ABSTRACT
This study aimed to determine the content enhancement strategy for the improvement of modular distance learning (MDL) in Matabungkay National High School, Lian Batangas. It also identifies the factors that affect the delivery of MDL. It included the profile of the respondents in terms of sex, age, civil status, educational attainment, and length of service. It investigated the effects of MDL in Matabungkay National High School in terms of overall academic performance, and academic performance across grade levels. Moreover, the respondents’ perception of the effects of MDL in terms of pupil performance, teacher performance, and learning facilitators’ performance. The study was conducted at Matabungkay National High School, Lian Batangas with thirty (30) teacher respondents.
Using the descriptive Method of research, a researcher-made questionnaire was used as the instrument. Results showed that the female ones exceed the males with more females facing the challenges of the time. The academic performance across grade levels as well as the overall academic performance has been very satisfactory. Moreover, the pupils have been engaged on the subject matter which is the reason why they have been doing well in answering all the activities. This engagement could also be the reason for the positive results in the summative tests since learners’ responses have been correct. Pupils’ performance has been positive during modular distance learning. Teacher performance during modular distance learning has been more than satisfactory. With regards to the effects of modular distance learning on learning facilitators, the experience has been fruitful. It was also found that there was no significant difference in the perception of the respondents on the effects of modular distance learning when profile variables are considered. This failed to reject the null hypothesis. There was no significant difference on the perception of the respondents on the effects of modular distance learning when profile variables are considered which failed to reject the null hypothesis. There was a significant relationship between the perception of the respondents on the effects of modular distance learning and the contributory factors related to its implementation. The p-value was 0.003 which rejects the null hypothesis. Finally, a content enhancement activity is results-based to enhance the students’ performance and teaching practices on modular distance learning.
Key Words: pupil achievement, content strategies
see PDF attachment for more information