LEARNERS’ PERCEPTIONS AND PRACTICES ON

MODULAR DISTANCE LEARNING: ITS

IMPLICATION TO HOME ECONOMICS
PERFORMANCE

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 9
Pages: 1320-1337
Document ID: 2023PEMJ823
DOI: 10.5281/zenodo.8072304
Manuscript Accepted: 2023-20-6
Psych Educ, 2023, 9: 1320-1337, Document ID:2023 PEMJ823, doi:10.5281/zenodo.8072304, ISSN 2822-4353
Research Article

Learners’ Perceptions and Practices on Modular Distance Learning:

Its Implication to Home Economics Performance
Natalin M. Talosig*, Junge B. Guillena
For affiliations and correspondence, see the last page.
Abstract
Home economics is one of the learning areas in the K-12 curriculum which is performance-based as it develops
a wide range of practical skills that enable learners to gain knowledge and understanding on cooking, family
financing, nutrition, and other various skills for life. But with this pandemic, how will the mentioned skills will
be developed among learners, especially in the modular distance learning modality. This study, aimed to look
into the learners’ perceptions and practices on modular distance learning: Implications to Home Economics
performance at Dalamas Integrated School, South - 1 District, Iligan City, Lanao del Norte in the school year
2022-2023. The study utilized the descriptive-correlational research design. Included in the data were the
demographic profile of the respondents in terms of age, gender, and parents’ educational attainment; perceptions
of the respondents on Modular Distance Learning in terms of students’ preparedness, modular content,
distribution and retrieval of modules, and support from school; and the academic performance of the students.
Findings revealed that the respondents perceived Home Economics as helpful in improving their practical and
life skills preparing them for their future. Though difficulties in providing good laboratories for applications
of their topic are met especially in this time of the pandemic, still the students have realized the importance
of Home Economics in their lives. It can be noted that learners need learning materials suitable to their needs to
improve their engagement and participation in their classes. Moreover, providing a supportive school
environment improves their motivation to learn the necessary skills expected of them to perform in their Home
Economics class. However, data revealed that perceptions of students on modular distance learning do not
necessarily affect their academic performance and that their perceptions is not differentiated based on their
profile.

Keywords: perceptions, practices, modular distance learning, home economics performance

Introduction keep in perspective that the goal of Home Economics

is to develop a variety of skills, especially practical
Home Economics is a subject in which a myriad of and life skills.The goal of this study was aimed to
skills can be developed, including practical skills such examine the academic performance of the respondents
as food preparation, cooking, planning, serving, and enrolled in modular distance learning. This study may
more. Also, Home Economics is a skills-oriented hopefully fill in the gap in the review of literature
course. It provides learners with a marketable skill that since it specifically harps on Home Economics as its
enables them to pursue self-employment, self-reliance, focal point.The researcher wanted to determine
and paid employment. It implies that the said subject learners’ perceptions and practices on modular
must be taught by the teachers themselves. However, distance learning and its implications to Home
there have been significant changes to the subject's Economics performance of Dalamas Integrated School
processes, outcomes, content, skills, and value during in South I District, Iligan City Lanao del Norte in
this period. Due to the COVID-19 pandemic, private School Year 2022-2023.
and public schools have been forced to close. Hence,
Research Objectives
students are left without social interaction that is
necessary for better learning.On the other hand, the The purpose of this study is to determine the learners’
teacher is responsible for keeping track of the student’s perceptions and practices on modular learning: its
progress. They would make house visits whenever implications to Home Economics performance at
possible to monitor each learner's progress and Dalamas Integrated School, South-1 District of Iligan
performance. Is it accurate to say that students are City during the school year of 2022-2023. The
learning and coping in their new environment? How following are the research objectives.
can a learner complete practical tasks when he
practices without attending face-to-face lessons? How 1. To determine the degree of correlation between
a learner cope with insufficient facilities and modular distance learning and the academic
equipment, lacks motivation, and has a poor attitude? performance of the learners.
These are questions that the researcher wanted to 2. To examine whether their perceptions and practices
address in this research endeavor. She also wanted to have significant relationship with their academic

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Research Article

performance in Home Economics systems and benchmarking. There were a variety of

teaching methods that were used. Assignment method,
discovery method, lecture method, discussion method,
Literature Review programmed learning, project method, field trip, case
study method, demonstration method, and modularized
Modular Distance Learning instruction were a few of them. Modular teaching was
a modern technique in the classroom that had gotten a
This is according to the Department of Education's lot of attention. It had also gotten a lot of attention for
Learner Enrollment Survey Forms, a guide for remote experience taking in experiences in instruction. The
and drop-box enrollment for the upcoming school method of taking in modules had developed into a
year, which was released on Thursday. Approximately piece of instruction for all stages. Module-based
8.8 million parents (42.5%) preferred their children to teaching was a self-contained package that managed a
learn via modules (Philippine Daily Inquirer, 2020). single subject or unit. It could be used in any situation
With this in mind, they described a "module" as a that was useful to the learner. It can be done at the
complete unit of a specific academic discipline that learner's speed. A sufficient number of hypotheses and
contributed to the creation of students' one or more more activities were now required for the realistic
universal and professional competencies as outlined in requisition of secluded education in our classrooms.
the basic education curriculum (Iovleva, 2016). As a result, a study was launched to assess the
Moreover, modular learning organized knowledge in a effectiveness of modular instruction. The collected
way that intelligently addressed points. It can be data was investigated, analyzed, and conclusions were
customized to meet the needs of individual learners. drawn. On the other hand, one of the advantages of the
Traditional course structures usually sequentially modular approach to teaching was that the time spent
conveyed knowledge and giving the learner the feeling working on the module was tailored to the individual
of monotony. After some prescribed reading or student. It can take as little as 1-2 months for the most
lecturing, typical courses often interspersed quizzes. advanced students to complete the module, as opposed
Tseng et al. (2008) found that modular courses used to the 4-5 months of the semester in the traditional
learning artifacts that were more closely linked to a university system (Bashmakova, 2014).
holistic approach to knowledge, also having a
problem-oriented approach. Gahutu (2010) explored The most important element of the modular method
modular learning in a physiology course at Rwanda's was the multi-level strategy. The management system
National University. Students said they learned better that followed the information block was this. There
when the instruction was less theoretical. They could were entry exercises that served as a control for entry
work through the content in small groups or through assessment of knowledge and aptitude to determine
presentations. The modular, self-directed approach to whether or not pupils can function independently. The
learning was found to be more satisfying by Rwandan exercises should be conducted in accordance with the
students than the more conventional style previously logic used to deliver the theoretical material in the
used in the classroom. Furthermore, this method of knowledge block, which involved gradually putting
instruction was based on “identifying clearly defined theory into practice. Because of this, this unit and the
components of occupational skills (operations and ones that come after it emphasized how crucial it was
actions) that were learned and brushed up element by to combine theory and practice when learning a
element” (Erofeeva, 2012). Learners can review the foreign language (Kandalova, 2016).
proposed curriculum individually, including goals,
objectives, theoretical knowledge, practical exercises, The best aspect of distance education was that they can
and final assessments, thanks to the modular teaching study it from any place and at any time. It made no
approach (Bashmakova, 2014). Lopukhova and difference in this case. They can enroll in the course
Yu rin a (2 0 17 ) d escr ib ed a m o du le as an and begin learning regardless of where they live in the
interdisciplinary framework that collected topics or country. Even if their course was provided by a for-
units from various academic disciplines that were profit organization. If, they attended an international
needed for learning the same specific educational school, they would have easy access to course
program. materials if they were a resident of another country.
They can obtain all the skills and training wherever
According to Barnett et al. (2004), the curriculum was they were in the world (Nagrale, 2013). If students
given little consideration in current debates regarding were following the school's curriculum, they will be
teaching and learning in higher education. Although, expected to stick to a specific learning schedule.
this could change in light of quality improvement Traditional learning methods and different forms of

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Research Article

distance learning, on the other hand, enabled students successfully, he must stay motivated and focused. A
to set their learning schedules. They can learn report on distance education readiness found that 90
whenever they want, without having to adhere to a percent of special education and preschool teachers
rigid schedule. And, if they have lost contact with the surveyed were inspired to adopt distance education
education method, a distance learning program gave despite having a diverse student population, a shortage
them the freedom to follow their learning path (Brown, of professionals, being home-schooled, receiving
2017). Modular instruction was a teaching method in lengthy medical care, and attending a brief stay with a
which students were required to learn everything in a group or family, as well as attending a private school
module on their own time and at their own pace. This (Fedina et al., 2017). Also, learners will frequently
approach varied from the conventional one, in which study alone, which will cause them to feel alone and
an instructor presented the lesson and the students miss out on the social and physical contact that comes
merely listened to understand the concepts. Since it with attending a typical classroom. They are unable to
was student-centered, self-paced did not require note- learn the lessons orally. According to Brown (2017),
taking. The modular approach can be a good studying in a brick-and-mortar institution allowed
alternative to address the challenges encountered by students to meet and engage with people from all over
students in conventional classroom situations the world on a personal level. A lack of personal
(Gonzales, 2015). Standardized textbooks had their contact between the teacher and students, a lack of
types, and the contents, breadth of coverage of topics, contact between students, problems with cheating and
and organization of these textbooks may all have an student identification, a lack of direct control, and a
impact on the teaching and learning environment. As a lack of consideration of students' characteristics. The
result, using a module allowed teachers and students to isolation factor's negative impact can also be attributed
provide a more versatile learning atmosphere (Abu to a separate aspect of practical skill development. To
Bakar & Cheng, 2017). According to Bijeesh (2017), enumerate; a low level of practical skill formation and
there was no time wasted getting to and from work, no inability to master some special disciplines, and a lack
time wasted waiting for a bus, and no time wasted of practical training.
waiting for a train. Your classroom in a distance
learning program was right in your bedroom. The The lack of social interaction and practical preparation,
printed research materials on your desk or the as many teachers point out, harms the educational
electronic study materials on your screen distance aspect of education. The direct impact of the teacher
education was a choice for students who did not have on the student was removed in the distance format.
enough time on their hands. They wanted to learn from The importance of the teacher's example was
the comfort of their own homes. Lastly, it was taken diminished. The ability to transmit academic ethics
into account the learners' differences. It necessitated and learning traditions was lost. Only positive aspects-
the development of a strategy for applying the most variables made up the learning versatility component.
successful teaching techniques to assist the pupil. She They included the ability to combine their professional
or he will grow and evolve at her or his rate (Kandarp, activities, self-scheduling, and the strength of training
2013). Individual differences were taken into account loads. The module layout of courses and the
when using such kits. Students were allowed to work probability of parallel learning, the ability to combine
at their speed. According to Loughran and Berry their professional activities, self-scheduling, and the
(2000), people learned better at their speed because intensity of training loads were also considered. It also
telling was not edifying. Heedfully aurally perceiving included individuality in learning, instructor
was not learning. However, it was a two-step productivity, the ability to mix courses, the likelihood
procedure. To convey an idea or insight. They must of personal development and knowledge management,
first comprehend it. One of the most significant widening horizons, and flexible learning scheduling.
developments in recent years had been the technology.
Hence, education facilities with individualized Learners’ Practices and Preparedness
instructional modules were being added (LeBrun,
2001). However, while distance learning allowed more Since educators, parents, and students were all having
people to pursue higher education, it did not come similar experiences at the same time, there were
without drawbacks. According to Bijeesh (2017), unprecedented opportunities for collaboration,
without face-to-face contact from teachers and innovative ideas, and willingness to learn from others
frequent reminders from classmates about pending and try new tools (Netolicky et al., 2020). Distance
assignments, students were more likely to get education had often been associated with 'one-
overwhelmed and lose track of deadlines. If an dimensional learning and high student attrition
individual wanted to finish his distance learning course (Garrett, 2016), and attempted to increase student

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Research Article

engagement and responsive participation at scale concentrating on the content of the module and even
necessarily change the cost structure (Hülsmann, how they planned to teach it. They should focused on
2016).Recent research and various studies had the level of learning that could be accomplished by
provided evidence that a certain educational their students (Donnelly et al., 2005).
intervention or initiative works best when students’
readiness and preparedness were noted with the related- Distribution and Retrieval of the Module Practices
strategies prepared by the teachers. These should be
embedded within instruction to enhance the capacities Every week, the Department of Education would
and skills of students, including those with learning provide and distribute self-learning modules to all
difficulties. In this manner, students were able to students through their respective schools. They would
actively and effectively control and monitor their have plenty of time to review and evaluate the
motivation, cognition, and behaviors. They should modules before the weekly class would begin. At the
successfully complete the target academic tasks end of the week, students were supposed to complete
(Aguilar & Kim, 2019; Bozkurt & Arslan, 2018; Hsieh the assignment and submit their grades. Open contact
& Hsieh, 2019; Kartal & Balcikanh, between the teacher and the students, as well as the
2019).Additionally, according to Copple, Deich, teacher and the parents/guardians, was the rule. This
Brush, and Hofferth, as cited by Chorrojprasert (2020), was to ensure and monitor the students' progress at
for young learners to benefit from educational home.
interventions at school, they must be constantly and
always ready and at their fullest potential to learn. Support from the School Perceptions
Furthermore, according to Falik and Feuerstein as
cited by Chorrojprasert (2020) there were those It was important to maintain contact with the school in
proponents of desirable characteristics of effective every way possible. This was also an opportunity for
learners which overlapped with the notions of learning all students to improve their socio-emotional skills and
readiness. They claimed that there were four learn more about how to contribute to society as a
characteristics that a learner should possess in order to person. In that mission, the position of parents and
learn effectively-particularly in classroom setting. family, which had always been crucial, was crucial
These were disposition for learning, adequate (Public Health Update, 2020).As per Deped order no.
cognitive functioning, adequate knowledge base for 32 s.2020, a school shall analyze the educational
the content being presented, and adequate study skills landscape by reviewing the availability of resources
and strategies.However, according to Chorrojprasert such as learning materials, facilities, equipment,
(2020) that there was no guarantee that learning would supplies, workforce, connectivity and accessibility of
take place -even when these four characteristics were school and resources for teachers and learners. This
reachable. Meaningful learning was not likely to take ensured continued delivery of basic education services
place unless the circumstances in which the individual amidst the COVID 19 pandemic. Also, by reviewing
found himself/herself to make it possible for the the information as to enrollment at first hand as this
individual to apply them. All these extraneous factors would be the basis for teachers’ plans and initiatives in
included in these "circumstances" could be personal delivering instructions to students amid pandemic. By
situations –the learner’s emotional or physical state, using the Learner Enrolment and Survey Form (LESF)
geographic location, curriculum offerings, quality of and other tools, the school creates a profile of the
instruction – just to name a few.
students and their homes. This profile includes
information about potential future needs for additional
Perceptions on Modular Content
human resource support from the school as well as
To ensure the consistency of learning materials, the information about the learners' households and other
Department of Education (DepEd) had issued potential circumstances. The following facts and
guidelines for evaluating self-learning modules information are required: information about the parent
(SLMs) that would be used by students in the coming or guardian, including their greatest level of education,
grading periods (Bernardo, 2020). Creating modules employment status, and working arrangements; their
necessitated dedication, time, and effort. It was a household size and ability to access distance learning.
methodical approach that provided a reason for the Guidelines for Using Learning Support Assistants to
decision module, as well as appropriate design and Strengthen the Basic Education Learning Continuity
development. To achieve success in their execution, Plan in the Event of the COVID 19 Pandemic, 2021.
they must go through an assessment process.
Academic staff should begin the process not by

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Research Article

Academic Performance
In Malaysia, Ali et al. (2009) discovered a positive
its goal of equipping students to deal with day-to-day
relationship between student success and
needs. They overcame the economic difficulties that
demographics, active learning, participation, and
seemed to impact every career and walk of life.Most
involvement in extracurricular activities. Farooq
secondary school graduates of Home Economics were
(2011) researched the factors that influenced students'
unable to effectively apply occupational skills to
academic success and academic achievement. The
findings of a case study of secondary schools in ensure efficient living, according to studies by Ajala
Tanzania revealed that parents' education and (2002) and Uko-Aviomoh (2005), concerning the
socioeconomic status had a big impact on the overall teaching and learning of home economics in secondary
academic performance of students.Also, many of these schools. As a result of their lack of knowledge,
studies concentrated on unique distance problems. students began to lose interest in their studies. They
None of the studies had focused on how these were unable to succeed in their future careers. Many
challenges influenced learners' 5 results. Bitegeko and home economics graduates were currently undecided
Swai (2012), for example, concluded the challenges on where they would work. Several secondary school
that OUT students faced during their studies. On the graduates were unemployed and unable to start a
other hand, they were uninterested in deciding how business after graduation (Oloidi, 2000). As a result,
these obstacles impacted students' success. Also, many people were underemployed and unable to
factors that influenced the learning environment of improve their living standards through the application
students were classified as follows: Levels of of occupational skills, so they remain poor.Managing
education, family, and society (Hannum & Buchmann, resources entailed optimizing both human and
2001). nonhuman resources, as well as putting them to good
use to meet the needs of families. This was where
Home Economics entrepreneurship in the field of Home Economics
came into play. Entrepreneurship provided a stable
Home economics is one of the Nigerian education source of income for the family, allowing them to meet
system's compulsory pre-vocational subjects taught at their basic needs and raise their standard of living
the junior secondary level. Home economics, (Chua, 2018).
according to Uko-Aviomoh (2005), was a skill-
oriented field of study that was intended to provide
learners with survival occupational skills. These were Methodology
best described as a collection of resourceful skills that
allowed a person to be self-sufficient, independent,
and efficient in the face of life's challenges. Home Design, Sampling, and Data
economics was a wide area of education and resources
that dealt with all facets of family life. It was also a In this the researcher collected data from Grade 10
course that sought to encourage a safe home and learners to examine the perceptions and practices on
community skills that would allow them to be self- modular distance learning: its implication to Home
sufficient, gain jobs, and earn a living. Two aspects Economics performance. The research instrument was
were crucial in improving occupational skills in Home researcher-made survey questionnaire which was
Economics. They were the ability to manufacture and validated by a Home Economics expert teacher.
the ability to distribute (Pendargast, 2004). Acquiring Specifically it is a four-point Likert Scale with 4
productive-occupational skills was a requirement for indicators and a total of 40 items. Then survey
being able to produce. The ability to manufacture questionnaire was subjected to pilot testing of about 30
goods and services was a function of productive- Grade 10 students at Francisco Laya Memorial
occupational skills. The ability to distribute, on the Integrated School. The respondents of the study
other hand, entailed acquiring entrepreneurial- consisted of 49 Grade 10 learners of Dalamas
occupational skills that enabled one to market and Integrated School, South-1, District, Division of Iligan
distribute the goods produced.Furthermore, these City for the shool year. 2022-2023. Purposive
skills, according to Olibie (2001), were work-related, sampling was used due to scarcity of the respondents.
career-related, or occupational-related competencies Hence, all of them were selected to participate in the
that aimed to enhance the efficiency and productivity study because they possess characteristics that could
of the recipient's attitude as craftsmen, businessmen, or
satisfy the research aims in the study.
technicians at a professional or sub-professional level.
Without teaching occupational skills, the Home
Economics educational curriculum would fall short of

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Mother’s Educational Attainment of the

Respondents

Table 3. Frequency and percentage distribution of the

respondents’ mother’s educational attainment.
Results

Age of the Respondents

Table 1. Population and Study Sample

Table 3 shows the frequency and percentage

distribution of the respondents’ mother’s educational
attainment. Result revealed that 3 (6%) had no grade
completed, 31 (63%) were elementary level/graduate,
14 (29%) were high school level/graduate, 1 (2%) was
Table 1 presents the age of the respondents. Result college level/graduate. The result entailed that the
showed that 29 or 59% of the total respondents were m ajority of the mo th ers were elem en tary
16-18 years old; 16 or 33% were classified to at most level/graduate. In line with earlier studies, the analysis
15 years old, and 4 or 8 % of them were between revealed that a bad parental environment predicted a
19-25 years old. This meant that majority of the child's educational outcomes. Young-(2014) Clark's
respondents were 16 to 18 years old implying that study found a favorable association between parents'
some students enrolled in Grade 10 were late for their academic achievement and emerging adults'
age. As cited by Macha et al. (2018) of the World perceptions of their parents' socioeconomic standing in
Education News and Reviews (WENR), the expected the United States, using linear regression and Pearson
ages for junior high school students were from 12 to chi-square analysis. A substantial relationship was
16 years old. found between parents' educational attainment and
adult children's educational outcomes, with a greater
Sex of the Respondents magnitude for the father's academic accomplishment.
The result was consistent with the family investment
Table 2. Frequency and percentage distribution of the model used (Young-Clark, 2014). Furthermore, a low-
income family may be unable to meet even the most
respondents’ sex
basic needs, and hence cannot provide extra resources
for their children's education (Donkor, 2010).

According to Kohl et al. (2000), lower levels of parent

education were linked to lower levels of active
parental involvement. They found a link between
parent education and parent involvement at school,
parent-teacher contact, teacher opinion of parents'
Table 2 shows the frequency and percentage
educational value, and parent involvement at home.
distribution of the respondents’ sex. It showed that 27
Mothers with less ed ucatio n and a lower
(55%) were males, 22 (45%) were females. The result
socioeconomic level were more likely to have a
described that majority of the respondents were males.
detrimental impact on their children's future literacy,
The result was in contrast to most studies wherein
economic, and health outcomes (Mendive, Lissi,
women were more likely to enroll than males. This
Bakeman, & Reyes, 2017; Kuter & Uzel, 2020). An
implied that the male students tended to gain more increase in mothers’ education, on the other hand,
confidence and motivation in schooling. benefits children's health. It had also been discovered
that educated women were more worried about their
children's vaccinations and diet (Jones-Smith,
Dieckmann, Gottlieb, Chow, & Fernald, 2014; Prickett
& Augustine, 2016; Schochet et al., 2020).

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Table 5. Summary of the perspectives of the

respondents on modular distance learning in terms of
Father’s Educational Attainment of the
students’ readiness.
Respondents

Table 4. The frequency and percentage distribution of

father’s educational attainment.

Table 4 displays the frequency and percentage

distribution of father’s educational attainment. It
showed that 6 (12%) had no grade completed, 22
(45%) were elementary level/graduates, 21 (43%)
were high school level/graduates, 0 (0%) was college
level/graduate. Results revealed that majority of the
fathers were elementary level/graduate. Although low-
income fathers were included in most studies of non-
resident fathers, they were typically under-represented
because they were less strongly attached to households
than higher-income men. Also, they were more likely
to be in the military or incarcerated (Garfinkel,
McLanahan, & Hanson 1998; Nelson, 2004). A
modest but rising body of research had focused on
low-income non-resident fathers in attempt to better
understand whether their increased involvement was Table 5 shows the summary of the perspectives of the
good to their children's development. Finally, respondents on modular distance learning in terms of
increased non-resident fathers’ contact and parental students’ readiness. Results showed that most of the
responsibility resulted in lower delinquency among students agreed on the statements indicated under
young adolescents (ages 10-14) in low-income students. It could be noted that the respondents agreed
communities (Coley & Medeiros 2007). on Home Economics as a low status course however
challenging. Hence, most of the students perceived
Perspectives of the Respondents on Modular Home Economics as a tedious and difficult course. It
Distance Learning in Terms of Learners’ Practices could be depicted on their disagreement on the
and Preparedness importance of planning and budgeting as a basis of a

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strong business. Also, the student respondents found it

hard to distinguish a fabric towards the overall design
method. This meant that the modular distance learning
had slightly sparked the interest of the learners on
business management and clothing. On the other hand,
students were able to perform household tasks as this
was a basic responsibility in their daily lives and that Table 6. Perspectives of the Respondents on Modular
they were able to participate in family and social
Distance Learning in Terms of Modular Content
gatherings. This implied that students were able to
relate Home Economics in their daily routine at home.
A study of Uwameiye (2015) suggested that Home
Economics teachers may have failed to ignite the
interests of the learners towards the subject area. This
was due to the fact that most teachers were unable to
encourage and support the various needs of a different
set of learners. Thus, facilitators of learning should
provide a classroom environment that was conducive
for learning. They should also engage students in a fun
and meaningful learning experience.

Table 6 shows the summary of the perspectives of the

respondents on modular distance learning in terms of
students’ readiness. Results showed that most of the
students agreed on the statements indicated under
students. It could be noted that the respondents agreed
on Home Economics as a low status course however
challenging. Hence, most of the students perceived
Home Economics as a tedious and difficult course. It
could be depicted on their disagreement on the
importance of planning and budgeting as a basis of a
strong business. Also, the student respondents found it
hard to distinguish a fabric towards the overall design
method. This meant that the modular distance learning
had slightly sparked the interest of the learners on
business management and clothing. On the other hand,
students were able to perform household tasks as this
was a basic responsibility in their daily lives and that
they were able to participate in family and social
gatherings. This implied that students were able to
relate Home Economics in their daily routine at home.
A study of Uwameiye (2015) suggested that Home
Economics teachers may have failed to ignite the
interests of the learners towards the subject area. This
was due to the fact that most teachers were unable to
encourage and support the various needs of a different
set of learners. Thus, facilitators of learning should
provide a classroom environment that was conducive
for learning. They should also engage students in a fun
and meaningful learning experience.

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Perspectives of the Respondents on Modular

Distance Learning in Terms of Modular Content

Table 7. Summary of the perspectives of the Home Economics needed to refine and improve
respondents on modular distance learning in terms of learning materials that would better prepare students
modular content. for their future.

A study of Ofoha (2013) revealed that distance

learning effected low level of competency in basic
skills expected of students to perform. This meant that
with the lack of supervision from a facilitator of
learning, it was difficult to impart and train skills to
the learners. That is why Ambayon (2020) suggested
that modules be developed and presented in the
context of excellent content and relevance aligned to
students’ different needs.

Perspectives of the Respondents on Modular

Distance Learning in Terms of Distribution and
Retrieval of Module Practices

Table 8. Summary of the perspectives of the

respondents on modular distance learning in terms of
distribution and retrieval of module.

Table 7 shows the summary of the perspectives of the

respondents on modular distance learning in terms of
modular content. Results showed that majority of the
respondents agreed on the indicators under modular
content. It could be said that most of the students
agreed that Home economics trained them necessary
skills for living and that the focused of the subject
matter was to improve their practical work. This
implied that the students had understood the
importance of Home Economics as a course that would
hone their practical skills which they could use in their
lives. As a result, students were able to display
necessary abilities pertaining to key home economic
skills. This could be reflected on the ability of students
to maximize money and time for personal
advancement. However, due to the lack of access to a
laboratory that would serve the students better
learners, they found it hard to keep themselves
motivated in updating their practical skills. With the
shift to modular distance learning, teachers handling

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Table 8 shows the summary of the perspectives

of the respondents on modular distance learning in
terms of distribution and retrieval of module. Data
showed that there was an agreement among students on
the overall perceived indicators under retrieval of
modules. It could be highlighted that students were
given ample information necessary for them to
understand their study. Hence, there was a balance
between teaching and independent learning. Moreover,
students were provided with timetables to prepare
them on the course of the subject giving clear and
concise imposition of requirements coupled with a
rubric. Because students had the timetable, they were
able to manage their time in making requirements and
submit the modules ahead of time. This implied that
the retrieval of modules was carried out effectively and
efficiently. This allowed learners to perform necessary
tasks with enough time to understand and comprehend. Table 9 presents the summary of the perspectives of
A study of Miller and Schmidt (2020) exposed that the respondents on modular distance learning in terms
timetables as a means for students to track their of support from the school. Data revealed that the
development provided a positive impact on their student – respondents agreed on the support of the
performance. Moreover, it was revealed that school on their learning. It could be noted that the
consistently encouraging students to engage on their students agreed on the adamant pursuit of the school to
learning materials increases their retention. encourage students to continue their studies. This
could be reflected on the fruition of Bringing
Perspectives of the Respondents on Modular Education Closer to the Community (BECC) which
Distance Learning in Terms of Support from aimed at helping low – performing students. They got
School proper guidance and facilitation of learning from their
teachers. With this, students were greatly satisfied with
Table 9. Summary of the perspectives of the how the school provided support on their learning
respondents on modular distance learning in terms of during these times. Moreover, the school mandated the
support from the school. teachers to provide more activities that would provide
students more activities to practice so that their
understanding on certain subject areas would improve.
Also, when students had things they did not
understand, they could easily contact and reach out to
their teachers for clarifications on their doubts and
questions. A study of Moreira et al. (2018) revealed
the vital role of supportive school environment on
improving academic performance of students and in
promoting educational equity. This meant that when
schools provided an environment that was student –
friendly and supportive, there could be an increase in
students’ engagement and participation in the
educative process.

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Consolidated Findings of the Perspectives and Academic Performance of the Respondents in

Practices of the Respondents on Modular Distance Home Economics
Learning
Table 11. The respondents’ academic performance of
Table 10. Summary of the consolidated findings of the the respondents in Home Economics
perspectives of the respondents on modular distance
learning

Table 10 presents the summary of the consolidated Table 11 above displays the respondents’ academic
findings of the perspectives of the respondents on performance of the respondents in Home Economics.
modular distance learning. According to the It showed that 0(0.0%) had a grading scale of 90-100
respondents, they agreed in terms of support from the which corresponded to a performance level description
school with a mean of 2.96 and a standard deviation of outstanding. Four (8.2%) had a grading scale of 85-89
0.36. They also agreed in distribution and retrieval of which corresponded to a performance level description
the module with a mean of 2.73 and standard deviation of very good with a mean of 81.67 and a standard
of 0.36. The respondents agreed in terms of students’ deviation of 1.74. Forty-five (91.8%) had a grading
readiness with a mean of 2.70 and a standard deviation scale of 80-84 which corresponded to a performance
of 0.34. They also agreed in modular content with a level description of satisfactory. Therefore, the result
mean of 2.65 and a standard deviation of 0.39. The described that 92% (n=45) of the total respondents had
overall results of the consolidated findings of the satisfactory performance level in Home Economics,
perspectives of the respondents on modular distance 8% of them had at least very good performance level
learning with a mean of 2.76 and standard deviation of in Home Economics. This implied that even there was
0.27 were emphasized. Based on the study conducted no face-to-face interaction with their teachers and only
by Ambayon (2020), modular instruction was more the modules and other learning materials were with
them with the assistance and guidance of their
operative in the teaching-learning method as equated
teachers, still they were able to attain a passing or a
to usual teaching approaches because in this modular
satisfactory grade. This could be supported with the
approach the students learned in their own stride. It
study conducted by Anzaldo (2021) that one of the
was unrestricted self-learning panache in which
advantages of modular distance learning was that
instantaneous reinforcement comment was provided to learning continued when the learners adapted to
practice exercise. This stimulated the students and change. There were more learners who were learning
built curiosity in them. Hence, this kind of learning even in this type of academic set-up. They were
modality increased the student-centered approach in learning at home with the guidance and supervision of
learning. However, the implementation of modular their parents in their SLM or their self-learning
instruction fostered various challenges to teachers, modules. These learners were open-minded learners
students, and parents. The study of Dangle and and flexible with changes in their environment. Also,
Sumaoang (2020) showed that the main challenges parents realized their important role in their children’s
that emerged were lack of school funding in the education. Due to the covid-19 crisis going on in the
production and delivery of modules. Also, students country, parents now realized their role in their
struggled with self-studying and parents’ lack of children’s learning and education. They were now
knowledge to academically guide their child/children. aware that teaching was not easy. There were parents
Hence, it was evident that there were struggles who were also adaptive to the present situation and did
associated with the use of modular distance learning not blame teachers if these days, they were their
yet both teachers and learners were able to cope with children’s teachers at home.
these challenges as evidently presented in the table.

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Research Article

Differences on the Respondents’ Perspectives on Modular

Distance Learning When Grouped According to
Their Age
Relationship between the Modular Distance Table 12. Modular distance learning when grouped
Learning and the Academic Performance of the according to their age using the Independent T-test
Respondents analysis
Table 11. The perspective of the modular distance
learning and the academic performance of the
respondents using the Pearson Product Moment
Correlation analysis.

Table 12 presents the differences on the respondents’

perspectives on modular distance learning when
grouped according to their age using the Independent
T-test analysis. Results displayed that the perspective
of modular distance learning did not significantly
Table 11 presents the relationship between the differ by their age (t=-0.518, p=0.607). In addition,
perspective of the modular distance learning and the the respondents having an age of 16-25 years old and
academic performance of the respondents using the those having at most 15 years old were having
Pearson Product Moment Correlation analysis. Results comparable perspectives on modular distance learning
revealed that the perspective of the respondents in relative to student readiness (t=-1.986, p=0.053),
modular distance learning relative to student readiness modular content (t=1.877, p=0.067), distribution and
(r=-0.052, p=0.721), modular content (r=0.045, retrieval of modules (t=-0.611, p=0.544), and support
from school (t=-1.165, p=0.250). With p – values
p=0.761), distribution and retrieval of modules (r=-
greater than the significance level, there was not
0.150, p=0.305), and support from school (r=-
enough evidence to show that age and perception on
0.193, p=0.183) were not significantly correlated to Modular Distance Learning were statistically
their academic performance in Home Economics. significant. This meant that how they perceived the
Thus, the null hypothesis was not rejected. This meant new normal education did not depend on their age and
that the respondents’ perspective in modular distance maturity.
learning did not necessarily influence their academic Difference on the Respondents’ Perspectives on
performance in Home Economics. This result entailed Modular Distance Learning When Grouped
that how students behave and perform in class was According to Their Sex
negative on how they perceived their class was
moving. This result implied the difficulty of the Table 13. Modular distance learning when grouped
teachers in crafting an authentic assessment that would according to their gender using the Independent T-test
accurately measure students’ development and analysis.
progress (Abdul Azis et al., 2020). This could be
supported with the study of Anzaldo (2021) that
teachers could only monitor their learners’ academic
progress through text messaging and phone calls,
unlike, the usual face to face classes that they could
supervise and facilitate their learning.

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Table 13 presents the differences on the respondents’ modular distance learning relative to student readiness
perspectives on modular distance learning when (F=0.118, p=0.889), modular content (F=1.421,
grouped according to their gender using the p=0.252), distribution and retrieval of modules
Independent T-test analysis. Results showed that the (F=1.105, p=0.340), and support from school
perspective of modular distance learning did not (F=0.558, p=0.576). This result suggested that
significantly differ by their gender (t=1.292, p=0.203). mother’s educational attainment had no significant
Further, the male and female respondents were having
effect on the perspective of the learners on modular
comparable perspective on modular distance learning
relative to student readiness (t=1.327, p=0.191), distance learning. With the new set – up of education
modular content (t=1.513, p=0.137), distribution and in the time of pandemic, students relied only on their
retrieval of modules (t=0.225, p=0.823), and support understanding because these students had higher
from school (t=0.824, p=0.414). This result entailed educational attainment than their mothers. This
that gender had no significant effect on the perspective claimed can be best supported by a study of Dangle
of the learners on modular distance learning. Thus, and Sumaoang (2020) that one of the main challenges
perceptions on Modular Distance Learning did not that emerged in the modular distance learning was
necessarily depend on gender. Thus, how males
parents’ lack of knowledge to academically guide their
perceived the current educational set may have been
similar to how females perceived it. This claimed can child/children.Additionally, according to the research
be best supported by a study of Fischer (2018) of Anzaldo (2021), one of the drawbacks of modular
identified that both males and females had similar distance learning was that parents found it challenging
emotional perceptions and emotional intelligence. to teach their children using modules. There were
some parents who found it difficult to educate their
Difference on the Respondents’ Perspectives on kids at home, especially the older ones. Secondary
Modular Distance Learning When Grouped students whose lectures were more difficult and for
According to Their Mothers’ Educational whom the teacher was the only qualified instructor. It
Attainment was more challenging for parents to teach their
children the lessons in their subject areas when they
Table 14. Modular distance learning when grouped themselves could not read or write.
according to their mother’s educational attainment
Difference on the Respondents’ Perspectives on
using the One-way ANOVA test.
Modular Distance Learning When Grouped
According to Their Fathers’ Educational Attainment

Table 15. Modular distance learning when grouped

according to their father’s educational attainment
using the One-way ANOVA test

Table 14 presents the differences on the respondents’

perspectives on modular distance learning when
grouped according to their mother’s educational
attainment using the One-way ANOVA test. Results
displayed that the perspective of modular distance
learning did not significantly differ by their mother’s
educational attainment (F=0.104, p=0.901).
Moreover, the respondents whose mother was an
elementary level and those having mother with high
school level were having similar perspectives on
Table 15 presents the differences on the respondents’

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Research Article

perspectives on modular distance learning when 27 male respondents and 22 female respondents.
grouped according to their father’s educational Majority belonged to 16-18 years old age group. Most
attainment using the One-way ANOVA test. Results of the mothers’ respondents were either elementary
disclosed that the perspective of modular distance level or elementary graduates. Similarly, majority of
learning did not significantly differ by their father’s fathers’ respondents were identified as either
educational attainment (F=0.379, p=0.687). The elementary level or elementary graduates. Results
respondents whose father was an elementary level and revealed that, generally, students were interested in
those having father with high school level were having learning life and practical skills through Home
comparable perspective on modular distance learning Economics. In terms of modular content, students
relative to student readiness (F=0.331, p=0.720), agreed that Home Economics prepared them for their
modular content (F=0.827, p=0.444), distribution and future. Generally, students agreed that they were given
retrieval of modules (F=0.560, p=0.575), and support enough time to comply with the requirements and
from school (F=0.574, p=0.567). This result entailed tasks expected of them to perform. Majority of the
that father’s educational attainment had no significant students agreed that the school had supported and
effect on the perspective of the learners on modular guided them in their learning in the time of pandemic
and performed satisfactorily on their Home Economics
distance learning. Similar with the discussion on Table
course. There was no significant relationship between
15, students tended to rely on themselves as they may
modular distance learning and academic performance
have higher educational attainment than their fathers.
of the learners. Lastly, there was no significant
This could support as well with the study of Anzaldo
difference on the perception of the students on
(2021) and Dangle and Sumaoang (2020) that parents
modular distance learning when grouped according to
were having a hard time teaching and guiding their
their profile.
children academically.

Conclusion
Discussion

In the light of the findings of the study, the following

This study is on perspectives and practices toward were the conclusions drawn. The respondents
Technology and Livelihood Education learning area perceived that Home Economics helped them improve
and its impact on the performance of learners of grade their practical and life skills preparing them for their
10 at Dalamas Integrated School. A survey was given future. Though difficulties in providing good
after the researcher got permission of head of the said laboratories for applications of their topic were met,
school. This study sought to determine learners’ still the students had realized the importance of Home
perceptions and practices on modular distance and its Economics on their lives. It could be noted that
implications to Home Economics performance at learners needed learning materials suitable to their
Dalamas Integrated School in South - I District, Iligan needs to improve their engagement and participation in
City, Lanao del Norte in the School Year 2022- 2023. their classes. Moreover, providing a supportive school
The outcomes of the study would be used as a basis for environment improved their motivation to learn the
School Learning Action Cell (SLAC). Included in the necessary skills expected of them to perform in their
data were the demographic profile of the respondents Home Economics class. However, data revealed that
in terms of age, sex, and parents’ educational perceptions of students on modular distance learning
attainment. Also, it assessed the perceptions and did not necessarily affect their academic performance
practices of the respondents on Modular Distance and that their perceptions were not differentiated based
Learning in terms of learners’ preparedness, modular on their profile.
content, distribution and retrieval of modules and
support from school. The academic performance of the
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Natalin M. Talosig, MAEd
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