International Journal of Research and Innovation in Social Science (IJRISS) 2022, 6(9), 496-506
11 PagesPosted: 20 Jan 2023
See all articles by Livelyn Argallon
Livelyn Argallon
UM Peñaplata College
Jaycee Rylle Loreño
UM Peñaplata College
Honey Jane Paham
UM Peñaplata College
Jovenil Bacatan
UM Peñaplata College; The Rizal Memorial Colleges; Holy Cross of Davao College
Date Written: September 2022
Abstract
This research aimed to gather data on the perceived effects of modular distance learning on students. The following research objectives informed this research: 1) to determine the perceived effects of modular distance learning on the students and 2) to determine the significant difference in the perceived effects of modular distance learning on grades 4,5 and 6 students. This quantitative study employed a descriptive survey to determine and identify the perceived effects of modular distance learning on grades 4,5 and 6 students. The research instrument used in this study is a survey questionnaire, which is used to acquire the necessary data. Based on the result, the study revealed that students agreed on using modular distance learning as a teaching method. They agreed most with the statements and the benefits of this approach. The study also revealed no significant difference in the perceived effects of modular distance learning on students when categorized according to gender. This means that students had the same perceptions when categorized according to gender. However, the study also revealed a significant difference in the perceived effects of modular distance learning on the students when categorized according to their grade level. It means that students had a different perception when they were grouped according to their grade level. Therefore, researchers concluded that in terms of gender, modular distance learning was not affected by their perception of the modular approach. At the same time, the perception of the students had a difference in terms of their grade level. This study implies that this modular distance learning approach helps students improve their perception of modules. Therefore, a modular approach must be continued in face-to-face instruction even if the pandemic vanishes. Researchers may recommend to the faculty/teachers in Aumbay Elementary School to use modules so students can study in advance; teachers/faculty might monitor their student’s progress and be more flexible and even-minded in any situation to provide and help the students. Moreover, Schools may provide guidelines regarding the implementation of limited face-to-face and modular distance learning so that students can learn in different approaches; parents should also give attention to their children and support them in such activities. Furthermore, future researchers may incorporate other variables when they conduct a study related to our research.
Keywords: modular approach, perceived effects, modular distance learning, students
JEL Classification: Y80
Suggested Citation:Suggested Citation
Argallon, Livelyn and Loreño, Jaycee Rylle and Paham, Honey Jane and Bacatan, Jovenil, Perceived Effects of Modular Distance Learning on the Students in Aumbay Elementary School (September 2022). International Journal of Research and Innovation in Social Science (IJRISS) 2022, 6(9), 496-506, Available at SSRN: https://ssrn.com/abstract=4328226
Livelyn Argallon
UM Peñaplata College
Jaycee Rylle Loreño
UM Peñaplata College
Honey Jane Paham
UM Peñaplata College
Jovenil Bacatan (Contact Author)
UM Peñaplata College ( email )
Penaplata
Island Garden City of Samal, Davao del Norte 8119
Philippines
The Rizal Memorial Colleges ( email )
Davao City, Davao del Sur 8000
Philippines
Holy Cross of Davao College ( email )
Sta. Ana Avenue
Davao City, Davao del Sur 8000
Philippines