Study Behavior of Grade Four Pupils using Modular Distance Learning

Abstract

To meet the needs of the students learning during the pandemic, the Department of Education (DepEd) has implemented modular distance learning as one of its learning modalities. Consequently, the new modality caused learners in the primary grades to adjust their study habits and behavior. This research aimed to determine the study behavior of grade four pupils of an elementary school using modular distance learning. The study used a descriptive survey research design with 142 randomly selected respondents. The data were gathered using the validated and reliability-tested questionnaire. Mean, standard deviation, and Mann-Whitney U test were the descriptive and inferential statistics used for the treatment analysis. The findings revealed a moderately positive study behavior of grade four pupils. There was no significant difference in the study behavior of grade four pupils in terms of time spent studying and dealing with class work when grouped and compared according to sex, average family income, and residence. A similar result occurs in the quality of output submission when grouped according to sex and residence. There was a significant difference in the study behavior of grade four pupils in terms of quality of output submission when grouped and compared according to average family income. The study findings imply the need to re-visit of the ongoing implementation of modular distance learning with a particular focus on students belonging to poor income.