research title about self learning modules

• DOI: 10.54476/s149512
• Corpus ID: 248759615

Modular Learning Efficiency: Learner’s Attitude and Performance Towards Self-Learning Modules

• April Clarice C. Bacomo , Lucy P. Daculap , +3 authors Ronalyn M. Bautista
• Published in International… 6 June 2022

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Learners’ home-based learning activities and academic achievement in modular learning, learning behavior towards modular instruction, sex, and academic performance in english of grade 7 public high school students.

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Students’ Evaluation of Faculty-Prepared Instructional Modules: Inferences for Instructional Materials Review and Revision

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Learning Motivation and Utilization of Virtual Media in Learning Mathematics

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• Iran J Nurs Midwifery Res
• v.24(2); Mar-Apr 2019

The Effect of Self-learning Module on Nursing Students' Clinical Competency: A Pilot Study

Shahin tohidi.

1 Department of Medical-Surgical Nursing, Lorestan University of Medical Sciences, Khoramabad, Iran

2 Chronic Diseases (Home Care) Research Center, Hamadan University of Medical Sciences, Hamadan, Iran

Hossein KarimiMoonaghi

3 Department of Medical Surgical Nursing, Evidence Based Caring Research Center, School of Nursing and Midwifery, Mashhad, Iran

4 Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

Arezoo Shayan

5 Chronic Diseases (Home Care) Research Center, Hamadan University of Medical Sciences, Hamadan, Iran

Hassan Ahmadinia

6 Department of Epidemiology and Biostatistics, Medical School, Rafsanjan University of Medical Sciences, Rafsanjan, Iran

Background:

Self-learning module (SLM) is designed for independent learning. In this study, the hypothesis that SLM is effective to some extent in improving clinical competence in nursing students was tested.

Materials and Methods:

The study employed a randomized controlled design. In this study, 46 nursing students were randomized into the control or intervention group. Study tools included a demographic information form and nursing skills checklist. Unlike the control group, the intervention group received clinical SLM. Nursing students' clinical competency was measured at the end of the intervention through objective structured clinical examination. Statistical analysis was performed in SPSS software. A p value < 0.050 was considered statistically significant.

In total, 46 students participated in this study. The Mean (SD) age of the study participants was 18.80 (1.06) years. There was a significant difference in students' clinical competency between the control and intervention groups (Mann–Whitney U -test: p = 0.010). Mean (SD) of clinical competency in the control and SLM groups was 58.19 (6.41) and 62.83 (6.05), respectively. Results of the group equivalency test indicated that all demographic variables were equivalent between the groups. Moreover, there was no significant difference between women and men in terms of clinical competency.

Conclusions:

According to the results, the use of SLM could help the students enhance the quality of nursing clinical competency.

Introduction

Nursing is a practice-based discipline; about 50% of undergraduate nursing courses in Iran are related to clinical skills. In addition, based on the evidence, employers value graduates for their non-nursing skill and work experience.[ 1 ] Clinical education is the basis of the nursing education program.[ 2 ] Clinical competency is one of the most important requirements in the nursing profession, based on which nurses are assessed,[ 3 ] and the lack of clinical skills competency can threaten patient care and safety. There are still controversies over the standards of specialized skills in nursing and the efficiency of common teaching methods.[ 4 ] The relationship between the practical and educational aspects of nursing education programs is created through clinical competence, and if we are to continue nursing education in a competence-based environment, we need to administer it correctly.[ 5 ] Moreover, nursing education could take advantage of informal learning opportunities to develop students' nontechnical skills and produce more competent students.[ 6 ] One method of self-education is self-learning module (SLM). SLMs are designed for independent learning and meeting learning needs. SLM contains learning objectives, pretest, and posttest, and uses directory module, content, and resources for further study.[ 7 ] Flexibility, accessibility, transferability, easiness, learner's accountability, learner motivation, cost-effectiveness, safe learning environment, and time saving are the features of SLM.[ 8 ] Until 2016, three papers have been published with the aim to compare SLM with other teaching methods.[ 4 , 9 , 10 ] No significant difference was observed between the effect of traditional methods and SLM on learning,[ 9 , 10 ] and it was shown that SLM is more effective than face-to-face education.[ 4 ] Furthermore, three other papers determined the effectiveness of SLM. SLM has a positive impact on learning theoretical and practical topics.[ 8 , 11 , 12 ] In previous studies, the outcomes of SLM were measured through objective structured clinical examination (OSCE), multiple-choice tests, and self-assessment.

Whereas a number of nursing studies have examined the effects of SLM, few have focused on its role in clinical skills education. Therefore, this study used quantitative approaches to evaluate the effectiveness of SLM on nursing students' clinical competency. In their studies, Abutarbush et al .[ 13 ] and Alfieri et al .[ 14 ] reported higher scores for students learning through SLM compared with those learning through conventional methods. However, equivalent knowledge or skill performance scores were reported for these two groups in the studies conducted by Norouzi et al .,[ 9 ] Kaliyadan et al .,[ 8 ] and Swensson et al .[ 15 ] A variety of learning activities should be provided in medical schools in order to address the range of learning styles.[ 16 ] Healthcare costs, patient morbidity, mortality rates, and patient threats are decreased by ensuring a high level of competency in clinical skills. An advantage of audio and video productions in higher education is the enhancement of student-learning outcomes.[ 17 ] Training through video methods reduces the fear of falling in the elderly.[ 18 ] Furthermore, the advantages of OSCE overweigh the advantages of the tradition evaluation method.[ 19 ] None of the studies have assessed the use of SLM to improve clinical skills in new nursing students. Therefore, this gap in the literature was reviewed and investigated in this study.

Materials and Methods

This study was conducted in 2016. This study was a randomized controlled design study (IRCT: 20170611034457N2). The sample size was calculated using the formula for a difference in means (equal sized groups), which is based on some parameters according to the previous studies) α = 0.05, 1 – β = 0.80 and effect size (δ) = 0.84), and the 46 freshman undergraduate nursing students (23 per group) who had registered for the course of “Principles and clinical skills of nursing" at the School of Nursing and Midwifery of Hamedan University of Medical Sciences, Hamedan (the administrative town of Hamedan Province in the west of Iran) took part in the study. Data were collected between January and July 2016. All students met the study inclusion criteria, including having registered for the “Principles and clinical skills of nursing" (four credits), being a first-year undergraduate nursing student, and not having clinical skills training. The study exclusion criteria were unwillingness to take part, absence from OSCE [ Figure 1 ], and participation in other education programs. Baseline data, generated from a demographic information form (on age, gender, etc.) and nursing skills checklist, were collected from all the participants soon after the intervention. In this study, the raters' reliability of the nursing skills' checklist (by 2 raters and 10 participants) showed a correlation coefficient of 0.9. The validity of the nursing skills' checklist in this study was confirmed by faculty members in the School of Nursing and Midwifery. Higher scores represent a higher level of skills.

CONSORT Diagram

Modules of specific clinical skill topics were created. The broad topics included suctioning the airway, blood pressure measurements, nasogastric tube, forms of subcutaneous/intramuscular/intradermal injections, and serum therapy. Modules included basic power-point presentations, videos and signs used in nursing clinical skills, introduction, learning objectives, interactive quizzes, immediate feedback, pictures, additional resources such as books and websites, and the researcher's phone number and email address. The interactive components were designed in order to be effective. Two educational videos were used: one was made in the university's Clinical Skills Center and the other was retrieved from reputable websites. The clinical skills' module was created and edited by the faculty members of the department. The modules were modified after focused group discussions with the students and the faculty. Camtasia was used to make the clinical skills' SLM.

Having received the approval of the Ethics Committee of Hamedan University of Medical Sciences, 46 nursing students were randomized into the control group and the intervention group. Data were collected through Convenience sampling in one semester in 2016 (between January and July 2016) using OSCE. With the beginning of the academic semester, clinical nursing skills were taught in the Clinical Skills Center of the university through the conventional method for all the students. The intervention and control group members completed the demographic information questionnaire. Pretest could not be used, because the participants were first-year undergraduate nursing students. None of the students had been previously trained in clinical skills. The control group did not receive the module. Control group members' clinical skills were measured at the end of the semester as a posttest in the OSCE. The intervention group received clinical SLM, and after 3 days, when they had received the module, objective assessments of students' clinical competencies were conducted using the nursing skills' checklist during OSCE. The average time for module completion was 2 h; half an hour for each topic including blood pressure, subcutaneous/intramuscular/intradermal injections, intragastric tube, and suctioning the airway. Each module was named based on the type of skills being taught (suctioning the airway module, blood pressure measurements module, intragastric tube module, subcutaneous/intramuscular/intradermal injections module, and serum therapy module). Modules could be distributed and transferred to a CD, flash memory, and mobile phone. The features of SLM included availability, easiness, simple use, and convenience in use. Considering that the participations were first-year undergraduate nursing students, they were not given a pretest examination. Data were analyzed using Mann–Whitney U -test, two-way analysis of variance (ANOVA), and descriptive statistics via SPSS software (version 16.5, SPSS Inc., Chicago, IL, USA).

Ethical considerations

Written consents were obtained from the research subjects. The study was approved by the Ethics Committee of Hamedan University of Medical Sciences with the code IR.UMSHA.REC.1395.129 in 2016.

Among the 46 students, 52.17% ( n = 24) were women [intervention group: 13 (54.17%); control group: 11 (45.83%)] and 47.83% ( n = 22) were men [intervention group: 10 (45.45%); common method of teaching group: 12 (54.55%)]. The Mean (SD) age of the study participants was 18.80 (1.06) years. Results of the Mann–Whitney U -test and Chi-square test indicated that the groups were matched in terms of all demographic variables [ Table 1 ].

Demographic characteristics of the participants

Mann–Whitney U -test was conducted to compare the differences in student's clinical competency between the two groups. There was a significant difference in student's mean (SD) clinical competency score between the control group [58.19 (6.41)] and SLM group [62.83 (6.05)] (Mann–Whitney U -test: z = −2.58, p = 0.010). These results suggested that the use of SLM had increased the student's clinical competency [ Table 2 ]. Comparison of the clinical competency scores in the SLM group in terms of gender indicated that there was no significant difference between women [ n = 13; mean (SD): 61.60 (7.86)] and men [ n = 10; mean (SD): 64.43 (3.66)] in this respect (Mann–Whitney U -test: z = −0.49, p= 0.650). Comparison of the clinical competency scores in the common method of teaching group in terms of gender indicated that there was no significant difference between women [ n = 11; mean (SD): 59.11 (6.63)] and men [ n = 12; mean (SD): 57.34 (5.62)] in this respect (Mann–Whitney U -test: z = −0.68, p= 0.520). Using two-way ANOVA, the effects of group and gender variables on clinical competency scores were investigated. Homogeneity of variances in the group and gender variables was examined using Levene's test. According to the results of two-way ANOVA, the main effect of the group was significant; however, the main effect of gender and the interaction between gender and group were not significant. This indicates that the significant effect of the intervention on the response variable and its effect on both men and women were the same [ Table 3 ].

Comparison of the changes in clinical competency scores by group

Two-way ANOVA results regarding the simultaneous effects of gender and group (intervention)

ANOVA: Analysis of variance

The findings of this study are very encouraging and positive for the use of SLM for first-year undergraduate nursing students to learn and practice their nursing clinical skills, and increase their competency. The study provided evidence supporting the benefits of using SLM, allowing students to practice their clinical skills, and improving their clinical competency by increasing their clinical skills. For nursing faculties, the use of SLMs is useful in upgrading and enhancing students' clinical skills within a learning environment without anxiety where it strengthens students' self-learning. In this study, OSCE was used to assess the students. Bahreini et al . used a combination of nurses' competence assessment methods in order to reach a more valid and precise conclusion.[ 20 ] Previous studies have also shown that using SLM method improves residents' knowledge of MRI and CT safety[ 15 ] and provides an effective strategy for teaching both the theory and practice of hand-washing to nursing students.[ 4 ] In the study by Gahutu, the students appreciated the modular teaching system and stated that, if the computer access is enhanced, self-directed learning before or after classroom lectures will ensure classroom readiness or consolidation.[ 17 ]

In some studies, there was no significant difference between teaching strategies and speech SLM. No considerable difference was observed between the effects of lecture and SLM on the knowledge and practice of oncology nurses concerning safety standards with cytotoxic drugs.[ 4 ] SLMs could be as effective as lectures in the competency of nurses and could be useful in nursing education.[ 9 ] All the nursing students who had participated in this study were first-year undergraduate nursing students and did not have a history of clinical skills training. The significantly higher nursing clinical skills' performance scores achieved by the intervention group may have been influenced by the opportunity that students had to self-direct their own learning experiences. Being able to concentrate on specific aspects of the learning materials and watch the nursing clinical skills video more than once would have provided opportunities to practice and refine clinical nursing skills potentially increasing proficiency.[ 4 ] This was supported by the findings of Li et al .[ 21 ] They reported the effectiveness of electronic learning module for volumetric image-guided radiation therapy (IGRT). They also reported that the module ensures the delivery of consistent information as a component of yearly continuing education for radiation therapists.[ 21 ] Furthermore, the use of a learning module for radiation oncology is a useful method of ameliorating the radiologic anatomy knowledge and treatment planning skills of radiation oncology residents.[ 8 ] The study of Kaliyadan et al . suggested that the difference between digital SLM and conventional method in the teaching of dermatology was not significant ( p = 0.084; 5% significance level); they concluded that technology-based SLM might improve dermatology teaching.[ 8 ] In their study, dermatology modules included power-point presentations, instructive videos demonstrating signs in dermatological examination, interactive quizzes, and images.[ 8 ] In this study, the module included basic power-point presentations, videos demonstrating clinical skills, signs used in nursing clinical skills, introduction, learning objectives, interactive quizzes, immediate feedback, pictures, and additional resources, such as books, websites, and the researcher's phone number and email. The interactive components were designed in a way to be effective.

The participants' performance, the practice of passing the NG tube, was videotaped;[ 13 ] however, in this study, two educational videos were used. These videos were either made in the university's Clinical Skills Center or were retrieved from reputable websites. Viewing familiar environments in SLM videos might be more effective on student learning than videos that have been prepared in an unfamiliar environment or downloaded from academic and legitimate websites. Other studies support the results obtained in this study. For instance, in a study conducted by Khalil et al ., a significant difference was observed in students' performance in comparing SLMs-related items with non-SLM items in the midterm examination.[ 22 ] Finally, they expressed that SLMs can be used in an integrated method in medical curriculums in order to facilitate and individualize the learning of basic sciences. In their article, Jenkins et al . stated that, notwithstanding the increased use of CAI (computer-assisted instruction) in medical education, barriers still remain to the widespread implementation of CAI. It is also stated that perhaps CAI should not be compared with other teaching methodologies, but instead there should be research studies on how effective CAI is as an adjunct to traditional teaching.[ 23 ] The main limitation of this study was the lack of a pretest, since the participants were first-year undergraduate nursing students. Thus, this can be a proposal for further research.

The use of SLMs presents a modern and dynamic approach to medical education. The use of an interactive information technology-based SLM could help the students enhance the quality of nursing clinical competency. In addition, SLMs can be more effective in self-directed learning. The use of SLMs independently and without faculty supervision is one of the important benefits of this method.

Financial support and sponsorship

Hamedan University of Medical Sciences

Conflicts of interest

Nothing to declare.

Acknowledgement

We thank the student participants in this research study. The present study is the result of the research proposal that was approved by the Hamadan University of Medical Sciences, No: 9505122619.

Impact of Modular Classes to Academic Performance

71 Pages Posted: 10 Aug 2022 Last revised: 28 Sep 2022

Rachelle Tongol

Don Honorio Ventura State University, College of Education

Anna Paula Angeles

Lara mae lobo, layza manalili, kimberly anne payumo, nikko simbulan.

Date Written: August 4, 2021

The Coronavirus (COVID-19) has caused us a lot of drastic change, mainly affected by this uncertainty in education. The unforeseen changes brought by the Covid 19 give rise to different modalities, and one of these is the modular classes. The educational sectors try to adapt to this new kind of teaching-learning process for the learners and teachers. This investigation's in-depth locus is to identify modular classes' impact on academic performance among Grade Six learners. The researchers employed quantitative research using cluster sampling - 50 participants among the sixth-grade learners. Using google forms, links were provided to gather data. Pearson's correlation, frequency, mean, and percentage distribution were used for the analysis and interpretation. The study revealed that GWA's first and second quarters have negative moderate and low significant impacts, thus rejecting the null hypothesis. In addition, the learning experience gained from the self-learning modules is neutral to students; it facilitates the learner to have power over his/her learning and acquires higher accountability for learning. Therefore, the overall general weighted average of the learners for both the first and second quarters was found to be approaching proficiency and proficient. At the same time, the neutral results of the self-learning module experience significantly impacted the GWA and rejected the null hypothesis. Thus, for a better result for this study, the researchers recommended that a standardized test be used to get a high positive correlation of modular class experiences to the learners' academic performance.

Keywords: Modular Approach, Self-Learning Modules, Distance Learning

Suggested Citation: Suggested Citation

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Don honorio ventura state university, college of education ( email ), do you have a job opening that you would like to promote on ssrn, paper statistics, related ejournals, social sciences education ejournal.

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• Ken Rozen C. Meniano, Rosie G. Tan. Challenges in Studying Mathematics Using Self-Learning Module During COVID-19 Pandemic. American Journal of Educational Research . Vol. 10, No. 4, 2022, pp 182-187. https://pubs.sciepub.com/education/10/4/4 ">Normal Style
• Meniano, Ken Rozen C., and Rosie G. Tan. 'Challenges in Studying Mathematics Using Self-Learning Module During COVID-19 Pandemic.' American Journal of Educational Research 10.4 (2022): 182-187. ">MLA Style
• Meniano, K. R. C. , & Tan, R. G. (2022). Challenges in Studying Mathematics Using Self-Learning Module During COVID-19 Pandemic. American Journal of Educational Research , 10 (4), 182-187. ">APA Style
• Meniano, Ken Rozen C., and Rosie G. Tan. 'Challenges in Studying Mathematics Using Self-Learning Module During COVID-19 Pandemic.' American Journal of Educational Research 10, no. 4 (2022): 182-187. ">Chicago Style

Challenges in Studying Mathematics Using Self-Learning Module During COVID-19 Pandemic

The emergence of the COVID-19 pandemic has altered educational systems globally, particularly in the Philippines. The Department of Education utilizes printed self-learning modules (SLMs) to facilitate modular distance learning (MDL). This abrupt shift resulted in students' difficulty learning amid crisis, especially in mathematics. This situation is alarming as it is becoming rampant in public schools wherein several students have difficulty. This study explored students' challenges in learning mathematics using printed self-learning modules. The study took place in December 2021 at the Alfonso Ang Militante Integrated School (AAMIS) in Gingoog City, Misamis Oriental, Mindanao. The study employed a phenomenological research design, with ten (10) randomly selected grade 9 students participating in semi-structured in-depth interviews. The interviews were analyzed using Braun and Clarke's thematic analysis to analyze and interpret the findings. The study's findings yielded six (6) central themes: difficult lessons and activities, distractions in learning, difficulty understanding English instruction, absence of assistance from people, poor quality of modules, and lack of time management. This study has implications for the Department of Education (DepEd) alternative learning modality in new normal education, parents and teachers' student support, and students' independent learning and capability.

1. Introduction

The emergence of the COVID-19 pandemic has altered the educational systems globally. In the Philippines, the Department of Education utilizes printed self-learning modules (SLMs) to facilitate modular distance learning (MDL). A self-learning module is a short unit of instruction dealing with a single conceptual unit of subject matter with a self-contained and independent unit of instruction with the primary focus on a few well-defined objectives 1 . It is an essential tool in modular distance learning that serves as a catalyst in continuing quality education among Filipino students during the COVID-19 pandemic. However, a study conducted at Balbalayang National High School and Baguio National High School, Philippines, shows that most students can neither study independently nor efficiently follow the instructions in the modules, resulting in blank answer sheets 2 . Moreover, most learners have difficulty answering the learning modules and stated that mathematics is the most challenging. 2

Junior high school students from Alfonso Ang Militante Integrated School, Gingoog City, Philippines, have faced the same problem in answering their self-learning modules, specifically in mathematics. As observed by the researchers as mathematics teachers, most students have difficulty answering their modules, leaving no answers submitted. The researchers interviewed other mathematics teachers about the incident to further verify the existing problem in other schools to substantiate the phenomenon. The teachers found that their students had submitted math modules with no answers on activities and were effortless in answering self-learning modules.

Several researchers undertook phenomenological investigations using various learning modalities in the Philippines during the COVID-19 epidemic. However, there is only limited research tackling phenomenology involving the study of mathematics using printed self-learning modules amid the COVID-19 pandemic. Thus, this study aims to explore the students' challenges in learning mathematics using the self-learning module in COVID-19.

Knowing the difficulties and challenges those students have encountered will put the researchers in the best position to offer alternatives to the problem. Indeed, we can only provide practical solutions to the situation when we diagnose. And in the case of grade 9 students in Alfonso Ang Militante Integrated School, Gingoog City, Philippines, determining their challenges and exploring the factors that shape their behavior towards submission of blank answer sheets is essential in addressing the problem.

2. Methodology

This study utilized a phenomenological research design to explore students' experiences in studying mathematics using self-learning modules during the COVID-19 pandemic. It allows participants to tell their stories without distortions and prosecutions and enable the researchers to incorporate other knowledge and expand their knowledge base 3 .

The study was participated by grade 9 students in Alfonso Ang Militante Integrated School (AAMIS). The researchers purposively chose the participants based on the following criteria.

1) finished grade 8 in Alfonso Ang Militante Integrated School in 2020-2021;

2) enrolled as grade 9 in Alfonso Ang Militante Integrated School in 2021-2022;

3) studied mathematics using a self-learning module from 2020-2021 to the present; and

4) submitted their mathematics self-learning modules with no answers most of the time in grade 8 and continuously in grade 9.

After the selection of the participants, the researchers conducted an orientation with all the parents of the possible participants. The parents followed the COVID-19 healthy protocols. The orientation was about the data gathering procedure, confidentiality, and voluntary participation under the Republic Act 10173, known as the Data Privacy Act. Also, the researchers informed the parents that the interview would be recorded with their permission and use vernacular ( Sinugbuanong Binisaya ) language to express their experiences freely. After the orientation, the researchers asked for parents' permits for their child's participation in the study. The participants are of minor age and are not competent to make autonomous decisions on their behalf 4 .

The following day, the researchers conducted a semi-structured in-depth interview guided by the researcher-made semi-structured interview questions based on the study's research objectives ( Table 1 ). The interview was conducted inside the classroom with the researchers and participants only present and was held in private to ensure confidentiality.

Table 1. Researcher-Made Interview Questions

• Tables index View option Full Size

The researcher-interviewer informed the participants that the interviewer would audio record the interview prior to the interview. She also informed the participant that they could use vernacular ( Sinugbuanong Binisaya ) language to express their experiences freely. In addition, she asked for assent from the participants to get their affirmative agreement to participate in the research.

The data was analyzed using Braun and Clarke's thematic analysis procedures such as familiarization, coding, theme generation, theme review, theme defining and naming, and writing up. In this study, the researchers familiarized the data by repeatedly listening to the interview voice recording of the participants to transcribe verbatim. After the researchers transcribed the data, the researchers translated the transcribed data into the English language. Then, the researchers used the translated transcription to code data. Next, the researchers generated themes from the coded data and reviewed them by double-checking the translated transcriptions. Next, the researchers named the emerging themes and defined them based on the translated transcription and coded data. Lastly, the researchers wrote the data analysis based on the data gathered and its emerging themes.

After the data analysis, the researchers presented it to the participants to seek clarification and confirmation of the data analysis to avoid misconceptions and biases. The trustworthiness of results is the bedrock of high-quality qualitative research studies 5 . Moreover, the researchers used pseudonyms to hide the identity of the participants. For example, participant 1 is to P1; participant 2 is to P2, and so on.

3. Results and Discussion

The findings of the study on grade 9 students' challenges experienced in studying mathematics amidst the COVID-19 pandemic yielded six (6) central themes: difficult lessons and activities, distractions in learning, difficulty understanding English instruction, absence of assistance from people, poor quality of module, and lack of time management.

The first theme discusses how the students had difficulty learning the lessons and answering activities in the mathematics self-learning module. Even in the pre-COVID era, students had trouble learning mathematics due to various factors, which persisted in the COVID crisis. During the interview, the participants expressed their difficulty answering lessons involving variables. According to P4, " It was difficult for me to answer activities that have variables x and y." P6 added, "lessons with variables x an d y were difficult. "

In addition, some participants had difficulty understanding lessons involving exponents such as squares of a number. P10 stated that " there are topics that contain squares and topics like that." She said further that she does not know what to do because she is unsure. In addition, P4 shared that " expressions with exponents are challenging."

Mathematics is known for its abstract concepts that contribute to its difficulty. Students lack the prerequisite knowledge of basic concepts involving variables and exponents, resulting in difficulty understanding lesson concepts in mathematics 8. Most calculus students had difficulty using variables as generalized numbers and varying quantities 6 .

The limited examples given in the module triggered the challenging experiences of the students in learning difficult lessons because sometimes, the examples given do not coincide with the activities in the module to be answered, resulting in participants' difficulty in answering the activities in the module. P1 mentioned that "It's challenging because there were just a few examples." P5 said, "There were instances when the examples provided differed from the activities in terms of the lessons and activities."

Given examples in the self-learning module, perhaps it is the only guidance the participants could lean on. Yet, mathematics self-learning modules provide only a few examples in every topic and are sometimes different from the activities found in the module. Hence, when the participants tried to answer the activities in the module, they could not answer them as they had limited resources on how to respond to the various problems. Modular distance learning (MDL) benefits participants but requires essential learning resources for quality learning 7 . One of the factors that students have difficulty answering their modules is the lack of information in their learning materials 7 .

With all the difficulties experienced, participants acknowledged their lapses, saying they opted to submit blank answer sheets. According to P1 and P3, "Sometimes when the activity is difficult, I don't answer some of its questions." and " Because of the complexity of the questions, I sometimes do not answer them," respectively.

The participants have left no choice but to leave answer sheets in the module blank because of the level of difficulty in the activities provided in the module. This study's findings support the previous result that most learners have difficulty answering the learning modules and stated that mathematics is the most challenging self-learning module Proceedings of ‏The 3rd International Conference on Advanced Research in Teaching and Education ." class="coltj"> 2 , 9 .

The second theme discusses the students' experienced while learning mathematics using the self-learning modules. Students experienced various disruptions while learning mathematics. Hence, this theme has four (4) categories which are as follows: household chores, noisy environment, cellphone, and friends.

The participants had expressed their frustration with their household chores as a distraction in learning mathematics at home. P4 said, " When I answer my module, someone asks me to do housework." P5 added, "I get out of focus while doing my module because someone asks me to do household chores." Moreover, all the participants emphasized that they attended household chores first, followed by answering modules in their free time. P6 mentioned, " I had to do my household chores first, then answer my modules after."

Learning at home is one of the benefits of modular distance learning. However, household chores take over the time of the participants. Most learners could not focus due to various distractions, such as household chores, that negatively affected the students 10 .

The participants had shared how a noisy environment affected their learning in mathematics at home using the self-learning modules. P4 said that " There is karaoke and television. These caused me to have trouble concentrating." While P5 mentioned, " The loud talking, radio, and television inside the house distracts me."

A conducive learning environment is one of the critical factors a teacher should consider. However, amidst the COVID-19 pandemic, learners had to learn at home. The parents have neglected the concept of a conducive learning environment at home as para-teachers in the new normal situation. A generally polluted environment with loud noises and elevated levels indicates a high probability of negatively affecting students' cognitive abilities 11 . The learning environments usually available for students in their homes are also polluted by noise, thus affecting students' ability to learn 11 .

Moreover, the cellphone was also a factor in the distraction of learning. The participants shared that they get distracted by cell phones. P1 stated, "I check updates on Facebook now and then while answering the module." P10 added, "I watch videos on TikTok and try to learn dance moves."

The use of technology is rampant in our society as it offers vast benefits to its users. However, we cannot deny that students are prone to the various applications a cellphone could offer, like Facebook and Tiktok, which distract learners when used too much that may harm their learning. Despite the positive effects, it still adversely impacts students 12 . Smartphones shift users' focus because of their addictive nature, intruding on calls during lecture hours. The tendency to check social media platforms that distract learning on the part of distance learning students, and some of the inhibiting factors found were unreliable internet connectivity. The screen and sizes make smartphones uncomfortable for learning 12 .

Lastly, the participants mentioned that friends played a role in distractions in learning. P6 stated, " I choose to hang out with my friends than answer my math modules." And P7 added, " There are times when I hang out with friends and forget to answer the module."

Friends are a blessing to our life. They put colors on it. Nevertheless, an individual should set limitations and establish self-regulation. Hanging out with friends is good, but it should succeed with priorities to focus on what is more important at present.

This third theme showcases how language affects their understanding in studying the self-learning module. The participants expressed that they had difficulty understanding the mathematics self-learning module, especially on how to solve the mathematical problems because it is written in English. P2 said, " I sometimes don't understand the topic because it was written in English."

The lack of English vocabulary led to the inability to comprehend English in the mathematics self-learning module, resulting in students' incapacity to understand and learn the mathematics lessons, concepts, and solving. This substantial precedent is one of the factors that students had difficulty learning mathematics amidst the COVID-19 crisis. Moreover, students learning English through self-learning modules had difficulty as they were deficient in vocabulary 8 . They required language fluency and proficiency to comprehend and express themselves effectively in both oral and written processes to learn through self-learning modules.

In addition, this finding supports a similar student experience who had difficulty completing the learning modules due to a language barrier 7 . Furthermore, students can neither study independently nor efficiently follow the instructions in the modules due to a lack of English vocabulary, resulting in blank answer sheets 2 .

The fourth theme describes how the participants received no help from others while learning mathematics using the self-learning module. COVID-19 has forced students to develop independent learning to contain the virus. Yet, the study participant expressed their frustration during the interview on not receiving assistance while learning mathematics during modular distance learning. According to P1, "My parents and siblings were busy," while P6 said, "I don't have internet access, we don't have any neighbors, and I don't have a classmate to approach."

Independent learning with no assistance from people in the environment is laborious. Students in modular distance learning need help from parents who serve as para-teachers at home. These expressed dissatisfaction due to difficulty communicating with respective teachers 2 and identified the absence of a competent guide 7 .

Furthermore, amid difficult experiences in learning the lessons and answering the activities, participants expressed their sentiments on the additional burden on independent learning. It was hard for the students to learn independently with no assistance. P9 said, "It's difficult when no one helps me understand the lesson." P7 highlighted, "I can't understand the lesson because no one explained it to me."

Independent learning is expected from students as the new normal education emerges. As the participants experienced, the development of it was challenging for them. The participants sought assistance from their community, especially from parents and teachers, in learning mathematics using self-learning modules. Nonetheless, the stakeholders did not address the participants' sentiments. In a study, most students disagreed with the modular distance learning approach because they felt abandoned. They learned independently using self-learning modules (SLMS) such as commonly printed and audio materials with delayed feedback 8 . Moreover, students' learning through self-learning modules should have the assistance of parents, siblings, relatives, and other significant others who serve as the home's acting teacher for effective instruction 7 .

The fifth theme describes how the participants perceive the quality of provided printed mathematics self-learning modules from the Department of Education (DepEd) in the Philippines. Learning resources are an essential factor in learning as it guides the students, especially in the absence of the teacher in times of a crisis. Nevertheless, the study participants had an issue with the quality of self-learning modules provided to them. P1 said, " Texts in the modules were not clear." And P3 mentioned, " There were rumbled pages, and there were repeated pages."

These sentiments prove that the quality of self-learning modules provided by the Department of Education (DepEd) was not in its best condition. Learning resources are significant in distance education, especially if students have no other learning resources. Yet, the Department of Education had failed to fulfill this aspect of modular distance learning. There was a lack of funding for the production of modules, a lack of supplementary materials 7 , and the schools provided low-quality printed modules wherein students and teachers were disappointed 2 . Thus, each school must be adequately supported and funded to ensure proper module replication 9 .

The limited number of examples provided in the module caused students to have difficulties learning math lessons. P3 said that "some lessons were difficult to learn because they lack examples."

Most participants relied on the given examples in the self-learning modules provided. However, it was not sufficient for the participants to fully grasp the lesson concept, especially considering limited learning resources as a guide. Modular distance learning (MDL) benefits participants but requires essential learning resources for quality learning 7 . One of the factors that students have difficulty answering their modules is the lack of information in their learning materials 7 .

The sixth theme showcases how the study participants mismanaged their time at home instead of learning in a modular distance learning setup. Given the various distractions the students encountered by the study's findings, students could not manage their time. Participants had shared how they mismanaged their time at home during the modular distance learning setup. According to P1, "I answer my modules when the deadline is near." Whereas P3 said, " I'm not good at managing my time. I complete my module whenever I feel like it."

Modular distance learning develops learners' discipline in self-regulation and self-perseverance. Nonetheless, not all students can develop this characteristic. In contrast, students could tend to relax too much that would end up cramming, which is a clear disadvantage to students. The majority of the learners have time management issues, and they are unable to focus due to various distractions, such as household chores, that result in poor time management 10 .

4. Conclusion

Thus, the researchers conclude that students experienced difficulties learning mathematics using printed self-learning modules amid the COVID-19 pandemic.

The students' stories and shared experiences with mathematics learning during the COVID-19 pandemic illuminated and clarified how these concerns affect students' lives, notably those who study mathematics utilizing printed self-learning modules. The occurrence of the COVID-19 pandemic baffled the Department of Education (DepEd). It forced them to implement an abrupt shift in the educational system in the Philippines, requiring students, parents, and teachers to immediately adopt a new normal education, specifically modular distance learning using mathematics printed self-learning modules. However, based on the study's findings, this implicated on individuals involved were not yet attuned to the new normal and is in the process of absorption.

While modular distance education utilizing printed self-learning modules requires students to learn independently, they are not capable of it. The issue was the students' limited English vocabulary and comprehension. Students were supposed to read, comprehend, and study lessons independently at home, but their lack of these fundamental skills rendered them incapable of doing so.

Additionally, students lack sufficient basic knowledge or notions about the instructional topics. It makes it more difficult for students to grasp the complicated concepts that prompted them to submit unanswered self-learning modules. Students' inattention to response activities harmed their academic performance and grade. In short, the choice of modular distance learning via printed self-learning modules is incompatible with students' capacities, as it requires more than students' capabilities.

Modular distance learning emphasizes individual learning. Distance education's theoretical constructs strongly recommend assistance from parents, teachers, and others to aid students' learning. However, these individuals lack the necessary understanding to assist students. Despite their enthusiasm to help, parents' unpreparedness for the scenario of becoming a home para-teacher harmed pupils. Indeed, siblings aided students more than parents, but siblings with their learning modules are equally occupied. The reality of this situation is that the more students have access to the internet, the more they find answers to their activities without exerting additional effort to comprehend the lessons' concepts. This situation indicates that students were more concerned with completing activities correctly to achieve a higher score and grade than internalizing the mathematical lecture concepts.

While the Department of Education (DepEd) has always prioritized a conducive learning environment, the decisive event of the pandemic crisis that kept students at home harmed students' concentration while learning mathematics. Additionally, students did home duties and engaged in other activities during the day that diverted their attention away from learning. This occurrence demonstrates that education was ignored and not addressed during the COVID-19 pandemic.

In terms of poor-quality modules offered to students, this reflects the Department of Education's (DepEd) lack of preparedness, particularly among its frontline educators and instructors. Additionally, the teacher provided inadequate attention to each learner, which contributed to the students' negative experiences when learning mathematics via printed self-learning modules, particularly in following the safety regulations and social distancing.

The entire experience of students learning mathematics during the COVID-19 pandemic indicated a lack of decision-making in preparation for the new normal education in the Department of Education (DepEd), specifically the teachers and staff of the school. The alternate mode of instruction adopted was incompatible with students' capacities, resulting in low-quality learning that contradicted the DepEd's school mission and vision, which aspires to provide quality education to Filipino learners.

The study's findings may highlight various concerns affecting the Department of Education (DepEd), teachers, parents, and students in the Philippines. The Department of Education (DepEd) serves as the system's brain as the national education department. Their reliable research comes up with relative solutions and innovations that cope with the crisis. However, the students' negative experiences must be alarming to DepEd should reconsider other learning alternatives in times of crisis that could cater to Filipino learners.

Teachers serve as the light amid students ' dark times as the front liners in education and the implementor of innovations. Extending assistance amid a crisis may be challenging regarding health protocols, but the students need it. Those students seek and rely on the teachers' support to continue learning in this pandemic. And it is what the teachers should provide as front liners of education amid crises.

Parents as stakeholders have become para-teachers. Despite the lack of knowledge parents can offer their learners, showing full support to their children's learning is relevant. Students get strength from them amid crises and boost students confidence and self-reliance to conquer these difficult times.

Lastly, as the prime benefactor of this department, students should learn to adapt to changes that require them to do so in reality. Students should help themselves among others as it is in ourselves that we achieve success in challenging moments. Independent learning, self-reliance, self-determination, and others are the necessary qualities that should be possessed and beneficial for developing and being ready in real-life scenarios.

Published with license by Science and Education Publishing, Copyright © 2022 Ken Rozen C. Meniano and Rosie G. Tan

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