PERCEIVED IMPACT OF MODULAR LEARNING APPROACH TO

THE MATHEMATICS’ ACADEMIC PERFORMANCE OF SENIOR

HIGH SCHOOL (SHS) STUDENTS AT SULTAN MEMORIAL
HIGH SCHOOL (SMHS)

ZAIDIN M. MALAGUIANON

Thesis Manuscript Submitted to the Department of Secondary Education,

College of Education, University of Southern Mindanao,
Kabacan, Cotabato in Partial Fulfilment of the
Requirements for the Degree of

BACHELOR OF SECONDARY EDUCATION

(Mathematics)

DECEMBER 2022
 UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
Philippines

APPROVAL OF THESIS MANUSCRIPT

Name ZAIDIN M. MALAGUIANON
Major MATHEMATICS
Degree Sought BACHELOR OF SECONDARY EDUCATION
Specialization
Thesis Title PERCEIVED IMPACT OF MODULAR LEARNING APPROACH TO
THE MATHEMATICS’ ACADEMIC PERFORMANCE OF SENIOR
HIGH SCHOOL (SHS) STUDENTS AT SULTAN MEMORIAL HIGH
SCHOOL (SMHS)

APPROVED BY THE GUIDANCE COMMITTEE

ENGR. ARNEL B. TOLEDO ASHLEY COLEEN S. ORTIZ, MST
Adviser Co-Adviser (Optional)
____________ ___________
Date Date
_________________ ERIC JOHN C. DIEL, MST
Statistician Department Research Coordinator
(Optional)
______________ ___________
Date Date
GIRLIE D. BATAPA, MMME
Department Chairperson
______________
Date

NORQUEZ M. MANGINDRA, EdD KAUTIN S. KULANO, PhD

College Research Coordinator Dean
___________ __________
Date Date

Study No: ________________

Index No: ________________
Recorded by: _____________
RECORDED:
LYDIA C. PASCUAL
Director for Research and Development Office
____________
Date
Recorded by: __________
USM-EDR-F05-Rev.4.2020.11.16

ii
 UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
Philippines
ACCEPTANCE OF THESIS

The thesis attached here to, entitled “PERCEIVED IMPACT OF MODULAR

LEARNING APPROACH TO THE MATHEMATICS’ ACADEMIC PERFORMANCE OF

SENIOR HIGH SCHOOL (SHS) STUDENTS AT SULTAN MEMORIAL HIGH

SCHOOL (SMHS)” prepared and submitted by ZAIDIN M. MALAGUIANON in

partial fulfillment of the requirements for the degree of BACHELOR OF

SECONDARY EDUCATION is hereby accepted.

ENGR. ARNEL B. TOLEDO

Adviser

______________
Date

NORQUEZ M. MANGINDRA, EdD

College Research Coordinator

______________
Date

USM-EDR-F10-Rev.4.2022.10.18

iii
 BIOGRAPHICAL DATA

The researcher was born on 5th Day of May, year 2001 at Tinutulan,

Pikit North Cotabato. He is the 6th child among 11 children of Nasser C.

Malaguianon and Saguira M. Malaguianon.

In terms of the researcher’s educational background, he finished his

elementary education at Sultan Memorial Elementary School (SMES),

Tinutulan, Pikit, North Cotabato with the S.Y. 2012-2013. He pursued his

secondary education at Sultan Memorial High School (SMHS), Tinutulan, Pikit,

North Cotabato and graduated with the S.Y. 2018-2019. He continued his

tertiary education at University of Southern Mindanao (USM) Kabacan, North

Cotabato taking up Bachelor of Secondary Education major in Mathematics

year 2019 to present. The researcher is currently a 4th year student and is

hoping to finish his tertiary education by the grace of Almighty Allah (S.W.T).

ZAIDIN M. MALAGUIANON
Researcher

iv
 ACKNOWLEDGMENT

The researcher would like to express his gratitude thanks to the

Almighty Allah (S.W.T.) for giving him enough strength to fight against stress

and depression, and for bringing him to the right path far away from giving up.

He gives patience and perseverance in order that the researcher’s keep on

fighting for his study wholeheartedly.

The researcher would also like to take the opportunity to express his

sincere thanks to the following people behind the success of the study.

First, to my thesis adviser ENGR. ARNEL B. TOLEDO, for his

guidance and support as well as for giving valuable time and effort in making

my study becomes successful. A heartfelt appreciation also would be given to

my thesis co– adviser, ASHLEY COLEEN S. ORTIZ, MST for sharing her

knowledge as well as spending valuable time including her comments and

suggestions until the completion of my study.

My gratitude thanks is also extended to the panelists Eric John C. Diel,

MST and Ashley Coleen S. Ortiz, MST, also to Paul John B. Ongcoy, PhD,

Program Head in Mathematics for their encouragement and suggestions and

comments for the improvement of my study

To my classmates and friends, thank you also for the positivity and

fighting spirits that you shared to me every time I felt down and no reason to

fight. You all are such blessings to me endowed by the Almighty Allah (S.W.T.).

v
 To the Senior High School (SHS) students of Sultan Memorial High

SCHOOL (SMHS) who were my respondents, thank you also for the

participations and cooperation as well as for spending time to answer the

provided survey questionnaire contains vital information needed in the

accomplishment of the study. Special thanks also to the SMHS Faculties and

staff especially the Head Teacher, Mr. NORSALAM S. MAGANOD for

allowing me to conduct my study in their school. And of course, to the ever

supportive Senior High Teachers of the said school, Mr. ABDULNASSER A.

ANDIK, LPT and Mr. BERJAD K. ANTOG, LPT for their guidance and moral

support.

Wholeheartedly thanks and sincere gratitude is also extended to my

family for the financial support. Lastly, are the people who always been here

by my side throughout the time of completing my study.

vi
 TABLE OF CONTENTS

Page
PRELIMINARIES
Title Page.............................................................................................i

Approval of Thesis
Manuscript……………………………..…………….Error! Bookmark not
defined.

Acceptance of Thesis Manuscript........................................................iii

Biographical Data................................................................................iv

Acknowledgment.................................................................................v

Table of Contents................................................................................vii

List of Tables.......................................................................................ix

List of Figure........................................................................................x

List of Appendices…………………………………………………….......xi

Abstract……………………………………………………………………..xii

INTRODUCTION.............................................................................................1

REVIEW OF RELATED LITERATURE...........................................................7

Modular Learning………………………...……………………..………....7

Quality of Education…………………………………………….……........8

Impact of Modular Learning..................................................................8

Strategies in Learning Mathematics.....................................................9

Disadvantages of Modular in Learning Mathematics..........................10

Advantages of Modular in Learning Mathematics...............................11

Importance of Modular Learning Approach.........................................12

METHODOLOGY...........................................................................................13

vii
 Research Design…………………………..……………………….…....13

Research Respondents……………………………………..………….,13

Sampling Procedure………………......…………..…………………….14

Research Instrument.........................................................................14

Data Gathering Procedure................................................................15

Data/Statistical Analysis………..……………………………………….16

RESULTS AN DISCUSSION.........................................................................17

Level of Negative Impact of Modular Learning Approach.................17

Advantages/positive impact of Modular Learning Approach.............21

Academic Performance of the Respondents.....................................26

Relationship b/w Modular Learning and Academic Performance......27

SUMMARY, RECOMMENDATION AND CONCLUSION.............................30

LITERATURE CITED....................................................................................34

APPENDICES………………………………………………………………….....37

CURRICULUM VITAE……………………………………………………….......45

viii
 LIST OF TABLES

Table Title Page

Level of negative impact of modular learning

1 approach to the academic performance of 20
students in learning mathematics
Advantages/positive impact of modular learning
2 approach to the academic performance of 25
students in learning mathematics
Students’ Academic Performance (General Weighted
3 Average (GWA) of Students in their General 26
Mathematics Subject)
Test of Relationship between negative impact of
modular learning approach and academic
4 performance of the respondents in mathematics 29
using Spearman Rho Correlation
Test of Relationship between
5 advantages/positive impact of modular learning 29
approach and academic performance of the
respondents in mathematics using Spearman
Rho Correlation

ix
 LIST OF FIGURES

Figure Title Page

1 Conceptual framework showing the relationship between 5

independent and dependent variables

ixi
 LIST OF APPENDICES

Appendix Title Page

A Actual Budget of the Research………………………….…..38

B Application for change of Research Title………………......39

C Application for Manuscript Defense………………………...40

D Survey Questionnaire…………………………………….…...41

E Test of Normality…………………………………………….…43

F Documentations………………………………………………..45

xi
 ABSTRACT

MALAGUIANON, ZAIDIN M. 2022. Perceived Impact of Modular Learning

Approach to the Mathematics’ Academic Performance of Senior High
School (SHS) Students at Sultan Memorial High School (SMHS). BSE
Thesis, College of Education, University of Southern Mindanao,
Kabacan, Cotabato. 61pp

Adviser: ENGR. ARNEL B. TOLEDO

During the time of COVID–19 PANDEMIC, there was a biggest

changed in the mode of teaching–learning that brought difficulties for the

students to adjust and learn well. This study was conducted to determine the

perceived impact of modular learning approach to the mathematics’ academic

performance of Senior High School Students (SHS) students at Sultan

Memorial High School (SMHS). Specifically, it aimed to identify the level of

negative impact of modular learning approach to the mathematics’ academic

performance of students; determine the advantages of modular learning

approach to the mathematics’ academic performance of students, and;

determine the impact of modular learning approach to the mathematics’

academic performance of students. This study was a descriptive–correlation

type of research that focused on the impact of the modular learning approach

and its relationship to the academic performance of Senior High School

Students of Sultan Memorial High School (SMHS) in learning mathematics.

The study was conducted at Sultan Memorial High School (SMHS), Tinutulan,

xii
Pikit, North Cotabato for the school year 2022-2023.Only those who are

current Senior High School Students of Sultan Memorial High School (SMHS)

were considered as the participants of this study included both grade 11 and

12.

The significance of this study will be a great contribution to the other

researchers as it will be an additional reference contains a lot of information

about impact of modular learning approach to the academic performance of

students in learning mathematics.

This study used complete enumeration sampling procedure and

analyzed the data using descriptive statistics tools and correlation to evaluate

the research study. The data being gathered was tallied and tabulated using

frequency distribution and weighted mean equation to facilitate the analysis

and interpretation. After, the researcher ran the correlation analysis specifically

the Spearman rho correlation to determine if there is a significant relationship

between modular learning approach and the academic performance of the

students in learning mathematics.

Keywords: Academic Performance, Negative Impact of Module,

Advantage/positive impact of Module, Modular Learning
Approach

xiii
 1

INTRODUCTION

Teaching is indeed a human activity that happens through interactions

between teachers and learners. It also towards teaching the students to be

aware of values and manners that is suitable to showcase in a certain society.

In addition, it is a skilful activity and applies knowledge and scientific principles

aiming use environment as setting of facilitating learning (Alberta Teachers’

Association, 2018). We are now living in a very changing world where we can

say that everything has been change and continue changing, that includes the

livelihood process and leadership whereas there are some government

policies remains implemented but there are also additional protocols that need

to be follows during the COVID-19 pandemic has started. We have seen that

one of the most affected when the said pandemic exists would be the

educational mode that needs for an adjustment for new mode of learning and

teaching approach by means of obeying government protocols. There’s a

needs of creating a transition of new normal curriculum toward a better quality

of learning given by the educations to the learners even the protocols such

wearing of mask and facials shields as well as social distancing or no face to

face are allows. But does the learners really acquires good quality of learning

through new normal education specifically the modular learning approach

even along with those protocols? What is its impact to the academic

performance of the students?

 2

Modern teaching approach in the educational curriculum is the

combination of face to face or traditional classroom learning with online

learning or e-learning (STI Education Services Group, Inc. 2020). In addition to

the statement of the said group, blended education allows the students to

have an appropriate set of learning goals as well as to help them to be

responsible for their own learning and to be flexible enables for them to learn

at their own pace in preparation for their future. But what if the teaching

process will be modular approach only, does it really has a big impact to the

progress of the students’ academic performance? Despite of losing schools

and/or rooms as learning environment and homes as new learning facilities,

educational institutions are keep on aiming to give the best quality of learning

to the students as well as to improve their academic performance even

through modular learning approach. The mentioned question is indeed a

simple question but very helpful to identify if the learners are able to continue

their educational journey even at homes.

The finding of the study will greatly contribute to the students

considering that modular learning approach plays an important role in their

academic performance in learning mathematics. It is also beneficial to the

teachers in order for them to know the impact of modular learning approach to

the academic performance of their students. The Parents can also benefit from

this study as they see their children learn from modular modes of education.

Lastly, this study will be a great help to the other researchers and will be
 3

additional reference related to modular learning approach. This will be an

additional reference contains a lot of information about impact of modular

learning approach to the academic performance of students in learning

mathematics.

The general objective of the study was to determine the perceived

impact of modular learning approach to the mathematics’ academic

performance of Senior High School Students (SHS) students at Sultan

Memorial High School (SMHS). Specifically, it aimed to identify the level of

negative impact of modular learning approach to the mathematics’ academic

performance of students; determine the advantages of modular learning

approach to the mathematics’ academic performance of students, and;

determine the impact of modular learning approach to the mathematics’

academic performance of students.

The study was conducted at Sultan Memorial High School (SMHS),

Tinutulan, Pikit, North Cotabato for the school year 2022-2023. Only those

who were currently Senior High School Students of Sultan Memorial High

School (SMHS) were considered as the respondents of this study.

 4

Operational Definition of Terms

Academic Performance- is the extent to which a student, teacher or

institution has attained their short or long-term educational goals.

Blended Education- is the form of teaching process where both online

and modular approaches are combines.

Modular Learning- is the learning modality through printed and digital

modules that requires self-learning module towards acquiring

information.

Pandemic- it is a disease that prevalent over a whole country or the world.

Printed Module- it is the producing of module through mechanical process

involving the transfer of text, images, or designs to paper.

Protocols- are the official procedure or system of rules governing affairs of

state or diplomatic occasion.

Self-discipline- it is a process of training ourselves to obey rules or code of

behaviour correctly.

Teaching- is the occupation, profession, or work of a teacher in sharing

knowledge and wisdom to learners.

Traditional Classroom Learning- is the old way of learning environment and

a combination of face to face and e-learning.

 5

Conceptual Framework

Negative Impact of
Modular Learning Academic
Approach Performance of
Respondents in
learning mathematics
Advantage/positive
impact of modular
learning approach

Figure 1. Relationship between modular learning approach and academic

performance of students

The conceptual framework model presents the relationship of the

independent variable in relation to the dependent variables. The independent

variables are the impact of modular learning approach while the dependent

variables are the mathematics’ academic performance of students.

 6

Hypothesis of the Study

Ho: There is no significant relationship between modular learning approach

and the academic performance of the students.

 7

REVIEW OF RELATED LITERATURE

This literature review vividly discussed the modular learning approach

and the academic performance of the students.

Modular Learning

Modular leaning can be known as distance learning and a very useful

and important way of learning and teaching process during this time of Covid-

19 pandemic not just here in the Philippines but all over the world. According

to the survey of Department of Education (DepEd), these way of learning is

currently used by all public school nationwide as they believes that learning

through printed and digital modules is the most prefer distance learning to

secure safeties yet ensure good quality of learning among students who are

enrolled in this academic year (Bernardo, 2000). And since the education is no

longer held at school, the parents serve as the partner of teacher in playing

the vital role of teaching as home facilitator. Modular learning as their primary

role aims to establish guidance for students towards remaining of connection

to the study as well as to their teachers (Manlangit et al., 2020).

 8

Quality of Education

As stated by Casiple (2021), the undeniable fact is that the quality of

education earns by the students under this what we called non-qualified

mother-teacher during this time of pandemic may have to suffer for a while.

The quality of education is good for all; the teaching method of teacher

towards teaching students will be more creative through the use of modular

scheme. Gentle dealing with students is advisable instead of intimidating with

plenty requirements that are usually the root of stress toward poor academic

performance.

Impact of modular learning

Modular learning have found that it has good impact and positive effect

to the academic success of learners, but on the other hand, the influence is

unique if the instructor facilitates the discussion (Wilen-Daugenti, 2009). On

the other hand, Keskin and Metcalf (2011) stated in their study that modular

learning involves sharing of knowledge, problem solving and one to one

discussion, and mostly is to allows wide freedom of giving feedbacks between

teacher and learners and vice versa.

Modular approach is an emerging trend educational thinking that

changes traditional method of instruction to an outcome-based learning

 9

example. Modularization is based on the perceptive division of curriculum into

small discrete modules or units that are independent, not in chronological

order yet short in duration (Chen, 2019). Majority of people might say that this

approach is easier for the students as the home will serve as the school also

to learn. But it's just a surface grips and understanding regarding the modular

approach without knowing the factors and other things that would be its impact

to the students and their academic performance. But indeed, the struggles of

the teachers to teach deliver the lessons by the way of how the students will

understand the topic within just a period of time. It’s alike with the students

who are mostly in slow learners and some are in fast learners where the

needs of length of time to understand the lesson has been lost and wiped out.

The probability of having poor learning to acquire is high and the good

performance in school is lessen.

Strategies in Learning Mathematics

As Kelemanik and Lucenta (2020) stated in their study, most of the

strategies instruction strategies that has been proven and effective in

classroom can also be adapted to work during modular approach. Those

mathematical instructional strategies contains Individual Think Time which

usually gives students enough time to think and review or explore math

concept before they will discuss it within the class, another one is called Turn
 10

and Talks which provides opportunities for students to talk and explain their

ideas and opinion regarding mathematics concept, and the 4 Rs which are

Repeat, Rephrase, Reword, and Record, it support and led students to

become creative thinkers that can also learn within their peers.

Disadvantages of Modular Learning

As we expect for an outcome when the modular learning approach

became mode of learning, there are some disadvantages of that both students

and teachers can have. There are some instances that the students do their

modules not wholeheartedly where they just do it for formality purpose. It’s

hard for the side of teachers to know that students are taking modules for

granted despite the lacking of abilities of teacher to visualize what have had

the learners been done in their homes. Another negative impact is that the

students are spoiled to neglect answering the modules because parents do it

instead. It is very wrong that the parents supposed to tutor their children in

answering the modules but they do it all. Some students were just copied their

answers form their classmates even without reading the contents of the

modules, how do they learn if the bad deeds will continue to exist? The

notions of the students could bring it into negative impact as they think that

they never learn from modules which is indeed the learning is because of the

perseverance and strives of the learners (Helpline Ph, 2020).

 11

Advantages of Modular Learning

But if there were disadvantages, there are also advantages of having

modular learning approach in educational curriculum. First and foremost, the

students can learn while they can earn, too because they can land a job along

with studies. This is good for those students who are self-sustainability and

willing to get money while pursuing higher education. It is good also for those

students who are not thrifty and money conservative because modular

learning makes the students saves more money as they don’t need to pay for

fare, boarding house as well as allowance. The time is now in the hand of

students, this is the fact that the lack of time before will turn into time comfort

management where they can answer if they will wherever and wherever of

their comfort zone. It’s just a matter of having self-discipline as well as self

motivated where the learners can learn in their own experience (Bijeesh,

2022).

Modular education is the division of degrees in making it smaller,

modular learning can also enables a lifelong learning because working

professionals are able to learn also new skills within a short period of time

even along with work. By this way of learning approach, they will be able to

combine humanities skills with tech skills, communication skills with coding

skills, analytical skills with design skills. The students themselves also become

essential to generate their own education with the customized set of skills they
 12

need towards having a clearer insight for their careers and making them a truly

unique job candidate (Agarwal, 2019).

Importance of Modular learning

The essence of modular approach as mode of learning is to encourage

independent study and directs students to practice or rehearse information. Its

main goal is to gain mastery of the concepts, see the progress by answering

given exercises that has been arranged as such formalizes the level of

difficulty where the learners can perform. Having better self-study and learning

skill among students are also some benefits of using modules for instruction

wherein the students engage themselves in learning concepts that has been

presented in the module. They are learning how to learn in their own way and

gradually develop a sense of taking responsibility to accomplish the tasks

provided in the module with a bit or even no assistance from the teacher. The

learners progress on their own way yet they are empowered (Dangle &

Sumaoang, 2020).
 13

METHODOLOGY

Research Design

This study was quantitative research used to quantify the problems by

way generating of numerical data or data that can be transformed into usable

data. A descriptive-correlation research design was used to determine the

significant relationship between impacts of modular learning approach and the

mathematics’ academic performance of Senior High School (SHS) Students at

Sultan Memorial High School (SMHS). This design helped the researcher to

easily gather all the important data from the responses of the respondents that

were needed in the study.

Research Respondents

The respondents of the study were the Senior High School (SHS)

Students at Sultan Memorial High School (SMHS) taking up Humanities and

Social Sciences (HUMSS) strand for the school year 2021-2022.

 14

Sampling Procedure

This study used complete enumeration sampling procedure to

determine the impact of modular learning approach to the academic

performance of the students in learning mathematics through the responses of

participants who answered the survey questionnaire.

Research Instrument

The study utilized one set of instruments which was the survey

questionnaire that were content validated by three experts and pilot-tested

with 35 individuals that got a reliability coefficient of 0.70 which means that the

instrument is acceptable. This instrument consisted only of one (1) part with

fifteen (15) statements. The first from first five (5) statements of the survey

questionnaire deals with the perceived level of negative impact of modular

learning approach to the academic performance of the learners in

mathematics. Moreover, the next ten (10) statements deal with the perceived

advantages and/or impact of modular learning approach to the academic

performance of students in learning mathematics. This 15-item instrument was

evaluated using weighted mean to determine the perceived level of impact of

modular learning approach to the academic performance of students with the

following descriptions: 4-strongly agree, 3-agree, 2-disagree, 1-disagree.

 15

Scoring Instruments

Interval Description

3.50-4.00 Strongly Agree

2.50-3.49 Agree

1.50-2.49 Disagree

1.00-1.49 Strongly Disagree

Data Gathering Procedure

The following procedures were undergone by the researcher prior,

during and after the conduct of the study. First, the researcher asked for

permission from the Dean of USM-College of Education to conduct a study.

Second, the researcher sent a letter of permission to the Head Teacher of

Sultan Memorial High School (SMHS) to conduct the survey and collect the

important data needed for the study. Upon the approval, the researcher

distributed the survey questionnaire to the respondents and gave those

instructions on how to answer the given questionnaire truthfully.

 16

Statistical Analysis

The researcher analyzed the data using descriptive statistics tools and

correlation to evaluate the research study. The data gathered on the academic

performance in mathematics of the respondents were tallied and tabulated

using frequency distribution table. Weighted mean was used to determine the

perceived level of negative and positive impact of modular learning approach

in mathematics. Moreover, the researcher employed the Spearman Rho

correlation tent to determine if there is a significant relationship between the

perceived effects of modular learning approach and the academic

performance of the students in mathematics.

 17

RESULTS AND DISCUSSION

This chapter presents the analysis of data gathered, the discussion of

the results and the corresponding interpretations. The presentation of the

findings follows the sequence of the objectives.

Level of negative impact of modular learning approach to the

mathematics’ academic performance of students

Data in Table 1 showed and contained negative statements that served

as instruments to identify the level of negative impact of modular learning

approach to the mathematics’ academic performance of students.

As seen on the table below, the negative statement about impact of

modular learning approach that has a highest mean of 2.83 was “Performance

tasks in the modular learning were doubled within a certain amount of time

frame and resources were not available” which means that the students

agreed that they cannot finished double or triple activities within a certain

period time during modular learning approach because the resources were not

available which highly perceived by respondents as a negative impact of

modular approach. This was followed by the statement “Modular learning time

was not efficient compared to face to face” that has a weighted mean of 2.62

which means that most of the students agreed that their time during modular

learning approach were not efficient compared to face to face which was
 18

considered to have a high level of negative impact to the performance of the

respondents since it required enough time for them to understand the contents

of the modules. The third spot from the highest mean was the statement

“Modules were for formality cause and not internalized by the students” that

got an average mean of 2.46 with a description of disagree which means that

the modules were made with a clear and well instruction and students

engages themselves into it towards a good quality of learning and it was

considered by the respondents as low level of negative impact in their

academic performance. The statement that got 2nd to the lowest mean was “I

tend to copy the answers of my classmates without reading the contents of

modules”, it has an average mean of 1.68 and has a description of disagree

which means that most of the students answered their modules without

copying the answers of their classmates and it considered as low level of

negative impact to the academic performance of respondents. On the other

hand, statement “I am spoiled to let my parents’ answers my modules that

were supposed to be done by me” got the lowest weighted mean of 1.49

where it implies that students strongly disagreed about the statement that they

let their parents do and answers their modules, the mere fact was that

students answered and did the tasks on the modules by their own efforts

which considered as very low level of negative impact to the respondents’

academic performance.
 19

Moreover, the overall mean result on the perceived negative impact of

modular learning to the mathematics’ academic performance of respondents in

is 2.21 with a description of disagree and it was considered by the

respondents as low level of negative impact in their mathematics’ academic

performance. These findings indicated that the students faced various sorts of

negativity during their module era that has an impact in their academic

performance in mathematics but majority of them had positive attitudes and

didn’t make those things as obstacles to pursue on their study and gain new

learning and knowledge even not in their ideal classroom.

The result of this study somehow contradicts to the statement of

Helpline Ph (2020) newspaper that another negative impact of modular

learning approach to the academic performance of students where they

spoiled to neglect answering the modules because parents do it instead. And

that was very wrong that the parents supposed to tutor their children in

answering the modules, but they do it all. In addition, some students just

copied their answers form their classmates even without reading the contents

of the modules. This bad habit of the students brought modular learning

approach negative impact in the academic performance of students in

mathematics.
 20

Table 1. Perceived level of negative impact of modular learning approach to

the mathematics’ academic performance of (n = 152)
No. Statements Weighted Description Qualitative
Mean Description
2 Performance tasks in the
modular learning were
doubled within a certain 2.83 Agree High
amount of time frame and
resources were not
available.
1 Modular learning time was
not efficient compared to 2.62 Agree High
face to face.
5 Modules were for formality
cause and not internalized 2.46 Disagree Low
by the students.
4 I tend to copy the answers
of my classmates without 1.68 Disagree Low
reading the contents of
modules.
3 I am spoiled to let my
parents’ answers my 1.49 Strongly Very low
modules that were Disagree
supposed to be done by
me.
Overall Weighted Mean 2.21 Disagree Low
Legend: Interval Description
3.50-4.00 Strongly Agree (Very High)
2.50-3.49 Agree (High)
1.50-2.49 Disagree (Low)
1.00-1.49 Strongly Disagree (Very Low)
 21

Advantages/positive impact of modular learning approach to the

mathematics’ academic performance of students

Data in Table 2 shows the statements and its result from the responses

of the respondents about the advantages/positive impact of modular learning

approach to the mathematics’ academic performance of students.

As seen on the table, the advantages/positive statement about impact

of modular learning approach that has a highest mean of 3.54 and a

description of strongly agree was “Modular learning built my self-study and

taught me to learn independently” which means that the students learned to

answered and worked for their activities and assessment independently and

no longer depending on their peers and classmates. Next was the statement

“The teacher guided me in setting personal targets and developed strategies

to achieve those targets in modular learning approach” that gained a mean of

3.52 from the responses of the respondents with a description of strongly

agree which means that even though the learning environment during modular

approach was not in a usual classroom, the teachers still guided the students

to set for their personal plan as well as developed and brought them to the

place where they can achieved those targets. This was followed by the

statement “Modular learning positively contributed to my knowledge, skills and

personal development” with a mean of 3.15 and a description of agree which

means that the modular learning has a positive contribution in term of

students’ ability to learn as well as for their personal progress. The next
 22

statement was “I am satisfied with the quality of academic advised that I have

been received from modular learning mode” got a mean of 3.14 with a

description of agree which means that the students were satisfied with the

quality of academic advised by which the modular approach were motivated

and inspired students themselves as well as helped them to be better learners.

The 5th statement with a highest mean was “Problem-solving and creative

thinking skills were strengthened through modular learning approach” got 3.09

with a description of agree which means that the modular learning also

developed the problem-solving and creating thinking ability of students. This

was followed by the statement “Modular learning provided enough time to

understand certain lesson” that got a mean of 3.06 from the responses of

respondents with a description of agree which means that the students were

given an enough time by the modular learning mode in understanding their

lesson and topics. The next statement was “I am satisfied with the overall

academic experiences I had with the teacher in my classes” has a mean of

3:03 with a description of agree which means that the students were satisfied

and contented for what they had experienced inside the classroom along with

their teachers during modular learning. On the other hand, third statement that

got a lowest mean was “My academic skills were empowered through modular

learning approach” with 3.02 and a description of agree which means that the

academic skills of the students specifically their reading, writing and other

related skills were also empowered through modular learning approach. The
 23

second statement with the lowest mean was “I was provided and filled with

helpful information through modular learning approach”, it has a mean of 3.00

with a description of agree which means that the students still gained and

provided helpful and authentic information through modular learning. While the

statement that got the lowest mean of 2.95 and a description of agree was

“The module was intellectually stimulated and strengthened my learning skill”

which means that modular learning mode made the students to be active and

it strengthened their ability to be more active towards gaining productive

learning.

The overall result of the advantages/positive impact of modular

learning approach to the mathematics’ academic performance from the

responses of the respondents got an overall weighted mean of 3.15 with a

description of agree. This implies that majority of the respondents were agreed

to the positive statements they had experienced during modular learning time

which means that there was positive impact brought by the modules on the

academic performance of the students in mathematics that were shaped them

as better learners and individual as well. This indicates that the students

indeed valued and know how helpful that the modular learning approach in

their personal development specially in developing their skills specifically

reading, writing, problem-solving, creative thinking skills and etc.

A cited in the study of Dargo and Dimas (2021) that there’s an

asynchronous type of learning known as independent learning where the students

 24

learn on their own. Learners do and answer their modules without depending on

others as well as they also find ways on how they’ll understand the lessons written in

the modules, or textbooks provided for them which is a good way to develop the sense

of taking responsibility into deeds towards accomplishing the given tasks in the

modules.

Stated in the study of Agarwal (2019) that modular learning can also

enables a lifelong learning because working professionals are able to learn

also new skills within a short period of time even along with work. By this way

of learning approach, they will be able to combine humanities skills with tech

skills, communication skills with coding skills, analytical skills with design skills.

The students themselves also become essential to generate their own

education with the customized set of skills they need towards having a clearer

insight for their careers and making them a truly unique job candidate.
 25

Table 2. Advantages/positive impact of modular learning approach to the

mathematics’ academic performance of students (N = 152)
No. Statements Weighted Description
Mean
4 Modular learning built my self-study and Strongly
taught me to learn independently. 3.54 Agree
6 The teacher guided me in setting
personal targets and developed 3.52 Strongly
strategies to achieve those targets in Agree
modular learning approach.
9 Modular learning positively contributed
to my knowledge, skills and personal 3.15 Agree
development.
10 I am satisfied with the quality of
academic advised that I have been 3.14 Agree
received from modular learning mode.
8 Problem-solving and creative thinking
skills were strengthened through 3.09 Agree
modular learning approach.
3 Modular learning provided enough time 3.06 Agree
to understand certain lesson.
7 I am satisfied with the overall academic
experiences I had with the teacher in my 3:03 Agree
classes.
5 My academic skills were empowered
through modular learning approach. 3.02 Agree
1 I was provided and filled with helpful
information through modular learning 3.00 Agree
approach.
2 The module was intellectually stimulated 2.95 Agree
and strengthened my learning skill.
Overall Weighted Mean 3.15 Agree

Legend: Interval Description

3.50-4.00 Strongly Agree
2.50-3.49 Agree
1.50-2.49 Disagree
1.00-1.49 Strongly Disagree
 26

Academic Performance of the Respondents (General Weighted Average

(GWA) of Students in their General Mathematics Subject)

Table 3 represents the academic performance of the students in

mathematics during the modular learning approach. It is shown that majority of
the respondents which were 90 out of 152 (59.21%) students have very
satisfactory performance in learning mathematics based on their mathematics’
academic performance during modular learning approach. There were also 54
out of 152 (35.52%) who have satisfactory performance while 8 out of 152
(5.33%) students who have outstanding performance.
These finding indicated that the students were still doing good in their
academic performance in learning mathematics during modular learning
approach.

Table 3. Students’ Academic Performance (General Weighted Average (GWA) of

Students in their General Mathematics Subject) (n = 152)
Frequency
Grading Scale
(n=152)
90-100 (Outstanding) 8
85-89 (Very Satisfactory) 90

80-84 (Satisfactory) 54

Legend: Grading Scale Descriptor

90-100 Outstanding
80-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Below 75 Did not meet expectations
 27

Relationship between impact of modular learning approach and

academic performance of the respondents in mathematics

Table 4 and 5 shows the relationship between the two variables which

are the impact of modular learning approach and the academic performance of

the students in mathematics. This evaluated using Spearman rho correlation

(p value) to analyze the data.

As shown in the table 4, there is no significant relationship between

negative impact of modular learning approach and academic performance of

the respondents (r=0.14471, p(2*-tailed) = 0.06993) at 0.05 level. This implies

that the negative impact of modular learning approach and respondents’

academic performance are somehow not related with each other.

Furthermore, it is shown in the table 5 that there is no significant

relationship between advantages/positive impact of modular learning approach

and academic performance of the respondents (r=0.0645, p(2*-tailed) =

0.42949) at 0.05 level. This implies that the advantages/positive impact of

modular learning approach and respondents’ academic performance are not

related with each other.

The results conform to the study of Woo T. (2015) that students' prior

knowledge has no longer factored into readability test which probably the

reasons why both hardest and easiest to read module sampled have no

discernable relationship to the students’ academic performance. It says there

is no any causal relationship between modular distance learning and

 28

academic performance, yet the finding is inconclusive because the size of the

sample is not very large. However, other factors that also affect students'

academic performance with no relationship to the modular distance learning

were the quality of services, learners’ personal commitment and cost of

education. Nevertheless, based on the findings of this study, we can infer that

there is no influential factor of modular distance learning to the academic

performance of the students.

On the other hand, researchers still suggest that there exists

relationship between modular learning approach and academic performance

of students because it strengthens independent learning which may be

beneficial to academic progress of students. Conversely, it can also be the

reason of lessening academic improvement as it was found to be an additional

workload, limited teacher-learner interactions and the like.

 29

Relationship between negative impact of modular learning approach and

academic performance of the respondents in mathematics

Table 4. Test of Relationship between negative impact of modular learning

approach and academic performance of the respondents in
mathematics using Spearman Rho Correlation

Variables Coefficient (r) n P value Remarks

Modular Learning

Approach
.14 152 .07
Academic Not
significant
Performance of

Students

Relationship between advantages/positive impact of modular learning

approach and academic performance of the respondents in mathematics

Table 5. Test of Relationship between advantages/positive impact of modular

learning approach and academic performance of the respondents in
mathematics using Spearman Rho Correlation

Variables Coefficient (r) N P value Remarks

Modular Learning

Approach
.06 152 0.43
Academic Not
significant
Performance of

Students
 30

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and

recommendations based on the data analyzed in the previous chapter.

This study was a descriptive–correlation type of research that focused

on the impact of the modular learning approach and its relationship to the

mathematics’ academic performance of Senior High School Students at Sultan

Memorial High School (SMHS). The study was conducted at Sultan Memorial

High School (SMHS), Tinutulan, Pikit, North Cotabato for the school year

2022-2023. Only those who are current Senior High School Students of Sultan

Memorial High School (SMHS) were considered as the participants of this

study included both grade 11 and 12.

There are needs for creating a transition of new normal curriculum

toward a better quality of learning given by the educations to the learners even

the protocols such wearing of mask and facials shields as well as social

distancing or no face to face were allowed. Because of this, the study will be a

great contribution to the other researchers as it will be an additional reference

contains a lot of information about impact of modular learning approach to the

academic performance of students in mathematics.

The general objectives of the study were to determine the perceived

impact of modular learning approach to the mathematics’ academic

 31

performance of Senior High School Students (SHS) students at Sultan

Memorial High School (SMHS). Specifically, it aimed to identify the level of

negative impact of modular learning approach to the mathematics’ academic

performance of students; determine the advantages of modular learning

approach to the mathematics’ academic performance of students, and;

determine the impact of modular learning approach to the mathematics’

academic performance of students.

This study used complete enumeration sampling procedure and

analyzed the data using descriptive statistics tools and correlation to evaluate

the research study. The data being gathered was tallied and tabulated using

frequency distribution and weighted mean equation, the researcher employed

the Spearman Rho correlation tent to determine if there is a significant

relationship between the perceived effects of modular learning approach and

the academic performance of the students in mathematics.

The negative statement about impact of modular learning approach as

of its general result obtained an overall weighted average mean of 2.21 with a

description of disagree. On the other hand, the advantages/positive statement

about impact of modular learning approach that got an overall weighted mean

of 3.15 with a description of agrees. Talking about the mathematics’ academic

performance of the students during the modular learning approach, it is shown

that majority of the respondents have very satisfactory performance in learning

 32

mathematics based on their academic performance during modular learning

approach with 90 out of 152 (59.21%) students.

In terms of the relationship between the two variables which is modular

learning approach and academic performance of the respondents, it showed

that there is no significant relationship between negative impact of modular

learning approach and academic performance of the respondents (r =0.14471,

p(2*-tailed) = 0.06993) at 0.05 level. On the other hand, also there is no

relationship between advantages/positive impact of modular learning approach

and academic performance of the respondents (r =0.0645, p(2*-tailed) =

0.42949) at 0.05 level.

Based on the results of the study, it is concluded that although students

had faced different kinds of negativity during their modular learning time that

has impact on their academic performance, still they chose to be positive and

continue to conquer and learn. There was also positive impact of modular

learning mode on their mathematics ‘academic performance that made them

better learners and individual towards developing their learning skill

specifically reading, writing, problem-solving, creative thinking skills and likes.

Further, majority of the respondents’ academic performance with 90 out of 152

(59.21%) students are very satisfactory which means that their performances

are still good during modular learning era. However, still there is no

relationship between the two variables which is modular learning approach

and academic performance of the respondents.

 33

Based on the finding and conclusion of the study, it is recommended to

develop the strategies of mathematics teachers towards improving the abilities

of students in their mathematics’ academic performance despite of having

modular learning approach as mode of education. This would be a good help

for having a skillful student that is willing to learn and gain knowledge despite

of having an informal learning environment and discussion. It is also

recommended to create cooperation and reinforcement in between parents

and teachers to have guidance for students on how to handle the new mode of

education where the students are able to enjoy and learn mathematics even

though modular learning approach. Lastly, it is recommended to have further

investigation about the impact of modular learning approach to the academic

performance of the students in mathematics.

 LITERATURE CITED

Agarwal A. (2019). How Modular Education Is Revolutionizing ThE Way We

Learn (And Work). An article published by an American business
magazine owned by Integrated Whale Media Investments and the
Forbes Family-published 8 times a year.

Aksan, J. A. (2021). Effect of Modular Distance Learning Approach to the

Academic Performance of Students in Mindanao State University-Sulu
Senior High School Amidst COVID-19 Panemic. Open Access
Indonesia Journal of Social Sciences, 4(4), 445-467.

Alberta Teachers’ Assoiation, (2018). The Alberta Teachers’ Association is the

professional for the teachers of Alberta, Canada. It represents all
teachers and teacher administrators in all schools in Alberta’s public,
separate and francophone school divisions. It also represents teachers
in some charter and private schools.

Bernardo J. (2000). Modular Distance Learning: Here’s What You Need To

Know. Department of Education (DepEd), WhatAlife! Blog in Late May
2019, publishing trendy lifestyle and entertaining articles.

Bijeesh, N. A., (2022). Advantages and Disadvantages of Distance Learning.

An online education articles was first indexed more than 10 years ago.

Casiple R. (2021). Modular Instruction. An article published by a renascent Ilo-

Ilo based firm and media outfit of Daily Guardian Newspaper

Chen D. (2019). The Practice Modularized Curriculum in Higher Education

Institution: Active Learning and Continuous Assessment in
Focus.Taylor and Francis Group is an international company originating
in England that publishes books and academic journals, its part include
Taylor & Francis, Routledge, F1000 Research or Dovepress. It is a
division of Informa plc, a United Kingdom-based publisher and
conference company.

Dangle and Sumaoang, (2020). 3rd International Conference on Advanced

Research in Teaching and Education . The implementation of Modular
Distance Learning in the Philippine Secondary Public Schools pp. 100
 35

Dargo and Dimas, (2021). Modular Distance Learning: Its Effect in the
Academic Performance of Learners in the New Normal. Journal of
Education, Teaching, and Learning Volume 6 Number 2 September
2021. Page 204-208

Department of Education (DepEd), (2021). As blended education becomes

the norm, PHL should strengthen distance learning modalities.A Survey
from Department of Education (DepEd)-United Nation International
Children Emergency Fund (UNICEF).
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Helpline, (2022). Simply Assessment Management. An article discuss the
disadvantages of modular learning helpline.com was first indexed by
Google in March 2018.

International Module Evaluation Questionnaire Survey, (2020). An

International Module Evaluation Questionnaire. Online Survey
Development of MonkeySurvey.

Kelemanik and Lucenta, (2020). Three essential strategies for supporting

mathematical Thinking and Discourse during distance learning. A
whitepaper, integrating effective Teaching Practices Teachers moves
that students discourse modular learning.

Keskin and Metcalf, (2011). Effect of m-Learning on students, academic

performance mediated by facilitation discourse and flexibility.
Knowledge Management & E-Learning: An International Journal (KM &
EL) ISSN 2073-7904 pp. 164

Manlangit et al., (2020). Nanay Handa Na Ba Kayong Tagapagdaloy?

Superchanging Filipino Parents is Key for Successful Modular Distance
Learning. An article of Flipcience- a science centric online news that
features portal established specifically with the Pinoy audience in mind
published on October 5, 2020.

National Academies Press, (2003). Evaluating and Improving Undergraduate

Teaching in Science, Technology, Engineering and Mathematics.
Chapter: Appendix B: Samples of Questionnaire Used to Evaluate
Undergraduate Student Learning pp. 150-151.

Naval, (2021).Research about advantages and disadvantages of modular

learning- respondents’ questionnaire.Quezon national High School
Accountancy, Respondents Questionnaire: Part III: Effectiveness of
Modular Learning
 36

STI Education Services Group, Inc. (2020). Blended Learning: The New
Normal. STI Education is a for-profit college network in the Philippines.

Wilen-Daugenti (2009). Effect of m-Learning on students, academic

performance mediated by facilitation discourse and flexibility.
Knowledge Management & E-Learning: An International Journal (KM &
EL) ISSN 2073-7904 pp. 164

Woo T. (2015). Readability of Modules and Its Relationship with Students’

Performance in Open and Distance Learning (ODL). Open University
Malaysia, abbreviated as OUM, is the 7th Malaysian Private University
and it is owned by the Multimedia Technology Enhancement
Operations Sdn. Bhd, Consortium of 11 Malaysian Public Universities. It
leverages on the quality, prestige and capabilities of its consortium.
APPENDICES
 38

Appendix A. Actual Budget of the Research (additional form)

Appendix C. Estimated Budget of theResearch

UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
Philippines
ACTUAL BUDGET OF THE RESEARCH

Title of Study
PERCEIVED LEVEL OF IMPACT OF MODULAR LEARNING APPROACH TO THE
ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL (SHS)STUDENTS OF
SULTAN MEMORIAL HIGH SCHOOL (SMHS) IN LEARNING MATHEMATICS
ITEMS/DESCRIPTION ACTUAL COST
Transportation Expenses Php 1000
Foods (Manuscript Defense) Php 200
Questionnaire Php 325
Printing (Checking of Outline) Php 200
Printing (Checking of Manuscript) Php 250
Printing (Outline Defense) Php 300
Printing (Manuscript Defense) Php 475
Examining Committee (Outline) Php 675
Examining Committee (Manuscript) Php 1175
Softbound Php 240
Hardbound Php 750
Grand Total Php 5590
Prepared and submitted by:

ZAIDIN M. MALAGUIANON
Printed Name and Signature of the Student
NOTED

ENGR. ARNEL B. TOLEDO ___________________________

Adviser Date

ERIC JOHN C DIEL, MST ___________________________

Department Research Coordinator Date

GIRLIE D. BATAPA, MMME ___________________________

Department Chairperson Date

USM-EDR-F18-Rev.0.2022.10.18
39
 40

Appendix C. Application for Manuscript Defense

Appendix D. Application for Manuscript Defense

UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
Philippines
APPLICATION FOR MANUSCRIPT DEFENSE
Name ZAIDIN M. MALAGUIANON
Degree/Major MATHEMATICS
Thesis Title PERCEIVED IMPACT OF MODULAR LEARNING APPROACH TO THE
MATHEMATICS’ ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL
(SHS) STUDENTS AT SULTAN MEMORIAL HIGH SCHOOL (SMHS)
Date of Examination OCTOBER 27, 2022
Time 1:00–3:00 pm
Place CED

MEMBERS OF THE EXAMINING COMMITTEE

Name Signature Date

PAUL JOHN B. ONGCOY, PhD _________________ __________________

ASHLEY COLEEN S. ORTIZ, MST _________________ _________________

RECOMMENDING APPROVAL:

ENGR. ARNEL B. TOLEDO ASHLEY COLEEN S. ORTIZ, MST

Adviser Co-Adviser (Optional)
APPROVED:
_______________________ ERIC JOHN C. DIEL, MST
College Statistician Department Research Coordinator
(Optional)
GIRLIE D. BATAPA, MMME
Department Chairperson

REPORT ON THE RESULT OF EXAMINATION

Name Signature Remarks
PAUL JOHN B. ONGCOY, PhD _________________ ______________
ASHLEY COLEEN S. ORTIZ, MST _________________ ______________
ERIC JOHN C. DIEL, MST _________________ ______________

APPROVED:

ERIC JOHN C. DIEL, MST

Department Research Coordinator
_____________________
Date

USM-EDR-F08-Rev.3.2020.02.24
 41

Appendix D. Survey Questionnaire

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato
Philippines
SURVEY QUESTIONNAIRE
PERCEIVED LEVEL OF IMPACT OF MODULAR LEARNING APPROACH TO THE
ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL (SHS) STUDENTS OF SULTAN
MEMORIAL HIGH SCHOOL (SMHS) IN LEARNING MATHEMATICS

Name (Optional):__________________ Grade & Section: _______

GWA in General Mathematics Subject: _____

Instruction: Please indicate your level of agreement and disagreement

regarding the statements below by placing a check mark [✓] in the box of your
response.

Legend:
4-Strongly Agree
3- Agree
2-Disagree
1-Strongly Disagree

Statements 4 3 2 1
1. Modular learning time was not
efficient compared to face to face.
2. Performance tasks in the modular
learning were doubled within a
certain amount of time frame and
resources were not available.
3. I am spoiled to let my parents’
answers my modules that were
supposed to be done by me.
4. I tend to copy the answers of my
classmates without reading the
contents of modules.
5. Modules were for formality cause
and not internalized by the
students.
6. I was provided and filled with
 42

helpful information through modular

learning approach.
7. The module was intellectually
stimulated and strengthened my
learning skill.
8. Modular learning provided enough
time to understand certain lesson.
9. Modular learning built my self-study
and taught me to learn
independently.
10. My academic skills were
empowered through modular
learning approach.
11. The teacher guided me in setting
personal targets and developed
strategies to achieve those targets
in modular learning approach.
12. I am satisfied with the overall
academic experiences I had with
the teacher in my classes.
13. Problem-solving and creative
thinking skills were strengthened
through modular learning approach.
14. Modular learning positively
contributed to my knowledge, skills
and personal development.
15. I am satisfied with the quality of
academic advised that I have been
received from modular learning
mode.

RRICULUM VITAE
 43

Appendix E. Test of Normality

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato
Philippines
TEST OF NORMALITY

Test of Normality for Academic Performance

 44

Test of Normality for Modular Learning Approach

Negative Impact

Positive Impact
 45

Appendix F. Documentations

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato
Philippines
DOCUMENTATIONS
 46

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato
Philippines
CURRICULUM VITAE

ZAIDIN M. MALAGUIANON
Address: Tinutulan, Pikit, North Cotabato
Contact #: 09120876516
Email: zaidenmalaguianon05@gmail.com

PERSONAL INFORMATION
Last Name
MALAGUIANON
First Name
ZAIDIN
Middle Name
MAMASAPAWA
Nickname
ZHAI
Age
21
Nationality
FILIPINO
Religion
ISLAM
Civil Status
SINGLE
Father’s Name
NASSER C. MALAGUIANON
Mother’s Name
SAGUIRA B. MAMASAPAWA
Educational Background

Elementary SULTAN MEMORIAL ELEMENTARY

SCHOOL (SMES)
Junior High School SULTAN MEMORIAL HIGH
SCHOOL (SMHS)
Senior High School SULTAN MEMORIAL HIGH
SCHOOL (SMHS)
Tertiary UNIVERSITY OF SOUTHERN
MINDANAO (USM)-MAIN CAMPUS
47