The document discusses a study on the perception and challenges of senior high school students with modular distance learning during the COVID-19 pandemic. It found that students have an overall negative perception of modular learning and feel moderately challenged, particularly by the number of module activities and deadlines. While there were some differences by age and sex, most comparisons found no significant relationships between student profiles and their perception or challenges. The study concluded students need reasonable workloads and timelines to feel less overwhelmed with modular assignments.

1. “PERCEPTION AND CHALLENGES OF
SENIOR HIGH SCHOOL STUDENTS IN
MODULAR DISTANCE LEARNING”

2. CHAPTER I
Background of the Study
January 30, 2020, Dr. Tedros Adhanom Ghebreyesus (World Health
Organization Director-General) declared the outbreak of COVID-19 as Public Health
Emergency of International Concern (PHEIC)(World Health Organization).
In the Philippines, the Department of Education necessitates the
implementation of any of the four learning modalities (Online Distance Learning,
Modular Distance Learning, TV-Radio Based Instruction, and Face to Face)
particularly, the modular distance learning.

3. Statement of the Problem
1. What is the profile of Senior High School students in terms of :
1.1. Age
1.2.Gender
2. What is the level of perception of the respondents?
3.What is the extent of challenges experienced by the Senior High School students when taking
as whole and in terms of the following:
3.1.Completing the modules
3.2. Distribution and retrieval of modules
4. Is there a significant relationship between the profile of respondents and their perception and
challenges in modular distance learning?

4. Profile of respondents in terms
of:
1.1.Age
1.2.Gender
Perception and Challenges of
Senior High School Students in
Modular Distance Learning
IV DV
Conceptual Paradigm

5. Scope and Delimitations
This study utilized the Descriptive Correlational method. This is primarily concerned with
finding out the perception and challenges of Senior High School students in Modular Distance Learning
and the relationship between perception and challenges. The respondents are grade 12 General
Academic Strand (GAS) and Technical Vocational Livelihood (TVL) students in East Negros Academy, Inc.
varying in age and gender. There is a total of 75 respondents, hence 75 survey questionnaires are
produced and distributed. The study is conducted on the month of May 2023.

6. CHAPTER II
Review of Related Literatures
Modular Distance Learning (Local)
The study conducted by Agarin (2021) aims to assess the challenges and status of modular
learning and Its effect to students’ academic behavior and performance in Santo Tomas Elementary
School-Annex at Calauan District.
Agarin (2021) concluded that there is a significant effect between the Challenges and
Status of Modular Learning as to learners’ academic behavior and performance. It rejects Agarin’s
null hypothesis “The challenges and status of modular learning have no significant effect on
learners’ academic behavior and performance.” (Agarin,2021, p.328).

7. CHAPTER III
Research Design
This research study used Correlational method of research using the questionnaire checklist as
the main data gathering instrument . This method described the profile of student which includes age,
gender and grade level. It also described the perception and challenges of students in modular distance
learning . According to McBurney and White (2009), descriptive correlational design is utilized in
research studies that seek to present static images of circumstances and determine the relationship
between two variables which on this current study, are the perception and challenges of students in
modular distance learning.

8. Data Collection Procedure
Data needed for this study is gathered by means of requesting permission from the principal of
East Negros Academy, Inc., to conduct this study . After approval , the questionnaire is distributed to the
participants of the study. They are given 30 minutes of time to answer the questionnaires . After the
allotted time, questionnaires are collected and analyzed.

9. Research Instrument
The research instrument in gathering data is the questionnaire-checklist. 75 questionnaires is
produced and distributed to the group of respondents. The questionnaires that are used for student
participants consists of four parts . Part I of the questionnaire is about the profile of respondents such
as age and gender. Part II is the level of perception . Lastly , part III and part IV is about the extent of
challenges experienced by the Senior High School students in terms of completion of modules and
distribution and retrieval of modules.

10. Table 1
Profile of the Participants
Variable Frequency Percentage
Age
Younger (18 years old and below) 57 76.0
Older (19 years old and above) 18 24.0
Sex
Female 33 44.0
Male 42 56.0
Total 75 100.0
CHAPTER IV
Results and Discussion
Profile of Participants

11. Table 2
Level of Perception toward Modular Distance Learning
Note: 1.00-2.00, Highly negative; 2.01-3.00, Negative; 3.01-4.00, Positive; 4.01-5.00, Highly Positive
Students’ Perception toward Modular Distance Learning
Statements M SD Interpretation
1. Modular distance learning is a challenging mode of
learning.
1.46 0.70
Highly Negative
1. Modular distance learning is necessary to implement.
3.71 0.86
Positive
1. Modular distance learning isolates the students from
peers.
1.95 0.95
Highly Positive
1. Modular distance learning expands the student’s
learning capability.
3.25 0.94
Positive
1. Modular distance learning will negatively affect the
student’s mental health.
3.91 1.07
Positive
1. Modular distance learning will improve the
relationship between the students and their parents
or guardians.
2.16 1.16
Negative
Overall Perception 2.73 0.33 Negative

12. Table 3
Extent of Challenges Experienced by Students in Modular Distance Learning in Terms of Completion of Modules
Note: 1.00-1.80, Extremely challenged; 1.81-2.60, Very challenged; 2.61-3.40, Moderately challenged; 3.41-4.20, Slightly challenged; 4.21-5.00, Not at all Challenged
Statements M SD Interpretation
1. I was able to answer the
activities efficiently. 3.79 0.88
Slightly challenged
2. I am motivated in answering
my modules. 3.54 0.81
Slightly challenged
3. I was able to answer my all
of my modules without the help
of my family. 3.93 1.00
Slightly challenged
4 .I was able to understand the
majority of lessons in the
module. 3.33 1.04
Moderately challenged
5. I was able to answer
activities in subjects that are in
English language. 3.67 1.05
Slightly challenged
6. I am pressured by time when
doing my modules. 4.08 1.07
Slightly challenged
7. I get overwhelmed by the
number of activities I have to
answer in modules. 2.07 1.1
Very challenged
8. I was able to finish my
modules the day before the
deadline 2.62 1.22
moderately challenged
Overall Challenge
3.36 0.42 Moderately challenged
Challenges During the Modular Distance Learning

13. Table 4
Extent of Challenges Experienced by Students in Modular Distance Learning in Terms of Distribution and Retrieval of Modules
Note: 1.00-1.80, Extremely challenged; 1.81-2.60, Very challenged; 2.61-3.40, Moderately challenged; 3.41-4.20, Slightly challenged; 4.21-5.00, Not at all Challenged
Statements M SD Interpretation
1. I am present during the distribution of
modules.
4.41 0.91
Not at all challenged
2. I was able to pass my modules on time.
3.68 0.94
Slightly challenged
3. I wasn’t able to finish all my previous
modules at the time of distribution of new
ones. 2.86 1.17
Moderately challenged
4. I wasn’t able to go distribution and
retrieval of modules due to personal
inconveniences.
3.32 1.24
Moderately challenged
5. I am present during the retrieval of
modules. 4.24 0.94
Not at all challenged
6. I get pressured by the deadline of
modules. 1.88 1.10
Very challenged
Overall Challenge
3.40 0.50
Moderately challenged

14. Significant Difference in Students’ Perception towards Modular Distance Learning when Grouped According to Profile Variables
Table 5
Significant Difference in Students’ Perception towards Modular Distance Learning when Grouped According to Age
Note: If ρ≤ 0.05, significant.
Age n M SD t df 𝝆 Interpretation
Perception towards
Modular Distance
Learning
Younger 57 2.74 0.34
0.51 73 0.613 Not Significant
Older 18 2.69 0.28

15. Table 6
Significant Difference in Students’ Perception towards Modular Distance Learning when Grouped According to Sex
Note: If ρ≤ 0.05, significant.
Sex n M SD t df 𝝆 Interpretation
Perception towards
Modular Distance
Learning
Male 33 2.68 0.32
-1.22 73 0.226 Not Significant
Female 42 2.77 0.33

16. Significant Difference in the Extent of Challenges Experienced by Students in Modular Distance Learning when Grouped According to Profile Variables
Table 7
Significant Difference in the Extent of Challenges Experienced by Students in Modular Distance Learning when Grouped According to Age
Note: If ρ≤ 0.05, significant.
Challenges in
Modular Distance
Learning
Age n M SD t df 𝝆 Interpretation
Completion of
Modules
Younger 57 3.30 0.40
-2.22 73 0.029 Significant
Older 18 3.55 0.43
Distribution and
Retrieval of
Modules
Younger 57 3.43 0.51
0.97 73 0.336 Not Significant
Older 18 3.30 0.45
As a whole
Younger 57 3.37 0.31
-0.73 73 0.466 Not Significant
Older 18 3.42 0.20

17. Table 8
Significant Difference in the Extent of Challenges Experienced by Students in Modular Distance Learning when Grouped According to Sex
Note: If ρ≤ 0.05, significant.
Challenges in
Modular Distance
Learning
Sex n M SD t df 𝝆 Interpretation
Completion of
Modules
Male 33 3.32 0.47
-0.83 73 0.409 Not Significant
Female 42 3.40 0.37
Distribution and
Retrieval of Modules
Male 33 3.29 0.47
-1.68 73 0.098 Not Significant
Female 42 3.48 0.51
As a whole
Male 33 3.30 0.27
-2.11 73 0.039 Significant
Female 42 3.44 0.29

18. Table 9
Correlation Between Students’ Perception towards Modular Distance Learning and Extent of Challenges Encountered
Note: If ρ≤ 0.05, significant.
Variables n r 𝝆 Interpretation
Perception vs
Completion of
Modules
75 0.339 0.003 Significant
Perception vs
Distribution and
Retrieval of
Modules
75 -0.40 0.734 Not Significant
Perception vs
Overall Extent of
Challenges
75 0.213 0.067 Not Significant
Correlation Between Students’ Perception towards
Modular Distance Learning and Extent of Challenges
Encountered

19. Summary of Findings, Conclusions, and
Recommendations
CHAPTER V

20. Summary of Findings
1. The students’ perception toward Modular Distance Learning is “Negative” with an overall
mean of 2.73.
2. The extent of challenges experienced by students in Modular Distance Learning is
“Moderately challenged” with an overall mean of 3.36.
3. The extent of challenges experienced by students in Modular Distance Learning in terms
of distribution and retrieval of modules is “Moderately challenged” with an overall mean of
3.40.
4. There is no significant difference in student’s perception towards Modular Distance
Learning when grouped according to age with a p value of 0.613.
5. There is no significant difference in students ‘perception towards Modular Distance
Learning when grouped according to sex with a p value of 0.226.

21. 6. There is no significant difference in the extent of challenges experienced by students in Modular
Distance Learning when grouped according to age with a p value of 0.466.
7. There is a significant difference in the extent of challenges experienced by students in Modular
Distance Learning when grouped according to sex with a p value of 0.039.
8. There is no significant correlation between students’ perception towards Modular Distance Learning
and extent of challenges encountered.

22. Conclusions
1. Students are highly challenged in Modular Distance Learning by being
pressured by the number of activities they have to answer in their modules.
They also get pressured by the deadline of modules . Teachers, therefore,
should provide just enough number of activities and reasonable time so that
they won’t get overwhelmed both in answering the modules and the time or
deadlines.
2. The researchers concluded that students’ perception towards Modular
Distance Learning does not influence their overall extent of challenges in
Modular Distance Learning .
3. The alternative hypothesis : there is significant relationship between the profile
of the respondents and their perception and challenges in modular distance
learning , is rejected.

23. Recommendations
1. To the students, they should be mindful of their classmates’ situations or possible hardships
they could be facing so that they are able to offer support.
2. To the teachers, they should maintain their communication with the students so that students
are guided throughout their modular distance learning.
3. To the Department of Education, they can develop a more efficient educational program that
ensures an optimal environment for teachers, student, and parents.
4. To the parents, they should be more considerate and understanding to the students in able to
provide assistance to their children.