Modular Distance Learning In Relation To Learners’ Performance In Enscima, Calape District, Bohol

Abstract

This study investigates the implementation of Modular Distance Learning (MDL) and its impact on learners' performance in English, Science, and Mathematics (ENSCIMA) in public elementary schools in Calape District, Bohol, during the COVID-19 pandemic. Utilizing a descriptive-correlational research design, the study assesses the quality of Self-Learning Modules (SLMs) and the perceptions of teachers and parents regarding MDL. Data were collected through questionnaires distributed to Grade 6 teachers and parents, with statistical analyses including means, correlation coefficients, and non-parametric tests. Findings reveal a high level of implementation of module distribution, with a composite mean of 3.4485, indicating effective access to learning materials. Teacher evaluations rated the quality of SLM content as "Very Good," yet areas for improvement were identified, particularly in developmental appropriateness and clarity. Notably, a significant correlation exists between the quality of SLMs and their usability. However, the average performance of Grade 6 learners in ENSCIMA subjects did not meet expectations, highlighting the need for enhanced instructional strategies. The study underscores the importance of continuous improvement in educational resources and collaborative efforts between educators and parents to optimize student learning outcomes in the context of MDL. Recommendations for future research and practice are provided to support effective educational interventions.