INTERNATIONAL JOURNAL OF STUDENT PERFORMANCE AND EDUCATIONAL RESEARCH

Abstract

The main purpose of this paper was to find out the perception of TVL-ICT Grade 12 Macintosh Students on the implementation of Modular Distance Learning in the Leyte National High School amidst Covid-19 Pandemic, S.Y. 2021-2022. Results showed that 2 or 6.67 percent of the respondents belong to the age bracket of 20 years old, 4 or 13.33 percent where under the age bracket of 19 years old, 6 or 20.00 percent belong to 18 years old and 18 or 60.00 belonged to 17 years old. The results also revealed that 26 or 86.67 percent were males, outnumbering their female counterparts with only 4 or 13.33 percent. Furthermore, results showed that “Learning on your pace” depict with a 53.33 percentage. This implies that as Modular Distance Learning is being implemented, TVL-ICT Grade 12 Macintosh students enjoy learning at their own pace. Likewise, results showed that “Reduced interaction with teacher” depict with a 63.33 percentage, “Poor learning conditions at home” indicate 16.67 percentage, “Technical problems” illustrate a 10.00 percentage while the rest of the indicators on "Lack of interactions with parents” falls on 6.67 percentage. This implies that as Modular Distance Learning is being implemented, TVL-ICT Grade 12 Macintosh students pointed out that reduced interaction with the teacher is the main disadvantage of Modular Distance Learning. Also, results showed that “Effectiveness of modular learning in terms of increasing knowledge”, “Effectiveness of modular learning in terms of increasing social competence” and “Describe your activity during modular learning” indicate “Low” results while “Effectiveness of traditional face-toface learning in terms of increasing clinical skills” and “Effectiveness of traditional face-to-face learning in terms of increasing social competencies” fall under “High”. While “Rate how much did you enjoy modular learning classes during the pandemic” indicate “Moderate”. An average of 2.57 signifying the effectiveness of modular learning as “MODERATE”. Students learned and engaged with the support of modules, which increased their interest in their very own learning. Students who were taught using a modular approach had significantly higher scores than students who were taught using an activity-oriented method. They learn something new and apply what they've learned through their own. Students gain a new perspective from their own achievements, allowing them to build new abilities. Learning through modular instruction allows students to take care of their own studies.