ILOCOS NORTE NATIONAL HIGH SCHOOL

Senior High School

Humanities and Social Sciences

” A CORRELATIONAL STUDY OF THE LEARNING MODALITIES’

EFFICACY AND STUDENTS’ QUALITY OF ACADEMIC PERFORMANCE. ”
A Quantitative Research
Presented to the Faculty of
ILOCOS NORTE NATIONAL HIGH SCHOOL
Senior High School Department
Laoag City

In partial fulfillment of the requirements

In Practical Research II

KATRINA D. PANALIGAN
MA. FRANCHEZCA MAXENE V. BITANCOR
CHRISTIAN KLYDE BLANCO
ALLYNA MIKAELA MATEO
MARY JANE AGUINALDO
JOHN LLOYD PASTOR

Grade 12 HUMSS Rizal

JHANSEN REY M. OBISPO

Practical Research II Teacher
April 2021

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 ACKNOWLEDGEMENT

The completion of this research study would not be effectuated within the bounds
of possibility without the help and active participation of the Grade 12 students of Ilocos
Norte National High School particularly, the respondents who actively partaken in the
study. Their time and efforts in providing their views and ideas in accordance with their
personal experiences which play an imperative part in the study are truly appreciated.
In grateful appreciation of their support, guidance and pivotal assistance, the
researchers extend their earnest gratitude to the following :
Mr. Jhansen Rey M. Obispo, our research adviser who untiringly guided us
throughout the journey of our study, for his assistance which truly helped us in enriching
and completing this piece of work.
Our parents, for their moral support and unremitting guidance, for the joys and
sacrifices they shared in the accomplishment of this study.
Beyond everything, to Him, the source of our wisdom and strength which aided
us to fulfill the purpose of this research study.

KATRINA D. PANALIGAN
MA. FRANCHEZCA MAXENE V. BITANCOR
CHRISTIAN KLYDE BLANCO
ALLYNA MIKAELA MATEO
MARY JANE AGUINALDO
JOHN LLOYD PASTOR

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 TABLE OF CONTENTS

Title Page 1

Acknowledgement 2

Abstract 5-6

Chapters

I. Introduction
Background of the Study 7-9
Conceptual Framework 10

Statement of the Problem 11 - 12

Scope and Delimitation 12
Significance of the Study 13
Definition of Terms 14

II. Review of Related Literature

Local Literature
15 - 18
Foreign Literature 18 - 22
Local Studies 22 - 24
Foreign Studies 25 - 28

III. Research Methodology

Research Design 29

Locale of the Study 29 - 30

Population of the Study 30
Sampling Technique 30 - 31
Research Instrument 31
Administration of the Instrument 32
Statistical Treatment 32 - 33

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 Research Timetable 34

IV. Discussion, Interpretations and Analysis of Data

Demographic Information of the Respondents 35 - 37

Discussion of Findings 38 - 46

V. Summary, Conclusion and Recommendations

Summary 47 - 49

Conclusion 50 - 53

Recommendations 54 - 55

References 56 - 58

Appendix 59 - 66

Curriculum Vitae 67 - 79

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 ABSTRACT

As education continues to be pursued in the midst of the pandemic, the

educational system have developed various methods for students to keep up with their

scholarly demands despite the social crisis. The Department of Education (DepEd)

introduced three types of modalities: blended learning, modular learning, and online

distance learning. Students, educators, and the school administration generated ways to

acclimate to the “new normal education” after adopting these various modalities.

However, it remains unclear how the students' selected modalities contribute to their

academic competency.

The study intends to determine the relationship between the efficacy of learning

modalities and students’ quality of academic performance in the time distance learning.

The researchers developed a questionnaire through google forms, the link is forwarded to

every respondent. Honest responses in congruence with their personal views, opinions

and experiences are accumulated and used for addressing the research problem.

After an intensive evaluation and analyzation of the data collected from the 61

respondents, findings of the effectuated study reveled that the existing learning modalities

used by the grade 12 learners are effective and practical in providing pedagogical

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enlightenment during the period of new normal education. 4 - point Likert scale was used

in appraising students’ view regarding their personal experiences in adapting their

selected learning modality.

It has been noted that (1) learners have proper access to basic learning materials

needed for distance learning, (2) students are able to do their tasks according to the given

criteria and pass their works within the set time frame, (4) there’s a sufficient lesson

content in modules and (3) teachers’ efforts in providing instructions are regularly

observed. However, it emerged that there are still difficulties faced by the students that’s

why further improvements in today’s learning scheme are needed to be rendered to

completely provide quality education.

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 Chapter I

INTRODUCTION

This chapter presents the background of the study, conceptual framework,

statement of the problem, research hypothesis, significance of the study, scope and

delimitation , and the definition of terms.

Background of the Study

Numerous alterations have been observed in the society since the pandemic

started. The occurrence of Covid - 19 pandemic made radical switches to every person’s

life in the general public. The field of education is one of the many affected areas or

sectors of the community. Pokhrel and Chhetri (2021) also stated that the pandemic has

created the largest disruption of education systems in human history, affecting nearly 1.6

billion learners in more than 200 countries. Closures of schools, institutions and other

learning spaces have impacted more than 94% of the world’s student population .

In the case of Filipinos, learners from different levels experienced the adverse

impact of pandemic in their educational endeavour. It was March 2020 when the

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Philippine education system discerned the inauspicious bearings of Covid - 19 pandemic.

Public schools and other educational institutions didn’t have the opportunity to end the

school year with the traditional way of closing the academic year due to sudden

imposition of lockdowns and quarantine made by the government to address the issue of

expansive transmission of virus in the community.

The conventional way of attending classes and learning at school has been

changed to distanced learning of the students. Learners are able to push through with

their academic endeavors amidst the current situation of the community wherein, the

concept of “New Normal of Education” has evolved. In this regard, to adapt to the

country’s pandemic situation, the Department of Education (DepEd) released the Most

Essential Learning Competencies (MELCs) that shall serve as the guideline for the

implementation of the revised K to 12 curricula (Gonzales, 2020). The said curricula was

a result of increasing Philippine basic education from 10 to 12 years by virtue of

Republic Act No. 10533 or the Enhanced Basic Education Act of 2013. The MELCs

further narrow down all the possible essential lessons, concepts, and skills sets that a

student must know, acquire, and understand, even if the classes will be conducted

through different modalities sans face-to-face physical classroom interactions.

In the course of the new normal education setting, the approach of teaching is now

also different. Learning modalities such as blended learning, online distance learning and

modular learning are developed by the Department of Education (DepEd) to make

education possible and obtainable no matter what the circumstance of the community is.

However, multiple concerns from the learners and also their parents are raised during the

period of distance learning. Students experience difficulties in comprehending their

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lessons and grasping various information which complicate the process of their

knowledge integration.

Since schools are closed and learners aren’t allowed to be engaged to physical

interactions with their classmates and teachers, ‘home’ is now deemed to be the learning

environment of students. Incontrovertibly, the manner of teaching and informing the

students about the various academic lessons they must assimilate also changed. There is

no actual guidance of educators to students, there are also instances where instructions

are not properly given, and there are also multiple hindrances that affects learners’

academic performance during the new normal of education.

Here, the researchers conducted a study entitled “A Correlational Study on the

Learning Modalities’ Efficacy and Students’ Quality of Academic Performance.” The

study aims to identify the efficacy and practicality of the learning modalities used by

learners during the new normal education set - up. Wherein, strengths and weaknesses of

the present modalities in learning will also be recognized which will be truly useful to

improve the education quality in the new learning process.

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 The conceptual framework of the study shows the different interrelated variables

and factors that affect the quality of academic performance of senior high school students

during the new normal of education. Learning modalities as the independent variables

impact the students’ manner of acquiring knowledge that enables them to be competent in

their respective endeavors. As the various modalities of learning require distinctive

materials or instruments to efficiently fulfill academic responsibilities in the new normal,

inadequacy or absence of appropriate learning resources can adversely impact the

performance of the students. Since learners use different modalities, their experiences

during the learning process and their academic performances also vary. Wherefore, the

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researchers consider learning modalities as great contributing factor in students’ overall

competency in performing scholastically in the current education setting of the

community.

Statement of the Problem

This study aimed to identify the effectiveness degree of the different learning

modalities in the new normal of education and its relation to the learners performance in

their scholarly activities.

Specifically, it aims to answer the following questions :

1. Is there any difficulty faced by the learners in adopting to their respective learning

modality?

2. Are the learning modalities practical and accessible for the students?

3. Do the availability of learning resources affects the academic performance of students?

4. Are the learning modalities offered by the institution effective in imparting sufficient

knowledge to the students?

5. Do the modality of learning impacts the quality of education being attained by the

learner ?

Research Hypothesis

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Null : The academic performance of learners do not depends on the

learning modality they adapted in the course of new normal

of education.

Alternative : The developed learning modalities in the new normal of

education impacts learners’ academic performance

depending on the efficiency of their chosen modality.

Scope and Delimitation

The study was conducted to limited numbers of respondents who are Senior High

School students of Ilocos Norte National High School for the School Year 2020 -2021.

The respondents are selected through a simple random sampling technique for equal

chance of being included in the sample . The general intent of this study is to determine

the relationship between the learning modalities in the new normal of education and the

quality of academic performance of students. .

This research is designed to have a broad – gauged knowledge and understanding

about students’ status of academic performance without physical interactions in a normal

classroom set - up and only with the use of learning modalities developed by the

Department of Education (DepEd) for the new normal of education.

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Significance of the Study

The study will be conducted to determine the relationship of the efficacy of

learning modalities and the academic performance of students during the course of new

normal education.

Thus, the results of the study will be of great benefits to the following :

1. To the students. The study will help the learners assess their performance in fulfilling

their academic responsibilities and capacity in complying to their chosen modality in

learning during the course of new normal education.

2. To the teachers. The data that will be gathered from the study can help the educators

recognize the strengths and weaknesses of today’s education process which will be

beneficial for the enhancement of the quality of learning modalities used by the students

in the new normal of education.

3. To the school administration. The study will help the school administration to

develop greater strategies that can enhance more comprehensible formulation academic

lessons which can boost learner’s performance.

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4. To the parents. The result of the study will aid the parents to distinguish what kind of

support they may provide to their children to attain better quality of education in the new

normal of education.

5. To the future researchers. The study will provide baseline data for future researches

and studies related to the synthesized research paper.

Definition of Terms

This section presents certain terms with operational definition for simplification

and better comprehension of the research study .

These terms are arranged in alphabetical order as follows :

(1) Academic Performance. The measurement of students’ scholastic achievement

across various subjects or courses.

(2) Distance Learning. A method of learning that is effectuated with the absence of

physical interaction and only aided by technological tools for the fulfillment of academic

activities.

(3) Learning Modalities. The channels or schemes used by students to give and receive

information for educational purposes.

(4) New Normal. A previously unfamiliar or atypical situation that has become standard ,

usual , or expected .

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(5) Pandemic. An outbreak of disease that occurs over a wide geographic area such as

multiple countries or continents and typically affects a significant proportion of the

population .

Chapter II

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies after a thorough and

in – depth search done by the researchers , all the information have a direct bearing on the

research study . It has provided a discussion on the significance of the study to the

existing literature. The content of this chapter were gathered from different resources

which have an essential relation and contribution to the study .

Local Literature
The present education system has encountered challenges in delivering basic

education caused by the COVID-19 pandemic, where holding of classes in schools is

compromised due to prohibitions following the implementation of General Health and

Safety Protocols such as convergence and face-to-face contact. Thus, the School Year

2020-2021 shifted to distance learning delivery (Bagood, 2021).

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

coronavirus disease 2019 (COVID-19) 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) under DepEd Order No. 012, s.

2020.

The BE-LCP is consistent with the mandate of Section 1, Article XIV of the 1987

Constitution for the state to protect and promote the right of all citizens to quality

education at all levels, and to take appropriate steps to make such education accessible to

all. Under Section 6, Chapter 1 of Republic Act No. 9155, or the Governance of Basic

Education Act of 2001, DepEd is vested with the authority, accountability, and

responsibility for ensuring access to, promoting equity in, and improving the quality of

basic education.

Hence, the BE-LCP aims to ensure the health, safety, and well-being of the

learners, teachers, and personnel in the time of COVID-19, while finding ways for

education to continue amidst the crisis. In particular, the BE-LCP has been designed with

a legal framework responsive to the “new normal,” keeping in mind the constitutional

mandate to uphold the right of all citizens to quality education at all times.

In line with this, the learning delivery modalities that schools can adopt may be

one or a combination of the following, depending on the local health conditions, the

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

locality: online distance learning, modular distance learning and blended learning which

is a combination of modular and distance learning.

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 For the Online Distance Learning (ODL), this modality is applicable to learners as

well as teachers with technology devices in which internet connectivity is required.

Learning resources such as the DepEd commons are uploaded in the DepEd Learning

Portal and other DepEd -authorized learning management systems or platforms

(Codamon, 2020).

Modular learning is a form of distance learning that uses Self-Learning Modules

(SLM) based on the most essential learning competencies (MELCS) provided by DepEd.

The modules include sections on motivation and assessment that serve as a complete

guide of both teachers’ and students’ desired competencies ( FlipScience, 2020).

Third modality is Blended Learning (BL), which is a combination of ODL, MDL

and R/TVI. The learners make use of computers, tablets, smart phones, CD/DVD, USB

storage, TV/Radio and Printed Modules in learning. The combination may be MDL and

ODL, MDL and R/TVI, ODL and R/TVI, ODL, MDL and R/TVI. Through this modality

learners are not required to report to school, physical distancing is observed and the

number of people going out from their homes is minimized (Codamon, 2020).

In application, however, the BE-LCP is confronted with different challenges.

First, in the implementation of the various learning delivery modalities, the

challenge will be in dealing with learners under any of the modes of distance learning or

blended learning who are not capable of learning independently, or who are not

periodically supported by their parents or guardians. Also critical for the implementation

will be the mass production of the needed teachers and learners’ learning materials, as

well as the support of media institutions like TV and radio stations.

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 Second, DepEd will need substantial and additional financial resources in order to

meet the objectives of the BE-LCP. This is where the support of the respective local

government units, civil society organizations, and other stakeholders become

indispensable.

Third, the holistic development of students will likely be affected. With the BE-

LCP in place, the students will have limited opportunities for interaction with their

teachers and classmates. Thus, their learning outcomes may be affected, and there may be

negative impacts on the students who cannot easily cope with the change. This is where

support interventions not only by DepEd but also by the family becomes relevant to

mitigate this effect (Tibon, 2020).

It is in this context that parents/guardians play a vital role for the fruitful outcome

of this endeavor. Their guidance and support inspire the kids to work hard and be

motivated to study. Under the new normal, school personnel, parents, and stakeholders

must work jointly with each other for the learners to acquire the best quality education

that they deserve (Bagood, 2021).

Foreign Literature

The COVID-19 pandemic has introduced uncertainty into major aspects of

national and global society, including for schools. Amidst all this uncertainty, there is

growing consensus that school closures in spring 2020 likely had negative effects on

student learning ( Kuhfeld et al. 2020).

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 The COVID-19 pandemic is overwhelming the functioning and outcomes of

education systems—some of which were already stressed in many respects. This is true

across the world and affects all children, though to differing degrees depending on

multiple factors—including the country/region where they live, as well as their ages,

family backgrounds, and degree of access to some “substitute” educational opportunities

during the pandemic (NCES 2019a; U.S. Census Bureau 2019; Cluver et al. 2020).

The shutdown of schools, compounded by the associated public health and

economic crises, poses major challenges to our students and their teachers. public

education system was not built, nor prepared, to cope with a situation like this—they lack

the structures to sustain effective teaching and learning during the shutdown and to

provide the safety net supports that many children receive in school. Children’s

academic performance is deteriorating during the pandemic, along with their progress on

other developmental skills. Given the various ways in which the crisis has widened

existing socioeconomic disparities and how these disparities affect learning and

educational outcomes, educational inequities are growing. As a consequence, many of the

children who struggle the hardest to learn effectively and thrive in school under normal

circumstances are now finding it difficult, even impossible in some cases, to receive

effective instruction, and they are experiencing interruptions in their learning that will

need to be made up for (García and Weiss, 2017).

Learning can be defined as permanent changes in behavior induced by life.

According to experiential learning theory, learning is “the process whereby knowledge is

created through the transformation of experience”.

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 Learning style refers to an individual’s preferred way of processing new

information for efficient learning. Rita Dunn described the concept of learning style as “a

unique way developed by students when he/she was learning new and difficult

knowledge”. Learning style is about how students learn rather than what they learn. The

learning process is different for each individual; even in the same educational

environment, learning does not occur in all students at the same level and quality.

Learning styles may be useful to help students and educators understand how to improve

the way they learn and teach, respectively (Ilcin et al. 2018).

Online learning means, first and fundamentally, the shift from face-to-face

learning to the use of devices of various sorts to deliver that learning. Successful online

learning thus requires that students (and teachers) be familiar and proficient in their uses

of those devices for learning. Of course, even more fundamentally, it requires that the

devices exist. there is still limited evidence on the effectiveness of online education. A

critical aspect highlighted by Bettinger and Loeb (2017) is that online courses are

difficult, especially for the students who are least prepared.

These underlying factors could be particularly relevant in the current crisis. Many

of the same stark distinctions between effective and ineffective online education and

home schooling would apply to the “emergency remote learning” done at home under a

pandemic: students who entered the pandemic better off and those whose parents have

been trained in instruction or have a particular ability teach would likely perform better

than students whose parents have not been able to develop (or as successful at

developing) those skills. In general, parents who were suddenly thrust into the role of

home-schoolers had no such preparation; most are taking on that new task while juggling

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the full range of other home-care responsibilities as well as, in many cases, full-time

remote jobs. That said, students whose parents have more formal education likely also

have an advantage in this context—as they do in nonpandemic contexts—further

compounding the disparities that low-income students are accruing ( Dinarski et al.

2020).

Determining students’ learning styles provides information about their specific

preferences. Understanding learning styles can make it easier to create, modify, and

develop more efficient curriculum and educational programs. It can also encourage

students’ participation in these programs and motivate them to gain professional

knowledge. Therefore, determining learning style is quite valuable in order to achieve

more effective learning (Ilcin et al. 2018).

During the new normal of education period, the pandemic has exposed large

inequalities in access to technology, such as between rich and poor, rural and urban, girls

and boys, across and within countries. Online platforms have often been the first to be

rolled out to enable children to continue learning from home; indeed, they are generally

the most effective learning modality in getting some form of learning up and running.

Learning modalities ideally continue to run even when schools reopen. This is

important for four reasons: (i) to provide learning opportunities to children and youth

who will remain out of school, even when schools have reopened, (ii) to complement

teaching at school with support for learning at home (e.g., through radio, TV and mobile

learning programmes), (iii) for planning and preparedness in the eventuality of future

school closures, and (iv) to maintain and enhance digital literacy and blended learning

skills for teachers and learners alike. COVID-19 has led to a global widening of gaps

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between those with opportunities to learn, in particular those who could access online

lessons and resources and had continued engagements with their teachers, and those with

few or even no opportunities to learn during school closures.

Monitoring is important to determine and improve the reach and effectiveness of

distance learning modalities. Prolonged school closures have long-term implications and

affect some population groups more than others, especially those without access to

technology. Monitoring is required to determine which population groups and areas of

the country learning modalities are not reaching. This information can be used to develop

plans and strategies to improve reach.

The quality and effectiveness of distance learning modalities can also be

improved based on feedback from the key stakeholders: learners, parents/caregivers and

teachers.

In addition to national or subnational monitoring of the reach and effectiveness of

continuity of learning modalities, there is also a need for school and classroom-level

monitoring of student learning and well-being. It is the role of school leaders to monitor

this at the school level, and for teachers to monitor their students. In a classroom

environment, teachers are normally expected to monitor children’s learning progress,

whether it is on track and to identify strengths and weaknesses (United Nations

Children’s Fund (UNICEF, 2020).

Local Studies

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 The present COVID-19 pandemic has brought extraordinary challenges and has

affected the educational sectors, and no one knows when it will end. Every country is

presently implementing plans and procedures on how to contain the virus, and the

infections are still continually rising. In the educational context, to sustain and provide

quality education despite lockdown and community quarantine, the new normal should be

taken into consideration in the planning and implementation of the “new normal

educational policy” (Tria, J. Z. 2020).

According to Karalis (2020), what is worth studying after returning to normality,

are the implications that have arisen for the day after, that is, what adjustments need to be

made, the extent of the situation and to define the basic dimensions of education and

learning in formal education systems and organizations amid educational disruptions.

As school is a public place where crowd is unavoidable and children are

vulnerable, there is a need to strengthen policy in terms of the delivery of instruction - to

provide opportunities for online learning platforms. Numerous innovative programs have

been proposed by the different learning sectors in the Philippines. The Department of

Education emphasized that it would not necessarily mean that teachers and learners will

go to schools and learn inside the classrooms and devised various modalities to ensure

that online learning a choice among all others in this new learning environment (DepEd,

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

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(MDL), Online Distance Learning (ODL), and TV/Radio-Based Instruction (Quinones,

2020).

Most parents responded to distance learning and its associated modalities as a

home-schooling program mandated by the government due to lockdown restrictions

associated with quarantine. In their context, this program is allowing their children’s

education to continue at home. Still, they are less aware of their associated duties and

skills required in the pre-vailing educational reform (Lardizabal-Dado, 2020; Quismorio,

2020).

However, the sudden shift to online learning created a hot debate in the

Philippines citing the poor living conditions of the learners. Magsambol (2020) cites an

obvious gap between those who can and cannot afford the resources to avail the new

education platform. The general condition of children in the public school system sends a

message of inequality with the DepEd’s mantra ‘no child left behind.’ However, learning

cannot be cancelled as much as to drive the economy. This led to a tighter measures for

education institutions in sustaining its operations despite the impending risk (Ancheta,

2020).

The disadvantages also 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 & Sumaoang, 2020).

Furthermore, the implementation would pose such problems on students who

have limited internet access, no gadgets and the poor. According to the report of Akamai

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(2017), the Philippines has the lowest internet connectivity in Asia. Besides, such

challenges would be equity gaps, students security and safety, quality of learning

compromised and poor assessment results (Winthrop, 2020). Changes on the grading

system, assessment and evaluation of student’s performance will also be a challenge to

every administrator.

Wherein, in every school setting , the academic performance of students is an

indicator of a quality learning experience. Academic achievement is measured in the

form of students' remarkable scores across their subject courses and the display of

learning outcomes which can be assessed through performance, classroom tests,

assignments, outputs, and major examinations. Previous studies present that there are

intellective and non-intellective factors affecting the academic achievement of students

across levels (Magulod, 2018).

Foreign Studies

Learning styles have been widely accepted in pedagogical practice but suffer from

a distinct lack of empirical support. While a diverse range of learning styles have been

proposed, modality preference has received the most attention within educational

research and practice. To extend on the existing literature, an alternative position is

presented suggesting that modality effects are task dependent, hence modality matters,

but it matters for everyone in the same way depending on the nature of the learning

activity ( Cottrell et al., 2015).

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 However, due to the unforeseen occurrence of the pandemic, new learning

systems and approach have been developed by the educational sectors to continue the

essence of education amidst difficult social cirsumstances. Whereine, pervasive changes

in the education system have surfaced which affected the learning scheme of students

during the new normal of education.

The COVID-19 outbreak has compelled many universities to immediately switch

to the online delivery of lessons. Many instructors, however, have found developing

effective online lessons in a very short period of time very stressful and difficult. This

study describes how we successfully addressed this crisis by transforming two

conventional flipped classes into fully online flipped classes with the help of a cloud-

based video conferencing app. As in a conventional flipped course, in a fully online

flipped course students are encouraged to complete online pre-class work. But unlike in

the conventional flipped approach, students do not subsequently meet face-to-face in

physical classrooms, but rather online (Bai et al., 2020).

During these school closures, all face-to-face lessons were cancelled, compelling

many institutions, including our own university, to immediately transition from face-to-

face in-person learning to completely online lessons. The abrupt switch to fully online

learning has been particularly stressful for many instructors and students who prefer in-

person instruction. Online learning is often stigmatized as a weaker option that provides a

lower quality education than in-person face-to-face learning (Hodges et al. 2020).

This transition to the new normal, from the four corners of the classroom to the

borders of virtual reality, every learning institution needs to study how successful online

26
learning is in providing quality education and outcomes-based education to students

(Basilaia & Kvavadze, 2020).

Clearly, many faculty members and students do not see the value of fully online

learning, despite the fact that online learning has been around for many decades. During

the current health crisis, many instructors have had to improvise quick online learning

solutions (Hodges et al. 2020).

The impact is far reaching and has affected learning during this academic year or

even more in the coming days. Several schools, colleges and universities have

discontinued face-to-face teaching. There is a pressing need to innovate and implement

alternative educational and assessment strategies. The COVID-19 pandemic has provided

us with an opportunity to pave the way for introducing digital learning (Dhawan, 2020).

However, the limited exposure of teachers to online teaching, the information gap,

inavailability of sufficient materials for the new learning modalities. non-conducive

environment for learning at home, and equity are some of the observed weakness of

distance learning which adversely affects the learners’ academic performance (Pokhrel &

Chhetri, 2021).

E-learning tools have played a crucial role during this pandemic, helping schools

and universities facilitate student learning during the closure of universities and schools

(Subedi et al., 2020). The learners with a fixed mindset find it difficult to adapt and

adjust, whereas the learners with a growth mindset quickly adapt to a new learning

environment. There is no one-size-fits-all pedagogy for online learning. There are a

variety of subjects with varying needs. Different subjects and age groups require different

approaches to online learning (Doucet et al., 2020).

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 With the availability of a sea of platforms and online educational tools, the users

—both educators and learners—face frequent hiccups (Pokhrel & Chhetri, 2021).

Broadly identified challenges with e-learning are accessibility, affordability,

flexibility, learning pedagogy, life-long learning and educational policy (Murgatrotd,

2020). Many countries have substantial issues with a reliable Internet connection and

access to digital devices. While, in many developing countries, the economically

backward children are unable to afford online learning devices, the online education

poses a risk of exposure to increased screen time for the learner. Therefore, it has become

essential for students to engage in offline activities and self-exploratory learning. Lack of

parental guidance, especially for young learners, is another challenge, as both parents are

working. There are practical issues around physical workspaces conducive to different

ways of learning (Pokhrel & Chhetri, 2021). With the recognized obstacles in the new

learning system of today’s generation, it is undeniable that the quality of education and

academic performance or achievement of students during the new normal is greatly

affected .

Researches identified that cognitive factors such as learning experiences,

academic performance and distance class formats are comparable to those observed for

campus-based classes; however, the perception and satisfaction levels of distance

education professors and students has not shown the same consistence [14, 15]. Factors

such as accessibility to materials, interaction between students and professors, time

management and expense may all influence the opinions of distance education

participants. Furthermore, students aren’t also able to develop the socialization and

28
interpersonal skills in distance learning which is normally practiced in traditional learning

methods (Gossenheimer et al., 2017).

Chapter III

RESEARCH METHODOLOGY

In this chapter, the research design, area of study, population, sample of the

population, sampling technique, instrument for data collection, administration of the

instrument and data analysis are discussed . This section will help in establishing a good

foundation of the study’s overall reliability and validity.

Research Design

29
 The research design used is correlational wherein , researchers conducted an

online survey to gather data that are needed for the completion of the study. The design

utilized in the study is a non - experimental research scheme in which two variables are

measured to distinguish and assess the relationship between them whereas, researchers

cannot manipulate the variables involved. The online survey is effectuated through the

dissemination of questionnaires to the respondents, information collected from the

responses are empirical and verifiable.

Locale of the Study

Ilocos Norte National High School was selected as the site of the study. Ilocos

Norte National High School is situated in the north western side, or so called “university

belt” of Laoag City Proper. Every school year, it has an average enrolment of three

thousand students coming from all over the province of Ilocos Norte and the surrounding

provinces Ilocos Sur, Cagayan, and Kalinga-Apayao. The school maintains total

personnel of 170 serving in its four adjacent campuses. Ilocos Norte National High

School offers different curriculum for the students. In junior high school, INNHS offers,

Special Science Class (SSC), Special Program in the Arts (SPA), Special Program in the

Sports (SPS), and Basic Education Curriculum (BEC). While in senior high school, the

educational institution offers, Science Technology Engineering and Mathematics

(STEM), Accountancy, Business and Management (ABM), Humanities and Social

Sciences (HUMSS), and Technical, Vocational, and Livelihood (TVL). The researchers

focused their study to Grade 12 students as respondents of their research study. For more

30
than a century now the Ilocos Norte National High School has made a name for herself as

the “Premiere School of the North”.

Population of the Study

Grade 12 students from Ilocos Norte National High School are the only

individuals who are allowed to take participation in the research study. The number of

respondents is controlled and limited, only sixty-one (61) students can answer the online

questionnaires distributed by the researchers.

Sampling Technique

The sampling technique used by the researchers in conducting survey is Simple

Random Sampling wherein, the population involves the graduating batch of students from

Ilocos Norte National High School in the academic year , 2020 – 2021. A sample will be

coming from the population which will be the respondents who are going participate in

the survey process. In random sampling, each member of the population has an equal

chance of being selected as the sample which makes the data - gathering process

objective and rational, with the aim of developing an unbiased technique in accumulating

factual information for the research study.

Research Instrument

31
 For the fulfillment of the study’s purpose, researchers conducted an online survey

through the use of google forms, it was used to gather data from the respondents. Only 61

grade 12 students of Ilocos Norte National High School were given the opportunity to

answer the research questionnaire which comprises various conditions related to their

academic performance while using their chosen learning delivery modality during the

distance learning, through comprehensive analyzation of the presented circumstances, the

participants were able to assess the quality of learning they have attained as they muddle

through the challenge of the present education system. In essence, the research instrument

used greatly contributed in collecting information that play an imperative role in

distinguishing the relationship between learning modalities’ efficacy and the learners’

quality of academic performance in the distance learning.

Administration of the Instrument

The data collection process must be effectuated thoughtfully and methodically in

the pursuit of accurate , conscientious and productive results of the study.

The researchers should ask permission to the principal before conducting the

survey by giving a letter of permission. Pertaining to the data gathering process, the link

of the google forms will be forwarded to the respondents in the month of June 2021. The

respondents must provide honest and complete responses to guarantee the quality and

32
accuracy of the research study. Researchers must look over and manage the circulation of

the google forms and assess the collected data in due course.

Statistical Treatment

For  data analysis, the formula of ‘Frequency and Percentage Distribution’ will be

used in evaluating the demographic profile of the research participants. Moreover, the

mean of every statement regarding the students’ views and experiences in relation to

distance learning will also be computed in order to distinguish the descriptive

interpretation of the collected data. When the over - all mean is already computed, it will

be easy to identify whether the learners agree or disagree that learning modalities used by

educational institutions provide effective instruction during distance learning. After

determining the weighted means of the statements, a ranking will also be done to

extensively recognize the top indicators that show the relationship between learning

modalities efficacy and learners’ academic performance. The findings will be collected,

categorized and summarized in order to acquire the study’s rationale as well as to address

the research problem in great depth. 

33
Research Timetable

April May June July

Brainstorming & Gathering

of Ideas
Choosing a Topic
Introduction
Literature Review
Questionnaire Design
Conducting Online Survey

34
 Data Presentation
Data Analyzation
Writing Conclusion
Finishing First Draft
Addressing Feedback /

Revision
Completing the Study

Chapter IV

PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA

This chapter presents the results of the data gathering and analysis deriving out of

the survey conducted by the researchers. Sixty-one (61) grade 12 students belonging to

different strands / track participated in the data collection process wherein, statements

inscribed in the research instrument merely centered on students’ assessment of their

personal academic performance while adapting their chosen learning delivery modality

designed to meet their needs as learners during the time of new normal education.

Demographic Information of the Respondents

Among the 61 research participants, 63.9 % of the sample are female students

while the other 36.1 % are males. This means that the respondents are female - oriented.

35
 Item No. of Respondents Percentage

Gender

Female 39 63.9 %

Male 22 33.1 %

Figure 1 . Gender of the Respondents

Figure 2 shows the composition of respondents’ ages.14.8 % are aged 17, while

respondents whose age is 18 are 77 % of the sample while 4.9 % are aged 19. The other

3.2 % of the sample is taken by the respondents whose age are either 20 or 21. This

insinuates that majority of the respondents are aged 18 and above. As noticed in the given

information regarding the respondents’ ages, it is clearly distinguished that the data

collection process was taken part by individuals whose legality of age is approaching

while the greater part of the sample are already legal of age which makes them

responsible and conscientious in expressing their views in harmony with their personal

experiences as graduating students during the new normal of education.

Item No. of Respondents Percentage

Age

17 years old 9 14.8 %

18 years old 47 77 %

36
 19 years old 3 4.9 %

20 years old 1 1.6 %

21 years old 1 1.6 %

Figure 2 . Age Composition of the Respondents

Figure 3 shows the collected information regarding the respondents’ strand / track

preference. Since the researchers decided to use Simple Random Sampling Technique in

the data collection process, grade 12 students from different strands or tracks of Ilocos

Norte National High School Senior High School Department participated in the survey.

The most number of respondents are from Humanities and Social Sciences (HUMSS)

which taken 47.5 % of the sample’s volume. 31.3% of the sample is from Science,

Technology, Engineering and Mathematics (STEM), 9.8 % is from Accountancy,

Business and Management strand (ABM), 6.6% is from the Arts and Design (A&D) track

and the remaining 4.9 % of the sample is embodied by the respondents from Technical

Vocational Livelihood (TVL) track.

Item No. of Respondents Percentage

Track / Strand

A&D Track 4 6.6%

ABM Strand 6 9.8 %

HUMSS Strand 29 47.5 %

STEM Strand 19 31.3 %

TVL Track 3 4.9 %

37
 Figure 3 . Respondents Track / Strand

Discussion of Findings

Figure 4 shows the composition of learning modalities used by the students from

different strands or tracks in pursuing their education at the time of new normal

education. It is readily apparent that Digital - Modular Distance Learning got the highest

percentage among the other modalities. 51% of the respondents use the previously

mentioned modality. The second most practiced modality is Online Distance Learning,

23% of the respondents have noted their usage of this type of learning modality. 15% of

the sample use Blended Learning and the other 11% use Printed - Modular Distance

Learning which is the least accustomed learning scheme by the senior high students.

38
 Learning Delivery Modalities
Online
Blended Distanc
Learnin e
g Learnin
Modula
15% g
r
23%
Distanc
e
Learnin
g
(Printed
)
11%

Modula
r
Distanc
e
Learnin
g
(Digital
)
51%

Figure 4 : Type of Learning Delivery Modalities

Figure 5 presents the different classification of technological means used by the

students in complying with the new standard of learning in the present circumstances of

educational setting in the community. The collected data shows that cellular or mobile

phones are the most used devices in distance learning. 53% of the respondents use mobile

phones to fulfill their duties as students during the new normal of education. With 34% of

learners’ usage, laptops are the second most used devices by learners in attending their

classes virtually or in doing their activities. 9% of the sample use desktop or computer

while only 4% of the research participants use tablets in distance learning.

39
 device/s used in distance learning

Desktop /
Computer
9%

Laptop Cellular Phone

34% 53%

Tablet
4%

Figure 5 : Composition of Devices Used in Distance Learning

Learning Modality, Attitude and Academic Performance of Learners During the

New Normal of Education

Figure 6 provides a particularized interpretation of the gathered results regarding

the various principles or elements enumerated in the statements which need to be taken

into consideration when it comes to evaluation of students’ performance in relation with

their learning approach and attitudes. Further rationalization of findings will be provided

in Table 3 : Presentation of Statements’ Ranking Based on the Weighted Means.

Statements Mean Descriptive

Interpretation

40
1. It is easy to comply with my academic Disagree
2.34
responsibilities in the time of distance learning.
2. I completely understand the lessons in all subjects. 2.31 Disagree
3. I have adequate access to technological gadgets Agree
3.00
which I may use in the distance learning.
4. I have access to a serviceable internet connection. 2.84 Agree
5. The lesson content of learning materials provided Agree
by my teacher/s are substantial and sufficient to 2.61
inform me about the topics I should learn.
6. Comprehensible instructions are consistently Agree
2.75
provided in every activity or task we do.
7. I am able to answer my written activities Agree
proficiently through applying the knowledge I 2.92
attained from studying.
8. I am able to do my performance tasks or projects Agree
2.97
conforming to the given criteria.
9. I never experienced procrastination during the Disagree
1.90
distance learning.
10. I pass my outputs on or before the announced Agree
2.67
deadline.
11. I am confident and satisfied with my academic Disagree
performance during the course of the new normal of 2.25
education.
12. My chosen learning delivery modality is really Disagree
effective and it aids me in becoming a competent 2.30
student in the present education set - up.
Over - all Mean 2.57 Agree
Figure 6 : Presentation of Descriptive Interpretation of Data

In figure 7, the statements are rated from highest to lowest, the ranking is

determined from the weighted mean of every statement. The first 7 statements fall in the

range interval between 2.51 and 3.25 as mean which results to validation towards the

assertions. Contrariwise, the remaining statements which ranked from 8 to 12 are in the

41
range interval of 1.76 to 2.50 according to the computed means which are translated as

nonconformity to the last 5 statements.

The students have agreed that : (1) they have a satisfactory access to devices or

gadgets needed for distance learning, (2) they are able to execute their tasks in

accordance with the standards set by their teachers, (3) they are capable of answering

their activities in the modules with proper knowledge application, (4) they have a

serviceable internet connection in their respective learning environment, (5) teachers

provide graspable instructions about their academic tasks regularly, (6) they are able to

beat deadlines in terms of submission of requirements and (7) the lesson content of

modules distributed by the school is good enough to stimulate knowledge integration

among learners.

Considering the responses accumulated from the survey, the interpreted findings

rule against the international publication of Garcia and Weiss in the year 2020 titled as

“Covid - 19 and Students’ Performance, Equity and U.S. Education Policy” where it was

stated that it would be impossible for students to receive valuable and effective

instruction in the midst of the pandemic. The findings of this present study which are

based from the assessment of students’ experience and view regarding the learning

modalities and their academic performance prove that attainment of competent and

effective learning could actually intervene even with the circumstances brought by

distance learning.

Statements Mean Ranking

I have adequate access to technological gadgets which I 3.00 1
may use in the distance learning.

42
I am able to do my performance tasks or projects 2.97 2
conforming to the given criteria.
I am able to answer my written activities proficiently 2.92 3
through applying the knowledge I attained from studying.
I have access to a serviceable internet connection. 2.84 4
Comprehensible instructions are consistently provided in 2.75 5
every activity or task we do.
I pass my outputs on or before the announced deadline. 2.67 6
The lesson content of learning materials provided by my 2.61 7
teacher/s are substantial and sufficient to inform me about
the topics I should learn.
It is easy to comply with my academic responsibilities in 2.34 8
the time of distance learning.
I completely understand the lessons in all subjects. 2.31 9
My chosen learning delivery modality is really effective 2.30 10
and it aids me in becoming a competent student in the
present education set - up.
I am confident and satisfied with my academic performance 2.25 11
during the course of the new normal of education.
I never experienced procrastination during the distance 1.90 12
learning.
Figure 7 : Presentation of Statements’ Ranking Based on the Weighted Means
(From Highest to Lowest)

Research Problems :

Difficulty in Adapting the New Learning Delivery Modalities

After administering an online survey, it has been found by the researchers that

students only experienced minimal difficulties in making use of the existing learning

modalities in the new normal of education. Based from the over - all measured mean of

the statements, students agree that they’re able to adapt to distance learning and use their

43
respective chosen modality on cruise control. In what respect, the report published by

Tibon in the year 2020, titled as “The New Normal in Basic Education” is countered by

the gathered results. In the said article, it was conveyed that due to difficulties in coping

up with the current situation and in adapting the new way of learning through the use of

learning modalities, students’ performance may be negatively affected.

Availability of Learning Resources

Based on the assessment of the collected data, availability of learning resources or

materials directly affect students’ performance in school. Their modality preferences are

influenced by the devices they own, considering the fact that gadgets play an imperative

role in today’s scheme of education. Students who have access to gadgets such as mobile

phones, laptops, tablets and / or desktops are given better chances to communicate with

their teachers online. They are also able to attain better comprehension of lessons due to

sufficient access to internet which is truly useful in executing researches about the topics

they need to study further. Inversely, students who are deprived of means are more likely

to experience challenges in fulfilling their tasks productively that’s why their academic

performance may be negatively affected.

Learning Modalities’ Practicality and Attainability

Since physical interactions are strictly prohibited in the community, distanced

learning modalities are developed by the Department of Education (DepEd). For the

grade 12 students of Ilocos Norte National High School (INNHS), Digital - Modular

Distance Learning is the most adapted modality of the students due to the convenience it

44
serves. Modules are sent by teachers and received by the learners online and their

answers are also passed in the same manner.

The second most adapted modality is Online Distance Learning which works the

same way as Digital - Modular Learning however, sessions of synchronous online classes

are effectuated. On the other hand, Blended Learning is a combination of Online and

Modular Learning wherein, there’s only a specific and limited schedule of online classes

to be administered by teachers and modules are also submitted online.

Lastly, the least practiced modality is Printed - Modular Distance Learning. It

may not be used predominantly by the students because of the distribution and retrieval

process of modules. For modular learning, students are obliged to get their own modules

and pass it to their respective Barangay offices or directly to school which makes the

process unfeasible for most of the learners.

Efficiency of Learning Modalities

The students’ assessment regarding the efficiency of learning delivery modalities

and their academic performance during the new normal is dominated and signified by

agreeance to the statements. Students agree that they have a convenient access to gadgets

and internet connection which helps them to learn sensibly. Also, it is clearly presented in

the ranking of statements that learners from twelfth grade of Ilocos Norte National High

School (INNHS) consider the learning modalities effective and valuable on the grounds

that : (1) they are able to answer their activities adeptly through observing appropriate

application of what they have learned from the module, (2) they are able to follow

45
guidelines and reach the criteria of their activities, and (3) they view modules as

efficacious educational materials and reasonable sources of information for the topics or

lessons they need to gain an understanding of.

Impact of Learning Modalities to Students’ Quality of Learning

Assumed from the gathered and interpreted data, students have acknowledged the

fact that the learning delivery modalities offered by the institution during the time of new

normal of education impact their education quality in a positive manner. The respondents

have mostly agreed upon the assertions used in the evaluation and consideration process

on the subject of their experiences in using the learning modalities and on how their

academic performance were influenced by the enumerated determining factors and / or

set of conditions.

46
 Chapter V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter comprises the summarization of the research study’s objectives and

findings, the conclusion derived from the gathered data and also the recommendations

developed by the researchers to address the concerns raised and discovered during the

research process.

Summary

The study was conducted with the main goal of distinguishing the relationship

between the learning modalities and quality of academic performance of grade 12

47
students from Ilocos Norte National High School (INNHS) during the period of new

normal education. The study was also done in purpose of determining the productiveness

of the learning delivery modalities used by learners and identifying its strengths and

weaknesses which is the first step in improving the quality of education in the new

learning process.

Simple random sampling was used as the technique in the data gathering process.

Following the calculated result of Slovin’s formula, 61 grade 12 learners were given the

opportunity to take part in the survey. The sampling technique allowed each member of

the population to acquire an equal chance of being selected as the sample which makes

the data gathering process rational, with the aim of developing an unbiased technique in

accumulating factual data needed for the study’s completion. Considering the current

education set - up in the community, the traditional way of conducting surveys isn’t

possible to be effectuated. In order to fulfill the data gathering process, questionnaires are

made through the use of Google Forms. The developed questionnaire enabled the

participants to assess their personal experiences regarding the efficacy of their respective

learning delivery modality which holds a direct bearing to their academic performance as

learners. The link of the questionnaire was sent to the Messenger accounts of the

respondents and they were given enough time to reflect and answer truthfully.

In regards to the sample of the study, the most number of respondents are from

Humanities and Social Sciences (HUMSS) which taken 47.5 % of the sample’s volume.

31.3% of the sample is from Science, Technology, Engineering and Mathematics

(STEM), 9.8 % is from Accountancy, Business and Management strand (ABM), 6.6% is

48
from the Arts and Design (A&D) track and the remaining 4.9 % of the sample is

embodied by the respondents from Technical Vocational Livelihood (TVL) track.

As results of the survey conducted, it has been found that the most adapted

learning delivery modality by the grade 12 learners is Digital - Modular Learning while

the least employed modality is Printed - Modular Learning. In terms of device/s used by

the students in dealing with the new learning system, the most used gadget is cellular

phone, followed by laptop, desktop / computer and tablet being the undermost.

The 4 - point Likert Scale used in presenting the statements which served as

indicators of the effectiveness of learning modalities and student’s quality of academic

performance were interpreted and ranked according to their weighted mean. In light of

the derived findings, a positive relationship between learning modalities’ efficacy and the

learner’s academic performance was distinguished.

Predominantly, grade 12 learners of Ilocos Norte National High School (INNHS)

in the academic year 2020 - 2021 have agreed that : (1) they have a satisfactory access to

devices or gadgets needed for distance learning, (2) they are able to execute their tasks in

accordance with the standards set by their teachers, (3) they are capable of answering

their activities in the modules with proper knowledge application, (4) they have a

serviceable internet connection in their respective learning environment, (5) teachers

provide graspable instructions about their academic tasks regularly, (6) they are able to

beat deadlines in terms of submission of requirements and (7) the lesson content of

modules distributed by the school is good enough to stimulate knowledge integration

among learners.

49
 In the final analysis, it is recognized that amidst the challenging scheme of

learning in the new normal of education, students are still capable of attaining substantial

learnings and knowledge through the use of the learning delivery modalities. However,

the educational institution should still bear in mind that there are still loopholes needed to

be fixed and improved in order to fully impart valuable education to students without

letting them suffer from undesirable circumstances like facing difficulties in fulfilling

their academic responsibilities, not being able to achieve competence and confidence as

learners in the time of distance learning, being dissatisfied with performance at school

and experiencing procrastination during distance learning which is truly a negative

attitude that should not be tolerated.

Conclusion

Research is known to be a systematical study which aims to address

relevant issues or problems in the society. Its numerous benefits are one of the reasons

why educational institutions interminably include implementation of research studies in

their curriculum. Researches are great avenues for students to attain greater

understanding and cognizance about their community. It allows them to discover, explore

and acquire realizations that help them to be practical and sensible thinkers of their

generation. Research is an instrumental and opportune scholarly activity that connects the

student researchers to their community, they are able to establish a good interdependence

50
to other individuals which is an imperative part of the process to achieve the goal of the

study.

However, even with the actuality that research greatly contributes to knowledge

expansion of the students and amelioration of the community, there are still students in

learning institutions who are challenged in conducting a research study. It seems to be

viewed by many as a demanding and stressful journey to take since a methodical process

is needed to be followed to fulfill its completion. It is a fact that coming up with a

research study is not a simple task to be done yet, it is also must be realized by the

learners that researches are conducted for greater purposes and not just a mere

compliance to school’s requirement. Student researchers must take the opportunity in

developing good ideas in the research making process rather than viewing it as an

excruciating endeavor.

In connection, the researchers were able to take pleasure and interest in the

research making process. Taking into consideration the current situation in the new

normal, where students are only communicating through the use of gadgets and the best

features of information and communications technology, objectives and the execution of

the research study was still positively attained. The restrictions in having physical

interactions didn’t become a hindrance to gather accurate data and information from the

participants. The dissemination of research questionnaires became possible through the

use of online google forms. The link of the questionnaire was forwarded to the

Messenger accounts of respondents, they are able to access the survey form conveniently

since the researchers provided them an ample time to answer.

51
 There is a guarantee that this study is highly accurate, information written are all

well thought of by the researchers, assurance is also given that sources of other

information encompassed in the study are reliable.

After analyzing the collected data from the responses of the research participants,

the relationship between the efficacy of learning modalities and quality of academic

performance of students during the new normal was established. It has been found that

the grade 12 students of Ilocos Norte National High School (INNHS) are able to achieve

consequential enlightenment during the time of distance learning even though they had a

hard time coping with the numerous alterations that the pandemic caused in the learning

system. On the 12 specified statements in the 4 - point Likert Scale, there are 7 statements

that students agreed on, revealing the notion that the learning modalities offered by the

school is quite effective and practical in providing fine quality of scholarly breeding.

However, 5 of the 12 statements were disagreed by the learners which pointed out the

struggles commonly faced by the students during the new normal of education.

Students have agreed that they have accessible internet connection and functional

gadgets or devices to use for distance learning. They have also agreed that they are able

to do their tasks in conformity with the given standards set by the educators, and that they

pass their outputs on or before the deadline yet it is also shown by the survey results that

(1) students had a difficulty in doing their academic tasks, (2) students aren’t able to

attain full comprehension of their lessons, (3) they have doubts regarding their

competence as individuals since there is no assurance that they are ‘truly’ learning

through the use of their chosen learning modality, (4) students aren’t confident and

satisfied with their academic performance and (5) they have developed a negative attitude

52
of dealing with procrastination due to absence of determination and lack of proper time

management.

For the reason that irregularities in the findings surfaced, researchers have come

to the realization that the learners may be obtaining scholarly enlightenment during the

distance learning however, the knowledge and essence of academic lessons they need to

fully understand may not be retained in their minds very well. Having this in mind, long -

term effects or culminations of knowledge integration may not be achieved by the

students. Presuming that they may be able to fulfill their academic endeavors today

however, there’s no guarantee that they have learned by heart the things they need to be

knowledgeable about before they step up to tertiary education.

Specific conditions like adequate access to materials or resources during the

distance learning, learner’s ability to perform their tasks in real time, understanding

academic concepts provided in the modules and the submission of requirements in a

reasonable manner show the expedient situations encountered by the learners as they

have gone through the challenge of new normal of education. On the flip side, teachers,

school administrations and other education sectors must still acknowledge the drawbacks

in today’s system of learning. The revelation that learners in the present time are doubtful

in view of their personal competence due to lack of assurance whether their learnings are

sufficient or not can be considered as a big issue or concern in the education setting of the

community. It means that students may not be able to apply their knowledge and perform

skillfully and productively as workers in their chosen field or specialization in the future

wherein, the welfare of the community in the coming generation may be put at stake.

53
 In essence, modifications and further improvements in the system of learning

during the new normal must be created to ensure that quality education is provided to

learners. Instructional materials distributed by educational institutions and the learning

delivery modalities employed in educating students must be developed proficiently and

comprehensively with the intention of enlightening young minds and moulding learners

to be well - rounded, capable and competent amidst the demanding approach of distance

learning.

Recommendations

This section provides suggestions that would be advantageous in addressing the

presented research problem. This also serves as a guideline that they may use in

venturing to a research journey with the aim of achieving constructive and valuable

results of the study.

Students

54
 Students should take into consideration their access to learning materials or devices

in selecting the most appropriate learning modality they’ll adapt for the distance

learning.

 Proper time management and productive study habits must be practiced to avoid

procrastination.

Educators

 Teachers should develop strategic ways on how to present lessons in modules that

will enable the learners to fully comprehend the information.

 Teachers should allow the students know their academic standing so that learners

will be mindful about the thing they need to improve which could also help in

developing their competence.

School

 The school administration should conduct regular evaluation or assessment on

students’ experiences in using their preferred modality. In this way, concerns of

students can be addressed and quality of knowledge integration can be enhanced.

For Future Studies

55
 Respondents may be further questioned about the factors they have considered in

selecting their learning modality for the distance learning.

 A section regarding students’ habit/s in studying may be included in the

questionnaire to attain better understanding on how they learn during the time of

distance learning.

 Researchers must productively work together as a team in searching sources of

information that may provide a great foundation of support to the study.

 If the situation allows, researchers may go to libraries or other places where further

information related to the study can be found in order to obtain other facts and

figures rather than just relying on sources from the internet.

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PHILIPPINES?. ResearchGate. Retrieved from
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ONS_IN_THE_PHILIPPINES

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Andrande, P. (2017, April 6). Impact of distance education on academic performance in a
pharmaceutical care course. Plos One. Retrieved from
[Link]

Bagood, J. (n.d.) Teaching-Learning modality under the new normal. Philippine

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Bai et. Al., (2020, December 21). Transitioning to the “new normal” of learning in
unpredictable times: pedagogical practices and learning performance in fully online
flipped classrooms. Springer Open. Retrieved from
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Codamon, D. (2020, August 3). Understanding the Distance Learning Delivery

modalities. Philippine Information Agency. Retrieved from
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Cottrell et. Al., (2015, October 7). Modality preference and learning style theories:
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from [Link]
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Dangle et. Al., (2020, November 27-29). The Implementation of Modular Distance
Learning in the Philippine Secondary Public Schools. 3rd International Conference on
Advanced Research in Teaching and Education. Retrieved from
[Link]
fbclid=IwAR1OMtyN66sDkt21OF972HQJacWvi2QqItIM9DeEiDN9sClZequIxTx-mPc

Garcia et. Al., (2020, September 10). COVID-19 and student performance, equity, and
U.S. education policy. Economic Policy Institute. Retrieved from
[Link]
education-performance-and-equity-in-the-united-states-what-can-we-learn-from-pre-
pandemic-research-to-inform-relief-recovery-and-rebuilding/

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Johnson et. Al., (2020, December 3). How is COVID-19 affecting student learning?
Initial findings from fall 2020. Brookings. Retrieved from
[Link]
affecting-student-learning/?fbclid=IwAR38wlSPDRXp0i6rif-hwSzk28nq-
fFgKPB0IuGF4GU0K89wEsq0DTfo0-E

Karadibak et. Al., (2018, December 4). The relationship between learning styles and
academic performance in TURKISH physiotherapy students. BMC Medical Education.
Retrieved from [Link]
1400-2

Magulod, G. (2018, October). LEARNING STYLES, STUDY HABITS AND

ACADEMIC PERFORMANCE OF FILIPINO UNIVERSITY STUDENTS IN
APPLIED SCIENCE COURSES: IMPLICATIONS FOR INSTRUCTION.
OmniaScience. Retrieved from [Link]

Manlangit et. al., (2020, October 5). Nanay, Handa Na Ba Kayong Maging
Tagapagdaloy?

Palma, A. (2021, April). Homeschooling and the Learning Modalities in the Philippines
During COVID-19. ResearchGate. Retrieved from
[Link]
_Modalities_in_the_Philippines_During_COVID-19

Supercharging Filipino Parents is Key for Successful Modular Distance Learning. Flip
Science. Retrieved from [Link]
modular-distance-learning/

Tibon, J. (n.d.) The New Normal in Basic Education. Lexology. Retrieved from
[Link]

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APPENDIX

SURVEY FORM

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Google Forms Link :

[Link]

uc70aDstJEqUzFi2SeZnsbGggHb024LWPFA/viewform?usp=pp_url

67
 CURRICULUM VITAE

Personal Information
Name : Katrina D. Panaligan
Gender : Female
G – mail Account : panaligankatrina77@[Link]
Address : Brgy. 25, Laoag City, Ilocos Norte
Date of Birth : January 20, 2003
Place of Birth : Santiago City, Isabela
Nationality : Filipino
Religious Affiliation : Roman Catholic

Father’s Name : Leonardo A. Panaligan

Mother’s Name : Melissa D. Panaligan

Educational Attainment
Senior High School : Ilocos Norte National High School
Humanities and Social Sciences
Brgy. 4, Ablan Avenue, Laoag City, Ilocos Norte
2020 – 2021
With High Honors (S.Y. 2019 – 2020)

Junior High School : University of La Salette High School Incorporated

Brgy. Malvar, Santiago City Isabela
2018 - 2019
With Honors

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Elementary : Santiago South Central School
Santiago City, Isabela
2014 – 2015
With Honors

Experiences

o Kapisanan ng mga Kinatawang Lingkod-Aralan Gr. 9 Representative

University of La Salette High School
Santiago City , Isabela
2017-2018

o Kapisanan ng mga Kinatawang Lingkod-Aralan Treasurer

University of La Salette High School
Santiago City , Isabela
2018-2019

o City Peer Facilitator

Commission on Population , City Government of Santiago
Santiago City , Isabela
2018-2019

o Class Organization Governor (Grade 11)

Ilocos Norte National High School
Laoag City , Ilocos Norte
2019 – 2020

o Supreme Students Government Sub-Secretary

Ilocos Norte National High School
Laoag City , Ilocos Norte
2020-2021

o Kabataan Kontra Droga at Terorismo (KKDAT) Vice President for

Internal Affairs
Laoag City , Ilocos Norte
2020-2021

o Youth Advocates for the Philippines , Public Health and Mental

Awareness Advocate
Region 1

69
 o Zonta Club of Ilocos Norte
Member

o Girl Up Philippines
Member

o Junior OIC, City General Services Officer ( City Government of Laoag

2020 – 2021)

Achievements
o Best Speaker ( University of La Salette High School Debate 2018-2019)

o Best Debater (University of La Salette High School Debate 2018-2019)

o Best Speaker (Debate Battle Championship 2018– 2019 )

o Best Debater (Debate Battle Championship 2018-2019 )

o Best News Writer (Division Schools Press Conference 2018-2019)

o 4TH Best News Writer (Regional Schools Press Conference 2018-2019)

o 7TH Best News Writer (Regional Schools Press Conference 2018– 2019)

o 7TH Best News Presenter (Regional Schools Press Conference 2018–

2019)

o 6TH Best Public Speaker (University of La Salette High School Public

Speaking 2018-2019)

o City Peer Facilitator Award (City Government of Santiago 2018-2019)

o Leadership Award (University of La Salette High School 2018-2019)

o Community – Involvement Gold Award (University of La Salette High

School 2018-2019)

o Award of Excellence , Basic Catechism of the Catholic Church ( 2018 –

2019)

o Most Influential Writer of the Year (FilmFest 2018-2019)

o Best Director (Music Video Making 2018-2019)

70
 o 3rd Place English Spoken Poetry Competition (University of La Salette
High School 2018-2019)

CURRICULUM VITAE

Personal Information
Name : Ma. Franchezca Maxene V. Bitancor
Gender : Female
G – mail Account : franchezcamaxeneee@[Link]
Address : Brgy. 16 Andres Castro St. Laoag City, Ilocos
Norte
Date of Birth : April 15, 2003
Place of Birth : Laoag City, Ilocos Norte
Nationality : Filipino
Religion : Born Again

Father’s Name : Ariel Bitancor

Occupation : Self- Employed

Mother’s Name : Marites Bitancor

Occupation : Bank Employee

Educational Attainment
Senior High School : Ilocos Norte National High School
Humanities and Social Sciences
Brgy. 4, Ablan Avenue, Laoag City, Ilocos Norte
2020 - 2021
With Honors (S.Y. 2020 – 2021)

71
 Junior High School : Ilocos Norte National High School
Humanities and Social Sciences
Brgy. 4, Ablan Avenue, Laoag City, Ilocos Norte
2015-2019
With Honors – Grade 8 and Grade 10

Elementary : Mariano Marcos State University- Laboratory

Elementary School
Brgy. 7 Laoag City, Ilocos Norte
Experiences
 Grade 8 Class Organization – SPA Representative
 Grade 11 Class Organization – HUMSS Representative
 Grade 12 Class Organization – HUMSS Representative

72
 CURRICULUM VITAE

Personal Information
Name : Christian Klyde D. Blanco
Gender : Male
G – mail Account : christianklydeblanco@[Link]
Address : Brgy. 3 Pasuquin, Ilocos Norte
Date of Birth : February 26, 2003
Place of Birth : Laoag City
Nationality : Filipino
Religion : Roman Catholic

Father’s Name : Cesar P. Blanco (+)

Occupation :

Mother’s Name : Corazon D. Blanco

Occupation : Teacher

Educational Attainment
Senior High School : Ilocos Norte National High School
Humanities and Social Sciences
Brgy. 4, Ablan Avenue, Laoag City, Ilocos Norte
2020 – 2021

73
 Junior High School : Ilocos Norte College of Arts and Trades
Brgy. 7, P Gomez, Laoag City, Ilocos Norte
2015 - 2019

Elementary : Pasuquin Central Elementary School

Brgy. 1, Tandang Sora St. Pasuquin, Ilocos Norte
2009 - 2014
Experiences
Boy Scout of the Philippines,
Sangguniang Kabataan

Achievement/s
Sepak Takraw INAA Player(Grade 4)

74
 CURRICULUM VITAE

Personal Information
Name : Allyna Mikaela O. Mateo
Gender : Female
G – mail Account :mateoallyna@[Link]
Address : Brgy.1, Bonifacio St. Laoag City, Ilocos Norte
Date of Birth : October 21, 2002
Place of Birth : Laoag City
Nationality : Filipino
Religious Affiliation : Catholic
Father’s Name : Richard G. Mateo
Mother’s Name : Marifer Dulce O. Mateo

Educational Attainment
Senior High School : Ilocos Norte National High School
Humanities and Social Sciences
Brgy. 4, Ablan Avenue, Laoag City
2020 – 2021
With Honors (S.Y. 2019 – 2020)

Junior High School : Ilocos Norte National High School

Humanities and Social Sciences
Brgy. 4, Ablan Avenue, Laoag City
2020 – 2021

75
 With Honors (S.Y. 2018 – 2019)

Elementary : Shamrock Elementary School

Brgy. 7-B P. Gomez ST. Laoag City
2014 – 2015

76
 CURRICULUM VITAE

Personal Information
Name : Aguinaldo, Mary Jane R.
Gender : Female
G – mail Account : aguinaldojane383@[Link]
Address : Brgy 8 Margaay, Vintar, Ilocos Norte
Date of Birth : December 18, 2002
Place of Birth : Vintar, Ilocos Norte
Nationality : Filipino
Religion : Aglipayan

Father’s Name : Aguinaldo, Bert A.

Occupation : Construction
Mother’s Name : Aguinaldo, Goldrina R.
Occupation : House Keeping

Educational Attainment
Senior High School : Ilocos Norte National High School
Humanities and Social Sciences
Brgy. 4, Ablan Avenue, Laoag City, Ilocos Norte
2020 – 2021

Junior High School :Florentino Camaquin Iintergrated School

Brgy. 4 Sta. Maria, Vintar, Ilocos Norte

77
 2018 -2019
With Honors
Elementary : Margaay Primary School
Brgy. 8 Margaay, Vintar, Ilocos Norte
2012 - 2013
With Honors

Vintar Central Elementary School

2013 - 2015

Experiences
 Supreme Student Government - Peace Officer (2017-2019)
 Dance Troupe of Florentino Camaquin Intergrated School - Member(2016-
2019)
 Math Club - Representative (2016-2018)

Achievements
 2017 National Reading Month Celebration held at Florentino Camaquin
Intergrated School - 3rd place in spoken poetry
 2016 District School Press Conference held at Abkir Elementary School - 3rd
place sports writing
 Nutrition Month 2017 and 2018 held at Florentino Camaquin Intergrated School
- 2nd place in zumba fitness contest
 2017 Mathematics Festival held at Florentino Camaquin Intergrated School - 1st
place in math trail and 2nd place in math quiz
 Participated the FCIS DEBATE TOURNAMENT 2016
 Participated the School - Based - Training - Workshop of Student Leaders 2018
at FCIS
 Participated the School - Based Leadership camping Of SSG Officers and
Members 2017 at FCIS
 Participated Division Secondary Mathematics Festival 2015 -2016

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 Participated 2009 District Math Fair And Quiz and District Elementary Science
Quest
 Participated 2010 District Elementary Science Quest
 Participated 2016 - 2017 Division Science Quest For High Schools
 Participated 2018 CUSSAA MEET in Chess Standard
 Division Festival Of Talent 2017 held at Paoay - 4th place in dance troupe
contest

79
 CURRICULUM VITAE

Personal Information
Name : Jhon Lloyd Pastor
Age :19
Date of Birth :June 27, 2002
Place of Birth :Gov. Roque B. Ablan Sr. Memorial Hospital
Sex :Male
Nationality :Filipino
Civil Status :Single
Religion : Roman Catholic

Educational Attainment

High School :Secondary Education (2016-Present)

Ilocos Norte National High School
Brgy. 3, Gov. Ablan Ave. Laoag City Ilocos Norte

Elementary :Primary Education(2010-2016)

Suba Elementary School
Brgy. 15, Suba, Paoay Ilocos Norte

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