Implementation of Modular Distance Learning (MDL): Effects to Pupils’ Academic Performance in Mathematics
Session
Education and Development
Description
This study aimed to determine the pupils’ extent of perception on the factors necessary in the implementation of Modular Distance Learning (MDL) as an alternative delivery modality during the pandemic and their effect to their academic performance in Mathematics. The respondents of the study were the 176 randomly selected pupils. The researcher utilized the descriptive–correlational method and employed a validated questionnaire. Percent, mean, weighted mean, Chi-square and Spearman Rank-Order Correlation Coefficient were used as statistical tools. The study then revealed that the extent of pupils’ perception on the following factors is high: (a) Instructional Design and Organization of Self-Learning Modules (SLMs), (b) Instructional Support Received from the More Knowledgeable Others (MKOs), (c) Home Learning Environment in the conduct of Modular Distance Learning (MDL), (d) Time Management Applied in Home- Based Learning, and (e) Learning Motivation Applied by MKOs and Oneself (extrinsic and intrinsic). It was also found out that the pupils’ academic performance is generally in the satisfactory level. Furthermore, there is a significant relationship between the pupils’ time management applied in home-based learning, and extrinsic motivation and their academic performance. A significant relationship also existed between the parents’ educational attainment and the pupils’ perceptions on the acquired extrinsic motivation.
Keywords:
Modular Distance Learning (MDL) Implementation, Pupils’ Academic Performance
Proceedings Editor
Edmond Hajrizi
ISBN
978-9951-550-50-5
Location
UBT Kampus, Lipjan
Start Date
29-10-2022 12:00 AM
End Date
30-10-2022 12:00 AM
DOI
10.33107/ubt-ic.2022.301
Recommended Citation
Varona, Arly T.; Calumpang, Erlinda N.; Comighud, Sheena Mae T.; Futalan, Maria Chona Z.; Despojo, Antonia Gueyndoline; and Tundag, Sofia A., "Implementation of Modular Distance Learning (MDL): Effects to Pupils’ Academic Performance in Mathematics" (2022). UBT International Conference. 310.
https://knowledgecenter.ubt-uni.net/conference/2022/all-events/310
Implementation of Modular Distance Learning (MDL): Effects to Pupils’ Academic Performance in Mathematics
UBT Kampus, Lipjan
This study aimed to determine the pupils’ extent of perception on the factors necessary in the implementation of Modular Distance Learning (MDL) as an alternative delivery modality during the pandemic and their effect to their academic performance in Mathematics. The respondents of the study were the 176 randomly selected pupils. The researcher utilized the descriptive–correlational method and employed a validated questionnaire. Percent, mean, weighted mean, Chi-square and Spearman Rank-Order Correlation Coefficient were used as statistical tools. The study then revealed that the extent of pupils’ perception on the following factors is high: (a) Instructional Design and Organization of Self-Learning Modules (SLMs), (b) Instructional Support Received from the More Knowledgeable Others (MKOs), (c) Home Learning Environment in the conduct of Modular Distance Learning (MDL), (d) Time Management Applied in Home- Based Learning, and (e) Learning Motivation Applied by MKOs and Oneself (extrinsic and intrinsic). It was also found out that the pupils’ academic performance is generally in the satisfactory level. Furthermore, there is a significant relationship between the pupils’ time management applied in home-based learning, and extrinsic motivation and their academic performance. A significant relationship also existed between the parents’ educational attainment and the pupils’ perceptions on the acquired extrinsic motivation.