Education

Education

Archive
Join as an Editor/Reviewer

LEARNING MODALITIES AND LEARNERS' READING COMPREHENSION AS CORRELATE TO STUDENTS? ACADEMIC PERFORMANCE

Volume: 105  ,  Issue: 1 , July    Published Date: 23 July 2022
Publisher Name: IJRP
Views: 893  ,  Download: 626 , Pages: 538 - 553    
DOI: 10.47119/IJRP1001051720223647

Authors

# Author Name
1 SAMANTHA MAE D. PASAHOL
2 ISAIAH RENZO M. LABIOS

Abstract

This study was conducted to determine the correlation between the learners' learning modality and the reaching comprehension of the learners' academic performance. It significantly sought to answer the following questions: What is the learners' level of acceptance of Printed Modular Distance Learning and Digital Distance Learning utilized in flexible learning in terms of objectives, teacher Instructions, and evaluation? What are the respondent's mean level of performance in reading comprehension through Modular Distance Learning in terms of sequencing, vocabulary, and self-questioning? What is the mean level of student's performance based on their grades? Is there a significant correlation between the learning modalities and reading comprehension and different performances in the students? grades in English? Based on the study, the learners moderately accepted the modular distance learning modality in terms of objectives, teacher instructions, and evaluation. The learners were moderately able to gain necessary knowledge and skills through following the learning goals, appropriate teacher instructions, and evaluation. This indicates further demonstration of appropriate objectives, more suitable teacher instructions, and relevant evaluation in the said learning modality was moderately accepted by learners. Furthermore, the researcher found out that learners performed very good with regards to their reading comprehension skills in terms of sequencing, vocabulary, and self-questioning. This indicates that the learners? reading comprehension skills were developed concerning their sequencing, vocabulary, and self-questioning. In addition, the research revealed that learners attained an outstanding performance based on their grades. This explains more that the respondents? performance in the English subject from the modular distance learning modality is outstanding. However, the study revealed that there is no significant correlation between the learners? reading comprehension and the learners? acceptance of modular distance learning modality to their grades in English. The researcher coordinated with the English teachers from Laguna Senior High School to select fifty (50) students under the Printed Modular Distance Learning and fifty (50) students from the Digital Modular Distance Learning. The data gathered has been codified into various traditional categories with appropriate hypothetical in null and working forms and subsequently tested by non-parametric treatment through P-value and T-test formula respectively to arrive at substantial-conclusion drawn in the resolution with the previous problem areas investigated. From the above step-by-step research cycle process, the essential questions propounded are resolved. Students? reading performance and academic performance in the 1st semester through Pre-test and Post-test reflect no significant correlation between the learners' learning modality and learners' reading comprehension to the learners' academic performance. The said outcomes may mean that the learners' academic performance was not significantly affected by their chosen learning modality and their level of reading comprehension.

Keywords

  • vocabulary
  • Academic Performance
  • reading comprehension
  • Modular Distance Learning
  • sequencing
  • self-questioning