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A Qualitative Research Paper about the traditional textbooks against the new normal "self-learning modules"
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A Qualitative Research Paper Presented to the Faculty of Alubijid National Comprehensive High School Senior High School Alubijid, Misamis Oriental In Partial Fulfillment of the Requirements in Practical Research 1 STEM GROUP 2 Members: Ebabacol, Lode Reinhold N. Ragmac, Dimple Mae K. Raut, Gian Carlo Jampit, Jean Reishin M. Amilao, Mark Harry B. Agbalog, Humphrey Polinar, Rudy Lumahang, John Mike November 2020
i | P a g e Abstract Due to the COVID-19 Pandemic, the traditional face-to-face classes were canceled. The Department of Education (DepEd) introduced the new modalities to opening of classes be possible this year. The new normal modalities were used by every public school in the country and the most common modality implemented was the Modular Distance Learning. Also, all of the public schools are using the printed type of self-learning modules (SLMs) because most of students cannot afford any gadgets to have digital format/electronic copy SLMs. This study was conducted in Alubijid National Comprehensive High School at Alubijid, Misamis Oriental. The respondents who participated in the study were students from the Grade 11 STEM, HUMSS, and ABM. The said respondents were the only respondents who are willing and available to share their experiences in the old and new learning modalities. The time frame for the study was from November 9, 2020 - November 27, 2020. The study focuses to investigate and to showcase the perspective of the students about the traditional textbooks and self-learning modules. Due to the current situation, the researchers used an online platform called “Google Forms” the researchers will be able to gather the data needed. Based on the results there is a significant difference between traditional textbooks and the self- learning. Most of the respondents preferred the traditional textbooks than the self-learning modules because the textbooks are more understandable and very detailed. Therefore, the researchers in this study can concluded trat that the traditional textbooks are more effective than the self-learning modules.
iii | P a g e Table of Contents Title Page Abstract i Acknowledgement ii Table of Contents iii Chapter 1 – INTRODUCTION 1.1 Background of the Study 1 1.2 Theoretical/Conceptual Framework 2 1.3 Statement of the Problem 3 1.4 Significance of the Study 3 1.5 Scope and Limitations 3 Chapter 2 – REVIEW OF RELATED LITERATURE
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4.3.1 Difficulties encountered by using the self-learning modules 26 4.3.2 Self-resolutions to the difficulties encountered by using the self- learning modules
4.4 Commentaries of the respondents to the current situation 31 Chapter 5 – CONCLUSIONS AND RECOMMENDATIONS 5.1 Conclusions 37 5.2 Recommendations 37 References 39
In Alubijid National Comprehensive High School, the school uses the Modular Distance Learning to resume classes this school year. This school is located at Alubijid, Misamis Oriental. It has two (2) departments - the Junior High School Department and the Senior High School Department. In the Junior High School Department, consists of four (4) grade levels - 7, 8, 9, and 10 .Lastly, in the Senior High School Department which consists of six (6) strands - STEM, HUMSS, ABM, SMAW, GAS, and TVL with two (2) grade levels - 11 and 12. This study will be used to find out if there is any significant difference between the traditional textbooks and the self-learning modules (SLMs). The students from Grade 11 curriculum on the strand of Science, Technology, Engineering and Mathematics (STEM), Humanities and Social Sciences (HUMSS), and Accounting, Business, and Management (ABM) students. Theoretical/Conceptual Framework This study aims primarily to determine the perspective of the students about the traditional textbooks and the new normal “self-learning modules”. Dyer and Jia (2016) stated that the “Preference Theory” studies the fundamental aspects of individual choice behavior, such as how to identify and quantify an individual’s preferences over a set of alternatives and how to construct appropriate preference representation functions for decision making. The independent variable which is the difficulties encountered in using both learning modalities can affect and interrupt the students’ perspective to it. Therefore, there is a big chance that it may affect the dependent variable which is the preference of students. INDEPENDENT VARIABLE DEPENDENT VARIABLE Figure 1. A schematic diagram showing the relationship of the study of the variable of the study.
Statement of the Problem The purpose of this study is to investigate the perspective of the students about the traditional textbooks and the new normal “self-learning modules”. Specifically, it sought to answer the following interview questions:
This chapter presents the related literature and studies after the thorough and in-depth search done by the researchers. This will also present the synthesis of art, theoretical and conceptual framework to fully understand the research to be done and lastly the definition of terms for better comprehension of the study. Education Smith, M. K. (2015, 2020) has stated when talking about education people often confuse it with schooling. Many thinks of places like schools or colleges when seeing or hearing the word. They might also look to jobs like teacher or tutor. The problem with this is that while looking to help people learn, the way a lot of schools and teachers operate is not necessarily something we can properly call education. They have chosen or fallen or been pushed into ‘schooling’ – trying to drill learning into people according to some plan often drawn up by others. Paulo Freire (1973) famously called this banking – making deposits of knowledge. Such ‘schooling’ too easily descends into treating learners like objects, things to be acted upon rather than people to be related to. Education, as we understand it here, is a process of inviting truth and possibility, of encouraging and giving time to discovery. It is, as John Dewey (1916) put it, a social process – ‘a process of living and not a preparation for future living’. In this view educators look to act with people rather on them. Their task is to educe (related to the Greek notion of educere), to bring out or develop potential. Such education is to deliberate and hopeful. It is learning we set out to make happen in the belief that people can ‘be more’. Second, to informed, respectful and wise. A process of inviting truth and possibility. Lastly, grounded in a desire that at all may flourish and share in life. It is a cooperative and inclusive activity that looks to help people to live their lives as well as they can. Traditional Textbooks Wikipedia (n.d.) has stated a textbook is a book containing a comprehensive compilation of content in a branch of study with the intention of explaining it. Textbooks are produced to meet
the needs of educators, usually at educational institutions. Schoolbooks are textbooks and other books used in schools. Today, many textbooks are published in both print format and digital formats. TeacherVision (2007) has stated a textbook is also collection of the knowledge, concepts, and principles of a selected topic or course. It's usually written by one or more teachers, college professors, or education experts who are authorities in a specific field. Most textbooks are accompanied by teacher guides, which provide you with supplemental teaching materials, ideas, and activities to use throughout the academic year. COVID- 19 World Health Organization (n.d.) has stated Coronavirus disease (COVID-19) is an infectious disease caused by a newly discovered coronavirus. Most people infected with the COVID-19 virus will experience mild to moderate respiratory illness and recover without requiring special treatment. Older people, and those with underlying medical problems like cardiovascular disease, diabetes, chronic respiratory disease, and cancer are more likely to develop serious illness. The best way to prevent and slow down transmission is to be well informed about the COVID-19 virus, the disease it causes and how it spreads. Protect yourself and others from infection by washing your hands or using an alcohol-based rub frequently and not touching your face. The COVID-19 virus spreads primarily through droplets of saliva or discharge from the nose when an infected person coughs or sneezes, so it’s important that you also practice respiratory etiquette (for example, by coughing into a flexed elbow). Pandemic World Health Organization (2010) has stated a pandemic is the worldwide spread of a new disease. An influenza pandemic occurs when a new influenza virus emerges and spreads around the world, and most people do not have immunity. Viruses that have caused past pandemics typically originated from animal influenza viruses.
DepEd Learning Delivery Modalities for School Year 2020- 2021 Llego, M. A. (n.d) has stated school opening will not necessarily mean traditional face-to- face learning in the classroom. The physical opening will depend on the risk severity grading or classification of a certain community pursuant to guidelines from the Department of Health (DOH), the Inter-Agency Task Force (IATF) for the Management of Emerging Infectious Diseases in the Philippines and the Office of the President (OP). The learning delivery modalities that schools can adopt may be one or a combination of the following, depending on the COVID- 19 restrictions and the particular context of the learners in the school or locality. (a) Traditional Face-to-Face Learning This refers to a learning delivery modality where the students and the teacher are both physically present in the classroom, and there are opportunities for active engagement, immediate feedback, and socio-emotional development of learners. In areas under the Moderate and High- risk severity grading, this is not possible. However, there are learners with disabilities whose conditions require face-to-face instruction. This will be the subject of further discussion within DepEd, with partners, and with parents. Face-to-face option may also be feasible in very low risk areas such as the geographically isolated, disadvantaged and conflict affected areas (GIDCA) with no history of infection and very low and easily monitored external contacts, but with teachers and learners living in the vicinity of the school. Any face-to-face learning delivery must have proper risk assessment and must adhere to the health protocols in place. Potential learning spaces in the community near the school may be explored to add spaces for the conduct of classes with the appropriate social distancing. Type/Modality/Approach/Strategy
Modified Shifting of Classes (MSC) - In the shifting of classes, teaching is directly focused on concepts with corresponding activities. Supplemental activities and Assessments shall be done, brought by the learners when shifted at home. The shifting depends on how many days the competencies could be covered based on the competency codes and the number of competencies to be covered in all learning areas. Shifting of Classes with Dyadic Teaching (SCDT) - In this scheme, there would be two teachers inside the class per learning area. The number of learners they would handle should be the total number of learners they handled in the normal days. During the dyadic teaching, learners have to go through series of individual activities after teaching the learning competencies to be facilitated, monitored by the two teachers. ESM-Focused Teaching (Junior HS) (ESMT) - In this approach, only English, Science and Mathematics shall be taught in school. Other learning areas shall be using the modular, home- based approach. RESM-Focused Teaching (Elementary) (RESMT) - In this approach, only Reading, English, Science and Mathematics shall be taught in school. Other learning areas shall be using the modular, home-based approach. Core/Specialized-Focused Teaching (SHS) (CST) - In this approach, only core and specialized subjects shall be taught in school. Applied subjects shall be using the home-based, life skill, modular approach. (b) Distance Learning This refers to a learning delivery modality where learning takes place between the teacher and the learners who are geographically remote from each other during instruction. This modality has three types: Modular Distance Learning (MDL), Online Distance Learning (ODL), and TV/Radio-Based Instruction. Modular Distance Learning Involves individualized instruction that allows learners to use self-learning modules (SLMs) in print or digital format/electronic copy, whichever is applicable in the context of the learner, and other learning resources like Learner’s Materials, textbooks, activity sheets, study
Online Distance Learning Features the teacher as facilitator, engaging learners’ active participation through the use of various technologies accessed through the internet while they are geographically remote from each other during instruction. The internet is used to facilitate learner-teacher and peer-to-peer communication. Online learning allows live synchronous instruction. It requires participants to have good and stable internet connection. It is more interactive than the other types of distance learning. The responses are real-time. The learners may download materials from the internet, complete and submit assignments online, attend webinars and virtual classes. This is practiced effectively by using a Learning Management System or related technologies. The DepEd Commons and LR Portal fall in this category. TV/Radio-Based Instruction utilizes SLMs converted to video lessons for Television- Based Instruction and SLMs converted to radio script for Radio-Based Instruction. Distance learning modality is most viable for independent learners, and learners supported by periodic supervision of parents or guardians. The challenge will be in dealing with learners not capable of independent learning. This is the subject of further discussion within DepEd, and with partners and parents. Type/Modality/Approach/Strategy It features the teacher facilitating learning and engaging learners’ active participation using various technologies accessed through the internet while they are geographically remote from each other during instruction. The internet is used to facilitate learner-teacher and peer-to-peer communication. Online learning is a form of live synchronous platform where it requires both parties to have good and stable internet connection. It is often more interactive than the other types of distance learning. The responses is real-time. The learners may download materials from the internet, complete and submit assignments online, attend webinars and virtual classes. This is practiced effectively by using a Learning Management System or related technologies. The use of DepEd Commons and LR Portal falls in this category as both requires internet connectivity to have access.
Suggested Platforms/Resources/Mechanisms:
The department added since the school year was only rescheduled from August to October, there were already printed modules good for one to two weeks that were already distributed to learners. However, Education Sec. Leonor Briones said they intend to rationalize this to gradually lessen dependence on printed modules, despite being it being the preferred mode of learning for students and parents. "We are gradually going to face that out because aside from the horrible impact on the environment, baka (maybe) we will be having books but no trees. It's more expensive to produce printed material than to transmit by radio or TV or by other means," she explained. The health crisis led to implementation of alternative modes of learning to do away with the usual face-to-face setup. School year for basic education students will resume on October 5 after it was moved from August 24 due to President Rodrigo Duterte's order for a six-week postponement due to the pandemic. Meanwhile, Senator Sherwin Gatchalian questioned the zero allocation for DepEd's special education (SPED) program despite the country having about 439,000 SPED students. Under the 2021 budget of the department, budget for SPED was totally slashed from a P300 million budget in 2020. Sevilla explained that the budget was used for the government's COVID-19 response so they were not able to use it this year as well. Briones also assured that schools have funds to cover SPED students. However, Gatchalian appealed to revive the budget that will solely be used for these students since "it will be very difficult for them to fight for these funds" if they will rely on schools' regular funds. Budget for the Traditional Textbooks CNN Philippines (2020) has reported a lawmaker has urged the Department of Education (DepEd) to use books instead of modules for distance learning given the large allocation needed to produce such materials. At the plenary debates on Thursday, Deputy Speaker Rodante Marcoleta said books should instead be used given the environmental impact of producing modules. Moreover, most learners and parents prefer books since these are more practical and convenient, he said.
Negros Oriental Rep. Jocelyn Limkaichong, who sponsored the department’s proposed budget, said the DepEd needs to produce 1.1 billion modules for the first quarter of the school year alone for over 22 million students across the country. The DepEd said around P10 billion is needed per quarter of a school year to be able to produce all printed modules, compared to the budget for books which does not exceed a billion pesos, Marcoleta noted. He also said that private publishing firms have expressed willingness to assist in producing the learning materials. With the involvement of the private sector, the intentions of Republic Act 8047, or the Book Publishing Industry Development Act, will be attained, he emphasized. The law paves the way for the active participation of the private sector to ensure supply of affordable, quality-produced books. However, Limkaichong explained that books are designed for face-to- face set up, while self-learning modules are most viable with the current situation since these are more “interactive, self-contained, and self-instructional with learning time-frame suggested by the teachers.” To sum it up, using textbooks only needed a lesser budget which is less than 1 billion pesos than the self-learning modules which is 40 billion pesos per year.
