THE EFFECT OF THE MODULAR LEARNING APPROACH ON THE ACADEMIC

ACHIEVEMENT OF GRADE XII STUDENTS IN KAPALONG COLLEGE OF

TECHNOLOGY, INC.

A Research Paper Presented to Practical Research 2 Panelists

Of Kapalong College of Technology, Inc.

Purok 10- A, National Highway, Maniki

Kapalong, Davao del Norte

In Final Fulfilment of the Requirements

for the course Practical Research 2

ZAMORA, AIELYN MARIES E.

APRIL 2022

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 KAPALONG COLLEGE OF TECHNOLOGY, INC
Purok 10-A Población, Maniki, Kapalong, Davao del Norte

Email Address: kcti_kapalongddn@yahoo.com

APPROVAL SHEET

This research entitled THE EFFECT OF THE MODULAR

CRIS OLIVER R. MERCADO TITO L. BENEGIAN

Research Adviser School Principal

_______________________ _______________________

Date of Checked Date of Approved

2
 Acknowledgment

The researcher wants to express her gratefulness to our Almighty Father,

thank you so much for giving me the energy, guidance, and knowledge to finish this

study successfully.

To Parents and Guardians, thank you for the limitless support and for helping

me financially. I am grateful for your love, understanding, sacrifices, and prayers for

educating and preparing me for the future.

I would like to acknowledge and thank our School Head of Kapalong College

of Technology, Inc., Mr. Tito L. Benegian MPSDE-EM, for his support and

permission to conduct this study.

To our research advisers Ma’am Sheena Paula Figuracion and Sir. Cris

Oliver Mercado, I would like to express my gratefulness and deepest appreciation for

letting me choose this study and helping me to establish this study correctly. Thank

you for guiding me in this journey and providing invaluable guidance throughout this

research.

I would like also, to acknowledge all the Staff and Faculty of KCTI, who gives

some encouragement and inspiration to finish this study.

To Ma’am Janeth Sedullo for giving me the information that I needed to

complete this study. Special thanks for participating in this study. Throughout this

very difficult situation facing Covid-19 pandemic. I would not achieve this study

without your time and effort.

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 To the people who helped me to make this study possible. To all the persons

whom the researcher failed to mention but you are all truly remembered for your

efforts and participating in this study. A big thanks for everyone.

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 Dedication

This research is dedicated to my family and friends for their assistance

in completing this research; without your support, this study would have not

been possible; to the teachers, facilitators, students, faculty and staff of

Kapalong College of Technology Incorporated, and most notably, to our

Almighty God.

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 TABLE OF CONTENTS

Title Page ..................................................................................................................1

Approval Sheet ........................................................................................................2

Acknowledgement ...................................................................................................3

Dedication ................................................................................................................5

Table of Contents ....................................................................................................6

I. INTRODUCTION

Rationale ........................................................................................................7

Research Objectives ....................................................................................8

The hypothesis of the study .........................................................................9

Theoretical Framework of the Study ............................................................9

Conceptual Framework of the Study ........................................................11

Significance of the Study ...........................................................................12

Definitions....................................................................................................13

II. REVIEW RELATED LITERATURE

Related Literature .....................................................................................15

REFERENCES .......................................................................................................23

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 Chapter 1

INTRODUCTION

Rationale

This paper aims to review various articles that explain the effect of the

modular learning approach on the academic achievement of students. Further, the

review focuses on the findings and conclusions of the articles reviewed as it reveals

the results supporting students using a modular learning approach has significantly

improved and increased the level of the academic achievement of the students.

Since education is no longer held within the school, 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. In spite of the

huge transformation in Singapore, 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, 2020).

The spread of Covid-19 has brought a rapid change in the country not only in

its economic stability but also in the education system. Schools have been promptly

locked for personal engagement, transactions, and students’ curricular activities

following the order of President Rodrigo R. Duterte, to suspend “face-to-face”

classes in adherence to the advisory of the Department of Health that the Philippines

be put under Enhanced Community Quarantine. With that, the Department of

Education then had to shift and craft a realistic learning platform without

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compromising its objective to deliver continuous and quality learning among its

students and yet promote health awareness. Thus, the result of improvements in the

schools' existing programs and guidelines on the implementation of the modular

learning approach (Malipot, 2020).

In the local setting particularly in Kapalong College of Technology, Inc., true to

their mission of ensuring that learning must continue, the administration provided a

platform for education leaders and experts to share their knowledge and solutions on

how to manage the challenges the education sector is facing. As stated by Mrs.

Janeth S. Sedullo, a Grade XII teacher, because of the number of subjects or

activities to be done, they must see that the schedules or workweek plans are being

followed accordingly to avoid cramming or delays in submission, which may affect

the child's performance.

Among the studies being conducted, researcher have not come across a

study that dealt with the effect of the modular learning approach on the academic

achievement of students in the local setting. In connection, the researcher has

initiated to conduct of a study in the local area about the effect of the modular

learning approach on the academic achievement of students as this can raise

awareness among the intended beneficiaries of this study and possibly develop an

intervention in the teaching process, thus, there’s a need to conduct the study.

Research Objectives

This study will aim to the relationship of the effect of the modular learning

approach on the academic achievement of Grade XII students at Kapalong College

of Technology Inc.

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 Specifically, the study will seek to achieve the following objectives:

1. To describe the effect of the modular learning approach in terms of:

1.1 self-motivation;

1.2 flexibility; and

1.3 interaction.

2. To describe the level of student’s academic achievement in terms of:

2.1 knowledge;

2.2 skills; and

2.3 attitude.

3. To determine the significant relationship between the effect of the modular

learning approach on the academic achievement of Grade XII students

Kapalong College of Technology, Inc.

The hypothesis of the Study

The following null hypothesis of this research will be tested at alpha 0.05 level of

significance:

• Ha: There is no significant difference between the effect of the modular

learning approach on the academic achievement of the students.

• H1: There is no significant relationship between the effect of the modular

learning approach on the academic achievement of the students.

Theoretical Framework of the Study

This study was anchored on Russell (1998) who stated that the modular

learning approach is expected to be highly educated and continually improve skills

and acquire new ones by engaging in lifelong learning. It is a tool that enables the
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student to be jointly involved in different school activities and educational processes

which has a significant factor in increasing their academic achievements. It exposes

them to a stimulating environment.

In addition, according to Ventayen (2010), factors such as training, attitude,

technical competence, time constraints, pedagogy, and methodology were among

the modular learning education elements that showed that despite the limited

experience in distance education such as technical skills, time management,

knowledge and attitude in modular education, they were still able to cope with the

trends in learning. Its pinpoint development in learning and shows how easily

students can switch to competition even with cooperative instructions also develops

to address some potential resistance.

Furthermore, Phan & Dang (2017) modular learning is helpful and beneficial

to teacher and students. It aided and linked teachers and students in disseminating

the lessons. With the modular learning approach, students were given enough time

frame to finish their modules. It nurtures the intellectual skills that the child had and

encourages to different challenges.

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Conceptual Framework of the Study

Shown in Figure 1 is the conceptual paradigm of the study. The independent

variable of this study is the modular learning approach with the base of the indicator

on Furnham (2010) namely: self-motivation, a momentary feeling of happiness that

has to do with the positive experiences of senses: flexibility, which shows that

cooperation is ‘innate’ consistently helping young children to socially learn over the

course of development and; interaction, helps the child to express ideas to and

communicate with others that facilitates learning.

In this study, the academic achievements is the dependent variable which is

measured through the following indicators according to Morales (2017) namely:

knowledge, the fact or condition of knowing something with familiarity gained through

experience; skills, where individual is good at something which will provide clues

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about the type of career that suits them; and attitude, promotes and guides the

child’s action towards specific objectives and goals to respond in a consistent

manner.

Significance of the Study

The findings of this study will contribute to the body of knowledge and serve

as a guide concerning the effect of the modular learning approach on the academic

achievements of the students. The need to produce more research in this field is

important considering the newness of the concept and the considerable

disagreement in the finding of the leading researcher.

Specifically, the study will be beneficial to the following groups: Through the

result of this study, the Department of Education officials will serve as their guides to

encourage an atmosphere of openness and help them with future curricular

innovations and regulations. As such, the School Administration as one of the

planners and evaluator of the curriculum may also use the findings of this study and

helps adopt changes to meet quality education aligned with the benchmarks of the

school. The teachers may use the findings of the study to empower home-based

learning, through resilience and innovation, redesigning the learning environment,

and creating new knowledge that improves learner academic performance.

Consequently, the findings of the study will also help the learners in gaining good

academic performance and acquiring better self-study or learning skills. Finally, this

study will also serve as valuable information for future researchers that will help and

serve as a guide in widening and deepening related studies. The weakness and

other limitations of this study are challenges for them to either replicate or conduct

the study using other research methodologies.

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Definition of Terms

In order for the readers to have a better understanding on the terminologies used in

the study, the following terms are defined operationally;

Modular Learning Approach. It is an educational system whose curriculum is made

up of modules. The parts of the modules are arranged so that they complete each

other. Each module provides knowledge and skills towards proficiency in a field.

(Llego, 2020).

Self-motivation. It is the execution of the task. It is more than doing, what matters,

is the increasingly independent planning and evaluation. Moreover, it includes the

task of being capable to distinguish between the different methods of solutions,

getting to know different techniques and being able to evaluate them, decide on one

work routine, complete the task, and control based on the quality criteria have been

observed (Riediger et al., 2010).

Flexibility. Is about having an optimistic outlook and a keen interest in life. Being

energized, open, and engaged in any activities that can boost their confidence, and

motivation, are also hallmarks of flexibility. This competency carries with it a sense of

hope, a joy of applying oneself, and an attitude of willingness to learn, often to vibe

with others who also have positive outlooks on life (Kitsantas, 2012).

Interaction. It is involving disclosure by both parties who have an intimate exchange

or the mutual confiding or self-disclosure or the discussion dwelling on problems or

the negative feelings. The student’s experiences of interaction and perceptions of

their peers are also given interest (Gibbs, 2014).

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Academic Achievements. To provide a framework for knowing how the students

fare in school, to have a constant standard to which all students are held, and to

foster improvement and make full use of the learning process. Scholars had

developed measurements of achievement in the past this is to measure how well the

students performed in school (Ljeoma, 2013).

Knowledge. It modifies the individual’s mental store of information or the product of

a synthesis in our mind that can be conveyed by information. It is complete only to

the person possessing it who is heavily internally oriented and understood, thus,

interaction is a must in order to transfer ideas. As one of many forms of its

externalization has benefits with its development and that of the society in which one

lives (Debons, 2013).

Skills. It is gaining knowledge and putting it into practice is fundamental to learning,

and the most effective way to learn is to build upon what is already known.

Traditionally, education has followed the path to greater knowledge, but as skill gaps

emerge, teachers must find new ways to address them. It is also important to know

how to implement them in a way that most benefits students (Brown, 2014).

Attitude. It serves as antecedents to important individual outcomes like performance

and counterproductive behavior. It is the ability to do well in a social situation that

leads them to gain social practice and experience, in fact, they lead to pick up helpful

beliefs and learn better. Attitude promotes and guides the action toward specific

objectives in goals to respond in a consistent manner (Wendler, 2018).

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 Chapter 2

REVIEW OF RELATED LITERATURE

This section of the study provides different readings, theories, concepts, and

opinions of the different authors related to the study that will help establish the

significance of the topic. The researcher will focus on the effect of the modular

learning approach on the academic achievements of the Grade Xll students in

Kapalong College of Technology, Inc.

Modular Learning Approach

The modular learning approach is an emerging trend in educational thinking

that shifts traditional methods 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.

Modular learning is a form of distance learning that employs the use of self-learning

modules. These self-learning modules are based on the most essential learning

competencies (MELCS) provided by the Department of Education (Tria, J. Z., 2020).

The modular Learning Approach features individualized instruction that allows

learners to use self-learning modules (SLMs) in print or digital format/electronic copy,

whichever is applicable to the learner and the teacher takes the responsibility of

monitoring the progress of the learners. Modular learning was the most accessible of

all the modalities, which parents themselves preferred for their children. These

involved students being taught through printed self-learning modules. Education

Secretary Leonor Briones called the modules the “backbone” of distance learning

(Quinones, 2020).

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 Learning Module is an organized collection of the content presented together.

A Learning Module can support a course goal, a course objective, a subject, a

concept, or a theme, alternatively, instructors can allow students to explore the

content in a Learning Module in any order, and at their own pace. Conclusions

showed that there were significant differences between modular and traditional in the

general comprehension of students. Findings depicted students taught through a

modular approach gained higher mean scores in teacher-made general

comprehension-based tests than students taught through the traditional approach

(Bernardo J, 2020).

Self-motivation

Self-motivation is a feeling of happiness and leads to signify overall good

fortune and success in life that figure in self-reports. It has to do with the positive

experiences of the senses and with good things that happened that enhance mood.

In fact, the child who is self-motivated is much to excess more effort to get higher

grades and often vibes with others who also have a positive outlook on life (Paul,

2015).

In support, a self-motivation child combines action and practical work in a

process that aims to improve strategies, practices, and knowledge. It involves a

reflective practice of progressive problem solving led by individuals working with

others in teams or as part of a community of practice, to improve the way they

address issues and solve problems. One result is the creation of new bodies of

practical knowledge. Organizations and communities build their adaptive capacities

by becoming more reflective and analytical in their work (Coghlan and Jacobs,

2012).

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 Furthermore, self-motivation students performed better than state-oriented

students on a lecture-based achievement test, despite low-expressive instruction

and prior perceived academic failure. Moreover, state-oriented students, particularly

those in the perceived-failure group, experienced more negative emotions than did

self-motivated individuals (Menec, 2010).

Flexibility

Flexibility is thought of mental state that arises relatively freely transfer from

one state to another. It shows that cooperation is innate inflexible behavior

consistently helping young children to socially learn over the things that have not

been planned but are enjoyable and worth doing at a particular time. Being flexible is

also being spontaneous, energetic, and adaptable, and such people are often

creative and love new things. If they have to stick to a schedule, they are not getting

to try new things and feel too restricted (Macmillan, 2012).

An individual can have more confidence and be more productive which will

open up better opportunities. The benefits of living a more flexible life cannot be

overstated. In fact, being flexible could experience more peace of mind at the end of

every day. With flexibility, things get done and they often get done better and more

easily than if were to muster up the will to do them in an inflexible way (Droke,2013).

Flexible learner dares to take risks. They had the courage to finish the

projects they started with the energy and wisdom to concretely manifest their ideas.

They also possess extraordinary creativity, inspiring those people around them,

having the ability to create and produce, being capable of manifesting what is an

idea today will become real within a few months or even earlier, and easily making

full use of any resources. (Lint, 2018).

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Interaction

Interaction has been considered to be an important characteristic of a

communicator, which has an impact on interpersonal and intercultural

communication and relations, how people are perceived by other people, and as well

as language acquisition and modular learning. It is not the same thing as behavior.

Rather, this is a component of behavior that helps an individual understand and

adapt across a variety of social settings. Interaction is sharing ideas as well as

gaining information that individual needs which has a great impact on a child’s

education (Bellah, et al., 2012).

Moreover, highly interactive students have a larger vocabulary, which, in

return, facilitates learning to read and write. Humans have perfected and have even

developed muscles and brain functions which are reasons why humans can use

body language and sounds for communication. An interactive person is described as

a person who is knowledgeable about subjects under discussion. Thus, it widens the

child’s understanding and awareness, in fact, a means to have fair outcomes

(Huttenlocher et al., 2011).

Throughout the evaluation process of humans, the interaction was the only

medium that is used for understanding. That is the reason why humans tend to

communicate with others. When communicating through non-natural media

individuals usually experience an increase in perceived cognitive effort, an increase

in perceived communication ambiguity, and so with a decrease in physiological

arousal or excitement. Furthermore, it is seen as a tool for expressing and conveying

important information (Garza, 2011).

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Academic Achievement

Academic achievement is the outcome of educational goals that describe how

students will be different because of their learning experiences. It is the bottom-line

well-functioning of mental, physical, and social human aspects. Thus, students need

to know that knowledge and skills identified in academic achievement are important

in their future lives (Nalah, 2014).

Moreover, it is a conclusion reached through a process of logical thinking. It is

validated for certain databases. Academic achievements are a product of how

people think as a consequence of one’s desire or action. It focuses on what students

achieved, and demonstrates the learning activity rather than merely focusing on the

content of what has been thought (Reich, 2013).

Correspondingly, the academic achievements are measured through the

following indicators namely: knowledge, skills, and attitude that help shape an

individual not only intellectually but holistically, from gaining information to applying

and practicing the significant academic achievements from learning materials

(Morales, 2017).

Knowledge

Knowledge is more than subject and intangible. It is what an individual takes

from information and data, and what is incorporated into their beliefs, values,

procedures, and actions. It is complete only to the person possessing it who is

heavily internally oriented and understood. Knowledge implies much work to get

knowledge “out of” one head and into another. Such transfer needs condition

19
apprehending truth or fact is through the reasoning that entails encoding knowledge

into transferable information (Haythornwaite, 2012).

In addition, knowledge is the result of forming in mind an idea of something

that is used during the intellectual process. It is the appropriation of information in the

process of learning, acting, and interpreting. Knowledge is in the head of people, yet

it can be shared of consciously grasped and interiorized content of information

related and meaningfully integrated into a unifying frame of experience among other

information contents interiorized in the same way, the complexity of which reflects a

subjective understanding of environment needs to cognitive dissonance and

motivates to seek another information (Link-Pezet, 2012).

Moreover, knowledge is information that is understood, restored, retrievable,

and reusable under appropriate circumstances or conditions. It is formed by the

passing or assimilating information to thought and to action. Knowledge is the

summation of information into dependent concepts and rules that can explain

relationships or predict outcomes (Moukdad. 2013).

Skills

A skill is learning to carry out a task with pre-determined results often within a

given amount of time, energy, or both. Skills are often divided into domain-general

and domain-specific skills. Some general skills would include time management and

self-motivation, whereas domain-specific skills would be useful only for certain work.

Skill usually requires certain environmental stimuli and situations to assess the level

of skills being shown and used (Harcourt, 2016).

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 Every child has a variety of skills they can use in today’s changing world

which will help them decide which careers to investigate further. If an individual is

good at something, this will provide clues about the type of career that might suit

them. Skills may also refer to the psychomotor domain of a child which usually can

be learned through practice from demonstrations done by the teachers (Harper,

2016).

In addition, some children have trouble going with the flow and coping with

any changes to what they think is their plan or routine, in other words, they are

inflexible. Socializing tends to be unpredictable and improvisational which can cause

problems that are more rigid. They instead set unrealistic priorities and goals, and

inappropriate conclusions due to deficient reasoning ability (McGaw, 2018).

Attitude

The attitude is the behavior that employs an individual to make things. In this

sense, attitude also can be considered a form of self-motivation, therefore, promotes

and guides the action towards specific objectives and goals to respond in a

consistent manner, correlating measured attitudes with individual personality traits

and by clinical studies of cognitive and motivational processes. In addition, attitudes

constitute valuable elements for the prediction of the behavior, which can be a

person, a social fact, or any product of human activity (Eiser, 2014).

In line with this, attitude is the base of the cognitive process in which

knowledge takes place and orientation in the environment. It may have instrumental,

expressive, functions of social adaption. The attitude of a person originates in

making use of those resources that it has to solve its problem and difficulties.

Indeed, the emphasis of a child with a positive attitude focuses on those who

21
possess rather than due with what lacks. Thus, has interferes with health

encouraging sentiments that reflect well-being and serenity which will surely

strengthen links with others either in family, friends, or school (Sherif, 2013).

Socialization has a strong influence on attitudes. It relates to how people are

expected to behave in a particular role or context. It involves society’s rules for what

behaviors are considered appropriate. Students who have concerned themselves

with attitudes apparently agree that they are acquired out of the social experience

and provide the individual organism with some degree of preparation to adjust, in a

well-defined way, to certain types of social situations if and when these situations

arise. It would seem, therefore, that the totality of the social attitudes of a single

individual would include all their socially acquired personality which is involved in the

making of adjustments to other human beings, specifically, their teachers (Lapiere,

2012).

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