Modular-Based Approach and Students’ Achievement in Literature

Ambayon, Cristobal Millenes

doi:10.7575/aiac.ijels.v.8n.3p.32

Cited by 32 publications

(31 citation statements)

References 1 publication

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“…The obtained weighted means were all described as agreeing. This finding attests to the module's acceptability, which concurs with Reyes and De Guia (2017), who claimed that a module must receive an excellent acceptability rating as proof of content validity and relevance, which may include highly acceptable content, clarity, appeal, and originality (Ambayon, 2020). The finding corresponds to Balbin et al (2021), where students evaluated the faculty-prepared modules as acceptable.…”

Section: Students' Evaluation Of the Faculty-prepared Instructional M...supporting

confidence: 81%

Students’ Evaluation of Faculty-Prepared Instructional Modules: Inferences for Instructional Materials Review and Revision

Hamora

Rabaya

Pentang

et al. 2022

J. Educ., Mngt., and Dev. Studies

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Academic institutions migrated to modular teaching-learning amid the COVID-19 pandemic. To ensure the quality of the pedagogical innovations employed, the study determined the students’ evaluation of the faculty prepared instructional modules for the courses they enrolled in during the first and second semesters of Academic Year 2020-2021. Employing a descriptive-correlational research design, the study was participated by 644 students from three colleges who were then available during the data gathering. Data gathered through online surveys were then analyzed using descriptive statistics and Spearman's rank correlation coefficient utilizing jamovi software. Results revealed that the faculty-prepared instructional modules were acceptable and satisfactory to the students. Besides, the students' evaluation of the instructional modules was positively related to their level of satisfaction. Still, the students recommended that a review of the modules be done before sending the modules; a more extended time allotment is considered, and sufficient concrete examples are given in the modules. With this, the faculty concerned are encouraged to review the phases involved in the design, development, and distribution of the instructional modules to make them highly acceptable and very satisfactory to the students while maintaining the quality of both the content and aesthetics of the learning materials. Considering the study’s limitations, further endeavors may be carried out to validate this pedagogical innovation.

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Section: Students' Evaluation Of the Faculty-prepared Instructional M...supporting

confidence: 81%

Students’ Evaluation of Faculty-Prepared Instructional Modules: Inferences for Instructional Materials Review and Revision

Hamora

Rabaya

Pentang

et al. 2022

J. Educ., Mngt., and Dev. Studies

View full text Add to dashboard Cite

show abstract

“…The result supports Ambayon and Millenes [23] wherein they mentioned that the modules contribute to the achievement of primary objectives, promote the development of higher cognitive abilities, are well-crafted, and are favorable to students. Torrefranca [24] also stated that self-learning objectives should include clear instructions on how to complete the tool/activity and how it will be rated, as well as questions or scenarios that are relevant to and easy to understand.…”

Section: Assessmentsupporting

confidence: 76%

Language Contents of Modules and Grade 7-10 Students’ Engagement during the COVID 19

Cossid¹

2021

AJESS

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Aims: To determine the relationship between modules’ language contents and students learning engagement during the COVID 19 Study Design: Descriptive-correlational Place and Duration of Study: This study was conducted in Bato National High School, Sta. Cruz, Davao del Sur from February to June 2021. Methodology: This research used the stratified random sampling. It involved 258 Grades 7-10 students. It utilized adopted questionnaires developed by Vergara (2017), Fredericks et al. (2005) and Moore and Lippman (2005). Results: The level of language contents of the modules in English gained an overall mean of 4.05 (SD=0.94) described as “high.” All components under language contents had rated high as follows: presentation (4.05), communication style (4.07), assessment (4.05) and content (3.92). On the other hand, the level of student engagement gained an overall mean score of 3.96 (SD = 1.06) with a verbal description of “highly engaged.” All components under students engagement had rated high as follows: behavioral engagement (4.19), emotional engagement (4.04), and cognitive engagement (3.65). The tested hypothesis gained an r value of 0.633, and a p-value of 0.00 which is less than 0.01, the alpha level of significance is denoting a strong positive correlation between the level of language contents of the modules and engagement of students. Hence, it determined that there was a significant relationship between language content of the modules and engagement of students. Conclusion: Although all variables in the contents of the modules and engagement are rated high and highly engaged respectively, specific statements which are within the border of often and seldom may be given attention. Moreover, the findings of this research shows significant relationship between language content of modules and students’ engagement may allow the module developers to consider that quality of modules is more relevant than quantity and that meaningful activities promote learners’ engagement.

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“…Modular instruction is a teaching approach that facilitates independent learning of everything in the module at pupils' own effort and pace [2]. As children were mostly left on their own, they sometimes felt bored or could no longer bear the difficulty of the questions in the module.…”

Section: Discussionmentioning

confidence: 99%

Grappling with the learning modules: Experience of Public Elementary Pupils Attending English Written Modular Classes

Panganiban¹,

Madrigal

2021

TSSJ

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Modular Distance Learning is one of the educational trends brought about by the pandemic. The recent use of this model of learning delivery has put teaching and learning into an adjustment period. This particular challenge has been the urgent imperative to have modular classes. It implies designing and organizing for better learning. English is the primary medium of instruction in education, and most of the modules written in the given language posing additional challenges and demands to school learners. Hence, this paper endeavors to investigate the lived experiences of the pupils in answering English-written modules through a qualitative design with a phenomenological approach. The participants of the study were eight Grade 6 pupils determined using the purposive sampling technique with some inclusion criteria. Data were gathered through an in-depth interview and were analyzed using a recursive textual analysis aided by Lichtman’s 3c's: coding, categorizing, and conceptualizing. The study revealed that quality education in the locality during this time of pandemic is greatly affected by the delivery modality, the curriculum content and standards, educational equipment and resources, the competence of parents to give assistance, and the readiness of the learners to read and learn independently.

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Modular-Based Approach and Students’ Achievement in Literature

Cited by 32 publications

References 1 publication

Students’ Evaluation of Faculty-Prepared Instructional Modules: Inferences for Instructional Materials Review and Revision

Students’ Evaluation of Faculty-Prepared Instructional Modules: Inferences for Instructional Materials Review and Revision

Language Contents of Modules and Grade 7-10 Students’ Engagement during the COVID 19

Grappling with the learning modules: Experience of Public Elementary Pupils Attending English Written Modular Classes

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