CHAPTER I

THE PROBLEM AND ITS SETTING

This chapter includes the introduction, theoretical framework, statement of the

problem, hypothesis, scope and limitation, conceptual framework, significance of the

study and the definition of terms used.

Introduction

The Novel Coronavirus disease (COVID-19) pandemic, which has already

infected almost 3 million people in 148 countries has resulted in more than two hundred

thousand deaths worldwide and has wrecked chaos around the globe. The crisis has

already transformed into an economic and labor market shock. We are only beginning

to understand the economic impacts of COVID-19, but many other issues have

emerged and need to be urgently addressed, like the closure of schools and its impact

on learning and the burden of education on students, parents, and teachers. The shift of

nearly all teaching settings to a virtual environment has been challenging but may also

allow more interaction during teaching sessions than traditional readout sessions or

didactic lectures.

Changes in learning systems force schools to implement distance education or

online learning, e-learning, distance education, modular learning correspondence

education, external studies, flexible learning, and massive open online courses

(MOOCs). The same conditions and rules apply in the United States. According to the

Centers for Desease Control and Prevention (2020), e-learning plans have been
implemented, including digital and distance learning options, as feasible and

appropriate to ensure the continuity of education for students during the COVID-19

pandemic.

Barnett et al (2004), argued that the curriculum receives scant regard in current

debates about teaching and learning in higher inculcation but suggests that this may

vicissitude in the context of quality assurance mechanisms and benchmarking. In

teaching, there are many methods that are being used. Some of them are assignment

method, discovery method, lecture method, discussion method, programmed learning,

project method, field trip, case study method, demonstration method, modularized

instruction. Modular teaching is a new approach in classroom settings, for experience

taking in encounters in instruction also it has been getting much consideration. The

system of taking in modules has turned into a piece of all levels of instructions.

Teaching through the module is a self - taking in bundle managing one particular topic/

unit. It could be utilized within any setting helpful to the learner and may be finished at

the learner's own particular pace. Sufficient hypotheses furthermore practices are

accessible for the useful requisition of secluded educating in our classrooms.

Consequently, a study was directed to check the adequacy of modular teaching. Got

information was investigated, analyzed and results were drawn.

According to the Boise State University (2020), a module can be defined as a

unit, chapter, topic, or segment of instruction. It is a standard unit or instructional section

of your course that is a “self-contained” chunk of instruction. A week is a common

module length, but it can be shorter or longer depending upon the content and your
teaching style. A module structure is especially important in online learning

environments, as it provides an aid in the presentation and application of the online

teaching and learning process. When students are aware of the structure of the course,

they spend less time guessing about what is expected of them and more time focusing

on the content and activities.

Statement of the Problem

This study aims to determine the perception of grade 12 HUMSS students in

modular delivery due to covid-19 pandemic.

Specifically, it aims to answer the following:

1. What are the challenges of modular learning?

2. How stressful is modular learning for you during the pandemic?

3. What is the correlational between the students perception in modular delivery

due to covid-19 pandemic?

Hypothesis

H: The perception of students has a great impact in modular learning delivery due to

covid-19 pandemic.

Scope and Limitation of the Study

This study is limited to Grade 12 HUMSS students of Fatima National High

School during the academic year 2020-2021.

research. The information needed will be gathered using an online questionnaire. All

information and conclusion drawn from this study were obtained only from this particular

group of students.

Conceptual Framework

Perception of Grade 12 HUMSS Modular Learning Delivery Due

Students to Covid-19 Pandemic

Significance of the Study

The result of the study will merit the following:

School Administrator, the result of the study have the potential to influence the

appropriation of state education agencies and school systems funds and the areas of

the perception of grade 12 HUMSS students in modular learning delivery due to covid-

19 pandemic. The results could influence state standards; curriculum guides.

the perceptions of grade 12 HUMSS students in modular learning delivery due to covid-

19 pandemic.

Students, this study would be beneficial to the students as they are the learners of this

century needed to be educated for their educational achievements.

Additionally; this study may provide other researchers with an additional knowledge and

learning and thus field of study. This can help them in pursuing their studies to their

research it can serve as a future reference that is essential for their readings.

Definition of Terms

To have better understanding of the study, the following terms are defined

operationally:

Covid-19 - the novel coronavirus is a new strain of coronavirus that has not been

previously identified in humans. The novel coronavirus has caused severe pneumonia

in several cases in China and has been exported to a range of countries and cities.

Perception – it is the opinion of a student on how modular learning affects their

academic performance.

Modular Learning – modular instruction is an alternative instructional design that uses

developed instructional materials which are based on the needs of the students.

Students engaged themselves in learning concepts presented in the module. They

developed a sense of responsibility in accomplishing the tasks provided in the module.

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes some related literature and studies of foreign and local which are

presented in the following paragraphs.

Related Literature

Modular Learning Delivery

According to the Department of Education (DepEd), parents and guardians'

perform the various roles in Modular Learning such as Module-ator, Bundy-clock, and

as Home Innovator. As a Module-ator, they are the ones to get and submit the printed

Self-Learning Modules (SLMs) from and to schools or barangay halls at the beginning

and end of the week, depending on the agreement between the parents and the school.

As a Bundy-clock, they must check their child's schedule or workweek plan. Because of

the number of subjects or activities to be done, they must see that it is being followed

accordingly to avoid cramming or delays in submission, which may affect the child's

performance. Lastly, as a Home Innovator, they must provide their child with a

productive learning environment to help them focus more on Learning. It must be a well-

lighted and well-ventilated space in the house, with little or no distraction.

One
purpose
of
higher education
is
to
prepare people
to
address the emerging
problems
of
society (Sanyal, 1991).
In
addition
to
the
content
relevant to job-
related situations, there has been a
need to find a teaching
method
to
bridge the
gap between formal academic
instruction
and
on-the-job training (Ellington,
Gordon,
& Fowlie, 1998). Case
study
methods have been used to provide
learners
with
some indirect practical experience
related
to
the knowledge
or
concepts from text
or
instruction, especially
in
the areas
of
administration,
medicine,
and
law (Knirk, 1991).
One
purpose
of
higher education
is
to
prepare people
to
address the emerging
problems
of
society (Sanyal, 1991).
In
addition
to
the
content
relevant to job-
related situations, there has been a
need to find a teaching
method
to
bridge the
gap between formal academic
instruction
and
on-the-job training (Ellington,
Gordon,
& Fowlie, 1998). Case
study
methods have been used to provide
learners
with
some indirect practical experience
related
to
the knowledge
or
concepts from text
or
instruction, especially
in
the areas
of
administration,
medicine,
and
law (Knirk, 1991).
One
purpose
of
higher education
is
to
prepare people
to
address the emerging
problems
of
society (Sanyal, 1991).
In
addition
to
the
content
relevant to job-
related situations, there has been a
need to find a teaching
method
to
bridge the
gap between formal academic
instruction
and
on-the-job training (Ellington,
Gordon,
& Fowlie, 1998). Case
study
methods have been used to provide
learners
with
some indirect practical experience
related
to
the knowledge
or
concepts from text
or
instruction, especially
in
the areas
of
administration,
medicine,
and
law (Knirk, 1991).
One
purpose
of
higher education
is
to
prepare people
to
address the emerging
problems
of
society (Sanyal, 1991).
In
addition
to
the
content
relevant to job-
related situations, there has been a
need to find a teaching
method
to
bridge the
gap between formal academic
instruction
and
on-the-job training (Ellington,
Gordon,
& Fowlie, 1998). Case
study
methods have been used to provide
learners
with
some indirect practical experience
related
to
the knowledge
or
concepts from text
or
instruction, especially
in
the areas
of
administration,
medicine,
and
law (Knirk, 1991).
With
advancements
in
technology,
it
is
possible to provide students
with
ex-
periential activities (e.g., active
learner roles, problem-based units
of
learning,
reality
of
function, consequence
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 (Nardo, M.T.B, 2017). 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.

Learning is in the form of 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

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

teacher shall do home visits to learners needing remediation or assistance. Any

member of the family or other stakeholder in the community need to serve as para-

teachers.

Modular teaching was found to be an interesting and a useful teaching - learning

experience by majority of students. Almost all students showed positive acceptance for

various teaching methods. Students’ feedback was also useful in identifying course

components that need improvement so that appropriate measures can be made to

improve the overall quality and effectiveness of the course in future.

Perception of Teachers and Students

Modular learning is the most popular type of Distance Learning. In the

Philippines, this learning modality is currently used by all public schools because

according to a survey conducted by the Department of Education (DepEd), learning

through printed and digital modules emerged as the most preferred distance learning

method of parents with children who are enrolled this academic year (Bernardo, J). This

is also in consideration of the learners in rural areas where internet is not accessible for

online learning. According to Doregios (2020), these modules are self-contained unit or

package of study materials for use by individual, most useful for adult learners, graduate

and undergraduate levels. It provides a learning activity to learners when a group

education or individual education session is not possible.

that several challenges were encountered by teachers in Modular Distance Learning.

Most students cannot study independently. 70% of them cannot easily follow

instructions in the modules. Thus, modules were often submitted late, and most of the

answer sheets are blank. Teachers lack resources for reproduction and delivery of

modules. Sometimes, the printer is not functioning well. In worst case, sometimes

there's no electricity. Therefore, they experience difficulty in printing and mass

production of modules. Some learners cannot finish their modules on time because they

mostly spend their study time teaching their siblings with their modules and helping their

parents in the field. The teachers think that students' answers in their modules have no

validity, and most probably, mastery of the lessons is impossible to attain. Parents lack

knowledge to assist their child/children. According to some teachers, some parents

didn't finish their studies. Some teachers have a weak cellphone signal. Lastly, teachers

have a lot of paper works; papers to check and record.

This approach is also in consideration for learners living in areas where internet

is not accessible. Apart from that, some parents do not have enough gadgets to be

used by their child/children for online classes. Some parents have difficulty

understanding and answering the modules of their child/children. Some said that they

do not have enough time to guide their kids due to work and other responsibilities.

Some modules do not have clear instructions and explanations so students have a hard

time answering them. The pictures in the modules are not clear and the provided

answer lines are too short. The modules have a lot of exercises, and the students lack

motivation and focus.

METHODOLOGY

This chapter describes the researcher methodology used in conducting the

investigation. It discusses the research design, the subject of the subject, instrument in

the procedure used in the gathering data and statistical method for the data.

Research Design

A descriptive study design was chosen to discovery extent of the perception of

grade 12 students in modular learning delivery due to covid-19 pandemic in Fatima

served to answer the questions and the purposes of the study. The survey research is

one in which a group of people or items is studied by collecting and analyzing data from

only a few people or items considered to be representative of the entire group.

Descriptive research was the most direct and economic choice to begin to analyze the

perception of grade 12 students in modular learning delivery due to covid-19 pandemic

in Fatima National High School and to further develop concept interrelated with rural

theory and students’ knowledge.

QUANTITATIVE RESEACH

DESCRIPTIVE RESEACH
DESIGN
 CONVENIENCE
SAMPLING

ONLINE SURVEY

ANALYZE THEIR
ANSWER

Respondents of the Study

The respondents of the study were selected from Senior High School Grade 12

HUMSS Student in Fatima National High School that is located in Fatima, General

Santos City in the school year 202-2021.

Locale of the Study

This study was conducted at Fatima National High School of General Santos

City. This school is a public secondary educational institution in General Santos City.
The School was established on September 1, 1991, to cater the students in Barangay

Fatima by providing quality and affordable education.

This school was chosen by the researchers to conduct the study to know the

perceptions of the grade 12 HHUMSS students in modular learning delivery due to

covid-19 pandemic .The particular reason for this circumstance is this will be practical to

the researchers since they belong to this academic institution.

Research Instrumentation

The researchers will use survey questionnaires for data gathering. The

questionnaire is consisted of questions on know the perceptions of grade 12 HUMSS

students in modular learning delivery due to covid-19 pandemic.

Statistical Treatment

To analyze the Perception of Students in Modular Learning Due to Covid-19

Pandemic mean percentage will be used.

To find out that there a significant relationship between the perceptions of grade 12

HUMSS students in modular learning due to covid-19 pandemic in Fatima National high

School, person was utilized.