Judging the Relevance and worth of ideas part 2.pptx
PPT FOR DISTRICT RESEARCH CONGRESS - ver 2-1.pptx
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
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.
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.
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
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.
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.
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.
