COMPARATIVE ANALYSIS OF THE EFFECTIVENESS OF MODULAR

LEARNING VERSUS SELF-STUDY IN PROGRAMMING-FOCUSED

COURSES 2ND YEAR BS IT STUDENTS IN STI CALOOCAN.

Bernardo, Scela

Delos Santos, Jethro

Mendoza, Ethan

Olarguera, Tj
Vargas, Vic Ryann M.
 Introduction

In the evolving landscape of higher education, particularly within

Information Technology (IT) programs, determining the most effective
learning methodologies is crucial for student success. This study focuses on
a comparative analysis of Modular Learning and Self-Study approaches
among second-year Bachelor of Science in Information Technology (BSIT)
students enrolled in programming courses at STI College Caloocan.

Modular Learning involves structured educational content divided into

modules, each targeting specific learning objectives. This method provides a
systematic framework, guiding students through complex subjects like
programming with organized materials and assessments. Research indicates
that modular learning can enhance study skills by offering flexible tools for
content delivery, allowing instructors to address diverse educational needs
effectively.

Conversely, Self-Study empowers students to independently explore

topics at their own pace, utilizing resources such as online tutorials, forums,
and documentation. This approach fosters autonomy and can be particularly
beneficial in the IT field, where continuous learning and adaptation are
essential. A study comparing online modules and team activities found that
self-directed learning enables students to engage deeply with programming
concepts, promoting critical thinking and problem-solving skills.

The choice between modular learning and self-study may also be

influenced by individual learning styles, the complexity of the subject matter,
and the availability of resources. For instance, a study on the strengths and
weaknesses of online learning highlighted that while asynchronous online
learning offers flexibility, it also requires a higher degree of self-discipline
and may lack immediate feedback from instructors.

Given these considerations, this study aims to assess the relative

effectiveness of modular learning versus self-study among second-year BSIT
students at STI College Caloocan. By analyzing student performance,
engagement, and perceptions within programming-focused courses, the
research seeks to provide insights that can inform instructional design and
support strategies, ultimately enhancing educational outcomes in IT
programs.

Understanding the impact of these learning approaches is vital for

educators and institutions striving to optimize teaching methodologies in
programming education. As the demand for proficient IT professionals
continues to grow, identifying and implementing effective learning strategies
will play a crucial role in preparing students to meet the challenges of the
dynamic technology landscape.

 Literature Review
Literature Review The debate between structured learning (modules)
and self-study has long been an area of educational research. Various
studies have investigated the effectiveness of these methods,
especially in the context of programming. The literature surrounding
programming education suggests that both methods offer distinct
advantages, yet their efficacy depends on several factors, including
the language being taught, the learner’s experience level, and the
available resources.

 Significant of the Study

Study This study is significant because it will examine the

implications of the learning methods that affect the learning outcomes
of programming students within a formal education sector like STI
Caloocan, contrasting modules with self-study.

Other implications of the success of these methods could include

enhancing models for students, teachers, and academic institutions in
designing better curricula for teaching programming. The insights this
research is meant to provide will offer academia a grounded, evidence-
based guide on which learning method, in fact, best empowers
students in mastering various programming languages and achieving
essential practical coding skills.

In the close context of STI College Caloocan, where students

pursue careers in various tech-related fields, the findings of this study
may help fine-tune teaching strategies and curriculum designs.
Through a better understanding of how effective structured modules
and self-study are, informed decisions can be made on how best to
assist students' needs, particularly in programming classes, where
some choices on language and learning methods virtually assure the
 skill acquisition and mastery process. Again, the findings could prompt
the academic world to consider tandem or hybrid settings whereby
structured modules and self-directed learning may be blended for the
best outcomes for learners.

Broader is the fact that this successive study attempts to fill in

gaps in literature comparing structured programming modules with
self-study methods, specifically in the context of specific educational
institutions like STI Caloocan. While it is not dismissing all research
assertions concerning the effectiveness of each method identified
generally, not many studies have approached the comparison of the
effectiveness of these approaches within specified academic settings
and in multiple programming languages. Therefore, this research could
be an appropriate voice to join the global discourse regarding the most
effective means of teaching programming in the fast-moving digital
landscape.

 Objective of the Study

The primary aims of this study are statistical analysis of the

effectiveness of the two commonplace learning methods used in the
programming context—that is, the use of structured module and self-
study, at STI College Caloocan. The study will assess the impact of
these two approaches toward programming language learning and
mastery by students in programming names Python, Java, and C++.
Through this, the research aims to answer several paramount
questions:

 Which learning method would facilitate higher student proficiency

in programming?

 Are there differences in effectiveness of these learning methods in

programming languages?

 How do students perceive the two learning approaches, and how do

those perceptions correlate to performance?

The study will use a statistical analysis of the performance data

of students taught by structured module or self-study methods. It will
 focus on assessing hands-on learning outcomes that can be
established through performing programming tasks, problem-solving
skills, and comprehension of fundamental programming concepts.
Thus, with these objectives, this study will provide not only a
comparative effectiveness of structured modules with independent
thinking but also an in-depth perspective on programming languages
in potentially determining the effectiveness of these means of learning.
This will assist educators at STI College Caloocan (and other similar
institutions) in their goal of maximizing the design of programming
curricula.

 Research Problem

The problem of research that this study will deal with is

uncertainty about the comparison of structured learning
modules' effectiveness as against self-directed learning in
imparting programming knowledge and skills in the face of
several programming languages. Although the Literature
concerning various means of learning and different teaching
tools are being on the rise, there is limited and localized studies
comparing these two modalities in STI Caloocan. Engaging in
structured learning modules against self-study resources from
online tutorials to books will have profoundly different
implications for the manner in which programming is being
demystified for students, but which of these modalities achieves
better results for programming learners remains an open
question. More specifically, the research problem revolves
around the following questions:

1.How does this learning method (module-based versus

self-study) affect the students' understanding of the
programming concepts hence their ability to write functional
code in divergent programming languages?

2. Do different programming languages (e.g., Python, Java,

C++) affect learning by structured modules compared to self-
study? Is it that some languages are more tailor-fitted than the
others, in terms of being able to assimilate with some
approaches and not with others?
 3. With the use of structured learning modules, how do
students perform on programming tasks as opposed to self-study
students? Is there a significant difference between the two
groups, especially in regard to core programming skills such as
problem-solving, algorithmic thinking, and efficiency in coding?

4.What is a student's impression of the learning experience

following each method? In that regard, are their impressions
consonant with their performances? If not, what causes the
discrepancies?

Towards these inquiries, data shall be solicited and

analyzed from students attending programming courses at STI
College Caloocan. The research uses comparisons between
student performances in programming assignments against their
preferences in learning methods to gain insights into which
approach leads to better programming ability. The research
would give theories regarding how well programming is taught
through these arrays of inquiries.

This work may convey what strategy works best with

different students to enhance their learning experience from STI
Caloocan onwards. Little else is well validated than a hybrid
model-integrated learning that seeks to combine structured
modules with self-study and hence could give further variation
and space for planning personalized learning.
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