Republic of the Philippines

Department of Education
Division of Davao City

J.V. FERRIOLS NATIONAL HIGH SCHOOL

Lizada, Toril, Davao City

In Partial Fulfillment of the Senior High School Requirement

THE LEVEL OF PRODUCTIVITY OF SENIOR HIGH SCHOOL STUDENTS ON

SELF-LEARNING MODULES IN J.V. FERRIOLS NATIONAL HIGH SCHOOL

Leader:
Roberto Jr. P. Tacbobo

Members:
Grajo, Jasmine A.
Marañon, Ellen Joy
Maravillas, Fritzie U.
Nora, Mohanna L.
Tizon, Mariel G.
Uy, Mary Rose T.
Ybañez, Elizha S.

S.Y. 2021-2022

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 TABLE OF CONTENTS

TITLE PAGE i

TABLE OF CONTENTS ii

CHAPTER 1: INTRODUCTION 1-8

Rationale 1

Problem Statement 3

Conceptual Framework for Ph.D. / Statement of Context for EdD 4

Purpose of the Study 5

Research Questions 6

Hypotheses 6

Significance of the Study 7

Definitions of Terms 8

CHAPTER 2: REVIEW OF RELATED LITERATURE 11-20

Overview 11

Self-Learning Module 13
Students’ Learning Productivity 14
Level of Productivity 15
Productivity over Students’ Academics 17
Self-Learning Module on Students’ Productivity 17
Positive Impacts 17
Negative Impacts 18
Public Concern 18

Inference 20

CHAPTER 3: METHODOLOGY 22-33

Research Questions 22

Research Design 22
Participants 23
Data Sources 24
Instrumental Data 24
Demographic Data 25

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 Data Collection 25

Data Analysis 27
Learning Productivity Formula 27
Mean 30
Weighted Mean 30
Standard Deviation 31
Pearson Product Moment Correlation 31

Ethical Considerations 32

Assumptions, Delimitations, and Limitations 32

Assumptions 32
Delimitations 33
Limitations 33

REFERENCES 34

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 CHAPTER 1

INTRODUCTION

Rationale

COVID-19 has significantly impacted people's lives all across the world, and

online education has become the standard (Schneider & Council, 2020). Distance

education is not a new notion among Filipino students, as seen by data released by

the Philippine News Agency, which shows that around 20,475,530 students have

enrolled in public schools and 1,219,094 in private institutions (July 2020). Many

learners hope to continue studying in a "new normal set-up" at the Department of

Education (DepEd), where learners have chosen the suitable learning delivery

modalities based on their family resources. Additionally, because of the lack of

vaccinations, face-to-face learning interaction is not fostered, and DepEd seeks

responsive strategies to continue teaching millions of learners by giving varied choices

under DO No.8 s. 2020.

Flexible and productive learning gives students a variety of options for where,

when, and how to learn (Gordon, 2014) and aids in interaction with the instructor, time

management, learning materials, and assessment (Palmer, 2011). Senior high school

students from J.V. Ferriols National High School use the self-learning module as an

alternative delivery modality due to the COVID-19 Pandemic. Students' aspiration to

earn better results in their academics by connecting them with the appropriate person

at the right moment. Since learning and teaching are no longer held in a face-to-face

set-up during quarantine, parents now collaborate with teachers in school, and they

also have a great responsibility to be facilitators and establish a connection to their

children's modular learning (FlipScience, 2020).

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 Research shows in a pharmaceutical care course that distance education,

particularly in a modular approach, has a significant impact and improves the students'

academic performance (Gossenheimer, Bem, Carneiro, and de Castro, 2017). It

encourages students to become more creative so that the learning process can

produce products. Therefore, students must be able to adapt and develop their

communication skills. The concepts that were presented in the module attracted the

learning of those students, and the tasks promoted a sense of responsibility in the

students. Likewise, they discover new things and deepen their knowledge of students

who participate in hands-on experiences. They learn to reflect on their experiences

and develop new skills by taking responsibility for learning through modular direct

students.

Ysthr Rave Pe Dangle and Johnine D. Sumaoang (2020) outlined the primary

issues that have arisen during the implementation of modular distance learning:

Funding was insufficient for module planning and distribution; students struggled to

complete their module tasks; parents lacked academic competence to help their

children. By using the module as an approach and as a modified material, students

become more proficient than with traditional teaching methods when they’re learning

inside a classroom. Furthermore, parents should assess their child's weekly or daily

schedule. Guidance from family members has a significant impact on students who

are having difficulty completing their assignments. Due to a large number of subjects

and activities completed, care must be taken to follow them appropriately to avoid

cramming and filing delays that can affect a child's performance. The use of modules

facilitates independent study. To be more specific, utilizing modules for education

results in improved self-study or learning skills for students.

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 In addition, Pekrun et al. (2010) revealed that academic emotions are highly

related to the students' motivation, learning strategies, cognitive resources, self-

regulation, and academic achievement, and these factors may lead to disadvantages

for self-learning modules. Some of the reasons are: students are working; family

problems; an unconditional place to study; and any physical barriers that affect

students’ behavior and productivity in answering modules. The time they spend

responding to specific modules may be unpunctual for them, particularly for those who

are working, since those students have a hard time executing, considering the capacity

and productivity of their brains. Students’ productivity may be determined by their

moods.

Along with textbooks and the internet, the self-learning modular approach can

improve students' learning abilities, encourage independent learning, and make it

easier to read and understand. Students will be more efficient and productive from

various learning perspectives since they will properly comprehend their self-learning

modules. They build a sense of responsibility for finishing the tasks while

simultaneously improving their academic achievement, and the learners'

independence is gradually enhanced with little or no assistance from others. Moreover,

self-learning modules expand the students' choice and empowerment, and teachers

increase their diversity and flexibility to improve the adaptability of teaching materials.

Problem Statement

This study aims to assess the level of productivity of senior high school students

on answering their self-learning modules through their time spent and the number of

written activities per modular week, as well as the factors that affect students’ study

behavior from their environment, friends, and themselves, and the quality of learning

in association with the quarterly average grade of the student.

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 Conceptual Framework / Statement of Context

Figure 1: The research Conceptual framework to assess students’ level of productivity.

This research conceptual framework assists you in identifying, clarifying, and

illustrating the relationship between the independent variables and the dependent

variable (Ravitch & Riggan, 2012). In addition, a conceptual framework is a tool used

in analyzing variations and contexts by making logical distinctions and organizing

ideas in a way that is easy to understand.

Figure 1 depicts the relationship between the: self-learning module, the

independent variable inside the red box; surveys and interviews, also displayed inside

the blue box; and the level of productivity of senior high school students, the

dependent variable inside the green box. Furthermore, this layout was inspired by the

economic productivity formula, which can be expressed as a ratio of aggregate output

to a single input or an aggregate input used in a production process (Kaliski, 2001),

as well as how outputs and inputs are aggregated into scalars to obtain such a ratio-

type measure of productivity (Sickles and Zelenyuk, 2019).

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 The study started by observing the senior high school students' study behaviors

on self-learning modules and collecting some factors from themselves, their friends,

and their environment that highly affected them. During the process of gathering data

from the selected senior high school students in a survey questionnaire, the results

will be divided into 2 groups: factors from themselves; their friends, their parent, and

their teachers; the school; and the environment; and the students' partial level of

productivity (the number of modules they've answered throughout the quarter over the

number of hours they spent); All these results will sum up into one variable: the level

of productivity. Then, the level of productivity will be compared to their quarter grade,

and it will be assessed if the students' level of productivity is directly proportional to

their quarterly grade. Finally, the students may reflect on their quarter grade on their

study behavior; this affects their level of productivity again, and it forms a loop through

the next quarter and year level.

Purpose of the Study

This quantitative-descriptive study aims to explore the level of productivity of

senior high school students in J.V. Ferriols National High School, particularly in

implementing the new normal learning of self-learning modules as an alternative

delivery modality during this pandemic. Additionally, the study aimed to discern the

students’ level of productivity by connecting the correlation between the number of

activities that they’ve taken, the number of hours they spent on answering their

modules, and their total average grade for the 1st quarter of S.Y. 2021–2022. This

study will also show how the result of their inconstant productivity (the number of

answered modules over several hours spent) affects their grade, and the insights will

help them understand how they should resolve and improve themselves in the next

few quarters.

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 Research Questions

We plan to address the following research questions:

1. What is the productivity level of senior high school students on the self-learning

module in the first quarter of S.Y. 2021–2022?

2. What variables or factors influence respondents' productivity when answering

to self-learning modules?

3. How does the level of productivity reflect the respondents' current and future

quarterly grades on the Self-Learning Module in this new normal set-up?

Hypotheses

In this research, the researchers create simple, complex, and null types of

hypotheses to predict what the outcomes are and what to conclude about the level of

productivity of senior high school students.

1. These hypotheses correlated to the input (number of time) and output (number

of answered activities in modules) of the respondents’ level of productivity. Tony

Schwartz (2013) suggested that the best way to get more done may be to spend

more time doing less. We, researchers, predict that if the student finishes

answering their module in a short period considered as productive.

Hypothesis (𝑯𝒂 ): If the input is lower than the output, then the level of

productivity is high.

Hypothesis (𝑯𝒃 ): If the input is higher than the output, then the level of

productivity is low.

Hypothesis (𝑯𝒄 ): If the input reaches the maximum given time on

answering the modules or is equal to 0 (zero), and the output is equal to 0

(zero), then the level of productivity is unsupported and doesn’t exist in the real

world.

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 2. These hypotheses focus on the factors that may be related to the respondents’

level of productivity and their effects on their quarterly grades.

Null Hypothesis (𝑯𝟎 ): There’s no significant relationship between the

senior high school students’ level of productivity and their quarterly grade; thus,

accept the related factors that affect the respondents’ productivity.

Alternative Hypothesis (𝑯𝟏 ): There’s a significant relationship

between the senior high school students’ level of productivity and their quarterly

grade; thus, reject the related factors that affect the respondents’ productivity.

Significance of the Study

The researchers conducted this study about the level of productivity of senior

high school students on self-learning modules in J.V. Ferriols National High School,

which is beneficial to the following:

Students: This research helps the students to have an understanding of the value,

ideas, and knowledge of their level of productivity in the self-learning module. Learning

the flow of their study behavior to their quarterly grade provides them with a concept

and knowledge of the findings. It will also provide students with information about this

specific issue for anyone who wants to learn more about it, assessing their hidden

strengths and capabilities, fixing their daily or weekly study schedule, and improving

themselves to the next level.

Teachers: With SLM, the teachers keep a close eye on their students to see how well

they are doing in class and other things. Teachers also provide students with

assignments to help them increase their learning skills and diligence. Through this

research, teachers may purposefully discover how the level of productivity of senior

high school students on self-learning modules is conducive to learning. In addition,

7
they will also provide course materials for each student to improve their skills in the

course of their choice, among other things. The teacher's relationship with his students

is bolstered to boost work productivity.

School: This research will aid the school in assessing their students' productivity and

adjusting the level of difficulty of examinations and assignments within self-learning

modules. The productivity implications of school choice among senior high school

students are significant because they may decide whether or not the option will benefit

all students. However, for the rising tide scenario to be more than a possibility, one

must consider the level of productivity that schools might reasonably expect.

Future researchers: This research may be useful in explaining the relevance of the

Self-Learning Module and its Level of Productivity to students, and this research has

the potential to benefit everyone, which will undoubtedly be of great assistance to each

of us. Furthermore, it is a great support to add more analytical data to future

researchers' work.

Definitions of Terms

Alternative Delivery Modality (ADM): This style of learning attempts to offer

learners access to an excellent basic education through a home-based program

guided by competent parents, guardians, and other family members to undertake their

undergone training. It enables families to educate according to their unique beliefs,

philosophy, and values, as well as to alter learning timetables to accommodate family

schedules and situations. However, significant challenges remain in its

implementation, including the monitoring of certified instructors and conformity with

the curriculum.

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 Blended Learning: This is a method of learning delivery that combines face-

to-face education with any or all of the following: online distance learning, modular

distance learning, and online training. Blended learning will allow schools to minimize

face-to-face learning and assure social distancing with the provision of necessary

teacher and learner learning resources, as well as the support of media, such as

smartphones, computers, internet, and other sites, will be critical for implementation.

Distance Learning: refers to a learning mode in which learning occurs

between a teacher and students who are physically separated from one another during

the teaching-learning process, and learning program might be completed through

online, modular, or mixed combination of online and limited classroom teaching.

Google Form: According to Abigail Abesamis Demarest (2021), Google Forms

is a free online tool for producing surveys, quizzes, and other forms. It is part of

Google's web-based product suite, which includes Google Docs, Google Sheets, and

Google Slides. It's a versatile tool that can be used for a range of activities, including

gathering RSVPs for an event or creating a pop quiz.

Level of Productivity: This measurement is well known in business economics

where it is expressed as a ratio of aggregate output to a single input or an aggregate

input used in a production process (Kaliski, 2001), as well as how outputs and inputs

are collected into scalars to obtain such a ratio-type measure of productivity (Sickles

and Zelenyuk, 2019).

Modular Week: This term is used to determine the number of weeks given to

answer modules that are in batches. The modular week, in particular, lasts 1-3 weeks,

depending on the number of modules, time schedule, changes in current health

protocols and the occurrence of quarantine, and the number of resources.

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 New Normal: With the spread of COVID-19, kids and instructors are struggling

to adjust to the new normal. This condition creates a one-of-a-kind challenge for

educational leaders to deliver an excellent education in schools to address potential

future concerns, problems, and trends.

Productivity: It entails thinking about what you want to do and recognizing

what you can physically accomplish in the best possible circumstances. We strive to

provide the best atmosphere possible and to complete the activities required to reach

our objectives. Being productive entails thinking about what you want to do and

recognizing what you can physically accomplish in the best possible circumstances.

We strive to provide the best atmosphere possible and to complete the activities

required to reach our objectives.

Self-Learning Module (SLM): According to A. H. Sequeira, self-learning

modules are designed with the student in mind, allowing them to pick what they want

to learn, how they want to learn it when they want to study, and where they want to

learn it. This flexibility is a critical component of the open learning process. Other

methods of education are increasingly diminishing as a result of the emergence of

information technology for communication. The students are growing increasingly

used to non-formal education, resulting in a preference for self-learning alternatives.

Stratified Random Sampling: Stratified random sampling is a sampling

method that divides the population into smaller subgroups known as "layers." Layers

are built based on common attributes or characteristics of members, such as income

and education level. Stratified random samples allow researchers to obtain a sample

population that best represents the entire population under study.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies on self-learning

modules and students’ productivity and their connection to the academic grade and

issues in the New Normal Education.

This research aims to find the level of productivity of senior high school

students, the factors that affect their study behavior when answering self-learning

modules, and their reflection on their current and future quarterly grades in this new

normal set-up. Moreover, the information in this chapter will help to remember the

details and to ensure that this study does not work with ignorance of the previous

related literature.

Overview

The spread of COVID-19 has resulted in a huge adjustment in the country's

economic stability as well as its educational system. Following President Rodrigo Roa

Duterte's order to suspend "face-to-face" classes under the Department of Health's

advisory that the Philippines be placed under Enhanced Community Quarantine,

schools were promptly locked for personal engagement, transactions, and students'

curricular activities. As a result, the Department of Education was forced to pivot and

create a realistic learning platform without compromising its goal of providing ongoing

and quality learning to its students while also promoting health awareness. Despite

the outbreak, Education Secretary Leonor Magtolis Briones emphasized the DepEd's

commitment to providing excellent education to all Filipinos and making education

accessible to all (Malipot, 2020).

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 The DepEd has created many learning modalities to ensure that education is

accessible to all and that education is continuous. For the school year 2020–2021, the

DepEd provided blended, distance, online, and homeschooling options. Furthermore,

blended learning mixes in-person training with any or all of the following: online

distance learning (ODL), modular distance learning (MDL), and TV/radio-based

education. Distance learning, on the other hand, refers to a learning mode in which

learning occurs between a teacher and students who are physically separated from

one another during the teaching-learning process. Modular distance learning, online

distance learning, and TV/Radio-Based Instruction are all examples of distance

learning modality types. Finally, homeschooling is an alternate delivery modality (ADL)

that tries to provide students with basic education in their homes with the assistance

of parents, guardians, or tutors. According to the Learner Enrollment and Survey

Forms, among the DepEd's alternative learning modalities, 7.2 million student

enrollees chose "modular" distance learning, TV and radio-based teaching, and other

modalities, while 2 million student enrollees preferred online learning as a modality

(Malipot, 2020).

Modular learning can occur in both printed and digital formats. Mark Antony

Llego (2020) defines modular distance learning as students studying at their own pace,

within their ability, and utilizing self-learning modules (SLMs). Furthermore, modular

learning is a type of remote learning that employs self-learning modules (SLM) and

adheres to DepEd's most essential learning capabilities (MELCS) (Manlangit, P.,

Paglumotan, A. M., & Sapera, S. C., 2020), and learners participating in remote

learning with prepared SLMs will have access to all of the learning experiences that a

learner can have in a classroom setting. The prepared SLMs promote autonomous

and self-directed learning (Malipot, 2020).

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Self-Learning Module

Self-learning is defined as an individualized method of education in which the

learners learn by themselves (also known as independent learners) and the teachers

only supervise the learners through the digital medium of communication. According

to Malcom Knowles (2018), self-learning is a process in which individuals, with or

without the support of others, take the initiative in evaluating their learning needs,

creating learning objectives, discovering people and material resources for learning,

and analyzing learning results. On the other hand, a module is an instructional

package dealing with single conceptual units of subject matter (Russell, J. D., & Lube,

B., 1974) that offers variety and adaptability to the instructional process.

Since most Filipinos are suffering from low income due to the pandemic,

students chose self-learning modules as an alternative delivery modality to balance

their learning capability with their current living status. Furthermore, students can study

at their speed and interests, which increases their confidence in their learning (Dr.

Padmapriya, 2015). This sort of learning is simpler to comprehend, with basic

worksheets, and does not require the purchase of any specialized technology or

money.

Sequeira (2012) suggested that self-learning modules be designed so that

learners are free to choose how to learn, when to learn, and where to learn. By self-

placing learning materials, the learner gains an advantage when using this non-

traditional education form. All units of subjects in the Senior High School Department

apply Self-Learning Modules for learning that consist of different working activities:

Pre-Test, Essays, Explanations, and Post-Test for academic work; Vlogs, Picture

Documentations, and Posters/Slogans for digital performance activities. However,

13
they're given a restricted time to submit. The teachers provide the students for at least

1-2 weeks (modular weeks).

Students’ Learning Productivity

Students' learning productivity is described as the combination of student

participation in educationally individual efforts and gains in a variety of desirable

outcomes, with the focus on what students accomplish with institutional resources.

The productivity of students might be competitive. Perhaps the students are

competitive in school activities or competitions that allow them to showcase their

abilities. Their comprehension and learning improve and grow during the course of the

student's studies. This is seen by their focus, preparation, and leadership in

accomplishing the goal or achievement, rather than ambitions.

Being productive is an important component of being a student. It means that

the students have to be the most efficient if they wish to achieve their goals. If the

students are productive, then they are efficient enough to meet the challenges and

tasks that are needed to achieve their goals and aspirations (Perera N., 2019). In

addition, a student with a productive mindset makes their schoolwork fast, precise,

and organized. Having productivity in a learning setup creates a nuclear effect that

affects their habits, daily routine, and motivation.

A student, by nature, has a lot to do with what can feel like very little time.

Alongside attaining the ideal grades, this is an essential time to rest, socialize, and

take care of yourself. There are some techniques you can use to increase your

productivity and learn how they work by tracking your time, taking regular breaks,

setting yourself deadlines, planning, eating healthy, and getting plenty of sleep (Sabell

H., 2019).

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Level of Productivity

Multiple studies we've seen focus on the level of productivity in the economy,

which measures output per unit of input, such as labor, capital, or any other resource,

computed for the economy as a ratio of GDP to hours worked and evaluates the

efficiency of a company's production process (Barone A., 2021). Few, on the other

hand, focus on and discuss students' levels of productivity in any educational aspect:

study habits, exams, performance, et al. In contrast, the majority of the study focuses

on a certain institution's financial output, which is too far away for our topic.

When there are many various outputs and inputs, a level of productivity is a

measurement method that is used in practice to quantify a person's productivity and

must be able to be computed as Output/Input. To do more, we have depended on time

as a resource. We put in longer hours when there is more work to be done. But time

is limited, and many of us feel as if we're running out of it, so we work as many hours

as we can while still having a life outside of work. Paradoxically, the greatest method

to get more done may be to spend more time doing less (Schwartz, T., 2013).

Outputs: This variable in a productivity ratio measures the quantity of goods,

products, items, and services generated by a person, machine, or industry.

Inputs: Individual productivity is frequently quantified on the input side of the

productivity ratio by land, labour, material, capital, technology, equipment, and

tools, and predominantly in time in hours (Shital M., n.d.).

Level: Productivity can be leveled using a ranking, the shortest amount of time

required, and/or a scale model. A scale model, on the other hand, is the most

obvious illustration of productivity measurement. Colin Boyd (2021), a

worldwide speaker and business mentor specialist on persuasion, influence,

and communication, proposed the six (6) levels of productivity depicted below.

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 PRODUCTIVITY MODEL
Impact
Level Category Action Input Output
:
(y) (x)
6 Inspired Game-changing work 1 : 50
5 Important Valuable work 1 : 10
4 Deliberate Disciplined work 1 : 3
3 Appropriate Doing the Work 1 : 1
2 Distracted Overwhelmed by work 3 : 1
1 Avoiding Avoiding the work 10 : 1

This table illustrates the level, category, and action performed, as well as the

ratio of the number of hours spent (input) to the number of tasks completed

(output). In game-changing labor, you can do one unit of a working hour and

get up to fifty units of output. Working less may appear to be counterproductive,

yet it is true: working less may be more productive. According to the BambooHR

Blog entitled "Why Working Less May Make You More Productive," limiting your

organization's working hours encourages employees to work smarter, not

harder or longer; this leads to great job satisfaction and lower stress levels. It's

the same with educational institutions; completing studies and working on

school assignments in a short period is considered productive.

Colin Boyd (2021) added that being productive with your time is one of the

foundations of becoming an excellent workplace leader. The workplace is similar to a

study hall, with the leader being the student himself or herself, who manages his or

her time and work. Furthermore, the idea of "level of productivity" is sometimes

misinterpreted; arguments erupt about the link between productivity and effectiveness,

efficiency, quality, innovation, and financial or behavioral measurements of

performance. However, the most prevalent definition of productivity is that it is

16
essential for the development of a comprehensive measurement of students'

achievements.

Productivity over Students’ Academics

In terms of academic grade, students' learning productivity is excellent since it

recognizes the student's demonstrated learning performance. There are three factors

impact a student's ability to learn successfully. To begin with, high academic

achievement suggests that you are consistent in your skills, or that you are brilliant.

Second, it is closely tied to their grade, and the student's grade demonstrates how

talented and capable the student is. Walberg's (1981) idea of educational productivity

is one of the few scientifically validated models of academic achievement.

Furthermore, individual students' psychological capabilities as well as their immediate

psychological environment influence educational outcomes in three ways: cognitive,

behavioral, and attitudinal (Reynolds & Walberg, 1992). The significance of the

student's constructive learning and grade is emphasized.

Self-Learning Module on Students’ Productivity

Positive Impacts

While education is no longer kept within the walls of the school, parents

serve as teachers' partners. The advantages and consequences of self-learning

modules on student productivity help students improve their abilities, strengths,

and comprehension of the SLM. It's also important to understand the student's

schedule or weekly routine in relation to his or her SLMs. They gain a sense of

responsibility for carrying out the tasks outlined in the student productivity self-

learning modules. SLM education also involves more student control, more

variety and flexibility for instructors and staff, and more adaptation of

instructional materials. The Impact of Self-Learning Modules on Student

17
 Productivity Modules encourage independent study. One of the advantages of

using modules in education is that students improve their self-study and

learning capacities. Students actively engage in the study of the topics

presented in the curriculum. By completing the tasks outlined in the module,

they get a sense of responsibility. The students make their own progress with

little or no assistance from others, and they are learning how to study and

becoming more self-sufficient (Nardo, M.T.B, 2017).

Negative Impacts

They struggle to understand the lessons they're learning and just

answering them on their own; they feel pressurized and find it difficult to

understand the needed lessons; They feel compelled and fail to comprehend

the required lessons. It is tough to study without a teacher since you must rely

on yourself to answer questions, understand and retain what you have learnt.

On their SLMs, students with poor self-esteem, self-confidence, self-discipline,

and self-motivation suffer the consequences. The disadvantages, according to

Dangle and Sumaoang (2020), tend to involve increased student self-discipline

and self-motivation, more preparation time and a lack of tangible rewards for

instructors and staff, and increased administrative resources required to track

students and administer different modules.

Public Concern

Many individuals in today's society are concerned about the new normal set-up

of education for students all over the world, and they are seeking the return of face-to-

face classes to meet its issues. According to Ysthr Rave Pe Dangle and Johnine

Danganan Sumaoang (2020), students around the world face a variety of challenges,

including difficulty self-studying, a lack of internet connection to download and submit

18
e-modules, a lack of sleep, and a lack of time to answer all of the modules due to an

excessive number of activities, distractions, and lack of focus.

The emergence of the pandemic drives students from face-to-face classes in

the Philippines to adopt blended learning, notably studying through self-learning

modules. Excitingly, the Department of Education enables students to utilize soft-

copied self-learning modules to avoid entering the school campus, which might trigger

infection transmission. Aside from that, students are willing to accept the idea of

utilizing mobile technology to achieve learning objectives since they are more

acquainted with mobile devices. Aside from verbal clues, nonverbal communication

plays an active role in coordinating the sender's emotions and attitudes, which

eventually encourages students to become more engaged in classroom discussions

and provide feedback (Ebrahim & et al., 2015). In reality, rather of using mobile

technology for communication and self-learning modules, some students simply play

online games and ignore their schoolwork, which has a negative impact on their

learning productivity.

As per parents and teachers, students did not complete their modules

completely, and some did them for the sake of high passing grades rather than gaining

knowledge on their own. Furthermore, in addition to their class's main group chat,

some students form their own online groups to distribute and copy answers from one

another, and more students reported that they didn't understand much of what was in

the modules, forcing them to cheat on others' work. Students believe they should

understand their modules, yet the contrary is true, and the fact is both heartbreaking

and true. The current circumstance may be frustrating, but let us use it to encourage

ourselves to keep working toward our aspirations. This pandemic should not force a

stoppage in education (Clea, 2020).

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 Inference

The new normal education, along with the various modalities, faced various

counterarguments at first due to the risk, but with the effort of the education sectors in

the Philippines, it is done systematically with the purpose of continuing education

despite the pandemic. Despite much opposition due to the virus risk, the Department

of Education (DepEd) adopted and implemented the flexible model of blended

learning, and one of those alternative delivery modalities is the self-learning modules

created by teachers with different tasks and learning activities based on the essential

learning competencies. More students are studying even in this form of academic

setting, where they learn at home under the guidance and supervision of their parents

in their SLM or self-learning modules. These students are open-minded and adaptable

to changes in their surroundings.

Surprisingly, research suggests that the modular approach has more significant

outcomes in terms of general student comprehension than the traditional approach.

Students taught using a modular method scored significantly higher on a teacher-

created general comprehension-based test than students taught using a conventional

approach, according to the findings (S. K. Malik, 2012). The disadvantages include

higher student self-discipline and self-motivation, more preparation time and a lack of

tangible rewards for teachers and staff, and increased administrative resources

necessary to track students and administer different modules. Dangle, Y.R.P., and

Sumaoang, J.D., 2020

In this time of pandemic, learners are learning not just particular subjects but

also values, according to Geraldine D. Anzaldo (2021). They gain time management

since, even when they are at home, they must strictly keep to their schedule while

answering their answer sheets based on their self-learning modules. They also form

20
stronger bonds with their parents and guardians while the teaching and learning takes

place at home. The truth may be painful, but it is also the truth. The current

circumstance may be frustrating, but let us use it to inspire ourselves to keep working

toward our goals, and this pandemic should not force a freeze in education (Clea,

2020).

21
 CHAPTER 3

METHODOLOGY

This chapter outlines the research methods that will be used in the conduct of

the study. It covers the research design, participants, data sources and document

analysis, data collection, data analysis, ethical considerations, and assumptions,

limitations, and delimitations.

Research Questions

The Department of Education has developed different learning modalities to

ensure the continuity of education, and one of those is the self-learning module. Self-

learning is an individualized method of education in which the learners learn by

themselves and integrate their behavior with that which affects their learning

productivity and academic grade performance.

We plan to address the following research questions:

1. What is the productivity level of senior high school students on the self-learning

module in the first quarter of S.Y. 2021–2022?

2. What variables or factors influence respondents' productivity when answering

to self-learning modules?

3. How does the level of productivity reflect the respondents' current and future

quarterly grades on the Self-Learning Module in this new normal set-up?

Research Design

In this study, a quantitative descriptive-correlation design type of research was

employed. The purpose of a descriptive-correlation study is to examine, observe, and

describe a situation, sample, or variable as it naturally occurs (Wood M.J., Kerr J.C.,

2011), the relationship between the self-learning module, level of productivity, and the

22
quarterly grade of senior high school students at J.V. Ferriols National High School.

Presenting the facts of the problematic symptoms systematically will make the analysis

easier to understand and conclude (Tangkudung, 2018). The approach requires no

manipulation other than that required to administer the instruments necessary to

collect the desired data. This method involved recording, analyzing, and interpreting

data gathered through a test questionnaire.

Participants

The participants of this study were 132 of the 197 bonafide students of the J.V.

Ferriols National High School in the Senior High School Department, as shown in the

table below. The sampling technique is proportionate random sampling and was

determined by applying Slovin’s Formula (Sekaran, 2000) for sampling (n=N/1+Ne²)

with a margin of error of 5%. Therefore, 132 questionnaires via Google form were

distributed online. Additionally, in-depth surveys using the validated interview guide in

this study by identifying, selecting, and asking permission of the informants currently

enrolled in the J.V. Ferriols National High School.

ENROLLED 𝒔 𝑵 PARTICIPANTS
SECTION STUDENTS ( )×( ) (SAMPLE SIZE)
(POPULATION) 𝑵 𝟏 + 𝑵𝒆𝟐

A 47 (47 ÷ 197) × 131.99 = 31.49 31

11
B 53 (53 ÷ 197) × 131.99 = 35.51 36
A 33 (33 ÷ 197) × 131.99 = 22.11 22
12 B 31 (31 ÷ 197) × 131.99 = 20.77 21
C 33 (33 ÷ 197) × 131.99 = 22.11 22
197 132

Where;

𝒔 = Number of students per section.

𝑵 = Total Number of Population/Students in the Senior High School Department.

𝒆 = margin of error.

23
Data Sources

This study used research instruments from the primary and secondary data for

the validation, development, and scaling to form a reliable analysis.

1. Instrumental Data

The researcher used a survey questionnaire as an instrument for data

gathering. The researchers developed the test by dividing it into 2 parts:

A. Level of Productivity

The researchers asked the respondents about the number of completed

self-learning modules (output) and the number of hours spent (input)

over the past quarter to get their level of learning productivity (result).

B. Factors

This part of the survey questionnaire is structured and the respondents

only rate those statements based on their experiences. This factor was

divided into 4 parts: student itself; peers, family, and teachers; the

school; and the environment. Each part contains ten (10) statements

which were assessed through a Likert scale.

LIKERT SCALE

5 4 3 2 1

Always Oftentimes Sometimes Rarely Never

The scale of 5 had the descriptive equivalent of "always," which means

that the item embodied is exceedingly observed; 4 had the descriptive

equivalent of "oftentimes," which means that the item is adequately

observed; 3 had the descriptive equivalent of "sometimes," which means

that the item embodied is moderately or substantially observed; 2 had

the descriptive equivalent of "seldom," which means that the item

24
 embodied is practiced to a very limited extent; and 1 had the descriptive

equivalent of "never," which means that the item embodied is not existing

at all.

2. Demographic Data

A. Document analysis. The researchers in this study used the full master

list of senior high school students for the random sampling of the

respondents, and the report of the first quarter grades of these students

was used as secondary data. In addition, the researchers gathered all

the numbers of activities that their teachers were released with and the

number of modular weeks that they had given. The said documents were

chosen by the researchers to determine the level of productivity of senior

high school students in the self-learning module.

Data Collection

Due to the imposed community quarantine, first, we virtually and personally

asked the section advisers for the students’ master list and the total number of bona

fide senior high school students, the total learners per grade and section, all the

numbers of activities that they were released, and the number of modular weeks that

they’ve given. This first procedure was abetted with consent to the section advisers

with the signature of the school principal.

Second, we computed and measured the sample sizes or the participants per

section, and we sought approval from their respective advisers for the conveyance of

our research surveys.

Third, using the students’ master list, we randomly chose the 132 participants

per section using stratified random sampling, where the original data is divided into 5

groups (Al-Kateb M. and Lee B.S., 2010): students have a 75%-80%, 81%-85%, 86%-

25
90%, 91%-95%, and 96%-100% average grade in the first quarter, using the formula

below:

𝑇𝑜𝑡𝑎𝑙 𝑆𝑎𝑚𝑝𝑙𝑒 𝑆𝑖𝑧𝑒

𝑺𝒕𝒓𝒂𝒕𝒊𝒇𝒊𝒆𝒅 𝑃𝑜𝑝𝑢𝑙𝑎𝑡𝑖𝑜𝑛 𝑝𝑒𝑟
𝑝𝑒𝑟 𝑆𝑒𝑐𝑡𝑖𝑜𝑛
( 𝑹𝒂𝒏𝒅𝒐𝒎 ) = ( ) × ( 𝑆𝑢𝑏𝑔𝑟𝑜𝑢𝑝𝑠 𝑜𝑓 )
𝑇𝑜𝑡𝑎𝑙 𝑃𝑜𝑝𝑢𝑙𝑎𝑡𝑖𝑜𝑛
𝑺𝒂𝒎𝒑𝒍𝒊𝒏𝒈 𝑆𝑡𝑢𝑑𝑒𝑛𝑡𝑠′ 𝐺𝑟𝑎𝑑𝑒
𝑝𝑒𝑟 𝑆𝑒𝑐𝑡𝑖𝑜𝑛

1st Quarter of 1st Semester Grades

Subgroups of Students’ Grade

Section Total
75%-80% 81%-85% 86%-90% 91%-95% 96%-100%

Grade 11
CURRICULUM

A 4 23 18 1 1 36
B 13 28 10 2 0 40
Grade 12
A 6 8 7 4 0 22*
B NO DATA AVAILABLE 21
C NO DATA AVAILABLE 22
TOTAL PARTICIPANTS 132*

Fourth, after the affirmation, we created a schedule for the distribution and

answering of the survey questionnaires to the participants via Google Form Online.

Fifth, the Google form link that we distributed to the participants includes

informed-consent forms (which they will sign to signify that their participation in this

study is voluntary) and survey questionnaires, which the participants need to answer

questions about the level and factors of productivity of a student. They will receive a

brief overview of what they’ve answered in the questionnaires.

Lastly, the validation of their utterances. After the research survey, the

researchers analyzed the collected data. Afterward, everything is examined, reviewed,

and graphed to be easily understood by future researchers.

26
Data Analysis

In the study, the following statistical tools were used:

1. Learning Productivity Formula

The researchers created this formula, derived from the business economic

productivity formula, to determine the level of productivity of senior high school

students on self-learning modules, excluding those factors that affect them.

Moreover, we use the productivity ratio formula, as shown below, between the

number of answered activities on modules (output or 𝒙 variable), divided by the

product number of hours (hour/s input or 𝒚𝒉 variable), days they spent within

the modular week (day/s input or 𝒚𝒅 variable), and the number of modular

weeks (modular week input or 𝒚𝒎𝒘 variable) throughout the quarter.

𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑨𝒏𝒔𝒘𝒆𝒓𝒆𝒅 𝑨𝒄𝒕𝒊𝒗𝒊𝒕𝒊𝒆𝒔

𝒐𝒏 𝑺𝒆𝒍𝒇 − 𝑳𝒆𝒂𝒓𝒏𝒊𝒏𝒈 𝑴𝒐𝒅𝒖𝒍𝒆𝒔
𝑳𝒆𝒂𝒓𝒏𝒊𝒏𝒈
( )=
𝑷𝒓𝒐𝒅𝒖𝒄𝒕𝒊𝒗𝒊𝒕𝒚
𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑯𝒐𝒖𝒓𝒔 𝒑𝒆𝒓 𝑫𝒂𝒚 ×
𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑫𝒂𝒚𝒔 𝒕𝒉𝒆𝒚 𝒔𝒑𝒆𝒏𝒕 𝒐𝒏 𝑨𝒏𝒔𝒘𝒆𝒓𝒊𝒏𝒈 ×
𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑴𝒐𝒅𝒖𝒍𝒂𝒓 𝑾𝒆𝒆𝒌𝒔 𝒑𝒆𝒓 𝑸𝒖𝒂𝒓𝒕𝒆𝒓
( )

To simplify the formula, we have:

𝒙
𝑳𝒆𝒂𝒓𝒏𝒊𝒏𝒈 𝑷𝒓𝒐𝒅𝒖𝒄𝒕𝒊𝒗𝒊𝒕𝒚 = ( )
𝒚𝒉 × 𝒚𝒅 × 𝒚𝒎𝒘

Where;

𝒙 = Self-Learning Modules: Number of Answered Activities

𝒚𝒉 = Number of Hours per Day on Answering Self-Learning Modules.

𝒚𝒅 = Number of days in Modular Week on Answering Self-Learning Modules.

𝒚𝒎𝒘 = Number of Modular Weeks in a Quarter.

27
This learning productivity will be scaled in accordance with Colin Boyd's (2021)

six levels of productivity and interpretation, which are depicted below.

PRODUCTIVITY MODEL
Impact
Level

Category Action Input Output

:
(y) (x)
6 Inspired Game-changing work 1 : 50
5 Important Valuable work 1 : 10
4 Deliberate Disciplined work 1 : 3
3 Appropriate Doing the Work 1 : 1
2 Distracted Overwhelmed by work 3 : 1
1 Avoiding Avoiding the work 10 : 1

Level 1: Avoiding — People actively avoid and refuse to complete the

task. To put it another way, there was a lot of postponing.

Level 2: Distracted — They are easily distracted by incoming priorities

other than the ones they are meant to be concentrating on. They are feeling

overwhelmed by their tasks. As a result, people must work three times as hard

to complete one unit of work.

Level 3: Appropriate — This is where they are performing the task that

they are "supposed" to be doing. In other words, they're doing their task.

Level 4: Deliberate — People are starting to be more serious with their

tasks at this point. They have a disciplined approach to managing their quarter,

week, and day.

Level 5: Important — This is where people perform important work that

is essential to their specific role. They work on focus areas or important projects

on a daily basis. This is the point at which things begin to shift. One unit of input

produces 10 units of output.

28
 Level 6: Inspired Work — An inspired effort transforms the game. This

is where you'll come up with ideas or discover activities that will make a

difference. You can accomplish one unit of work and get up to fifty units of

output with game-changing work. These are "leveraged activities," according to

Tim Ferriss (2020). These activities have a large influence on you.

To convert the students’ learning productivity on self-learning modules

to Colin Boyd’s Scale Module, we will multiply the quotient of the maximum level

of Colin Boyd’s Model and the students’ maximum possible learning productivity

and the student’s actual learning productivity as shown below.

𝑪𝒐𝒍𝒊𝒏 𝑩𝒐𝒚𝒅′ 𝒔 𝑶𝒖𝒕𝒑𝒖𝒕𝑴𝒂𝒙𝒊𝒎𝒖𝒎

𝑰𝒏𝒑𝒖𝒕𝑴𝒊𝒏𝒊𝒎𝒖𝒎 𝑺𝒕𝒖𝒅𝒆𝒏𝒕𝒔′ 𝑨𝒄𝒕𝒖𝒂𝒍
𝑳𝒆𝒗𝒆𝒍 𝒐𝒇 𝑳𝒆𝒂𝒓𝒏𝒊𝒏𝒈
( )= ×( )
𝑷𝒓𝒐𝒅𝒖𝒄𝒕𝒊𝒗𝒊𝒕𝒚 𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑷𝒓𝒐𝒅𝒖𝒄𝒕𝒊𝒗𝒊𝒕𝒚
𝑺𝒄𝒂𝒍𝒆 𝑨𝒄𝒕𝒊𝒗𝒊𝒕𝒊𝒆𝒔 𝒐𝒏
𝑺𝒆𝒍𝒇 − 𝑳𝒆𝒂𝒓𝒏𝒊𝒏𝒈
𝑴𝒐𝒅𝒖𝒍𝒆 𝑴𝒂𝒙𝒊𝒎𝒖𝒎
𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇
𝑯𝒐𝒖𝒓𝒔 ×
𝑫𝒂𝒚𝒔 ×
( 𝑴𝒐𝒅𝒖𝒍𝒂𝒓 𝑾𝒆𝒆𝒌 𝑴𝒊𝒏𝒊𝒎𝒖𝒎 )

Then,

𝑴𝒂𝒙𝒊𝒎𝒖𝒎 𝑳𝒆𝒗𝒆𝒍 𝒐𝒇
𝑪𝒐𝒍𝒊𝒏 𝑩𝒐𝒚𝒅′𝒔 𝑪𝒐𝒍𝒊𝒏 𝑩𝒐𝒚𝒅′𝒔 𝑴𝒐𝒅𝒆𝒍
𝑺𝒕𝒖𝒅𝒆𝒏𝒕𝒔′𝑨𝒄𝒕𝒖𝒂𝒍
𝑳𝒆𝒗𝒆𝒍 𝒐𝒇 𝑳𝒆𝒂𝒓𝒏𝒊𝒏𝒈
( )= ×( )
𝑷𝒓𝒐𝒅𝒖𝒄𝒕𝒊𝒗𝒊𝒕𝒚 𝑷𝒓𝒐𝒅𝒖𝒄𝒕𝒊𝒗𝒊𝒕𝒚
𝑺𝒄𝒂𝒍𝒆 𝑴𝒂𝒙𝒊𝒎𝒖𝒎 𝑺𝒕𝒖𝒅𝒆𝒏𝒕𝒔′
𝑷𝒐𝒔𝒔𝒊𝒃𝒍𝒆 𝑳𝒆𝒂𝒓𝒏𝒊𝒏𝒈
( 𝑷𝒓𝒐𝒅𝒖𝒄𝒕𝒊𝒗𝒊𝒕𝒚 )

To simplify the formula, we have:

29
 𝑪𝒐𝒍𝒊𝒏 𝑩𝒐𝒚𝒅′ 𝒔
𝑳𝒆𝒗𝒆𝒍 𝒐𝒇 𝟓𝟎 𝒙
= ×( )
𝑷𝒓𝒐𝒅𝒖𝒄𝒕𝒊𝒗𝒊𝒕𝒚 𝑺𝒆𝒍𝒇 − 𝑳𝒆𝒂𝒓𝒏𝒊𝒏𝒈 𝒚𝒉 × 𝒚𝒅 × 𝒚𝒎𝒘
𝑺𝒄𝒂𝒍𝒆 𝑷𝒓𝒐𝒅𝒖𝒄𝒕𝒊𝒗𝒊𝒕𝒚 𝑴𝒂𝒙𝒊𝒎𝒖𝒎
( )
Where;

𝑺𝒆𝒍𝒇 − 𝑳𝒆𝒂𝒓𝒏𝒊𝒏𝒈 𝑷𝒓𝒐𝒅𝒖𝒄𝒕𝒊𝒗𝒊𝒕𝒚 𝑴𝒂𝒙𝒊𝒎𝒖𝒎 = Maximum Level of Students’

Learning Productivity on Self-Learning Modules

2. Mean

This statistical tool was used to determine the average level of productivity of

senior high school students in their self-learning module.

𝟓𝟎 𝒙
∑ × (𝒚 × 𝒚 × 𝒚 )
𝑺𝒆𝒍𝒇 − 𝑳𝒆𝒂𝒓𝒏𝒊𝒏𝒈 𝒉 𝒅 𝒎𝒘
[( 𝑷𝒓𝒐𝒅𝒖𝒄𝒕𝒊𝒗𝒊𝒕𝒚 𝑴𝒂𝒙𝒊𝒎𝒖𝒎 ) ] 𝒊
𝑴𝒆𝒂𝒏 =
𝒏
Where;

𝒏 = the total number of data values.

3. Weighted Mean

This statistical tool was used to determine the weighted mean of the factors

related to the level of productivity of senior high school students, and it was also

used to locate their respective means on the Likert Scale.

∑𝒏𝒊=𝟏 𝒘𝒊 𝑿𝒊
𝑾𝒆𝒊𝒈𝒉𝒕𝒆𝒅 𝑴𝒆𝒂𝒏 =
∑𝒏𝒊=𝟏 𝒘𝒊

Where;

𝒏 = number of terms to be averaged

𝒘𝒊 = weights applied to x values

30
 𝑿𝒊 = data values to be averaged

4. Standard Deviation

This statistical tool was used to assess the student's level of productivity on the

self-learning module and its related factors, as well as the sample data's

dispersion from the mean.

̅)𝟐
∑(𝒙𝒊 − 𝒙
𝒔= √
𝒏−𝟏

Where;

𝒙𝒊 = The value of all data sets in terms of productivity factors to the productivity

level

̅ = The value means of all data sets in terms of productivity and factors
𝒙

influencing productivity

𝒏 = number of data sets on the level of productivity and factors affecting the

level of productivity.

5. Pearson Product Moment Correlation

This statistical tool was used to determine the significance of the relationship

between the students’ level of productivity and their quarterly grades.

̅)(𝒚𝒊 − 𝒚
∑(𝒙𝒊 − 𝒙 ̅)
𝒓=
̅)𝟐 ][∑(𝒚𝒊 − 𝒚
√[∑(𝒙𝒊 − 𝒙 ̅)𝟐 ]

𝒓 = correlation coefficient

𝒙𝒊 = values of the x-variable in a sample

̅ = mean of the values of the x-variable

𝒙

𝒚𝒊 = values of the y-variable in a sample

𝒚 = mean of the values of the y-variable

31
 We will also provide a graph in this statistical tool to demonstrate the correlation

between these two variables.

Ethical Considerations

The role of the researchers is to guard the rights, dignity, and wellbeing of the

participants in the research, as mandated by the Philippine National Health Research

System to ensure the safety of the participants and security of identity that will be used

in making a quality review of research documents by existing guidelines. In this study,

the researchers determined the right and wrong ways of making decisions about the

research conducted before, how, and by whom the investigation was conducted to

have social order and better communication.

Assumptions, Delimitations, and Limitations

Assumptions

Our study's assumptions are things that are outside our control yet are required

for us to progress; without them, the research problem would not exist (Leedy &

Ormerod, 2010). The assumptions were developed as a result of this research.

1. To elicit trustworthy replies, respondents will fully comprehend and offer honest

representations of their knowledge in response to the researchers' queries.

2. The recommended intervention will be consistently presented by the

researcher.

3. As the respondents may be influenced by the linked factors, senior high school

students have a poor level of productivity on self-learning modules.

4. As their outputs are not efficiently correct within a short amount of time input,

senior high school students' levels of productivity on self-learning modules

show no meaningful correlation with their quarterly grades.

32
Delimitations

Self-Learning Modules are widely used at J.V. Ferriols National High School.

However, the scope of this research was limited to the senior high school department.

To get the total number of respondents from six different sections of the senior high

school department, we used Slovin’s formula. The data was delimited to 132 randomly

selected senior high school students: 31 participants in Section A and 36 participants

in Section B in the Grade 11 Curriculum; and 22 participants in Section A, 21

participants in Section B, and 22 participants in Section C in the Grade 12 Curriculum.

In gathering the data, we use Google Form as a survey questionnaire. Each

respondent was given the same link to the Google Form to answer.

Limitations

The possible weakness of our study is the virtual means of collecting data.

Since we are still under community quarantine, of course, we must abide by the rules

and regulations imposed by our government. Researchers are having a hard time

gathering data from their desired research participants. Furthermore, researchers

have difficulties on collecting students’ quarterly grades since the Department of

Education mandate to protect and promote the right to access to quality basic

education, the Data Privacy Act of 2012 or the Republic Act No. 10173, and as

mandated by the Philippine National Health Research System about the ensuring of

safety to the participants and security of identity. Correspondingly, the research

materials and data stated in our research are limited. We will recognize the difference

between and among the flow of communication between participants virtually.

33
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