HomePsychology and Education: A Multidisciplinary Journalvol. 6 no. 8 (2023)

Effects of Modular Distance Learning Approach to the Academic Performance of Intermediate Indigenous Peoples Learners in Puray Elementary School

Mayline Atienza

Discipline: Education



The action research was a quantitative study that aims to know the effects of the Modular Distance Learning Approach on the academic performance of Intermediate Indigenous Learners particularly the “DumagatRemontado and to present accurate data and studies that will help the learners, parents, and teachers, especially in this time of the pandemic. From the results presented on the 52 respondents surveyed in Puray Elementary School of Rodriguez, Rizal. The findings of the overall academic performance of 65 indigenous peoples recipients in a modular approach have a stronger sense of responsibility in their study which may have a good effect on their academic performance. The findings of the study in the respondent’s demographic profile, sex, age, Who among the household members can provide instructional support to the child’s distance learning, devices available at home that the learner can use for learning, Internet connection, preferred distance learning modalities and challenges that may affect the child’s learning process through distance education are in the significant relationship between the academic performance of indigenous peoples learners. Based on the findings of the study and conclusions drawn from the findings, the following recommendations are hereby offered: First, we recommend that future researchers should have complete information on the general average of the indigenous people learners to accurately get the relationship between the academic performance and effects of Modular Distance Learning Approach. Since the gathered data used summative test results as part of the academic performance of the pupils in this kind of approach. Secondly, the school should continue to implement special projects like “Project AKBAKAT” to help indigenous people learners with parents who can’t assist them in working on their modules due to slow educational attainment. To our education department, modules should be reliable and can easily be understood by the pupils and parents/guardians even if there is no direct guidance from the teachers, to make the modular approach more effective. Finally, for the parents and guardians, we strongly recommend that they should encourage the pupils to work hard in their studies despite the pandemic and help them to understand their lessons because it has a great impact on academic performance in a modular approach.


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