Perceived Effects of Teaching Modalities to the Academic Performance of Teacher Education Students

Carl Jay N Gajusta; Nida A Tangil; Jeseil Jave A Legisan; Jovenil R Bacatan

doi:10.53103/cjess.v2i6.91

Authors

Carl Jay N Gajusta UM Peñaplata College, Philippines
Nida A Tangil UM Peñaplata College, Philippines
Jeseil Jave A Legisan UM Peñaplata College, Philippines
Jovenil R Bacatan UM Peñaplata College, Philippines

DOI:

https://doi.org/10.53103/cjess.v2i6.91

Abstract

This study aims to determine the perceived effects of teaching modalities to the academic performance of teacher education students in UM, Peñaplata College in the midst of pandemic. This particular study utilized a quantitative non-experimental research design, specifically employing a descriptive-correlational research. The research questionnaire used for this study was adapted from the study of Sharma et al. (2020) and Aksan (2021) and was validated by a panel of experts. The statistical tools used in this study to analyze and evaluate the data were the Mean and Pearson Product-Moment Correlation Coefficient (Pearson-r). There were 155 respondents included in this study. The study found out that the perceived effects of modular distance learning of teacher education students as perceived by its members is high, it revealed that the effectiveness of modular distance learning despite of its challenges amidst COVID-19 pandemic is highly recommended to use modules during instructions for students to read advance about the specific topic. Additionally, teachers should monitor the learner’s progress, feedback mechanisms, and guide those who need special attention. The results show that there is no significant relationship between the effect of teaching modalities and academic performance, since p-value is greater than 0.05. The researchers find the equivalent evident that modalities such as the modular and online approach are the ones that pushes the students of UM Peñaplata College to continue their study in the midst of pandemic.

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