THE IMPACT OF DISTANCE LEARNING MODALITIES TO THE ACADEMIC

PERFORMANCE OF THE SCIENCE, TECHNOLOGY, ENGINEERING AND

MATHEMATICS (STEM) LEARNERS OF SAN AGUSTIN (STAND ALONE)

SENIOR HIGH SCHOOL (SASHS)

A Senior High School Paper

Presented to the faculty of Instruction
Senior High School Department
San Agustin (Stand Alone) Senior High School

In partial fulfillment of the requirements of the Senior High School Program

Academic Track, Humanities and Social Sciences Strand
S/Y 2020-2021

Apa, Jessa Ann

Ante, Chiara Denise

Nierva, Paul Angelo

Corono, Cathyrine

Miranda, Allyana Clarize

RESEARCHERS

2021
 ACKNOWLEDGMENT

Completing a scholarly work such as this is truly mind cracking and brain

squeezing. But because of a number of people who unselfishly devoted their time

and energy just to make this possible, everything became exactly just right.

Hence, we extend our sincere thanks to the following person for without them,

this study would not have been possible.

To Mr. Celito V. Sayson, our School Principal II, for granting us the

permission to conduct this study.

To Mr. Ricardo M. Gamurot Jr., our Research Adviser, for the

understanding and assistance that greatly contributed to the improvement of this

study.

To the Respondents, for the accommodation, time, and support they have

shared during the process of data generation for this study.

To our beloved parents, for their unending financial and moral support,

likewise for love and understanding for our shortcomings. Also, for the spiritual

prayers and sympathy. Our everlasting gratitude and unending thanks to them.

Above all, to the Almighty God, for giving us the gift of wisdom, his loving

care, and protection especially during the data gathering period and for making

us brave to face the challenges and difficulties in our studies, his everlasting love

that serve as our strength.

Sincerely,

The Researchers
 THE IMPACT OF DISTANCE LEARNING MODALITIES TO THE ACADEMIC

PERFORMANCE OF THE SCIENCE, TECHNOLOGY, ENGINEERING AND

MATHEMATICS (STEM) LEARNERS OF SAN AGUSTIN (STAND ALONE)

SENIOR HIGH SCHOOL (SASHS)

ABSTRACT

As the COVID-19 arises, the education of every students were compromised and
after a few months, the DepEd implemented a new learning system that was
designed to allows Filipino students to learn despite of pandemic.However, many
students, parents and even teachers are doubtful about its effectiveness. With
that, this study was conducted in order to determine the influence/s of distance
learning modalities to the academic performance of STEM students (both Grade
11 & 12) of SASHS. In order to fulfill this objective, research problems were
constructed with main problem as ‘What is the Impact of Distance Learning
Modalities to the Academic Performance of STEM Students (both Grade 11 & 12)
of SASHS?”. The study used a Mixed-Method of Research with Descriptive-
Correlation method. Homogeneous and Purposive Sampling method were also
used in order to choose the respondents of the study. To determine the validity
and reliability of the research instruments used and provides a more precise
interpretation of the data gathered during the experimentation, the Paired t-Test
and Percentage formula was used. As a results, different findings was drawn.
According to the survey, out of twenty one (21) respondents, twenty (20) are
currently taking the modular distance learning and one (1) of them are currently
taking the online distance learning. The data also says that out of 21
respondents, no one responded that the level of effectiveness is very effective,
seven (7) answered that the level of effectiveness is effective, the students are
learning well with the DLMs, thirteen (13) responded that the level of
effectiveness is slightly effective, the implementation has slight weaknesses but
the students are still learning, and lastly, only one (1) responded that the level of
effectiveness is not effective, the implementation has several weaknesses and
the students are not learning at all. In testing the hypothesis, the t computed
value of 5.7 is greater than the t tabular value of 2.086 at 0.05 (5%) level of
significance with 20 degrees of freedom. Therefore, it was revealed that there is
a significant difference between the GWA of STEM learners of SASHS before
and after the implementation of Distance Learning Modalities which indicates that
the null hypothesis is rejected. In addition, it was also found out in our conducted
interview that the DepEd’s effort on continuous education was fair, but it has
been evident that respondents had experience negative effects such as unstable
mental health, procrastination, loss of interest and loss of focus. Furthermore,
numerous modules for one subject for one time interval that requires much
comprehension for the students to understand alone has been very exhausting
and mentally draining to the respondents. Based on the results of the study, It
was concluded that mostly of the respondents are currently taking the modular
distance learning. The effectiveness of distance learning among the STEM
classes of SASHS is slightly effective and its implementation has slight
weaknesses but the students are still learning. It was also drawn that there is a
significant difference between the GWA of STEM learners of SASHS before and
after the implementation of Distance Learning Modalities. This indicates that the
Distance Learning Modalities have different effect in terms of students’ academic
performance, which is not similar to Face-to-Face learning system. The present
distance learning modalities has caused the respondents to experience negative
effects such as unstable mental health, procrastination, loss of interest and loss
of focus. Furthermore, numerous modules for one subject for one time interval
that require much comprehension for the students to understand alone has been
very exhausting and mentally draining to the respondents. As the
recommendations of the study, effective quality production of modules, activity
sheets and other learning materials being distributed among the students during
the modular distance learning must be done.The SASHS implementing unit
should also undergo training and workshops to promote effective management of
the present education system. The Department of Education must have a better
concept of education system that considers the present condition and at the
same time, a more efficient modalities that will provide a good quality of
education to each students. They must also do a constructive assessment to
quantify the number of activities that a student can only do in a specific time
frame and release learning materials that is suited to the capacity of the learners
to comprehend those alone. In addition, a similar study can also be conducted by
incorporating the same variables but using other population.
 TABLE OF CONTENTS

Title Page

Acknowledgement

Abstract

Chapter 1: THE PROBLEM

Introduction ...............................................................................................1

Statement of the Problem..........................................................................2

Basic Assumptions ....................................................................................2

Statement of Hypothesis............................................................................3

Significance of the Study...........................................................................4

Scope and Delimitation .............................................................................3

Locale of the Study....................................................................................5

Definition of Terms....................................................................................6

Chapter 2: Related Literature and Studies

Related Literature.....................................................................................6

Related Studies........................................................................................7

Synthesis of the Statement of the Art....................................................8

Gap-Bridged by the Study.........................................................................8

Conceptual Framework.............................................................................8
Chapter 3: Research Design and Methodology

Research Design......................................................................................8

Research Methodology..............................................................................9

Research Procedure……….....................................................................10

Sample…………………………..................................................................10

Sampling Technique………………….......................................................10

Data collection method and Analysis……………...............................10

Statistical Tools used in the Study……………....................................10

Chapter 4: The Study Findings

Presentation and Analysis of the Research Data.....................................8

Chapter 5: Summary Findings, Conclusions, and Recommendations

Summary of the Research Findings………………………………………...10

The Study Conclusions.............................................................................13

The Study Recommendations ……….…………………………………...…14

References……………………………………………………….………………….15

Appendices ......................................................................................................13
 Chapter 1

THE PROBLEM

Introduction

Distance learning modality is one of the four (4) Learning Delivery

Modalities crafted by the Department of Education (DepEd) included in its Basic

Education Learning Continuity Plan (BE-LCP) for the school year 2020-2021.

This plan was generated in order to support the students to continue with their

education through flexible learning, allowing them to choose which modality they

can adapt to, depending on their capacity and the available resources in their

environment.

Distance Learning Modality is a type of learning delivery in which the

teacher and the students are physically separated during the course of the

instruction. This modality has three types: Modular Distance Learning (MDL),

Online Distance Learning (ODL), and TV/Radio-Based Instruction. For each type

of modality, different facilities and platforms are being used in order for the

learners to be able to adapt to these unprecedented changes in the education

system, depending on his/her kind of environment.

For the Modular Distance Learning (MDL), individualized instruction is

provided which allows the students to use self-learning modules (SLMs) in print

or digital format, depending on the students’ need, as well as other learning

resources such as learners’ materials, textbooks and activity sheets.

In addition to this, in Online Distance Learning (ODL), the instructor serves

as a facilitator, engaging learners' active participation through the use of various

technologies accessed through the internet while they are geographically

separated during instruction. It requires the students to have a strong and

consistent internet connection. Learners can use the internet to download

materials, complete and submit assignments online, and participate in webinars

and virtual classes.

Moreover, TV/Radio-Based Instruction make use of self-learning modules

(SLMs) converted to video lessons for Television-Based Instruction and SLMs

converted to radio scripts for Radio-Based Instruction. The education department

has launched DepEd TV—a program where the students may view the converted

SLMs into video lessons that can be accessed through IBC13 and Solar Learning

Outlets. It features “teacher-broadcasters” who underwent training on how to

effectively deliver lessons via pre-recorded videos.

The San Agustin (Stand Alone) Senior High School (SASHS) of San

Agustin, Iriga City is one of the schools which has implemented distance learning

in the present education system. Based on the researchers’ observation, the

Science, Technology, Engineering and Mathematics (STEM) Strand Students of

SASHS are the students who have the high capacity to undergo the different

methods of distance learning modality. It has been observed that this is the

strand where most of the students have the available resources in their

environment that can cater their needs of undergoing through the different

distance learning modalities, making them to be the perfect respondents of this

study.
 However, this newly implemented learning system was assumed effective

in students’ education. But many students, parents and other individuals

complain in the media as they consider the current learning system as poorly

efficient.

With this information in mind, the researchers aim to determine the

influence/s of distance learning modalities to the academic performance of STEM

students (both Grade 11 & 12) of SASHS. Specifically, this study seeks to identify

the type of distance learning modalities implemented in Science, Technology,

Engineering and Mathematics (STEM) strand of SASHS, to determine the level

of effectiveness in the implementation of the Distance Learning Modalities among

the STEM students of SASHS, to know if there is a significant differences

between the General Weighted Average (GWA) of the respondents during the

face-to-face learning and in today’s distance learning, and lastly, to identify the

impact of the Distance Learning Modalities along the delivery mode and the

production of learners’ output.

Statement of the Problem

Research statements are posed to obtain the relevant information required

to fulfill the objectives. The main problem to be answered in this study is

 What is the Impact of Distance Learning Modalities to the Academic

Performance of STEM Students (both Grade 11 & 12) of SASHS?

Specifically, this seeks to answer the following questions:

 1. What is/are the Distance Learning Modalities implemented in Science,

Technology, Engineering and Mathematics (STEM) strand of SASHS?

2. What is the level of effectiveness in the implementation of the Distance

Learning Modalities among the STEM students of SASHS?

3. Is there a significant difference between the General Weighted Average

(GWA) of the respondents during the face-to-face learning and in today’s

distance learning?

4. What is the impact of the Distance Learning Modalities along the delivery

mode and the production of learners’ output?

Basic Assumptions

In order to allow the researchers to draw the conclusions correctly, these

unexamined beliefs will be tested:

1. The implemented distance learning modalities in Science, Technology,

Engineering, and Mathematics (STEM) strand of SASHS are Modular

and Online Distance Learning.

2. The implementation of Distance of distance learning modalities as an

alternative mode of instruction in the country is highly effective among

the STEM Students of SASHS.

3. There are various impacts of Distance Learning Modalities along the

delivery mode and production of learners’ output

Statement of Hypothesis

There is a significant difference between the average grades of the STEM

learners during face-to-face learning last school year and today’s distance

learning.

Significance of the Study

SHS Learners. SHS learners will be able to gain insights and understanding

regarding the significant effects of distance learning to their academic

performance during this school year. With this study, they can evaluate whether

the implementation of the present distance learning has a positive or negative

effect among their academic performance.

SHS Teachers. SHS Teachers will gain consciousness of how distanced learning

impacts the students in today’s new education system. And with that

consciousness, they can probably make possible readjustments and

interventions that will address the issues faced by the students if ever identified.

SHS Implementing Units. SHS Implementing Units may use this study to

acquire comprehension regarding the opinions and experiences of the students

under the present distance learning modality.

SHS Parents. This study may serve as an eye-opener among the SHS Parents

in order to understand how well their children are coping in the distance learning

modality. This way, they can come up with ideas as to proper guidance that might
help their children lessen the burdens in undergoing through the distance

learning modalities.

Department of Education, Schools Division Office of Iriga City. With the

accomplishment of this study, they will be mindful of the effectiveness of

implementing distance learning as an alternative learning modality in the country.

If possible, they may create a more constructive planning considering this study

specifically the thoughts of the respondents as basis for their arrangement.

Scope and Delimitation

This present study will determine the impacts of distance learning

modalities towards the academic performance of the STEM students both Grade

11 & 12 of San Agustin (Stand Alone) Senior High School of Iriga City. This study

will specifically focus on determining the level of effectiveness in the

implementation of the Distance Learning Modalities among the STEM learners of

SASHS and its impact along the delivery mode and the production of learners

output.

Due to the higher risks of being infected with COVID-19 when closely

interacting with many people, the study is delimited to 30% of each STEM

classes to limit the physical interaction among the respondents. Specifically, 23

Grade-11 students, and 46 Grade-12 students having 23 learners for each Grade

12 Class who will represent as the sample of the study.

The researchers also aim to prove whether there is a significant difference

between the General Weighted Average (GWA) of the respondents under the

distance learning modalities and for the past face-to-face instruction.

Locale of the Study

The study will be conducted in San Agustin (Stand Alone) Senior High

School of San Agustin, Iriga City. A DepEd managed partially urban Senior High

School public school, and one of the best school in Iriga City that offers two

tracks which are Academic and Technical Vocational Track. Under Academic

Track are Science, Technology, Engineering and Mathematics (STEM),

Humanities and Social Sciences (HUMSS), Accountancy, Business and

Management (ABM), and General Academic Strand (GAS). The school is

equipped with knowledgeable teachers and staffs that nurture the students and

give them the armor of knowledge. The slogan of the school is “Empowering

Skills for a Better Life”.

Definition of Terms

Impact- This is the effect of the Covid-19 pandemic to the academic

performance progress of grade 11 and 12 STEM learners of SASHS.

Distance Learning Modalities - Is a learning delivery that combines face-to-face

with any, or a mix of, Modular Distance Learning, Online Distance Learning, and

Television/Radio-Based Instruction.

Academic Performance – This is the overall or General Weighted Average of a

learner considering all the learning areas enrolled per semester.

Level of Effectiveness- This is the quality of implementation of the Distance

Learning Modalities among the grade 11 and 12 STEM learners of SASHS.

GWA- the General Weighted Average (GWA) is the average of grades in all

subjects taken, whether passed or failed. It is the result of combining the

performance rating based on the screening criteria or subject.

Learning Area – This is the subjects enrolled per semester.

Delivery Mode – This is the manner and method of providing basic education to

the students under the new normal education system.

Learners Output - Output is the product of learning or, in other words, the

demonstration that learning has occurred. Output is extremely important in

learning because it helps to show that students are able to take the knowledge

that they have learned and apply it.

Written Requirements – Any written works or outputs such as essays, concept

paper, etc. will be recorded in this area.

Performance Task - is any learning activity or assessment that asks students to

perform to demonstrate their knowledge, understanding and proficiency.

Performance tasks yield a tangible product and/or performance that serve as

evidence of learning.

Online Learning - is an education that takes place over the Internet. It is often

referred to as “e - learning” among other terms. It takes place across distance

and not in a traditional classroom.

Modular Distance Learning- It features individualized instruction that allows

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

copy, whichever is applicable to the learner.

STEM- They are the learners under the Science, Technology, Engineering and

Mathematics strand which are the respondents of this study.

Chapter 2

REVIEW OF RELATED LITERATURES AND STUDIES

This chapter presents the related literature and studies relevant in the

conduct of the study.

Related Literature

This part shows the related concepts, definition and application of distance

learning modality to the current education system in the country.

Distance Learning

According to Mark Anthony Llego (2020), Distance Learning refers to a

learning delivery modality where learning takes place between the teacher and

the learners who are geographically remote from each other during instruction.

This modality has three types: Modular Distance Learning (MDL), Online

Distance Learning (ODL), and TV/Radio-Based Instruction.

 In the same manner, Becton Loveless (2021) explains distance learning

as an educational process where students receive instruction through online

classes, video recordings, video conferencing, or any other audio/visual

technology medium. It enables people to receive education without having to be

physically present in a classroom.

ViewSonic (2020) also state that distance learning describes any learning

that happens without the students being physically present in the lesson.

(However, this could also apply to the teacher in certain situations.)

Distance Learning as an alternative learning modality

This modality has three types according to Llego (2020) which are

Modular Distance Learning (MDL), Online Distance Learning (ODL), and

TV/Radio-Based Instruction.

Modular distance learning involves individualized instruction that allows

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

copy, whichever is applicable in the context of the learner, and other learning

resources like Learner’s Materials, textbooks, activity sheets, study guides and

other study materials. Learners access electronic copies of learning materials on

a computer, tablet PC, or smartphone. The teacher takes the responsibility of

monitoring the progress of the learners. The learners may ask assistance from

the teacher via e-mail, telephone, text message/instant messaging, etc.

 Online distance learning features the teacher as facilitator, engaging

learners’ active participation through the use of various technologies accessed

through the internet while they are geographically remote from each other during

instruction. The internet is used to facilitate learner-teacher and peer-to-peer

communication. Online learning allows live synchronous instruction. It requires

participants to have good and stable internet connection. It is more interactive

than the other types of distance learning. 

For TV and radio-based teaching, educational materials and instructions

will be broadcasted. The education department has launched DepEd TV—a

program that converts self-learning modules into video lessons that can be

accessed through IBC13 and Solar Learning Outlets. It features “teacher-

broadcasters” who underwent training on how to effectively deliver lessons via

pre-recorded videos. (Cantiga, 2020)

Science, Technology, Engineering, and Mathematics Strand (STEM)

As stated by Elaine J. Hom (n.d.), STEM is a curriculum based on the idea

of educating students in four specific disciplines — science, technology,

engineering and mathematics — in an interdisciplinary and applied approach.

Rather than teach the four disciplines as separate and discrete subjects, STEM

integrates them into a cohesive learning paradigm based on real-world

applications.

In order to shows originality and relevance of the present research

problem, some studies were also used to provide some concepts and to tell the
difference between our proposed methodologies and the other past researches’

concepts.

From the study conducted by Cathy Cavanaugh (n.d.), they have

concluded that students can experience similar levels of academic success while

learning using telecommunications and learning in classroom settings. While

distance learning as it is practiced in today’s virtual schools uses technology that

is less than ten years old and advances rapidly, the literature has shown that a

student’s education online can be as effective as it is in a classroom, provided

that a classroom with the appropriate course is accessible to the student.

Based on some study conducted by M. Martha Henckell (n.d.) explains

that due to elements in distance education that are not found in traditional

classroom environments, Benigno and Trentin (2000) felt that distance education

was more difficult to evaluate. Two of the ten elements found in their study to

affect student success in the distance education environment involved

communication, in particular, interpersonal communication and communication

through technological means. Many distance education students complain of

feelings of isolation. Carr-Chellman, et al. (2000) and Miller and King (2003)

associate this problem to the high dropout rate associated with distance

education. Use of online discussions and bulletin boards alleviates these feelings

of isolation. Easton (2003) and Miller and King affirmed the use of these very

same technologies in some traditional classroom settings. These tools could be

useful in the building of a community and act as another method to increase

learning outside the classroom. Unfortunately the results indicated that the use of
online discussions or bulletin boards is not as wide spread in the traditional

course environment.

The study entitled “Impact of Distance Education on Academic

Performance in a Pharmaceutical Care Course” by Agnes Nogueira

Gossenheimer (n.d.) concludes that the student performance was better in the

distance education module, indicating distance education can be satisfactorily

used in Pharmacy Programs.

Aside from the use of distance learning as more effective system in

pharmacy programs, this modalities was also effective in senior high school

based from the study conducted by Iga Setia Utami (n.d.) entitled as the “Effect

of Blended Learning Model on Senior High School students’ Achievement”. It

concludes that blended learning model contributed more to the students’

achievement than traditional learning did. It indicates that blended learning model

can be satisfactorily used on Senior High School students.

Another study entitled “Effect of m-learning on students’ academic

performance mediated by facilitation discourse and flexibility” states that M-

learning has been found to have direct positive effect on learners’ academic

success, however, according to Wilen-Daugenti (2009), the influence is distinct

when the instructor facilitates and tracks the discussion towards main content.

The role of instructors is therefore, instrumental in removing the bottlenecks to

students’ outstanding educational learning (Alrasheedi & Capretz, 2015). One of

the best features of m-learning is access to learning material with mobility and

ubiquity, promoting flexibility in terms of location, place, time, speed and space,
which is quite impossible for desktop internet users (Andrews et al., 2011). M-

learning involves knowledge sharing, problem solving and one-to-one discussion,

thus allowing for maximum extent of feedback among both the teaching and

learning ends (Keskin & Metcalf, 2011). Students regard this form of learning as

source of most “instant support” in online collaborative learning (Hamm,

Saltsman, Baldridge, & Perkins, 2013).

Analyzing the usage of mobile learning for gaining prompt knowledge and

its effect on academic performance of students in education industry has created

remarkable interest for the researchers since previous years (Alrasheedi &

Capretz, 2015). However, the cause and effect relationship between m-learning

and students’ academic performance is likely to be mediated by facilitation

discourse (Balaji & Chakrabarti, 2010) and flexibility (Fuegen, 2012).

The study conducted by Ma.Victoria D. Naboya (n.d.) entitled “The Effect

of Modular Approach on the level of achievement of students in Inorganic

Chemistry” articulates that modular instruction rests on firm and solid

foundations. One of these is the fundamental educational philosophy which

stresses that the student is the determinate in the whole instructional process.

This study concludes that modular approach is more effective compared to

conventional method in teaching Inorganic Chemistry. This also suggests that

instructional material really helps students. Learning cannot take place unless

learners are willing to do so. There cannot be any learning unless a person is

willing to invest attention and sincerity.

According to the study entitled “Impact of Distance Education on

Academic Performance in a Pharmaceutical Care Course”, distance education

presented advantages over face-to-face. The fact that students learned more or

similarly allows on to state that this type of modality is effective and can be used

satisfactorily in pharmaceutical education.

It is important to point out that both in the distance and face-to-face

modality, the students had the same content, the same form of evaluation and

the same opportunity to revise the contents, since even in the face-to-face

modality the equal right to consult the didactic material was ensured. One factor

that may explain the best performance in the distance mode is the greater

obligation to pay attention to the contents. It is impossible to verify whether the

student in the classroom is paying attention to the contents, even in some active

learning tasks. It can also be related that the advantages of distance education

pointed out by students, as regarded to convenience and the possibility of

studying at the most appropriate time, may also have been a factor that

influenced academic performance.

Blended learning is researched by various scholars for identifying the

effectiveness of its role in learning and transmitting knowledge. The research

study was conducted by Hawkey. R, & Beresford. N (2009) which searched for

Blended-learning in an English Course held at the University of Fberara Italian in

collaboration with the University of Cambridge. The results of the study conclude

that blended-learning has a significant impact on both teachers and students.

Blended- learning involves a combination of self-learning computer-based

courses with classroom organisms. The study employed a sample of 92 teachers

and students who voluntarily took part in this study. The result of the study

showed that blended learning was positive and significant for both students and

teachers. Majority of students perceived that the session helped them to improve

their skills in the English language and make progress in self-evaluation. It also

indicates that teacher’s role and their experience in the session will make them

more effective. One of the major findings of the study is that blended learning has

positive effect on students' study process.

Furthermore, a significant finding of this study is that teachers found it

enjoyable and stimulating for them and would be happy to repeat this method of

learning in the future. The study conducted that it is encouraging to use blended

learning. This study reported that blended learning has several advantages;

teacher feels that his role in the educational process have not been taken away

the cycle. Moreover, this study provides two ways for learning that teachers can

choose between them rather than relying on one way. It also addresses the

problems of the lack of possibilities for some students. Blended learning has an

advantage of commensurate with communities in developing countries that did

not have the fully electronic environment. A specific time and place for learning

and that what students prefer so far. Blended learning focused on the knowledge

and skills aspects, conscience without the impact of one on the other. It also

maintains a high level of original link between the student and the teacher which

presents the basis of the educational process.

Synthesis of the Statement of the Art

 Distance Learning simply refers to a learning modality where students

receive education without having to be physically present in classroom. This

modality has three types: Modular Distance Learning is one of its types wherein

individualized instruction is involved, allowing the learners to use self-learning

modules (SLMs) in print or digital format/electronic copy, and other learning

resources. Another mode of learning in this modality is online learning which

allows live synchronous instruction. It is considered to be more interactive

because of the presence of internet that facilitates learner-teacher and peer-to-

peer communication. Lastly, is the TV and radio-based instruction where

educational materials and instructions is broadcasted, and it can be accessed on

the launched DepEd TV through IBC13.

Similar studies found over the conduct of the review of the related studies

and literature by the researchers have shown both a positive and negative effect

on the implementation of distance learning towards the academic performance of

the students in different fields. The study entitled “Impact of Distance Education

on Academic Performance in a Pharmaceutical Care Course” conducted by

Agnes Nogueira Gossenheimer and her co-writers revealed that the student

performance was better in the distance education module, indicating distance

education can be satisfactorily used in Pharmacy Programs. Another study

conducted by Hanawkey. R, & Beresford. N, (2009) showed that blended

learning was positive and significant for both students and teachers. Majority of

students perceived that the session helped them to improve their skills in the

English language and make progress in self-evaluation. It was also indicated in

the study entitled “Impact of Distance Education on Academic Performance in a

Pharmaceutical Care Course” that distance education presented advantages

over face-to-face. The fact that students learned more or similarly allows on to

state that this type of modality is effective and can be used satisfactorily in

pharmaceutical education. Furthermore, a study done by Ma.Victoria D. Naboya

concludes that modular approach is more effective compared to conventional

method in teaching Inorganic Chemistry.

On the other hand, a study done by M. Martha Henckell reveals the cons

of implementing distance learning. It was explained in her study that due to

elements in distance education that are not found in traditional classroom

environments, Benigno and Trentin (2000) felt that distance education was more

difficult to evaluate. Two of the ten elements found in their study to affect student

success in the distance education environment involved communication, in

particular, interpersonal communication and communication through

technological means.

Gap-Bridged by the Study

There had been many studies that proved the effectiveness of distance

learning modalities or system to the students. However, it was done only in a

different global situation wherein the human participants of the previous studies

were not affected by the present factors in education which is the COVID-19

Pandemic. The previous studies were also done without considering the

availability of resources and distance learning modalities facilities. Even the

thoughts and opinions of their research respondents were not considered as one
of the basis of their conclusion.

Following a discussion on the nature of the gap and objectives of a

potential bridging programme, the present study aims at demonstrating that the

gap can be bridged. By conducting a more innovative methodologies which is

especially designed for the present global condition, we can address the

effectiveness of distance learning modalities to the students’ academic

performance. The study will also identify the availability of facilities in students’

learning. The thoughts and opinions of respondents will also considered in

drawing the conclusion of the current study.

Conceptual Framework

The Conceptual Framework of the study is adapted by the Input - Process

- Output System Approach.

As the country continues to confront different issues brought about by the

coronavirus disease 2019 (COVID19) pandemic, the Department of Education

(DepEd) is addressing the challenges in the basic education for the school year

2020-2021 through its Basic Education Learning Continuity Plan (BE-LCP). One

of the adjustments done by the department was the implementation of the

distance learning modalities in order to secure the education of the students

during this pandemic. On line with this new normal education system, the

learning modalities that every school can adapt may be one or a combination of

different learning modalities, depending on the local health conditions, the

available resources, and the particular context of the learners in the school or

locality.
 On the other hand, this newly implemented learning system was assumed

effective in student’s learning. However, many students, parents and other

individuals complain in media as they believe that the current learning system is

poorly efficient. This reason led researchers to examine the impacts of distance

learning modalities to the students’ academic performance.

In this study, the researchers will formulate a questionnaire in order to

determine and understand the influences of the implementation of the distance

learning modalities to the academic performance of STEM learners of SASHS.

Once answered, the researcher will be able to cite recommendations and

possible adjustments that might be able to address the issue of this newly

implemented education system.

INPUT PROCESS OUTPUT

Respondents Survey Effectiveness of
DepEd School Learning -identifying the Distance learning
implemented DLM in modalities to the
Continuity Plan STEM strand of SASHS.
Data Generated from -determining the level of
SASHS's STEM
effectiveness in the learner's academic
the surveys and performance.
implementation of the
interviews. DLM among the STEM
Related literature and students of SASHS. Proposed learning
studies. -determining the
significant difference interventions to
between the GWA of the address research
respondents during the findings.
face-to-face learning and
in today’s distance
learning.

Interview
-identifying the impact of
DLM along the delivery
mode and the production
of outputs.

Figure 1

Conceptual Paradigm
 Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter gives an outline of research methods that were followed in

the study. It provides information on the participants, that is, the criteria for

inclusion in the study, who the participants are and how they were sampled. The

researcher describes the research design that was chosen for the purpose of this

study and the reasons for this choice. The instrument that was used for data

collection was also described and the procedures that were followed to carry out

this study were included. The researcher also discussed the methods used to

analyze the data. Lastly, the ethical issues that were followed in the process are

also discussed.

Research Design

The study uses a mixed-methods research. It is a type of research

wherein the researchers combine both the quantitative and qualitative techniques

to produce a richer and more comprehensive understanding of the research. In

addition, this study has utilized the Descriptive-correlation method of research. It

refers to a type of study that describes the variables and the relationships that

occur naturally between and among them. The Homogeneous sampling was also

used in the study. Homogeneous sampling is the selection of participants who

have similar experiences, attitudes or outlooks in certain views. The respondents

of this study share the same views since they are all STEM learners and are

currently experiencing the distanced learning modalities.

Research Methodology

Mixed Method of Research

Survey

Research
Statistical tools -Triangulation Technique-
Findings Interview

Researchers’ Recommendations

Figure 2

Research Methodology

Research Procedure

A research-made questionnaire method with the corresponding rating

scale was used in gathering the data and in determining the Impact of Distance

Learning Modalities to the Academic Performance of STEM learners of SASHS.

The questionnaire design was categorized in a few choices. 30% of the STEM

learners in SASHS were selected as the sample of the study. The questionnaires
were hard copy forms. Since its pandemic and we cannot ensure that all of them

have access to internet connection, the respondents received the printed copy of

the questionnaire together with their learning activity sheets that was distributed

at school.

Sample

The participants of this study are the 30% of STEM Students of San

Agustin (Stand Alone) Senior High School of the school year 2020-2021. There

were a total of 69 STEM students in SASHS, and 30% of it was 21. The 21

purposely picked STEM students included in the study have answered the same

questionnaires ensuring that the objectives of the study can be achieved and the

cited research questions will be answered.

Sampling Technique

The researchers used the Judgment or Purposive sampling, this technique

relies on the judgment of the researcher when choosing who to participate. The

researcher may implicitly choose a representative sample to suit their needs or

specifically approach individuals with certain characteristics.

Data Collection Method and Analysis

For the purposes of this research, in depth interviews and focused

group discussion were conducted to identify participant’s emotions, feelings,

and opinions regarding a particular research subject. The main advantage

of personal interviews is that they involve personal and direct contact between

interviewers and interviewees, as well as eliminate non-response rates, but

interviewers need to have developed the necessary skills to successfully

carry an interview. What is more, unstructured interviews offer flexibility in

terms of the flow of the interview, thereby leaving room for the generation of

conclusions that were not initially meant to be derived regarding a research

subject.

However, there is the risk that the interview may deviate from the pre-

specified research aims and objectives. As far as data collection tools were

concerned, the conduct of this study involved the use of a semi-structured

questionnaire, which was used as an interview guide for the researcher. Some

certain questions were prepared, so as for the researcher to guide the

interview towards the satisfaction of research objectives. Also, a separate

survey questionnaire was made to gather data that can answer the objectives of

the study.

Statistical Tools used in the Study

Statistical techniques and tools help researchers in determining the

validity and reliability of the research instruments used and provides a more

precise interpretation of the data gathered during the experimentation.

In this study, the researchers used the statistical concept of Paired T-Test

which is a parametric approach (or large sample approach) used to compare

means of two paired groups (dependent groups or matched groups). This tool

was used in order to interpret the data that will answer the second research

problem of the study wherein the respondents’ grades will be measured and

compared before and during distance learning modalities (that serve as the

treatment).
 The test statistic is calculated as:

d
t=
√ s 2 /n
-where d-bar is the mean difference, s² is the sample variance, n is the sample

size and t is a Student t quantile with n-1 degrees of freedom.

For more convenient interpretation of other data gathered, the percentage

formula tool was used to compute the proportion of the responses to the number

of respondents. Its formula is:

P=n÷ N ×100
-where P is the percentage, n is the number of responses and N is the total

number of respondents. This formula was used to statistically analyze the data

gathered that will provide answers to other problems of this study.

Chapter 4

RESULTS AND DISCUSSION

This chapter presents the analysis and interpretation of the data gathered

by the means of data gathering instrument to the respondents.

The topics discussed in the study are sequence in accordance to the

following:

1. The Distance Learning Modalities implemented in Science, Technology,

Engineering and Mathematics (STEM) strand of SASHS.

 2. The level of effectiveness in the implementation of the Distance Learning

Modalities among the STEM students of SASHS.

3. The significant differences between the General Weighted Average

(GWA) of the respondents during the face-to-face learning and in today’s

distance learning.

4. The Impact of the Distance Learning Modalities along the delivery mode

and the production of learners’ output.

5. The Impact of Distance Learning Modalities to the Academic Performance

of STEM Students (both Grade 11 & 12) of SASHS.

Table 1

Type of Distance Learning Modality that the respondents are currently

taking

Distance Learning
Modality they are Frequency Percentage (%)
currently taking
Online Distance learning 1 5
Modular Distance 20 95
learning
Radio-Based/TV 0 0
Instruction
Total 21 100

Table 1 shows the type of Distance Learning Modality that the respondents are

currently taking. Based on the data, out of 21 respondents, 20 are currently

taking the modular distance learning and one of them are currently taking the

online distance learning.

 Type of Distance Learning Modality they are
currently taking

5%

Online Distance Learning

Modular Distance Learning
Radio-based/TV Instruction

95%

Figure 3
Type of Distance Learning Modality that the respondents are currently
taking

The aforementioned findings revealed that mostly or almost all of the

respondents are currently taking the modular distance learning.

Table 2

Factors considered by the respondents in choosing their mode of distance

learning modality

Factors Frequency Percentage (%)

availability of facilities in 5 24
their environment
capacity to comprehend 5 24
the learning materials
kind of environment that 9 43
they have at home
have different reason/s 2 9
 Total 21 100

Table 2 shows the factors considered by the respondents in choosing their

mode of distance learning modality. Based on the data, out of 21 respondents, 9

respondents has considered the kind of environment that they have at home, 5

has given consideration the availability of facilities in their environment, another 5

responded that they choose that mode of distance learning because of their

capacity to comprehend the learning materials, while 2 responded that they have

other reasons why they choose that mode of distance learning such as it is

required and so on.

Factors considered by the respondents in

choosing their mode of distance learning
modality
Availability of facilities in the envi-
ronment
10% Capacity to comprehend the learn-
24% ing materials
Kind of environment that they have
at home
Have different reason/s
43%
24%

Figure 4
Factors considered by the respondents in choosing their mode of distance
learning modality
The aforementioned findings showed that mostly of the respondents has

considered the kind of environment that they have at home when choosing their

mode of distance learning modality.

 Table 3

The opinion of the STEM learners regarding the level of effectiveness of the

distance learning modalities

The opinion of the

STEM learners
regarding the level of Frequency Percentage (%)
effectiveness of the
distance learning
modalities
Very effective, the
implementation is 0 0
conducive to learning.
Effective, the students
are learning well with the 7 33
DLMs.
Slightly effective, the
implementation has slight 13 62
weaknesses but the
students are still learning.
Not effective, the
implementation has 1 5
several weaknesses and
the students are not
learning at all.
Total 21 100

Table 3 shows the opinion of the STEM learners regarding the level of
effectiveness of the distance learning modalities. Based on the data, out of 21

respondents, no one responded that the level of effectiveness is very effective, 7

responded that the level of effectiveness is effective, the students are learning

well with the DLMs, 13 responded that the level of effectiveness is slightly

effective, the implementation has slight weaknesses but the students are still

learning, lastly, 1 responded that the level of effectiveness is not effective, the

implementation has several weaknesses and the students are not learning at all.

The opinion of the STEM learners regarding the

level of effectiveness of the distance learning
modalities

Very effective
5% Effective
Slightly effective
33%
Not effective

62%

Figure 5
The opinion of the STEM learners regarding the level of effectiveness of the

distance learning modalities

The aforementioned findings revealed that mostly of the respondents

believes that the level of effectiveness of the distance learning modalities is

slightly effective wherein the implementation has slight weaknesses but the

students are still learning.

Table 4

The level of satisfaction of the STEM learners regarding the readjustments

 done by SASHS Implementing Unit this present school year

The level of satisfaction Frequency Percentage (%)

Very satisfied and glad. 4 19

Satisfied and just fine 13 62
with it.
Slightly satisfied. Some 4 19
are good, some are
confusing.
Not satisfied, the 0 0
readjustments aren’t
done well.
Total 21 100

Table 4 shows the level of satisfaction of the STEM learners regarding the

readjustments done by SASHS Implementing Unit this present school year. Out

of 21 respondents, 4 responded that they are very satisfied and glad with the

readjustments, 13 responded that they are satisfied and just fine with the

readjustments, 4 responded that they are slightly satisfied, some are good while

some readjustments are confusing and no one responded that they are not

satisfied.
 The level of satisfaction of the STEM learners
regarding the readjustments done by SASHS
Implementing Unit this present school year

Very satisfied and glad

19% 19% Satisfied and just fine with it
Slightly satisfied
Not satisfied

62%

Figure 6

The level of satisfaction of the STEM learners regarding the readjustments

done by SASHS Implementing Unit this present school year

The aforementioned findings showed that mostly of the respondents are

satisfied and just fine with the readjustments done by SASHS Implementing Unit

this present school year.

Table 5

The opinion of the STEM learners with face-to-face learning and today’s

distance learning

The opinion of the Frequency Percentage (%)

STEM learners with
face-to-face learning
and today’s distance
learning
Distance learning is 0 0
better.
Face-to-face learning 18 86
was better.
Nothing changed. 0 0
Both have advantages 3 14
and complications
 Total 21 100

Table 5 shows the opinion of the STEM learners with face-to-face learning

and today’s distance learning. Out of 21 respondents, 18 responded that face-to-

face learning was better, 3 responded that both the face-to-face and distance

learning have good advantages and complications, while no one responded that

distance learning is better and that nothing has changed.

The opinion of the STEM learners with face-to-

face learning and today’s distance learning

Distance learning is better

14% Face-to-face learning was better
Nothing changed
Both have advantages and com-
plications

86%

Figure 7

The opinion of the STEM learners with face-to-face learning and today’s

distance learning

The aforementioned findings revealed that mostly of the respondents

thought that face-to-face learning was better.

Table 6

Difficulties encountered under distance learning

Difficulties encountered Frequency Percentage (%)
under distance learning
Change in environment 6 29
Academic stress 8 38
Lack of learning facilities 3 14
Difficulty in 3 14
comprehending learning
materials
Financial instability 1 5
Total 21 100

Table 6 shows the difficulties encountered by the respondents under

distance learning. Out of 21 respondents, 6 responded that that they

encountered difficulties with the sudden change of environment, 8 responded

that they experience academic stress under distance learning, 3 responded that

they experience lack of learning facilities, another 3 responded that they

experience difficulty in comprehending learning materials and 1 responded that

he/she experienced financial instability.

Difficulties encountered under distance learning

5% Change in environment
14% 29% Academic stress
Lack of learning facilities
Difficulty in comprehending learning
14% materials
Financial instability

38%
 Figure 8

Difficulties encountered under distance learning

The aforementioned findings revealed that all of the respondents

experienced difficulties under distance learning and mostly of them experienced

academic stress under the said learning modality.

Table 7

The level of satisfaction of the STEM learners with their grades and

learnings this school year

The level of satisfaction Frequency Percentage (%)

of the STEM learners
with their grades and
learnings this school
year
Very satisfied and glad 2 9
Satisfied and fine with it 16 77
Slightly satisfied 3 14
Not satisfied 0 0
Total 21 100

Table 7 shows the level of satisfaction of the STEM learners with their

grades and learnings this school year. Out of 21 respondents, 2 responded that

they feel very satisfied and glad with their grades and learning, 16 says that they

are satisfied and just fine with it, and 3 answered that they are slightly satisfied.
 The level of satisfaction of the STEM learners
with their grades and learnings this school year

14% 10% Very satisfied and glad

Satisfied and fine with it
Slightly satisfied
Not satisfied

76%

Figure 9
The level of satisfaction of the STEM learners with their grades and
learning this school year

The aforementioned findings revealed that mostly of the respondents

reacted that they are satisfied and fine with their grades in the present distance

learning.

Table 8

The level of satisfaction of the STEM learners with their outputs this school

year

The level of satisfaction Frequency Percentage (%)

of the STEM learners
with their outputs this
school year
Very satisfied and glad 1 5
Satisfied and fine with it 12 57
Slightly satisfied 8 38
Not satisfied 0 0
Total 21 100

Table 8 shows the level of satisfaction of the STEM learners with their
outputs this school year. Out of 21 respondents, 1 responded that he/she is very

satisfied and glad with his/her outputs this school year, 12 responded that they

are satisfied and fine with their outputs, 8 responded that they are slightly

satisfied with their outputs this school year and no one responded that they are

not satisfied with their outputs.

The level of satisfaction of the STEM learners

with their outputs this school year

5% Very satisfied and glad

Satisfied and fine with it
38% Slightly satisfied
Not satisfied
57%

Figure 10

The level of satisfaction of the STEM learners with their outputs this

school year

The aforementioned findings revealed that mostly of the respondents are

satisfied and fine with their outputs this school year which is under the distance

learning modalities.

Table 9

The level of satisfaction of the STEM learners with the teaching

performance of SASHS teachers under distance learning

The level of satisfaction Frequency Percentage (%)

of the STEM learners
with the teaching
performance of SASHS
teachers under
distance learning
Very satisfied and glad 2 9
Satisfied and fine with it 17 82
Slightly satisfied 2 9
Not satisfied 0 0
Total 21 100

Table 9 shows the level of satisfaction of the STEM learners with the

teaching performance of SASHS teachers under distance learning. Out of 21

respondents, 2 responded that they feel very satisfied and glad with the teaching

performance of the SASHS teachers under distance learning, 17 responded that

they are satisfied and just fine with it, 2 responded that they are slightly satisfied

and no one responded that they are not satisfied.

The level of satisfaction of the STEM learners

with the teaching performance of SASHS
teachers under distance learning

Very satisfied and glad

9% 10% Satisfied and fine with it
Slightly satisfied
Not satisfied

82%

Figure 11
The level of satisfaction of the STEM learners with the teaching

performance of SASHS teachers under distance learning

 The aforementioned findings revealed that mostly of the respondents are

satisfied and fine with the teaching performance of SASHS teachers under

distance learning.

Table 10

The opinion of the STEM learners on how stressful distance learning is

The opinion of the Frequency Percentage (%)

STEM learners on how
stressful distance
learning is
Not that stressful 1 5
Slightly stressful 17 81
Extremely stressful 3 14
Total 21 100

Table 10 shows the opinion of the STEM learners on how stressful

distance learning is. Out of 21 respondents, 1 responded that he/she feels like

distance learning is not that stressful, in fact, it enables him to balance his time.

17 responded that distance learning is slightly stressful, some activities are hard

and some are not. The remaining 3 responded that distance learning is extremely

stressful. It is very difficult for them to submit their outputs in good quality due to

the difficulties that they encountered in the present education system.

  The opinion of the STEM learners on how
stressful distance learning is

14% 5%
Not that stressful
Slightly stressful
Extremely stressful

81%

Figure 12

The opinion of the STEM learners on how stressful distance learning is

The aforementioned findings revealed that mostly of the respondents find

distance learning as slightly stressful, wherein some of the activities given in this

mode are hard and some are not.

Testing of Hypothesis
Table 11
Solving of Paired t-Test
GWA Last GWA for the 1st
School Year Semester of X-Y (X-Y)²
(X) this School Year (D) (D)²
(Y)
92 95 -3 9
94 94 0 0
93 94 -1 1
91 92 -1 1
90 91 -1 1
93 93 0 0
92 93 -1 1
92 94 -2 4
 95 97 -2 4
91 92 -1 1
93 93 0 0
91 94 -3 9
94 96 -2 4
93 95 -2 4
94 94 0 0
91 92 -1 1
92 92 0 0
93 95 -2 4
93 93 0 0
93 94 -1 1
92 93 -1 1
∑ X−Y =¿ ¿-24 ∑ ( X−Y )2=¿ ¿46
t Computed Degrees of Alpha Level t Tabular Value
Value Freedom (α)
(df)
-5.7 20 0.05 (5%) 2.086

The t computed value of 5.7 is greater than the t tabular value of 2.086 at

0.05 (5%) level of significance with 20 degrees of freedom. Therefore, it was

concluded that there is a significant difference between the GWA of STEM

learners of SASHS before and after the implementation of Distance Learning

Modalities. The null hypothesis is rejected.

The thoughts and opinions of the respondents with the DLMs

Despite the pandemic, respondents found DepEd's effort on continuous

education fair, but it falls short in terms of implementation. Learning procurement

and flexibility are two issues that the majority of responders are having trouble

with. Other respondents developed good characteristics such as self-study and

self-care. But some respondents had few negative effects such as unstable

mental health, procrastination, loss of interest and loss of focus.

 Majority of our respondents have expressed unsatisfied opinions about the

current implementation of the new modality, however all of our respondents have

agreed that this new normal modalities school year has been harder than last

school year face-to-face. We’ve received feedback that there were unnecessary

tasks that needed to be done and numerous modules for one subject for one

time interval and lessons in the modules that require much more comprehension

for the students to understand alone, which has been responded to be very

exhausting and mentally draining to the students to figure out topics and lessons

alone.

The respondents said they’ve needed to bear the slow internet connection

and noises at home during virtual class. Unlike before, there was the presence of

the teacher and everything was actual. Most respondents prefer Face-to-Face

classes as it offers physical interaction with their peers and the faculty. The

respondents believed that Face-to-Face classes made learning easier to absorb

concepts and lessons and the school environment felt more right for them as it

offers less distraction with learning.

Chapter 5

SUMMARY FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary of the Research Findings

This section summarizes the research findings of the study. The primary
research question is: What is the Impact of Distance Learning Modalities to the

Academic Performance of STEM Students (both Grade 11 & 12) of SASHS? The

study sought to provide answers to this basic question by answering the following

specific questions:

1. What is/are the Distance Learning Modalities implemented in Science,

Technology, Engineering and Mathematics (STEM) strand of SASHS?

 Out of twenty one (21) respondents, twenty (20) are currently taking

the modular distance learning and one (1) of them are currently

taking the online distance learning.

2. What is the level of effectiveness in the implementation of the Distance

Learning Modalities among the STEM students of SASHS?

 Based on the data gathered, out of 21 respondents, no one

responded that the level of effectiveness is very effective, seven (7)

answered that the level of effectiveness is effective, the students

are learning well with the DLMs, thirteen (13) responded that the

level of effectiveness is slightly effective, the implementation has

slight weaknesses but the students are still learning, and lastly, only

one (1) responded that the level of effectiveness is not effective, the

implementation has several weaknesses and the students are not

learning at all.

3. Is there a significant difference between the General Weighted

Average (GWA) of the respondents during the face-to-face learning

and in today’s distance learning?

  The t computed value of 5.7 is greater than the t tabular value of

2.086 at 0.05 (5%) level of significance with 20 degrees of freedom.

Therefore, it was revealed that there is a significant difference

between the GWA of STEM learners of SASHS before and after the

implementation of Distance Learning Modalities. The null

hypothesis is rejected.

4. What is the impact of the Distance Learning Modalities along the

delivery mode and the production of learners’ output?

 DepEd’s effort on continuous education was fair, but it has been

evident that respondents had experience negative effects such as

unstable mental health, procrastination, loss of interest and loss of

focus. Furthermore, numerous modules for one subject for one time

interval that requires much comprehension for the students to

understand alone has been very exhausting and mentally draining

to the respondents.

The Study Conclusions

Based on the results of the study, the following conclusions can be drawn:

1. Mostly of the respondents are currently taking the modular distance

learning.

2. The effectiveness of distance learning among the STEM classes of

SASHS is slightly effective. The implementation has slight weaknesses

but the students are still learning.

 3. There is a significant difference between the GWA of STEM learners of

SASHS before and after the implementation of Distance Learning

Modalities. This indicates that the Distance Learning Modalities have

different effect in terms of students’ academic performance, which is not

similar to Face-to-Face learning system.

4. The present distance learning modalities has caused the respondents to

experience negative effects such as unstable mental health,

procrastination, loss of interest and loss of focus. Furthermore, numerous

modules for one subject for one time interval that require much

comprehension for the students to understand alone has been very

exhausting and mentally draining to the respondents.

The Study Recommendations

Considering the presented conclusions of the study, the researcher wishes

to make some recommendations, which, if taken into consideration, might bring

some positive developments to the current approach of distance learning

modalities. The following recommendations have been made:

1. Effective quality production of modules, activity sheets and other learning

materials to be distributed among the students during the modular

distance learning must be done.

2. SASHS implementing unit should undergo training and workshops to

promote effective management of the present education system.

3. The Department of Education must have a better concept of the

alternative education system that considers the present condition and at

 the same time, a more efficient modalities that will provide a good quality

of education to each students.

4. The Department of Education must do a constructive assessment to

quantify the number of activities that a student can only do in a specific

time frame.

5. The Department of Education must release learning materials that is

suited to the capacity of the learners to comprehend those alone.

6. A similar study can be conducted by incorporating the same variables but

using other population.

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