Perceived Effects of Modular Distance Learning on the Students in Aumbay Elementary School (2024)

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

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.