Learning Modalities Utilization Perceived Effectiveness and Academic Performance of Key Stage 2 Learners
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2023, Vol 13, Issue 7
Abstract
This study aimed to describe the learning modalities utilization in relation to their perceived effectiveness and to the academic performance of the key stage 2 learner respondents in Sinalac Elementary School Initao South District, Misamis Oriental. Employing the explanatory-correlational research design, with the stratified sampling, a total of 61 Key stage 2 learners were involved as respondents in this study. The data were gathered using an adapted questionnaire with modification. Overall, the learning modalities studied were poorly utilized, except the self-learning kit printed copy modules which were averagely used. In general, the overall mean perceived effectiveness of distance learning utilization modalities average. At an integrated level the positive-oriented effectiveness was described as higher than the negative-oriented perceived effectiveness. In terms of academic performance, the respondents achieved an aggregate satisfactory performance level. It was only the online power point presentation that was significantly correlated to the perceived positive-oriented modalities effectiveness. With respect to the negative-oriented learning modalities effectiveness. Three learning modalities used yielded significant correlation with perceived effectiveness: soft copy modules. DepEd TV-based instruction and online powerpoint presentation. Moreover, only online powerpoint presentation was significantly correlated with both its positive-oriented and negative-oriented perceived effectiveness levels. Significant relationship between the utilization level of soft copy modules was significantly related to their negative-oriented perceived effectiveness. Too, the Deped TV-based instruction was significantly related to its perceived negative-oriented effectiveness. The soft copy and powerpoint presentation were significantly associated to the academic performance of the respondents.
Authors and Affiliations
Andrea Carmona
Keywords
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- EP ID EP729099
- DOI https://doi.org/10.5281/zenodo.8358979
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