Effect of Modular Distance Learning Approach to Academic Performance in Mathematics of Students in Mindanao State University-Sulu Senior High School Amidst COVID-19 Pandemic

This study investigated the instructional competencies of teachers in The existence of COVID-19 pandemic brought extraordinary challenges to the stakeholders, teachers, parents


modules
it's either in printed or digital format/electronic copy, learners access the copies of learning materials on a computer, tablet PC or Smartphone, CD'S, USB storage, computer-based including offline E-Books, with this learners may ask assistance from the teacher via E-mail, telephone, text message/instant messaging, messenger, etc.
Mathematics is often pointed as a difficult topic despite of its importance in daily life.Such perception is due to the abstract nature of Mathematics as said by Sufiana K. Malik (2012).If the students with negative perception towards Mathematics performed poorly and vice versa, that performance of mathematics can be improved through enhancing positive perception towards Mathematics (Wasike, Michael, & Joseph, 2013).According to Antony Charles that modular approach in Mathematics learning proved to be an effective and efficient tool to help students to learn mathematics themselves.(Jazim and Rahmawati, 2017) stated students improve the mathematical understanding on the material that is given to them.As they explained, the use of module in learning mathematics makes students with high academic ability tended to be more active in the discussion process.Moreover, this approach is also useful for students with a poor mathematical background and lack of motivation (Abramovits, Berezina, & Shvartsman).

Despite of this COVID-19 pandemic the Mindanao
State University-Sulu, particularly in Senior High School Department opened the school year 2020-2021 using modular distance learning approach that was to adapt well in a new normal classroom or environment, and a new development in teaching-learning process.
The modular approach placed students to learn in the comfort of their homes, limited contact to the teachers and their parents or guardians take place as their learners' model.
The purpose of this study was to examine the significant effect of modular distance learning approach in Mathematics to academic performance as perceived by grade 11 STEM strand students.To give significant plan to the educators to improve the teaching-learning process even this pandemic vanished and how it can be implemented effectively so the teachers embrace its use.This study was also to determine that using module can help and can be permanently used as teaching-learning material in mathematics subject.

Literature Review Perception
Perception (from the Latin perceptio, meaning gathering or receiving) is the organization, identification, and interpretation of sensory information in order to represent and understand the presented information or environment (Schacter, 2011).It is not only the passive receipt of these signals, but it's also shaped by the recipient's learning, memory, expectation, and attention (WIKIPEDIA).
William N. Dember (n.d.) said perception, in human, the process whereby sensory stimulation is translated into organized experience.That experience, or percept, is the joint product of stimulation and of the process itself.Smart and Cappel (2006) mentioned if the students perceive some benefits to their learning (through either a personal interest in or an application of content) they will likely be more motivated to perform well.He cited McKeachie (2002, pp.19), accordingly students who are motivated to learn will choose tasks that enhance their learning, will work hard at those tasks, and will persist in the face of difficulty in order to attain their goals.
If the students with negative perception towards Mathematics performed poorly and vice versa, that performance of mathematics can be improved through enhancing positive perception towards Mathematics (Wasike, Michael, & Joseph, 2013).

Students' academic performance
According to Anthony Abaidoo (2018) as cited in Narah and Abdullah (2016), academic performance is the knowledge gained which is assessed by marks by a teacher and/or educational goals set by students and teachers to be achieved over a specific period of time and they added that these goals are measured by using continuous assessment or examinations results.

Theories
James J. Gibson introduced the cognitive theories of perception that assumed there is a poverty of stimulus (Gibson, 2002).And from Gibson's early work derived an ecological understanding of perception known as perception-in-action, which argues that perception is a requisite property of animate action.It posited that, without perception, action would be unguided, and without action, perception would serve no purpose.
A mathematical theory of perception-in-action has been devised and investigated in many forms of controlled movement, and has been described in many different species of organism using the General Tau Theory (WIKIPEDIA).

Walberg's theory of academic achievement, cited by
Dr. Rugutt and Chemosit, posited that psychological characteristics of individual students and their immediate psychological environments influence educational outcomes (cognitive, behavioral, and attitudinal).
Daryl Bem (1972) , 2000).On the basis of these viewpoints of learning it is clear that the focus of learning outcomes has shifted from content to competence cited in (Braband, 2008;Brandon & All, 2010).With the constructivist approach the educator becomes a facilitator of learning.She added that developing a learning module is a great effort a teacher will do in supporting students learning.Alcantara (2015) also mentioned that modules are the most widely accepted learning materials so it is important to prepare in intelligently.
It has an impact in learning since using this material has already been spread in the whole and the use of it has an effect in the learning process of the students all over the world especially in the subject mathematics.
Based on the students' opinion they said that course modules are the alternative solution to provide effective education to all students and at levels in the present scenario under new education policy (Reddy, 2005).
In accordance with the idea of James D. Russell Appropriate only for matured students; And this method demands smart classrooms.But modules are not substitutes for teachers (Estrada, 2021).

Modular distance learning approach
According to Bonz Magsambol (2020), to make sure that learning remains unhampered, DepEd will be implementing a distance learning approach a learning delivery mode where interaction takes place between Moreover, this approach is also useful for students with a poor mathematical background and lack of motivation (Abramovits, Berezina, & Shvartsman).
They are used as enrichment or supplementary instructional materials for learning concepts and skills, or as remedial instruction is necessary for slow learners and as advance instruction for the fast and highly motivated ones ( Balderas, 2012).
The limitations of the modular approach are mostly related to its short duration-there is only so much that can be accomplished with only one week of instruction.A modular approach would be more effective than only or the other (Martin & Furey, 2018).
(Abramovits, Berezina, & Shvartsman) selflearning method permits to overcome some challenges like the lack of student-teacher interaction.
(Magsambol, 2020) Insufficient budget allocation and supplies of bond paper and he is also citing its expensive cost and negative impact to the environment, Education Secretary Leonor Briones hopes schools will eventually "reduce dependence" on modular learning as the country shifts to distance learning approach during the pandemic.
Despite of its effectiveness many families have experienced challenges because numerous parents have difficulties in terms of their abilities and availability to support their children in their learning

Related studies
In There was a difference in learning outcomes in the Pharmaceutical Care Course between face-to-face and distance education in the study of (Gossenheimer, Bem, Carneiro, & Silveira de Castro, 2017).Therefore, the student performance was better in the distance education module.

Research design
This study used descriptive research design in order to test the hypothesis and systematically analyze the data about the perceived effect of modular approach to academic performance in Mathematics.

Respondents of the Study
The respondents of this research were 178 students, who were enrolled this school year 2020-2021 of grade 11 STEM strand students.The researcher chose three out of the five sections.

Sampling procedure
The researcher used the sampling design of nonrandom sampling which was purposive random sampling.The respondents were 178 students from three sections namely STEM 1-Freud, STEM 2-Jung, and STEM 4-Adler.

Data gathering procedure
In gathering all the data needed in this research, the first step was to validate the research questionnaire.Three (3) experts from the field were tapped to validate the questions.After which, the researcher secured a permission letter from the Director of MSU-Sulu Senior High School Department.
The advisers of each and every section helped in administering the questionnaire and in the retrieval.
The researcher collected the accomplished questionnaire from the advisers within one week after administering it.

Statistical treatment
The statistical tools that the researcher used in this "what is the level of academic performance of students in Mathematics using modular distance learning approach?" For the statement of "Is there a significant difference on perception of the students toward modular distance learning approach in Mathematics when grouped according to their gender?" the tool that being used was t-test for independent samples.The independent samples t-test compares the means of two independent groups in order to determine whether there is statistical evidence that the associated population means are significantly different (https://libguides.library.kent.edu/spss/independenttest).For the statement of "Is there a significant difference on perception of the students toward modular distance learning approach in Mathematics when grouped according to their age?" the tool that being used was one-way analysis of variance (ANOVA).The one-way analysis of variance (ANOVA) is used to determine whether there are any statistically significant differences between the means of two or more independent (unrelated) groups (although you tend to only see it used when there are a minimum of three, rather than two groups).
And for "Is there a relationship of students' perception regarding modular distance learning approach to their academic performance in With the assistance of the thesis adviser in the analysis and interpretation of data, the researcher after collecting the data utilized the computer programming called the SPSS to be easy for her to find the answers in a short period of time.

Results
Table 4. Perception of the respondents regarding modular distance learning approach

Statement Mean Description
1.In a modular teaching method I have a lot of time to answer the activities.
2. Students can be guided by friends, parents and relatives on their activities.
3. Students are more active and self-directed.4. Modular distance learning approach helps to explore myself in mathematics.5.It is flexible than other approaches in mathematics.6.I am more comfortable to answer the activity in math on my own using modules.7. I prepare modular distance learning approach in learning mathematics.8.It is cheaper.9.
Students can easily answer the problems in mathematics.10.I prefer modular distance learning approach rather than traditional face -to-face instruction.

Agree
Legend: 3.50-4.00(strongly agree); 2.50-3.49(agree);1.50-2.49(disagree);1.00-1.49(stronglydisagree) The table 4 presented the perception of the students regarding modular distance learning approach in Mathematics.As shown in the table, the grand mean was 2.56 with description Agree.This implied that the respondents agreed with the views cited along the perceptions regarding modular distance learning approach in Mathematics.
The respondents Agreed on the following statements that the modular distance learning approach helps to explore themselves in mathematics; they have a lot of time to answer their activities; it is flexible than other approaches; they are more active and self-directed; and they can be guided by friends, parents and relatives on their activities.However, the respondents disagreed on the following: they prepare modular distance learning approach in learning mathematics; they are more comfortable to answer the activity in math on their own using modules; cheaper; they can easily answer the problems; and they prefer modular distance learning approach rather than traditional face-to-face instruction.
The highest perception was the statement of in a modular teaching method I have a lot of time to answer the activities which had mean of 2.99 indicated agree.
And the weakest perception was I prefer modular distance learning approach rather than traditional face-to-face instruction.This had a mean of 2.06 that indicated disagree.

Statement
Mean Description feeling of isolation; students have little support from teacher; they require self-motivation in answering activities in math; they cannot easily access their teachers should they need explanation for a particular topic; they cannot cope up with the discussion; they can hardly understand of what they are reading in their modules; they might be depressed to answer their activities; they are being mentally sick; they are going to be lazy to solve math problems; they can lose their self-confidence; students have much time to play games, surfing on the internet and others; they cannot cope up with the discussion; parents must hire tutors to help their children; Some parents cannot guide their children because some of them are illiterate.
On the other hand, the respondents disagreed on the statement that students can rely on their parents, siblings, friends, and others to answer their activity.
The most challengeable part of the students was students require self-motivation in answering activities in math that had mean of 3.12 with description Agree and the less challenge was students can rely on their parents, siblings, friends, and others to answer their activity with mean of 2.49 and description Disagree.
Table 6.Perceived effect of modular distance learning approach

Statement Mean Description
1.It helps the students to express with their ideas.2. It saves money for the students that would be spent on travel, lodging and transportation.3.This can help the students to read a lot about the topics in different source.4. It allows students to progress their thinking ability in solving mathematics problems.5.They can manage their time in answering all the activities, reading lectures and so on.6.It saves time to answer the activities.7.With this approach, the students have much time with self-meditation and self-reflection.8.It builds the students' self-confidence.9.The students have the possibility to get good grades in mathematics.With that the respondents agreed in all statements that researcher stated above.

Agree
Legend: 3.50-4.00(strongly agree); 2.50-3.49(agree); 1.50-2.49(disagree);1.00-1.49(stronglydisagree) The table 10 showed that there is no significant difference on the perception of the students toward modular distance learning approach when they are grouped according to their gender.Both male and female have the same perception.The data on the table 11 showed the t-values of the independent sample test for comparison of means with equal variances on the perception of respondents toward modular distance learning approach if they are grouped by gender.In the statements that modular distance learning approach is flexible than other approaches in mathematics and students are more active and self-directed, the null hypotheses were rejected in favor of the alternative hypotheses.Since the t-values of -3.094 and -2.081 and sig-values of .002and .039were lesser than the .05level of significant with degree of freedom 176.These indicated that there exist significant differences on the respondents' perceptions when they are grouped according to their gender.
The table 11 also presented that there are no significant differences among respondents' perceptions toward modular distance learning approach if they are grouped by gender along these statements: Respondents prepared modular distance learning approach in learning Mathematics; they had a lot of time to answer the activities; they were more comfortable to answer the activity in math on their own using modules; they could easily answer the problems in mathematics; they preferred modular distance learning approach rather than traditional face-to-face instruction; they were guided by friends, parents and relatives on their activity; modular distance learning approach helped to explore themselves in Mathematics; and it was cheaper.
Hence, the null hypotheses are accepted since the tvalues and sig-values were greater than the .05level of significant with degree of freedom 176.The table 13 presents the ANOVA test to determine the significant differences on the perception of respondents toward modular distance learning approach when grouped according to their age.The significant values and f-values of all nine (9) statements cited above were all greater than .05level of significant.These suggested that the null hypotheses for the variable age were accepted.This indicated that there is no significant difference on the respondents' perception toward modular distance learning approach when they are grouped according to their age.This implied that the respondents had the same perceptions with regards to their age.
But for the statement, students can easily answer the problems in mathematics the p-value was less than .05level of significant.Hence, the null hypothesis was rejected.It indicated that there exist significant differences on the perception of respondents toward modular distance learning approach when grouped according to their age.The sig. (2-tailed) is the probability (p) value which referred to the smallest level of significance for which the observed sample statistic tells the researcher to reject HO.If p-value is less than or equal to (alpha), then it rejects the null hypothesis.If p-value is greater than , it accepts the null hypothesis.
The table 14 above showed the relationship of students' perception regarding modular distance learning approach to the academic performance in Mathematics.Since the significant value of .827 is higher than the level of significant of .05,therefore, the null hypothesis was accepted.This implied that there is no a significant relationship of students perception regarding modular distance learning approach to their academic performance in Mathematics.

Discussion
This research study aimed to investigate the effect of students' perceptions in regards to modular distance learning approach and its relation to

Conclusion
In this study, the academic grades in Mathematics of the STEM students treated by modular approach achieved very satisfactory in school year 2019-2020.
The study revealed the effectiveness of modular distance learning approach in learning Math despite of its challenges amidst COVID-19 pandemic.The hypotheses were accepted on the differences of the perceptions of students regarding modular distance learning approach when they were group according to their gender and age.Hence, these were not the factors on the students' perceptions towards academic performance using modular approach.And also the study revealed that there is no significant relationship of their perceptions regarding about modular distance learning approach to academic performance in Mathematics.Therefore, the researcher concluded that the academic performance of the STEM students were not affected by their perceptions in regards to modular distance learning approach.This means that the quality of performance in getting high, average or low grades did not depend on their perceptions.And the researcher also concluded that this approach helped students to improve their math performance.

( 2019 )
in their study entitled "Effect of m-learning on student's academic performance mediated by facilitation discourse and flexibility", as they suggested that a multifaceted phenomenon, influenced by diverse factors such as meta-reflective learning and cognition, interest, motivation for learning, skills, engagement, quality of teaching and socio-economic status, characterized by enhance student's capability to perform at the desired level (Lewin & Mawoyo, 2014; Moseki & Schulze, 2010).Tinto (1987) defined students' academic performance as a longitudinal process that involves exchanges between students' characteristics such as resources, intentions, temperaments and commitments as well as characteristics of the academic institution.Academic performance is increased by positive students' experiences that alter their commitments and intentions to positive encounters.Don Elger (n.d.) claimed performance, as the adage goes, is a "journey not a destination."The location in the journey is labeled as the level of performance.Each level characterizes the effectiveness or quality of a performance.
stated in his theory (Self-Perception Theory) that Individuals come to "know" their own attitudes, emotions, and other internal states partially by inferring them from observations of their own overt behavior and/or the circumstances in which this behavior occurs.Dr. Friestad-Tate, Dr. Schubert and Dr. Mccoy (as cited in Biggs, 1999) claimed modular learning is the approach where the focus is on learning outcomes, and its success relies on connecting outcomes to student learning and course design.These areas combine to make a course constructively aligned.In order for curriculum to be constructively aligned, it is important to defined learning outcomes, to determine learning and teaching outcomes that lead to successful realization of appropriately assessed student outcomes.Guilhardi et al. (2007) developed the modular theory of learning and performance.This modular theory of learning and performance contains parts that may be labeled, perception, memory, and decision.This modular theory is a development of packet theory that adds a distinction between pattern and strength memories, as well as contributing closed-form equations.The name packet theory derives from a focus on the decision module, which provides the basis for bouts of responses.The perception and memory modules, however, are just as important as the decision module.In the study of Botman, Van Rensburg, Coetzee, & Heyns (2015), "Conceptual Framework or Educational Design at Modular Level to PromoteTransfer of Learning", they mentioned learning theories have reshaped themselves from behaviourism to information processing to constructivism.Cognitive science and cognitive psychology confirm that the process of constructing knowledge is dependent on existing knowledge, the context or situation, and internalisation of information in an organised cognitive structure cited in (Bruce, Klopper, & Mellish, 2011).This constructivistic approach interrelates well with Kolb's experiential learning theory, which postulates that knowledge is created from understanding and transforming experience.Kolb's model postulates that observations and reflections occur upon concrete experiences.These reflections are internalised and abstract concepts are formed with associated possible consequences of action.The possible associated consequences can be actively tested for validity and inform future actions in similar situations cited in (Kolb & Boyatzis

(
1974), module is "an instructional package dealing with single conceptual units of subject matter."A module, as a self-contained unit, offers variety and adaptability to the instructional process.It can be used by an individual or small group of learners in a variety of situations.It cooperate multimedia learning experience so the learners can see or hear about the concept they're studying.A module may be several minutes or several hours long.Modules take into account individual learning styles, are flexible to meet variable learner needs, and place maximum responsibility on the learner.Modules also provide for active participation by the learner, reinforcing the theorem that they learn by doing.In the idea of Dr. Kardarp Sejpal (2013), the concept of "module" is strictly linked to the idea of flexible language curriculum, which should provide all those concerned with education framework to establish dear and realistic language learning objectives.In addition toAlelaimat & Ghoneem (2012) said that module contains specific objectives, experience, and certain teaching activities carried unit sequence and logical completion to help the learner to achieve the goals and develop sufficiency according to the speed of self-learning.As a result, the new teaching method (module) attention to learner who become the center of activities which aim achieving the objectives of the teaching process for the learners, this approach makes the teaching materials more understandable and increase the mental activities for the learner, strength then the motivation, consolidating the self-satisfaction and helps to keep what they learned, as they organize the Information in his way.The role of the concept module is to provide students the opportunity to gain exposure and experience with a threshold concept by engaging with It from multiple perspective there behaving greater opportunity to recognize the implicit threshold nature of the associated concept (Parker & McGills).The modules include sections on motivation and assessment that serve as a complete guide of both teachers' and students' desired competencies.Teachers will monitor the learners' progress through home visits (following social distancing protocols) and feedback mechanisms, and guide those who need special attention.(Manlangit, Paglumotan, & Sapera) In addition to, Dr. Sejpal (2013) enumerated the following advantages: learning become more effective; It establishes a system of assessment other than marks or grades user study the Modules in their own working environment; user can study without disturbing the normal duties and responsibilities; Modules are flexible so that implementation can be made by a variety of patterns; Modules can be administered to a single use small group or large group; It is more appropriate to mature students; It enables the learners to have a control over his learning; accept greater responsibility for learning; It already economical in their use; appropriate only for matured students and this method demands smart classroom.And he also enumerates the following disadvantages: Modules are economical in their use; the teacher and the students who are geographically remain from each other during instruction, this means lesson will be delivered outside the traditional face-toface setup.Based on (Manlangit, Paglumotan, & Sapera) Modular learning is a form of distance learning that uses self-learning modules (SLM) based on the most essential learning competencies (MELCS) provided by DepEd.According to Mark Antony Llego (2020), modular distance learning is learning in the form of individualized instruction that allows learners to use self-learning modules (SLM) in print or digital format/electronic copy whichever is applicable in the context of the learner, and other learning resources like learners' materials, textbook, activity sheets, study guides and other study materials.Learners access electronic copies of learning materials on a computer, tablet PC, or Smartphone, CD'S /DVDs /USB storage and computer-based application can all be used to deliver e-learning materials, including offline E-Books.The learners may ask assistance from the teacher via E-mail telephone, text message/instant messaging etc.Dr.Sejpal (2013) defined Modular learning as a unit of work that is virtually self-contained and a method of teaching that is based on the building up skills and knowledge on discrete units should be independent, self -contained, self-instructional, and well defined and have clearly defined objectives.He said, modular method of teaching is more effective, recent and more technology based teaching method in the present educational field.Modular approach provides more flexibility to distance teaching made as well to learners.Using modular approach, the students improve the mathematical understanding on the material that is given to them.The use of module in learning mathematics makes students with high academic ability tended to be more active in the discussion process(Jazim & Rahmawati, 2017).Ma.Theresa Bringas Nardo (2017) claimed modular Instruction is an alternative instructional Design that uses developed instructional materials which are based on the needs of the students.Students are encouraged to work on various activities that are interesting and challenging to maintain focus and attention, thereby encouraging independent study.Students engaged themselves in learning concepts presented in the module.They developed a sense of responsibility in accomplishing the tasks provided in the module.With little or no assistance from the teacher, the learners progressed on their own, they learned how to learn; they were empowered.
the study of Dangle & Sumaoang (2020) in their title 'The Implementation of Modular Distance Learning in the Philippine Secondary Public Schools' the key purpose of the research was to find out the challenges encountered, opinions, and recommendations of teachers, parents, and students in the implementation of Modular Distance Learning.These challenges, opinions and recommendations were identified through a mixed quantitative and qualitative approach by conducting surveys to the 37 participants in the selected schools through quota and purposive sampling.The main challenges that emerged were lack of school funding in the production and delivery of modules; students struggle with selfstudying, and parents' lack of knowledge to academically guide their child/children.In conclusion, the study was able to determine the prevailing challenges of the participants in terms of resources, preparedness, and communication.According to Antony Charles in his article entitled "Modular approach of teaching mathematics for selected topics at plus one level", Modular approach in Mathematics learning proved to be an effective and efficient tool to help students to learn mathematics themselves.He also defined that the modular approach is a self-contained package dealing with one specific subject convenient form, so that the learner can identify the objectives, select materials and method and evaluate his own accomplishment.This provided more flexibility to distance teaching mode as well as to learners.It was enable the learners to have a control over his learning and accept responsibility for learning.Since strategy demanded greater maturity on the part of learner, the modules are more appropriate for more mature students.Edgar Julius A. Lim (2016), this study entitled "Effectiveness of Modular Instruction in Word Problem Solving of BEED Students", used Quasi-experimental design to the third year BEED students.Based on the findings cited, it concluded that modular instruction in teaching Math specifically word problem solving, it is effective teaching approach.According to Dr. Padmapriya P.V. (2015), modules helped to develop self-learning capacity among the learners.The present study implied that this is selflearning style in which immediate reflection of the self is possible, which motivated the students to regulate and manage their own learning styles, and thereby to create an interest and attitude towards science among the students as they are free to learn at their own pace.With the help of modules students learned and interacted which boost their confidence in their own learning.The student's treated with modular approach achieved higher mean scores than those students teach through activity oriented method.The study revealed that effectiveness of self-instructional module on achievement among secondary school students and the administrators must take necessary steps to give special training to teacher in developing modular packages.In the study of Edrian E. Gonzalez (2015) entitled "A Modular Approach Utilizing Decision Tree in Teaching IntegrationTechniques in Calculus" stated many students failed in Mathematics courses because they did not know on how to arrive at the correct decision when doing a mathematical task.This finding led to the conclusion that both modular and traditional instructions are equally effective in facilitating the learning of integration by parts.The other result revealed that the use of modular approach utilizing decision tree in teaching integration by trigonometric transformation was more effective than the traditional method.Cristobal M. Ambayan (2020) as stated in his study entitled "Modular-Based Approacch and Stusents' Achievement in Literature" he used Comparative-Experimental research design.The third year Bachelor of Secondary Education students (BSED major in English students for school year 2015-2016) were the participants of the study.Based on the results, the performance of the college students in literature improved from poor to fair achievement.Hence it was recommended that the module is used in similar contexts particularly in learning mythology and folklore.Dochy, F.J.C. and others (n.d.) entitled "Modularization and Students Learning in Modular Instruction in Relation with Prior Knowledge", the study found out the important of prior knowledge, suggesting that in a modular Education environment, according to the changing ideas in today's society on personal development, students requested a kind instruction more fully in accordance to their personal characteristics and their prior knowledge stated resulting in a more efficient and effective education for the learner.There was also the opportunity for students to ship a module or to work through it more quickly on the basis of prior knowledge.In the study of Carmen L. Vedal Rodeiro and Rita Ñadas on "Effects of Modularisation", a modular specification was one in which the content divided into a member of units or modules, each of which examined separately.The study found out mathematics students were more satisfied with their grade reports (most common/from of feedback) and gained more information from them.Furthermore, mathematics students found it easier.However, grade reports were not helpful in identifying student's learning needs and informing their learning strategies.Students reported messing the opportunity of going through their own marked paper or receiving suggestions about the areas they needed to improve on in order to change, it necessary, their focus of learning and strategies of exam preparation."Structured Module vs. Self-Paced Modular Approach in Teaching Trigonometry" by Rodin M. Paspasan (2015) based on the result it showed that self-passed modular approach helped them also improved their level of performance in relation to plane trigonometry and regardless of their mathematical abilities compared to the structured approach.Ibyatova, Oparina, and Rakova (2018) on "Modular Approach to Teaching and Learning English Grammar in Technical University", the result of their study entitled "Modular Approach to Teaching and Learning English Grammar in Technical University" showed that the modular approach were found to be effective in teaching and enhance students' understanding and critical thinking.According to Victorio B. Duyan (n.d.) in his study entitled " Effectiveness of Modular Approach in Teaching and Learning on Chemistry of GASES and their Application at University of Perpetual Help System Laguna (UPHSL)", modular approach should be applied to other subjects as well as other level of education and teachers would use modular teaching to improve the academic achievements of the students.Based on the study of (Awodeyi, Akpan, & Udo, 2012) entitled "Enhancing Teaching and Learning of Mathematics: Adoption of Blended Learning Pedagogy in University of Uyo", it revealed that the using blended learning, improved students' learning outcome in Prealgebra.Also gender did not have any statistically significant effect on the students' achievement in prealgebra toward the use of blended learning.
High School Department.MSU-SULU was located at Capitol Hills, Patikul, Sulu near the Provincial Office of Sulu and approximately two kilometers away from the town of Jolo.
study were the following: Mean for the research statements of "what is the perception of the students regarding modular distance learning approach in Mathematics?","what are the challenges of the students towards modular distance learning approach in Mathematics?", and "what is the effect of modular distance learning approach to academic performance as perceived by grade 11 STEM strand students in Mathematics?".Frequency counts and percentage and also mean was for answering in the statement of tool to answer this.Pearson product-moment correlation coefficient (or pearson correlation coefficient, for short) is a measure of the strength of a linear association between two variables (https://statistics.laerd.com/statisticalguides/pearson-correlation-coefficient-statisticalguide.php)

was 2 .
75 that indicated Agree.It means that the respondents agreed in all views cited along the effect of modular distance learning approach to academic performance in Mathematics.
explored further to identify the challenges of using modular distance learning approach, also to determine the level of academic performance and significant difference of students' perception according to their gender and age.This study used descriptive research design and utilized the research survey questionnaire to get the data.Purposive sampling was used in the selection of respondents.The data analyzed and interpreted using the SPSS computer programming.The perception, challenges and the perceived effect to academic performance of students regarding modular distance learning approach were used mean.The level of academic performance was also used frequency counts and percentage & mean.The hypotheses of significance difference of the students' percepti ons when grouped by gender and age were tested using ttest for independence sample and one-way analysis of variance (ANOVA).The significance relationship of perceptions to academic performance was tested using Pearson correlation.

Table 1 .
Top ten affected countries: number of coronaviruses (COVID-19) cases and deaths worldwide (Deslandes-Martineau, Charland, Arvisais, & Vinuesa, 2020).According to Estrada (2021) modular learning might not work at all.Additionally, she said that there is a lack of feedback and there are a lot more challenges concerning modular learning, but because we're still in the middle of pandemic, it's not the students or the teachers fault.Even they will have a harder time adjusting to the new normal.She also mentioned that it's hard to absorb new information when no one is there to guide you (or at least empathize with you) when the lessons become too much.Learning is hard when done own our own (you are being left in the dark).This contribute to them the anxiety and depression.

Table 2 .
Respondents of the study

Table 3 .
Rating scale and interval with the verbal description

Table 7 .
Cumulative grades in General Mathematics

Table 8 .
Cumulative grades in Pre-Calculus

Table 9 .
Level of academic performance in Mathematics

Table 10 .
Modular distance learning approach when grouped according to gender

Table 11 .
t-test on modular distance learning approach when grouped according to genderThe sig.(2-tailed)is the probability (p) value which referred to the smallest level of significance for which the observed sample statistic tells the researcher to reject HO.If p-value is less than or equal to (alpha), then it rejects the null hypothesis.If p-value is greater than , it accepts the null hypothesis.

Table 13 .
ANOVA test on modular distance learning approach when grouped according to age The sig.(2-tailed)is the probability (p) value which referred to the smallest level of significance for which the observed sample statistic tells the researcher to reject HO.If p-value is less than or equal to (alpha), then it rejects the null hypothesis.If p-value is greater than , it accepts the null hypothesis.

Table 14 .
Relationship of students' perception to academic performance