Chapter 1-4

Hinatuan Southern College
Factors Affecting the Academic Performance in Mathematics of Grade 10 Students of Loyola

National High School in the Printed Modular Distance Learning Modality S.Y. 2021-2022
CHAPTER 1
INTRODUCTION
Background of the Study
In many parts of the world, education system swerved to distance education
in lieu of face-to-face learning because of the threat of the Covid-19 global
pandemic. Distance learning has been tagged as the new normal in the
educational setting. The status quo impelled teachers to deliver learning remotely
which necessitate them to face a lot of challenges in performing their duties.
Although in the Philippines, distance learning offerings have been supported
through Learning Management Systems (LMSs) of the DepEd Learning Portals,
however, the challenges that both students and teachers have to deal with during
distance learning delivery is truly immense.
The Department of Education have provided various means to cater the
distance learning such as TV based education through the DepEd TV where
various lessons are being discussed on air in a national and regional television
broadcast. There is also blended learning which provides both online and offline
learning course, and printed modular learning which is basically a self-paced
learning with paper-based modules. However, these learning modalities are
challenged by many factors such as challenges to the various learning delivery
modalities, lack of parental support, negative effect to the state of well-being of
both teachers and students, distracted teaching and learning environment, poor
learners’ participation and many more. Indeed, the sudden migration from face-to-
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face classes to online lectures and printed modular distance learning post
unprecedented challenges for education systems throughout the world most
especially in Mathematics education in which Loyola National High School faced
as a great challenge.
Further, for the continuity of education and for every school to still attain its
mission and vision which is to provide quality education to every Filipino learner,
the Department of Education implemented the Modular Distance Learning. This
modality refers to a learning delivery, where learning takes place between the
teacher and the learners who are geographically remote from each other during
instruction. This modality has three types: Modular Distance Learning (MDL),
Online Distance Learning (ODL), and TV/Radio-Based Instruction. (Quinones,
2020) 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. The teacher takes
the responsibility of monitoring the progress of the learners. The learners may ask
assistance from the teacher via e-mail, telephone, text message/instant
messaging among others. Where possible, the teacher shall do home visits to
learners needing remediation or assistance (Llego, n.d.). Printed Modules will be
delivered to students, parents or guardians by the teachers or through the Local
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Government Officials. Since education is no longer held within the school, parents
serve as partners of teachers in education. Parents play a vital role as home
facilitators. Their primary role in modular learning is to establish a connection and
guide the child. (FlipScience, 2020).
Mathematics is often pointed as a difficult subject despite of its importance
in daily life. Such perception is due to the abstract nature of Mathematics as said
by Sufiana K. Malik (2012). If the students with negative perception towards
Mathematics performed poorly and vice versa, that performance of mathematics
can be improved through enhancing positive perception towards Mathematics
(Wasike, Michael, & Joseph, 2013). According to Antony Charles that modular
approach in Mathematics learning proved to be an effective and efficient tool to
help students to learn mathematics themselves. (Jazim and Rahmawati, 2017)
stated students improve the mathematical understanding on the material that is
given to them. As they explained, the use of module in learning mathematics
makes students with high academic ability tended to be more active in the
discussion process. Moreover, this approach is also useful for students with a
poor mathematical background and lack of motivation (Abramovits, Berezina, &
Shvartsman).
Despite this COVID-19 pandemic, Loyola National High School High
School opened the school year 2020-2021 using printed modular distance
learning modality that was to adapt well in a new normal classroom or
environment, and a new development in teaching-learning process. The modular
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approach placed students to learn in the comfort of their homes, limited contact to
the teachers and their parents or guardians take place as their learners’ model.
It was in the light of examining the significant effect of modular distance
learning modality in Mathematics to the academic performance of grade 10
students of Loyola National High School that the researchers found it important to
conduct this study. Moreover, the researchers found it relevant to give significant
plan to the educators to improve the teaching-learning process even this
pandemic vanished and how it can be implemented effectively so the teachers
embrace its use. Furthermore, this study was also to determine the benefits of
using modules and whether it can be permanently used as teaching-learning
material in mathematics subject.
Likewise, researchers will share the findings of this endeavor to the
community that includes the students, teachers, school administrators and other
researchers through seminars, symposia and by providing a copy of this study in
the school library.
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Statement of the Problem
This study aimed to find out the Factors Affecting the Academic
Performance of Grade 10 Students of Loyola National High School in the Printed
Modular Distance Learning Modality, S.Y. 2021-2022. Specifically, this study
sought answer to the following questions:
1. What is the most prevalent factor affecting the academic performance in
Mathematics in the Printed Modular Distance Learning Modality of Grade
10 Students of Loyola National High School in terms of:
1.1 Interests; and
1.2 Study Habits.
2. What is the level of Academic Performance of Grade 10 Students in
Mathematics?
3. Is there a significant difference between the academic performance in
Mathematics of Grade 10 Students when grouped according to sex?
Hypothesis: There is no significant difference in the Academic Performance of
Grade-10 students in Mathematics when grouped according to sex.
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Theoretical Framework
This study is anchored on the theory, social constructivism, a social
learning theory developed by Russian psychologist Lev Vygotsky, posited that
individuals are active participants in the creation of their own knowledge
(Schreiber & Valle, 2013). Vygotsky believed that learning takes place primarily in
social and cultural settings, rather than solely within the individual (Schreiber &
Valle, 2013). The social constructivism theory focuses heavily upon dyads
(Johnson & Bradbury, 2015) and small groups. For instance, students learn
primarily through interactions with their peers, teachers, and parents, whereas
teachers stimulate and facilitate conversation through harnessing the natural flow
of conversation in the classroom (Powell & Kalina, 2009). Social constructivism
suggests that successful teaching and learning is heavily dependent on
interpersonal interaction and discussion, with the primary focus on the students’
understanding of the discussion (Prawat, 1992).
In regards to that, distance education (Fernunterricht) is a planned and
systematic activity which comprises the choice, didactic preparation and
presentation of teaching materials as well as the supervision and support of
student learning and which is achieved by bridging the physical distance between
student and teacher by means of at least one appropriate technical medium
(Delling, 1966, p. 186).
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Conceptual Framework
The major concept of the study focused on the Factors that Affects the
Academic Performance in Mathematics of Grade 10 Students of Loyola National
High School amidst covid-19 Pandemic in the Printed Modular Distance Learning
Modality.
Figure 1 shows the dependent and independent variables. The
independent variables are: Interests and Study habits in adopting modular
distance learning approach through the use of Survey Questionnaire. On the
other hand, the dependent variable is the Academic Performance in Mathematics
of Grade 10 students of Loyola National High School.
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Independent Variable Dependent Variable
Related factors
Academic Performance in
 Interest
Mathematics of Grade 10
 Study habits
students of Loyola
National High School
FIGURE 1. Schematic Diagram of the Study
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Review of Related Literature
Presented in this section are readings from the related literature, different
books, journals, articles, and internet of different authors relevant to the present
research work.
Modular Distance Learning Approach
Each module always includes a sequential testing of students’ knowledge
and skills. A teaching module as a unit of the discipline content has a relative
independence and integrity at the level of the education plan or curriculum and it
determines the logic of learning process organization. The module is both a data
bank and the guidelines to learning these data. The contents of a module must
meet the requirements of the integrity, compactness, interdependence, clarity
(lovleva, 2016).
Slowly but surely, open and distance learning (ODL) programmers are
being regarded as one of the most practical ways that universities across the
world are increasingly adopting in order to increase access to university
education. Likewise, Mzuzu University (MZUNI) set up the Centre for Open and
Distance Learning (CODL) to oversee the running of these programmers in 2011.
In this study, we adopted the Transactional Distance Theory (Moore, 1997) to
investigate the modes of instructional systems, benefits or opportunities, and the
challenges associated with the delivery of ODL programmers at MZUNI. By self-
administering a questionnaire to 350 ODL students and 9 Heads of Department in
the Faculty of Education whose programs are offered through ODL, we found that
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instructions are mostly delivered to students through print-based instructional
materials. The major benefits noted include increased access to quality higher
education, affordable tuition fees, and flexibility in payment of fees. However, we
established some challenges which need to be addressed by the University which
include, delayed feedback of assignments and release of end of semester
examination results, absence of information for courses of study, poor
communication between the Centre and departments, and poor remuneration for
lecturers. (Winner Dominic Chawinga and Paxton Andrew Zozie, 2016)
Malipot (2020) reported that of all the alternative learning modalities offered
by the Department of Education (DepEd) most students prefer to use the
‘modular’ distance learning options. She added that based on the partial results
of the Learner Enrollment and Survey Forms (LESFs) distributed during the
enrollment period, it showed 7.2 million enrollees prefer to use modular distance
learning, TV & Radio based instruction and other modalities while only 2 million
enrollees p refer online for school year 2020-2021. (Anthony, 2020) Modular
distance learning is a learning form of individualized Instruction allows learners to
utilize self-learning modules it's either in printed or digital format/electronic
copy, learners access the copies of learning materials on a computer, tablet PC
or Smartphone, CD’S, USB storage, computer based including offline E-Books,
with this learner may ask assistance from the teacher via E-mail, telephone, text
message/instant messaging, messenger, etc.
Dangle and Sumaoang (2020) published a study titled ‘The Implementation
of Modular Distance Learning in the Philippine Secondary Public Schools’ The
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pandemic has paved the way to the implementation of Modular Distance Learning
as an urgent response to ensure continuity of education. The Philippines is in the
process of adapting to the new normal form of education at present, and
continuous innovations of educators and active involvement of other stakeholders
are the driving force for its success. Also, the study mentioned that the key
purpose of this research is to find out the challenges encountered, opinions, and
recommendations of teachers, parents, and students in the implementation of
Modular Distance Learning. These challenges, opinions and recommendations
were identified through a mixed quantitative and qualitative approach by
conducting surveys to the 37 participants in the selected schools through quota
and purposive sampling. Deductive thematic analysis was used in the
interpretation and coding of data. The main challenges that emerged were lack of
school funding in the production and delivery of modules; students struggle with
self-studying, and parents' lack of knowledge to academically guide their
child/children. In conclusion, the study was able to determine the prevailing
challenges of the participants in terms of resources, preparedness, and
communication. The result of this study may serve as a springboard for the future
improvements of the schools' existing programs and guidelines on the
implementation of modular distance learning.
In the study of Edrian E. Gonzalez (2015) entitled “A Modular Approach
Utilizing Decision Tree in Teaching Integration Techniques in Calculus” stated
many students failed in Mathematics courses because they did not know on how
to arrive at the correct decision when doing a mathematical task. This finding led
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to the conclusion that both modular and traditional instructions are equally
effective in facilitating the learning of integration by parts. The other result
revealed that the use of modular approach utilizing decision tree in teaching
integration by trigonometric transformation was more effective than the traditional
method.
According to Mia Columbano in her article entitled ‘Development and
Validation of Modules in Basic Mathematics to Enhance Students’ Mathematics
Performance’ The modules are valid and reliable and could supplement on the
learning of concepts. The teaching of Basic Mathematics using the modular
approach is an effective approach in enhancing the learning of Mathematics. She
also defined that Module is a self-instructional package dealing with one specific
subject in convenient form. Modular approach as a form of instruction can be
employed so that the students could learn at their own pace and they also
assume responsibility for their own learning, since the modular approach in
teaching is structured so that students can go over and over the topics they less
understand.
Cristobal M. Ambayan (2020) as stated in his study entitled “Modular-
Based Approach and Students' Achievement in Literature” he used Comparative-
Experimental research design. The third year Bachelor of Secondary Education
students (BSED major in English students for school year 2015-2016) were the
participants of the study. Based on the results, the performance of the college
students in literature improved from poor to fair achievement. Hence it was
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recommended that the module is used in similar contexts particularly in learning
mythology and folklore.
Factors Affecting the Academic Performance
Aksan, J. A. (2021) cited that the existence of COVID-19 pandemic brought
extraordinary challenges to the stakeholders, teachers, parents, and students.
Thus, the researcher believed that there is an effect of teaching-learning process
in new normal education to students’ performance most especially using modular
type of learning in Mathematics. With this, the study sought to determine the
perception of the students regarding modular distance learning approach (MDLA)
in Mathematics, identify the challenges of the students, examine the effect of
MDLA to academic performance of students in Mathematics, determine the level
of academic performance of students, determine the significant difference on
perceptions when they grouped according to their gender and age, and determine
the relationship of students’ perceptions regarding MDLA to their academic
performance in Mathematics. The descriptive research design was utilized in this
study. The researcher gathered one hundred seventy-eight (178) grade 11 STEM
students currently enrolled in MSU-Sulu Senior High School through the use of
purposive random sampling. The survey questionnaire was applied in the study.
Mean, frequency counts and percentage, t-test for independent samples, one-way
analysis of variance (ANOVA), and person product-moment correlation were used
to analyze and interpret the data. Based on the result, the study revealed that
students’ perceptions agreed on using modular distance learning approach
(MDLA). It means the students had positive perceptions regarding MDLA in
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Mathematics. The study also revealed that students agreed on using modular
distance learning approach (MDLA) in Math have little challenges. It had also a
positive effect to students’ performance in which students performed very
satisfactory in Mathematics which means they had good quality performance.
However, the study also revealed that it has no significant difference on their
perceptions when they are grouped by gender and age which means the students
had the same perceptions.
Moreover, the findings revealed that there is no enough evidence to
conclude that there is significant relationship of the students’ perceptions to the
academic performance of the STEM grade 11 students using the new method of
teaching modular distance learning approach (MDLA) amid COVID-19 pandemic.
Therefore, the researcher concluded that the academic performances of STEM
students were not affected by their perceptions in MDLA. This means that the
quality of performance did not depend on their perceptions. And the researcher
also concluded that this approach helped students to improve their math
performance.
As cited in the study of C. M. Magagula and A. P. Ngwenya (2004), the
second objective of this study was to determine the academic performance of
distance and full -time learners in the following subjects in the following subjects:
Academic Communication Skills (ACS), History, Theology, African Languages,
Geography, and English. Academic performance was operationalized as the
overall average mark or grade obtained by a learner in each of the six subjects in
year one of the final examination at the University of Swaziland. To determine the
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academic performance of distance and on-campus learners, the learners’ grades
were subjected to the Statistical Package for Social Sciences (SPSS).
A. Interest
In the study of Kate Sauer, the researchers found that when students saw
value and relevance in what they were learning and how it could help achieve
their goals, they were more likely to have increased interest, put forth effort, and
graduate–going on to post-secondary opportunities (Hardr, Sullivan & Crowson).
In addition, the more competent they felt about their abilities, the more likely they
were to commit to continued study and education. Therefore, the interest these
students felt in their learning had a significant impact on their feelings of success,
and, ultimately, their performance. It is important that students view their learning
experiences as authentic and meaningful. Students are far more likely to put forth
effort when they understand why they are doing a task.
A number of studies have been done that positively correlate student
interest with academic performance. Several of the examples that support this
idea are based specifically on interest in literature, although some studies can be
generalized across content areas. The importance of student interest was a key
takeaway from that study, and this is an important factor for teachers to
remember, although not just with middle school students. In Hargrove’s (2005)
study of younger students, the same trend could be seen. The study was
motivated by one teacher’s frustration when faced with high potential but
underachieving students. The two male second-graders who participated in the
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study were given two different assignments: one teacher-led, the other student
directed. Hargrove examined the results of this teacher’s study and determined
that the student-directed assignment was successful, resulting in increased
energy and output. The teacher-led assignment showed the same results that led
to the teacher’s initial frustration and motivation to begin the study in the first
place. The teacher viewed students as individuals and took their interests and
personalities into consideration when creating the assignment (Hargrove, 2005). It
can be concluded, then, that both studies reaffirm the fact that student interest is
a factor in motivation and success.
Student interest spans age ranges, but also geography. The two studies
above were conducted in urban settings. However, the value and importance of
student interest is not limited to specific regions. Hardr, Sullivan, and Crowson
(2009), conducted a study of 414 students, grades 9-12 in a rural high school.
Students were given questionnaires that examined student self-perceptions, goal
orientations, interest (as it pertained to achievement), and achievement (as it
related to high school completion). The researchers found that when students saw
value and relevance in what they were learning and how it could help achieve
their goals, they were more likely to have increased interest, put forth effort, and
graduate–going on to post-secondary opportunities (Hardr, Sullivan & Crowson).
In addition, the more competent they felt about their abilities, the more likely they
were to commit to continued study and education. Therefore, the interest these
students felt in their learning had a significant impact on their feelings of success,
and, ultimately, their performance. It is important that students view their learning
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experiences as authentic and meaningful. Students are far more likely to put forth
effort when they understand why they are doing a task.
In addition to being aware of the needs and interests of their students,
teachers should not overlook the importance of their relationship with their
students-which does not necessarily mean it has to be defined by students “liking”
their teachers. It simply means that for optimal learning to occur, there should be
mutual respect. Based on personal experience, it is easier to reach struggling
students when a trusting relationship has been established.
B. Study Habit
Study habits are mainly external factors that facilitate the study process
such as sound study routines that include how often a student engage in studying
sessions, review the material, self-evaluate, rehears explaining the material, and
studying in a conducive environment (Credé, 2008).
In the study of Bashir and Mattoo (2012), which aimed to determine the
impact of study habits on academic performance among the adolescents using
the Study Habit Inventory, they found that there was a significant relationship
among the variables of study habits and the academic performance of the
students. According to the study of Osa-Edoh and Alutu (2012) on the study
habits of secondary students using the Study Habit Inventory by Bakare (1977),
the study habits of the students were highly correlated with the students’
academic performance. Moreover, the difference in the study habits of the
students was linked to the reasons that students do not have the idea on the
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proper way to study while those who manage to study do not use effective
strategies in studying.
Choudhury and Das (2012) conducted a study to examine the influence of
attitudes and study habits to the academic achievement of the pupils in
mathematics. There were 500 students of standard IX from secondary school of
South Kamrup, Assam who participated in the study. The results showed that
attitudes and study habits were firmly related to the students’ math achievement.
However, there was no significant difference in the students’ math achievement
as to their gender and medium of study. Moreover, the results on regression
analysis revealed that the attitudes towards and the study habits contributed
15.2% and 29% to the students’ math achievement, respectively. Odiri (2015)
studied the relationship of students’ study habits and their math achievement in
Delta Central Senatorial District, Delta State, Nigeria. Five hundred students were
randomly selected from 25 public secondary schools who participated in the said
study. Using regression and ANOVA to analyze the data, findings revealed that
there was a significant relationship between the study habits and mathematics
achievement of the students and a significant difference was found in math
achievement between good and poor study habits.
Montes tracked changes in study habits in college students from the time
they entered the program to the time of graduation (5 years). Previously to
Montes, Darwing D. Yu (2011) conducted a study on the topic of study habits with
sophomore students whose major was accounting. Luisa Baquiran L. A. (2011)
also in the Philippines, conducted a similar study with freshman students from
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different majors. Greene, Marti and McClenney (2008) conducted a cross-cultural
study focused on effort of African American and Hispanic college students. Gilbert
Wrenn C. C. (1933) published one of the first study habits inventories in the
United States (Brown, 1955). Wrenn C. C.’s inventory was originally designed for
men, but was modified later for women (Wrenn, 1941). He suggested that study
habits might correspond to academic success if ability was controlled (Thompson,
1976). All studies conducted after Wrenn C. C. and Brown W. F. (1972) utilized
slight modifications of the existing SSHA developed by Wrenn, C. C. and later
modified by Brown, W. F. They all agreed that study habits significantly influence
academic performance.
Noel Entwistle (1960) reviewed existing literature and made evaluations of
22 study skills courses. He concluded that a study skills course will usually be
followed by improvement, a course will be most beneficial for students desiring to
take it, students wishing to take a study skills course but prevented from doing so,
and therefore presumably of comparable motivation to those enrolled, fail to show
significant improvement, and that any gains noted will not necessarily be related
to either the content or the duration of the course.
The Brown, W. F. Holtzman Survey of Study Habits Attitudes (SSHA)
Inventory is generally acknowledged as one of the best study habit attitude
inventories in the United States. They introduced a questionnaire concerning
study habits and attitudes in 1953; the original inventory had 75 items. There have
been several revisions (the most recent in 1967), and the length of the inventory
is now 100 items. This inventory, which is widely used as a research tool, has four
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scales: 1) Work methods—use of effective study procedures, skill and efficiency
in doing academic assignments. 2) Delay avoidance—promptness in completing
assignments and ability to resist distractions. 3) Teacher approval—feelings and
opinions about teachers, their classroom behavior, and their methods. 4)
Educational acceptance—approval of educational objectives, practices and
requirements (Thompson, 1976).
McFadden and Dart (1992), in their study of time management skills of
undergraduate business students, found that study habits and total time spent
studying do affect grades. On the other hand, Nonis and Hudson (2006) found
that the amount of time spent studying, measured during the ninth week of a 15-
week semester, has not direct influence on academic performance, although it
interacted with academic ability to affect academic performance.
Lavin (1965) conducted an extensive study regarding the prediction of
academic performance (300 studies reviewed and analyzed), and found that
ability accounts for 35 to 45 percent of the variation in grades. No other single
factor accounts for this much variation, yet more than half remains unexplained.
Among those yet-to-explain factors are study habits.
On study skills and habits, the results from different studies vary depending
on which specific study habits were measured. Schuman, Walsh, Olson and
Etheridge (1985) examined group studying, cramming, degree of note-taking,
review of past exams, and going over readings twice, but they concluded that
none of these variables have been found to have a direct effect on grades. On the
other hand, positive results were found when some combination of study
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behaviors such as attendance, homework turned in, and use of study
guide, prior preparation for the class, participating in class, and coming to class
on time were used (Gracia, 2003; Shaftel, 2005; Wooten, 1998). Group learning
activities can result to an increase in students’ deep learning approach, which has
been known to improve analytical thinking (Hall, 2004). Williams and Worth (2002)
conclude that attendance and note-taking predict performance.
SIGNIFICANCE OF THE STUDY
Findings of this study will be of great contribution to the school
administrators, teachers, parents, students, and future researchers.
School administrators. The result of the study can help them make a
decision on how to improve the teaching-learning process and how to motivate
the students to positively and significantly improve their attitudes in learning
mathematics.
Teachers. Teachers could be guided with the results of the study to plan
for some strategies and techniques on how to develop students’ positive response
towards the subject.
Parents. This study can help the parents realize their roles and
participation in the learning delivery. Also, this will help the parents identify the
needs of their children to fostering interest and skills in Mathematics.
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Students. This study will help them to understand better themselves.
Specifically, it will help them determine the level of their attitudes and
achievements in Mathematics.
Other researchers. This study will serve as guide and reference of other
researchers in conducting other related and relevant studies.
SCOPE AND DELIMITATION OF THE STUDY
This study covered the following delimitations:
Subject Delimitation. This research dealt with the factors affecting the
academic performance of grade 10 students of Loyola National High School in
Mathematics during printed modular distance learning modality.
Place Delimitation. This study was conducted at Loyola National High
School at Loyola, Hinatuan, Surigao del Sur.
Time Delimitation. This study covered the period from October to
November of the school year 2021-2022.
DEFINITION OF TERMS:
Academic Performance Academic performance, according to Anthony Abaidoo
(2018), as cited in Narah and Abdullah (2016), is the knowledge gained that is
assessed by a teacher through marks and/or educational goals set by students
and teachers to be achieved over a specific period of time, and these goals are
measured through continuous assessment or examination results.
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Interest In education, student interest refers to the inclination of the student
towards a particular subject in which he or she is easily able to connect without
any hassle or hurdle. The student may develop an interest in any specific content
or work in education.
Modular Distance Learning Approach (MDLA) Modular approach is an
emerging trend educational thinking that shifts traditional method of instruction to
an outcome-based learning paradigm. Modularization is based on the principle of
dividing the curriculum into small discrete modules or units that are independent,
nonsequential, and typically short in duration.
Self-Learning Modules (SLM) 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
Study habits Study habit is an action such as reading, taking notes, holding
study groups which the students perform regularly and habitually in order to
accomplish the task of learning. Study habits can be described as effective or
ineffective depending upon whether or not they serve the students well.
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CHAPTER 2
RESEARCH METHODOLOGY
This chapter presents the methods and procedures employed in the study.
It includes the research design, research locale, research respondents, and
research instruments, data collection procedure, statistical treatment and ethical
consideration.
Research Design
The researchers used descriptive method using questionnaire in gathering
the data. Descriptive research involves the description, recording, analysis and
interpretation of the present nature, composition or process of phenomena.
“Descriptive research is a type of research that describes a population, situation,
or phenomenon that is being studied”. (H. Nassaji, 2015). This research method
takes a problem with little to no relevant information and gives it a befitting
description using qualitative and quantitative research methods
Descriptive research can be explained as a statement of affairs as they are
at present with the research having no control of variable. Descriptive research
method primarily focuses on describing the nature of demographic segment,
without focusing on “why” a particular occurs. It describes the subject of a
research without covering why it happens (Pickering, 2017). Furthermore, this
method could determine the problems on how much it can affect the Academic
Performance of the students in mathematics in the Printed Modular Distance
Learning Modality.
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The setting
The study was mainly conducted at Loyola National High School, Loyola
Hinatuan, Surigao del Sur. Due to the pandemic, students are not allowed to go to
school. Thus, the researchers went to the houses of the said respondents where
they reside and observed proper health protocols.
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Research Respondents
Purposive-universal sampling technique using complete enumeration was
applied in this study. This means that all grade-10 students of Loyola National
High School in Hinatuan, Surigao del Sur were the respondents of this study. The
total research respondents are forty (40) grade-10 students. To specify, twenty-
four (24) grade 10 students were males and sixteen (16) were females.
Research Instrument
The survey on Factors Affecting Mathematics Performance of Laboratory
High School Students at Laguna State Polytechnic University A.Y.2009-2010 was
used as the adapted questionnaire in assessing the factors affecting the
academic performance in mathematics of the respondents. It has nineteen items
(19) which were divided into 2 major themes: (1) Interest, and (2) study habits.
For this particular study, the researchers have a total of 19 items with the
following breakdown: 7 items for interest and 12 items for study habits.
To achieve the purpose of the study as far as the gathering of data is
concerned; questionnaires were framed and prepared for the respondents to
answer. Every student was given one (1) set of questionnaires. The
questionnaires focused on the Factors Affecting the Academic Performance of
Loyola National High School in Mathematics in the Printed Modular Distance
Learning Modality. The items were answered using a five-point Likert scale: 5,
always; 4, often; 3, sometimes; 2, rarely; and 1, never. Furthermore, this research
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instrument was validated by the experts headed by the College President of
Hinatuan Southern College.
Scoring
Range of means Description Interpretation
4.20-5.00 Very high This means that the

situation is manifested
all the time.
3.40-4.19 High This means that the

oftentimes.
This means that the

2.60-3.39 Moderate situation is manifested
sometimes.
1.80-2.59 Low This means that the

rarely.
1.00-1.79 Very low This means that the

situation is not
manifested.
For performance in mathematics, the DepEd order no. 8 s. 2015 or known
as policy guidelines on classroom assessment for the k to 12 basic education
program was used. The General Weighted Average (GWA) in Mathematics of the
respondents last school year 2020-2021 were used as data to measure the level
of learners’ mathematics performance. A five-point scale was provided as
27
choices; 5, very high; 4, high; 3, moderate; 2, low; 1, very low. The following was
the parameter limits used.
Range of means Likert Scale Description Interpretation
90-100 5 Very High The performance

of mathematics is
outstanding.
85-89 4 High The performance

of mathematics is
very satisfactory.
80-84 3 Moderate The performance

of mathematics is
satisfactory.
75-79 2 Low The performance
of mathematics is
fairly satisfactory.
74 and below 1 Very low The performance
of mathematics did
not meet
expectation.
Construction of questionnaire
The researchers focused on the possible factors affecting the academic
performance of grade 10 students of Loyola National High School, S.Y. 2020-
2021.
The researchers do library research with the studies similar to this problem.
Several books were used as a reference to gain knowledge and insights on the
pattern of the questions to be made. The problems were sort and thoroughly
analyzed according to their importance and difficulty level.
28
Validation of Questionnaire
The researcher consulted their adviser and asked the validators to validate
the survey questionnaire for the corrections and suggestions.
Research Procedure
The title proposed by the researchers was checked, revised and rechecked
by the researcher’s adviser to maintain conformity on the object of the research.
The problem was thoroughly researched by the researchers for them to have the
background on how it affects the mathematics performance of the grade 10
students of Loyola National High School. The questionnaire checklist that aims to
draw out proper responses on the objectives of the study was constructed. The
questionnaire-checklist made by the researchers was presented, analyzed and
checked by the research adviser to ensure the validity of data gathered.
The following steps were followed in the conduct of the study:
Permit to Conduct Research and Study. The researchers secured a
letter requesting permission from the principal of Loyola National High School.
Administration and Distribution of Questionnaire. Upon approval, the
researchers asked permission from the advisers of the grade 10 students to
distribute the survey questionnaires, the researchers gave mask to the students
and practiced the social distancing and was wearing face mask at all times to
ensure the safety of both researchers and respondents.
Retrieval of the Questionnaire. As the researchers retrieved the
questionnaires, the researchers were wearing masks and practiced the social
29
distancing and constantly disinfect the questionnaire using the alcohol mist. The
gathered data through the questionnaire was tallied, scored and classified with
the guidance of the statistician.
Analysis and Interpretation. Results were analyzed and interpreted
based on the purpose of the study.
Statistical Treatment. In the analysis and treatment of data, the weighted
mean, and t-test were used in the study.
The weighted Mean. This was utilized to determine The Factors Affecting
the Academic Performance of Grade 10 Students of Loyola National High School
in Mathematics in The Printed Modular Learning Modality.
T-test. This refers to the matched pairs’ signed test of significance. This
statistical device was used in identifying the significant difference of the academic
performance of the Grade 10 Students of Loyola National High School in
Mathematics during the Printed Modular Distance Learning Modality when
grouped according to sex.
Ethical Consideration. The researchers made sure that the ethical standards
were met in the conduct of the study. The following were observed:
Informed consent. They were given opportunities to clarify, ask and
decline whenever they have doubts during their participation in the research
process. Voluntary participation in the study was emphasized; and that participant
may withdraw their consent at any time. In addition, participants may discontinue
their participation without penalty.
30
Vulnerability of the Participants. The researchers ensured that unique
social groups were not singled out for the purpose of the study. There were no
identified vulnerable participants in this research. Students are all in the capacity
to decide whether to participate or not, as they were purposively identified as
participants of the research. The subjects who were involved in this study were
chosen solely on their relevance to the problem of practice that was studied.
Risks, Benefits, and Safety. During the conduct of this study, no high risk
was expected in the setting. The researchers made sure that all participants were
properly taken care of and were free from harm. Also, the researchers made sure
that they followed the health protocols set by the IATF.
Privacy and Confidentiality. There were no exposed records of the
participants. The researcher ensured that all information remained confidential.
Individual names were replaced with codes to protect the anonymity of the identity
of the participants. Hard copies of the data (with codes only) were stored and
protected.
Justice. The researcher guaranteed that the participants understood their
role to be open, honest and true during the answering of the survey
questionnaires. To give justice to the shared time of the participants, the
researcher allowed them to read their responses to check its authenticity and
accuracy.
Transparency. The participants will be informed of the purpose of this
study. To add, interview notes and transcribed documents were presented to the
31
participants for confirmation and approval. Importantly, findings of the study were
shared to the participants.
Qualification of researcher. The researchers were committed, dedicated,
reliable and credible to conduct this study. However, as researchers who were
beginners in this method, they needed to read relevant literature and studies
regarding quantitative research design. Further, the researchers regularly
consulted their thesis adviser and other experts in the field to ensure the validity
and reliability of the data gathered.
Adequacy of Facilities. The researchers engaged the participants in a
conducive environment and learning materials which were ample and available in
the conduct of the study, and were done within the time set by the researchers.
The accuracy of gathering data from the participants was ensured. Sufficient and
manipulative materials were prepared for respondents to use during the conduct
of this study.
32
Chapter 3
RESULTS AND DISCUSSION
This chapter presents, analyzes, and interprets the data gathered from the
respondents through the questionnaire and the Grade Point Average (GPA).
Prevalent Factors that Affect the Academic Performance in Mathematics
Table 1 shows the prevalent factors that affect the academic performance
in Mathematics of the Grade 10 students of Loyola National High School in
School Year 2020-2021 when Printed Modular Distance Learning Modality
(PMDLM) was employed.
FACTORS MEAN SD DESCRIPTION RANK BY

FACTOR
A. Interest
1. making myself prepared for the math 3.76 .98 High 1
subject
2. reading and comprehending the Self- 3.45 1.15 High 5
Learning Modules provided by my
teacher.
3. submitting the exercises and learning 3.50 1.30 High 4
tasks in the modules promptly and
actively.
4. answering carefully and 3.60 1.08 High 2

independently the assessments
(formative and summative) to be able to
get good grades.
5. performing all tasks, TBAPA, 3.55 1.17 High 3
PAGASA, and others.
6. contacting and referring always to 3.10 1.19 Moderate 6
my teacher any discussion/activity in
the modules that I got confused with.
7. getting frustrated when I do not 3.05 1.10 Moderate 7

understand the module and the
learning tasks.
33
Category mean 3.43 .26 High 1
B. Study Habits
1. doing my assignments/tasks on time. 3.40 1.23 High 4
2. doing religiously all the tasks 3.35 1.21 Moderate 5
independently.
3. following always the time stated in the 3.22 1.09 Moderate 6
Weekly Home Learning Plan.
4. spending my vacant time in doing 3.18 1.06 Moderate 7
assignments and learning tasks or
studying my lessons.
5. studying and preparing for quizzes 3.45 1.20 Moderate 2

and tests.
6. studying harder to improve my 3.60 1.13 High 1
performance when I get low grades.
7. spending less time with my friends 3.10 1.19 Moderate 9.5
during school days to concentrate
more on my studies.
8. preferring to finish my studies and 3.42 1.22 Moderate 3
assignments first before watching any
television program.
9. seeing to it that extracurricular 3.08 1.0 Moderate 11.5
activities do not hamper my studies.
10. having a specific place of study at 3.15 1.31 Moderate 8
home which I keep clean and orderly.
11. studying the modules/learning tasks 3.10 1.21 Moderate 9.5
after having been corrected.
12. not looking the answer key before I 3.08 1.38 Moderate 11.5
answer the activities, exercises, and
assessments.
Category mean 3.26 0.18 Moderate 2
The data were based on the responses of the respondents on the
questionnaire provided by the researchers. It shows that the category mean of
interest is 3.43 which is described as high while that of study habit is 3.26 which is
described as moderate. Both have registered a standard deviation which are
lower than 1 which means that the responses of the respondents vary minimally.
Also, the table shows that the most prevalent factor is the interest specifically on
34
making myself prepared for the math subject which has mean score of 3.76
described as high. This finding supports that most learners commit to perform
better and continue to study harder when they felt about their abilities and when
they have the interest. Therefore, the interest these students felt in their learning
had a significant impact on their feelings of success, and, ultimately, their
performance. It is important that students view their learning experiences as
authentic and meaningful. Students are far more likely to put forth effort when
they understand why they are doing a task (Hardr, Sullivan & Crowson). Also, the
researchers found that when students saw value and relevance in what they were
learning and how it could help achieve their goals, they were more likely to have
increased interest, put forth effort, and graduate–going on to post-secondary
opportunities.
Moreover, study habits may have also affected students’ academic
performance moderately as reflected in the table specifically studying harder to
improve my performance when I get low grades. This result supports the claim
that study habits are mainly external factors that facilitate the study process such
as sound study routines that include how often a student engage in studying
sessions, review the material, self-evaluate, rehears explaining the material, and
studying in a conducive environment (Credé, 2008).
Furthermore, the finding also supports study of Bashir and Mattoo (2012),
which aimed to determine the impact of study habits on academic performance
among the adolescents using the Study Habit Inventory, they found that there was
a significant relationship among the variables of study habits and the academic
35
performance of the students. According to the study of Osa-Edoh and Alutu
(2012) on the study habits of secondary students using the Study Habit Inventory
by Bakare (1977), the study habits of the students were highly correlated with the
students’ academic performance. Moreover, the difference in the study habits of
the students was linked to the reasons that students do not have the idea on the
proper way to study while those who manage to study do not use effective
strategies in studying.
Level of the Students’ Mathematics Performance
Table 2 presents the level of academic performance of grade 10 students
of Loyola National High School in mathematics in terms of their general weighted
average in school year 2020-2021. It shows an overall mean of 84.12 described
as moderate which means that generally students performed satisfactorily in
Mathematics despite and amidst the covid -19 pandemic and the printed modular
distance modality being the teaching style employed. This result supports the
findings of the study conducted by Aksan , J.A. (2021) which posited study that
modular distance learning approach (MDLA) in Math have little challenges. It had
also a positive effect to students’ performance in which students performed very
satisfactory in Mathematics which means they had good quality performance.
Table 2
Level of the Students’ Mathematics Performance
Classification Respondents Mean SD Description
Grade 10 40 84.12 5.56 Moderate

students
36
Further, the standard the standard deviation of 5.56 suggests that though
the students performed satisfactorily but their grades vary in maximum. Thus,
there may be students whose grades are much farther from the mean.
Moreover, the finding also supports the claim of Dr. Padmapriya P.V.
(2015), that modules helped to develop self-learning capacity among the learners.
The present study implied that this is self-learning style in which immediate
reflection of the self is possible, which motivated the students to regulate and
manage their own learning styles, and thereby to create an interest and attitude
towards mathematics among the students as they are free to learn at their own
pace. With the help of modules students learned and interacted which boost their
confidence in their own learning. The student’s treated with modular approach
achieved higher mean scores than those students teach through activity-oriented
method. The study revealed that effectiveness of self-instructional module on
achievement among secondary school students and the administrators must take
necessary steps to give special training to teacher in developing modular
packages.
Significant Difference of the Mathematics Performance of

Students When Grouped According to Sex
Table 3 shows the significant difference in the academic performance of
grade 10 students of Loyola national High School when grouped according to sex.
The result shows that there exists a significant difference in the academic
performance when grouped according to sex as evidenced by a p-value of 0.004
which is less than 0.05 level of significance (p˂ 0.05). This means that males
37
performed differently from females in mathematics when using the printed
modular distance learning modality.
Table 3
Significant Difference in the Academic Performance of Grade 10 Students in
Mathematics of Loyola National High School When Grouped According to
Sex
Sex Respondent df p-value Decision
s
Male 23 38 0.0004 Reject Ho
Female 17
total 40
This result is contrary to the findings of the study conducted by Aksan, J.A.
(2021) that there is no significant difference on the perceptions and performance
of learners when they are grouped by gender and age which means the students
had the same perceptions and consequently the same performance.
38
Chapter 4
CONCLUSIONS AND RECOMMENDATION
Summary
This study was conducted to identify the most prevalent factor affecting the
academic performance in mathematics of grade 10 students of Loyola National
High School through the adapted survey questionnaire on Factors Affecting
Mathematics Performance of Laboratory High School Students at Laguna State
Polytechnic University A.Y.2009-2010. Also, this study was conducted to
determine the level of academic performance in mathematics of the grade 10
students of Loyola National High School using the Grade Point Average.
Moreover, this study determined if there is a significant difference in the academic
performance of students in mathematics when grouped according to sex.
The descriptive research design was used in the study to describe the level
of academic performance of students in mathematics and in determining the most
prevalent factors affecting their academic performance. The t-test for independent
sample was used to establish the significant difference between the academic
performance of students when grouped according to sex.
The null hypothesis stated that there is no significant difference between
the academic performance of grade 10 students of Loyola National High School
when grouped according to sex. Alpha is set at 0.05.
39
Findings
Based on the data tallied, computed, analyzed, and interpreted, these
findings were given:
1. The most prevalent factor affecting the academic performance of
grade 10 students of Loyola National High School, Loyola, Hinatuan,
Surigao del Sur during the Printed Modular Distance Learning
Modality was interest (with a category mean of 3.43) specifically
making myself prepared for the math subject having a mean of 3.76
which is described as High.
2. The academic performance level of students was generally
satisfactory with an over-all average rating of 84.12.
3. Based on the t-test, results showed sig.(2-tailed) 0.004, p˃0.05, null
hypothesis is rejected, thus, there is a significant difference between
the academic performance of grade 10 students when grouped
according to sex.
Conclusion
Reflecting on the findings of the study, the following conclusions
were drawn:
1. Academic performance of learners is mostly affected by their
interest specifically by their preparation for math subject.
2. It is proven that the math students are not neglecting their studies
despite and amidst the threat of COVID-19 and the challenges
posed by Printed Modular Distance Learning Modality.
40
3. In terms of significant difference, males performed differently from
females during the Printed Modular Distance Learning Modality.
Recommendation
Based from the findings and conclusions these recommendations are
given:
1. School Administrators should design and implement intervention
programs that could help motivate the learners or raise high their
interest in Mathematics. Also, should provide teachers with trainings
on how to motivate learners and sustain their interest in learning
mathematics despite the challenges posed by the pandemic and of
the Printed Modular Distance Learning Modality
2. Teachers should be sensitive enough in handling students so that at
least they would know how to deal with them in a way that the
students will not feel bombarded with stressors and instead should
stay motivated and interested to learn.
3. Further study regarding other factors that could influence academic
performance of the students should be conducted by the future
researchers to pave the way to the designing of intervention
program.
41
REFERENCES
42
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Senior High School Amidst Covid-19 Pandemic.
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https://doi.org/10.37275/oaijss.v4i2.64
Betlen, E.A. (2021) Effect of Modular Learning Approach on The Academic

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Effect_Of_Modular_Learning_Approach_On_The_Academic_Achievement_Of_St
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at Plus One Level.
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MODULAR_APPROACH_TEACHING_MATHEMATICS_FOR_THE_SELECTED
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Education-TOJDE October 2004 ISSN 1302-6488 Volume: 5 Number: 4 A
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ng the Academic Performance of GAS-12 Students of Concepcion NHS

Under Modular Distance Learning (MDL) Modality Through Strategic
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Pandemic
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Guilhardi, P., Yi, L., & Church, R. M. (2007). A Modular theory of learning and
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Therapy, 2017https://www.sciencedirect.com/topics/psychology/social-
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Nardo, M. T. (2017, October 20). Modular Instruction Enhances Learner

Autonomy. Retrieved from https://pubssciepub.com/Education/5/10/3/index.html
45
APPENDICES
46
Appendix – A
LETTER OF
PERMISSION TO
CONDUCT THE
STUDY
HINATUA N SOUTHERN COLLEGE

COLLEGE OF EDUCATION
HINATUAN, SURIGAO DEL SUR
47
October 20 ,2021
VICENTE P. BALBUENA, MAED

School Principal
Loyola National High School
Hinatuan, Surigao del Sur
Sir,
The researchers are presently conducting the undergraduate thesis entitled “FACTORS
AFFECTING THE ACADEMIC PERFORMANCE OF GRADE 10 STUDENTS OF LOYOLA
NATIONAL HIGH SCHOOL IN MATHEMATICS IN THE PRINTED MODULAR LEARNING
MODALITY S.Y. 2021-2022” which is an academic requirement in Research 2 (Thesis Writing) at
Hinatuan Southern College, Hinatuan, Surigao del Sur.
In connection to this, the researchers wish to request permission for them to be allowed to
distribute survey questionnaires to the grade 10 students in your school.
All information provided will be kept with utmost confidentiality and will not be used only for
academic purposes. Moreover, the names of the respondents will not appear in thesis or
publications resulting from this study.
The researchers will be gratefully indebted for the kind favor you extend to them.
Respectfully yours,
(sgd.) Erlyn R. Escolano (sgd.)Jimmuel M. Carreon (sgd.) Syvill S. Evangelio
(sgd.) Jandy Q. Lapora (sgd.) Judy Ann G. Davines (sgd.) Annalou P. Bulaso
(sgd.) Melanie S. Cabañog (sgd.) Marlon V. Jabagat (sgd.) Babie Jean L. Delfino
(sgd.) Jethros B. Lapinid
Noted by:
(sgd.) RAINERIA M. NAZARENO, Ed.D (sgd.) VICENTE P. BALBUENA, MAED

Research 2 Professor Thesis Adviser
Approved by:
(sgd.) JUANITO A. BALBUTIN, Ed.D, Ph.D

College President
48
Appendix – B
SURVEY
QUESTIONNAIRE
49
HINATUAN SOUTHERN COLLEGE

RESEARCH QUESTIONNAIRE ON
“FACTORS AFFECTING THE ACADEMIC PERFORMANCE”
Adapted from: Questionnaire on Factors Affecting Mathematics Performance by
Balbalosa, Jennelyn F. (2010)
Dear respondents:
We, the BSED Mathematics students from the College of Teacher
Education of Hinatuan Southern College, Hinatuan, Surigao del Sur, are
currently conducting a thesis titled “Factors Affecting the Academic
Performance of Grade 10 Students of Loyola National High School in
Mathematics in the Printed Modular Distance Learning Modality S.Y. 2021-
2022”. The questionnaires are primarily designed to identify the Problems that
Affects your Academic Performance in Mathematics in the Printed Modular
Distance Learning Modality. In this regard, we would like to ask for your
agreement to participate in our study. Rest assured that the information given
will be kept confidential.
Name (optional): _____________________________ Age: ________
Sex: _________
Part I. Factors Affecting the Academic Performance.
Direction: Please check (√) and rate yourself honestly on what you actually do
given the statements using the following scales.
Scale Description
5 Always
4 Often
3 Sometimes
2 Rarely
1 Never
50
A. Interest 5 4 3 2 1
51
1. I make myself prepared for the math subject

2. I read and Comprehend the Self-Learning Modules
provided by my teacher.
3. I actively and promptly submit the exercises and learning
tasks in the modules.
4. I answered carefully and independently the assessments

(formative and summative) to be able to get good
grades.
5. I performed all tasks, TBAPA, PAGASA, and others.
6. I always contact and refer to my teacher any

discussion/activity in the modules that I got confused
with.
7. I get frustrated when I do not understand the module

and the learning tasks.
B. Study Habits 5 4 3 2 1
1. I do my assignments/tasks on time.
2. I religiously do all the tasks independently.
3. I always follow the time stated in the Weekly Home
Learning Plan.
4. I spend my vacant time in doing assignments and
learning tasks or studying my lessons.
5. I study and prepared for quizzes and tests.

6. I study harder to improve my performance when I get
low grades.
7. I spend less time with my friends during school days to
concentrate more on my studies.
8. I prefer to finish my studies and assignments first
before watching any television program.
9. I see to it that extracurricular activities do not hamper my
studies.
10. I have a specific place of study at home which I keep
clean and orderly.
11. I still study the modules/learning tasks after having
been corrected.
12. I don’t look the answer key before I answer the
activities, exercises, and assessments.
Source: Researcher-Made Questionnaire on Factors Affecting Mathematics Performance of Laboratory
High School Students at Laguna State Polytechnic University A.Y.2009-2010 by Jennilyn F.
Balbalosa.
52
Part II. Academic Performance of the learner in terms of their grades

(general average)
Direction: Kindly input your General Weighted Average grade in mathematics

last school year (Grade 9 Mathematics Grade)
General Weighted Average (GWA):
Academic Performance: General Weighted Average (GWA)
Rating Description
90-100 Highly Proficient
85-89 Moderately Proficient
80-84 Proficient
75-79 Low Proficient
Below 75 Not Proficient
53
Appendix – C
EXPERTS
VALIDATION FORM
TO SURVEY
QUESTIONNAIRE
54

VALIDATION FORM FOR THE QUANTITATIVE RESEARCH

GUIDE QUESTIONNAIRE
Control No.: ___________
Name of Evaluator : DR. JUANITO A. BALBUTIN____________

Degree : EdD, PhD___________________________
Position : College President
Number of Years in Teaching : 21____________________________
To the Evaluator: Please check the appropriate box for your rating:
Point Equivalent: 5 - Excellent

4 - Very Good
3 - Good
2 - Fair
1 - Poor
5 4 3 2 1
1. Clarify of Directions and Items
The vocabulary level, language structure and

√
concept of the questions suit the level of the
respondent. The test direction and items are written
in a clear and understandable manner.
2. Presentations/Organization of Items
√
The items are organized on logical number.
55
3. Suitability of Items
The items appropriately represent the substance of

√
the research. The questions are designed to
determine the conditions, knowledge, skills and
attitudes that are supposed to be measured.
4. Adequateness of the Items per Category
The items represent the coverage of the research

√
adequately. The number of questions per category is
representative enough of all questions needed for
the research.
5. Attainment of the Purpose

√
The instrument as a whole fulfills the objective for
which it was constructed.
6. Objectivity
Each item question only one specific answer or

√
measure only one behavior and no aspect of the
questionnaire suggests bias on the part of the
research.
7. Scale and Evaluation in Rating System

√
The scale adopted is appropriate for the items.
Remarks:
_________________________________________________________
_________________________________________________________
(sgd.) JUANITO A. BALBUTIN

Signature over Printed Name
56


GUIDE QUESTIONNAIRE
Control No.: ___________
Name of Evaluator : LUCITA Z. FRUCTOSO________________

Degree : Ph. D.____________
Position : Assistant Professor III________________
Number of Years in Teaching : 14________________________________

4 - Very Good
3 - Good
2 - Fair
1 - Poor
5 4 3 2 1

√
57
√

√

√
the research.

√
6. Objectivity

√
research.

√
Remarks:
_________________________________________________________
_________________________________________________________
(sgd.) LUCITA Z. FRUCTOSO

58

GUIDE QUESTIONNAIRE
Control No.: ___________
Name of Evaluator : ROSEVILLA TEJANO_____________________

Degree : Master Library and Information Science
Position : Librarian________________________________
Number of Years in Teaching: N/A_________________________________

4 - Very Good
3 - Good
2 - Fair
1 - Poor
5 4 3 2 1

√
59
√

√

√
the research.

√
6. Objectivity

√
research.

√
Remarks:
_________________________________________________________
_________________________________________________________
(sgd.) ROSEVILLA TEJANO

60
CURRICULUM
VITAE
61
ANNALOU PEDROSO BULASO

Purok-1 Tagasaka, Hinatuan, Surigao del Sur
PERSONAL DATA
Date of Birth : January 26,2000

Place of Birth : Tagasaka, Hinatuan, Surigao, del Sur
Age : 21
Citizenship : Filipino
Religion : Born Again
Civil Status : Single
Name of Father : Elias S. Bulaso
Name of Mother : Wilma P. Bulaso
EDUCATIONAL BACKGROUND
Elementary : Tagasaka Elementary School

: Tagasaka, Hinatuan, Suriago del Sur
: S.Y. 2010-2011
Secondary : Tagasaka National High School
: Tagasaka, Hinatuan, Surigao del Sur
: S.Y. 2017-2018
Tertiary : Hinatuan Southern College
: Maharlika, Hinatuan, Surigao del Sur
: Bachelor of Secondary Education Major in Mathematics
62
MELANIE SERENADO CABAÑOG

Purok-5 Lacasa Hinatuan, Surigao del Sur
PERSONAL DATA
Date of Birth : August 16, 1999

Place of Birth : Purok-5 Lacasa Hinatuan, Surigao del Sur
Age : 22
Religion : Roman Catholic
Name of Father : Bienvinido Rosales Cabañog
Name of Mother : Virginia Martinez Serenado
Elementary : Hinatuan South Central Elementary School
: Purok-1 Lacasa Hinatuan, Surigao del Sur
: S.Y 2011-2012
Secondary : Hinatuan National Comprehensive High School
: Purok-5 Sto. Niño Hinatuan, Surigao del Sur
: S.Y 2017-2018
63
JIMMUEL MEJARES CARREON

Purok-5 Sasa, Hinatuan, Surigao del Sur
PERSONAL DATA
Date of Birth : April 03, 1999

Place of Birth : Salug, Zamboanga del Norte
Age : 22
Name of Father : Rogelio M. Carreon
Name of Mother : Gliceria M. Carreon
Elementary : Sasa Elementary School

: Sasa, Hinatuan, Surigao del Sur
: S.Y. 2011-2012
Secondary : Hinatuan National High School
: S.Y 2017-2018
Maharlika, Hinatuan, Surigao del Sur
Bachelor of Secondary Education Major in Mathematics
64
Judy Ann G. Davines

Purok-6 Lacasa, Hinatuan, Surigao del Sur
PERSONAL DATA
Date of Birth : July 09,1999

Place of Birth : Inopacan, Leyte
Age : 22
Name of Father : Lucenio A. Davines
Name of Mother : Fe G. Davines
: Purok- 1 Lacasa, Hinatuan, Surigao del Sur
: Hinatuan, Surigao del Sur
: S.Y 2011-2012
: S.Y 2017-2018
65
BABIE JEAN LAGURA DELFINO

Purok-5 Kapilayan, Tagasaka Hinatuan, Surigao del Sur
PERSONAL DATA
Date of Birth : July 10, 2000

Place of Birth : Kapilayan, Tagasaka, Hinatuan, Surigao del Sur
Age : 21
Civil Status : single
Name of Father : Domie P. Delfino
Name of Mother : Marita L. Delfino
Elementary : Tagasaka, Elementary School

:S. Y. 2011-2012
Secondary : Tagasaka National High School

: S.Y. 2017-2018
Maharlika, Hinatuan, Surigao del Sur
Bachelor of Secondary Education Major in Mathematics
66
ERLYN RONQUILLO ESCOLANO

Purok-2 Baculin, Hinatuan, Surigao del Sur
PERSONAL DATA

Place of Birth : Baculin, Hinatuan, Surigao del Sur
Age : 22
Name of Father : Ernie C. Escolano
Name of Mother : Roxan R. Escolano
Elementary : Baculin, Elementary School
: Baculin, Hinatuan , Surigao del Sur
: S.Y. 2011-2012
Secondary : Baculin, Integrated Secondary School
: Baculin, Hinatuan, Surigao del Sur
: S.Y. 2017-2018
67
SYVILL SIALANA EVANGELIO

Purok-4 Bitoon, Hinatuan, Surigao del Sur
PERSONAL DATA
Place of Birth : Hinatuan District Hospital
Age : 22
Name of Father : Elpedio Casimsiman Evangelio
Name of Mother : Marlyn Nalasa Sialana
Elementary : Hinatuan North Central Elementary School
: Purok- Maharlika Hinatuan, Surigao del Sur
: S.Y 2011-2012
: S.Y 2017-2018
68
MARLON VIOLA JABAGAT

Purok-2 Sasa, Hinatuan, Surigao del Sur
PERSONAL DATA
Date of Birth : March 2, 1997

Place of Birth : Hinatuan Surigao del Sur
Age : 24
Name of Father : Rosalino A. Jabagat
Name of Mother : Elvie V. Jabagat
Elementary : Sasa, Elementary School

: Sasa, Hinatuan, Surigao del Sur
: S.Y. 2010-2011
Secondary : Hinatuan National Comprehensive High School
: Sto.Nino, Hinatuan, Surigao del Sur
: S.Y. 2016-2017
69
JETHROS BERCEDE LAPINID

Purok-3 Aquino, Hinatuan, Surigao del Sur
PERSONAL DATA
Date of Birth : June 5, 1995

Place of Birth : Lingig, Surigao del Sur
Age : 26
Religion : Jesus Name Church
Name of Father : Ricardo G. Lapinid (diseased)
Name of Mother : Annabelle O. Bercede (diseased)
: Purok- 1 Lacasa, Hinatuan, Surigao del Sur
: S.Y 2007-2008
: S.Y 2011-2012
70
JANDY QUIZE LAPURA

Purok-1 Loyola, Hinatuan, Surigao del Sur
PERSONAL DATA
Date of Birth : April 28, 2000

Place of Birth : Hinatuan Surigao del Sur
Age : 21
Name of Father : Romeo M. Lapora
Name of Mother : Rosalita Q. Lapora
Elementary : Loyola Elementary School
: Loyola, Hinatuan Surigao del Sur
: S. Y. 2011-2012
Secondary : Loyola, National High School
: Loyola, Hinatuan, Surigao del Sur
: S. Y. 2017-2018
71

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Hinatuan Southern College

Factors Affecting the Academic Performance in Mathematics of Grade 10 Students of Loyola

Background of the Study

In many parts of the world, education system swerved to distance education

in lieu of face-to-face learning because of the threat of the Covid-19 global

which necessitate them to face a lot of challenges in performing their duties.

Although in the Philippines, distance learning offerings have been supported

through Learning Management Systems (LMSs) of the DepEd Learning Portals,

distance learning delivery is truly immense.

The Department of Education have provided various means to cater the

distance learning such as TV based education through the DepEd TV where

learning course, and printed modular learning which is basically a self-paced

learning with paper-based modules. However, these learning modalities are

challenged by many factors such as challenges to the various learning delivery

modalities, lack of parental support, negative effect to the state of well-being of

unprecedented challenges for education systems throughout the world most

especially in Mathematics education in which Loyola National High School faced

the Department of Education implemented the Modular Distance Learning. This

Online Distance Learning (ODL), and TV/Radio-Based Instruction. (Quinones,

2020) 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

assistance from the teacher via e-mail, telephone, text message/instant

learners needing remediation or assistance (Llego, n.d.). Printed Modules will be

delivered to students, parents or guardians by the teachers or through the Local

serve as partners of teachers in education. Parents play a vital role as home

facilitators. Their primary role in modular learning is to establish a connection and

guide the child. (FlipScience, 2020).

Mathematics is often pointed as a difficult subject despite of its importance

by Sufiana K. Malik (2012). If the students with negative perception towards

Mathematics performed poorly and vice versa, that performance of mathematics

can be improved through enhancing positive perception towards Mathematics

approach in Mathematics learning proved to be an effective and efficient tool to

help students to learn mathematics themselves. (Jazim and Rahmawati, 2017)

stated students improve the mathematical understanding on the material that is

given to them. As they explained, the use of module in learning mathematics

poor mathematical background and lack of motivation (Abramovits, Berezina, &

Despite this COVID-19 pandemic, Loyola National High School High

learning modality that was to adapt well in a new normal classroom or

environment, and a new development in teaching-learning process. The modular

It was in the light of examining the significant effect of modular distance

learning modality in Mathematics to the academic performance of grade 10

plan to the educators to improve the teaching-learning process even this

pandemic vanished and how it can be implemented effectively so the teachers

using modules and whether it can be permanently used as teaching-learning

material in mathematics subject.

Likewise, researchers will share the findings of this endeavor to the

researchers through seminars, symposia and by providing a copy of this study in

the school library.

Statement of the Problem

Performance of Grade 10 Students of Loyola National High School in the Printed

Modular Distance Learning Modality, S.Y. 2021-2022. Specifically, this study

sought answer to the following questions:

1. What is the most prevalent factor affecting the academic performance in

Mathematics in the Printed Modular Distance Learning Modality of Grade

10 Students of Loyola National High School in terms of:

1.1 Interests; and

1.2 Study Habits.