Available Online: 8 July 2021
Omnes, Agnes Q.*
Emilio Aguinaldo College, Philippines (firstname.lastname@example.org)
The study respondents were the forty-five (45) Grade Five pupils who are enrolled in the modular learning modality of Bagong Pag – Asa Elementary School. The researcher used one group of respondents in the modular class. The researcher utilized non-probability sampling, specifically the purposive sampling technique, in determining the section that served as the respondents of the study. The study used a descriptive research method to determine the relationship between the extent of implementation of modular learning approach concerning the performance of Grade 5 pupils. More so, she utilized the researcher-modified instruments based on the International Module Evaluation Questionnaire. The study found out that the implementation of the Modular Approach is highly implemented with an overall mean of 3.78. Furthermore, the majority of the learners obtained a Very Satisfactory rating. There is a significant relationship between item 9, which states that the implementation of the modular approach has given the learners enough time to learn on their own and the level of performance. As revealed by their average grade in the first quarter, the obtained p-value of 0.00 does not exceed at 0.05 level of significance. Thus the null hypothesis is failed to reject. The result implies that the modular approach’s implementation helped learners learn information that could lead them independently. Furthermore, due to many tasks, distractions, and lack of attention, the key difficulties and obstacles that the students have faced are self-studying, poor internet access, lack of sleep, and time to address all of the modules.
Keywords: modalities, face to face, online learning, COVID-19, module-ator, self-learning modules
Cite this article:
Omnes, A. Q. (2021). Implementation of modular learning approach in relation to the performance of grade 5 pupils at Bagong Pag-asa Elementary School. International Journal of Research Studies in Education, 10(8), 57-63. https://doi.org/10.5861/ijrse.2021.662