MODULAR APPROACH TO IMPROVE STUDY SKILLS 0F GRADE 8 STUDENTS

IN DON JUAN AVALON NATIONAL HIGH SCHOOL

AN ACTION RESEARCH PROPOSAL

Submitted to

Department of Education
Regional Office No. VIII
DIVISION OF NORTHERN SAMAR
Catarman, Northern Samar

April 2019
I. CONTEXT AND RATIONALE

Modular approach is an alternative instructional design that uses developed

instructional materials which are based on the needs of the students. Students are

encouraged to work on various activities that are interesting and challenging to

maintain focus and attention. Students are benefitted in this kind of instruction.

Using modules for instruction developed the acquisition of a better self-study or

learning skills among students. Students engaged themselves in learning concepts

presented in the module. They developed a sense of responsibility in accomplishing

the tasks provided in the module. With little or no assistance from the teacher, the

learners progressed on their own. They learned how to learn; they were empowered.

Being in the modern age, the work of the teacher facilitates the learning process

by encouraging the students to do their task, by clarifying and explaining how things

should be done, and organizing learning resources that aid learning. The teacher does

not impose his own views on the students.

YWAM Finland which also adapts the modular education system states some of the

benefits of the modular education system that they apply in their institution: (1.) It provides

students with intensive and focused time on each topic. (2.) It allows mobility for both students

and teachers (faculty). (3.) It allows for different learning strategy.

(http://www.iis.ru.ac.th/iis/modular_course_system.html)
 It is an instructional material which possesses the qualities that will make the

individual an independent learner, self-pacing and progressing at his own rate, finally

giving him the feeling of self-satisfaction, the very essence of modular instruction.

In learning by doing, the students take part in authentic experiences. They

discover new things and they experiment with knowledge themselves. Students learn to

reflect on their experiences, thus developing new skills, attitudes, and ways of thinking.

Moreover, experiential learning trains students to be responsible for their own learning

because they are involved in active roles for the purpose of learning.

The use of modules also encourages independent study. It directs students to

practice or rehearse information. To gain mastery of the concepts, exercises are given

following the progression of activities from easy to difficult. The arrangement of the

exercises as such formalizes the level of difficulty that the learners can perform. Another

benefit of using modules for instruction is the acquisition of a better self-study or

learning skills among students. Students engage themselves in learning concepts

presented in the module. They develop a sense of responsibility in accomplishing the

tasks provided in the module. With little or no assistance from the teacher, the learners

progress on their own. They are learning how to learn; they are empowered.

Teachers themselves become enthusiastic. Since students have varied learning

capacities, teachers who use modules can attend to different students who work on

varied tasks. Monitoring students’ activities can become more purposeful especially with

students who need more guidance and attention. The modules allow them to be

occupied with legitimate activities like preparing for another teaching task. The use of
modules also strengthens the overlapping capacity of the teacher to attend to the

varying needs of the students without compromising the quality of instruction. That is,

the teacher can monitor each student because the failure of the teacher to monitor

independent work may mean incorrect learning by the students.

There are teachers’ activities outside the school which decrease the quality time

for students to learn. Various activities and quasi teaching concerns like attendance to

seminars, workshops and trainings lessen teachers’ time in the classroom. Lessons are

not delivered as planned because of interruptions beyond the control of the teacher.

With the modules prepared for the students, no learning time is lost since modules are

ready for students to accomplish in the absence of the teachers.

More so, learners will benefit because they become independent and responsible

attending to their individual tasks with minimal supervision. As teachers raise their level

of trust to their students, the value of independence among the students will manifest in

their lives. Their proficiency and competency will grow. The students’ writing skills will

also be honed through the language tasks provided in the modules. The use of the

modules in the classroom will arm them with the necessary skills to express themselves

better.

Module 1 is a form of individualized instruction that allows students to use a self-

contained package of learning activities. These activities guide learners to know or to be

able to do something. Further, a learning module contains activities intended to help

students understand certain lessons.

 A module makes the learner control over his learning. It is a set of learning

opportunities that is organized around well-defined topic which contains the elements of

instructions, specific objectives, teaching-learning activities and evaluation using

criteria-referenced measurement.

The module is an innovation among developed and developing countries whose

impact is brought by projects on the preparation and use of modules of different offices

like the Asia Center of Innovations in Education Innovation. It is an instructional material

which possesses the qualities that will make the individual an independent learner, self-

pacing and progressing at his own rate, finally giving him the feeling of self-satisfaction,

the very essence of modular instruction.

The module has become a teaching strategy which is becoming popular in the

school system 3. It is a self-contained and independent unit of instruction with a primary

focus on a few well-defined objectives. For 4, the module is a set of learning

opportunities systematically organized around a well-defined topic which contains the

elements of instruction.

Part of using the module is the task of the teacher to provide reasonable

feedback, monitor and help the students see that the assigned task is as valuable as

other work 5. When the work is marked conscientiously by the teacher, and is given

relevant feedback, the students will find meaning with what they do because they know

that their effort is not wasted.

The use of modules also encourages independent study. It directs students to

practice or rehearse information. To gain mastery of the concepts, exercises are given
following the progression of activities from easy to difficult. The arrangement of the

exercises as such formalizes the level of difficulty that the learners can perform. Another

benefit of using modules for instruction is the acquisition of a better self-study or

learning skills among students. Students engage themselves in learning concepts

presented in the module. They develop a sense of responsibility in accomplishing the

tasks provided in the module. With little or no assistance from the teacher, the learners

progress on their own. They are learning how to learn; they are empowered.

II. ACTION RESEARCH QUESTIONS

This action research aims to improve study skills using modular approach among selected

grade 8 students in Don Juan Avalon National High School.

Specifically, it sought to answer the following questions:

1. Can modular approach improve the study skills of the students?

2. Can modular approach encourage students to participate in class discussions?

3. Can modular approach developed the advance study habit of the students?
III. PROPOSED INNOVATION, INTERVENTION, AND STRATEGY

It is a great honor to every educators’ to satisfy the needs of their students A lot of

interventions should be applied in the class discussion to arouse the interest of the listeners and

in every lessons that students acquires the said knowledge. It is important that students have this

behavior such as eagerness to learn. Hence, educators should possess a variety of interventions to

address the students’ different learning preferences and styles.

In fact, one of the satisfaction that educators must fed to their students is that students’

actively participated in the class lively in which most of the information is provided by visual

input. Thus, instructional materials work as a powerful tool in this aspect, as far as they give

information to read and study paraphernalia’s or the instructional materials wherein students can

study in advance and the opportunity to read lessons that might students acquire.

It can be used in any setting convenient to the learner and may be completed at the

learner's own pace. It may be used individually or in small groups. It is structured in such a way

that learner can identify the objectives he/she wants to achieve, select the appropriate material,

follow a learning sequence by selecting from a variety of methods of presentation, and evaluate

his/her own achievements. In module learning teachers becomes a facilitator of learning rather

than the traditional dispenser of knowledge. Sufficient theory and practice are available for the

application of modular teaching in our classrooms.

The following are the components Henne recommends for each module:; (1) Pre-

assessment: Each module should include an activity that determines students’ initial knowledge
of a topic before taking part in the learning activities within the module. The results of this

activity can be compared to assessment results at the end of the module to measure achievement

of learning outcomes. (2) Learning objectives: These are specific statements, including the

actions, performance criteria, and conditions of what students will be able to do upon completing

the module. (3) Assigned reading: Specify chapters, pages, documents, slides, lecture notes and

provide guided reading suggestions or points for students to look out for in the reading. (3)

Assigned writing: Writing assignments can range from posts to the discussion board to formal

papers. Each assignment should have a clear explanation of expectations and evaluation criteria.

(4) Exercises/activities: Each module should have an interactive activity for the entire class or

for groups, which encourages critical thinking and practical application of the material covered

in the learning module. (5) For further study: Take advantage of the rich resources on the

Internet and provided by publisher websites to enhance learning and stimulate students’ curiosity

to dig deeper into the subject matter. (6) Post-assessment: The end-of-module assessment

should be in the same format (e.g., essay or quiz questions) as the pre-assessment to measure

student progress. Excerpted from A Guide to Creating Modular Courses, February 2007, Online

Classroom.

Furthermore, modular approach have the value of advance study habit in the teaching-

learning process which is reasonably well recognized particularly in the establishment of a

positive learning environment and the relationship between teacher and students. As a teaching

strategy, alleged benefits include the promotion of understanding, increased attention and

interest, motivation towards learning, improved attitudes, productivity, creativity and divergent

thinking.
 Other benefits include decreased academic stress and anxiety, boredom and disruptive

behaviour (Powell and Andresen 1985).

Therefore, modular approach is very much useful nowadays because students are busy in

all of their activities and task in their classroom.

IV. ACTION RESEARCH METHODS

A. Participants and Other Sources of Data and Information

This study will be conducted in Grade 8 classes comprising of 50 officially enrolled

students in Don Juan F. Avalon National High School for the school year 2019-2020. In addition,

data will be taken from teacher’s class records and anecdotal notes, interview transcripts, and

pre- and posttest questionnaires. The subjects are universally sampled because they are all takers

of the modular approach in the class.

B. Data Gathering Methods

To gather data on revitalization of students’ interest, the researcher will administer

participant observation and informal interview during and after the conduct of the intervention.

Recording of student’s recitation, participation and attendance will be done during the

implementation to collect data on increment in students’ engagement. The pre- and posttest will

be facilitated to quantify students’ understanding on modules.

This study used the descriptive method in determining the effect of the use of modules in

the enhancement of learner autonomy. When Before the development of the modules, a survey
on the writing needs of the students was conducted. The results of the needs analysis became the

basis of developing the modules. Upon identifying the needs, the lessons were grouped

according to content designed for a whole term..

The experiment group was met regularly as scheduled by the teacher to guide the students

or answer the queries of the students about the lessons given.

After the semester, when all activities were completed, the researcher marked the items

of each task and compared the results derived from the class.

The scores of the control and experiment groups in the regular, assigned and evaluative

tasks were determined.

3.2. Population and Locale of the Study

The study will conducted at Don Juan F. Avalon National High School Grade 8 students.

The student-respondents consisted of two groups: the control group and the experimental group

enrolled. The control group used the module during the regular class period. On the other hand,

the experiment group was met by the teacher once a week to orient and to follow up the progress

of the students in their work and to give further instructions as needed.

3.3. Data Collection Procedure

Comparison of Performance of Control and Experimental Groups. Table 1 shows the

performance of both groups in the 4 modules assigned to the students.

C. Data Analysis Plan

This study will employ mixed method embedded research design. The data gathered from

informal interview and participant observation will be analyzed using content

analysis.Descriptive statistics will be utilized to analyze the data on students’ recitation,

participation, and attendance. Mean difference will be employed for analysis of the data from the

pre- and posttest.

V. ACTION RESEARCH WORK PLAN AND TIMELINES

ACTIVITIES TIMELINE PERSONS RESOURCES SITE

INVOLVED

1. Submission of First June 2017 Regional BERF Revised Action Research DepEd
Tranche Deliverables Secretariat, Proposal, Data Collection Regional
Proponent Instruments, Declaration Office No. VIII
of Anti-Plagiarism,
Declaration of Absence of
Conflict of Interest, and
Memorandum of
Agreement
2. Securing of July 2017 School Principal Letter of Permission Don Juan F.
permission to conduct (1 week) Avalon
action research National High
School, San
Roque, N.
Samar

3. Conduct and Proponent and Interview Questionnaires Don Juan F.

interpretation of initial SHS Students Avalon
interview National High
School, San
Roque, N.
Samar

Proponent and Don Juan F.

4. Conduct and SHS Students Avalon
interpretation of Pre- National High
test for skills School, San
assessment Roque, N.
Samar

Proponent and Don Juan F.

5. Implementation of SHS Students Avalon
the Intervention Modules National High
School, San
Roque, N.
 Samar

Proponent and Interview Questionnaires Don Juan F.

6. Conduct and SHS Students Avalon
interpretation of final National High
interview School, San
Roque, N.
Samar

Proponent and Test Materials Don Juan F.

7. Interpretation and SHS Students Avalon
analysis of collected National High
data School, San
Roque, N.
Samar

Proponent and Test Materials Don Juan F.

8. Conduct and SHS Students Avalon
interpretation of Post National High
test for skills School, San
assessment Roque, N.
Samar

Proponent and Published Action Research Don Juan F.

9. Finalize the Action SHS Students Avalon
Research National High
School, San
Roque, N.
Samar

Regional BERF Liquidation, Don Juan F.

10. Submission of First Secretariat, Last Tranche Deliverables Avalon
Tranche Liquidated Proponent National High
Expenses and Last School, San
Tranche Deliverables Roque, N.
Samar

Regional BERF Don Juan F.

11. Signing and Secretariat, Avalon
Acceptance of Check Proponent National High
School, San
Roque, N.
Samar
12. Securing of School Principal Letter of Permission Don Juan F.
permission to conduct Avalon
Learning Action Cell National High
(LAC) sessions School, San
Roque, N.
Samar

Department Reproduced Completed Don Juan F.

13. Conduct of Head, Proponent Action Research Avalon
Learning Action Cell National High
(LAC) sessions School, San
Roque, N.
Samar

Regional Don Juan F.

14. Signing and Disbursing Avalon
Acceptance of Check Officer, National High
Proponent School, San
Roque, N.
Samar

Reproduced Reproduced Action Don Juan F.

15. Present the research Action Research Research and Lesson Plans Avalon
result in In-Service and Lesson National High
Training Plans School, San
Roque, N.
Samar

Regional BERF Liquidation, Final Report, DepEd

16. Submission of Last Secretariat, Memorandum of Regional
Tranche Liquidated Proponent Agreement Office No.
Expenses, Final Report, VIII, Tacloban
MOA City
VII. PLANS FOR DISSEMINATION AND UTILIZATION

The researcher envisions that the outcome of this study will be of great help to the

instruction in the English subject. A copy of the completed action research will be furnished to

the Division Planning and Research Office, Curriculum Implementation Division Office, and

San Roque District Office for recording and viable utilization during seminars and research

conferences.

This study will be a tool of discussion in LAC sessions to further utilized its effectiveness

in the part of English teachers, who are the primary target of the implementation. Thus, this

action will elevate the level of instruction objectively. Likewise, the study can also be a

significant matter to be induced during in-service trainings to let the non-English specialists

obtain understanding on the possible application of the study on their respective discipline.
 VIII. REFERENCES

Cheng, Choo Mei., Abu Bakar, Marina Binti.,The Impact of Using Modules in the Teaching and
Learning of English in Malaysian Polytechnics: An Analysis of the Views and Perceptions of
English Language Lecturers.

Cornford, Ian R. (1997) Ensuring effective learning from modular courses: a cognitive, Journal
of Vocational Education and Training, 49:2, 237-251, DOI: 10.1080/13636829700200014 To
link to this article: https://doi.org/10.1080/13636829700200014

(http://www.iis.ru.ac.th/iis/modular_course_system.html

Powell J., Andersen L. 1985. Humour and teaching in higher education. Studies in Higher
Education, 10(1): 79-90.
.
Redlands, 2019 . Using a Modular Approach to Course Design, University of Redlands 1200
East Cotton Ave. P.O Box 3080 Redlands. CA 92373 United States @2019

Seipal, Kandarp (2013)., Online International, Reviewed & Indexed Monthly Journal
www.raijmr.com RET Academy for International Journals of Multidisciplinary Research
(RAIJMR) Modular Method of teaching l, Haribapa Arts & Commerce College, Jasdan. Gujarat
(India)

Zamir , Shazia., Effectiveness of Modular Approach in Teaching at University Level Sadia

Sadiq National University of Modern Languages, Islamabad Department of Education National
University of Modern Languages, Islamabad A