modules in terms of quality of
content, usability and effectiveness as shown in Table 4, the respondents rated the SLM with
an overall mean of 3.88, which is described as “high”. This means that the SLMs’ content is
of quality, usable and effective in the level acceptability of distance modular learning.
CHAPTER IV
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary
The COVID-19 pandemic shifts the traditional classroom or face-to-face teaching and
learning into distance modular learning. School of Vigan National High School East
implemented Distance Modular Learning in which a self-learning module is a primary tool in
the learning process. This study determines the level of acceptability of the Self-Learning
Module in the implementation of Distance Modular Learning at the secondary level under the
new normal. The study is anchored on Moore’s Transactional Distance Theory. Descriptive
correlational statistics were used to determine factors contributing to the level of
acceptability of SLM in the implementation of Distance Modular Learning. The perceived
level of acceptability of the SLM was evaluated by respondents using a survey questionnaire
and other variables such as the demographic profile, SLM quality of content, usability, and
effectiveness. The respondents to the study were the 31 students of Grade 12-Mahogany.
Factors such as the SLM quality of content, usability, and effectiveness were analyzed to
determine if they were predictors of the students’ level of acceptability of Distance Modular
Learning. Based on the analysis and interpretation of data, the following results were
summarized according to the objectives of the study as follows:

1. The respondents' demographic profile in terms of age has an average of 31 wherein the
majority of the respondents were 17 years old. Most of the respondents were males (54.84%)
and the remaining (45.16%) were females.
2. The respondents' evaluation of the SLM quality of content, usability and effectiveness has
an overall mean of 3.88, which is described as “high”. The respondents agree on average in
the parameters used in this study which means that the SLM has the quality, usable and
effective at the secondary level. Quality of content has a mean of 4.52 which was “Very
High”. The respondents have rated all the parameters from “neutral” to strongly agree”. This
means that the SLM has a good quality of content. The usability SLM has a mean of 3.64,
which is described as “High”. However, the respondents have disagreed on items “2. I can
understand the lessons with the help of my teacher, parents, or guardians (M= 6.2)”, “4. I can
answer the activities in the SLM after studying the lessons with the help of my parents or
guardians. (M=6.2)”, which highlighted that the secondary students don’t necessarily need
high instructional support in studying and accomplishing the activities in the SLM. In the
effectiveness of SLM has the mean of 3.49, which is described as “High”. Respondents agree
on the effectiveness of the SLM which could mean that they found it to be effective as a
learning tool. Respondents’ evaluation revealed that the modules have activities, practices,
and quizzes that reinforce the content, formative assessment to determine the preparedness of
learners on the given topic, demonstrates the relationship between concepts, builds on prior
knowledge, and has summative assessment to help the participants assess their learning.
These characteristics of the module improve effectiveness in the learning process. While
learners' evaluation proves to help them learn.

Conclusion
The study determines the level of acceptability of the SLM in the implementation of
Distance Modular Learning in the based on the evaluation of respondents. Variables in the
study were the respondents' demographic profile, SLM quality of content, usability, and
effectiveness which were analyzed to determine if the following can predict the level of
acceptability of SLM based on respondents’ evaluation. Using the data from 31 learner-
respondents from grade-12 Mahogany, the study finds that the respondents have an average
age of 17 years old (58.10%) which indicates a relatively younger population of Grade 12
students wherein most of them are male respondents with an average of 54.84% (17).
Respondents’ evaluation of the quality of content, usability and effectiveness of the SLM was
overall described as “High” by the respondents and found to have a high positive correlation
and predictors of the level of acceptability of SLM based on respondents' evaluation. This
means that the higher the quality of content, usability and effectiveness of the SLM the more
it becomes acceptable to the learners. However, these variables were correlated and a
predictor of the level of acceptability of distance modular learning based on learners’
evaluation. The respondents perceived that the Self-Learning Module is an effective learning
tool in the implementation of Distance Modular Learning in the new normal. Further, the
survey highlighted that the level of acceptability of distance modular learning is aligned with
the quality of content, usability and effectiveness of the modules. The activities and
assessment in the SLM facilitated learning, that the provision of instructional support from
teachers and parents is not necessarily needed in the use of grade 12- students SLM in the
implementation of MDL. It is therefore concluded that the quality of content, usability and
effectiveness of the SLM could potentially affect the level of acceptability of distance at the
secondary level during this time of the pandemic.
Recommendation
From the conclusions of the study, it is recommended to still ensure into the quality of
content, usability and effectiveness of the SLM to be fully accepted as a learning tool in the
implementation of distance modular learning. Also, learner variables such as the capacity of
the teachers to provide instructional support, their resources, and access to technology should
be studied to determine what supports their studies in using an SLM in the Modular Distance
Learning delivery in time of the pandemic and the possibility of shifting from the current
learning delivery to other distance learning modalities. While the result from respondents’
evaluation of the quality of content, usability and effectiveness of SLM is positive, other
learning delivery modalities should be considered to further enhance the learning experience
during this time of the pandemic. Factors like teacher preparedness, technological
competence and teacher perception on implementing other modalities like blended and online
distance learning should be studied. Learners in the secondary level were capable of
evaluating the learning materials that they are using particularly the Self Learning Modules
thus an alternative measure should be used or developed to assess their actual learning
considering the setting and the implementation of Modular Distance Learning during this
Covid-19 pandemic.
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APPENDICES
APPENDIX A
RESEARCH QUESTIONNAIRE
Questionnaire on the Level of Acceptability of Distance Modular Learning of
12- Mahogany of Vigan National High School East
Part I. Profile of the Respondents
Direction: Please fill in or put a check mark on the parenthesis provided with the appropriate
responses.
A. Personal Profile.
Name (optional):
___________________________________________________________________
Age: _____
Sex: ( ) Male ( ) Female
Part II.
A. Quality of Content 5 4 3 2 1
6. The lessons and the activities in the SLM can
be accomplished at the given time.
10. The amount of learning I get from using the
module is the same or more than when I am
learning in face-to-face or classroom setting.

11. The instructions on how to accomplish the
SLM are clear and appropriate.
13. The workload on the modules is too heavy.
17. The activities in the module assessed what I
learn.
18. The academic expectations in the modules
are too high
20. The volume of work in the modules is too
much to gain mastery of its contents.
21. The learning objectives from the module are
clear from the very start.
B. Usability 5 4 3 2 1
1. I can understand the lessons on the SLM on
my own.
2. I can understand the lessons with the help of
my teacher, parents, or guardians.
3. I can answer the activities in the SLM after
studying the lessons on my own.
4. I can answer the activities in the SLM after
studying the lessons with the help of my parents
or guardians.
5. The words used in the SLM are
comprehensible.
9. I can learn and study independently using
SLM.
C. Effectiveness 5 4 3 2 1
7. I learned or acquired the skills and
competencies in the SLM.

8. Learning and studying SLM motivates me to
continue.
12. The module is intellectually stimulating.
14. The module gives me an idea of where I was
going and what is expected of me.
15. The module has helped sharpen my analytical
skills.
16. My modules have stimulated my enthusiasm
for further learning.
19. The module has helped me to develop the
ability to plan my own work.
22. Overall, I learn from the SLM.

PERSONAL PROFILE:
NAME: Mercurio, Jonathan P.
AGE: 17
DATE OF BIRTH: June 07, 2004
PLACE OF BIRTH: Gabriela Silang Hospital
ADDRESS: Purok a Bassit, Vigan City, Ilocos Sur
CIVIL STATUS: Single
RELIGION: Roman Catholic
NATIONALITY: Filipino
FATHER’S NAME: Ruben Mercurio
MOTHER’S NAME: Salome Mercurio
EDUCATIONAL ATTAINMENT:
ELEMENTARY: Nagsangalan Elementary School
SY: 2015-2016
JUNIOR HIGH SCHOOL: Vigan National High School East
SY: 2019-2020

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VIGAN NATIONAL HIGH SCHOOL EAST

SENIOR HIGH SCHOOL 1

LEVEL OF ACCEPTIBILITY OF DISTANCE MODULAR LEARNING

CHAPTER 1- THE PROBLEM

Statement of the Problem…………………………………………….………….….23

Assumption of the Study……………………………………………………………24

Scope and Delimitation…………………………………………………………….

Importance of the Study……………………………………………………………

Operational Definition of Terms………………………………………………….…25

Review of Related Literature and Studies…………………………………………...27

CHAPTER II - RESEARCH METHODOLOGY

Locale of the Study………………………………………………………………..32

Population and Sample…………………………………………………………….

Data Gathering Instruments………………………………………………………..

Data Gathering Procedures…………………………………………………………33

Research Instrument ……………………………………………………………….

Statistical Statement of Data ……………………………………………………….34

CHAPTER III- PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

PROBLEM I: PROFILE OF THE RESPONDENTS

PROBLEM 2: LEVEL OF ACCEPTABILITY OF DISTANCE MODULAR LERNING

Quality of Content …………………………………………………………………39

Overall Findings ……………………………………………………………………46

CHAPTER IV- SUMMARY, CONCLUSION AND RECCOMENDATION

The Research Paradigm……….………………………………………………….... 22

Distribution According to Age ……………………………………………………...36

Distribution According to Sex ……………………………………………………...37

Quality of Content ………………………………………………………….……….39

Overall Findings ………………………………………………………………….…46

students of Vigan National High School East.

effectiveness of self learning module.

High School students of Vigan National High School East.

The descriptive-correlational method of research was employed. The relevant

of Developed Modular and Videolar Instructions” and validated by experts.

count, percentage distribution, and mean.

understand what life ahead of them really is.

that the modular classes provide.

option for working students.

COVID-19 pandemic also resulted in a widespread disruption such as travel restrictions,

at present, and continuous innovations of educators and active involvement of other

adaptability of instructional materials.

believes that education should not be compromised.

“Education cannot wait,” says DepEd Secretary Leonor Briones. To maintain the

education of millions of Filipino students, the government implemented a distance learning

approach. Distance learning, also known as correspondence education or home study, is a

of academic programs. Synchronous online learning involves real-time interactions between

relating to policy, pedagogy, logistics, socioeconomic factors, technology, and psychosocial

create fool-proof policies on governance structure, teacher management, and student

II: Theoretical Framework

articles in the internet that can be used to conceptualize the study.

Transactional Distance Theory (Moore, n.d.)

distance is a pedagogical phenomenon rather than geographical. Transactional distance is a

be delivered via various communication media.

facilitate synchronous or real-time interaction between teacher and learner. Asynchronous

implementation of distance learning in this level, scale, and magnitude requires a

Transactional distance is the collection of perceived psychological, cognitive, and

of content, usability, and teachers' interventions.

13.3.1 Theoretical Constructs

Recently, a wider range of theoretical notions has provided a richer understanding of

control, and social presence.