Sample 1

COMPARATIVE STUDY OF THE MATHEMATICS PERFORMANCE BETWEEN

MALE AND FEMALE STUDENTS

A Mini-Research Conducted
In Partial Fulfillment of Mathematics Grade 10

CARLOS C. ROBLES
Grade 10 - Star
June 2021
 CHAPTER 1
INTRODUCTION

Rationale

Education is significantly one of the

most critical factors in producing a human
resource that is necessary
for development in every aspect of a
country. Education, in a broad sense, is
any activity that has a significant
effect on developing the cognitive, skills,
and attitude of any individual. It is
composed of various disciplines,
which should be taught and learned by
every human. One of the most established
disciplines and is part of
every curriculum around the world in
Mathematics.
Education is significantly one of the most critical factors in producing a human resource
that is necessary for development in every aspect of a country. Education, in a broad sense, is
any activity that has a significant effect on developing the cognitive, skills, and attitude of any
individual. It is composed of various disciplines, which should be taught and learned by every
human. One of the most established disciplines and is part of every curriculum around the world
in Mathematics.

The Philippine Mathematics Curriculum is conceived with the twin goals of developing
students’ critical thinking and problem solving. The contents are clustered into five strands: 1)
Numbers and Number Sense; 2) Measurement; 3) Geometry; 4) Patterns & Algebra; and 5)
Statistics and Probability (DepEd, August 2016). The domain on Numbers and Number Sense
include concepts, operations and applications of numbers. Measurement focuses on measures
and applications of length, mass, weight, capacity, time, money, temperature, angles, perimeter,
area, surface area, and volume. Geometry focuses on the two- and three-dimensional figures.
Patterns and Algebra studies patterns, relationships, and changes among shapes and quantities.
Statistics and Probability focuses on skills in data collection, organization, and interpretation
including making predictions about outcomes. Each domain has content and performance
standards and competencies that are developed spirally to help students’ mastery as they go to
higher levels of learning (Balagtas, Danda and Ngo, 2019).

Research has confirmed gender differences, even in primary education, in mathematics

self-concept, self-efficacy, and interest, suggesting that boys generally have better motivational
profiles in mathematics than have girls. The study of gender differences in mathematics
motivation in these first educational phases is of particular interest. According to previous
research, girls report lower levels of individual interest and perceived mathematics competence.
The most significant differences are in secondary school and university students rather than
students in lower educational levels (Valle, et al., 2020).

Therefore, this mini research aims to point out any difference in the performance of
Mathematics assessment among the Grade 10 students of RMDSF-STEC.

Statement of the Problem

This mini-research aims to determine the comparative performance of Grade 10 students

in a Mathematics assessment. Specifically, it aims to answer the following sub-problems:
1. What is the performance (scores) of the Grade 10 students in the Fourth Summative Test
in Mathematics?
2. What is the mean and standard deviation of the scores of the participants in the
Mathematics assessment?
2.1 Boys
2.2 Girls
3. What is the implication of these descriptive measures?

CHAPTER 2
METHODOLOGY

Participants
 The participants of the study are 20 randomly-selected Grade 10 students, of which 10
are girls and 10 are boys.

Data Gathering Tool

The main data gathering tool is the test examination paper in a Summative Assessment
for Mathematics 10. It will be administered to the respondents after a unit is covered.

Data Gathering Method

The method used in this mini research is written testing, wherein the participants are
asked to answer the Summative Assessment prepared by the teacher.

Data Analysis Plan

The data analysis plan will employ the use of the mean of ungrouped data and standard
deviation of ungrouped data.

CHAPTER 3
COMPUTATION AND PRESENTATION OF DATA

Table 1 below presents the raw score of the participants in the 20-item Summative
Assessment.

Table 1
Summative Assessment Result of the Participants
Girls Score Boys Score
A 13 K 14
B 15 L 10
C 12 M 9
D 13 N 7
E 16 O 9
F 16 P 10
G 13 Q 7
H 14 R 11
I 18 S 10
J 14 T 9

Computation of the Mean and Standard Deviation

1. Mean Score of the Girls:

x G=
∑ x = 13+ 15+12+13+16+16+ 13+14+18+14 = 144 =14.4
n 10 10
2. Standard Deviation of the Scores for the Girls:

3. Table 2
4. Dummy Table for the Computation of Standard Deviation (Girls)
5. x 6. x−x 7. ( x−x )2
 8. 13 9. -1.4 10. 1.96
11. 15 12. 0.6 13. 0.36
14. 12 15. -2.4 16. 5.76
17. 13 18. -1.4 19. 1.96
20. 16 21. 1.6 22. 2.56
23. 16 24. 1.6 25. 2.56
26. 13 27. -1.4 28. 1.96
29. 14 30. -0.4 31. 0.16
32. 18 33. 3.6 34. 12.96
35. 14 36. -0.4 37. 0.16
38. n=10 40.
39. ∑ ( x −x )2=30.4

√ ∑ ( x−x ) 2
41. SD G=
n−1
42. SD G=
43. SD G
√
30.4
9
=1.84

44. Mean Score of the Boys: x B =

∑ x = 14+10+ 9+7+9+ 10+7+11+10+ 9 = 96 =9.6
n 10 10
45. Standard Deviation of the Scores for the Boys:

46. Table 3
47. Dummy Table for the Computation of Standard Deviation (Boys)
48. x 49. x−x 50. ( x−x )2
14 4.4 19.36
10 0.4 0.16
9 -0.6 0.36
7 -2.6 6.76
9 -0.6 0.36
10 0.4 0.16
7 -2.6 6.76
11 1.4 1.96
10 0.4 0.16
9 -0.6 0.36
n=10 ∑ ( x −x )2=36.4
SD B =
√n−1
∑ ( x−x )2

SD B =
36.4
9
SD B =2.01
√
Presentation of Summarized Data
 Table 4
Summary Table for the Descriptive Measures
Group n x SD
Girls 10 14.4 1.84
Boys 10 9.6 2.01

Table 4 above shows the summary of descriptive measures. It can be gleaned that each
group of participants is composed of 10 members. The girls showed a mean score of 14.4, which
is higher than the mean score of the boys which is 9.6. The girls also had a standard deviation of
1.84, while the boys have a standard deviation of 2.01.

It can be interpreted that the girls had a better performance in the Summative Assessment
in Mathematics 10 as evident in the higher average score. It also showed that girls are more
consistent than boys in terms of their smaller standard deviation, which implies that a smaller
standard deviation represents homogeneity of the data, while bigger standard deviations
describes heterogeneity of the data.

This result is in contrast in the study of Valle, et al. (2020), that boys are generally more
motivated in Mathematics and girls have lower levels of individual interest and perceived
mathematics competence. It can be added that in this group of participants, the girls are more
motivated and have achieved competence than boys.

CHAPTER 4
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

Summary of Findings
The following findings can be generated based on the results of the study.
1. The mean score of the girls in the Summative Assessment in Mathematics 10 is 14.4
with a standard deviation of 1.84.
2. The mean score of the boys in the Summative Assessment in Mathematics 10 is 9.6
with a standard deviation of 2.01.
3. The group of girls perform better than boys based on the average score and are more
consistent than boys in their scores based on their standard deviation.

Conclusion
Based on the result of the study, it can be concluded that the group of girls in this
experiment performed better than boys as evident in the descriptive measures obtained from their
raw scores.

Recommendations
The following recommendations are suggested:
1. Perform a comparative study between boys and girls in their performance in other
subject areas.
2. Increase the number of participants.
 3. Perform the study in another setting.

References

Department of Education (DepEd)

Balagtas, M. U., Danda, C. B. G. and Ngo, D. C. (2019). Looking through philippine’s

curriculum in mathematics and science vis-à-vis timss 2015 assessment framework.
Eurasia Journal of Mathematics, Science and Technology Education. 15 (12)

Valle, S. R. et. Al. (2020). Gender differences in mathematics motivation: differential effects on
performance in primary education. Educational Psychology

Sample 2

MATHEMATICS PERFORMANCE VS ENGLISH PERFORMANCE THROUGH

MODULARIZATION
 A Mini-Research Conducted
In Partial Fulfillment of Mathematics Grade 10

CARL JOHN C. ROBREDO

Grade 10 student
June 2021

CHAPTER 1
INTRODUCTION
Rationale

Education is significantly one of the

most critical factors in producing a human
resource that is necessary
for development in every aspect of a
country. Education, in a broad sense, is
any activity that has a significant
effect on developing the cognitive, skills,
and attitude of any individual. It is
composed of various disciplines,
which should be taught and learned by
every human. One of the most established
disciplines and is part of
every curriculum around the world in
Mathematics.
Distance learning web-environments do not provide the most basic communication tools
for discussion of math problem solving vital to math courses (Grackin, et. Al., 2002).
The study of Paspasan (2016), revealed that Self-Paced Modular Approach (SPMA)
made the students learning styles more independent because they prefer to work at their own
pace. It is recommended that the Mathematics teachers should use collective learning style
inventories in designing class delivery approach to different student learning preferences within
the context of the module.
A study shows that students of modular syllabuses find it useful and motivating and say
that it encourages them to do better on the next modules. At the same time, modular learning and
assessment does not remove the stress and workload of traditional approaches (Ibyatova,
Oparina, Rakova, 2018).
 Dangle and Sumaoang (2020) postulated that the main challenges that emerged were lack
of school funding in the production and delivery of modules; students struggle with self-
studying, and parents' lack of knowledge to academically guide their child/children. In
conclusion, the study was able to determine the prevailing challenges of the participants in terms
of resources, preparedness, and communication.
Knowledge to which learners struggle will help educators, educational institutions and
parents to provide appropriate assistance and resources to help these learners, thus, this mini
research is pursued for this purpose.

Statement of the Problem

This mini-research seeks to find out the comparative performance of the researcher in
English and Mathematics during pandemic under the Modular Distance Learning modality.
Specifically, it aims to answer the following sub-problems:
4. What is the percentile rank the researcher in a/an
1.1 English Assessment, and
1.2 Mathematics Assessment?
5. What is the implication of the percentile rank of the researcher in the English Assessment
and Mathematics Assessment?
6. Based on the percentile rank for each subject, what measures can be proposed?

CHAPTER 2
METHODOLOGY

Participants
The participants of the study are 20 randomly-selected Grade 10 learners under the
Modular Distance Learning modality.

Data Gathering Tool

The data gathering tools are the assessment activities in English and Mathematics.

Data Gathering Method

The data gathering method starts with establishing partnership with the English and
Mathematics teacher and asking their permission that the result of the study will be used to
analyze certain aspects of the assessment statistically.

Data Analysis Plan

The data analysis plan will make use of the percentile rank formula for ungrouped data.

CHAPTER 3
COMPUTATION AND PRESENTATION OF DATA

Table 1
Raw Scores of the 20 Selected Respondents in a 20-item English and Mathematics Assessments
Student English Score Math Score Student English Score Math Score
A 13 12 K 16 9
B (Researcher) 16 10 L 18 8
C 13 11 M 12 10
D 17 13 N 14 11
E 16 12 O 13 13
F 15 9 P 16 12
G 18 7 Q 18 12
H 18 12 R 16 13
I 15 10 S 17 10
J 13 10 T 16 9

Computation of the Researcher’s Percentile Rank (k) in English

Arrange the data set in ascending order.
Student English Score
G 18
H 18
L 18
Q 18
D 17
S 17
B (Researcher) 16
E 16
K 16
P 16
R 16
T 16
F 15
I 15
N 14
A 13
C 13
J 13
O 13
M 12

k (n+1)
Pk =
100
k (20+1)
16=
100
 21 k=1600
k =76.19 ≈ 76 th percentile

Based on the computation, the researcher’s rank in the English Assessment is the 76 th
percentile of the data set.

Computation of the Researcher’s Percentile Rank (k) in Mathematics

Arrange the data set in ascending order.
Student Math Score
D 13
O 13
R 13
A 12
E 12
H 12
P 12
Q 12
C 11
N 11
B (Researcher) 10
I 10
J 10
M 10
S 10
F 9
K 9
T 9
L 8
G 7

k (n+1)
Pk =
100
k (20+1)
10=
100
21 k=1000
k =47.62 ≈ 48 th percentile

Based on the computation, the researcher’s rank in the Mathematics Assessment is the
th
76 percentile of the data set.
Presentation of Data
Table 2
 Summary Table of the Researcher’s Percentile Ranks in English and Mathematics
Subject Areas N k
English 20 76th
Mathematics 20 48th
Table 2 above presents the summarized percentile ranks of the researcher in English and
Mathematics. The researcher’s percentile rank is 76 in the English Assessment among the 20
students who took the examination. Meanwhile, in the area of Mathematics, the researcher’s
percentile rank is 48, which is lower than his rank in English.

This implies that the researcher’s Mathematics performance is affected by the

modularization of the lessons, as evident from his low percentile rank of 48, which is interpreted
as “The researcher performed better than the other 48% of the other students.”. This low rank is
supported by the study of Dangle and Sumaoang (2020) that students struggle with self-studying,
and parents' lack of knowledge to academically guide their child/children.

CHAPTER 4
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

Summary of Findings
The following findings can be generated based on the results of the study.
1. The researcher’s percentile rank in English is 76, while for Mathematics is 48.
2. The researcher performed better than 76% of the other students in English.
3. The researcher performed better than 48% of the other students in Mathematics.
Conclusion
Based on the result of the study, it can be concluded Mathematics performance is more
likely affected by the modularization of the lessons. Students experience different motivations
and challenges in learning through the modular approach. Therefore, those subjects where the
learners are struggling should be given more attention in terms of study time, utilize different
resources to supplement their learning even more and ask assistance from their teachers and
peers.

Recommendations
The following recommendations are suggested:
4. Innovate the teaching and learning of Mathematics through modularization.
5. Calculate percentile rank in the assessment activities of other areas to know what
subjects should be given more emphasis and attention.

References
Grackin, J., Ferguson, D., Izubuchi, R. & Smith, G. (2002). Math and Distance Learning
threaded discussions. In P. Barker & S. Rebelsky (Eds.), Proceedings of ED-MEDIA
2002--World Conference on Educational Multimedia, Hypermedia &
Telecommunications (pp. 1819-1824). Denver, Colorado, USA: Association for the
 Advancement of Computing in Education (AACE). Retrieved June 16, 2021
from https://www.learntechlib.org/primary/p/9926/.
Dangle, Y. R. P. and Sumaoang, J.D. (2020). The implementation of modular distance learning
in philippine secondary schools. 3rd International Conference on Advanced Research
in Teaching and Education.
Ibyatova, L., Oparina, K., & Rakova, E. (2018, May). Modular approach to teaching and learning
English grammar in technical universities. In SOCIETY. INTEGRATION.
EDUCATION. Proceedings of the International Scientific Conference (Vol. 1, pp.
139-148).
Paspasan, R. (2015). Structured Approach vs. Self-Paced Modular Approach in Teaching
Trigonometry. Asia Pacific Journal of Multidisciplinary Research, 3(5), 51-58.

Appendix
Attach the test results in English and Mathematics

Sample 3

PERCEPTION OF GRADE 10 STUDENTS IN THE MODULAR DISTANCE

LEARNING – PRINT (MDL-P) MODALITY

A Mini-Research Conducted
In Partial Fulfillment of Mathematics Grade 10
 CARL MANUEL C. ROBLE
Grade 10 student
June 2021

CHAPTER 1
INTRODUCTION

Rationale

Education is significantly one of the

most critical factors in producing a human
resource that is necessary
for development in every aspect of a
country. Education, in a broad sense, is
any activity that has a significant
effect on developing the cognitive, skills,
and attitude of any individual. It is
composed of various disciplines,
which should be taught and learned by
every human. One of the most established
disciplines and is part of
every curriculum around the world in
Mathematics.
Education is an essential tool that imparts knowledge to improve one’s life. The process
of education comprises various steps depending upon the quality of education. Education is a key
process that plays a significant role in molding the ethics and culture of the society.

According to Worldbank, despite the overwhelming consequences of the pandemic, this

global crisis has also been an extraordinary time for learning. We are learning how adaptable and
resilient educational systems, policy makers, teachers, students and families can be.

In response to the spread of COVID-19, a new coronavirus, many U.S. schools have
implemented remote learning. This approach to education can prevent students from
experiencing setbacks during school closures. However, some schools do not have enough
resources to provide learning opportunities for students, and not all children have internet access
at home. Schools that can implement online learning equitably can improve their approach if
they follow the guidelines of reputable organizations such as the International Society for
Technology in Education (Morgan, 2020).

The public health emergency brought about by the COVID-19 calls for the Department of
Education (DepEd) to be innovative and resourceful in delivering quality, accessible, relevant
and liberating education (DepEd Order 18, s. 2020).

Further, DepEd Order 12, s 2020, defined Modular Distance Learning as a modality that
involves individualized instruction that allows learners to use Self-Learning Modules (SLMs) in
print or digital format, 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.

The use of modules encourages independent study. One of the benefits of using modules
for instruction is the acquisition of better self-study or learning skills among students. Students
engage themselves in learning the concepts presented in the module. They develop a sense of
responsibility in accomplishing the tasks provided in the module. With little or no assistance
from others, the learners progress on their own. They are learning how to learn; they are
empowered. Other advantages of modular instruction include more choice and self-pacing for
students; more variety and flexibility for teachers and staff; and increased adaptability of
instructional materials. The disadvantages include greater self-discipline and self-motivation
required for students, increased preparation time and lack of concrete rewards for teachers and
staff, and greater administrative resources needed to track students and operate multiple modules
(Dangle and Sumaoang, 2020).

The key purpose of this mini research is to determine the perception of the Grade 10
learners in the implementation of the Modular Distance Learning as the main form of modality.

Statement of the Problem

This mini-research aims to determine the perception of the Grade 10 learners in the
implementation of the Modular Distance Learning modality. Specifically, it aims to answer the
following sub-problems:
7. What is the perception of the Grade 10 learners in the use of Modular Distance Learning
modality?
8. Based on the result of the study, what proposals can be made?

CHAPTER 2
METHODOLOGY

Participants
The participants of the study are 20 randomly-selected Grade 10 learners under the
Modular Distance Learning modality.
Data Gathering Tool
The main data gathering tool is the researcher-made questionnaire describing the extent
of the respondents’ experiences in learning the curriculum standards under the Modular Distance
Learning modality. The scoring will use the four-point Likert scale below.
4 – Very Likely Experienced (VLE)
3 – Likely Experienced (LE)
2 – Unlikely Experienced (UE)
1 – Very Unlikely Experienced (VUE)
Below is the interval for interpretation.
3.26-4.00 – Very Likely Experienced (VLE)
2.51-3.25 – Likely Experienced (LE)
1.76-2.50 – Unlikely Experienced (UE)
1.00-1.75 – Very Unlikely Experienced (VUE)
Data Gathering Method
The method used in this mini research is through questionnaires wherein the respondents
will be asked to answer honestly the questions/statements reflected in the questionnaire.
Data Analysis Plan
The data analysis plan will employ the use of the mean of ungrouped data, or the
weighted mean.

CHAPTER 3
COMPUTATION AND PRESENTATION OF DATA
 Table 1 below presents the respondents’ summarized answers in the questionnaire.

Table 1
Respondents’ Summarized Answers in the Questionnaire
Statements 1 2 3 4 Total
S1 3 resp 7 resp 6 resp 4 resp 20
S2 2 resp 4 resp 10 resp 4 resp 20
S3 3 resp 5 resp 11 resp 1 resp 20
S4 1 resp 3 resp 7 resp 9 resp 20
S5 3 resp 3 resp 4 resp 10 resp 20

Computation of the Average Perception Using the Mean

1+ 1+1+ 2+ 2+ 2+ 2+ 2+2+2+3+3+3+3+ 3+3+4 + 4+ 4+ 4 51
For S1: x 1= = =2.55 (LE)
20 20
1+ 1+ 2+ 2+ 2+ 2+3+3+3+3+ 3+3+3+3+3+ 3+4 +4 +4 +4 56
For S2: x 2= = =2.80 (LE)
20 20
1+ 1+ 1+ 2+ 2+ 2+2+2+3+3+3+3+ 3+3+3+3+3+ 3+3+ 4 50
For S3: x 3= = =2.50 (UE)
20 20
1+2+2+2+3+3+ 3+3+3+3+3+ 4 +4 +4 +4 +4 +4 +4 +4 +4 64
For S4: x 4 = = =3.20 (LE)
20 20
1+ 1+ 1+ 2+ 2+ 2+3+3+3+3+ 4+ 4+ 4+ 4+ 4 +4 +4 +4 +4 +4 61
For S5: x 5= = =3.05 (LE)
20 20
x 1+ x 2 + x 3+ x 4 + x 5 2.55+2.80+ 2.50+3.20+3.05 14.1
Average Perception: x= = = =2.82 (LE)
5 5 5

Computation of the Average Perception Using the Weighted Mean (Alternate Solution)
1 ( 3 )+2 ( 7 )+3 ( 6 )+ 4 (4 ) 51
For S1: x 1= = =2.55 (LE)
20 20
1 ( 2 ) +2 ( 4 ) +3 ( 10 ) +4 (4) 56
For S2: x 2= = =2.80 (LE)
20 20
1 ( 3 )+ 2 ( 5 ) +3 ( 11 )+ 4 (1) 50
For S3: x 3= = =2.50 (UE)
20 20
1 ( 3 ) +2 ( 3 ) +3 ( 7 ) + 4(9) 64
For S4: x 4 = = =3.20 (LE)
20 20
1 ( 3 )+ 2 ( 3 )+3 ( 4 ) + 4(10) 61
For S5: x 5= = =3.05 (LE)
20 20

Presentation of Summarized Data

Table 2
Summarized Data of the Respondents’ Perception
Statements n x Interpretation
S1 20 2.55 LE
S2 20 2.80 LE
S3 20 2.50 UE
 S4 20 3.20 LE
S5 20 3.05 LE
Average 20 2.82 LE

Table 2 above presents the over-all perception of the respondents in the implementation
of the Modular Distance Learning modality. It can be seen that the statement on “I can learn very
well in this type of modality.”, 4 said Very Likely Experienced, 6 said Likely Experienced, 7
said Unlikely Experienced and 3 said Very Unlikely Experienced. In the statement, “I gained
more parental support from this modality.”, 4 said Very Likely Experienced, 10 said Likely
Experienced, 4 said Unlikely Experienced and 2 said Very Unlikely Experienced. In the
statement, “I can access different resources (print/digital/online) from this modality.”, 1 said
Very Likely Experienced, 11 said Likely Experienced, 5 said Unlikely Experienced and 3 said
Very Unlikely Experienced. In the statement, “I can become more independent in learning from
this modality.”, 9 said Very Likely Experienced, 7 said Likely Experienced, 3 said Unlikely
Experienced and 1 said Very Unlikely Experienced. And in the last statement, “I can easily
demonstrate my learning through the different assessment methods used in this modality.”, 10
said Very Likely Experienced, 4 said Likely Experienced, 3 said Unlikely Experienced and 3
said Very Unlikely Experienced.

Further, statement 1 revealed a mean of 2.55 which is interpreted as Likely Experienced,

statement 2, 2.80, Likely Experienced, statement 3, 2.50, Unlikely Experienced, statement 4,
3.20, Likely Experienced, and statement 5, 3.05, Likely Experienced. The over-all perception of
the respondents revealed an average of 2.82, which is described as Likely Experienced.

This positive result is supported by the study of Dangle and Sumaoang (2020), that the
use of modules for instruction is the acquisition of better self-study or learning skills among
students. Students engage themselves in learning the concepts presented in the module. They
develop a sense of responsibility in accomplishing the tasks provided in the module. With little
or no assistance from others, the learners progress on their own. They are learning how to learn;
they are empowered. Other advantages of modular instruction include more choice and self-
pacing for students; more variety and flexibility for teachers and staff; and increased adaptability
of instructional materials.

CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
Summary of Findings
The following findings can be generated based on the results of the study.
4. The perception of the respondents in the adaptation of Modular Distance Learning
modality is 2.82, which is described as Likely Experienced.
5. Schools must continue the adoption of Modular Distance Learning modality since it
provides a wide array of benefits and advantages to the learners. They can also further
enhance their practices and introduce new innovations to better serve the learners and
improve accessibility and programs for student development.

Conclusion
 Based on the result of the study, it can be concluded that Modular Distance Learning
modality give multiple benefits to the Grade 10 learners, thus, schools must continue to improve,
enhance and develop programs anchored to this modality for the maximum development of the
learners.

Recommendations
The following recommendations are suggested:
6. Compare the perception of learners between the use of modules and attending face to
face instruction in terms of learning outcomes.
7. Provide more innovations for accessibility of resources to help learners learn more.
8. Conduct a study on the challenges encountered by learners in the Modular Distance
Learning modality.

References

Department of Education (DepEd). DepEd Order 12, s. 2020. Pasig City, Philippines
Department of Education (DepEd). DepEd Order 18, s. 2020. Pasig City, Philippines
Worldbank.org

Dangle, Y. R. P. and Sumaoang, J.D. (2020). The implementation of modular distance learning
in philippine secondary schools. 3rd International Conference on Advanced Research
in Teaching and Education.
Morgan, H. (2020). Best practices for implementing remote learning during a pandemic. The
Clearing House: A Journal of Educational Strategies, Issues and Ideas. 93 (3)

Appendix

RESEARCH QUESTIONNAIRE

Please answer the following questions according to how you felt for each. Follow the scoring
rubric below. Check the space for your choice.

4 – Very Likely Experienced – experienced most of the time

3 – Likely Experienced – often experienced
2 – Unlikely Experienced – sometimes experienced
1 – Very Unlikely Experienced – rarely experienced

Statements 1 2 3 4
1. I can learn very well in this type of modality.
2. I gained more parental support from this modality.
3. I can access different resources (print/digital/online) from this modality.
4. I can become more independent in learning from this modality.
5. I can easily demonstrate my learning through the different assessment
methods used in this modality.