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Assessing cognitive factors of modular distance learning of k-12 students amidst the covid-19 pandemic towards academic achievements and satisfaction.

1. Introduction

1.1. theoretical research framework, 1.2. hypothesis developments and literature review, 2. materials and methods, 2.1. participants, 2.2. questionnaire, 2.3. structural equation modeling (sem), 3. results and discussion, 4. conclusions, 5. limitations and future work, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

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Jou, Y.-T.; Mariñas, K.A.; Saflor, C.S. Assessing Cognitive Factors of Modular Distance Learning of K-12 Students Amidst the COVID-19 Pandemic towards Academic Achievements and Satisfaction. Behav. Sci. 2022 , 12 , 200. https://doi.org/10.3390/bs12070200

Jou Y-T, Mariñas KA, Saflor CS. Assessing Cognitive Factors of Modular Distance Learning of K-12 Students Amidst the COVID-19 Pandemic towards Academic Achievements and Satisfaction. Behavioral Sciences . 2022; 12(7):200. https://doi.org/10.3390/bs12070200

Jou, Yung-Tsan, Klint Allen Mariñas, and Charmine Sheena Saflor. 2022. "Assessing Cognitive Factors of Modular Distance Learning of K-12 Students Amidst the COVID-19 Pandemic towards Academic Achievements and Satisfaction" Behavioral Sciences 12, no. 7: 200. https://doi.org/10.3390/bs12070200

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Senior High School Students' Assessment of Academic Support on Modular Distance Learning During COVID-19

International Journal of Arts and Social Science (IJASS) ISSN: 2581-7922, Volume 5 Issue 2, Page 110-123, February 2022

14 Pages Posted: 4 Mar 2022

Keziah Cañete

Capitol University

Joel Potane

Government of the Republic of the Philippines - Department of Education; Graduate School

Date Written: January 2, 2022

Modular Distance Learning (MDL) is a way of learning in the Philippines' basic education that allows students to access printed self-learning modules (SLM) and modules that can be accessed digitally or via electronic devices such as laptops, computers, tablets, and smartphones. The purpose of this study was to determine how senior high school students perceive academic support in modular distance learning. It was conducted for two months in two senior high schools in one of the districts in the Division of Misamis Oriental and had fifty respondents. This study was descriptive in nature involving quantitative analyses. Purposive sampling was used in identifying the senior high school students. The instrument used was a demographic profiling questionnaire and a self-made 20-item survey questionnaire. Four master teachers and two principals validated it. In determining the significant difference, ANOVA was utilized as a statistical treatment. Findings revealed that most student-respondents were enrolled in Technical Vocational Track and belonged to the low-income class. Additionally, when students were grouped according to their demographic profile, their assessment of academic support indicated a significant difference in the support they received from teachers and peers but no difference in the academic support they received from technical and parental sources. Teachers, parents, and administrators all contribute significantly to the students' learning process. Academic support is only possible when administrators, teachers, parents, and members of the community work together effectively.

Keywords: academic support, learning space, modular distance learning, most essential learning competencies, senior high school assessment

Suggested Citation: Suggested Citation

Keziah Cañete (Contact Author)

Capitol university ( email ).

Corrales Ext., Cagayan de Oro City, Misamis Oriental 9000 Philippines

Government of the Republic of the Philippines - Department of Education ( email )

Meralco Ave Pasig City United States

Graduate School ( email )

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• DOI: 10.37275/oaijss.v4i2.64
• Corpus ID: 237384762

Effect Of Modular Distance Learning Approach To Academic Performance In Mathematics Of Students In Mindanao State University-Sulu Senior High School Amidst Covid-19 Pandemic

• Jainalyn Annong Aksan
• Published in Open Access Indonesia Journal… 18 June 2021
• Mathematics, Education

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Assessing cognitive factors of modular distance learning of k-12 students amidst the covid-19 pandemic towards academic achievements and satisfaction, teacher education students’ assessment of modular distance learning during the covid-19 pandemic, learning style, academic performance, and mathematics proficiency of grade 9 students in calaca district, undergraduate students’ modular experiences in learning mathematics in the new normal education, factors affecting the academic performance of learners in mathematics amidst pandemic, academic experiences of shs learners studying english in distance modular approach: a phenomenological study, international journal of evaluation and research in education (ijere), effect of share-in approach and class attendance of als learners, exploration of college students’ psychological anxiety towards modular distance learning during a pandemic., multidisciplinary: applied business and education, 40 references, importance of course module in academic performance of students at university level: (a case of year ii technology and science faculty students-jimma university), the impact of perception on performance in mathematics of female students in secondary schools in teso district, kenya., enhancing teaching and learning of mathematics: adoption of blended learning pedagogy in university of uyo, the effect of educational modules strategy on the direct and postponed study's achievement of seventh primary grade students in science, in comparison with the conventional approach, effect of m-learning on students’ academic performance mediated by facilitation discourse and flexibility, effects of modular and traditional approaches on students' general, effectiveness of self learning modules on achievement in biology among secondary school students, modular approach to teaching and learning english grammar in technical universities, effectiveness of modular instruction in word problem solving of beed students, a blended learning approach in mathematics, related papers.

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Effect of Modular Distance Learning Approach to Academic Performance in Mathematics of Students in Mindanao State University-Sulu Senior High School Amidst COVID-19 Pandemic

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This study investigated the instructional competencies of teachers in The existence of COVID-19 pandemic brought extraordinary challenges to the stakeholders, teachers, parents, and students. Thus, the researcher believed that there is an effect of teaching-learning process in new normal education to students’ performance most especially using modular type of learning in Mathematics. With this, the study sought to determine the perception of the students regarding modular distance learning approach (MDLA) in Mathematics, identify the challenges of the students, examine the effect of MDLA to academic performance of students in Mathematics, determine the level of academic performance of students, determine the significant difference on perceptions when they grouped according to their gender and age, and determine the relationship of students’ perceptions regarding MDLA to their academic performance in Mathematics. The descriptive research design was utilized in this study. The researcher gathered one hundred seventy eight (178) grade 11 STEM students currently enrolled in MSU-Sulu Senior High School through the use of purposive random sampling. The survey questionnaire was applied in the study. Mean, frequency counts and percentage, t-test for independent samples, one-way analysis of variance (ANOVA), and person product-moment correlation were used to analyze and interpret the data. Based on the result, the study revealed that students’ perceptions agreed on using modular distance learning approach (MDLA). It means the students had positive perceptions regarding MDLA in Mathematics. The study also revealed that students agreed on using modular distance learning approach (MDLA) in Math have little challenges. It had also a positive effect to students’ performance in which students performed very satisfactory in Mathematics which means they had good quality performance. However, the study also revealed that it has no significant difference on their perceptions when they are grouped by gender and age which means the students had the same perceptions.

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Open Access Indonesia Journal of Social Sciences (OAIJSS) allow the author(s) to hold the copyright without restrictions and  allow the author(s) to retain publishing rights without restrictions, also the owner of the commercial rights to the article  is  the author.

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Assessing Cognitive Factors of Modular Distance Learning of K-12 Students Amidst the COVID-19 Pandemic towards Academic Achievements and Satisfaction

Yung-tsan jou.

1 Department of Industrial and Systems Engineering, Chung Yuan Christian University, Taoyuan 320, Taiwan; wt.ude.ucyc@uojty (Y.-T.J.); moc.oohay@enimrahcrolfas (C.S.S.)

Klint Allen Mariñas

2 School of Industrial Engineering and Engineering Management, Mapua University, Manila 1002, Philippines

3 Department of Industrial Engineering, Occidental Mindoro State College, San Jose 5100, Philippines

Charmine Sheena Saflor

Associated data.

Not applicable.

The COVID-19 pandemic brought extraordinary challenges to K-12 students in using modular distance learning. According to Transactional Distance Theory (TDT), which is defined as understanding the effects of distance learning in the cognitive domain, the current study constructs a theoretical framework to measure student satisfaction and Bloom’s Taxonomy Theory (BTT) to measure students’ academic achievements. This study aims to evaluate and identify the possible cognitive capacity influencing K-12 students’ academic achievements and satisfaction with modular distance learning during this new phenomenon. A survey questionnaire was completed through an online form by 252 K-12 students from the different institutions of Occidental Mindoro. Using Structural Equation Modeling (SEM), the researcher analyses the relationship between the dependent and independent variables. The model used in this research illustrates cognitive factors associated with adopting modular distance learning based on students’ academic achievements and satisfaction. The study revealed that students’ background, experience, behavior, and instructor interaction positively affected their satisfaction. While the effects of the students’ performance, understanding, and perceived effectiveness were wholly aligned with their academic achievements. The findings of the model with solid support of the integrative association between TDT and BTT theories could guide decision-makers in institutions to implement, evaluate, and utilize modular distance learning in their education systems.

1. Introduction

The 2019 coronavirus is the latest infectious disease to develop rapidly worldwide [ 1 ], affecting economic stability, global health, and education. Most countries have suspended thee-to-face classes in order to curb the spread of the virus and reduce infections [ 2 ]. One of the sectors impacted has been education, resulting in the suspension of face-to-face classes to avoid spreading the virus. The Department of Education (DepEd) has introduced modular distance learning for K-12 students to ensure continuity of learning during the COVID-19 pandemic. According to Malipot (2020), modular learning is one of the most popular sorts of distance learning alternatives to traditional face-to-face learning [ 3 ]. As per DepEd’s Learner Enrolment and Survey Forms, 7.2 million enrollees preferred “modular” remote learning, TV and radio-based practice, and other modalities, while two million enrollees preferred online learning. It is a method of learning that is currently being used based on the preferred distance learning mode of the students and parents through the survey conducted by the Department of Education (DepEd); this learning method is mainly done through the use of printed and digital modules [ 4 ]. It also concerns first-year students in rural areas; the place net is no longer available for online learning. Supporting the findings of Ambayon (2020), modular teaching within the teach-learn method is more practical than traditional educational methods because students learn at their own pace during this modular approach. This educational platform allows K-12 students to interact in self-paced textual matter or digital copy modules. With these COVID-19 outbreaks, some issues concerned students’ academic, and the factors associated with students’ psychological status during the COVID-19 lockdown [ 5 ].

Additionally, this new learning platform, modular distance learning, seems to have impacted students’ ability to discover and challenged their learning skills. Scholars have also paid close attention to learner satisfaction and academic achievement when it involves distance learning studies and have used a spread of theoretical frameworks to assess learner satisfaction and educational outcomes [ 6 , 7 ]. Because this study aimed to boost academic achievement and satisfaction in K-12 students, the researcher thoroughly applied transactional distance theory (TDT) to understand the consequences of distance in relationships in education. The TDT was utilized since it has the capability to establish the psychological and communication factors between the learners and the instructors in distance education that could eventually help researchers in identifying the variables that might affect students’ academic achievement and satisfaction [ 8 ]. In this view, distance learning is primarily determined by the number of dialogues between student and teacher and the degree of structuring of the course design. It contributes to the core objective of the degree to boost students’ modular learning experiences in terms of satisfaction. On the other hand, Bloom’s Taxonomy Theory (BTT) was applied to investigate the students’ academic achievements through modular distance learning [ 6 ]. Bloom’s theory was employed in addition to TDT during this study to enhance students’ modular educational experiences. Moreover, TDT was utilized to check students’ modular learning experiences in conjuction with enhacing students’ achievements.

This study aimed to detect the impact of modular distance learning on K-12 students during the COVID-19 pandemic and assess the cognitive factors affecting academic achievement and student satisfaction. Despite the challenging status of the COVID-19 outbreak, the researcher anticipated a relevant result of modular distance learning and pedagogical changes in students, including the cognitive factors identified during this paper as latent variables as possible predictors for the utilization of K-12 student academic achievements and satisfaction.

1.1. Theoretical Research Framework

This study used TDT to assess student satisfaction and Bloom’s theory to quantify academic achievement. It aimed to assess the impact of modular distance learning on academic achievement and student satisfaction among K-12 students. The Transactional Distance Theory (TDT) was selected for this study since it refers to student-instructor distance learning. TDT Moore (1993) states that distance education is “the universe of teacher-learner connections when learners and teachers are separated by place and time.” Moore’s (1990) concept of ”Transactional Distance” adopts the distance that occurs in all linkages in education, according to TDT Moore (1993). Transactional distance theory is theoretically critical because it states that the most important distance is transactional in distance education, rather than geographical or temporal [ 9 , 10 ]. According to Garrison (2000), transactional distance theory is essential in directing the complicated experience of a cognitive process such as distance teaching and learning. TDT evaluates the role of each of these factors (student perception, discourse, and class organization), which can help with student satisfaction research [ 11 ]. Bloom’s Taxonomy is a theoretical framework for learning created by Benjamin Bloom that distinguishes three learning domains: Cognitive domain skills center on knowledge, comprehension, and critical thinking on a particular subject. Bloom recognized three components of educational activities: cognitive knowledge (or mental abilities), affective attitude (or emotions), and psychomotor skills (or physical skills), all of which can be used to assess K-12 students’ academic achievement. According to Jung (2001), “Transactional distance theory provides a significant conceptual framework for defining and comprehending distance education in general and a source of research hypotheses in particular,” shown in Figure 1 [ 12 ].

Theoretical Research Framework.

1.2. Hypothesis Developments and Literature Review

This section will discuss the study hypothesis and relate each hypothesis to its related studies from the literature.

There is a significant relationship between students’ background and students’ behavior .

The teacher’s guidance is essential for students’ preparedness and readiness to adapt to a new educational environment. Most students opt for the Department of Education’s “modular” distance learning options [ 3 ]. Analyzing students’ study time is critical for behavioral engagement because it establishes if academic performance is the product of student choice or historical factors [ 13 ].

There is a significant relationship between students’ background and students’ experience .

Modules provide goals, experiences, and educational activities that assist students in gaining self-sufficiency at their speed. It also boosts brain activity, encourages motivation, consolidates self-satisfaction, and enables students to remember what they have learned [ 14 ]. Despite its success, many families face difficulties due to their parents’ lack of skills and time [ 15 ].

There is a significant relationship between students’ behavior and students’ instructor interaction .

Students’ capacity to answer problems reflects their overall information awareness [ 5 ]. Learning outcomes can either cause or result in students and instructors behavior. Students’ reading issues are due to the success of online courses [ 16 ].

There is a significant relationship between students’ experience and students’ instructor interaction .

The words “student experience” relate to classroom participation. They establish a connection between students and their school, teachers, classmates, curriculum, and teaching methods [ 17 ]. The three types of student engagement are behavioral, emotional, and cognitive. Behavioral engagement refers to a student’s enthusiasm for academic and extracurricular activities. On the other hand, emotional participation is linked to how children react to their peers, teachers, and school. Motivational engagement refers to a learner’s desire to learn new abilities [ 18 ].

There is a significant relationship between students’ behavior and students’ understanding .

Individualized learning connections, outstanding training, and learning culture are all priorities at the Institute [ 19 , 20 ]. The modular technique of online learning offers additional flexibility. The use of modules allows students to investigate alternatives to the professor’s session [ 21 ].

There is a significant relationship between students’ experience and students’ performance .

Student conduct is also vital in academic accomplishment since it may affect a student’s capacity to study as well as the learning environment for other students. Students are self-assured because they understand what is expected [ 22 ]. They are more aware of their actions and take greater responsibility for their learning.

There is a significant relationship between students’ instructor interaction and students’ understanding .

Modular learning benefits students by enabling them to absorb and study material independently and on different courses. Students are more likely to give favorable reviews to courses and instructors if they believe their professors communicated effectively and facilitated or supported their learning [ 23 ].

There is a significant relationship between students’ instructor interaction and students’ performance.

Students are more engaged and active in their studies when they feel in command and protected in the classroom. Teachers play an essential role in influencing student academic motivation, school commitment, and disengagement. In studies on K-12 education, teacher-student relationships have been identified [ 24 ]. Positive teacher-student connections improve both teacher attitudes and academic performance.

There is a significant relationship between students’ understanding and students’ satisfaction .

Instructors must create well-structured courses, regularly present in their classes, and encourage student participation. When learning objectives are completed, students better understand the course’s success and learning expectations. “Constructing meaning from verbal, written, and graphic signals by interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining” is how understanding is characterized [ 25 ].

There is a significant relationship between students’ performance and student’s academic achievement .

Academic emotions are linked to students’ performance, academic success, personality, and classroom background [ 26 ]. Understanding the elements that may influence student performance has long been a goal for educational institutions, students, and teachers.

There is a significant relationship between students’ understanding and students’ academic achievement .

Modular education views each student as an individual with distinct abilities and interests. To provide an excellent education, a teacher must adapt and individualize the educational curriculum for each student. Individual learning may aid in developing a variety of exceptional and self-reliant attributes [ 27 ]. Academic achievement is the current level of learning in the Philippines [ 28 ].

There is a significant relationship between students’ performance and students’ satisfaction .

Academic success is defined as a student’s intellectual development, including formative and summative assessment data, coursework, teacher observations, student interaction, and time on a task [ 29 ]. Students were happier with course technology, the promptness with which content was shared with the teacher, and their overall wellbeing [ 30 ].

There is a significant relationship between students’ academic achievement and students’ perceived effectiveness .

Student satisfaction is a short-term mindset based on assessing students’ educational experiences [ 29 ]. The link between student satisfaction and academic achievement is crucial in today’s higher education: we discovered that student satisfaction with course technical components was linked to a higher relative performance level [ 31 ].

There is a significant relationship between students’ satisfaction and students’ perceived effectiveness.

There is a strong link between student satisfaction and their overall perception of learning. A satisfied student is a direct effect of a positive learning experience. Perceived learning results had a favorable impact on student satisfaction in the classroom [ 32 ].

2. Materials and Methods

2.1. participants.

The principal area under study was San Jose, Occidental Mindoro, although other locations were also accepted. The survey took place between February and March 2022, with the target population of K-12 students in Junior and Senior High Schools from grades 7 to 12, aged 12 to 20, who are now implementing the Modular Approach in their studies during the COVID-19 pandemic. A 45-item questionnaire was created and circulated online to collect the information. A total of 300 online surveys was sent out and 252 online forms were received, a total of 84% response rate [ 33 ]. According to several experts, the sample size for Structural Equation Modeling (SEM) should be between 200 and 500 [ 34 ].

2.2. Questionnaire

The theoretical framework developed a self-administered test. The researcher created the questionnaire to examine and discover the probable cognitive capacity influencing K-12 students’ academic achievement in different parts of Occidental Mindoro during this pandemic as well as their satisfaction with modular distance learning. The questionnaire was designed through Google drive as people’s interactions are limited due to the effect of the COVID-19 pandemic. The questionnaire’s link was sent via email, Facebook, and other popular social media platforms.

The respondents had to complete two sections of the questionnaire. The first is their demographic information, including their age, gender, and grade level. The second is about their perceptions of modular learning. The questionnaire is divided into 12 variables: (1) Student’s Background, (2) Student’s Experience, (3) Student’s Behavior, (4) Student’s Instructor Interaction, (5) Student’s Performance, (6) Student’s Understanding, (7) Student’s Satisfaction, (8) Student’s Academic Achievement, and (9) Student’s Perceived Effectiveness. A 5-point Likert scale was used to assess all latent components contained in the SEM shown in Table 1 .

The construct and measurement items.

2.3. Structural Equation Modeling (SEM)

All the variables have been adapted from a variety of research in the literature. The observable factors were scored on a Likert scale of 1–5, with one indicating “strongly disagree” and five indicating “strongly agree”, and the data were analyzed using AMOS software. Theoretical model data were confirmed by Structural Equation Modeling (SEM). SEM is more suitable for testing the hypothesis than other methods [ 53 ]. There are many fit indices in the literature, of which the most commonly used are: CMIN/DF, Comparative Fit Index (CFI), AGFI, GFI, and Root Mean Square Error (RMSEA). Table 2 demonstrates the Good Fit Values and Acceptable Fit Values of the fit indices, respectively. AGFI and GFI are based on residuals; when sample size increases, the value of the AGFI also increase. It takes a value between 0 and 1. The fit is good if the value is more significant than 0.80. GFI is a model index that spans from 0 to 1, with values above 0.80 deemed acceptable. An RMSEA of 0.08 or less suggests a good fit [ 54 ], and a value of 0.05 to 0.08 indicates an adequate fit [ 55 ].

Acceptable Fit Values.

3. Results and Discussion

Figure 2 demonstrates the initial SEM for the cognitive factors of Modular Distance learning towards academic achievements and satisfaction of K-12 students during the COVID-19 pandemic. According to the figure below, three hypotheses were not significant: Students’ Behavior to Students’ Instructor Interaction (Hypothesis 3), Students’ Understanding of Students’ Academic Achievement (Hypothesis 11), and Students’ Performance to Students’ Satisfaction (Hypothesis 12). Therefore, a revised SEM was derived by removing this hypothesis in Figure 3 . We modified some indices to enhance the model fit based on previous studies using the SEM approach [ 47 ]. Figure 3 demonstrates the final SEM for evaluating cognitive factors affecting academic achievements and satisfaction and the perceived effectiveness of K-12 students’ response to Modular Learning during COVID-19, shown in Table 3 . Moreover, Table 4 demonstrates the descriptive statistical results of each indicator.

Initial SEM with indicators for evaluating the cognitive factors of modular distance learning towards academic achievements and satisfaction of K-12 students during COVID-19 pandemic.

Revised SEM with indicators for evaluating the cognitive factors of modular distance learning towards academic achievements and satisfaction of K-12 students during the COVID-19 pandemic.

Summary of the Results.

Descriptive statistic results.

The current study was improved by Moore’s transactional distance theory (TDT) and Bloom’s taxonomy theory (BTT) to evaluate cognitive factors affecting academic achievements and satisfaction and the perceived effectiveness of K-12 students’ response toward modular learning during COVID-19. SEM was utilized to analyze the correlation between Student Background (SB), Student Experience (SE), Student Behavior (SBE), Student Instructor Interaction (SI), Student Performance (SP), Student Understanding (SAU), Student Satisfaction (SS), Student’s Academic achievement (SAA), and Student’s Perceived effectiveness (SPE). A total of 252 data samples were acquired through an online questionnaire.

According to the findings of the SEM, the students’ background in modular learning had a favorable and significant direct effect on SE (β: 0.848, p = 0.009). K-12 students should have a background and knowledge in modular systems to better experience this new education platform. Putting the students through such an experience would support them in overcoming all difficulties that arise due to the limitations of the modular platforms. Furthermore, SEM revealed that SE had a significant adverse impact on SI (β: 0.843, p = 0.009). The study shows that students who had previous experience with modular education had more positive perceptions of modular platforms. Additionally, students’ experience with modular distance learning offers various benefits to them and their instructors to enhance students’ learning experiences, particularly for isolated learners.

Regarding the Students’ Interaction—Instructor, it positively impacts SAU (β: 0.873, p = 0.007). Communication helps students experience positive emotions such as comfort, satisfaction, and excitement, which aim to enhance their understanding and help them attain their educational goals [ 62 ]. The results revealed that SP substantially impacted SI (β: 0.765; p = 0.005). A student becomes more academically motivated and engaged by creating and maintaining strong teacher-student connections, which leads to successful academic performance.

Regarding the Students’ Understanding Response, the results revealed that SAA (β: 0.307; p = 0.052) and SS (β: 0.699; p = 0.008) had a substantial impact on SAU. Modular teaching is concerned with each student as an individual and with their specific capability and interest to assist each K-12 student in learning and provide quality education by allowing individuality to each learner. According to the Department of Education, academic achievement is the new level for student learning [ 63 ]. Meanwhile, SAA was significantly affected by the Students’ Performance Response (β: 0.754; p = 0.014). It implies that a positive performance can give positive results in student’s academic achievement, and that a negative performance can also give negative results [ 64 ]. Pekrun et al. (2010) discovered that students’ academic emotions are linked to their performance, academic achievement, personality, and classroom circumstances [ 26 ].

Results showed that students’ academic achievement significantly positively affects SPE (β: 0.237; p = 0.024). Prior knowledge has had an indirect effect on academic accomplishment. It influences the amount and type of current learning system where students must obtain a high degree of mastery [ 65 ]. According to the student’s opinion, modular distance learning is an alternative solution for providing adequate education for all learners and at all levels in the current scenario under the new education policy [ 66 ]. However, the SEM revealed that SS significantly affected SPE (β: 0.868; p = 0.009). Students’ perceptions of learning and satisfaction, when combined, can provide a better knowledge of learning achievement [ 44 ]. Students’ perceptions of learning outcomes are an excellent predictor of student satisfaction.

Since p -values and the indicators in Students’ Behavior are below 0.5, therefore two paths connecting SBE to students’ interaction—instructor (0.155) and students’ understanding (0.212) are not significant; thus, the latent variable Students’ Behavior has no effect on the latent variable Students’ Satisfaction and academic achievement as well as perceived effectiveness on modular distance learning of K12 students. This result is supported by Samsen-Bronsveld et al. (2022), who revealed that the environment has no direct influence on the student’s satisfaction, behavior engagement, and motivation to study [ 67 ]. On the other hand, the results also showed no significant relationship between Students’ Performance and Students’ Satisfaction (0.602) because the correlation p -values are greater than 0.5. Interestingly, this result opposed the other related studies. According to Bossman & Agyei (2022), satisfaction significantly affects performance or learning outcomes [ 68 ]. In addition, it was discovered that the main drivers of the students’ performance are the students’ satisfaction [ 64 , 69 ].

The result of the study implies that the students’ satisfaction serves as the mediator between the students’ performance and the student-instructor interaction in modular distance learning for K-12 students [ 70 ].

Table 5 The reliabilities of the scales used, i.e., Cronbach’s alphas, ranged from 0.568 to 0.745, which were in line with those found in other studies [ 71 ]. As presented in Table 6 , the IFI, TLI, and CFI values were greater than the suggested cutoff of 0.80, indicating that the specified model’s hypothesized construct accurately represented the observed data. In addition, the GFI and AGFI values were 0.828 and 0.801, respectively, indicating that the model was also good. The RMSEA value was 0.074, lower than the recommended value. Finally, the direct, indirect, and total effects are presented in Table 7 .

Construct Validity Model.

Direct effect, indirect effect, and total effect.

Table 6 shows that the five parameters, namely the Incremental Fit Index, Tucker Lewis Index, the Comparative Fit Index, Goodness of Fit Index, and Adjusted Goodness Fit Index, are all acceptable with parameter estimates greater than 0.8, whereas mean square error is excellent with parameter estimates less than 0.08.

4. Conclusions

The education system has been affected by the 2019 coronavirus disease; face-to-face classes are suspended to control and reduce the spread of the virus and infections [ 2 ]. The suspension of face-to-face classes results in the application of modular distance learning for K-12 students according to continuity of learning during the COVID-19 pandemic. With the outbreak of COVID-19, some issues concerning students’ academic Performance and factors associated with students’ psychological status are starting to emerge, which impacted the students’ ability to learn. This study aimed to perceive the impact of Modular Distance learning on the K-12 students amid the COVID-19 pandemic and assess cognitive factors affecting students’ academic achievement and satisfaction.

This study applied Transactional Distance Theory (TDT) and Bloom Taxonomy Theory (BTT) to evaluate cognitive factors affecting students’ academic achievements and satisfaction and evaluate the perceived effectiveness of K-12 students in response to modular learning. This study applied Structural Equation Modeling (SEM) to test hypotheses. The application of SEM analyzed the correlation among students’ background, experience, behavior, instructor interaction, performance, understanding, satisfaction, academic achievement, and student perceived effectiveness.

A total of 252 data samples were gathered through an online questionnaire. Based on findings, this study concludes that students’ background in modular distance learning affects their behavior and experience. Students’ experiences had significant effects on the performance and understanding of students in modular distance learning. Student instructor interaction had a substantial impact on performance and learning; it explains how vital interaction with the instructor is. The student interacting with the instructor shows that the student may receive feedback and guidance from the instructor. Understanding has a significant influence on students’ satisfaction and academic achievement. Student performance has a substantial impact on students’ academic achievement and satisfaction. Perceived effectiveness was significantly influenced by students’ academic achievement and student satisfaction. However, students’ behavior had no considerable effect on students’ instructor interaction, and students’ understanding while student performance equally had no significant impact on student satisfaction. From this study, students are likely to manifest good performance, behavior, and cognition when they have prior knowledge with regard to modular distance learning. This study will help the government, teachers, and students take the necessary steps to improve and enhance modular distance learning that will benefit students for effective learning.

The modular learning system has been in place since its inception. One of its founding metaphoric pillars is student satisfaction with modular learning. The organization demonstrated its dedication to the student’s voice as a component of understanding effective teaching and learning. Student satisfaction research has been transformed by modular learning. It has caused the education research community to rethink long-held assumptions that learning occurs primarily within a metaphorical container known as a “course.” When reviewing studies on student satisfaction from a factor analytic perspective, one thing becomes clear: this is a complex system with little consensus. Even the most recent factor analytical studies have done little to address the lack of understanding of the dimensions underlying satisfaction with modular learning. Items about student satisfaction with modular distance learning correspond to forming a psychological contract in factor analytic studies. The survey responses are reconfigured into a smaller number of latent (non-observable) dimensions that the students never really articulate but are fully expected to satisfy. Of course, instructors have contracts with their students. Studies such as this one identify the student’s psychological contact after the fact, rather than before the class. The most important aspect is the rapid adoption of this teaching and learning mode in Senior High School. Another balancing factor is the growing sense of student agency in the educational process. Students can express their opinions about their educational experiences in formats ranging from end-of-course evaluation protocols to various social networks, making their voices more critical.

Furthermore, they all agreed with latent trait theory, which holds that the critical dimensions that students differentiate when expressing their opinions about modular learning are formed by the combination of the original items that cannot be directly observed—which underpins student satisfaction. As stated in the literature, the relationship between student satisfaction and the characteristic of a psychological contract is illustrated. Each element is translated into how it might be expressed in the student’s voice, and then a contract feature and an assessment strategy are added. The most significant contributor to the factor pattern, engaged learning, indicates that students expect instructors to play a facilitative role in their teaching. This dimension corresponds to the relational contract, in which the learning environment is stable and well organized, with a clear path to success.

5. Limitations and Future Work

This study was focused on the cognitive capacity of modular distance learning towards academic achievements and satisfaction of K-12 students during the COVID-19 pandemic. The sample size in this study was small, at only 252. If this study is repeated with a larger sample size, it will improve the results. The study’s restriction was to the province of Occidental Mindoro; Structural Equation Modeling (SEM) was used to measure all the variables. Thus, this will give an adequate solution to the problem in the study.

The current study underlines that combining TDT and BTT can positively impact the research outcome. The contribution the current study might make to the field of modular distance learning has been discussed and explained. Based on this research model, the nine (9) factors could broadly clarify the students’ adoption of new learning environment platform features. Thus, the current research suggests that more investigation be carried out to examine relationships among the complexity of modular distance learning.

Funding Statement

This research received no external funding.

Author Contributions

Data collection, methodology, writing and editing, K.A.M.; data collection, writing—review and editing, Y.-T.J. and C.S.S. All authors have read and agreed to the published version of the manuscript.

Institutional Review Board Statement

Informed consent statement.

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

Conflicts of interest.

The authors declare no conflict of interest.

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Impact of Modular Distance Learning on High School Students Mathematics Motivation, Interest/Attitude, Anxiety and Achievement during the COVID-19 Pandemic

This study examined the impact of modular distance learning on students' motivation, interest/attitude, anxiety and achievement in mathematics. Th.

https://doi.org/10.12973/eu-jer.11.2.917

• Pub. date: April 15, 2022
• Pages: 917-934
• 34823 Downloads
• 7 Citations
• #Mathematics achievement
• # mathematics anxiety
• # mathematics interest/attitude
• # mathematics motivation
• # modular learning.

This study examined the impact of modular distance learning on students' motivation, interest/attitude, anxiety and achievement in mathematics. This was done at the Gabaldon, Nueva Ecija, Philippines during the first and second grading of the academic year 2021-2022. The study included both a descriptive-comparative and descriptive-correlational research design. The 207 high school students were chosen using stratified sampling. According to the findings, students have a very satisfactory rating in mathematics. Students agree that they are motivated, enthusiastic, and have a positive attitude toward mathematics. They do, however, agree that mathematics causes them anxiety. When students are subdivided based on sex, their mathematics interest and anxiety differ significantly. However, there was no significant difference in interest/attitude and achievement. When students are divided into age groups, their mathematics motivation, interest/attitude, anxiety, and achievement differ significantly. Students' motivation, anxiety, and achievement differ significantly by year level. There was a positive relationship between and among mathematics motivation, interest/attitude, and achievement. However, there is a negative association between mathematics anxiety and mathematics motivation; mathematics anxiety and mathematical interest/attitude; and mathematics anxiety and mathematical performance. The study's theoretical and practical implications were also discussed, and recommendations for educators and researchers were given.

Keywords: Mathematics achievement, mathematics anxiety, mathematics interest/attitude, mathematics motivation, modular learning.

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Modular Distance Learning: Its Effect in the Academic Performance of Learners in the New Normal

JETL (Journal of Education, Teaching and Learning)

Due to Covid-19 pandemic, schools, particularly in the rural areas employed Modular Distance Learning (MDL) to ensure education continuity. This study seeks to investigate the effects of MDL in the academic performance of learners whether there is a significant difference in their performance before and after the implementation of MDL. Mixed method was applied in this study; Quantitative using T-Test to compare the GWA of learners and Qualitative through the use of semi-structured interview to find out the perceived effect of MDL to 15 parents, 10 learners, and 7 teachers and their recommendations. The study revealed that the 2.25% decrease in the GWA of learners after the implementation of MDL denotes a significant difference in their academic performance. MDL strengthens family bonding, independent learning, and is cost-effective. However, it is an additional workload to working parents, there is limited teacher-learner interaction, learners lack socialization with other children ...

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Psychology and Education: A Multidisciplinary Journal

Psychology and Education , ROMEL LAGRIO

The education sector was greatly affected by the global health crisis of COVID-19, resulting in massive changes in our education setup , which contributed to various problems and challenges encountered during the implementation of the modular distance learning modality. This study aimed to determine the strategies and challenges encountered by teachers in implementing modular distance learning and its impact on students' academic performance. A descriptive research design was employed. The researchers utilized an online survey method for data gathering. A total of 60 teachers and 187 selected Grade 7 learners were the study's respondents utilizing total enumeration for teachers and stratified random sampling for learners.The study's findings show that teachers could employ strategies such as setting a submission schedule and creating a group chat with the learners. Moreover, establish the appropriate health and safety protocols and safety nets for learners against violence and abuse at home and in the community, and train school personnel for the Learning Delivery Modality (LMD).On the other hand, teachers professed that printing modules were time-consuming, the distance of the learner's home from the school hindered the teachers in providing technical assistance, and learners needed help following instructions. Parents answered the modules of the learners. The need for printing materials was a significant challenge.Most of the student's grades during the first quarter were within the range of 80-84, which was considered a satisfactory academic performance. Moreover, the results signified a negligible negative correlation between teachers' strategies in implementing modular distance learning and students' academic performance. The study suggests revisiting the school's plans for implementing modular distance learning and strengthening the partnership of the school, parents, and stakeholders.

IJMRAP Editor

During this pandemic, several schools opted for modular remote education. One of the elementary schools that selected Modular Distance Learning (MDL) as their primary mode of instruction for various reasons is Antipuluan Elementary School, a public elementary school in the Municipality of Narra, Palawan, the Philippines. However, the usage of this modality, which is unknown to many, has presented difficulties for everyone-including school staff, students, and their parents. Hence the conduct of this study. This quantitative research employed a Descriptive-Correlational Approach and involved 15 elementary teachers, 141 pupils, and 141 parents as the main data sources. A researcher-made questionnaire was used to collect data, which was then analyzed using mean, standard deviation, and Pearson product-moment correlation. The study found that the extent of Modular Distance Learning modality implementation was High, teachers', pupils', and parents' degrees of acceptance of the MDL implementation were High, and there was a strong relationship between the teachers' degree of acceptance of MDL implementation and the degree of its implementation. The perceived effects of MDL implementation have a direct relationship with the degree of their acceptance by teachers and parents.

Psychology and Education

This study investigated the limitations experienced by students, parents, and teachers in the implementation of Modular Distance Learning in Lagundi-CCL National High School during the school year 2021-2022. The researcher utilized the combination of quantitative and qualitative methods of research. An online research questionnaire utilizing Google Form was used to gather necessary information from the eighty (80) students, eighty (80) parents, and thirty-one (31) teachers who served as the respondents of this paper. Based on the results, the three major limitations experienced by students were: 1) insufficient knowledge of parents/ family members; 2) unavailability of gadgets; and 3) too many activities. In addition, parents' three major limitations were: 1) insufficient knowledge about the lessons; 2) difficulties in schedule of distribution and retrieval of modules; and 3) working parents. Furthermore, the identified limitations of teachers were: 1) too many additional tasks for teachers; 2) unavailability of self-learning modules; and 3) students who were lagging behind. From these limitations the respondents had given their suggestions. The students suggested that: 1) lessen the activities that are given to them; 2) conduct an online class even once a week; and 3) give additional time to answer the learning tasks. Meanwhile, parents' suggestions were: 1) enough information and examples in the modules should be given; 2) lessen the learning tasks; and 3) guide the parents on how to assist their children. Lastly, teachers' suggestions include: 1) proper dissemination of program, projects, and activities related to modular distance learning; 2) capacitate parents and students on MDL; and 3) distribution and retrieval should be done every other two weeks. The researchers crafted a process framework which may serve as basis in the modification of the implementation of modular distance learning which included seven (7) strategic dimensions.

International Journal of Applied Research in Social Sciences

Gerald Malabarbas

Face-to-face classes were temporarily suspended and shifted to modular print learning modality due to the COVID-19 pandemic. The study aimed to determine if there significant difference and relationship between parents’ involvement in modular distance learning and the academic performance of the Grade 6 learners in a public elementary school. The results revealed that parents’ involvement in their child's MDL varies substantially according to their educational attainment and family monthly income. Similarly, the educational attainment of parents and their family's monthly income are predictors of their children's academic achievement. Furthermore, it was disclosed that fathers were more likely than mothers to be involved in the learners' MDL. The findings also revealed that there was a correlation between parents' involvement in modular learning and their children's academic performance. Furthermore, the study supports prior results that parental involvement ...

Indonesian Journal of Educational Research and Review

Leomarich Casinillo

Due to the COVID-19 pandemic, schools, particularly in rural areas, employed Modular Distance Learning (MDL) to ensure educational continuity. Modular distance learning is the current learning modality of primary education, where parents serve as parent-teachers to their children. This study seeks to evaluate the experiences of students and teachers of Elementary School, on modular distance learning during the pandemic. This study used the qualitative method of interviewing nine students and six teachers to learn about their MDL experiences. Data process involves combining related concepts and themes to produce a more structured and organized picture of the data. MDL strengthens family bonding, promotes independent learning, and economizes money and time. However, it is an additional workload for working parents; there needs to be more teacher-student interaction, preventing pupils from socializing and gadget distractions. The article revealed that MDL has positive and negative experiences for teachers and students. Therefore, the impact may vary depending on individual circumstances and adaptability. The study suggests that suitable strategies should address any challenges during implementation and evaluation. Furthermore, teachers must undergo training related to MDL to address existing problems in delivering their lessons.

AJHSSR Journal

The general purpose of this study was to find out the level of extent on the parental involvement in the implementation of modular distance learning approach in Botolan District, Division of Zambales, Philippines during school year 2020-2021. The study revealed that the parent-respondent is a typical female in her early adulthood, married, high school graduate with part-time work and meagre income whose children are at primary grade level. The academic performance of the parent-respondents' children was assessed-Very Satisfactory‖. Perceived-Highly Involved‖ on Parent as a Teacher and Acceptance of the Self-Learning Module while-Involved‖ on Submission of the Self-Learning Module. There is significant difference when grouped according to highest educational attainment towards Parent as a Teacher, Acceptance and Submission of the Self-learning module respectively; significant when grouped according to family income towards Parent as Teacher and Acceptance of the Self-Learning Module; while significant on number of children studying in the elementary level towards Parent as Teacher and Submission of the Self-Learning Module respectively. There is significant difference on the perception towards dimensions on the level ofextent on the parental involvement in the implementation of modular distance learning approach. There is negatively weak or little relationship between the level of academic performance and the level ofextent on the parental involvement in the implementation of modular distance learning approach. Based on the summary of the investigations conducted and the conclusions arrived at, the researcher recommended that the parents are encouraged to be given orientation to heighten awareness on their respective limited roles in the implementation of the self-learning modular approach; that parents are encouraged to help children developed with high levels of self-directed learning, to have strong for learning.\

COVID-19 Pandemics have an impact on many aspects of life, including education. The Department of Education developed the Basic Education Learning Continuity Plan in response to the outbreak. This plan outlines learning delivery techniques such as blended learning, which is a combination of face-to-face, modular distance learning, and TV/radio-based education based on the learners' context. As a result, the DepEd permits schools to select a learning mode depending on available resources and student requirements. Thus, this study investigates the primary teachers' readiness, parental support towards modular distance learning, and its effects to the learners' performance. Based on the findings drawn from the study, the following conclusion drawn: The levels of Teachers readiness were very much ready. While in the level of parental support were much supportive. Lastly, the learner's performance was satisfactory. Moreover, it is concluded that teacher's readiness and leaners performance had no bearing with the way learners performed in class while the parental challenges and learners performance were associated with the way learners performed in class.

Psychology and Education , Maritis Magallanes Cagas , Myra A. Ambalong

Parents' engagement played an important role in parent-teacher partnership in educating the children to have a harmonious collaboration in motivating the children's learning. Due to this pandemic, parents were appreciated as facilitators in the learning process of the learners since children were not allowed to go to school for face-to-face interaction with the teacher. Modular Distance learning modalities were implemented most of the schools especially Dalamas Integrated School wherein internet connection was not available in the said area. This study aimed to assess the parents' engagement in modular distance learning and the learners' academic performance in the school year 2021-2022. The study utilized the descriptive-correlational research design. Findings revealed that the respondents' engagement in modular distance learning helped them realize that education was very important to their children and that they encouraged their children to do their homework. However, the data revealed that engagement of parents in modular distance learning did not necessarily affect the academic performance of the learners and that their engagement was not differentiated based on their socio-demographic profile.

IJSES Editor

Prior to pandemic, modular distance learning (MDL) served as an established instructional strategy; however, its utilization significantly surged when pandemic began. This surge continued as MDL remained in use to ensure a seamless learning experience for students even after the resumption of face-to-face classes. This ongoing investigation into the topic through dynamic research studies has yielded changing results over time, underscoring the need for a thorough understanding. Consequently, the researchers aimed to correlate students' perceived advantages and disadvantages of MDL with their academic performance. Employing a descriptive-correlational research design, the study included 43 ICT students enrolled in MDL during the 2021-2022 academic year. An established questionnaire served as the primary data collection tool. Subsequently, collected data underwent statistical analysis, including weighted mean and Spearman's rho. The findings of this study yielded the same result concerning this subject which indicates there was no relationship between the students' perceived perceptions about MDL and their academic performance. This suggests that students' perceived perceptions do not correlate directly with their academic performance, emphasizing the importance of considering additional variables and factors when analyzing this relationship. The results have been shared in several research studies. It also highlights the necessity of enhancing the implementation of MDL, considering its continued relevance in public schools as the primary alternative mode of learning when in-person classes are suspended.

Psychology and Education , Ehlz Marie N. Sacnanas , Shanice Marie B. Ferolino

As educational system was hit by a global catastrophe, the introduction of modular distance learning outspread to sustain the quality of education towards the learners. To make this work, parents forced to embrace the new system of learning. With this, the parents were having a hard time on scheduling between their work and children's learning, and on facilitating the learning from home scheme. This study dug into the parents' involvement and attitude towards the modular distance learning system. The data were evaluated by interpretation and the method used in gathering data is qualitative. Content analysis allows researchers identify and analyze the correct words, topics, or concepts. The researchers conducted interviews to six parents from Badian, Cebu. The parents' involvement in this study were determined by purposive sampling technique. From the responses of the parents, the researchers developed three essential themes: (1) The Challenges, (2) The Time, (3) The Rating, (4) The Improvement, and (5) The Advantages and Disadvantages. These themes emphasized the lived experiences and battles of the parents in the distance learning system during the pandemic. The researchers were able to extract problems and meaning of consequences for parents' lived experience of MDL. Parents' talent in shaping their children's learning is not an easy job, rather it was found to be difficult. But additional colors were added to help shape it and made the children's future more worthwhile.

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Analysis finds mobile phone distractions adversely affect learning in young adults

by Bethany Bump, University at Albany

A new analysis by University at Albany researchers in the School of Education has found that young adults exposed to mobile technology distractions had worse learning outcomes in the classroom compared to those without distractions.

The analysis, titled "Mobile multitasking in learning: A meta-analysis of effects of mobile phone distraction on young adults ' immediate recall," was published Friday in the journal Computers in Human Behavior . Authored by Quan Chen, Zheng Yan, Mariola Moeyart and Robert Bangert-Drowns, it is the first meta-analysis to precisely estimate the effect of mobile phone distractions on students' immediate recall of lectures and reading materials.

"There are about 1,500 empirical studies published on this topic in the last 20 years, but the majority have used surveys," said Yan, a professor in the Department of Educational & Counseling Psychology. "These kinds of surveys rely on self-reporting that sometimes occurs long after the distraction and are based on very general questions and subjective answers, so it can be hard to generate robust evidence."

For their analysis, the authors reviewed 27 well-designed, randomized controlled experiments that measured learning recall through tests administered immediately after a lecture or reading. Their analysis concluded that mobile technology distractions had a statistically significant, negative effect on the ability of college-age students to recall the content of lectures and readings.

"This indicates that students in the mobile phone distraction group performed significantly lower than students in the no distraction group," the authors wrote.

The analysis was born out of a dissertation by Chen, a former doctoral student in the School of Education who had previously studied the link between mobile phone distractions and driving. For her dissertation, she proposed a meta-analysis that would examine the impact on learning.

"We think this was important because we know that New York and other states are starting to consider banning mobile phones in schools," said Yan, who chaired her dissertation committee.

For the data analysis, they turned to Moeyart and Bangert-Drowns, who are Chen's dissertation committee members and experts in meta-analysis—a statistical analysis that aims to synthesize a large collection of results from individual studies for the purposes of integrating findings and generating conclusions.

While the nearly 1,500 studies to date have generated abundant empirical evidence on the topic of mobile technology distractions and learning, they have not yet led to a robust or consistent conclusion, partially due to their diverse study designs and variables, Yan said.

To account for this, the UAlbany researchers only selected studies for their analysis that were based on peer-reviewed, randomized controlled experiments that randomly assigned participants to a mobile phone distraction group or a control group without mobile phone distractions. Selected studies also had to focus on objective, specific and immediate testing of learning, rather than subjective, general or delayed assessment of learning.

The 27 studies that were selected investigated the effect of mobile technology distractions such as texting, online chatting, email and social media on recall test performance, including both lecture recall and reading recall. Collectively, the experiments measured outcomes from 2,245 participants who were an average age of 21 years old.

The estimated overall effect size across the 27 experiments showed a medium-sized negative effect on lecture and reading recall that was statistically significant, the analysis found. There was a large negative effect on lecture recall specifically.

Because only four of the 27 experiments examined reading recall and the effects were split, it was difficult to "perform a thorough meta-analysis and draw a credible conclusion" on reading recall, the authors wrote.

This will be an important area for future research, they noted. Further research should also examine the impact of mobile distractions on different aspects of reading performance, such as reading efficiency, and other important learning tasks such as writing, understanding, problem-solving, analyzing, decision-making and knowledge transfer, they said.

In addition, impacts should be measured across more diverse populations, such as K-12 students, adult professionals, senior citizens and others.

"Only with this effort, it is possible to ultimately obtain a complete scientific understanding of the effect of mobile phone distract on diverse populations rather than just one single population," they wrote.

Journal information: Computers in Human Behavior

Provided by University at Albany

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