LEARNING APPROACH AND LEARNERS’ ACADEMIC ACHIEVEMENT

Educational Management

The study was conducted to determine the extent of modular distance in terms of self-learning module on paper print and face-to-face learning approach in terms of classroom setting towards learners’ achievements as perceived by selected Senior High School Teachers from 3 Congressional Districts of Cotabato. These teachers handle regular students and with special cases and conditions enrolled in their preferred learning modality. Also, it determined the level of learners’ achievements in terms of General Point Average in 1st Semester of School Year 2023-2024. It further determined the significant relationship between modular distance and learners’ achievements; the significant influence of modular distance on learners’ achievements; the significant relationship between face-to-face and learners’ achievements; and the significant influence of face-to-face learning approach on learners’ achievements. On the extent of modular distance learning approach in terms of self-learning modules on paper print, the respondents agreed with the conditions and practices associated with this approach. Meanwhile, the extent of face-to-face learning approach in terms of classroom setting, the respondents strongly agreed with the statement mentioned concerning this method of learning. On the other hand, the average grades of students in the modular distance and face-to-face learning approach were both deemed very satisfactory. Further, the modular distance learning was highly correlated with learners’ achievements. In the same manner, the modular distance learning was highly influenced with students’ learning achievements. Furthermore, the face-to-face learning was not correlated with students’ learning achievements. Moreover, the face-to-face learning was not influenced with students’ learning achievements. Therefore, it was concluded that both methods were effective in facilitating learning and enabling students to attain desirable grades. However, when modular distance learning is utilized, it tends to significantly contribute to students' performance in academics. Meanwhile, the use of face-to-face learning as an instructional approach does not seem to have a substantial impact on students' academic performance, at least within the specific context of the analysis being discussed.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.