Modular Learning Research Articles

Difficulties Encountered by Home Facilitators in Printed Modular Learning Modality

Parents or guardians acting as home facilitators may encounter obstacles while introducing printed modular learning modalities. It is a long premise that this paper sought to measure the difficulties encountered by home facilitators in printed modular learning modality in a mountainous public elementary school in a fourth-class municipality in the central Philippines for the school year 2021-2022. Data needed for this descriptive study was collected from grade five composed of 2 sections with a total of 58 home facilitators using 30 items self-made instruments that have passed the rigorous validity which obtained a rating of 5.00 from the three jurors interpreted as excellent and valid, and reliability which obtained 0.966 which means that instrument developed has a high degree of reliability. Statistical tools used were mean and Mann- Whitney U test. Data showed that home facilitators experienced a high difficulty in printed learning modality regardless of age, family income, number of children, and educational background. When grouped by age, family income, and number of children, no significant difference was found in the respondents’ level of difficulty with printed learning based on monitoring, support, and learning environment. Nonetheless, a significant difference was found based on groupings by educational attainment. The result calls for the allocation of more funds for possible alternatives, equipping teachers with rigid workshop/orientation/training, revisiting the most essential learning competencies lessening the number of pages in modules, and formulating a plan of action to offset difficulties encountered by home facilitators in printed modular learning modality. Keywords: Education, Communication with Teachers, Monitoring and Support, Learning Environment, Negros Occidental, Philippines

The impact of internet-based cognitive behavioral therapy on mental health outcomes and life in breast cancer patients: a systematic review and meta-analysis.

Internet-based cognitive behavioral therapy(ICBT) improves the impact of breast cancer through online platforms, modular learning, goal setting, relaxation exercises, and other techniques. Compared to traditional cognitive behavioral therapy (CBT), ICBT offers advantages such as the convenience of flexible time and location choices and reduced manpower requirements. In recent years, research exploring the impact of ICBT on breast cancer patients has been increasing, with conflicting results across different studies. Therefore, the purpose of this study was to comprehensively examine the impact of ICBT on the psychological health and quality of life of breast cancer patients through a systematic review and meta-analysis. We searched ten databases in both English and Chinese, with the search period extending from the inception of the databases to December 30, 2023. Literature screening, bias risk assessment, data extraction, and evidence level evaluation were independently conducted by two researchers. All the data were analyzed using RevMan 5.4 and Stata 17.0 software. A total of 2079 breast cancer patients were included in this study, of which 1171 patients received ICBT treatment. The results show that ICBT can reduce anxiety [SMD=-0.19, 95%CI (-0.37, -0.01), P=0.0008] and depression [SMD=-0.20, 95%CI (-0.37, -0.02), P=0.001], alleviate fatigue [SMD=-0.34, 95%CI (-0.67, -0.01), P=0.04], and improve quality of life [SMD=0.20, 95% CI (0.03, 0.38), P=0.02] in breast cancer patients. However, the intervention effects of ICBT on insomnia [SMD=-0.44, 95%CI (-0.93, 0.06), P=0.08] and sleep quality [SMD=-0.14, 95%CI (-0.30, 0.01), P=0.06] in breast cancer patients are not significant. The subgroup analysis showed that when the intervention period is longer than 8 weeks, the number of intervention modules exceeds 6, and a waitlist control group is included, there is a significant effect on reducing patients' anxiety and depression. However, the method of guidance and whether the intervention period exceeds 12 weeks are not related. ICBT can alleviate anxiety and depression in breast cancer patients, with the intervention effects being independent of the guidance method. Significant results were obtained when the intervention period was >8 weeks and the number of modules was >6. ICBT can reduce fatigue and improve quality of life in breast cancer patients, but its impact on sleep quality was not significant. More high-quality research is needed in the future. PROSPERO, identifier CRD42024494744.

Exploring Knowledge and Perceptions of Level Learning Outcomes and Meta-Skills in a Creative Business School Context

Much has been written about the necessity for graduates to be aware of their skill set and transferability for the workplace. Degree programs in Scotland have long relied on guidance from the Quality Assurance Agency (QAA) on the taxonomy or wording of level learning outcomes (LLOs), which are the building blocks of degrees. More recently, a meta-skills framework created by Skills Development Scotland (SDS) offers clarity around meta-skills and suggests relevant wording, but these do not always align with academic taxonomies. The current research sought to explore the relationship between LLOs and meta-skills further from an academic and student perspective. A qualitative approach consisting of staff interviews and student focus groups from a range of creative business courses was adopted. A thematic analysis revealed gaps in staff and student understanding of LLOs and meta-skill terminology. The findings support the argument that skills should be linked more obviously to modular learning and recommendations are made as to how these could be communicated effectively to aid understanding around the transferability of university-acquired skills to the workplace.

Provably Quantum Secure Three-Party Mutual Authentication and Key Exchange Protocol Based on Modular Learning with Error

With the rapid development of quantum computers, post-quantum cryptography (PQC) has become critical technology in the security field. PQC includes cryptographic techniques that are secure against quantum-computer-based attacks, utilizing methods such as code-based, isogeny-based, and lattice-based approaches. Among these, lattice-based cryptography is the most extensively studied due to its ease of implementation and efficiency. As quantum computing advances, the need for secure communication protocols that can withstand quantum computer-based threats becomes increasingly important. Traditional two-party AKE protocols have a significant limitation: the security of the entire system can be compromised if either of the communicating parties behaves maliciously. To overcome this limitation, researchers have proposed three-party AKE protocols, where a third party acts as an arbiter or verifier. However, we found that a recently proposed three-party AKE protocol is vulnerable to quantum-computer-based attacks. To address this issue, we propose a provably quantum secure three-party AKE protocol based on MLWE. The proposed scheme leverages the user’s biometric information and the server’s master key to prevent the exposure of critical parameters. We analyzed the security of the protocol using simulation tools such as the Burrows–Abadi–Needham (BAN) logic, Real-or-Random (RoR) model, and Automated Validation of Internet Security Protocols and Applications (AVISPA). Furthermore, comparative analysis with similar protocols demonstrates that our protocol is efficient and suitable.

Parental Involvement in Modular Learning Delivery

Providing ongoing support, resources, and clear communication channels can help parents effectively contribute to their child’s learning journey in a modular learning environment. It is in this context that this paper aimed to determine the level of parental involvement in modular learning delivery in a National High School. Data needed for this descriptive study was collected from 260 parent-respondents using a self-made 30–item survey questionnaire that has passed the rigorous tests of validity and reliability. The findings revealed a high level of parental involvement in the modular learning delivery. The same findings were found when respondents were grouped according to age, sex, educational attainment and family income. Subsequent analysis showed no significant difference in the level of parental involvement in modular learning delivery, except when respondents were grouped by education and family income. This study calls for establishing a collaborative partnership between parents, teachers, and students where parents can play a crucial role in cultivating their child’s intrinsic motivation and love for learning. Keywords: Education, parental involvement, modular learning delivery, Negros Oriental, Philippines

BRIDGING BUSINESS-EDUCATION GAPS: INSTRUCTIONAL DESIGN OF ENTREPRENEUR COURSE AND ITS MICRO-CREDENTIAL CERTIFICATION FRAMEWORK FOR SELF-EMPLOYED JUNIOR BUSINESS FACILITATOR OUTCOME

Micro-Credential Certification Schemes are increasingly essential in business management education for several reasons, including flexibility, relevance to industry trends, recognition of skills, modular learning, and career development. The research aims to develop a comprehensive micro-credential certification framework that aligns with national standards, business technical standards, and regulations, addressing the need for industry-recognized certifications. Furthermore, the research focuses on developing a Semester Learning Plan (SLP) based on the Integrated Certification Scheme and the instructional design, ensuring a cohesive and comprehensive approach to learning and certification. The R&D method is selected to systematically develop and refine an instructional design that harmonizes with this certification system. The data analysis will involve qualitative analysis using thematic analysis to identify key themes and patterns from interviews, observations, and document reviews, which will help assess the strengths and weaknesses of the educational program and the certification scheme. The formative evaluation results of students participating in the entrepreneurship program totaling 74 students will be used to evaluate the perceived value of the certification framework. The integration of the micro credential certification with instructional design has also proven effective in enhancing graduates' competitiveness in the job market, supporting career development through modular learning that is aligned with industry trends.

From Dependent to Self-Directed Learning in Medical Education: Can Online Modular Intervention Facilitate the Transition?

Background: Indian medical graduates are expected to be lifelong learners, and medical teachers need to find newer and more engaging ways to help them hone their lifelong learning skills. Online learning can be a stepping stone toward this goal. Methods: We conducted a pre-post design interventional study in which 22 phase two MBBS students rated their self-directedness in learning using the Self-Rating Scale of Self-directed Learning (SRSSDL) at two points in time—before and after completing a 10-week online basic psychopharmacology module. Participant feedback was obtained regarding various aspects of the online modular learning experience. Results: The participants’ mean SRSSDL scores before and after the intervention were 231.31 ± 26.64 and 227.31 ± 31.33. The difference is not significant. The students’ scores at both points in time placed them in the “high” range of level of self-directed learning, leaving less realistic scope for a large change in the given time frame. Participant feedback was encouraging, with 19 out of 22 reporting that the overall learning experience was a “positive” one. Conclusions: Second-year medical students’ self-reported self-directedness is high. Online modular learning may be a feasible addition to medical education, even though it may not increase self-directedness in the short term. A limited sample size can lead to type 2 errors.

Modular Learning Factories for Industry 4.0 – Acquisition of a target-oriented acton competence to accelerate industrial implementation

Modular Learning Factories for Industry 4.0 – Acquisition of a target-oriented acton competence to accelerate industrial implementation

Teachers’ Challenges in Modular Learning Modality

With careful planning, support, and ongoing professional development, teachers can effectively implement modular learning to meet the diverse needs of their students. Along this line, this study aimed to determine the degree of the teachers’ challenges in modular learning modality (MLM) of two secondary schools in Negros Oriental during the School Year 2021-2022. Data needed for this study was collected from 52 respondents using a self-made 30-item survey questionnaire that has passed the rigorous validity and reliability tests. The study’s findings revealed, among others, a significant difference in the challenges teachers encountered in implementing MLM in module preparation, parental involvement, and performance tasks. This study calls for ample budgetary allocation for material and school equipment in the reproductions of modules to all grade levels, related training, and upskilling to teachers who have potential writers of the module and alternative delivery mode (ADM) within the district. Keywords: Education, teachers’ challenges, modular learning modality

PROBLEMLİ-MODULLU TƏLİMİN MAHİYYƏTİ

The Essence of Problem-Modular Learning Summary The purpose of the article is to study the essence of the technology of problem-based modular learning. The article notes that the main indicator of the professional level of a modern specialist is his competence, and in order to educate a competent specialist, the development and application of appropriate technologies is necessary. One of these technologies is problem-modular learning technology, which is based on three factors: “compression” (quantum), modularity and problem-solving. Key worlds: aest competence, problem-modular learning, technology, flexibility

Improving grade 10 students’ performance using the contextualized learning resource material on the theory of evolution

This quasi-experimental study investigated the effectiveness of contextualization in teaching the hardest curricular content in biology – evolution. It tested a Contextualized Learning Resource Material (CLRM), a modular learning material developed by Norcio (2023), among two comparably similar heterogenous Grade 10 classes. The findings of the study showed that (a) the performance of the students under the comparison group, wherein the LM and the SLM were utilized, improved from a mastery level of “Low” to “Moving Towards Mastery”. On the other hand, the performance of the students in the experimental group, wherein the CLRM was utilized, improved from a mastery level of “Low” to “Closely Approximating Mastery”; (b) there is a significant difference in the pre-test and post-test scores of the students both in the comparison group and experimental group, and (c) there is a significant difference between the post-test scores of Grades 10 students taught under the experimental group and the comparison group. Therefore, the CLRM should be used either with the LM and SLM or alone in the instruction for the topic evolution.

Experimental Innovation Research on the Influence of Project-based Learning PBL and Virtual Reality Technology on Teaching Methods of Teachers

The article analyzes the pedagogical theory of project-based learning and the use of virtual reality technology in software learning as a comprehensive area of research. Based on numerous virtual reality use cases and in-depth analysis of modular learning, the article aims to help teachers enrich teaching methods and evaluate student success. They highlight the importance of combining virtual reality technology with the project-based learning method to increase the effectiveness of the educational process. They emphasize that this helps teachers diversify their teaching methods and helps students learn better and become more effective in their studies. The article also discusses the standards for using virtual reality technology in education and offers training scenarios for its effective use. Strategies for collaboration between teachers and students are analyzed, as well as the use of virtual reality to create new forms of learning and increase interest in the educational process. Finally, the article summarizes experimental innovations in project-based learning and virtual reality, emphasizing their importance for stimulating student interest in learning and improving educational outcomes. =

English Teachers’ Perceptions of Supplemental Teaching During the Covid-19 Pandemic

The coronavirus disease, often known as COVID-19, has been a global pandemic since March 2020. According to UNESCO, schools in approximately 100 nations, including the Philippines, are shuttered due to a public health emergency. Due to the condition, teachers migrated from face-to-face instruction to modular learning, online learning, blended learning, and other learning modes. Teachers in Tacloban City switched to modular modality and other forms of learning to reach out to our students. Supplemental teaching was designed as one type of teaching approach in the classroom. Teachers' perceptions of supplemental teaching in English language acquisition were analyzed in this study. Their perspectives were examined in three areas: their opinions on using online platforms, their attitudes toward language teaching and preparations, and their perceptions of the usefulness of online supplemental teaching. The study utilized a qualitative design that gathered in-depth information through a semi-structured interview. The responses of 12 junior and senior high school English instructors at Sagkahan National High School were elicited through an interview. The results of this study showed that during the COVID-19 pandemic, 7 out of 12 participants had a favorable opinion on the effectiveness and usefulness of supplemental teaching-learning approaches. However, 5 out of 12 participants, nevertheless, disagreed with its applicability. They believed that poor and inconsistent internet connections, numerous internet problems, and a lack of efficient teacher-student interaction rendered online learning unproductive. Even though teachers confront numerous challenges in the online teaching process, they can demonstrate the proper attitude toward using technology to educate online amidst the pandemic.

Problem-solving skills of Sulu State College freshmen students in flexible learning education: An assessment

The pandemic has prompted the adoption of online, modular, and blended learning modalities, emphasizing the importance of integrating these in daily teaching and learning processes. Problem-solving skills, considered crucial for 21st-century decision-making, are also essential. This study aimed to analyze the level of problem-solving skills of the freshmen college students in Sulu State College in (i) modular learning, (ii) online learning, and (iii) blended learning. Purposive sampling was used to sample A questionnaire adapted from related studies was used to elicit quantitative data using a 5-point modified Likert Scale. The freshmen college students were randomly sampled (n=119) from six schools in the college. Findings indicated that freshmen college students at Sulu State College demonstrated high competence in problem-solving across three learning modalities. Each modality offered unique benefits that effectively enhanced the students' mathematical problem-solving abilities. In modular learning, students felt confident in managing math problems independently highlighting the empowerment and self-learning capacity inherent in this approach. Online learning also proved effective, with students showing high competence in problem-solving because of flexibility and accessibility. Blended learning was particularly beneficial, with students reporting the highest levels of competence because it enhanced engagement, creativity, and problem-solving skills by providing a comprehensive and flexible learning experience.

Adaptive dual teacher incremental learning for defect detection of flexible printed circuit

Flexible Printed Circuit (FPC) is a high space utilization and high flexibility circuit board. Due to the flexible production method of FPC, new class defects will constantly appear during the production process. Existing methods for incremental class learning can enable the model to learn new class defects, however less attention is paid to the balance between old and new class defects. In addition, the knowledge of new class defects extracted by old class teacher is inaccurate because the teacher model has not learned new class defects. To address these issues, this paper proposes a model called Adaptive Dual Teacher Incremental Learning with Decoupled Feature Distillation for defect detection (ADT-ILDFD), which employs an adaptive dual-teacher model to adjusts the importance of old and new classes through adaptive modular learning during the training process, and thus better accommodate both old and new classes simultaneously in different incremental environments. In addition, decoupled feature distillation was designed, which decouples the feature knowledge in order to distill the feature knowledge extracted by old class model more accurately. Finally, we constructed the FPC defect dataset named FPCSD2023 and conducted experiments on both FPCSD2023 and NEU-DET to demonstrate the effectiveness of ADT-ILDFD.

Practical Model of Mobile Learning Applications

The mobile device has been supported by the operating system that makes the phone has the potential to be a learning tool. The Android operating system is the mobile platform of high potential in education, plus it is open source, it can support independent learning. Availability of facilities and applications that can be installed offline, allowing an independent learning process starts from the students themselves. The purpose of this research is to find a practical model that can be applied in learning. Make mobile learning a practical model that can be used teachers, students and schools take advantage of the resources that already exist. The research method uses research and development, to mobile learning models that later developed into a model factual. Results The study concluded that: Android mobile application that is filled with interesting teaching materials can continue to invite progress within teacher as creator and students as users. Availability of Internet applications, making new teaching participants, can catch up with learning by opening apps without worry about the royalty claims. Android mobile application that supports online messaging greatly help communication between members. Results of the study are: a practical mobile learning model consists of four aspects, namely: Four Key Roles, Learning Tasks Accommodation, Interactive Content and the Modular Learning Outcomes.

The Implementation of the Modulalar Learning Modality Among the Public Secondary Schools in Sto. Domingo, Albay

Modular Learning Modality (MLM) sustained continuity of Philippine education on COVID 19 pandemic that endangered lives; banned travel in January 2020. The President, in March 2020, declared Philippines in calamity state; schools’ closure; learners’ mandatory promotion; vaccines’ interventions. DepEd Sulong Edukalidad, re-opened classes in SY 2020-2021; empowered schools of enrollment and learning modalities. SMEA/EMIS reported: PM inhibited teachers assessing students objectively; effected quality instructions’ decline; students’ academic performance; interventions recommended. This research secured database for analysis throughout 2 SYs MDL implementation. Mix-method treated 645 respondents; used stratified, actual enumeration, purposive sampling; with fittest model: exploratory sequential - convergent parallel designs; thru questionnaire-assessment survey instruments; interview; focus group discussions in gathering data. Aimed to assess its operation level among schools’ understudy; analyze such variables and prepare intervention measures; grounded theory generated new concepts; recommended valuable interferences. Findings confirmed principals, teachers and parents’ assessment level is 3- Satisfactory; students: 4-Very Satisfactory; General Average (GAtwm): Satisfactory. Grounded Theory Data revealed MLM has both its worth and feebleness. Researcher laid valuable intervention measures out of interviews and RRL to avoid rebuffs on unexpected lockdown ahead. DepEd has the power to persuade its development intrusions for the beneficiaries favorably.

Literacy in Pandemic: Practices, Challenges, and Coping Strategies of MKO’s in Online and Modular Learning Modalities

This paper investigated the literacy practices, challenges, and coping strategies of the More Knowledgeable Others (MKO) in helping the learners accomplish literacy tasks included in the online and modular worksheets during the lockdown period because of COVID-19 pandemic. MKO is a person who has a better understanding or a higher ability level than the learner; this includes the teachers, the parents, and the guardians. This study focused on the parents and guardians as they assume two significant roles during the time of pandemic, namely a teacher and a parent. Two hundred six parents and guardians were surveyed, and selected respondents were requested to participate in the semi-structured interview to provide opportunities to express their experiences during the pandemic. The results revealed that MKO’s practices include their role as a: (1) support in children’s school tasks; (2) spending read aloud time with their children; and (3) their use of Internet and gadgets. For the challenges, four subthemes emerged: (1) duality of roles; (2) lack of knowledge and skills; (3) Internet connectivity; and (4) financial challenges. With the challenges come MKO’s coping strategies: (1) managing time wisely; (2) they provide unfathomable moral support; and (3) their faith in God. With the findings, this paper recommends creation of consultative body among parents so they can be included in the curriculum design for the education of their children.

EXPLORING HOME-BASED LEARNING: PERSPECTIVES AND EXPERIENCES OF GRADESCHOOLERS IN A PRIVATE ELEMENTARY SCHOOL

This qualitative study delved into the experiences of grade school students within a private elementary school setting during the period of home-based learning. Utilizing semi-structured and structured interview techniques, twelve participants were engaged to gather rich insights into their encounters. Thematic analysis served as the primary method for data interpretation. The research revealed that modular learning presented considerable hurdles for students. The shift to home-based learning appeared to diminish opportunities for socialization and peer interaction, given the limitations on direct engagement with teachers and classmates. Students encountered difficulties in managing time and maintaining focus without the direct supervision of teachers. Understanding modular learning materials proved to be challenging, particularly without timely clarification from educators. Moreover, restricted access to essential resources hindered students active engagement in the learning process. This study sheds light on the implications of home-based learning in the context of private elementary schools. It emphasizes the urgent necessity for educational institutions and educators to address these challenges effectively, thereby enhancing the overall learning experience for students during periods of home-based education.

Lived Experiences of Novice Secondary School English Teachers in the Implementation of Modular Distance Learning in the Philippines

As COVID-19 forced schools to shift to distance learning, the modular approach, in particular, became the most viable option for the continuity of learning. However, these sudden changes also brought unique experiences to novice teachers. This study explored the lived experiences of novice secondary school English teachers (NSSET) in Tagum City in implementing modular distance learning (MDL) in the context of the pandemic. Phenomenological inquiry based on Bronfenbrenner's ecological theory was used to explain the experiences of the eight (8) participants. Using validated researcher-made interview questions, virtual in-depth interviews were conducted. Through Braun and Clarke’s (2006) six-step framework, themes that emerged, categorized into five echelons, are as follows: poor cooperation of parents and students, and productive collaboration with colleagues and immediate heads; overwhelming pressure from external sources, and taking direction from others’ influence; perpetual communication breakdown, and confronting challenges in the delivery of modular learning; meeting society’s expectations; abrupt adjustment to the new normal. These shape the experiences of the NSSET in conducting MDL in the new normal. However, the poor cooperation of parents and students poses the most significant experience for the NSSET. Notwithstanding, novice teachers navigated successfully through these experiences brought about by implementing MDL amid the pandemic.