EFFECTS OF MODULAR LEARNING ON THE WELL BEING.pptx

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1. EFFECTS OF MODULAR LEARNING ON THE WELL BEING OF STUDENTS AMONG THE SELECTED SECONDARY SCHOOL IN TAYABAS CITY Researchers: Marquez, Charimaine C. Obciana , Tricia May C.

2. Chapter I Introduction Modular learning is the most popular type if distance learning in the Philippines. Modular learning can be printed or digital format that currently used by all public schools . According to Llego (2020), modular learning is learning at their own pace, in their own way and using self-learning modules (SLMS). It can be printed copy that is appropriate to learners and other learning resources like learning materials, textbook, activity sheet, study guide and other printed learning materials. According to FlipScience , (2020) learning through the printed and digital format of learning modules develop as the most preferred distance learning of the parents with students who enrolled in the academic school year. In the modular learning parents serves as teachers in their home. Parents also serves as homes facilitator of the children and their primary role in modular learning is to establish a connection and guide the child.

3. Background of the Study According to Bijeesh (2017), without the presence of the faculty and their classmates who remind them of their assignments the chances of getting distracted and losing track of deadlines are high. In additional, Dangle and Sumaong (2020), they revealed that the main challenges that emerged were lack of school finding in the production and delivering of modules. Students struggle with self-studying and parents lack of knowledge to academically guide their child\children. A ccording to Dangle and Sumaong (2020) students cannot finished their modules on time because students mostly spend their study time in teaching their siblings with their modules, helping their parents in the field and cannot study independently .

4. Objectives of the Study The main purpose of this study is to determine the effect of modular learning of the respondents in order to develop seminar. Specifically, the study seeks to attain the following objectives: To identify the demograpgic profile of the respondents in terms of 1.1 Age 1.2 Sex 1.3 Year level 2. To determine the effect of modular learning of the respondents in terms of 2.1 Physical Wellbeing

5. 2.2 Social Wellbeing 2.3 Cognitive wellbeing 2.4 Psychological Wellbeing 3. To ascertain the significant relationship of the respondents’ demographic profile on their wellbeing. 4. To develop seminar on how to handle one’s wellbeing based on the result of the study.

6. Significance of the Study Students Parents Teacher Future Researchers

7. Scope and limitations The respondents were students from secondary school s in Tayabas City. A survey questionnaire will be administer ed to determine the effect of modular learning of the respondent in terms of cognitive, social, physical and psychological wellbeing. This study seeks to limit the respondents from Grade 7 to grade 10 of Dapdap Integrated School, West Palale National High School and Luis Palad Integrated School ; senior high school level is not part of research respondents because students from grade 11 and grade 12 use blended learning.

8. Research Design In this study, quantitative research was used to assess and identify students' effect of modular learning on the well being of students in the secondary schools in Tayabas City. In order to conduct the study, the researcher will use a descriptive survey and a descriptive comparative method .

9. Research Locale The researchers will conduct the study in selected secondary student in the municipality of Tayabas . The respondents were from the selected school in the municipality of Tayabas - namely, Dapdap Integrated School, West Palale National High School, Luis Palad Integrated School. The said secondary school can provide enough and detailed information about the researcher’s study because the students of Luis Palad Integrated High School, Dapdap Integrated High School and West Palale National High School were relayed more on modular systems.

10. Population and Sampling This study will conduct during the school year 2021-2022. Furthermore, this study will use rule of thumbs to determine the samples of the study. The respondents of the study will be the selected students of Dapdap Integrated School, West Palale National High School, and Luis Palad Integrated School. There will be 350 respondents base on the population of the students. The respondents will compose of 150 students from Luis Palad Integrated High School, 100 students from Dapdap Integrated School and 100 students from West Palale National High School.

11. Research Instrumentation The researchers will use a Likert-type of questionnaire to the respondents to gather the needed data to enables the respondents to answer the survey quickly. The answers of the respondents will be analyzed and recorded by the researchers. These instruments will help researchers in collecting relevant data and obtain dependable facts and information.

12. Data Gathering Procedure First, the researcher will formulate a questionnaire as the main instrument, and that is to be validate by the research adviser. It is a constructed survey checklist in order to identify demographic profile of the respondents in the target location. Furthermore, the researchers will also construct a questionnaire that is a survey checklist to determine the effect of modular learning of the wellbeing of the selected respondent. Second, after the validation, the researchers will make a letter of approval to the School Head of different secondary school in Tayabas City for their students to be a respondent on conducting a study. Third, the Questionnaire will distribute through face-to-face interaction within the day of distribution of the module of students. All the data will be collected by the researchers will be presented the statistician to tabulate and tally the survey .

13. Statistical Treatment WM= 4f+3f+2f+f/N Where: WM= weighted mean f= frequency N= total number of respondents

14. Statistical Treatment Point Score Range Interval Code Quantitative Description 4 3.25 – 4.00 A Always 3 2.49 – 3.24 SD Seldom 2 1.73 – 2.48 S Sometimes 1 1.00 – 1.72 N Never

15. Table1 Frequency Distribution of the Respondents in terms of Age. Age f % 13-14years old 138 39.1% 15-16 years old 152 43.4% 17-18 years old 37 10.6% 19-20 years old 20 5.7% 21 and above 3 .9% Total 350 100% Table 1 presents the frequency distribution of the respondents in terms of age. Based on the findings, thirty-nine (39) percent of the respondents were 13-14 years old while forty-three (43) or 43 percent belongs to 15-16 years old, ten-point six (11) percent falls within 17-18years old, six (6) percent were 19-20 years old and lastly only one percent (1) percent were 21 years old and above.

16. Table2 Frequency Distribution of the Respondents in terms of Sex.   Sex f % Male 175 50.0% Female 175 50.0% Total 350 100% Based on the frequency distribution of the respondents in terms of sex above. Findings show fifty (50) percent of the respondents were male while fifty (50) percent were female.

17. Grade level f % Grade 7 66 18.9% Grade 8 80 22.9% Grade 9 103 29.1% Grade 10 101 28.9% Total 350 100% T able3 Frequency Distribution of the Respondents in terms of Grade level. Table 3 shows frequency distribution of the respondents in terms of grade level. It shows that nineteen (19) percent of the respondents were grade 7, twenty-three (23) percent of the respondents were grade 8 and twenty-nine (29) percent of the respondents were grade 9 and twenty-nine of the respondents were grade 10.

18. Table 4 The Weighted Arithmetic Mean of Effect of Modular Learning on the Wellbeing of Students in terms of Physical Wellbeing Physical Weighted Arithmetic Mean Qualitative Description 1.Before answering the module, I spend a few minutes on simple physical activities that will require my body to move so that I can wake and clear my mind. (Bago magsagot, kinukondisyon ko muna ang aking katawan sa pamamagitan ng ilang minutong pisikal na aktibidad upang magkaroon ako ng malinaw na pag-iisip at manatiling gising ang aking diwa habang nagsasagot ng modyul.) 2.45 Disagree 2.Most days of the week, I undertake 30 minutes of moderate physical activity such as brisk walking, stair climbing, and household duties so that I can better answer my module. (Madalas akong magsagawa ng 30 minutong pisikal na aktibidad tulad ng paglakad nang mabilis, pag-akyat sa hagdan, at mga gawain sa bahay na nakatutulong sa akin upang mas madali kong masagutan ang aking modyul.) 3.08 Agree 3.As part of my daily routine, I walk for 15 to 30 minutes every morning so that I will have the energy to answer my module. (Bahagi ng araw-araw kong gawain ang paglalakad ng 15 hanggang 30 minuto tuwing umaga upang magkaroon ako ng lakas at sigla sa pagsasagot ng aking modyul.) 2.91 Agree 4.To boost my productivity, I exercise for 30 minutes at least twice a weekto maintain my physical well-being as I answer my module. (Upang mas maging produktibo, dalawang beses sa isang linggo akong nag-eehersisyo sa loob ng tatlumpong minuto upang mapanatiling maayos ang aking pisikal na kalagayan habang nagsasagot ng modyul.) 2.39 Disagree 5. I practice flexibility exercises including stretching and yoga to increase my concentration as I answer my module. ( Nagsasagawa ako ng mga flexibility exercise tulad ng stretching at yoga upang mapataas ang aking konsentrasyon sa pagsasagot ng modyul .) 2.86 Agree 6. I get at least eight hours of sleep each night for me to be able to concentrate on the following day. ( Natutulog ako ng hindi bababa sa walong oras tuwing gabi upang may maayos akong konsentrasyon sa kasunod na araw .) 3.45 Strongly Agree 7. I eat healthy breakfast each day to become productive in answering my module ( Kumakain ako ng masustansyang almusal araw-araw upang maging produktibo sa pagsasagot ng aking modyul ) 3.62 Strongly Agree 8. I keep my body clean and hygienic before answering my module because it adds to my positive outlook that affects my concentration.. ( Pinapanatili kong malinis ang aking katawan dahil ito ay nakadaragdag sa aking positibong pananaw at konsentrasyon sa pagsasagot ng modyul .) 3.71 Strongly Agree 9. I do not skip meals in order to stay healthy and productive while working on my modules. (Hindi ko nakakaligtaan ang pagkain upang manatiling malusog at produktibo habang gumagawa ng aking mga modyul.) 3.12 Agree 10.I do physical recreational activity before answering my modules (Ginagawa ko muna ang aking mga pisikal na libangan bago magsagot ng modyul.) 2.46 Agree Overall Weighted Arithmetic Mean 3.37 Strongly Agree

19. Table 4 shows the effect of Modular Learning on the physical wellbeing of students. As shown by an average of overall weighted mean is 3.37, the respondents strongly agreed that they are taking care of their physical wellbeing even with the modular approach of learning.

20. Table 5. Weighted Arithmetic Mean of Effect of Modular Learning on the Social Wellbeing of Students Social Weighted Arithmetic Mean Qualitative Description 1.I talk with someone who is knowledgeable about coping in a modular learning system. (Nakikipag-usap ako sa isang taong may kaalaman tungkol sa kung paano makasasabay sa sistema ng modular learning.) 3.20 Agree 2. I tell my friends and family about my experiences about my modules. (Ang aking mga karanasan sa pagmomodyul ay ikinikwento ko sa aking pamilya at mga kaibigan.) 3.22 Agree 3.My family has provided me with appropriate assistance and guidance in answering my module. (Binibigyan ako ng aking pamilya ng sapat na tulong at gabay sa pagsasagot ng aking modyul.) 3.45 Strongly Agree 4.I have positive relationships with my classmates/schoolmates and family, which have a significant impact on my education despite the modular learning system. (Ang maayos na samahan namin ng aking pamilya at mga kaklase ay may mahalagang impak sa aking pag-aaral lalo na ngayong gumagamit kami ng modular learning system.) 3.54 Strongly Agree 5.I participate in every group activity in order to share my expertise with my classmates if there are chances in this new mode of learning. (Kapag may pagkakataon, nakikilahok ako sa lahat ng aming pangkatang gawain upang maibahagi ko ang aking kaalaman sa aking mga kaklase.) 3.58 Strongly Agree 6. I join in focus group discussions related to my modules in with my classmates or even neighbors who have the sape topic as I do. (Sumasali ako sa mga talakayang may kaugnayan sa aking mga modyul kasama ang aking mga kaklase o kaya ay mga kapitbahay na may modyul na katulad din ng sa akin.) 3.17 Agree 7. When someone asks for assistance with one of our modules, I listen and help if I can. (Kapag may humihingi ng tulong tungkol sa aming mga modyul, nakikinig ako at tumutulong sa abot ng aking makakaya.) 3.56 Strongly Agree 8. If I am having trouble answering my modules, I seek assistance from my guardian or parents. (Humihingi ako ng tulong sa aking mga magulang kapag nahihirapan akong sagutan ang aking mga modyul.) 3.30 Strongly Agree 9. People who are interested in their academics tend to influence me. (Ang mga taong may mataas na pagpapahalaga sa edukasyon ay may positibong impluwensya sa aking pag-aaral.) 3.36 Strongly Agree 10.When I'm having trouble with one of my modules, I ask my teachers for help. “Humihingi ako ng tulong sa aking guro kapag nahihirapan ako sa aking modyul.” 3.40 Strongly Agree Overall Weighted Arithmetic Mean 3.378 Strongly Agree

21. Table 5 presented the effect of modular learning on the social wellbeing of students. As shown overall weighted mean is 3.38, the respondents strongly agreed that they are taking care of their social wellbeing even with the modular learning .

22. Table 6. Weighted Arithmetic Mean of Effect of Modular Learning on the Well-being in terms of Cognitive Well-being.   Cognitive Weighted Arithmetic Mean Qualitative Description My mind is more relaxed when I am able to do my school works in the form of modules (Mas napapanatag ang aking kaisipan kapag alam kong nagawa ko na ang mga takdang aralin sa aking modyul. ) 3.35 Strongly Agree I always practice self-talk to relieve some of the pressure in relation to answering my module. (Madalas akong gumagawa ng repleksyon sa aking sarili upang mabawasan ang stress na dulot ng pagsasagot ng modyul.) 3.32 Strongly Agree My mind thinks clearly and calmly even though I have many activities in my modules. (Kalmado at malinaw ang aking pag-iisip kahit na maraming kailangang gawin sa aking mga modyul.) 3.21 Agree While working on my courses, there are times that I listen to music to relieve stress which will make it easier for me to answer the module.. (May mga pagkakataon na nakikinig ako ng musika habang nagmomodyul upang mabawasan ang stress at mas madali kong magawa ang mga awain sa modyul.) 3.44 Strongly Agree I find it easy to remember the lessons presented in my module. (Madali kong natatandaan ang mga araling nakalahad sa aking modyul.) 3.38 Strongly Agree I can give my full attention when I am answering my module. (Kaya kong ituon ang aking buong atensyon sa pagsasagot ng modyul.) 3.41 Strongly Agree I accept helpful suggestions that will help me improve my studies. (Tumatanggap ako ng mga suhestiyon at mungkahing makatutulong sa akin upang mas mapagbuti pa ang aking pag-aaral.) 3.43 Strongly Agree I know how to prioritize answering my module above other things because I know that it is important as a student. (Inuuna ko ang pagsasagot ng modyul bago ang ibang bagay dahil alam kong ito ay mahalaga at responsibilidad ko ito bilang isang mag-aaral.) 3.58 Strongly Agree I have been doing better in coping with my challenges when it comes to my education. (Sa ngayon , mas maayos kong nahaharap at nasasabayan ang mga hamong kaugnay ng bagong awain ng pagkatuto pagdating sa edukasyon .) 3.26 Strongly Agree I am able to make decisions while working on my modules. (Naisasabay ko ang paggawa ng mga desisyon tungkol sa ibang bagay habang ako ay nag-aaral at nagsasagot ng aking modyul.) 3.26 Strongly Agree Overall Weighted Arithmetic Mean 3.36 Strongly Agree

23. Table 6 The weighted arithmetic mean of effect of modular learning on the cognitive wellbeing. As shown by overall weighted mean is 3.36, The respondents strongly agreed that they are taking care of their cognitive wellbeing even with the modular learning approach of learning.

24. Table 7 Weighted Arithmetic Mean of Effect of Modular Learning on the Psychological Well-being Psychological Weighted Arithmetic Mean Qualitative Description I feel confident when I finished my module on time ( Tumataas ang aking kumpiyansa sa sarili kapag natatapos ko sa takdang oras ang aking modyul .) 3.73 Strongly Agree I am happy when I am able to do my modules by myself because it means that I am capable. (Masaya ako kapag mag-isa kong nagagawa ang aking modyul sapagkat nangangahulugan ito na ako ay may sapat na kakayahan.) 3.57 Strongly Agree I am happy when I am able to do my modules by myself because it means that I am capable. (Masaya ako kapag mag-isa kong nagagawa ang aking modyul sapagkat nangangahulugan ito na ako ay may sapat na kakayahan.) 3.38 Strongly Agree I am satisfied on instances when I write short essay on my module (Nasisiyahan ako sa mga pagkakataong kami ay nagsusulat ng maikling sanaysay sa modyul.) 3.30 Strongly Agree I believe that answering my module will help my personal growth in terms of academics (Ako ay naniniwala na ang pagsasagot ng modyul ay makatutulong sa personal na paglago ng aking kaalaman.) 3.30 Strongly Agree I can do things on my own when it is about my studies. (Mag-isa kong nagagawa ang mga gawaing may kinalaman sa aking pag-aaral.) 3.27 Strongly Agree I became interested about new things that I learn from my modules (Napupukaw ang aking interes sa mga bagong kaalamang natututunan ko mula sa modyul.) 3.45 Strongly Agree I feel happy when I pass the grading period. (Masaya ang aking pakiramdam kapag nalalalaman kong pumasa ako sa isang grading period.) 3.66 Strongly Agree I get the idea that everything is done with effort when it comes to my studies. (Nauunawaan ko ang ideyang pagdating sa pag-aaral, kinakailangan ang ibayong pagsisikap sa lahat ng pagkakataon.) 3.52 Strongly Agree I have no doubts about my ability when I have to perform a task regarding in my studies (Wala akong pagdududa sa aking kakayahang gawin ang mga gawaing may kinalaman sa aking pag-aaral.) 3.53 Strongly Agree Overall Weighted Arithmetic Mean 3.47 Strongly Agree

25. Table 7 presented the effect of modular learning on the psychological wellbeing of students. As shown of overall weighted mean is 3.47, the respondents strongly agreed that they are taking care of their psychological wellbeing even with the modular learning approach of learning.

26. PART III. S ignificant difference of the effect of modular learning of students’ wellbeing according to demographic profile. Table 8. 45 Test of normality between students wellbeing and their age   Category Shapiro-Wilk   Decision Impression at 0.05 level of significance Statistic df p-value Physical           13-14 .979 138 .036 Reject Ho Not Normal 15-16 .972 152 .003 Reject Ho Not Normal 17-18 .965 37 .293 Accept Ho Normal 19-20 .920 20 .098 Accept Ho Normal 21 above 1.000 3 1.000 Accept Ho Normal Social           13-14 .967 138 .002 Reject Ho Not Normal 15-16 .973 152 .004 Reject Ho Not Normal 17-18 .960 37 .204 Accept Ho Normal 19-20 .952 20 .394 Accept Ho Normal 21 above .818 3 .157 Accept Ho Normal Cognitive           13-14 .955 138 .000 Reject Ho Not Normal 15-16 .979 152 .023 Reject Ho Not Normal 17-18 .930 37 .022 Reject Ho Not Normal 19-20 .964 20 .629 Accept Ho Normal 21 above .942 3 .537 Accept Ho Normal Psychological           13-14 .959 138 .000 Reject Ho Not Normal 15-16 .956 152 .000 Reject Ho Not Normal 17-18 .948 37 .083 Reject Ho Not Normal 19-20 .961 20 .565 Accept Ho Normal 21 above .807 3 .132 Accept Ho Normal Overall WAM           13-14 .988 138 .265 Accept Ho Normal 15-16 .985 152 .096 Accept Ho Normal 17-18 .960 37 .205 Accept Ho Normal 19-20 .914 20 .075 Accept Ho Normal 21 above .887 3 .344 Accept Ho Normal

27. The Overall WAM for the effect of modular learning age statistically not significant to age 13-14 years old (M=3.33,SD=0.22) t(138)=0.99, p =0.27,15-16 years old(M=.33,SD=0.20) t(152)=0.99, p =0.10,17-18 years old (M=3.25,SD=0.28) t(37)=0.96, p =0.21, 19-20 years old(M=3.12,SD=0.21) t(20)=0.91, p =0.08 and 21 above (M=3.08,SD=0.56) t(3)=0.89, p =0.34. As the result, the null hypothesis is Accepted, and the data distribution under Overall WAM for the Effect of modular learning on students’ wellbeing in terms of Age is Normal.

28. Table 9. Test of Homogeneity of the effect of modular learning of student’s wellbeing   Number of Workers Levene Statistic     df1   df2   p-value   Decision Impression at 0.05 level of significance Physical 0.23 4 344 0.91 Accept Ho Homogenous Social 1.39 4 344 0.24 Accept Ho Homogenous Cognitive 4.54 4 344 0.00 Reject Ho Not Homogenous Psychological 4.99 4 344 0.00 Reject Ho Not Homogenous Overall WAM 6.91 4 344 0.00 Reject Ho Not Homogenous

29. The test result shows that for the effect of modular learning on students physical wellbeing f (344) = 0.23, p -value= 0.92, effect of modular learning on students social wellbeing f (344) = 1.39 , p -value= 0.24, effect of modular learning on students cognitive wellbeing f (344) = 0.4.54, p -value= 0.00, effect of modular learning on students psychological wellbeing f (344) = 4.99, p -value= 0.00, effect of modular learning on students wellbeing Overall WAM F (344) = 6.91, p -value= 0.00, since the effect of modular learning on students wellbeing in terms of cognitive and psychological has a p -value less than 0.05 thus the decision is to reject the H while the effect of modular learning on students wellbeing in terms of physical and social WAM has p -value greater than 0.05 the decision is to Accept H . The impression of level of significance for the distribution of effect of modular learning in terms of effect of modular learning in terms of physical and social wellbeing is homogenous, however the effect of modular learning on students wellbeing in terms of cognitive and psychological wellbeing are not homogenous.

30. Table 10. Test Statistics of the effect of modular learning of student’s wellbeing according to demographic profile in terms of age. 49 Category   Test of Normality Test of Homogeneity Test Statistics Physical Wellbeing   Not Normal Homogenous Non-Parametric Test Kruskal – Wallis H 13-14 Not Normal 15-16 Not Normal 17-18 Normal 19-20 Normal 21 above Normal Social Wellbeing   Not Normal Homogenous Non-Parametric Test Kruskal – Wallis H 13-14 Not Normal 15-16 Not Normal 17-18 Normal 19-20 Normal 21 above Normal Cognitive Wellbeing   Not Normal Not Homogenous Non-Parametric Test Kruskal – Wallis H 13-14 Not Normal 15-16 Not Normal 17-18 Not Normal 19-20 Normal 21 above Normal Psychological Wellbeing   Not Normal Not Homogenous Non-Parametric Test Kruskal – Wallis H 13-14 Not Normal 15-16 Not Normal 17-18 Not Normal 19-20 Normal 21 above Normal Over-All WAM   Normal Not Homogenous Non-Parametric Test Kruskal – Wallis H 13-14 Normal 15-16 Normal 17-18 Normal 19-20 Normal 21 above Normal

31. Table 11. Kruskal Wallis Test Result on Finding the Significant Difference on the effect of modular learning of students’ wellbeing according to demographic profile in terms of age. Variables being compared   df   Mean   H- value   p-value   Decision Impression at 0.05 level of significance Physical 4   4.60 0.31 Accept H Not Significant 13-14 2.97 15-16 3.01 17-18 3.02 19-20 3.09 21 and above 3.10 Social 4   20.30 0.00 Reject Ho   Significant 13-14 3.40 15-16 3.40 17-18 3.34 19-20 3.10 21 and above 3.10 Cognitive 4   22.63 0.00 Reject H Significant 13-14 3.44 15-16 3.37 17-18 3.22 19-20 3.10 21 and above 3.00 Psychological 4   14.48 0.01 Reject Ho Significant 13-14 3.51 15-16 3.50 17-18 3.39 19-20 3.20 21 and above 3.13 Over-All WAM 4   17.32 0.00 Reject Ho Significant 13-14 3.33 15-16 3.33 17-18 3.25 19-20 3.12 21 and above 3.08

32. The table showed that the Overall WAM which is composed of the effect of modular learning on students physical, social, cognitive and psychological wellbeing has statistically significant difference when they are grouped according to age.

33. Table 12. Test of normality between students wellbeing and their sex   Category Shapiro-Wilk   Decision Impression at 0.05 level of significance Statistic df p-value Physical           Male .975 175 .003 Reject Ho Not Normal Female .976 175 .005 Reject Ho Not Normal Social           Male .974 175 .002 Reject Ho Not Normal Female .967 175 .000 Reject Ho Not Normal Cognitive           Male .968 175 .001 Reject Ho Not Normal Female .962 175 .000 Reject Ho Not Normal Psychological           Male .952 175 .000 Reject Ho Not Normal Female .952 175 .000 Reject Ho Not Normal Over-All WAM             .980 175 .012 Reject Ho Not Normal   .981 175 .020 Reject Ho Not Normal

34. As stated by the table above, the Overall WAM of the effect of modular learning on the students has statistically significant. Male (M=3.31, SD=0.21) t(175)=0.98 p=0.12 and the female (M=3.31, SD= 0.23) t(175)=0.98 p=0.02. Thus, the decision is to reject the null hypothesis and the distribution of data under the Overall WAM for effects of modular learning are not normal.

35. wellbeing Levene Statistic   df1   p-value   Decision Impression at 0.05 level of significance Physical 0.12 346 0.73 Accept Ho Homogenous Social 1.43 346 0.23 Accept Ho Homogenous Cognitive 0.02 346 0.90 Accept Ho Homogenous Psychological 0.22 346 0.64 Accept Ho Homogenous Overall WAM 0.48 346 0.49 Accept Ho Homogenous Table 13. Test of Homogeneity of the effect of modular learning of students’ wellbeing

36. The test result shows that for the effect of modular learning on students physical wellbeing f (346) = 0.12, p -value= 0.73, effect of modular learning on students social wellbeing f (346) = 1.43 , p -value= 0.23, effect of modular learning on students cognitive wellbeing f (346) = 0.02, p -value= 0.90, effect of modular learning on students psychological wellbeing f (346) = 0.22, p -value= 0.64, effect of modular learning on students wellbeing Overall WAM F (346) = 0.48, p -value= 0.0.49 since the effect of modular learning on students wellbeing in terms of physical, social, cognitive and psychological has a p -value greater than 0.05 thus the decision is to accept the H with impression of level of significance for the distribution of effect of modular learning in homogenous.

37. Table 14. 55 Test Statistics of the effect of modular learning of students’ wellbeing according to demographic profile in terms of sex. Category   Test of Normality Test of Homogeneity Test Statistics   Physical Wellbeing   Normal Homogenous Parametric Test Independent t-Test Male Normal Female Normal Social Wellbeing   Normal Homogenous Parametric Test Independent t-Test Male Normal Female Normal Cognitive Wellbeing   Normal Homogenous Parametric Test Independent t-Test Male Normal Female Normal Psychological Wellbeing   Normal Homogenous Parametric Test Independent t-Test Male Normal Female Normal Over-All WAM   Normal Homogenous Parametric Test Independent t-Test Male Normal Female Normal

38.   Table 15. t- Test Result on Finding the Significant Difference on the effect of modular learning of students’ wellbeing according to demographic profile in terms of sex.   Variables being compared   df   Mean   t- value   p-value   Decision Impression at 0.05 level of significance Physical     1.98 0.23 Accept H Not Significant Male 3.02 Female 2.99 Social     -0.34 0.74 Accept H Not Significant Male 3.37 Female 3.38 Cognitive     0.34 0.73 Accept H Not Significant Male 3.37 Female 3.36 Psychological     -0.99 0.33 Accept H Not Significant Male 3.45 Female 3.49 Over-All WAM     -0.01 0.99 Accept H Not Significant Male 3.31 Female 3.31 The table showed that the Overall WAM of effect of modular learning on students wellbeing has statistically not significant difference when they are grouped according to sex.

39. 58 58 Table 16. Test of normality between students wellbeing and their grade level   Category Shapiro-Wilk   Decision Impression at 0.05 level of significance Statistic df p-value Physical           Grade 7 .974 66 .172 Accept Ho Normal Grade 8 .973 72 .122 Accept Ho Normal Grade 9 .971 103 .025 Reject Ho Not Normal Grade 10 .960 101 .004 Reject Ho Not Normal Social           Grade 7 .964 66 .050 Accept Ho Normal Grade 8 .924 72 .000 Reject Ho Not Normal Grade 9 .971 103 .022 Accept Ho Normal Grade 10 .977 101 .074 Accept Ho Normal Cognitive           Grade 7 .963 66 .046 Reject Ho Not Normal Grade 8 .971 72 .089 Accept Ho Normal Grade 9 .967 103 .011 Reject Ho Not Normal Grade 10 .965 101 .008 Reject Ho Not Normal Psychological           Grade 7 .959 66 .027 Reject Ho Not Normal Grade 8 .977 72 .215 Accept Ho Normal Grade 9 .941 103 .000 Reject Ho Not Normal Grade 10 .954 101 .001 Reject Ho Not Normal Over-All WAM           Grade 7 .990 66 .889 Accept Ho Normal Grade 8 .982 72 .410 Accept Ho Normal Grade 9 .971 103 .022 Reject Ho Not Normal Grade 10 .962 101 .005 Reject Ho Not Normal

40. As stated by the table above, the Overall WAM of the effect of modular learning on the students has statistically not significant, grade 7(M=3.36, SD= 0.18) t(66)=0.99 p=0.89 ang grade 8 (M=3.30, SD= 017) t(72)=0.98 p=0.41 while grade 9 (M=3.31, SD= 0.21) t(103)=0.97 p=0.02 and grade 10(M=3.26, SD= 0.27) t(101)=0.96 p=0.01 . Thus, the decision is to reject the null hypothesis and the distribution of data under the Overall WAM for effects of modular learning are not normal.

41. Table 17. Test of Homogeneity of the effect of modular learning of students wellbeing   Number of Workers Levene Statistic   df1   df2   p-value   Decision Impression at 0.05 level of significance Physical 0.44 3 338 0.72 Accept Ho Homogenous Social 3.03 3 338 0.72 Accept Ho Homogenous Cognitive 9.10 3 338 0.00 Reject Ho Not Homogenous Psychological 6.57 3 338 0.00 Reject Ho Not Homogenous Overall WAM 12.25 3 338 0.00 Reject Ho Not Homogenous

42. The test result shows that for the effect of modular learning on students physical wellbeing f (338) = 0.44 p -value= 0.72, effect of modular learning on students social wellbeing f (338) = 3.03 , p -value= 0.72, effect of modular learning on students cognitive wellbeing f (338) = 9.10, p -value= 0.00, effect of modular learning on students psychological wellbeing f(338) = 6.57, p -value= 0.00, effect of modular learning on students wellbeing Overall WAM f (338) = 12.25, p -value= 0.00 since the effect of modular learning on students wellbeing in terms of physical and social has a p-value greater than 0.05 the level of significance for the distribution of effect of modular learning are homogenous

43. Category   Test of Normality Test of Homogeneity Test Statistics Physical   Not Normal Homogenous Non-Parametric Test Kruskal – Wallis H Grade 7 Normal Grade 8 Normal Grade 9 Not Normal Grade 10 Not Normal Social   Not Normal Homogenous Non-Parametric Test Kruskal – Wallis H Grade 7 Normal Grade 8 Not Normal Grade 9 Normal Grade 10 Normal Cognitive   Not Normal Not Homogenous Non-Parametric Test Kruskal – Wallis H Grade 7 Not Normal Grade 8 Normal Grade 9 Not Normal Grade 10 Not Normal Psychological   Not Normal Not Homogenous Non-Parametric Test Kruskal – Wallis H Grade 7 Not Normal Grade 8 Normal Grade 9 Not Normal Grade 10 Not Normal Over-All WAM   Not Normal Not Homogenous Non-Parametric Test Kruskal – Wallis H Grade 7 Normal Grade 8 Normal Grade 9 Not Normal Grade 10 Not Normal 62 Table 18. Test Statistics of the effect of modular learning of students’ wellbeing according to demographic profile in terms of grade level.

44. Table 19 63 . Kruskal Wallis Test Result on Finding the Significant Difference on the effect of modular learning of students’ wellbeing according to demographic profile in terms of grade level. Variables being compared   df   Mean   H- value   p-value   Decision Impression at 0.05 level of significance Physical 3   13.66 0.00 Reject H Significant Grade 7   Grade 8   Grade 9   Grade 10   Social 3   4.19 0.24 Accept Ho   Not Significant Grade 7   Grade 8   Grade 9   Grade 10   Cognitive 3   17.79 0.00 Reject H Significant Grade 7   Grade 8   Grade 9   Grade 10   Grade 10 Psychological 3   13.75 0.00 Reject Ho Significant Grade 7   Grade 8   Grade 9   Grade 10   Over-All WAM 3   4.90 0.18 Accept Ho Not Significant Grade 7   Grade 8   Grade 9   Grade 10  

45. The table showed that the Overall WAM which is composed of the effect of modular learning on students physical, social, cognitive and psychological wellbeing has statistically not significant difference when they are grouped according to grade level.

46. conclution Based on the findings of the research study derived from the gathered data, the following conclusions were drawn The respondents were mostly 13-14 years old, with equal distribution in terms of sex and grade 9 as the majority. Findings shows that modular learning affect the wellbeing of students. There are significant difference between age and students wellbeing however there is no significant difference between sex and grade level

47. recommendation Based on the findings and conclusion, the followings are recommended For the students, exercise your mind to have a good memory and be socially involve. Future researchers may evaluate the differences on the effect of modular learning on students wellbeing among gender and status. Future researchers could use this study as their guide or reference for follow-up and parallel studies adding more wellbeing. The parents should always give time in guiding their child while answering their module for them to easily monitor which skills their children has low capabilities. The teacher should encourage parents to guide their child in answering their module.