Students’ Feedback on Modular Distance Learning: Its Relationship to the Mathematics Performance of the Grade 11 Students under New Normal

Abstract

The delivery of quality education under the new normal has become a challenging task for the country’s educational system. One of the learning modalities adopted by the Department of Education is the Modular Distance Learning Approach, which involves providing learners with hard copies of the modules. Examining students’ feedback on this approach and their mathematics performance under the new normal can provide guidance and recommendations for the Department of Education to expand the utilization of modules, especially in Mathematics. A total of 60 Grade 11 students from different tracks and strands in a government-funded school were selected as respondents of the study. The researchers utilized a questionnaire and a mathematics examination as tools for data gathering. The first part of the instrument focused on students’ feedback on modular distance learning in terms of independent learning and interaction, which was further classified into learner-teacher, learner-content, and learner-learner interactions, as well as mental health. The mathematics examination was used to determine students’ performance. Frequency counts, percentage, and arithmetic mean were used to analyze students’ feedback and academic performance. Spearman's rho correlation was employed to determine whether a significant relationship existed between students’ feedback and their mathematics performance. Findings revealed that students’ mathematics performance was described as “did not meet the expectation”. Furthermore, feedback on independent learning, learner – teacher interaction, and mental health showed a significant relationship with performance, while learner-content and learner-learner interactions did not.