THE EFFECTS OF MODULAR DISTANCE LEARNING (MDL) IN THE

ACADEMIC PERFORMANCE OF GRADE 10 STUDENTS

IN MAPEH AT DUMPAY NATIONAL HIGH SCHOOL

A Classroom-Based Action
Research Presented to
The Faculty of the Professional Education Department
Pangasinan State University
College of Teacher Education
Bayambang Campus
Bayambang, Pangasinan

In partial fulfillment
of the Requirements for
Teaching Internship

James Willard C. Melido

Charles Edward S. Bacani
Waren C. Moreno
Benjie C. Caranto
Alexander Anthony L. Sison
Antonio S. Luces Jr.

May 2024

i
 CERTIFICATE OF ACCEPTANCE

In partial fulfillment of the requirement for Teaching Internship, this

classroom-based action research entitled THE EFFECTS OF MODULAR
DISTANCE LEARNING (MDL) IN THE ACADEMIC PERFORMANCE OF
GRADE 10 STUDENTS IN MAPEH AT DUMPAY NATIONAL HIGH
SCHOOL, prepared and submitted by James Willard C. Melido, Charles
Edward S. Bacani, Waren C. Moreno, Benjie C. Caranto, Alexander
Anthony L. Sison, Antonio S. Luces Jr., was evaluated by the Committee
and recommended for acceptance.

---------------------------------------------------------------------------------------------------

COMMITTEE

PETER PAT-RICK B. MIGUEL, MAEd

Chair

RICO A. REYES, PhD KIMBERLY B. INALDO, MAEd

Member Member

---------------------------------------------------------------------------------------------------

Accepted in partial fulfillment of the requirements for the subject Teaching

Internship of the Second Semester of Academic Year 2023-2024.

MITZY M. MACARAEG, PhD

Dean, College of Teacher Education

ii
 CERTIFICATE OF APPROVAL

In partial fulfillment of the requirement for Teaching Internship, this

classroom-based action research entitled THE EFFECTS OF MODULAR
DISTANCE LEARNING (MDL) IN THE ACADEMIC PERFORMANCE OF
GRADE 10 STUDENTS IN MAPEH AT DUMPAY NATIONAL HIGH
SCHOOL, prepared and submitted by James Willard C. Melido, Charles
Edward S. Bacani, Waren C. Moreno, Benjie C. Caranto, Alexander
Anthony L. Sison, Antonio S. Luces Jr., was evaluated by the Committee
and recommended for approval.

---------------------------------------------------------------------------------------------------

COMMITTEE

PETER PAT-RICK B. MIGUEL, MAEd

Chair

RICO A. REYES, PhD KIMBERLY B. INALDO, MAEd

Member Member

---------------------------------------------------------------------------------------------------

Accepted in partial fulfillment of the requirements for the subject Teaching

Internship of the Second Semester of Academic Year 2023-2024.

MITZY M. MACARAEG, PhD

Dean, College of Teacher Education

iii
 ACKNOWLEDGEMENT

We, the researchers, would like to express our sincere gratitude

and acknowledgement to those who have helped us in making this

research study possible. To the people, who are one way or another they

contributed and extended their valuable assistance in the time of

preparation and completion of this research study. We would like to give

thanks:

First and foremost, to God, for the guidance, strength, and

knowledge. He bestowed to us throughout the research work to

complete this successfully.

To Mrs. Emma A. De Guzman, EdD, the Principal III of Dumpay

National High School for allowing us to conduct our research study in

their school.

To the respondents, who have helped us in answering the pre and

post activities, and the survey questionnaire.

To our family, who patiently waited for us to go home after the

sleepless nights of staying and for their moral and financial support to

make this research study possible.

Without all of you, this study wouldn’t be possible and successful.

Thank you and God bless us all!

-The Researchers

iv
 DEDICATION

This study is wholeheartedly dedicated to:

To our Grandparents,

for teaching us to be strong despite of many obstacles in life.

To our Parents,

for their understanding and for their overwhelming support morally and

financially,

To our Siblings,

our source of inspiration and strength,

To our friends,

Who conveyed encouragement and understanding,

To our Lord,

who showered us with so much love, protection and blessings to finish this work.

-The Researchers

v
 TABLE OF CONTENTS

Page

TITLE PAGE …………………………………………………………………….. i

CERTIFICATE OF ACCEPTANCE …………………………………………… ii
CERTIFICATE OF APPROVAL ………………………………………………. iii
ACKNOWLEDGEMENT ……………………………………………………….. iv
DEDICATION ………………………………………………………………….... v
TABLE OF CONTENTS ……………………………………………………...... vi
LIST OF TABLES ……………………………………………………………….. vii
ABSTRACT ……………………………………………………………………… viii

INTRODUCTION ………………………………………………………………… 1
REVIEW OF RELATED LITERATURE ……………………………………….. 5
CLARIFYING MY ACTION RESEARCH PROJECT ………………………… 8
THE ROAD MAP OF MY ACTION RESEARCH PROJECT ………………... 9
THE STORY OF MY ACTION RESEARCH PROJECT …………………....... 12
FURTHER REFLECTION AND CONTINUING QUESTIONS
ABOUT MY ACTION RESEARCH JOURNEY ………………………………... 14
REFERENCES ……………………………………………………………………. 16
APPENDICES
A LETTER OF REQUEST TO ADMINISTER CBAR ……………. 17
B WORK PLAN ……………………………………………………… 18
C SURVEY QUESTIONNAIRES ………………………………….. 19
D DECLARATION OF ABSENCE OF CONFLICT OF INTEREST 20
E DECLARATION OF ANTI-PLAGIARISM ………………………. 21
CURRICULUM VITAE……………………………………………………………. 22

vi
 LIST OF TABLES

Page
Table 1 …………………………………………………………………………… 10
Table 2 …………………………………………………………………………… 11
Table 3 …………………………………………………………………………… 12

vii
 ABSTRACT

Research Title: The Effects of Modular Distance Learning (MDL) in the

Academic Performance of Grade 10 Students in MAPEH at
Dumpay National High School

Researchers : James Willard C. Melido, Charles Edward S. Bacani, Waren

C. Moreno, Benjie C. Caranto, Alexander Anthony S.
Labrador, Antonio S. Luces Jr.

Institution : Pangasinan State University - Bayambang Campus

Degree : Bachelor of Physical Education

Year : 2024

________________________________________________________________

The occurrence of the extreme heatwave brought extraordinary results.

Stakeholders, teachers, parents, and students encounter difficulties. As a result,

the researchers believed that the teaching-learning process in new normal

education influences student performance. This action research aims to study the

effects of Modular Distance Learning is in the academic performance of the

students of Dumpay National High School. Data were gathered primarily during

the face-to-face class, observation, and field notes. The results of the quantitative

descriptive method revealed that the effects of modular distance learning on the

academic performance of the students had negative and positive effects on the

students.

Keywords: Learning styles, Modular Distance Learning

viii
INTRODUCTION

Background of the study

A heat wave is an extended period of unusually high temperatures and

often high humidity that causes temporary modifications in lifestyle and may

have adverse health effects on the affected population. The World

Meteorological Organization (WMO) defines a heat wave as a period during

which the daily maximum temperature exceeds for more than five consecutive

days the maximum normal temperature by 9 degrees Fahrenheit (5 degrees

Celsius), the normal period being defined as 1961–1990. Because of global

warming, the frequency, duration, and severity of heat waves are predicted to

increase in most parts of the world. The impacts on human health, regional

economies, and ecosystems may be significant. Since 1950, the number of

heat wave incidents worldwide has increased and the duration of these has

become longer. Heat wave impacts even otherwise heat-tolerant populations.

For example, in 2015 cases of more than 1,100 deaths were reported across

India, it was exceptionally hot in Morocco, Portugal and Spain (May), and

across Europe (June–July). In the latter case, scientists said it was virtually

certain that climate change increased the likelihood of this particular heat

wave. Extreme heat can lead to people suffering from shock, getting

dehydrated, developing acute heat illnesses and worsening of chronic

cardiovascular and respiratory diseases.

Modular distance learning with online classes has revolutionized

1
 education by offering a flexible and dynamic approach to learning. By

integrating modular curriculum design with online platforms, students can

engage with course materials at their own pace and convenience while still

benefiting from live virtual sessions for discussions, collaboration, and

guidance from teachers. This hybrid model empowers learners to tailor their

education to suit their individual needs, schedules, and learning styles,

fostering a more personalized and effective learning experience. Moreover, it

transcends geographical barriers, enabling access to education for diverse

populations, thus democratizing learning opportunities on a global scale.

Furthermore, the integration of multimedia resources, interactive activities, and

real-time feedback enhances student engagement and comprehension,

promoting deeper understanding and retention of knowledge. As technology

continues to advance, modular distance learning with online classes promises

to reshape the landscape of education, offering endless possibilities for

innovation and inclusivity.

The study on the effects of modular distance learning on the academic

performance of Grade 10 students in MAPEH at Dumpay National High School

provides critical insights into educational adaptation during extreme weather

events, such as heatwaves. Given the challenges posed by prolonged periods of

extreme heat, modular distance learning emerges as a potential solution to

ensure the continuity of education. This research aims to evaluate the efficacy of

modular distance learning in MAPEH education amidst heatwave conditions. By

2
identifying any disparities in academic achievement between students engaged

in modular distance learning and traditional in-person learning, as well as

understanding the unique challenges and opportunities associated with this

mode of instruction during heatwaves, the study seeks to offer practical

recommendations for optimizing educational delivery in such adverse weather

scenarios at Dumpay National High School and beyond.

Statement of the Problem

The purpose of this study is to ascertain the effect of modular distance learning

on grade 10 MAPEH students at Dumpay National High School's academic

performance.

The study specifically seeks to respond to the following questions:

1. How does modular distance learning impact students' academic

performance?

2. What are the advantages and disadvantages of modular distance

learning for students?

3. Is there a noticeable change in students' academic performance

before and after the implementation of modular distance learning?

3
Significance of the Study

The significance of this study lies in its examination of the effects of Modular

Distance Learning (MDL) on the academic performance of Grade 10 students in

MAPEH at Dumpay National High School. The findings of this study will provide

valuable insights for:

Parents and guardians: Understanding how MDL influences the

academic performance of Grade 10 students will equip parents and

guardians with knowledge to support their children's learning effectively.

Insights gained from the study can inform parents about strategies to

facilitate a conducive learning environment at home and support their

children's educational needs during remote learning.

School administrators: School administrators at Dumpay National High

School will benefit from the findings of this study by gaining insights into

the effectiveness of MDL in promoting student academic achievement.

This understanding can guide administrators in making informed decisions

regarding curriculum delivery, resource allocation, and support services to

optimize student learning outcomes in a remote learning environment.

Grade 10 students: The findings of the study will directly impact Grade 10

students by shedding light on how MDL influences their academic

performance. Understanding the strengths and challenges of MDL can

empower students to adapt their learning strategies, seek appropriate

4
 support, and maximize their academic potential in a remote learning

setting.

Teachers and educators: Teachers and educators play a crucial role in

facilitating MDL and supporting student learning outcomes. The findings of

this study will provide valuable insights for educators at Dumpay National

High School, enabling them to identify effective instructional strategies,

utilize appropriate technologies, and provide targeted support to enhance

student academic performance in a modular distance learning

environment.

By investigating the effects of MDL on the academic performance of Grade 10

students at Dumpay National High School, this study aims to contribute to the

growing body of knowledge on remote learning effectiveness and inform

evidence-based practices to support student success in the evolving educational

landscape.

Review of Related Literature

According to Mark Antony Llego (2020), modular distance learning allows

students to study at their own pace and in their way, with self-learning

modules. It can be printed/digitized format/electronic copy for learners, as well as

other learning resources such as learners' materials, textbooks, activity sheets,

study guides, and other learning materials. As a result, modular distance learning

has become a popular modality for students in locations where the internet is not

easily available for online learning. For the majority of average Filipino students,

5
modular learning—a type of online education that makes use of Self-Learning

Modules (SLM)—is incredibly accessible. The majority of parents and guardians

chose it as their children's preferred method of instruction. The SLM is based on

the Department of Education's MELCS, or Most Essential Learning

Competencies (Manlangit, Paglumotan, and Sapera). Since education occurs at

home, parents are the essential facilitators. Their main role in modular learning is

to interact with and educate their child (Flip Science, 2020). Teachers are in

charge of keeping track of their student's progress in modular distance learning.

The teacher can answer questions from the students by email, phone, text

message, or instant messaging. According to Llego's (2020) study on the

effects of self-learning modules on secondary school students' achievement,

students taught using the modular approach outperformed those taught with the

activity-oriented approach. Moreover, the modular approach enhances student

participation by enabling them to complete tasks on the spot, allowing for

individualized learning styles (Sinco, 2020).

However, Dangle and Sumaoang (2020) found that most students struggle

with independent study, with 70% having difficulty following module instructions.

Consequently, modules were often submitted late, and many response sheets

were left blank. Teachers observed that students' responses were often illogical,

making mastery of the material unlikely. Many students spend much of their time

assisting younger siblings with their coursework, and parents are often unable to

help due to lack of orientation or not having completed high school themselves.

Additionally, poor cell phone signals and connectivity issues further hinder some

6
instructors.

Remedial exercises will be given by the teacher to any struggling students.

Education teaches people how to think, express their emotions, and feel about

things in a way that benefits their success and improves not only their

contentment but also the satisfaction of their society and community.

Furthermore, education develops an individual's personality, thoughts, and

interactions with others, as well as preparing anyone for reality and life

experiences (Al- Shuaib, 2014). According to Anthony Abaidoo (2018), as cited

in Narah and Abdullah (2016), academic performance is the acquired knowledge

that is assessed by a teacher through marks and/or educational goals set by

students and teachers to be achieved over a specific period, and these goals are

measured through evaluation or assessment results.

A self-learning module is a carefully structured set of instructions designed

to help learners master a specific body of knowledge or a method. When

combined with other modules, learners can grasp extensive knowledge or

complex processes. As the name suggests, self-learning modules are intended

for students to use independently, typically without an instructor's assistance.

Since these modules are entirely managed by the students, they enable

learners to progress at their own pace and according to their interests (Maile

and Cooper, 2014). Although self-learning might initially seem challenging, it is

essential for achieving our goals in a rapidly changing world. To meet the

7
 demands of the twenty-first century, education needs to shift its focus from

merely providing knowledge to equipping individuals with the skills and tools to

acquire knowledge independently. Consequently, students must become self-

sufficient and adaptable to ongoing changes (Cangelosi, 2015; Rao, 2016;

Reader, 2018).

Clarifying My Action Research Project

This action research project involves Grade 10 students at Dumpay

National High School, amidst the challenges posed by extreme heatwaves. As

schools adapt to these circumstances, there's a growing exploration of innovative

teaching and learning methods, particularly through the use of self-learning

modules. The project's focus is on examining the effects of modular distance

learning (MDL) on students' academic performance in Music, Arts, Physical

Education, and Health (MAPEH), utilizing self-learning modules and online

classes. MDL, facilitated by the comprehensive, integrated learning system

provided by the Department of Education (DepEd), entails students accessing

self-directed learning materials. Each quarter, students receive syllabi and four

sets of textbooks and lab manuals, aligning with the principles of self-education

and individualization. Implemented within the school setting, the study aims to

evaluate how this new modality influences students' academic achievements in

MAPEH. It also seeks to identify both advantages and challenges associated

with modular-distance classes.

8
 This study investigates the effects of Modular Distance Learning on the

Academic Performance of Grade 10 Students at Dumpay National High School.

Data collection will involve 30 selected Grade 10 students from Dumpay High

School, representing the population for the academic year 2023-2024.

This study will be limited to addressing problems considered in the

research. All respondents will receive identical questionnaires to complete. The

findings will only apply to the respondents involved in this study and cannot be

generalized to other Grade 10 students not included in the study population. Data

will primarily be sourced from the questionnaires and interventions conducted by

the researchers.

The Roadmap of our Research Project

In implementing the action research project, a quantitative descriptive

research design was employed to assess the impact of modular distance

learning on the academic performance of Grade 10 students at Dumpay National

High School in Basista, Pangasinan. Data collection instruments included

cumulative scores of students in both modular and face-to-face learning settings

to demonstrate academic performance changes before and after the integration

of modular distance learning. Additionally, survey questionnaires were

administered to gauge students' perceptions of their academic performance

during modular distance learning, along with identifying the advantages and

disadvantages of this learning approach. Purposive sampling was utilized to

select 30 Grade 10 students who had firsthand experience with modular distance

9
learning. The research instrument, an online survey questionnaire, comprised

sections addressing respondents' profiles, perceptions of academic performance,

and opinions on the advantages and disadvantages of modular distance learning.

The collected data were analyzed descriptively to derive findings and conclusions

regarding the effectiveness of modular distance learning on student academic

performance.

The researchers obtained approval to conduct the study, affirming adherence to

ethical standards and institutional regulations. Data collection occurred in both

pre-intervention and post-intervention phases. In the pre-intervention phase, a

module aligned with the Grade 10 MAPEH K-12 Curriculum was created by the

teacher, with tasks derived from relevant materials. This module was

administered to the selected Grade 10 students by the researchers.

Subsequently, the post-intervention phase involved face-to-face instruction. To

evaluate the effectiveness of the interventions, the researchers compared the

overall mean of pre-intervention and post-intervention data, aiming to discern any

significant differences in student performance. This meticulous approach ensured

a comprehensive examination of the impact of modular distance learning on

academic performance, facilitating informed conclusions and recommendations.

Data Collection

Problem 1: How does modular distance learning impact students' academic

performance?

Academic 1 2 3 4 5
Performance Strongly Disagre Neutra Agree Strongl
Disagree e l y Agree
Statement 1 16.67 % 16.67% 16.67 30 % 20%

10
 %
Statement 2 0% 3.33% 6.67% 56.67 33.33%
%
Statement 3 0% 26.67% 40% 26.67 6.67%
%
Statement 4 0% 6.67% 23.33% 50% 20%
Statement 5 40% 30% 6.67% 16.67 6.67%
%

Table 1. Academic Performance

30% of the respondents agreed that MDL drains their brains in answering the

module, 16.67% disagree, while the rest are neutral. 56.67% are eager to learn

more about MAPEH. No one disagreed, and the others were neutral. 26.67% of

the students agreed of having insufficient knowledge to understand their

module, 0% disagreed, and 40% were neutral. Most of the respondents

agreed on being more self-disciplined and they find it easy to answer their

activities using the modules, earning a 50% result from the survey, no one

disagreed. 40 % of the students strongly agreed with statement no. 5. It means

that they prefer traditional learning more than modular distance learning. But

16.67% of students preferred MDL over traditional learning.

Problem 2: What are the advantages and disadvantages of modular

distance learning for students?

Advantages and 1 2 3 4 5
disadvantages
Strongly Disagree Neutral Agree Strongly
Disagree Agree
Statement 1 0% 10% 30% 43.33% 16.67%
Statement 2 0% 16.67% 10% 46.67% 26.67%
Statement 3 6.67% 10% 13.33% 40% 30%
Statement 4 0% 16.67% 33.33% 43.33% 6.67%

11
 Statement 5 13.33% 23.33% 6.67% 43.33% 13.33%

Table 2. Advantages and Disadvantages

43.33% of the students agreed that they have more time answering their

modules, there are 10% who disagreed, while others are neutral. 46.67% of

students have more control on when or where they answer their modules. In

statement 3, 40% of the students agreed their parents cannot help them answer

their modules, while 6.67% strongly disagreed. 43.33% of the students agreed

that they understand MAPEH concepts way better than traditional learning.

43.33% of the students agreed that they have difficulties communicating with

their MAPEH teacher, while 23.33% students disagreed. The results show that

modular distance learning has positive and negative effects as well as

advantages and disadvantages.

Problem 3: Is there a noticeable change in students' academic

performance before and after the implementation of modular distance

learning?

Pre-intervention Post- Intervention

(SLM-MDL) (Face-to-Face)

No. of 30 30
students
Mean 11.87 17.13
Table 2. Pre-intervention and post-intervention

The total mean collected in the implementation of Modular Distance Learning

using self-learning module is 11.87, while the post-intervention is 17.13. This

12
implies that there is a 5.26 difference between the mean before and after the

implementation of modular distance learning.

The Story of our Research Project

The extreme heatwave crisis has significantly altered educational

practices in Pangasinan prone to such climatic challenges. With schools forced

to close to prevent health risks associated with prolonged exposure to extreme

heat, educational institutions had to quickly adapt to alternative learning

modalities. In Dumpay, one of the prominent methods adapted is Modular

Distance Learning (MDL). The researchers embarked on a remarkable action

research project aimed to explore the effects of MDL on the academic

performance of Grade 10 students at Dumpay National High School.

They began their project by conducting a survey questionnaire that

gauge students' perceptions of their academic performance during modular

distance learning, along with identifying the advantages and disadvantages of

this learning approach among the grade 10 students of Dumpay National High

School. They discovered that many students faced numerous challenges in

transitioning to distance learning. With limited access to technology and the

internet, MDL emerged as the most feasible option. MDL involves the use of

printed modules distributed to students, who then complete the work at home.

Teachers provide guidance and support through various communication

channels, including phone calls, text messages, and social media platforms.

13
 The analysis of academic records indicated a mixed impact on

students' performance. 30% of the respondents felt that MDL exhausts their

mental capacity when completing the module, 16.67% disagreed with this

sentiment, and the remaining respondents were neutral. 43.33% of the students

agreed that they have more time answering their modules, there are 10% who

disagreed, while others are neutral.

The researchers were able to administer the action research which

underscores the importance of adapting educational strategies to meet the needs

of students in varying contexts, particularly in times of crisis. The transition to

Modular Distance Learning at Dumpay National High School has had both

positive and negative impacts on the academic performance of Grade 10

students. While MDL has ensured the continuity of education during the extreme

heatwave crisis, it has also highlighted significant challenges that need to be

addressed. By enhancing communication, providing adequate resources, and

offering support to both students and parents, the effectiveness of MDL can be

improved, ensuring better academic outcomes. Further studies are

recommended to explore long-term effects and develop comprehensive solutions

for the challenges identified. Furthermore, the said project will help students and

teachers to manage their physical and emotional states.

Further Reflection and Continuing Questions about Our Action Research

Journey

This study has taught us, as researchers, the importance of balancing the

advantages and disadvantages of different teaching methods. We've come to

14
recognize that while modular distance learning offers flexibility and autonomy, it

can also present challenges in comprehension and engagement for our students.

To address this, we recommend that teachers to engage more with students

during modular distance learning, even through simple interactions like chats,

messages, or updates.

In future implementations of modular distance learning, we would focus on

strategies to enhance comprehension and reduce the perceived difficulty of

understanding concepts for our students. We acknowledge the crucial role of

parents play in their children's education, and we recommend that parents offer

proper guidance and support to their children when they encounter difficulties

with module tasks.

Our study has raised questions for us about the optimal balance between

traditional face-to-face learning and modular distance learning. We're also

considering how to best support our students in self-regulated learning

environments and what additional factors might influence their preferences for

different learning modalities. To address this, we suggest that students establish

clear goals and priorities for their learning. They should also create a dedicated

and distraction-free learning environment to maximize focus and productivity

while working on modules.

Through this action research project, we, as researchers, have undergone

significant transformations in our understanding of teaching and learning. We've

gained insights into the importance of student autonomy and the role of self-

reflection in learning.

15
 This action research project has provided us, as researchers, with

practical experience in conducting action research and applying its principles in

educational settings. Our definition of action research has evolved to encompass

not only the process of conducting research but also the literative cycle of

reflection and action to improve teaching and learning outcomes. We envision

using this process in the future to continually refine our teaching practices and

better support our students. We also emphasize the importance of parental

involvement in students' modular distance learning journeys. Parents should

closely monitor their children while they study modules or engage in related

activities at home. They should provide encouragement, support, and assistance

as needed. Any family member is encouraged to serve as a para-teacher for the

children.

References

Alvarez, A. V., Jr. (2020). The phenomenon of learning at a distance through

emergency remote teaching amidst the pandemic crisis. Asian Journal of
Distance Education, 15(1), 144-153. https://doi.org/10.5281/zenodo.3881529

Alvarez, A. V., Jr. (2021). Rethinking the digital divide in the time of crisis.
Globus Journal of Progressive Education, 11(1), 26-28.
https://doi.org/10.46360/ globus.edu.220211006

Alvarez, A. V., Jr., & Palmero, H. R. (2022). The inner voices of students in
asynchronous online learning approach. International Journal of Social
Sciences and Education Research, 8(2), 148-154.
https://doi.org/10.24289/ijsser.1065915

Elflein, J. (2021, March 11). Retrieved from :

https://www.statista.com/statistics/104336 6/novel-coronavirus-2019ncov-

16
 casesworldwide- by-country/

Elflein, J. (2021, April 12). Retrieved from :

https://www.statista.com/statistics/109325 6/novel-coronavirus-2019ncov-
deathsworldwide-by-country/

Ferri, F., Grifini, P., & Guzzo, T. (2020). Online learning and emergency remote
teaching: Opportunities and challenges in emergency situation.
Societies, 10(86),118.https://doi.org/10.3390soc10040086

APPENDIX A
LETTER OF REQUEST TO ADMINISTER CBAR

17
 APPENDIX B
WORK PLAN

RESEARCH TIME FRAME

ACTIVITIES
APRIL MAY
WEEK WEEK
1 2 3 4 1 2

Formulation of
action research
title and proposal
Seek permission to
the proper
authorities
Checking of action

18
 research
proposal-
SCHOOL
LEVEL
Revision of the
proposal
Initial assessment
of
the proposal
Evaluation of
the approved
proposal
Implementing
and Conducting
of the action
research
*Distribution
of TEST
*Collecting of data
*Processing
and analyzing
of data
Preparing the final
research paper to
complete

Submission and
presentation of the
result of the action
research

APPENDIX C
SURVEY QUESTIONNAIRE
GOOGLE FORMS LINK: https://forms.gle/Ksd5jiyg6icG8oLk7
Research Title: The effects of Modular Distance Learning (MDL) on the Academic Peformance
of Grade 10-Students in MAPEH at Dumpay National High School
Name (Optional): ______________________________Grade and Section:
________Gender:____
DIRECTION:
Read the statement carefully. Please indicate how much you agree or disagree by putting a check
(/) mark in the box located on the right side. There are no right or wrong answer. Rest assured
that the data gathered from this survey questionnaire will be treated with utmost confidentiality
and will be used for statistical purposes only.
SCALE:

19
 5-Strongly Agree
4-Agree
3-Neutral
2-Disagree
1-Strongly Agree

I. Academic Performance 1 2 3 4 5
1. It drains my brain answering the modules.
2. I am eager to learn more about MAPEH
3. I possess insufficient knowledge
understanding my modules.
4. I am more self-disciplined and find it easy
to answer my activity using the module.
5. I prefer modular distance learning MAPEH
than traditional learning

II. Advantages and Disadvantages

1. I have more time answering my modules.
2. I have more control on when or where I
study.
3. My parents cannot help me answering my
modules.
4. It helps me to understand MAPEH concepts
way better.
5. It is difficult for me to communicate with
my MAPEH teacher.
APPENDIX D
DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. We, group 5 researchers from Bachelor of Physical Education, understand

that conflict of interest refers to situations in which financial or other
personal considerations may compromise our judgment in evaluating,
conducting, or reporting research.
2. We hereby declare that we do not have any personal conflict of interest
that may arise from our presentation and submission of our classroom-
based action research.
3. Further, in case of any form of conflict of interest (possible or actual) which
may inadvertently emerge during the conduct of our research, we will duly
report it to the research committee for immediate action
4. We understand that we may be held accountable by Pangasinan State
University and Department of Education for any conflict of interest which
we have intentionally concealed.

20
 Proponent: JAMES WILLARD C. MELIDO
Signature:_____________________________
Date:_________________________________

Proponent: CHARLES EDWARD S. BACANI

Signature:____________________________
Date:_________________________________

Proponent: WAREN C. MORENO

Signature:_____________________________
Date:_________________________________

Proponent: ALEXANDER ANTHONY L. SISON

Signature:_____________________________
Date:_________________________________

Proponent: BENJIE C. CARANTO

Signature:_____________________________
Date:_________________________________

Proponent: ANTONIO S. LUCES JR.

Signature:_____________________________
Date:_________________________________

APPENDIX E
DECLARATION OF ANTI-PLAGIARISM
1. We, group 5 researchers from Bachelor of Physical Education, understand
that plagiarism is the act of taking and using another’s ideas and works
and passing them off as one’s own. This includes explicitly copying the
whole work of another person and/or using some parts of their work
without proper acknowledgment and referencing.

2. We hereby attest to the originality of this classroom-based action research

and has cited properly all the references used. We further commit that all
deliverables and the final research study emanating from this research
shall be of original content. We shall use appropriate citations in
referencing other works from various sources.

21
 3. We understand that violation from this declaration and commitment shall
be subject to consequences and shall be dealt with accordingly by
Pangasinan State University and Department of Education.

Proponent: JAMES WILLARD C. MELIDO

Signature:_____________________________
Date:_________________________________

Proponent: CHARLES EDWARD S. BACANI

Signature:_____________________________
Date:_________________________________

Proponent: WAREN C. MORENO

Signature:_____________________________
Date:_________________________________

Proponent: ALEXANDER ANTHONY L. SISON

Signature:_____________________________
Date:_________________________________

Proponent: BENJIE C. CARANTO

Signature:_____________________________
Date:_________________________________

Proponent: ANTONIO S. LUCES JR.

Signature:_____________________________
Date:_________________________________

CURRICULUM VITAE

PERSONAL INFORMATION

Name : James Willard C. Melido

Nickname : Jimboy
Age : 21
Birthday : November 26, 2002
Civil Status : Single

22
Year and Section : 4-1
Course : Bachelor of Physical Education
Address : 628 Don Rosendo Street, Dumpay, Basista, Pangasinan
Parents : Marvel M. Melido
Zenaida C. Melido

EDUCATIONAL BACKGROUND

Elementary : Dumpay Elementary School

Dumpay, Basista, Pangasinan
S.Y. 2008-2014

Secondary : Dumpay National High School

Dumpay, Basista, Pangasinan
S.Y. 2014-2020

Tertiary : Pangasinan State University-Bayambang Campus

Bayambang, Pangasinan
2020-Present

Philosophy in Life
“Let everything you do be done in love.” – 1 Corinthians 16:14

CURRICULUM VITAE

PERSONAL INFORMATION
Name : Charles Edward S. Bacani
Nickname : Chals
Age : 21
Birthday : July 20, 2002
Civil Status : Single
Year and Section : 4-1

23
Course : Bachelor of Physical Education
Address : 677 Don Rosendo Street, Dumpay, Basista, Pangasinan
Parents : Eduardo Bacani
Rowena Bacani
EDUCATIONAL BACKGROUND
Elementary : De Castro Elementary School
Everlasting St. Pasig City, Metro Manila
S.Y. 2006-2010
San Leonardo Central School
San Leonardo, Nueva Ecija
S.Y. 2010-2011
Dumpay Elementary School
Dumpay, Basista, Pangasinan
S.Y. 2011-2014

Secondary : Dumpay National High School

Dumpay, Basista, Pangasinan
S.Y. 2014-2020

Tertiary : Pangasinan State University-Bayambang Campus

Bayambang, Pangasinan
2020-Present

Philosophy in Life
“Kung gusto may paraan, kung ayaw maraming dahilan.”
CURRICULUM VITAE

PERSONAL INFORMATION

Name : Waren C. Moreno

Nickname : Ren-ren
Age : 22
Birthday : December 19, 2001
Civil Status : Single

24
Year and Section : 4-1
Course : Bachelor of Physical Education
Address : Dumpay, Basista, Pangasinan
Parents : Enrique R. Moreno
Modesta C. Moreno

EDUCATIONAL BACKGROUND

Elementary : Dumpay Elementary School

Dumpay, Basista, Pangasinan
S.Y. 2008-2014

Secondary : Dumpay National High School

Dumpay, Basista, Pangasinan
S.Y. 2014-2020

Tertiary : Pangasinan State University-Bayambang Campus

Bayambang, Pangasinan
2020-Present

Philosophy in Life
“Dream, scheme, make it gleam”

CURRICULUM VITAE

PERSONAL INFORMATION

Name : Alexander Anthony L. Sison

Nickname : Thon-thon
Age : 22
Birthday : November 19, 2001
Civil Status : Single

25
Year and Section : 4-1
Course : Bachelor of Physical Education
Address : Burgos St., Mangatarem, Pangasinan
Parents : Norberto B. Sison
Esperanza L. Sison

EDUCATIONAL BACKGROUND

Elementary : Mangatarem I Central School

Mangatarem, Pangasinan
S.Y. 2008-2014

Secondary : Mangatarem National High School

Mangatarem, Pangasinan
S.Y. 2014-2020

Tertiary : Pangasinan State University-Bayambang Campus

Bayambang, Pangasinan
2020-Present

Philosophy in Life

“Be thankful for what you have. Work hard for what you don’t
have.”

CURRICULUM VITAE

PERSONAL INFORMATION

Name : Benjie C. Caranto

Nickname : Benj
Age : 22
Birthday : December 04, 2001

26
Civil Status : Single
Year and Section : 4-1
Course : Bachelor of Physical Education
Address : Don Rosende St., Dumpay, Basista, Pangasinan
Parents : Bernardo C. Caranto
Maricel G. Caranto

EDUCATIONAL BACKGROUND

Elementary : San Fernando Elementary School

San Fernando, Pampanga
S.Y. 2008-2014

Secondary : Dumpay, National High School

Basista, Pangasinan
S.Y. 2014-2020

Tertiary : Pangasinan State University-Bayambang Campus

Bayambang, Pangasinan
2020-Present

Philosophy in Life

“You only live once, but if you do it right, once is enough.”

CURRICULUM VITAE

PERSONAL INFORMATION

Name : Antonio S. Luces Jr.

Nickname : Tonio
Age : 23
Birthday : May 17, 2001

27
Civil Status : Single
Year and Section : 4-1
Course : Bachelor of Physical Education
Address : Telbang, Bayambang, Pangasinan
Parents : Antonio T. Luces Sr.
Celia S. Luces

EDUCATIONAL BACKGROUND

Elementary : PSU KD-Elementary School

Bayambang, Pangasinan
S.Y. 2008-2014

Secondary : PSU Laboratory High-School

Bayambang, Pangasinan
S.Y. 2014-2017
San Jacinto National High School
S.Y. 2018-2020
Tertiary : Pangasinan State University-Bayambang Campus
Bayambang, Pangasinan
2020-Present

Philosophy in Life
“Kapag may tiyaga, may nilaga.”

28