Study Habits, Learning Styles and Academic Performance of

Pupils on Modularized Learning Approach amidst Pandemic

Undergraduate Thesis

Presented to the Faculty and Staff of

Isabela Statement University- Cabagan Campus

In Partial Fulfilment

Of the Requirements in

Research

Submitted by:

BALETE, JOYCE ANN M.

FUGABAN, JONNA

GALLETO, NOVELLIA A.

LIMBAUAN, MICAH RIZ

MIGUEL, CAMILLE M.

PASCUA, SHAIRA- JOY V.

Prof. Jaine Z. Tarun

Subject Teacher
 CHAPTER I
THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

CoVid-19 eliminates access in every part of our normal life. Since the outbreak of this

virus, the (WHO) World Health Organization, the World Government, the National Government,

and even the (LGU) Local Government Unit have been concerned about its unknown threat.

The pandemic has a profound and sudden impact on many areas of life. It shuts down every

job, leisure time, and family alike. The COVID-19 Pandemic has changed a lot, especially the way

people live. They have the liberty to go in and out at any time, but now they are likened to being a

bird in a cage, thinking and hoping to fly freely again. Like a child, when they want to hang out

with their friends and family, they have to ask permission from the authorities. They were strictly

monitored. Indeed, this pandemic made the whole world tremble and shake the lives of everybody.

They were all prepared for the impact on the economy, but they didn't think about its effect on

education. These changes also affected educational processes in informal and formal learning

environments. It made the future vague in the lives of the young learners.

The novel coronavirus disease (COVID-19) pandemic, which has already infected almost

3 million people in 148 countries, has resulted in more than two hundred thousand deaths

worldwide and has wrecked chaos around the globe. The crisis has already transformed into an

economic and labor market shock. We are only beginning to understand the economic impacts of

COVID-19, but many other issues have emerged and need to be urgently addressed, like the

closure of schools and their impact on learning and the burden of education on students, parents,

and teachers. Most governments around the world have temporarily closed educational

institutions in an endeavor to contain the spread of the COVID-19 pandemic. Schools are hubs of
 social activity and human interaction. When schools close, many children and young people miss

out on social contact that is essential to learning and development (Union, 2020). This has an

immediate as well as a long-lasting effect.

Study habits are a very important characteristic of all human beings who are being

educated. As much research is important for the higher academic performance of students as it is

for their fruitful use of leisure time (Acharya, 2012; Eliot, Foster, & Stinson, 2002; Ingholt, 2014;

Haider & Verma, 2013; Khan, 2016; Onuoha & Subair, 2013). In their study, Eliot, Foster, and

Stinson (2002) elaborated that students who used proper study habits could preserve knowledge

for a longer time. Study habits affect and increase the efficiency of students with respect to their

academic performance. Students who develop good study habits have the potential to complete

their assignments successfully and to learn the material they are studying (Khan, 2016; Verma,

2016). Moreover, the adequate acquisition of a good study habit builds the student's confidence

before, during, and after an examination (Haider & Verma, 2013). Study habits have long been

considered an important variable in the academic success or failure of students at an educational

level. Study habits are the regular tendencies and practices that one exhibits during the process of

gaining information through learning. In a nutshell, study habits are the behaviors that people

engage in when they study (Bhat & Khadai, 2016; Crede & Kuncel, 2008; Kumar, 2015; Nonis &

Hudson, 2010; Urh & Jereb, 2014).

The pandemic has been almost a year now, and yet it is still spreading non-stop in the

country. The educational sector, at its most, is one of the major concerns aside from the economy.

Amidst the pandemic, learning should not stop, and so students still learn.
 There are more students who learn from the modules because they are open-minded. They

are those who are willing to accept changes and are flexible enough to handle their lessons. The

entire pandemic is a challenge to them to still learn their lessons from the modules. The students

learn time management and scheduling. Many students nowadays find it fulfilling to manage their

time in doing the modules.

There are actually lessons which are not found in the modules, but the students learn about

this pandemic. These are the values of making an effort, time management, discipline, and

experimentation. They also build their relationships with their parents through it. Patience, as well,

is evident in the making. Most teachers think of this pandemic as a challenge for them. It is at this

point that they devote all of their time and energy to bringing their modules to fruition. The lessons

put into one module alone are very rigorous.

Alavi and Toozandehjani (2017) concluded that having a background in the learning styles

of students can enhance their learning and, at the same time, help students strengthen their self-

actualization. Teevan, Michael, and Schlesselman (2011) also emphasize that knowledge of the

learning styles can help facilitate teachers' employing suitable teaching strategies and methods to

nurture students' academic performance. This will also provide both teachers and students with

positive feedback on their strengths and weaknesses in the teaching and learning scenario.

Likewise, knowledge of the learning styles can provide implications for curriculum design,

allowing teachers to implement a learner-centered curriculum model in the classroom.

The academic performance of students is a key feature in education (Rono, 2013). It is

considered the hub around which the whole education system revolves. Naradand Abdullah

(2016) opined that the academic performance of students determines the success or failure of any
 academic institution. Signh, Malik, and Signh (2016) also argued that the academic performance

of students has a direct impact on the socio-economic development of a country.

School closures at short notice created a severe situation for headquarters to mobilize staff

to teach remotely with little preparation or training time, and those children who were learning with

modules had barely any difficulties understanding the modules because they were not taught very

well. The abrupt transition from classroom-based to remote learning had an impact on the young

learners' academic performance and study [Link] teaching and learners face unprecedented

challenges.

With these problems, the researchers conceptualized this study to help address the needs of

determining the study habits, learning styles, and academic performance of pupils in the

Department of Education.

STATEMENT OF THE PROBLEM

This study aims to determine the study habits, learning styles, and academic performance of

the grade 4 pupils using modularized learning.

Specifically, the study seeks to answer the following questions:

1. What are the common study habits of Grade 4 and Grade 5 pupils on the modularized

learning approach?

2. What are the common learning styles of Grade 4 and Grade 5 pupils on the modularized

learning approach?

3. What is the academic performance level of pupils on a modularized learning approach?

 4. Is there a significant relationship between the:

4.1. Academic performance and study habits

4.2. learning styles and academic performance

SIGNIFICANCE OF THE STUDY

The study was carried out in order to promote children's learning development so that they

can receive a high-quality education and increase their academic performance. If the data

gathered is taken into account, such concerns from the students can be addressed. The following

people will profit from the findings of this research:

pupils. The study provides significant information and feedback for the pupils on what study habits

are beneficial in the modularized learning approach.

Future Teachers This study gives very good feedback on the study habits and learning styles of

pupils, allowing teachers to be well guided in treating or handling their pupils' learning using a

modularized learning approach.

school. This helps the administrators to create a program that can support the pupils’ study habits

and learning styles while undertaking a modularized learning approach.

parents. This study serves as an essential guide for them to support their children's undertaking of

a modularized learning approach.

Future Researchers This study serves as a reference or point of view on conducting a further

study about the study habits and learning styles of the pupils.
 SCOPE ND DELIMITATION OF THE STUDY

This study will be limited to determining the study habits, learning styles, and academic

performance of grade four (4) pupils, for a total of twenty-nine (29) at Barumbung Elementary

School. The study will be conducted from September to November 2021.

 CHAPTER II

REVIEWOF RELATED LITERATURE

This chapter primarily presents the different research and other literature from both foreign
and local research that has significant bearings on the variables included in the research. It focuses
on several aspects that will help in the development of this study. The literature for this study
comes from articles and electronic materials such as PDFs and existing theses and dissertations,
foreign and local, which are believed to be useful in the advancement of awareness concerning the
study.

Academic Performance

According to Narad et al. (2016), academic performance is the knowledge gained which is

assessed by marks by a teacher and/or educational goals set by students and teachers to be

achieved over a specific period of time. They added that these goals are measured by using

continuous assessment or examination results. Annie, Howard, and Midred (as cited in Arhad,

Zaidi, and Mahmood, 2015) also indicated that academic performance measures educational

outcomes. The development of a country is dependent on the capability of its human resources.

The quality and preparation of manpower with sound technical understanding and personal and

interpersonal skills as scientists and technologists is critical to society's knowledge and

technological [Link] such, it is of utmost importance that the highest standards are set

in defining the objectives, components, and processes for information technology and industrial

technology programs of higher education institutions. Knowledge and education are common

goods. Acquiring and applying knowledge is a collective societal endeavor (UNESCO, 2015).

Various studies have been carried out on the factors that affect students’ academic

performance or achievement in schools, colleges, and universities. Some of the factors identified
and reported to have affected the academic performance of students in these different settings are:

student effort, previous or prior educational performance, self-motivation, the social-economic

status of the students’ parents, the students’ age, number of hours of study per day, admission

points, different entry qualifications, tuition trends and the students’ area of residence (rural or

urban) (Farooq, Chaudry, Shafiq &Berhanu, 2011; Ali, Haider, Munir, Khan & Ahmed, 2013).

Further, Moeinikia and Zahed-Babelan (2010) and Williams, Brown and Etherington
(2013) confirm that there is a positive link between learning styles and academic performance in
the university settings. Also, learning style is defined as the characteristics, strengths, and
preferences in the way how people receive and process information (Hsieh, Jang, Hwang & Chen,
2011). And it refers to the fact that every person has his or her own method or set of strategies
when learning (Gokalp, 2013). Consequently, Reid (1987) as cited by Ghaedi and Jam (2014)
defines learning styles as the changes among learners in using one or more senses to understand,
organize, and, retain experiences.

As the premise of the present study, Threeton and Walter (2009) affirm that there is a

dearth of learning style studies of students within the trade, technology and industry sector of

career and technical education. Kolb and Kolb (2009) confirm that learning styles differ

significantly to different professional and technical fields of specialization. An individual tends to

choose degree courses where the learning environment nurtures their learning styles. This present

study focused on the assessment of the learning style preferences of students enrolled in applied

science courses with the end goal of contributing to the existing body of knowledge about the

distinct learning styles of students in these disciplines.

In fact, Alavi and Toozandehjani (2017) concluded that having a background in the

learning styles of students can enhance their learning and, at the same time, help students

strengthen their self-actualization. Teevan, Michael, and Schlesselman (2011) also emphasize that
 knowledge of the learning styles can help facilitate teachers' employing suitable teaching

strategies and methods to nurture students' academic performance. This will also provide both

teachers and students with positive feedback on their strengths and weaknesses in the teaching

and learning scenario.

In addition, Ebele and Olofu (2017) found that there is a significant relationship between

study habits and students' academic performance. Academic performance involves factors such as

intellectual level, personality, motivation, skills, interests, study habits, self-esteem, or the teacher-

student relationship. When a gap between the academic performance and the student's expected

performance occurs, it is called a "diverging performance."

Several authors around the world have carried out research on the influence of COVID-19

on the academic performance of university students. For instance, Gonzalez et al. analyzed the

effects of the COVID-19 confinement on the autonomous learning performance of students in

higher education, specifically at the Universidad Autónoma de Madrid. As a result, Gonzalez et al.

[31] found that this confinement had a significant positive effect on the academic performance of

students, which helped to improve students’ learning strategies to a more continuous habit,

improving their efficiency.

Study Habits

Literally, study habits are a combination of two words, namely study and habits.
When taking it separately, study means the application of the mind to the acquirement of
knowledge. The main purposes of the study were: to acquire knowledge which will be
useful in meeting new situations, interpreting ideas, making judgments creating new ideas,
and perfecting skills (Crow & Crow, 2007). For Nagaraju (2004), the word of study can be
assumed as the way someone to gain knowledge while Verma (2016) argued that a habit was
 something that is done on a scheduled, regular, planned basis and that was not relegated to
a second place or optional place in one‟s life. Nagaraju (2004) informed that the
characteristics of habits are (1) habits are not innate and inherited, (2) they are performed
every time in the same way, (3) habitual actions are performed with great ease and facility,
(4) habit brings accuracy to the action, (5) Habitual acts are performed with least attention
or no attention, and (6) nervous system is the principal factor in the formation of habits.
Therefore, study habits are the behaviors of an individual related to studies (Yazdani &
Godbel, 2014). They are a well-planned and deliberate pattern of study that has attained a
form of consistency on the part of the students toward understanding academic subjects
and passing examinations (Kaur &Pathania, 2015). In addition, study habits can be defined
as the sum total of all habits, determined purposes and enforced practices that the
individual has in order to learn (Radha &Muthukumar, 2015). Also, Monica (2015) defined
study habits were the regular tendencies and practices that one depicts during the process of
gaining information through learning.- Do paraphrase

Every student has his or her own set of study habits. Some students can study in a busy

environment, whereas others want a private study space. To develop healthy study habits, one

must have a strong desire to learn and possess all of one's abilities and talents. In everything,

students should have more interests and self-discipline. Learners benefit from strong study habits

since they (habits) help students develop mastery in areas of specialization and thus exceptional

performance, whilst the opposites act as barriers to learning and achievement, resulting in failure

(Tope, 2011).

Study habits are a well-planned and deliberate pattern of study, which has attained a form of

consistency on the part of the students towards understanding academic subjects and passing

examinations (Pauk, 1962; Deese, 1952; Akinboye, 1974, cited by Oyedeji). Therefore, study can

be interpreted as a planned program of subject matter mastery.

How a student takes his or her studies greatly determines his or her level of academic achievement.

The level of preparation and learning strategies developed and employed consciously by students

go a long way towards influencing their level of academic performance.

Thus, study habits are one of the greatest student learning factors that hugely influences

students’ academic performance. If undermined by students at all levels, teachers, administrators,

parents, guardians, school counselors, and the government, then the trend and menace of students’

abysmal performance in both internal and external examinations would continue to boom and

become more devastating and alarming.

The concept of study habit, according to Husain (2000), is broad, as it combines nearly all

other sub-concepts such as study attitude, study methods, and study skills. An attitude is a mental

and natural state of readiness, organized through experience, exerting a direct influence on the

individual’s response to all objects and situations to which it is related.

Kelli (2009) posits that for students to succeed in their studies, they must be able to

appropriately assimilate course content, digest it, reflect on it, and be able to articulate the

information in written and/or oral form. What is fundamental is the ability of a student to acquire

effective study habits. Many students feel that the hours of study are the most important thing.

However, students can study for hours on end and retain very little. The more appropriate

question is how students should study more effectively. Developing good time management skills

is very important. Students must realize that there is a time to be in class, a time for study, a time

for family, a time to socialize, and a time to just be alone. The critical issue is the recognition that

there must be an appropriate balance. Students should also have vision. A clearly articulated
picture of the future they intend to create for themselves is very important and contributes to

students’ success in school. This will promote a passion for what they wish to do. Passion is critical

and leads to an intense interest, dedication, and commitment to achieving career goals and

objectives.

Marc (2011) explains that students with learning problems may still have generally

inefficient and ineffective study habits and skills. Becoming aware of your learning habits or

styles will help students to understand why they sometimes get frustrated with common study

methods. He observes that good study habits are essential to educational success as they

contribute to a successful academic future. Good study habits lead to good grades, and good

grades lead to admissions to better colleges and universities, possibly with a scholarship thrown

in. This, in turn, will lead to a great career. Developing good study habits for Marc is very crucial

for every student, irrespective of their level of education. It boosts students’ ability to be self-

disciplined, self-directed, and ultimately successful in their degree programs.

The sooner a student begins practicing and forming positive habits, the more likely he is

to stick with them. Procrastination may be addressed with good study habits, and better study

habits are the key to better grades. The most important factors in helping a child or student build

strong study habits for life are being organized and having a homework regimen. Developing

strong study habits leads to success, as a student will be able to work more efficiently while also

suffering less stress. He goes on to say that having good study habits leads to a more productive

academic environment. As a student, planning your study routine ahead of time and sticking to it

saves time. Students who practice strong study habits are less anxious. Students that are nervous

on exam day are usually the ones who have procrastinated and are unprepared. Students who

manage their life and stick to their study plans are more confident and relaxed when it comes time
to take tests (Marc, 2011).

Ashish (2013) opines that if students must ensure academic success throughout the entire

year, it is important to ditch bad study habits and establish good ones. He further maintains that

no matter what age or academic level, employing effective study strategies can make all the

difference between acing a class, barely passing, or worse, failing miserably. She admits that

many of today’s most common study methods or habits can lead to utter disappointment, despite

the best efforts and intentions. To Ashish (2013), knowing exactly what does and does not work

on a personal level, even tracking study patterns and correlating them with related grades, and

then proactively creating a study plan and schedule around the proven effective methods, is the

most powerful study tool of all.

In the view of Agba (2013), unserious students do study anyhow without specific

techniques, and he submits that such students are most likely to perform below average. Thus, he

concludes that good study habits help students attend classes very often and do so on time. It also

helps them to submit their assignments on time, read or prepare very well for tests and exams,

take down notes and develop the points independently, and ask relevant questions in class,

thereby getting good grades at the end of the term or semester. Monday's (2008) writing on bad

study habits maintains that developing good study habits in school will help students succeed in

class and achieve educational goals.

Similarly, Bolling (2000) asserts that good study habits acquired through planning help

students prepare for what is ahead and accomplish their academic goals. Thus, lack of study

habits clearly puts students at a disadvantage and is one of the main reasons they need remedial

classes, fall behind in coursework, and drop out of school. Developing good study habits
 drastically lowers students’ risk of academic struggles and failure to complete a college degree.

Hence, Bolling (2000) submits that students who tend to perform well across most of their

subjects can be considered to have good study habits by being actively involved in their own

learning process, continuous planning, and careful monitoring of the educational tasks that they

are required to complete.

There are several key study habits that are crucial to all students’ success. One such thing is

studying in a good environment with a little bit of background music, such as classical with no

lyrics, is fine and a good studying location. Whether studying in the rain or shine, day or night,

what is most important is to be consistent and stay on schedule.

Generally, study habits can be classified into two categories: good study habits and bad

study habits. Good study habits, according to Katelyn (2013), are sometimes referred to as positive

or productive study habits. As the name implies, they are those pleasant study habits that have the

tendency to improve the academic performance of students or that seem to produce good results.

They are the study habits that make students successful in their studies after developing and

applying them throughout their academic career.

Good study habits occur as a result of practice and knowing what methods are most

effective for you as a student. When studying, stay away from distractions such as the computer.

Instead of procrastinating, work on a long-term assignment daily. Instead of studying the night

before, study a little each night. Review what you learned in class every day when you get home

before starting homework. Also, a good tip is to review what you did in class the previous day at

the beginning of class when you have a few minutes before the teacher starts talking. By learning

the ways that you learn best, you will be successful in your studies. Katelyn (2013), therefore,
 identifies fourteen positive or good study habits that students can employ in order to improve

their academic performance. Attend all classes; review your notes daily; read material prior to it

being covered in class; study daily; have at least one conference with the professor; develop and

learn a word list for the course; read materials to improve your background in the course (other

than text); attend help sessions; attend learning resource labs when available; develop a list of

possible questions; ask questions in class; study an old exam (when available); avoid a last-

minute cram session; and sleep at least 8 hours the night before exams commence.

Study habits of students may be relevant to the prediction of grades because it is possible

that students’ grades may be related to their study habits. That is, students with poor study habits

may obtain lower grades than those with better study habits. The importance of the relationship

between grades, instructor ratings, and study habits has not been determined (Middleton 1979).

Study skills and learning approaches include, for example, time management, using

information resources, taking class notes, communicating with teachers, preparing for and taking

exams, and several other learning strategies. Research shows a significant correlation between such

learning behaviors and approaches and academic achievement in higher education (Soares et al.

2009). Students who create their own study aids are spending time making them, whereas those

who use others’ study aids are not. It may also be that the process of creating study aids helps the

learner gain more meaningful knowledge through the process of synthesizing disparate pieces of

information into new knowledge, as has been shown with note taking. We wondered if students

who used study aids made by others rather than making their own might be missing out on the

benefits of time-on-task and concept mapping (Sleight and Mavis 2006).

 Learning Style

Learning styles refer to how students learn and process information in their own ways. A

number of previous studies have investigated the relationship between college students’ learning

styles and academic performance. In fact, Moeinikia and Zahed-Babelan (2010) and Williams,

Brown, and Etherington (2013) confirm that there is a positive link between learning styles and

academic performance in university settings. A learning style is defined as the characteristics,

strengths, and preferences that determine the way people receive and process information (Hsieh,

Jang, Hwang, & Chen, 2011). It also refers to the fact that every person has his or her own

method or set of strategies when learning (Gokalp, 2013). Likewise, James and Gardner (1995),

as cited by Dung and Florea (2012), defined learning styles as a complex process for individual

learners to effectively acquire information. Consequently, Reid (1987), as cited by Ghaedi and

Jam (2014), defines learning styles as the changes among learners in using one or more senses to

understand, organize, and retain experiences.

As the premise of the present study, Threeton and Walter (2009) affirm that there is a dearth

of learning style studies of students within the trade, technology, and industry sectors of career and

technical education. Kolb and Kolb (2009) confirm that learning styles differ significantly across

different professional and technical fields of specialization. An individual tends to choose degree

courses where the learning environment nurtures their learning styles.

Dalmolin, Mackeivicz, Pochapski, Pilatti, and Santos (2018) suggest that determining the

learning styles of students will ultimately improve their educational experience. Previous exciting

literature confirms that learning styles predict students’ academic performance. Studying learning

styles and academic achievement of undergraduate students in Thailand, Jiraporncharoen,

Angkurawaranon, Chockjamsai, Deesomchok, and Euathrongchit (2015) found a positive

association between the two. Barman, Aziz, and Yusoff (2014) also studied the learning styles and

academic performance of students and concluded that students' awareness of their strengths, such

as learning styles, and how to utilize their strengths may improve their academic performance.

Hence, in every school setting, particularly in higher education institutions, 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 have shown that there are intellective and non-

intellective factors affecting the academic achievement of students across levels.

Modularized Learning Approach

Due to the COVID-19 pandemic, many teachers in affected areas worldwide suddenly

faced the task of getting their instructional materials ready to facilitate modular learning as a

strategy for the sustained delivery of education to their students. I am one of these teachers, but the

possibility of teaching the students exclusively online did not deter me because I have already

worked on my instructional modules designed for online delivery.

The modular approach is an emerging trend in educational thinking that shifts traditional

methods of instruction to an outcome-based learning paradigm. Modularization is based on the

principle of dividing the curriculum into small discrete modules or units that are independent,

nonsequential, and typically short in duration.

The purpose of this study was to assess the implementation of modularization in Ethiopian
higher education institutions with particular reference to the instructional process (active learning
and continuous assessment). Mixed research design was employed. Three universities were focus
of the study. Three hundred and eight undergraduate students and 144 instructors were selected
using stratified and simple random sampling. Data were collected using questionnaire and semi-
structured interview. The study found out that the instructional process in the modularized program
is below the expectation. The teaching–learning process was found to be predominately teacher-
centered and limited to PowerPoint presentations. Students were still found as an outsider in the
process of knowledge construction playing a recipient role. It was also found that continuous
assessment has continued to be perceived and practiced as continuous testing in which students sat
for tests and quizzes frequently with no written and/or oral feedback. Large class size and shortage
of time (i.e., nature of block teaching approach) have been found to be challenges for making the
instructional process effective in helping the students achieve the objectives stipulated in the
curriculums. Alternative teaching strategies that fit to large class size and further staff development
activities that address misconceptions on active learning and continuous assessment were
suggested.- Do paraphrase
These days, there is a move toward a modular approach to curriculum implementation. The

approach has drawn special attention in most nations’ education systems, particularly in technical

and vocational education and higher education (Malik, 2012). MoE [Ministry of Education] (2013)

of Ethiopia asserted that there has been an increasing focus on modular approaches to learning in

higher education institutions. The modular approach is an emerging trend in educational thinking

that shifts traditional methods of instruction to an outcome-based learning paradigm.

Modularization is based on the idea of breaking down a curriculum into small discrete

modules or units that are self-contained, non-sequential, and often short in duration. Students get

credits for completing courses, which might lead to a certificate requiring a certain number of

credit points. According to Hornby, as quoted in Yoseph and Mekuwanint (2015) and Malik

(2012), a module is a virtually self-contained unit of work in a course of instruction, as well as a

teaching approach centered on the development of skills and knowledge in discrete units. As a

result, a module is a course that, when combined with other related courses, can become a specific
area of specialty. Each unit or module is a measurable component of a longer learning experience

that leads to a certain qualification(s) "for which a specific number, and usually in a specific order,

of units or modules is necessary."

Modular teaching is one of the most widespread and recognizes teaching learning
techniques in many countries including other Western countries and Asian region. Modular
approach is used almost in all subjects like natural science, especially in biology and medical
education and even in social sciences as well as in computers education. It considers the individual
differences among the learners which necessitate the planning for adoption of the most appropriate
teaching techniques in order to help the individual grow and develop at her/his own pace. When
analyzing the modular method of teaching, we can understand that this is more effective, recent
and more technology-based teaching method in the present educational field. In recent years, the
consent of modular curriculum has been under discussion in secondary schools. Modular approach
provides more flexibility to distance teaching mode as well to learners (Sejpal, 2013). Modular
instruction is one of those teaching approaches where the students have to learn everything in the
module using his own effort at his own pace. This method differs from the traditional one wherein
a teacher presents the lesson and the students just listen to learn the concepts presented. To surpass
the difficulties faced by the students in the traditional classroom situation, modular approach may
be a good alternative since it is student-centered, self-paced, and requires no note-taking,
Gonzales, (2015). Using teaching module to teach the English language as compared to the
traditional method of using a textbook is meant to increase active learning and improve critical
thinking, as well as problem solving skills. It is given the lecturer the opportunity for conducting
formative assessment in the classroom. Standardized textbooks have their own styles, and their
contents, depth of coverage of materials, and organization, may affect the teaching and learning
environment. – Do paraphrase

Thus, Cheng and Abu Bakar argue that using a module provides a more flexible learning

environment for both teachers and students (2017). The advantages of using modules include:

providing an outline that the teacher can use in designing passages, units, and programs;

recapitulating an infinite amount of possible information; allowing learners to take home and
practice the best of the resources they need for the course; providing the teacher with concepts

concerning the body of materials and activities; including images, graphs, atlases, and other

instructive material, which expedites the learning process (Ornstein, 1992).

Conceptual Framework of the Study

This study presents independent and dependent variables that will apply in the study to be

conducted. The conceptual framework is focused on the study habits and learning styles that affect

the academic performance of the pupils in a modularized learning approach

STUDY HABITS ACADEMIC

LEARNING STYLES PERFORMANCE

Figure 1. Conceptual Framework

The figure above shows the independent and dependent variables in this study. The first

box, which consists of study habits and learning styles, serves as the independent variable which

will affect the other box, which is academic performance, which serves as the dependent variable.

As shown in the figure above, the study habits and learning styles will show how the academic

performance of the pupils will be affected.

Hypothesis

There is a significant relationship between study habits and academic performance and
between the learning styles and academic performance of the respondents.

Definition of Terms
Academic Performance This refers to the general weighted average of grade-four and grade-five

pupils in the school year 2020–2021.

Grade-five pupils It refers to the respondents of this study, who have a total number of thirty-

seven (37) pupils.

learning style. It refers to the different learning styles of the grade 4 and grade 5 pupils, such as

visual, audio, and tactile.

A Modularized Learning Approach It is a printed module distributed to the grade-four and

grade-five pupils of Barumbong Elementary School.

Study Habits It refers to the different habitual practices of the fourth and fifth grade pupils to help

them learn and study using a modularized learning approach.

 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methods and procedures of the study. The discussions focus on the

following subtopics: (1) research design, (2) respondents of the study, (3) research instrument, (4)

data gathering procedure, and (5) data analysis.

RESEARCH DESIGN

This study used a descriptive correlational research design since its aim was to determine

the relationship between learning style and academic performance and study habits and academic

performance of Grade 4 and Grade 5 pupils in Barumbung Elementary School using a

modularized learning approach. The descriptive type of research was utilized in this study by

using the survey method through a questionnaire to determine the study habits and learning styles

of the Grade-four and Grade-five pupils, while document analysis was utilized in getting the data

for their academic performance. Grade-four and Grade-five pupils in Barumbung Elementary

School on a modularized learning approach amidst the pandemic.

RESPONDENTS OF THE STUDY

In this study, the grade four pupils, with a population of twenty-one (21) and the grade five

pupils, with a population of sixteen (16), of Barumbung Elementary School were asked to

participate in the process.

 RESEARCH INSTRUMENTS

The researchers utilized a survey questionnaire as a method to gather information from the

respondents. The questionnaire in this research study was composed of basic information about the

respondent’s name and sex. The first part of the questionnaire was about the study habits of the

pupils, and the second part concerned the learning styles of the pupils.

Also, the records of the teacher were used as an instrument for document analysis of the

performance of the pupils.

DATA GATHERING PROCEDURE

The researcher asked permission from the principal, as well as the adviser, to conduct the

survey. The questionnaire will be distributed to the respondents to secure a permit. Copies of the

questionnaires will be distributed in order to gather relevant data. This will be retrieved after they

are finished answering.

As an assurance of privacy, a guarantee has been given to the participants that their

identities were not revealed because it is the right of the respondents to choose whether their

identities are known or unknown to the readers of this study.

The consideration of these issues is necessary for the purpose of ensuring the privacy as

well as the security of the target respondents and the school itself. These issues are identified in

advance by researchers to prevent future problems that may occur during the research process.

Among the significant issues considered are consent, confidentiality, and data protection.
 The respondents’ cooperation seeks to assure that the data gathered from them will be

treated with strict confidence.

DATA ANALYSIS

Different statistical tools were used for the data analysis.

To determine the level of academic performance of the respondents in modularized

learning approach amidst pandemic, the average was categorized through grading scale. This
range of points as follows:

Grading Scale Description

90-100 Outstanding

85-89 Very Satisfactory

80-84 Satisfactory

75-79 Fairly Satisfactory

Below 75 Did not meet expectations

The significant relationship was determined using Pearson’s Correlation Coefficient. The
data is computed through Microsoft Excel and interpreted using the scale below:
 CHAPTER IV

RESULTS AND DISCUSSION

This chapter presents the findings, analysis, interpretation, and discussion of data gathered

whose main objective is to determine the study habits, learning styles, and level of academic

performance of the Grade 4 pupils on modularized learning amidst the pandemic.

Study Habitsof Grade-4 and Grade-5 pupils on modularized learning approach

Table 1 presents the study habits of Grade 4 and Grade 5 pupils at Barumbong Elementary

School. Findings revealed that the common study habits of the respondents were able to keep

concentration (M = 3.83), often in reviewing their lessons for 1-2 hours every night (M = 3.78),

and often to spend so much time on their module (M = 3.70).

This data gathered shows that concentration is the most habitual practice of the Grade-4 and

Grade-5 pupils in a modularized learning approach. On the other hand, the least studied habit of the

pupil’s practice was making an outline or plan before doing module (M = 2.83).

Table 1: Study Habits of Grade-4 and Grade-5 pupils on modularized learning approach

STATEMENT M DESCRIPTION
1.I make a review schedule for 3.32 Sometimes
examination.
2. I usually study my module before taking 3.54 Often
the exam.
3. I study diligently every day. 3.54 Often
4. I organize or file my notes regularly. 3.43 Sometimes
5. I make an outline/plan before doing my 2.83 Sometimes
module.
 6. I am able to keep my concentration and 3.83 Often
do not let my mind drift away.
7. I search the things I don’t understand on 3.54 Often
google than copying my companions’
answer.
8. I prioritize tasks which should be done 2.89 Sometimes
first, second and so on.
9. I spend so much time on my module 3.70 Often
than playing.
10. I always review my lesson 1-2 hours 3.78 Often
every night before answering the exercises
in my module.
Others: (please specify)
_______________.

Learning styles of Grade-4 and Grade-5 pupils on modularized learning approach

Table 2 presents the learning styles of grade 4 and grade 5 pupils in Barumbung Elementary

School. Findings showed that the pupils’ common learning styles were utilizing graphs, tables,

charts, and diagrams (M = 4.03), often to understand the content of their module (M = 3.97), and

often to study their modules when the environment is calm and quiet (M = 3.86).

Overall, the majority of the students learned better with pictures or infographics provided in

their modules or lessons. Students, on the other hand, learned the least when the environment was

noisy (M = 1.78).
Table 2: Learning styles of Grade-4 and Grade-5 pupils on modularized learning approach
STATEMENT M DESCRIPTION
1. I learn better when I understand the 3. 97 Often
content of modules.
2. I use to study better in my module when 3.86 Often
the environment is calm and quiet.
3. I prefer to study my module alone. 3.46 Sometimes
4. I learn better when I read my module 2.38 Rarely
and record my voice and listen to it.
5. I learn best by utilizing graph, tables, 4.03 Often
charts, and diagrams.
6. I learn something when reading the 2.14 Rarely
module.
7. I use to study my module when the 1.78 Rarely
surrounding is noisy.
8. I learn better when listening to music. 2.59 Sometimes
9. I learn most when I underline or 2.86 Sometimes
highlight key ideas so they stand out.
10. I learn best through physical doing. 3.22 Sometimes
Others: (please specify)
_______________.

Level of academic performance of pupils on modularized learning approach

The pupil’s grade was categorized into five, which were: outstanding, very satisfactory,

satisfactory, fairly satisfactory, and did not meet expectations. This will identify the different levels

of academic performance that were achieved by the 4 th and 5th grade pupils. The table shown below

represents the average academic performance of the pupils, which is 85.95. Therefore, the level of

academic performance of the pupils, based on the scale provided, was very satisfactory. This means
that the pupil’s performance was normally achieved. This signifies that the performance of pupils

exceeds expectations. All goals and targets were achieved above the established standards.

Table 3: Level of academic performance of pupils on modularized learning approach

Variables M Description
Academic Performance 92 Very Satisfactory

Relationship between study habits and academic performances; and learning styles and
academic performance

Pearson-r was used to determine the relationship between respondents’ study habits and

academic performance and between their learning styles and academic performance. Table 4

shows that there was a very weak relationship between respondents’ study habits and academic

performance; and learning styles and academic performance. Likewise, findings of the study

revealed that there was a significant relationship between respondents’ study habits and

academic performance (r =.171, p .05) and learning styles and academic performance (r =.010, p

.05).

Table 4: Relationship between study habits and academic performances; and learning styles and
academic performance
Variables R p Description
Study Habits vs. Academic Performance .171 .311 Very Weak

Learning Style vs. Academic Performance .010 .523 Very Weak

SUMMARY OF FINDINGS

The following are the findings of the study:

1. Out of 37 respondents, the common study habits of the grade 4 and grade 5 pupils in

Barumbong Elementary School's modularized learning approach were: concentrating,

reviewing their lessons for 1-2 hours every night, and spending so much time on their

modules.

2. The common learning styles of the Grade 4 and 5 pupils on the modularized learning

approach were utilizing graphs, tables, charts, and diagrams to understand the content of

their module and study their modules when the environment is silent.

3. The level of academic performance of grade 4 and 5 pupils on modularized was very

satisfactory.

4. There was a very weak correlation between study habits and academic performance, and

between learning styles and academic performance. There was a significant relationship

between study habits and academic performance, and learning styles and academic

performance, but they were not strongly correlated.

 CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents summary of findings, conclusions, and recommendations of the

study.

SUMMARY

The study conducted was to study the habits, learning styles, and academic performance

of pupils on a modularized learning approach amidst the pandemic. The pupils in Barumbung

Elementary School consist of 37 respondents. The study was aimed at determining the study

habits, learning styles, and academic performance of the pupils. The study utilized the

descriptive type of research, which was a descriptive correlational research design using a

survey questionnaire/method of quantitative research.

CONCLUSIONS

The following conclusions were drawn from the findings of this study:

1. It was revealed that the common study habits of Grade 4 and 5 pupils on the modularized

learning approach were concentrating, reviewing their lessons for 1-2 hours every night,

and spending so much time on their modules. The common study habits of Grade 4 and 5

pupils, which I least liked, were making a plan. Thus, the most conducive ways for the

pupils to learn better were through concentration, reviewing their lessons for 1-2 hours

every night, and spending so much time on their modules. Making a plan was ineffective

and inconvenient for them.

 2. The common learning styles of Grade 4 and 5 pupils in the modularized learning approach

were utilizing graphs, tables, charts, and diagrams to understand the content of their

modules and studying their modules when the environment was silent. Therefore, most of

the pupils learned effectively and efficiently through utilizing infographics, understanding

the content, and when the environment was silent. While they learned to be inconducive

when the environment was noisy,

3. The level of academic performance of grade 4 and 5 pupils on modularized was very

satisfactory. Thus, the modularized learning approach was effective for the pupils.

4. There was a very weak correlation between study habits and academic performance, and

between learning styles and academic performance. Therefore, there was a significant

relationship between study habits and academic performance and between learning styles

and academic performance, but they were not strongly correlated.

RECOMMENDATIONS

Based on the conclusions, the following is recommended:

1. The students must be reminded to establish their study habits to keep them aware of their

academic responsibilities to achieve a higher performance level.

2. Since most of the pupils learn through graphs, tables, charts, and diagrams, the teacher must

include multisensory teaching strategies but should not neglect others.

3. Teachers in Barumbung Elementary School should be aware of the learning styles of their

students in order to be able to find a means of making their teaching effective for the

learner’s level, character, and learning readiness.

4. Students must also be aware of their study habits and use them to enhance their learning

capabilities.

5. Students should be provided with various opportunities to learn through teaching strategies

that match their learning styles.

6. As shown in the data gathered, pupils possessed different learning styles. That is why the

teacher must be flexible.

 APPENDICES

September 13, 2021

Dear Survey Respondent,

We invite you to participate in this study entitled, “Survey Questionnaire on “Study habits,
Learning Styles and Academic Performance of Pupils on Modularized Learning Approach
Amidst Pandemic.” The study conducts a survey to determine the relationship between learning
style and academic performance and study habit and academic performance on modularized
learning approach.

Your responses will remain confidential and anonymous. Data from this research will be kept
under lock-and-key reported only as a collective combined total and for providing information
to the faculty of Isabela State University- Cabagan Campus. No other than researchers will
know your individual answers to this questionnaire. If you agree to participate in this study,
please answer the questions on the questionnaire as best as you can. If you have any question,
please do not hesitate to contact the undersigned below. Thank you for your assistance in this
important endeavor.

Moreover, results of this study will help the pupils, teachers, and administration on how to deal
with pupils regarding in modularized learning approach to prevent misunderstanding and
dropping grades.

Sincerely,
Shaira- Joy Pascua
Reseacher’s Group Leader
Cellphone Number: 09559844139
 Survey Questionnaire on “Study habits, Learning Styles and Academic Performance of
Pupils on Modularized Learning Approach Amidst Pandemic”

S.Y. 2020-2021

Name:

Sex:

PART 1: STUDY HABITS

Direction: Please check (/) all that applies and rate yourself honestly based on how effective you
are with your study habits.

1. What are your study habits on learning module?

STATEMENTS Always Often Sometimes Rarely Never

(5) (4) (3) (2) (1)

1. I make a review schedule for

examination.

2. I usually study my module

before taking the exam.

3. I study diligently everyday

4. I organize or file my notes

regularly.
5. I make an outline/plan before
doing my module

6. I am able to keep my
concentration and do not let my
mind drift away.

7. I search the things I don’t

understand on google than
copying my companions’
answer.

8. I prioritize tasks which should

be done first, second and so on.

9. I spend so much time on my

module than playing.

10. I always review my lesson

1-2 hours every night before
answering the exercises in my
module.

Others: (please specify)

_______________.

PART 2: LEARNING STYLES

Direction: Please check (/) all that applies and rate yourself honestly based on how effective you
are with your learning styles.

1. What are your styles in learning the module?

STATEMENTS Always Often Sometimes Rarely Never

(5) (4) (3) (2) (1)

1. I learn better when I

understand the content of
modules.

2. I use to study better in my

module when the environment is
calm and quiet.

3. I prefer to study my module

alone.

4. I learn better when I read my

module and record my voice
and listen to it.

5. I learn best by utilizing graph,

tables, charts, and diagrams.

6. I learn something when

reading the module.

1. I use to study my module

when the surrounding is
noisy.

8. I learn better when listening

to music.
 9. I learn most when I underline
or highlight key ideas so they
stand out.

10. I learn best through physical

doing.

Others: (please specify)

_______________.

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