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

This document is currently not available here.

Share

COinS
 
Oct 29th, 12:00 AM Oct 30th, 12:00 AM

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.