- 1. Department of Education Division of Misamis Oriental The Effect of Flexible Work Arrangement in Improving the Student’s Academic Performance in the Modular Distance Learning (A Basic Research) Evan Hoe D. Balarote Jr – SHS Teacher 1
- 2. INTRODUCTION
- 3. INTRODUCTION The Modular Distance Learning implemented by the Department of Education made waves of new challenges to the learners due to the pandemic that placed minimum health standards obstructing the implementation of the traditional face to face learning. With these challenges comes innovation that should help learners cope up with the times.
- 4. This research aims to validate the effect of flexible work arrangement to the academic performance of the learners under the Modular Distance Learning.
- 5. Flexible Work Arrangement The researcher uses the following conditions as “flexible work arrangement”: Reduced number of items in the activities in the SLMs Distribution and Retrieval of the SLMs will be only once every two weeks. The aforementioned conditions that make up “flexible work arrangement” is aligned with Memorandum OUCI – 2020 – 307 released last October 30, 2020 entitled “Suggested Measures to Foster Academic Ease During the COVID-19 Pandemic”.
- 7. Research Questions This basic research aims to answer the following questions: i. What is the academic performance of the control and experimental group? ii. Is there a significant difference between the academic performance of both groups? iii. What is the extent of the difference of the mean of the academic performance of the two groups?
- 8. Hypothesis H0: There is no significant difference between the academic performance of the learners with and without flexible work arrangement.
- 9. METHODOLOGY
- 10. PARTICIPANTS The participants of this research are 60 grade 10 learners which was further divided into two groups of 30 learners each.
- 11. Research Design
- 12. Research Design Since the research aims to validate the effect of flexible work arrangement towards the academic performance of the learners under Modular Distance Learning. The researcher grouped the participants into two groups. Both groups consists of 15 male and female learners. Each male and female learner is matched with another male or female learner that has the same grade point average on their previous year which is the grade 9 level. Each group is labeled Control and Experimental Group .
- 13. Research Design Both groups will claim and return the same activities found in the SLMs. However, the control group will claim and return the activities in the SLMs once a week and the experimental group will do the same once every two weeks. In which case, the control group is the group without flexible work arrangement and the experimental group has flexible work arrangement.
- 14. Research Design The research was conducted on the first quarter of the school year 2020 – 2021 where Modular Distance Learning is implemented. The researcher used the first quarter average grade as a basis for the academic performance of the learners of both groups where flexible work arrangement is applied to the experimental group.
- 15. Research Tools
- 16. Research Tools The researcher will use descriptive statistics, specifically mean (M) and standard deviation (SD) , to describe the first quarter average grade of both groups. The researcher also used the following grade range and interpretation to further categorize the learner’s academic performance.
- 17. Research Tools Grade Range Interpretation 95 and up Highly Proficient 90 – 94 Above Average Proficiency 85 – 89 Proficient 80 – 84 Approaching Proficiency 75 – 79 Developing Proficiency Table 1: Grade Range and Interpretation
- 18. Research Tools To check for statistical difference between the academic performance of the learners without flexible work arrangement (Control) and with flexible work arrangement (Experimental). The researcher first used the Shapiro-Wilk value to check for the normality of the data and Levene’s F Test for Homogeneity of Variance. Once tenable, the researcher will conduct independent sample t-test to check for statistical difference.
- 19. Research Tools If found significant, the researcher will measure the level of difference between the data. To measure the level of difference between the academic performance of the learners with and without flexible work arrangement , the researcher will utilize Cohen’s d value. Furthermore, the following guidelines will be use to interpret the level of difference of the academic performance of both groups. The researcher used 0.05 as an alpha level to all test mentioned.
- 20. Research Tools Effect size Cohen’s value (d) Small 0.20 – 0.49 Medium 0.50 – 0.79 Large 0.80 and up Table 2: Guidelines for Interpreting Effect Size for Group Comparison
- 22. This part of the research reveals the data collected by the researcher. The data presented aims to answer the action research questions posted for this research. Furthermore, this research aims to validate the effect of flexible scheduling towards the academic performance of the learners under the Modular Distance Learning. With this the discussion of the results is based on their academic performances of the learners involved in this research.
- 23. Research Question #1: What is the academic performance of the learners without flexible work arrangements? With flexible arrangements?
- 24. Variable N Mean (M) SD Interpretation Control 30 83.77 3.85 Approaching Proficiency Experimental 30 85.73 3.36 Proficient Table 3: Mean and standard deviation of the student’s academic performance without flexible work arrangement (Control) and with flexible work arrangement (Experimental)
- 25. Table 3 shows the mean and standard deviation of the average grade of the learners of the control and experimental group. Both groups both has 30 learners. Furthermore, Table 3 shows that the mean of the grade of the learners in The control group is 83.77 with a standard deviation of 3.85 which interprets to “Approaching Proficiency”. On the other hand, the mean grade of the learners of the experimental group is 85.73 with a standard deviation of 3.36 which interprets to “Proficient”.
- 26. Research Question #2: Is there a significant difference between the academic performance of the learners without flexible work arrangements and the learners with flexible arrangements?
- 27. Table 4: Independent sample t test summary for First Quarter Grade of the Control and Experimental Group. Control Experimental
- 28. Preliminary assumption testing was conducted. Shapiro Wilk test for normality and a Levene’s Test for the equality of variance. Normality for group 1 and 2 on the dependent variable was found tenable at the 0.05 alpha level, p = 0.48 and p = 0.08, respectively. Also, the result of Leven’s test provided evidence that the assumption of homogeneity of variance across groups was tenable, F (2,58) = 0.009, p = 0.92. Consequently, an independent t-test was employed. Using an alpha level of 0.05, an independent sample t-test was conducted to evaluate whether there is a significant difference between the average grade of group 1 and 2. The test was significant, t (58) = -2.108, p = 0.039, d = 0.54. the 95% confidence interval of the difference ranged from - 3.824 to - 0.099. An examination of the group means indicated that the experimental group (M = 85.73, SD = 3.362 n = 30) have higher average grade than the control group (M = 83.77, SD = 3.848, n = 30).
- 29. Research Question #3: How big is the difference in the academic performance of the learners with and without flexible work arrangements?
- 30. The Cohen’s d value is at 0.54. this indicates that there is a medium difference between the average grade of group 2 than of that of group 1. Control Experimental
- 31. CONCLUSION
- 32. This research were able to conclude the following: Learners with flexible work arrangement have higher academic performance (M = 85.73, SD = 3.362 n = 30) than those learners who don’t have flexible work arrangement (M = 83.77, SD = 3.848, n = 30). There is a significant difference with the average grade of the learners with flexible work arrangement than those who does not have flexible work arrangement (t (58) = - 2.108 p = 0.039). the effect size, with the use of Cohen’s value d =0.54, indicates a medium difference between the academic performance of the learners with flexible work arrangement than those learners without.
- 33. RECOMMENDATIONS
- 34. From the results of this basic research, the researcher recommends the following: 1. Learners should be given a reduced number of items in the activities in the SLMs for it makes learners more productive in answering the activities resulting to a better academic performance. 2. Giving learners a two-week window in claiming and returning the activities in the SLMs gives learners a better academic performance. Thus, the researcher recommends that it should be considered as an alternative scheduling to the current setup which is once a week.
- 35. Advocacy Plan
- 36. Given the results of this research, the researcher plans to do the following: 1. Widen the scope of the implementation of flexible work arrangement. 2. Devise more intervention plan to couple the flexible work arrangements for it to be more effective and easier to implement at the same time. The researcher plans to monitor the performance of the added intervention plans to check if it works or not. 3. Continuously monitoring of the academic performance of the learners towards answering the activities in the SLMs to check if the applied intervention plan devised with another invention works properly and efficiently.