Chapter 1

INTRODUCTION

Rationale
The goal of this study was to provide a descriptive yet critical exploration of

students' experiences with modular distance learning in the context of the 2019

novel coronavirus (COVID-19) pandemic. The study used a qualitative

phenomenology research paradigm to investigate the first-hand experiences of

three university teachers (hence researchers) from the Philippines. The

researchers used modular distance learning in contexts that were complex,

challenging, and dynamic, such as institutions and individual classrooms.

Acceptances, struggles, and negotiations were identified at both the macro-level

of policy/decision making and the micro-level of online classroom practices. After

reflecting on the findings, this article concludes with a set of recommendations

that may be applicable and useful in similar contexts outside of the Philippines.

The researchers advocate for the creation of a context-based, inclusive, and

appropriate e-learning policy guidelines that could be used during the emergency

time now and in the near future. As a result of the COVID-19 virus pandemic,

schools in many countries faced unprecedented challenges. According to

Cullinane and Montacute's (2020) research, children from the poorest families
were the least likely to have access to the necessary devices and internet access

at home. As a result of the pandemic's emergence, this causes parental issues.

Students are increasingly completing their courses outside of traditional face-to-

face teaching environments, instead relying on online course materials as a

foundation for their studies (Clerehan, 2002). The growing popularity of distance

education, as well as the increased diversity of students, including those studying

from remote locations, has presented educators with new challenges. Although

distance courses appear to be comparable to face-to-face courses in terms of

performance-based outcomes, Allen et al. (2002) discovered that student

satisfaction levels in distance courses are much lower than students studying in a

face-to-face environment, suggesting that these students are more vulnerable to

drop-out (Levy, 2005; Simpson, 2004). In line with this, the Australian

Government has designated remote students as an equity target group,

recognizing that their physical and geographical isolation may pose barriers to

successful study outcomes (Department of Communication Technology and the

Arts, 2000). Distance education refers to education provided to distant or remote

locations "via print, audio, video (live or prerecorded), and/or computer

technologies, including both synchronous and asynchronous instruction" (Cain,

Marrara, Pitre, & Armour, 2003, p. 42). While there has been research into the

provision of 'distance' and 'offcampus' education, both in terms of technology and

curriculum, there has been a dearth of research on the experiences of students

studying in geographically remote locations, where the remoteness has been

investigated. A recent review of enrolment figures at a large Australian university

revealed that students in remote areas had a course attrition rate of 26%,

compared to 15% for off-campus students. To address this, the university funded

a project that investigated the perspectives of remote students.

Purpose of the study

This spring, students across the globe transitioned from in-person classes

to remote learning as a result of the COVID-19 pandemic. This unprecedented

change to undergraduate education saw institutions adopting multiple online

teaching modalities and instructional platforms. We sought to understand

students’ experiences with and perspectives on those methods of remote

instruction in order to inform pedagogical decisions during the current pandemic

and in future development of online courses and virtual learning experiences.

Our survey gathered quantitative and qualitative data regarding students’

experiences with synchronous and asynchronous methods of remote learning

and specific pedagogical techniques associated with each. A total of 4,789

undergraduate participants representing institutions across 95 countries were

recruited via Instagram. We find that most students prefer synchronous online

classes, and students whose primary mode of remote instruction has been

synchronous report being more engaged and motivated. Our qualitative data

show that students miss the social aspects of learning on campus, and it is

possible that synchronous learning helps to mitigate some feelings of isolation.

Students whose synchronous classes include active-learning techniques (which

are inherently more social) report significantly higher levels of engagement,

motivation, enjoyment, and satisfaction with instruction. Respondents’

recommendations for changes emphasize increased engagement, interaction,

and student participation. We conclude that active-learning methods, which are

known to increase motivation, engagement, and learning in traditional

classrooms, also have a positive impact in the remote-learning environment.

Integrating these elements into online courses will improve the student

experience.

Research Questions

This study seeks to answer the following questions:

1. What are the experiences of students who have modular session?

2. What difficulties have the students experienced in modular session?

3. What are the insights of students who have experienced modular session?

4. What is the level of satisfaction on modular learning of the students?

Theoretical lense

Classes were cancelled as a result of the COVID-19 pandemic, so there was

no face-to-face interaction between teachers and students. To meet these

unprecedented obstacles, Philippine schools have changed from traditional face-

to-face instruction to a distance learning strategy. This is a method of teaching in

which communication happens between teachers and students who are

physically dispersed from one another, even during the lesson, and the lesson is

delivered from outside the traditional face-to-face forum, as seen by Bonz

Magsambol (2020). Most students prefer the ‘modular' remote learning choices,

according to Merlina HernandoMalipot (2020). According to the partial findings of

the Learner Enrollment and Survey Forms (LESFs) sent during the enrollment

period, 7.2 million learners chose modular distant learning, TV and radio-based

education, and other modalities for school year 2020-2021, while only 2 million

prefer online. According to 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 limited contact to the teachers and their

parents or guardians take place as their learners’ model. Dr. Friestad-Tate, Dr.

Schubert, and Dr. Mccoy (as stated in Biggs, 1999), modular learning is an

approach that focuses on learning outcomes and relies on connecting objectives

to student learning and course design to be successful. These elements work

together to create a well-aligned route. It is critical to identify learning outcomes,

determine learning and teaching outcomes, and successfully realize adequately

assessed student results in order for curriculum to be constructively aligned.

Several investigations were undertaken to determine student achievement in

both standard and new normal teaching methods. The use of the "Quadratic

Function" module, according to Melad (2016), has proved that a modular

approach to teaching improves student accomplishment. When compared to

typical teaching methods, using the module as a corrective instructional resource

has boosted student achievement. Satyarthi (2021) discovered that the modular

teaching method was better than the traditional teaching method in his published

research on the effective learning strategy for secondary school students-

modular approach. As a result, this modular method can help students boost

their learning capacity while also making it easier for them to read self-study
materials in addition to books. The study conducted by Oparina & Rakova (2018)

on the Modular Approach to Teaching and Learning English Grammar at

Technical Universities found that the module approach to teaching is successful

in enhancing students' understanding. This modular method to teaching and

studying English grammar has been proven to be helpful in terms of educating

and increasing students' comprehension and critical reasoning. Valencia (2020)

Modular Method in Teaching Science 10 found that when students were taught

utilizing a modular approach, their experimental findings improved dramatically

and they were evaluated as effective. This suggests that the strategy has proven

to be effective in promoting pupils' academic achievement. Learning theories

have shifted from behaviorism to information processing to constructivism,

according to Botman, Van Rensburg, Coetzee, and Heyns (2015). According to

(Jazim and Rahmawati, 2017), learners develop their mathematical level of

comprehension given to them. According to them, the use of modules in

mathematics learning causes students with high academic ability to be more

active in the discussion process. Furthermore, this approach is beneficial for

students with a sluggish mathematical foundation and a low motivation

(Abramovits, Berezina, & Shvartsman). When compared to the traditional method

of using a textbook, using a teaching module to teach the English language is

aimed at increasing active learning, continuing to improve rational thought, and

enhancing the ability to solve problems. It allows the lecturer to perform

assessment activities in the classroom. Systematic textbooks use their own

styles, and the components, strength of scope of materials, and organization of

the materials can all have an impact on the teaching and learning opportunities.

As a result, using a module creates a much more adaptable educational

experience for both teachers and students. Cheng and Abu Bakar (2017) are two

of the most influential people in the world. According to Ambayon's (2020)

research, modular instruction is more effective in the teaching-learning method

when compared to traditional teaching techniques because students know at

their own pace with this modular approach. This is an unrestrained self-learning

panache in which extremely fast reinforcement, an opinion is presented to

continue practicing exercise, which encourages and helps build interest in the

subject in the students. As a result, this learning modality promotes a student-

centered approach to learning. The implementation of modular instruction, on the

other hand, established a lot of challenges for teachers, students, and parents..

This gave the distance students, as well as the students, the most adaptability. It

gave the learners impact on student learning and allowed them to recognize

initiative and responsibility. Because the strategic approach requires increased

self-awareness on the part of the learner, the modules are better suited to much

older students. The use of modules in learning helps students to learn totally

independently and without relying on others. The directions and materials

provided are beneficial, and the communication used is simple, easy to follow,

and employs plain language. Prastowo (2015) defines formalization. According to

Dr. Sejpal (2013), modular learning is really a set of tasks that are practically self-

contained and a method of teaching that is focused on the development of

abilities and capabilities in individual components that should be self-reliant, self-

contained, selfinstructional, and very well identified with clearly defined goals.

According to him, the modular method of teaching is a much more useful,

current, and innovative teaching method in today's field of education. The

modular approach allows for more flexibility in distance education for both

learners and teachers. The teacher is in responsible for supervising the learners’

progress. While students can contact them via email, phone, text

messaging/instant messaging, and other means, Teachers must make regular

visits to students who require remedial action or additional help in their modules.

Each and every member of the household or other community organizations can

help. Furthermore, modular learning is a type of distance learning that

implements self-learning modules (SLM) and adheres to the DepEd's most

essential learning competencies (MELCS) (Manlangit, Paglumotan, and Sapera).

Furthermore, Khalil and Yousuf (2020) observed in their work on the

effectiveness of modular method teaching on secondary school mathematics

students' accomplishment that pupils in the modular approach have higher

results. Conversely, there are benefits anddrawbacks to using modules. The

usage of modules promotes self-directed learning, according to (Nardo, M.T.B,

2017). Students' self-study or learning skills improve when they use modules for

learning. Students are engrossed in studying as a result of the concepts offered

in the modules. Students create a sense of responsibility as a result of the tasks

they are given. They each have their own individual achievements. They are

motivated as they continue to learn. In fact, the students take part in real-life

activities. They learn something new and apply what they've learned through
their own. Students gain a new perspective from their own achievements,

allowing them to build new abilities. Learning through modular instruction allows

students to take care of their own studies. Gossenheimer, Bem, Carneiro, and de

Castro (2017) conducted research on the impact of remote education on school

performance in a pharmaceutical care course in the various learning domains. In

their study on the effectiveness of learning in the usage of learning modules

versus students learning outcomes, Rahmawati, Lestari, and Umam (2019) found

that students utilizing modules had significantly better mathematical learning

outcomes than students who did not include the module. As shown in a study

conducted by Ambayon (2020) on the modular-based approach and student

achievement in literature, college students who used the modular approach

improved from poor to exceptional performance in literature, whereas students

who did not use the modular approach improved from weak to good fulfillment.

According to Dr. Padmapriya P.V. (2015), modules enable learners to increase

their self-learning ability. The current study concluded that this is a self-learning

style wherein immediate self-reflection is feasible, motivating students

to monitor and control and handle their own styles of learning and, as a result,

instilling in them a desire to participate and mindset against science because

they are completely independent to explore new things. Students learnt and

engaged with the support of modules, which increased their interest in their very

own learning. Students who were taught using a modular approach had

significantly higher scores than students who were taught using an activity-

oriented method. The study discovered that the most successful self-instructional
module on performance was one in which the information was composed of a

number of units or modules, one of which was focus mainly.

Significance of the study

Every research study has its own significance to the people, society, country,

and even the whole world. This research study entitled "Cognition through

distance: Experiences of the students during modular session" Wherein the

researchers aim to provide the awareness and the crucial informations behind

every students who's under in modular session. The generalization of this study

would be a great contribution of many individuals including the parents and the

teachers for them to be aware of the status of their students or children. It also

vast knowledge in relation to the student's achievemen because this study will be

a significant indeavor in promoting methods of reflective and practical application

in relation to school works that are not only beneficial in student taken sufficient

and useful as will, the findings and implacation of this study will unsound to the

benefit of the beneficiaries.

Definition of Terms

Modular Learning - is the approach where the focus is on learning outcomes,

and its success relies on connecting outcomes to student learning and course

design. These areas combine to make a course constructively aligned as

discussed by Biggs (1999).

Modular class - is an educational building constructed using pre-fabricated

components which are built off-site and then assembled on location. Modular

classrooms are often used as stand-alone single or multi-classroom buildings

where space in the school has reached capacity.

Module - is simply defined as a form of teaching resource. Modules are compiled

by a group or individual learning, which is then arranged in a neat systematic

manner. Furthermore, it will be printed, the printed results are then used as a

guide for the teaching staff as well as for the students.

Online Class - An online class is a course conducted over the Internet. They are

generally conducted through a learning management system, in which students

can view their course syllabus and academic progress, as well as communicate

with fellow students and their course instructor.

Learning Modality - Learning modalities are the sensory channels or pathways

through which individuals give, receive, and store information. Perception,

memory, and sensation comprise the concept of modality. The modalities or

senses include visual, auditory, tactile/kinesthetic, smell, and taste.

Optimistic - An optimistic person thinks the best possible thing will happen, and

hopes for it even if it's not likely. Someone who's a tad too confident this way is

also sometimes called optimistic.

Predominantly - Like the word dominate, predominantly comes from the Latin

dominari meaning "to rule, dominate, govern." Use predominantly to describe the

general, ruling quality of something, the same way you'd use the phrase "for the

most part." An actor who is predominantly in films, appears mostly in movies, but

might sometimes do live theater or TV. A neighborhood that is predominantly

Indian has mostly Indian people living there, but maybe other groups too, in

smaller numbers.

Delimitation and Limitations

The new coronavirus infection known as COVID-19 first appeared in

December 2019 at Huanan Seafood Market in Wuhan, China (Wikipedia, 2020),

and within a few months it had become a global health emergency. Thousands of

people have been sickened or killed as a result of the spread of this disease. The

COVID-19 pandemic also caused widespread disruption, including travel

restrictions, school closures, and a global economic downturn. Most countries

have temporarily closed educational institutions in order to contain the virus's

spread and reduce infections (Tria, 2020). Face-to-face interaction between

students and teachers has also been suspended within the school. The

Philippines is currently adapting to a new normal form of education, with

educators' continuous innovations and the active participation of other

stakeholders driving its success. The Department of Education implemented

Modular Distance Learning to ensure educational continuity and for each school

to continue to achieve its mission and vision of providing quality education to

every Filipino learner. Distance Learning is a learning delivery mode in which

learning takes place between a teacher and students who are geographically

separated from one another during instruction. Modular Distance Learning

(MDL), Online Distance Learning (ODL), and TV/Radio-Based Instruction are the

three types of this modality. (Quinones, 2020) The most common type of

Distance Learning is modular learning. This learning modality is currently used by

all public schools in the Philippines 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 enrolled this academic year (Bernardo, J). This also takes into

account learners in rural areas where the internet is not available for online

learning. The teacher is in charge of keeping track of the students' progress.

Students can contact the teacher via e-mail, phone, text message/instant

messaging, and other means. When possible, the teacher should make home

visits to students who need remediation or assistance (Llego, n.d.). Teachers or

Local Government Officials will deliver printed Modules to students, parents, or

guardians. Because education is no longer confined to the classroom, parents

now work alongside teachers as educators. As home facilitators, parents play an

important role. Their primary role in modular learning is to connect with the child

and guide them. (2020, FlipScience) Parents and guardians, according to the

Department of Education (DepEd), play various roles in Modular Learning, such

as Module-ator, Bundy-clock, and Home Innovator. As a Module-ator, they are

responsible for collecting and delivering printed Self-Learning Modules (SLMs)

from and to schools or barangay halls at the start and end of each week,

depending on the agreement reached between the parents and the school. They

must check their child's schedule or workweek plan as a Bundy-clock. Because

of the number of subjects or activities to be completed, they must ensure that it is

done correctly to avoid cramming or delays in submission, which may have an

impact on the child's performance. Finally, as a Home Innovator, they must

provide a productive learning environment for their child to help them focus more

on learning. It must be a well-lit and well-ventilated room with little or no

distractions. The use of modules promotes self-directed learning. One advantage

of using modules for instruction is that students develop better self-study or

learning skills. Students actively participate in learning the concepts presented in

the module. They gain a sense of responsibility as they complete the module's

tasks. The students progress on their own with little or no assistance from others.

They are learning how to learn and are becoming more self-sufficient (Nardo,

M.T.B, 2017). Other benefits of modular instruction include increased student

choice and self-paced learning, increased variety and flexibility for teachers and

staff, and increased adaptability of instructional materials.

Organization of the Study

We conducted this research called students ’experiences in modular session

due to pandemic called COVID-19. Because many students have difficulty with

modular learning for the reason that no teacher can teach during the pandemic.

Learning will never be the same for students fighting for their right to an

education.
The Philippine education system is now adjusting to the new blended learning

model, with public schools set to resume classes across the country on October

5, 2020. Despite calls for an academic freeze in response to the corona virus

outbreak, the Department of Education maintains that education should not be

jeopardized.

"Education cannot wait," says Leonor Briones, Secretary of Education. The

government implemented a distance learning approach to ensure the education

of millions of Filipino students. Distance learning, also known as correspondence

education or home study, is a type of education in which students and instructors

have little or no face-to-face interaction.

Chapter 2

REVIEW OF RELATED LITERATURE

As the name implies, modular learning employs learning modules that

facilitate student learning on their own. Modular learning is a type of distance

learning that employs Self-Learning Modules (SLM) based on the most essential

learning competencies (MELCS) developed by teachers in collaboration with

curriculum developers.

Distance learning

The current study found that the modular method of learning resulted in

greater knowledge gain when compared to didactic teaching. An earlier study by

Srikanth et al. on the topic of acute respiratory infections in children found that
the mean posttest score was higher in the modular group compared to the

lecture group. Although they did not call it modular teaching, Soudarssanane and

Singh documented the effectiveness of using a combination of handouts, video

clips, and participatory discussions in learning for undergraduate students in

India back in 1994.

According to the students' feedback, both methods' sessions were

interesting and the contents were well organized. Furthermore, both groups of

students stated that they were given the opportunity to ask questions. This may

be teacher-specific and will most likely be changed for another teacher. An

important finding was that a higher proportion of students in the modular method

reported being actively involved in their learning, indicating that the modular

method was effective. Each student was required to read a portion of the module

in turn, ensuring their active participation. We kept the turns by roll number of

students for this study, but it was suggested that we keep it as random numbers

to keep an element of surprise and increase attention.

Furthermore, a significantly higher proportion of students in the modular

group claimed to be confident in dealing with an actual case of animal bite

compared to the didactic group. Making the students complete clinical exercises

at the end and write their answers in the module was most likely beneficial in

achieving this learning at the "knows how" level in the cognitive domain.

The authors of this study attempted to create a module that provides

students with directly usable learning material that they can easily refer to, is free

of redundant theory material, and is written in a self-learning conversational style.

Furthermore, we ensured that the students were exposed to a variety of learning

methods through modular teaching in the form of module reading, teacher

brainstorming, video presentation, clinical exercises, and a clinic visit. Another

study using an integrated learning module in dermatology by Karthikeyan and

Kumar discovered that using more than one method of learning in a modular way

aids in better learning when compared to didactic sessions. Distance education

has traditionally been defined as any educational or learning procedure in which

the guide and student are geographically separated. There is no interaction

among the students.

Distance education, also known as distance learning, distributed learning, or

remote education, has been around for quite some time. It entails obtaining

information through methods other than the traditional method of acquiring

knowledge – attending institutions. Some recent definitions have emphasized it

as a novel development involving cutting-edge technology. Computer and

electronics technology have had a significant impact on modern distance

learning. Technology now allows the guide and student to communicate almost

immediately. Computers, satellites, the internet, cable television, interactive

video, and other technologies can deliver study materials instantly.

The Evolution of Distance Education Correspondence education, the first form of

distance education, emerged in Europe in the mid-nineteenth century and spread

to the United States and other countries. Distance education began by utilizing

the best technology available at the time, the postal system, to provide

educational opportunities to people who wanted to study but were unable to

attend traditional schools. Women, professionals, the physically disabled, and

people living in areas without schools benefited the most from correspondence

education. The concept of "distance education" is credited to British Isaac

Pitman. In 1840, he began teaching shorthand via correspondence. Students

were instructed to copy Bible passages and send them for grading via the new

penny post system. After the invention of radio in the 1920s and the arrival of

television in the 1940s, distance education underwent significant change. To

improve communication between teachers and students, distance education is

increasingly combining various technologies. Distance education took a big step

forward after the arrival of the computer in 1900. Teachers and students can now

converse face to face. Because of the Covid-19 pandemic, schools, particularly

in rural areas, used Modular Distance Learning (MDL) to ensure educational

continuity. The purpose of this study is to determine whether there is a significant

difference in learners' academic performance before and after the

implementation of MDL. In this study, a mixed method was used; quantitatively, a

T-test was used to compare learners' GWA, and qualitatively, a semi-structured

interview was used to determine the perceived effect of MDL on 15 parents, 10

learners, and 7 teachers, as well as their recommendations. According to the

study, a 2.25 percent decrease in learners' GWA following the implementation of

MDL indicates a significant difference in their academic performance. MDL

promotes family bonding, independent learning, and is inexpensive. However, it

adds to the workload of working parents, there is little teacher-learner interaction,

learners lack socialization with other children, and they are not exposed to
significant school activities but are instead exposed to numerous distractions at

home. To bridge the gaps, it is recommended that modules be simplified and

accompanied by video lessons and audio recordings, online mediations,

neighborhood instruction, and home visits be conducted. The findings of this

study will assist teachers in reflecting on their current teaching strategies in order

to improve learning outcomes. Future researchers who conduct research on

Modular Distance Learning may use the findings of this study to develop their

concepts.

Experiences

The COVID-19 pandemic, which hit one of the most vulnerable groups,

Students-at-Risk-of-Dropping-Out, posed unavoidable educational obstacles

(SARDOs). As part of the Philippines' printed modular distance learning system,

public senior high schools delivered and collected printed self-learning modules

(PSLMs) from students, including SARDOs (PMDL). This social science research

project arose from the circumstances experienced by working SARDOs during

the COVID-19-ravaged PMDL era. The quiet voices and lived experiences of

working SARDOs in their search for learning were probed, explored, and heard in

this phenomenological study. Husserlian descriptive phenomenology was used in

this investigation. Criterion sampling, or deliberate sampling, was used to select

participants. They were eight (8) Grade 12 SARDOs found by the FICS Analysis

(Family, individual, community, and school). The information was gathered

through in-depth, unstructured interviews. The operation was repeated until the

saturation point was attained. Moustakas (1994), Modified Stevick (1971)-

Colaizzi (1973)-Keen's (1975) methods were used to examine the data. The

study found that SARDOs faced challenges at the start of PMDL, including health

and psychological issues, as well as the digital gap. Adapting to the newness

was a result of these obstacles, which included utilizing resources for learning,

prioritizing, and compromise. Expected and unexpected effects, such as the

acquisition of skills and competencies and the closing of a learning gap, were

achieved. SARDOs' transformational path culminated in the realization of new

viewpoints, which included the strength of grit, perseverance, tenacity, and

critical hopefulness. These SARDOs' lived experiences in the PMDL during the

pandemic were not merely an obstacle course in and of itself, but rather an

onerous metamorphic experience that transformed them into resilient and

solution-driven learners who aimed higher to achieve their academic goals.

Schools in many countries faced unprecedented challenges resulting from the

COVID-19 virus pandemic. According to the study of Cullinane & Montacute

(2020), they found that children from the poorest families were the least likely to

have access to the devices needed and internet access at home. Hence, this

creates parental problems due to the emergence of the pandemic. The

Coronavirus disease (COVID-19) pandemic, which has already inflamed nearly

three million humans in greater than 148 nations, has ended in greater than

hundred thousand deaths global and has wrecked chaos across the globe. The

disaster has already converted into an monetary and hard work marketplace

shock. The international is handiest starting to recognize the monetary

influences of COVID-19, however many different troubles have emerged and

want to be urgently addressed, just like the closure of colleges and its effect

on gaining knowledge of and the load of schooling on college students, dad

and mom, and teachers (Bhamani, et al., 2020). The shift of the instances

necessitates a extrade in views skilled via way of means of all stakeholders of

schooling. All stakeholders in schooling are stricken by the COVID-19

pandemic; thus, their reports be counted a lot. Administrators, coaching and

non-coaching employees, college students and learners, authorities officials,

neighborhood authorities unit officials, and employees and dad and mom are

all concerned on this rising phenomenon, thus, a applicable examine ought to

be carried out for readability and expertise to cope with confusion and

academic difficulties. With the existing instructional situation, there may be a

want to shift to a bendy gaining knowledge of modality. It consists of the use

of gaining knowledge of modules amongst college students. According to

(Carrillo & Flores, 2020), gaining knowledge of modules is useful as it

presents continuity of gaining knowledge of and that the scholars are secure

at home. After all, they want now no longer attend faculty for a face-to-face

dialogue with their respective professors. The studies applied a survey on the

scholars on their reports on modular gaining knowledge of amidst the COVID-

19 pandemic amongst decided on schooling college students of Western

Philippines University. It is an possibility for the researcher to decide the

reports of university college students in the usage of modules throughout

the COVID-19 pandemic.

 This spring, college students throughout the globe transitioned from in-

individual lessons to far off gaining knowledge of due to the COVID-19

pandemic. This extraordinary extrade to undergraduate schooling noticed

establishments adopting a couple of on-line coaching modalities and

academic platforms. We sought to recognize college students` reports with

and views on the ones strategies of far off preparation so as to tell

pedagogical choices throughout the present day pandemic and in destiny

improvement of on-line publications and digital gaining knowledge of

reports. Our survey accrued quantitative and qualitative records concerning

college students` reports with synchronous and asynchronous strategies of

far off gaining knowledge of and precise pedagogical strategies related to

each. A general of 4,789 undergraduate contributors representing

establishments throughout ninety five nations have been recruited through

Instagram. We discover that maximum college students choose synchronous

on-line lessons, and college students whose number one mode of far off

preparation has been synchronous record being greater engaged and

motivated. Our qualitative records display that scholars omit the social

components of gaining knowledge of on campus, and it's far viable that

synchronous gaining knowledge of enables to mitigate a few emotions of

isolation. Students whose synchronous lessons encompass active-gaining

knowledge of strategies (that are inherently greater social) record

extensively better ranges of engagement, motivation, enjoyment, and delight

with preparation. Respondents` guidelines for adjustments emphasize

improved engagement, interaction, and scholar participation. We finish that

active-gaining knowledge of strategies, that are recognised to boom

motivation, engagement, and gaining knowledge of in conventional

classrooms, additionally have.

Modular learning

According to the journal of research studies (2018), the goal of this study was

to identify teachers' obstacles in using the modular distant learning modality in

the face of the pandemic and how they dealt with them. This is a qualitative study

that used a phenomenological research methodology to evaluate the difficulties

teachers have when using the modular distance learning mode. Teachers from

various public secondary schools in Tacloban City participated in the study.

Using convenience sampling, ten (10) professional public secondary teachers

were approached to request their voluntary participation as key participants. A

survey was used to acquire information on the instructors' personal experiences

and coping techniques, specifically employing a semi-structured questionnaire

with open-ended questions. The data was interpreted using Colaizzi's approach.

Teachers' problems were determined by how they organize, prepare, and

distribute modules, monitor students' learning, check, evaluate outputs, and

provide feedback on students' performance. Furthermore, teachers used a

variety of strategies to deal with the challenges of the modular distance learning

modality, including time management, innovative teaching strategies, adapting to

the changes brought about by the new normal trend in education, being flexible,

providing alternative plans, being optimistic, patient, and equipping oneself with
the necessary skills for the new normal ways of education. Various stakeholders

must collaborate and plan for alternatives to various issues that may arise while

participating in the teaching-learning process, taking into account all of the

limitations imposed by the pandemic. As a result of the COVID-19 virus

pandemic, schools in many countries faced unprecedented challenges.

According to Cullinane and Montacute's (2020) research, children from the

poorest families were the least likely to have access to the necessary devices

and internet access at home. As a result of the pandemic's emergence, this

causes parental issues. The Coronavirus disease (COVID-19) pandemic, which

has already infected nearly 3 million people in more than 148 countries, has

killed over 200,000 people and caused widespread chaos. The crisis has already

become an economic and labor market shock. The world is only now beginning

to comprehend the economic implications of COVID-19, but many other issues

have emerged that must be addressed immediately, such as school closures and

their impact on learning, as well as the burden of education on students, parents,

and teachers (Bhamani, et al., 2020). Due to the COVID-19 pandemic,

educational institutions were forced to close their doors. As a result, there was a

sudden shift from face-to-face classes to flexible learning in order to maintain the

continuity of providing quality education to students. The purpose of this study is

to find out how satisfied Catanduanes State University (CatSU) students are with

modular learning as one of the flexible learning modalities used by the institution

during the pandemic. A Likert scale survey questionnaire was developed and

distributed to 3,332 CatSU students representing various colleges and year

levels for this quantitative descriptive research. The study's findings revealed that

students' levels of satisfaction with modular learning ranged from "very satisfied"

(xSignificant differences in student satisfaction were also discovered across

colleges and year levels. Further research is required to validate the findings. It is

also recommended to conduct research not only on student satisfaction but also

on faculty satisfaction with the implementation of modular learning in the midst of

a pandemic.= 2.71) to "satisfied" (x= 2.01) across the various indicators

examined. The effects of the Covid-19 pandemic on Italian learning ecosystems:

the perspective of school teachers at the steady state Carlo Giovannella,

Marcello Passarelli, and P Donatella IT 45, 264-286, 2020. This is one of the first

studies in the Italian school system to capture teachers' perspectives,

experiences, and perceptions of the impact of the COVID-19 pandemic on school

education. It was carried out two months after the lockdown began, when online

teaching and learning processes were fully operational and had reached a steady

state. The paper presents a descriptive analysis as well as a network analysis, as

well as the search for causal relationships among the variables studied. In

general, respondents reported that educational institutions' and individual

teachers' reactions were satisfactory, preventing the collapse of the education

system despite the loss of contact with 6-10% of the student population and a

significant increase in teacher workload, which posed individual time

management challenges. Although teachers tended to use teaching strategies

that replicated standard classroom dynamics, the ability to operate in this comfort

zone generated a positive attitude toward using technology, a perception of

increased digital skill mastery, and a shift in mindset about educational

processes. As a result, the perceived sustainability of online education increased,

with roughly one-third of teachers expressing a desire to use a blended

configuration for future teaching activities. Almost all participants recognized the

importance of digital pedagogy and the need to include it in teacher education

curricula. In the Philippines, attempting to push education amidst the deadly

pandemic caused by covid-19 has proven to be a difficult task. Despite

widespread opposition, the Department of Education (DepEd) and the

Commission on Higher Education (CHED) adopted and implemented the flexible

model of blended learning. This was due to the risk of opening classes due to the

virus. Modular (Printed), Modular (Digitized), Online, Educational TV, Radio-

Based Instruction, Home Schooling, and Blended Learning are the various

learning modalities. Online learning is implemented in cities where modern living

is adapted and students and learners have the privilege of having internet

connection at home, but Modular Distance Learning is implemented in rural

areas or provinces where internet connection is only available to a select few.

The use of Modular Distance Learning Modules created by teachers with various

tasks and learning activities based on the essential learning competencies. The

presence of the COVID-19 pandemic posed extraordinary challenges to

stakeholders, teachers, parents, and students, according to this study. Thus, the

researcher believed that the teaching-learning process in new normal education

has an effect on students' performance, particularly when using modular type of

learning in Mathematics. The study sought to determine students' perceptions of

the modular distance learning approach (MDLA) in Mathematics, identify

students' challenges, examine the effect of MDLA on students' academic

performance in Mathematics, determine students' level of academic

performance, determine the significant difference in perceptions when they were

grouped according to their gender and age, and determine the relationship of

students' perceptions. In this study, the descriptive research design was used.

Purposive random sampling was used by the researcher to recruit 178 grade 11

STEM students currently enrolled at MSU-Sulu Senior High School. In the study,

a survey questionnaire was used. The data was analyzed and interpreted using

mean, frequency counts and percentages, t-test for independent. According to

the findings, students' perceptions agreed on using a modular distance learning

approach (MDLA). It means that the students had favorable impressions of

MDLA in Mathematics. The study also found that students who agreed to use the

modular distance learning approach (MDLA) in Math faced few challenges. Ples,

one-way analysis of variance (ANOVA), and person product-moment correlation.

It also had a positive effect on student performance, with students performing

very satisfactorily in Mathematics, indicating high quality performance. The study

did, however, reveal that there is no significant difference in their perceptions

when they are grouped by gender and age, implying that the students had the

same perceptions.

Organization of the study

Many students acquire basic learning skills through special workshops,

previous learning experiences, classroom exercises, university

 counselling services, and tutoring (namely from peers or teachers). However,

not all students enjoy these opportunities, and the extent of learning development

that occurs (despite enrollment criteria set by administrators) will necessarily vary

widely across the student population. Previous research shown that modules that

provide much needed social, academic, and adjustment skills including time

management, examination strategies, reading, and notetaking techniques

increase student success through coursework [3, 7, 13, 15, 16],

 thereby creating a useful framework from which students can learn effectively.

There is reason to believe as well that students will make use of resources

provided to them [5]; that is to say, students who acquire these modular skills

prior to their midterm should apply them to any given evaluation. The present

study aims to evaluate the effectiveness and utility of learning modules in a

 classroom. The adjustment period from high school to college or college is often

a difficult transition for many post-higher students. In addition to the  differences

in learning environment and  expectations, students  also need to have a solid

understanding of and take responsibility for their own learning.

 In essence, students need to be active participants  in their  learning process

. In the past, statistics ... learning items may target domain-specific content,  so

that a module might prepare students for the  Instilling and developing learning

skills in  university students is a goal shared by many  university professors in

higher education who seek to  necessity of these learning skills, many incoming

university students lack the ability to learn  learning skills, and thus lack a clear

framework or  model for how to cultivate these skills in students  first-year

students to ensure that each has the  necessary skills to learn successfully.

furthering their learning skills to improve student  academic success, and

moreover to buffer the effect  of academic stress on students [14].  Researchers

have conducted studies investigating  learning skills to students in order to

determine the  at time management practices [19], critical thinking  skills and

strategies for learning success in relation to  learning course-specific modules

online lecture  classrooms and working at home and examined varying student

populations such as high school [6],  time management skills, examination-

taking, and  system on time management issues faced by students  and thus

studies on student attitudes and behaviours  related to time and its management

are being  demonstrated directly related to successful academic performance  [2,

12, 19, 20]; moreover, effective time management  strategies increase academic

performance [4].  Students who do not have such skills are often found  to (a)

manage their time poorly, (b) have difficulty  educational environment, time

management is  management becomes crucial for students who are  of the many

ways students can benefit from learning  how to learn, study, plan, and use time

more  Researchers [2] examined the effects of  time-management practices on

college grades, and  determined that effective time-management practices

further looked at time management skills but more  academic performance.  time

management skills was influential in increasing  academic performance and self-

efficacy.  researchers [12] also conducted a study with students  assessing their

time management behaviours (with  the use of a questionnaire), attitudes, stress,

and selfperceptions of performance and grade point average. Their time also
reported significantly greater studies investigating students` time-management

indicate is that skills such as time-management, do  increase academic

performance and therefore ought  to be taught to students in an effective manner

in  students to determine performance improvement.  examination performance

of students who received

. perceived effectiveness were also assessed.  important benchmark, student

test performance was  two learning modules would be optimally delivered  for

maximal effectiveness – either before or after a  believe that students will make

use of resources  motivated to learn the skills.  in the course should be more

motivated to learn the  materials presented in the modules and should

subsequently perform better on future evaluations  learning modules will see their

subsequent  activities included in the learning models allow an  feedback on the

use of the learning strategies and to  The essential goal of the learning modules

is to  provide students with procedures to follow and  The learning modules

provided information on  learning strategies to better prepare students to meet

students` knowledge and understanding of learning  and study skills as well as to

increase their ability to  use the learning strategies through practice. Module

provided students with information on how the module also included a discussion

regarding test anxiety and how to respond to short answer questions.  The main

objective of the module  was for students to be able to effectively practice and

`data dump,` reading directions and questions  questions) and the nine principles

of multiple-choice  relating the options to the questions, (e) balancing  reasoning,

(g) looking for special cue words, (h)  other questions and options.  the two
modules presented (as each was measured on  wording of the survey

questions).  scale, students also rated the extent to which they  believed the two

modules had the potential to be  Finally, students were  asked whether they

believed the two modules were  presented at an appropriate time in the scope of

the  course, or whether the two modules should have  Student midterm and final

examination compare module perceptions to student test  Following completion

of data collection,  students were alerted to the final results once

completed the two modules scored significantly  higher on both their final

examination and midterm  when the two modules were presented (either before

or after the course midterm) was not significantly  related to student performance

on either the course  midterm or final examination scores.  been presented

earlier, students given the two  modules before the course midterm were evenly

course midterm believed the modules should have  been presented earlier (even

though time of module  curious effect; the course midterm scores for students

who received modules either before or after the  midterm were significantly

higher than scores for  students who did not receive the two modules;  however,

some students did not receive their  modules until after the midterm was

administered, Introductory psychology course at the same midsized Canadian

university consists of two large  afternoon/evening sections taught separately.

Students in the two large sections were divided (by  self-selection) into those who

completed the modules  different sections of the course, and in this study

comparison procedures showed that students from  one evening section were

approximately 2-3 years  examination taking strategies) were presented as a

155 students from the afternoon class received the  modules early, 86 students

from one of the evening  sections received them later; and 88 students from

modules.  males and females across the different conditions  was consistent (see

Table 2 for the distribution).  Whereas the male/female  absolute count more

females in the afternoon  afternoon and evening sections, these did not

Distribution of males and females who  completed modules by course section

Males Females Missing Afternoon Lectures Evening Lectures At completion of

the modules, students indicated  modules had the potential to be effective and

were  Finally, students were asked  whether they believed the modules were

presented at  Student  survey data to compare module perceptions to were

significant when comparing students who  complete the modules, students who

completed them significant differences between students`  examination scores in

the two pre-midterm module  for post-midterm module students in the daytime

Most students who completed the modules before  modules after the midterm

wished they had received  differences in the survey based on when students

received the two modules in the course of their  Midterm and final examination

means With respect to perceived interest in the modules  delivered, students

receiving the two modules before  the course midterm were significantly less

interested compared to students receiving the two modules after  the course

midterm (n = 204, M = 3. 74, SD = . 82);  perceived interest in the modules

delivered, students  (n = 280, M = 3. 44, SD = .

93) compared to students  receiving the two modules after the course midterm
on the modules delivered, students receiving the two  M = 3. 50, SD = . 93)

compared to students receiving.

Overall, the results of the second study mirror the results of the first study -

participants who completed all learning modules performed significantly better

 on the final test compared to the first study. with participants who did  not

complete modules. The exact timing of cours when  modules were presented

before/after  midterm) did not significantly affect the results of students in their

final exams. 4044 When asked if  two modules were presented at the

appropriate time 4044 (or should have been presented at an earlier time 4044),

nearly three-fifths of the students said the timing was appropriate, while seven

Fifty-five percent of the students who received both modules after the midterm

course thought they should have submitted earlier (although the presentation

time of module made no difference in the final exam students). period result).

However, the duration of module presentation influenced students' perceptions of

the value of assignments, as each of the measures of interest, motivation, and

concentration was significantly lower. Counting of the students who completed

two modules before midterm courses were administered; this suggests that the

students who performed poorly in the midterm course could  have considered

more seriously the two module units  in an attempt to end the semester with  a

better overall grade on the course of higher learning bring to bare a variety of

educational foundations and skills; the nature of students receive a rich

educational skill set by which  higher learning.  motivational differences, and

other forms of tutoring  for the observed differences in test performance to be

attributable to student motivation, which may be learning skills.  Training in time

management, for example, can have  training to delivering learning modules to

first year  learning modules are those that ought to be offered  prior to

commencing post-graduate studies.  student experience, and to offer and

improve the  that many students lack the foundations of time  management skills,

and even fail to appreciate how  to effectively take notes in class, study for tests,

and  addressed for the first-year students in the  study), offering learning

modules for these vital  show that no matter when in the semester students

receive the learning modules, their final examination given that past research has

found that effective time  foundations of student learning.  own preliminary

studies, the next question is to  could benefit from learning modules delivered in

a  propose to develop a program that will adapt the  previously in-lab learning

modules into online  learning modules format (e.g. , time management,  note

taking, study, memorization, textbook reading  and test taking skills).

presentation of such learning modules by including  occasional maintenance

sessions of learning module  students` learning experiences as they commence

post-secondary studies. Select an anonymous online format; educational

developers and researchers alike would do well to  explore the development of

online (anonymous)  learning modules and seek further evidence that  students

who have completed the modules take away  applicability of learning content

appears to be an  imperative issue to enhance student`s learning  The skills

presented in our learning modules are not  only applicable in nature but they are

offered in an  structurally sound foundations of student learning by  offering basic

learning skills (e. g. , time management,  examination taking strategies, reading,

note taking,  studies in order to give students valuable tools in J.  Brahler, I.

Quitadamo, and E.  C.  Johnson,  exercise prescriptions using online learning

modules. ”  Advances in Physiology Education, 26, 2002, pp.  Educational

Psychology, 83, 1991, pp.  “Make it stick: The science of successful learning.”  of

stress among university undergraduate students in  university education: The

relationships of time factor model aspects. ” Learning and Individual  “Assessing

time management skills as an important aspect  of student learning: The

construction and evaluation of a  time management scale with Spanish high

school  students. ” School Psychology International, 25, 2004, pp.

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Canadian Journal of Higher Education, 17, 1987, pp.  of stress, time

management and coping strategies of speech  pathology students on clinical

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management: Test of a process  model. ” Journal of Applied Psychology, 79,

1994, pp.  Phillips, “College students` time management:  Correlations with

academic performance and stress. Journal of Educational Psychology, 82, 1990,

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” Learning and Individual Differences, 22,  McKean, “College students`  academic

stress and its relation to their anxiety, time  management, and leisure

satisfaction. ” American Journal  Strategies to strengthen students` self-

awareness and  learning skills.” Sterling, V A: Stylus Publishing, 2014.  O`Flynn,

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course on  International Journal of Business and Social Science, 4,  Kandy,

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