PRINT AND NON-PRINT MODULAR DISTANCE

LEARNING MODALITY AND STUDENTS’

WORK PERFORMANCE

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 11
Pages: 730-742
Document ID: 2023PEMJ1005
DOI: 10.5281/zenodo.8215915
Manuscript Accepted: 2023-31-7
Psych Educ, 2023, 11: 730-742, Document ID:2023 PEMJ1005, doi:10.5281/zenodo.8215915, ISSN 2822-4353
Research Article

Print and Non-Print Modular Distance Learning Modality and

Students’ Work Performance
Lea M. Tulauan*
For affiliations and correspondence, see the last page.
Abstract
This study aimed to determine the extent of implementation of print and non-print modular distance
learning modality and its correlation on the work performance of Grade VII students at Bagong
Silangan High School during the first quarter of school year 2021-2022. The descriptive research
method was employed in the study. The three groups of respondents were the 45 Grade 7 teachers,
255 students using printed modules, 264 students using non-print modules, 255 parents or guardian of
students using printed modules and 264 parent or guardian of students using non-print modules. The
statistical tools used in the study were weighted mean, one-way ANOVA, Mann Whitney U test,
Pearson’s r, t-test, and Tukey Pairwise comparison.It was found out that the teachers perceived the
implementation of print modular distance learning modality to a Very High Extent , while the parents
and student respondents perceived its implementation to a High Extent. For the implementation of
non-print modular distance learning modality, students and parents perceived the implementation to a
High Extent, while the teachers perceived its implementation to a Very High Extent.In addition, the
work performance of Grade VII students using print modular distance learning modality during the
first quarter of school year 2021-2022 was Satisfactory, and Fairly Satisfactory for non-print.

Keywords: modular distance learning, student performance, learning modality

Introduction or smartphone through their DepEd e-mail account

using the provided link by the learning portal adviser.
Both students from modular print and non-print are
The influence of COVID-19 on the global economy is expected to submit on time according to the set
only beginning to be understood, but many additional schedule of retrieval of Self-Learning Modules and
difficulties, such as school closures and their impact answer sheets. Parents and guardians are expected to
on learning, as well as the burden of education on come to school for the distribution and retrieval every
students, parents, and instructors, have surfaced and two weeks.
must be addressed as soon as possible (Bhamani et al.,
2020). As a response to the looming global health Learners benefit from printed modules in a variety of
crisis, the Department of Education (DepEd) ways (Lesson 1, Part 3, n.d). It is lightweight,
introduced the Learning Continuity Plan (DO No. 012, inexpensive, readily available, and convenient to use.
s. 2020), wherein different learning modalities were Print materials may be utilized everywhere and at any
provided. DepEd then presents distance learning, a time with appropriate lighting, and students don't need
style of instruction in which lessons and learning take any special equipment to use them. The information
place between a teacher and students who are can be reviewed at the student’s leisure. Printed
geographically apart from one another. This approach materials, too, have their disadvantages. Because text
includes Modular Distance Learning (MDL), Online resources are static, they can't be used to teach
Distance Learning (ODL), and TV/Radio-Based languages or visual ideas. If teachers simply use
Instructions, which are the three forms of this modality textual materials, they may find it difficult to connect
(Quinones, 2020). Distance learning is the best with students and convey some concepts, such as those
solution as a means to continue the education of the that need movement. When choosing resources, it is
young amidst the pandemic. essential to keep in mind the learners' reading and
linguistic abilities. It may take days or weeks to
The modular distance learning modality is further prepare for printed materials. Additionally, learners
categorized into two types, which are modular print with visual impairments may require information in a
and digital. For Modular Print, parents are given a different format.
schedule for the distribution of the Self-Learning
Modules (SLM). For digitized modules or non-print, The teacher is responsible for keeping track of the
students and parents are advised to download student’s progress. Students can reach out to the
electronic copies of modules using a laptop, desktop, teacher through e-mail, phone calls, text messages, or

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Research Article

instant messaging, among other methods. If at all materialized. Bagong Silangan High School then
feasible, the teacher may visit students at home who strictly implemented the guidelines by IATF on the
require remediation or support (Llego,2020). A Self- health and safety protocols to which parents and
Learning Module is a type of customized teaching that guardians who have worked to attend experienced
allows students to use both printed and digital self- inconvenience in coming to school during the
learning modules in their context, as well as other scheduled distribution and retrieval of modules and
learning resources such as textbooks, worksheets, answer sheets. Based on the guidelines, students or
study guides, and other study tools. Various minors were not allowed to go out of their respective
downloadable videos are also available on YouTube houses and so delays in the submission of answer
that students can readily use as an additional learning sheets were rampant among all levels. Parents have a
resource. critical role in their children's educational achievement
as a result of these changes. Without any formal
In the first year of distance learning implementation, training, they act as facilitators, guidance counselors,
Bagong Silangan High School opted to employ solely and technologists. They must ensure that their children
Modular Print Distance Learning as a learning obtain a good education without jeopardizing their
modality for the students. Taking into account the safety. Students are in the same boat. They are both
financial ability of some of the students' families to excited and perplexed by the rapid shift in learning
provide their educational demands, such as internet methods.
access, a smartphone, or a computer needed for their
studies during this pandemic, they will be able to cope It is for these reasons that the researcher was
with the changes. In the community itself, there is a motivated to undertake this study to determine the
specific area of the barangay where electricity is not perceptions of parents, students, and teachers on the
yet available. They depend only on the availability of a implementation of the print and non-print modular
generator in their neighborhood to use their gadgets so distance learning modality. To find out if there is a
that they can communicate with their teachers and difference between the work performance of students
classmates. using print and non-print modular distance learning
modalities. Lastly, to propose an intervention that
The rapid transition from conventional, or face-to-face, would help the school in the delivery of learning even
learning to distance learning created a lot of after the pandemic period using the print and non-print
uncertainty in the community about how the system modular distance learning modality.
would function. Parents' concerns about their
children's performance are increasing. Because Research Questions
students will not be physically directed toward their
learning by their teachers regularly the lessons will not This study sought to determine the extent of the
be thoroughly discussed. As a response, the school implementation of print and non-print modular
head tasked the teachers with meeting the students distance learning modality and the work performance
once a week with a specific schedule through online of Grade VII students at Bagong Silangan High School
consultation via Facebook Live. But students are not during the first quarter of the school year 2021-2022.
compelled to take part in the online consultation, Most specifically, it sought answers to the following
considering the difficulties it poses not only to the questions:
students but also to parents as they strive to look after
the welfare of their families and provide for their 1. How do the parents, teachers, and students perceive
needs in this time of the pandemic. As per Inter- the extent of the implementation of print and non-print
Agency Task Force (IATF) and Department of Health modular distance learning modality in the following
(DOH) guidelines, the effective implementation of aspects?
digital modular learning has been designed to better 1.1 Content of the Module;
safeguard the protection of the public health of 1.2 Time Element for the Module;
everyone. 1.3 Students Engagement;
1.4 Monitoring of the Students/Home Visitation; and
However, parents and students in the community 1.5 Submission of the Performance Output?
began to question how enormous distances were 2. Are there significant differences among the
affecting their children's lives. Although almost perceptions of the three groups of respondents in the
everyone is endangered by the virus outdoors, and implementation of the print and non-print modular
conformity in a crisis such as this plague might be a distance learning modality in terms of the above-cited
challenge, learning modalities will be adopted and aspects?

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Research Article

3. What is the work performance of Grade VII students Agency Task Force for the Management of Emerging
using print and non-print modular distance learning Infectious Diseases (IATF) advised the closure of
modality during the first quarter of the school year schools. Face-to-face learning styles are not allowed
2021-2022? by the government, so students are not at risk. Though
4. Is there a significant difference in the work it caused a lot of trouble in society, the government's
performance of students using print and non-print action of giving the highest priority to the safety of
modular distance learning modality? students is well-valued by various stakeholders in
5. Is there a significant relationship between the education.
implementation of the print and non-print modular
distance learning modality and the student’s work Distance learning has become more adaptable in the
performance? twenty-first century, thanks to advances in technology
6. Based on the findings, what intervention program (Alzahrani and Ali, 2019). In several other nations,
may be developed to improve the school’s this is particularly true. However, just a few schools in
implementation of modular distance learning modality the Philippines provide basic education via e-learning
and work performance? or distance learning. This is most likely done in higher
education by some universities and colleges, but not in
basic education as basic skills need to be taught
Literature Review physically. Schools nationwide at all levels, be it in
public or in private, on the other hand, are suddenly
The COVID-19 pandemic resulted in a tremendous required to adjust to the changes. Distance learning is
challenge to the education system, not only in our considered a very beneficial educational modality that
country but in the world. It did not only affect the contributes to expanding access to education for
learners, teachers, and school administrators but also students (Manuel, 2021).
the parents and guardians of the students. Encouraging
The learners are interested in the issues presented in
students and parents to continue education despite the
the module. As they accomplish the module's
pandemic is a vital element of institutional response
assignments, they develop a sense of responsibility.
(Daniel, 2020). That’s why constructing curricula and
Learners make their progress with little or no
designing student assessments and teaching should
assistance from others. They have gained confidence
include varied activities, tasks, and assignments that
include COVID-19 in a global and historical context. and are learning how to learn (Nardo,2017). Other
difficulties associated with remote learning might be
In 2020, the consequences of the pandemic and other attributed to students' psychological states. This can
situations may have a substantial impact on pupils' include, among other things, (a) problems caused by a
transition to early adulthood. Due to social distance lack of direct contact between student and teacher; (b)
restrictions and the fear of being judged, conventional problems caused by a sense of alienation and isolation
youth-related experiences such as going to school in from the student community; and (c) problems caused
physical classrooms, socializing with friends, by anxiety and concerns about the education process
participating in pleasurable social activities, and and learning outcomes (Mahlangu, 2018). Self-
planning future vacations have been disrupted or learning is a component of modular print and non-print
modified (Farris et al., 2021). For junior high school distance learning. Because learners are allowed to
students, it is much more difficult for them to cope learn at their own speed, it encourages them to regulate
with the changes, especially for the grade 7 students their learning styles. The use of modules motivates
who come from the transition from being elementary students to study by generating curiosity and a positive
pupils to high school learners. Those young minds attitude, as well as increasing their confidence while
were used to galivanting with their friends; being studying. Idealism, concepts, and topics in the module
playful was still with them, and unfortunately, they are thought to be well-articulated. Lessons are also
were restricted from doing all of the things they were grammatically correct, with clear and detailed
used to. instructions for learning activities.

As prescribed in Department Order No. 12 series of Parents, on the other hand, have faced a variety of
2020, the adoption of the Basic Education Learning difficulties. Parents should cast their children's
Continuity Plan for School Year 2020-2021 in light of concerns about the circumstances, according to Rich
the COVID-19 Public Health Emergency. This is the (2020). There are certain theories, principles, and
instant response of the Department of Education so concepts worth considering in order to encourage
that basic education will not be impeded as the Inter- parents to actively participate in their children's

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Research Article

education.Parental involvement is associated with said that they are having difficulty contacting both the
various benefits for students of all ages (Delgado, parents and the students.
2019). The degree to which a student's family
participates in their education is, without a doubt, the Santillan and Labaria's (2021) study sought to
best indicator of their success. Students who perceive investigate student experiences in modular learning in
their parents' support become more motivated and the midst of a pandemic at Western Philippines
develop a passion for studying. When parents University's external campuses. Their research
participate in the educational process, teachers and suggests that, regardless of how modular learning is
parents share the responsibility for educating children used, the professor in their class continually provides
and raising together them to achieve educational goals. support, inspiration, and a desire to continue their
career, resulting in a better future for them.The study
Canonizado (2021) explained that one of the entitled, “Challenges and mechanisms of teachers in
challenges of modular learning to students and the implementation of modular distance learning in the
teachers is the inability of students to submit their Philippines: A phenomenological study” by Cabardo et
output on time. Proposed solutions where teachers al. (2022) showed that time-consuming, incomplete,
must give students who undoubtedly can't instantly and unanswered modules, a lack of parental support,
comply with the prescribed period a sufficient and insufficient teacher training are among the issues
extension, especially during these pandemic times. faced by teachers and students in modular distance
Articles about students regarding their experiences in learning. Time management, constant communication
relation to their work performance using the print and with parents and students, retraining and upskilling of
non-print modules shows that of great impact.The instructors, and the use of blended learning are some
study by Olivo (2021), on parents' opinions of printed of the strategies used by teachers to overcome
modular distance learning at Canarem Elementary obstacles. In light of this, it is advised that DepEd
School served as the foundation for a proposed action continue monitoring and evaluating the implemented
plan. The research was a descriptive study that modular distance learning in order to determine its
investigated and assessed how parents felt about a caliber and applicability to the state of education in the
school's printed modular distance learning. The way nation today. Without sacrificing the work
modules were distributed and retrieved, the time performance of the students.
allotted for learning activities, the learning activities in
the module, and the assessment and adherence to
safety and health procedures in the distribution and
Methodology
retrieval of modules were all factors that parents
considered. The researcher utilized the descriptive survey method
as a means of gathering and interpreting the data
Another reviewed study by Vargas et.al (2021) aimed findings. According to McCombes (2019), descriptive
to identify teachers' and students' experiences by both research aims to accurately and systematically describe
students and teachers in using Printed Modules in a population, situation, or phenomenon similar to the
Distance Learning Modality. The study showed that idea of Nassaji (2015) that descriptive research’s main
majority (86%) of the students, said that they are goal is to d escrib e a ph enom enon and its
having difficulty in answering their modules. One characteristics. This method describes the perceptions
factor is that they do not have enough time to answer of parents, teachers, and students about the extent of
such modules (69% ). Majority of respondents (72%) the implementation of print and non-print modular
believed that they can answer their modules on their distance learning modalities and the students’ work
own. Besides, 88% of students responded that they can performance in Bagong Silangan High School for the
easily approach their teachers and ask them whenever school year 2021-2022.
they have questions. From the teachers’ perspective,
the problem is about some errors that can be found in Participants of the Study
the module, wherein 67% of the respondents have
noticed it. The problem that teachers have encountered Primary data was taken from the responses provided
in printed modular distance learning is the ability of by the selected parents, Grade 7 teachers, and students
students to follow instructions. Most of the teachers of Grade 7 from Bagong Silangan High School.The
(92%) said that their students are having difficulty respondents of the study comprised of 255 Grade VII
following the instruction in their modules. Finally, the students using print distance learning modality, 264
big struggle according to the teacher-respondents in Grade VII students using non-print modular distance
the said modality is the communication problem 100% learning modality, 255 parents or guardians of enrolled

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Research Article

students using printed modular distance learning students and parents who used a print-based modular
modality, 264 parents or guardians distance learning modality during the distribution and
retrieval of modules at Bagong Silangan High School.
Table 1. Distribution of Respondents The researcher personally administered and retrieved
the questionnaires. The data were tallied, treated
statistically, analyzed, and interpreted.

Ethical Considerations

The researcher herself explained and gave the

Instruments of the Study informed consent to each participant before the
conduct of the study. She ensured them that the
The data-gathering instrument used in this study was information would be used with utmost confidentiality
the survey questionnaire. The questionnaire is divided and within the purpose of the study only.
into two parts for the teachers and parents/guardian
respondents while there are three parts for the
students’ respondents. The personal information of the Results and Discussion
respondents is covered in the first part which is
optional. The second part focused on the perceptions
of the extent of the implementation of print and non- Perception of Parents, Teachers and Students on the
print modular distance learning modality, while the Extent of the Implementation of Print and Non-Print
third part for student respondents highlighted the first Modular Distance Learning Modality Print Modular
grading period average of the learners. The researcher Distance Learning Modality
used a four-point Likert scale ranging from "Strongly
Table 2. Respondents’ Perceptions on the Extent of the
Agree " to " Strongly Disagree". The survey
questionnaire consists of five variables with five Implementation of Print Modular Distance Learning
statements for each variable. Modality as Regards Content of the Module

The survey questionnaire was prepared by the

researcher, checked by her adviser, and validated by
experts. It was sent through messenger and e-mail.
Those respondents who were unable to access the
questionnaires used a hard copy. The survey
questionnaire form was developed based on the
possible challenges and barriers a learner may be
experiencing or has experienced from the past grading
period. The questionnaire included five (5) statements
per aspect that focused on the issues that parents,
teachers, and students observations and experienced
during the implementation of print and non-print
modular distance learning.
The table shows the respondents' opinions on the
Procedure degree to which the print modular distant learning
modality has been implemented in terms of the
Prior to the administration of the survey questionnaire module's content. According to the table, the overall
to the respondents, the researcher first sought weighted mean of the responses from teachers was
permission from the Principal and Grade Level Head 3.07, students were 3.08, and that from parents was
of the respondents. Afterward, the survey 3.16. The perceptions with a verbal interpretation of a
questionnaire was prepared in Google form and sent High Extent (HE) were the same for all three groups of
through Messenger and e-mailed to the parents and respondents. This indicates that the opinions of the
students using a non-print modular distance learning entire group of respondents are in agreement regarding
modality and the Grade 7 teachers. On the other hand, the suitability of the set of activities to the learners'
hard copies of the questionnaires were given to level of understanding as provided in the modules, the
clarity of the instructions, the simplicity of the tasks,
and the average number of eight volumes per subject.

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Research Article

The table reveals that the responses from teachers

Table 3. Respondents’ Perceptions on the Extent of the received an overall weighted mean of 3.72, which can
Implementation of Print Modular Distance Learning be interpreted to a Very High Extent (VHE) as
opposed to the responses of the students and parents,
Modality as Regards Time Element for the Module which received overall weighted mean ratings of 3.24
and 3.19, respectively, which are equivalent to the
interpretation of High Extent (HE) response. This
shows that parents’ and students' perspectives about
the extent of the print modular distance learning
modality's implementation and how that connected to
students' participation were consistent across all three
groups of respondents. Teachers, who were
instrumental in the creation and use of the learning
modality, have various viewpoints.

Table 5. Respondents’ Perceptions on the Extent of the

Implementation of Print Modular Distance Learning
Modality as Regards Monitoring of the Students/Home
Visitation

The table shows that each of the three groups of

respondents had a different opinion of how far print
modular distance learning has been adopted in terms of
the module's time element. With an aggregate
weighted mean of 3.04 and 3.39, respectively, a High
Extent (HE) is the verbal interpretation of the students
and parent respondents' perceptions. In contrast, the
teachers’ responses were verbally interpreted to a Very
High Extent (VHE) and had a weighted mean of 3.72
overall. This shows that those who responded and
identified themselves as teachers are knowledgeable
about modular print learning modality.

Table 4. Respondents’ Perceptions on the Extent of the

Implementation of Print Modular Distance Learning
Modality as Regards Students Engagement
The table displays that in statements 4 and 5 on the
perceptions of the extent of the implementation of
print modular distance learning modality as regards to
monitoring the students/home visitation, all the
respondents’ verbal interpretation was High Extent
(HE). Meanwhile, the overall weighted mean ratings
of students and parent respondents are 3.32 and 3.16,
respectively, and the verbal interpretation is High
Extent (HE). On the contrary, teacher respondents got
3.60 as their overall weighted mean, with Very High
Extent (VHE) as their verbal interpretation. Therefore,
this showed that teachers, who conduct the monitoring
and home visitation, have higher perceptions on the
implementation of the print modular distance learning
modality as compared to the students and parent
respondents. Nevertheless, for the remaining
statements, both the students and the parents rated
them to a High Extent (HE) as their response.

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Research Article

Table 6. Respondents’ Perceptions on the Extent of the

Implementation of Print Modular Distance Learning
Modality as Regards Submission of the Performance The table displays that among the three groups of
Output respondents, the teachers and parents share exactly the
same overall weighted mean, which was 3.07. On the
other hand, the students’ overall weighted mean was
3.11, a little bit higher as compared to the two other
groups. The verbal interpretation for the three groups
of respondents was High Extent (HE). This means that
all three groups of respondents have very similar
perceptions regarding the content of the non-print
modular distance learning.

Table 8. Respondents’ Perceptions on the Extent of the

Implementation of Non-Print Modular Distance
Learning Modality as Regards Time Element for the
Module

The table shows that the weighted average for parents

was 3.17, while it was 3.09 for students and 3.40 for
teachers. It is very clear in statement 3 and 5 which
states that parents/students regularly submit their
answer sheets during the scheduled day of submission
and allow students to submit photos of their answer
sheets via messenger only if they can present a valid
reason for their failure to submit their answer sheets on
the scheduled day. The three groups of respondents
shared the same perceptions with a verbal
interpretation of High Extent (HE) with regard to the
submission of performance output of the learners.
However, despite this, statements 1, 2, and 4 made it
very apparent that the teachers who responded have a
verbal meaning of Very High Extent (VHE) for the
statements in which they are specifically involved.
The table demonstrates that with an overall weighted
Table 7. Respondents’ Perceptions on the Extent of the mean ratings of 3.22 and 3.47, respectively, the
Implementation of Non-Print Modular Distance parents' and students' perceptions of the module's time
Learning Modality as Regards Content of the Module element are comparatively similar. High Extent (HE)
was used in both verbal interpretations. This shows
that the responding groups are aware of the deadlines
for and when students should finish their modules
based on the weekly home learning plan. They are also
aware that they were given an extension if necessary
for a number of days. The data also show that the
teacher respondents significantly evaluate all of the
indicated sentences as Very High Extent (VHE), with
an overall weighted mean of 3.72. This shows how
teachers served as considerate and dependable
information sources and learning facilitators.

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Table 9. Respondents’ Perceptions on the Extent of the

Table 10. Respondents’ Perceptions on the Extent of
Implementation of Non-Print Modular Distance the Implementation of Non-Print Modular Distance
Learning Modality as Regards Students Engagement Learning Modality as Regards Monitoring of the
Students/Home Visitation

This shows that teachers communicate with the

students through calls, text messaging, chats via
The table displays that parents and teacher Messenger, and video calls. This means that the two
respondents have similar perceptions on statements 1, groups of respo nden ts are aware that
2 and 5 which states that there is an encouragement for communication between teachers and students was
the students to attend the online consultation, that available during the implementation of the non-print
students are motivated to participates in the virtual modular distance learning modality. It also shows that
meetings and discussions and the attendance of they are allowed to ask clarifications or questions from
students who attended the online consultation and the teacher and that the teacher does some follow-up
other virtual meetings were recorded with a verbal on the student’s activities if these were accomplished.
interpretation of Very High Extent (VHE). This means Parents are also allowed to participate in simple online
that parents support the claim of the teachers that they discussions regarding the modules and other matter. It
encourage their students to attend the online is clear that in statements 4 and 5, parents have a Very
consultation, that teachers do motivate their students to High Extent (VHE) of verbal interpretation. This
participate in the virtual meetings and discussions, and would mean that parents who are most of the time
that teachers check the attendance of the students submitting their students’ modules and other output
joining the virtual meetings. This is supported by their and who also receive the teacher in time for home
overall weighted mean ratings of 3.72 and 3.50 with a visitation or join the PTC are fully aware of this
verbal interpretation of Very High Extent (VHE). aspect.

Meanwhile, the table also shows that parents and The table 11 shows that in statements 3 and 5, all three
students both have a verbal interpretation of High groups of respondents have a High Extent (HE) verbal
Extent (HE) on statements 3 and 4. This means that the interpretation. This shows that they have similar
two groups of respondents have a similar perception perceptions about the fact that parents/students
that students learn a lot and can be able to answer the regularly submit their answer sheets on the scheduled
activities/tasks in their modules if they attend the day of submission. That students are allowed to submit
online consultation, and the teachers diligently explain photos of their answer sheets via Messenger only if
whenever students have a query or need clarification they can present a valid reason for their failure to
about their modules. Although the overall weighted submit their answer sheets on the scheduled day.
mean of students is 3.33 with a verbal interpretation of Meanwhile, in the first statement parents and teachers
High Extent (HE). share Very High Ex ten t (VHE) as v erb al
interpretation. This means that they are well aware of
The table 10 indicates that parents and students
the schedule for the submission of answer sheets.
respondents have similar perceptions of statements 1,
Thus, in the perceptions on the extent of the
2, and 3 only but their overall weighted mean is
implementation of non-print modular distance learning
verbally interpreted as High Extent (HE) which
are 3.34 and 3.47 while teachers have an overall
weighted mean of 3.60.

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Research Article

Table 12. Comparison of Perceptions on the Extent of

Print Modular Distance Learning Implementation
among Different Participant Groups
modality as regards submission of the performance
output all of the respondents have a very relative
overall weighted mean which is 3.40,3.21 and 3.25
which have a High Extent (HE) as verbal
interpretation.

Table 11. Respondents’ Perceptions on the Extent of

the Implementation of Non-Print Modular Distance
Learning Modality as Regards Submission of the
Performance Output
For the content of the module, the computed F-value
was found to be 1.862, which is lower than the critical
value of 3.71. This suggests that there is insufficient
evidence to reject the null hypothesis and conclude
that there is no significant difference between the
perceptions of the three groups of respondents. In
other words, the perceptions regarding the content of
the module do not significantly vary among the
different participant groups.

However, for the time element of modules the

computed (Fc=49.569), student engagement
(Fc=26.944), monitoring of student/home visitation
(Fc=21.317), and submission of performance output
(Fc=9.570), the computed F-values (Fc) were all
greater than the critical value of 3.71. These indicate
that there is enough evidence to reject the null
hypothesis, thus there are significant differences in the
perceptions among the participant groups. It implies
that the perceptions of respondents within at least one
pair of participant groups differ from each other.

Table 13. Post Hoc Analysis Results using Tukey

Test of Significant Differences Among the Honestly Significant Difference (HSD) Test for
Perceptions of the Three Groups of Respondents in Comparisons of Participant Groups: Extent of Print
the Implementation of the Print and Non-Print Modular Distance as to Time Element for the Modules
Modular Distance Learning Modality

The next table presents a comparison of perceptions

regarding the extent of implementation of print
modular distance learning among different participant
groups, using the Analysis of Variance (ANOVA)
method. The computed F-values for each aspect were Overall, these findings highlight the variations in
evaluated against the critical value of 3.714 with a perceptions among students, parents, and teachers
significance level of 0.05 and degrees of freedom (df) regarding the Time Element for the Modules. Students
of 554. tend to have poor awareness, while parents and
teachers view the modules more positively. These
differences underscore the importance of addressing
the specific concerns and needs of each participant
group to improve their perceptions and enhance the

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Research Article

Table 16. Post Hoc Analysis Results using Tukey

Honestly Significant Difference (HSD) Test for
Comparisons of Participant Groups: Extent of Print
Modular Distance as to the Submission of
effectiveness of the Time Element of the Modules in Performance Output
the context of print modular distance learning
implementation.

Table 14. Post Hoc Analysis Results using Tukey

Honestly Significant Difference (HSD) Test for
Comparisons of Participant Groups: Extent of Print
Modular Distance Student Engagement
In summary, the post hoc analysis reveals that students
have significantly poor awareness of the Submission
of Performance Output compared to teachers.
However, there is no significant difference in
perceptions between students and parents, as well as
between parents and teachers. These findings suggest
that students may have different perceptions regarding
the Submission of Performance Output compared to
In summary, the post hoc analysis reveals that students both parents and teachers. Further investigation and
have a significantly poor awareness of Student targeted interventions may be needed to understand
Engagement compared to both parents and teachers. and address these differences.
Additionally, parents also have a significantly poor
awareness of Student Engagement compared to Table 17. Comparison of Perceptions on the Extent of
teachers. These findings emphasize the variations in Non-Print Modular Distance Learning Implementation
perceptions among the participant groups and suggest among Different Participant Groups
the need for targeted interventions and strategies to
improve Student Engagement across all groups.

Table 15. Post Hoc Analysis Results using Tukey

Honestly Significant Difference (HSD) Test for
Comparisons of Participant Groups: Extent of Print
Modular Distance as Monitoring of Student/Home
Visitation

The table shows the results of the analysis comparing

the perceptions on the extent of non-print modular
distance learning modality implementation among
In summary, the post hoc analysis reveals that students
different participant groups. For the aspect of "Content
have a significantly poor awareness of Monitoring of
of the Module," the computed F ratio is 0.603, which
Student/Home Visitation compared to both parents and
is lower than the critical F value of 3.713 at df = 572.
teachers. Additionally, parents also have significantly
poor awareness compared to teachers. These findings This indicates that there is no significant difference in
highlight the variations in perceptions among the perceptions regarding the content of the module
participant groups and suggest the need for targeted among different participant groups. The decision is to
interventions and strategies to improve the Monitoring fail to reject the null hypothesis, suggesting no
of Student/Home Visitation across all groups. significance.

In summary, while there is no significant difference in

perceptions regarding the content of the module, there
are significant differences in perceptions related to the
time element of modules, student engagement, and
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Research Article

monitoring of student/home visitation among different Work Performance of Grade VII Students
participant groups. Conducting the HSD test will allow
for a more in-depth understanding of these differences Table 20. Grade VII Students’ Work Performances
and facilitate the development of targeted Using Print and Non-Print Modular Distance
interventions. Learning Modality

Table 18. Post Hoc Analysis Results using Tukey

Honestly Significant Difference (HSD) Test for
Comparisons of Participant Groups: Extent of Non-
Print Modular as to Content of the Module

In summary, the post hoc analysis using the Tukey The table shows that the academic performance of
HSD test reveals significant differences in perceptions students using print modular distance learning
among the participant groups for the content of the modality got a mean of 81.02 with the description
module in the context of non-print modular distance being “Satisfactory”. While the students using non-
learning implementation. Students differ significantly print modular distance learning modality had mean
from both parents and teachers, while parents differ grade of 79.06 with "Fairly Satisfactory" as a
significantly from teachers. These findings underscore description. This would mean that students using the
the variations in perceptions across different print modular distance learning modality have higher
participant groups and suggest the need for targeted work performance as compared to the students using
interventions and strategies to address these the non-print modular distance learning modality.
differences.
Test of Significant Difference in the Work
Table 19. Post Hoc Analysis Results using Tukey Performance of Students Using Print and Non-
Honestly Significant Difference (HSD) Test for Print Modular Distance Learning Modality
Comparisons of Participant Groups: Extent of Non-
Print Modular as to Student Engagement Table 21. Test of Difference Between Work
Performance of Students Using Print and Non-Print
Modular Distance Learning Modality

In summary, the post hoc analysis using the Tukey

HSD test reveals significant differences in perceptions The first comparison is between students (mean =
among the participant groups for student engagement
3.24) and parents (mean = 3.19). The mean difference
in the context of non-print modular distance learning
is 0.17, indicating that students have a significantly
implementation. Students differ significantly from
higher awareness compared to parents. The confidence
both parents and teachers, while parents differ
interval (0.071 to 0.275) does not include zero, further
significantly from teachers. These findings highlight
supporting the significant difference. Therefore, the
the disparities in perceptions among the participant
null hypothesis is rejected, and it can be concluded that
groups and emphasize the importance of addressing
there is a significant difference in perceptions between
and improving student engagement in non-print
students and parents regarding student engagement.
modular distance learning.

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Psych Educ, 2023, 11: 730-742, Document ID:2023 PEMJ1005, doi:10.5281/zenodo.8215915, ISSN 2822-4353
Research Article

Table 22. Test of Relationship Between the output is significantly associated with students' work
Implementation of the Print Modular Distance performance, although the strength of the relationships
Learning Modality and the Students’ Work is very weak.
Performance
Intervention Program to Improve Work Performance
of Students Both of Print and Non-Print Modular
Distance Learning Modality

Rationale

Modular distance learning modality is one of the best

options presented by the Department of Education as
the primordial solution for the continuity of education
amidst the outbreak of covid-19. One of the formats is
the printed and non-printed modules. Based on the
results on the online registration, most of the students
at Bagong Silangan High School have selected this as
their preferred mode of learning. Undoubtedly, the
switch to Modular Distance Learning (MDL) made the
In summary, the analysis reveals that while the content process of teaching and learning in schools more
of the module and monitoring of student/home challenging and fulfilling.
visitation do not show a significant relationship with
work performance, the time element for the modules, Bagong Silangan High School is the only school in the
student engagement, and submission of performance Schools Division of Quezon City District II who is
output are significantly associated with students' work using modular print and non-print as learning modality
performance, although the strength of the relationships due to many factors. Because of the abrupt changes in
is very weak. the sector of education due to the covid-19 it is then
that the implementation of the learning modality is for
Table 23. Test of Relationship Between the trial and error. Various factors must be considered
Implementation of the Non-Print Modular Distance such as the content of the modules provided by the
Learning Modality and the Students’ Work division office, time element of the modules, students
Performance engagement, monitoring of the students or home
visitation and submission of the performance output.
Different situations and problems arise as the
implementation of the learning modality was going
through that affects the work performance of the
students.

The stated problems made the researchers to think of a

way to help and guide the teachers, students, and
parents on providing possible solutions that would
help increase the work performance of the students to
a higher level both for print and non-print modular
distance learning modality.

Objectives

This proposed intervention program will be a year-

round activity that aims to accomplish the following:
In summary, the analysis reveals that while the content (a) To enhance students’ work performance in the
of the module and monitoring of student/home utilization of print and non-print modular distance
visitation do not show a significant relationship with learning modalities provided by the school. (b) To
work performance, the time element for the modules, strengthen the collaboration among parent-teachers
student engagement, and submission of performance and the community. (c) To enhance the skills of
teachers in preparing video-lesson and guide on how to
accomplish the activities in the modules accessible
offline.
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Research Article

Department of Education. 2020a. The basic education learning

Discussion continuity plan. (DepEd Order No. 12, s. 2020). Retrieved
November 18, 2021, from
https://www.deped.gov.ph/2020/06/19/june-19-2020-do-012-2020-a
Based on the results of the study, the following doption-of-the-basic-education-learning-continuity-plan-for-school-
conclusions are drawn: (1) The parents and students year-2020-2021-in-the-light-of-the-covid-19-public-health-
emergency/.
shared sim ilar views on the extent of the
implementation of the print and non-print modular DO_s2020_012 Adoption of The Basic Education Learning
distance learning modalities, while teachers responded Continuity Plan for School Year 2020-2021 In Light Of The
Covid-19 Public Health Emergency | AuthDocs. (n.d.-a). Retrieved
very positively since they played a vital role in the
October 19, 2022, from
implementation and have full knowledge about the https://authdocs.deped.gov.ph/deped-order/do_s2020_012-+adoptio
learning modality. (2) Students who used print n-of-the-be-lcp-sy-2020-2021/.
modular distance learning modality had better work
Llego, MA. (n.d). DepEd Learning Delivery Modalities for School
performance than students who used non-printed Year 2020-2021.
modules. (3) The academic performance of the TeacherPh.https://www.teacherph.com/deped-learning-deliverymod
students is dependent on the type of learning modality alities/
that they choose. (4) Based on the results of the study,
Manuel, Alzira & Buque, Domingos & Quive, Rosário. (2021).
an intervention program was deemed necessary. Students’ Perceptions on Distance Education: A Case Study in
Mozambique. Problems of Education in the 21st Century. 79.
Based on the conclusions of the study, the following 229-240. 10.33225/pec/21.79.229. Retrieved October 18, 2022, from
recommendations are hereby proposed: (1) The https://eric.ed.gov/?id=EJ1295768.
proposed intervention program to improve students’ Nardo, M. T. B. (2017). Modular Instruction Enhances Learner
work performance using print and non-print modular Autonomy American Journal of Educational Research, 5(10),
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administrators may coordinate closely with the QC- Olivo, M. G. (2021). Parents’ Perception on Printed Modular
LGU and other concerned organizations to help Distance Learning in Canarem Elementary School: Basis for
students who encountered difficulties in their studies. Proposed Action Plan. International Journal of Multidisciplinary:
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the factors affecting the academic performance of
students using printed modules. (4) Other researchers Quinones, M. T. (2020). DepEd clarifies blended, distance learning
modalities for SY 2020- 2021. Philippine Information Agency.
should conduct a similar study in schools of other
R e t r i e v e d J a n u a r y 1 5 , 2 0 2 1 f r o m
cities/ locale to determine if similar results will occur. h t tp s :/ /p i a. go v. ph /n e ws /a rt i cle s / 10 466 19 .

Vargas, L. C. G., D. S. (2022, November 6). Teachers’ And

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Cabardo, J. R. O., Cabardo, C. J. O., & Cabardo-Mabida, S. J. O. Lea M. Tulauan
(2022). Challenges and mechanisms of teachers in the
Marikina Polytechnic Collge - Philippines
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