ACADEMIC PERFORMANCE OF GRADE 11 STEM

STUDENTS IN ONLINE AND MODULAR LEARNING

MODALITIES IN UNIVERSIDAD DE STA. ISABEL
PILI CAMPUS
A Quantitative Research
Presented to the Faculty of Senior High School Department
of Universidad de Sta. Isabel Pili Campus

In partial fulfillment of the requirements in

Practical Research 2

Alarcon, Shamae I. Lodor, Tricia Mae B.**

Albay, Murice Miguel M. Mamamansag, Ma Diana Joy B.
Arnante, John Maxell M. Manayan, Michael Jan M.**
Balisoro, Maria Carmela E. Moralde, Jaica L.
Bermido, Anna M. Morales, Ricky
Bismonte, Karl David G. Ombao, John Lhennox B.
Buena, Elaine Justine B. Oraa, Dareen A.
Dayrit, Lyka Mae A. Peconcillo, Hannah B.**
Domanais, Lalaine R. San Buenaventura, Jessica A.*
Espinueva, Sam Lexter Sendico, Jaqueline Mae B.*
Espiritu, Eloisa Jane B. Tarrayo, Glenna Vel A.*
Interino, Mary Grace N. Valdez, Angelica Mae V.*
Lleagdo, Sim Tristan C. Valenzuela, Denzel Vince Dwalu
Lillo, Marian M. Valenzuela, Nick
I
GRADE 12 RESEARCHERS
March 2021
APPROVAL SHEET

The research study attached here to entitled “ACADEMIC

PERFORMANCE OF GRADE 11 STEM STUDENTS IN ONLINE AND MODULAR
LEARNING MODALITIES IN UNIVERSIDAD DE STA. ISABEL PILI CAMPUS”
prepared and submitted by Alarcon, Shamae I., Albay, Murice Miguel
M., Arnante, John Maxell M., Balisoro, Maria Carmela E., Bermido, Anna
M., Bismonte, Karl David G., Buena, Elaine Justine B., Dayrit, Lyka
Mae A., Domanais, Lalaine R., Espinueva, Sam Lexter, Espiritu, Eloisa
Jane B., Interino, Mary Grace N., Lleagdo, Sim Tristan C., Lillo,
Marian M., Lodor, Tricia Mae B., Mamamansag, Ma Diana Joy B., Manayan,
Michael Jan M., Moralde, Jaica L., Morales, Ricky, Ombao, John Lhennox
B., Oraa, Dareen A., Peconcillo, Hannah B., San Buenaventura, Jessica
A., Sendico, Jaqueline Mae B., Tarrayo, Glenna Vel A., Valdez,
Angelica Mae V., Valenzuela, Denzel Vince Dwalu, Valenzuela, Nick, In
partial fulfillment of the requirements for the subject of
Practical Research I: Qualitative Research. is hereby submitted
to the Basic Education Department, Senior High School Program of
Universidad de Sta. Isabel- Pili Campus.

Ms. Elijah Marie B. Lanuzo

Research Teacher

______________

Date Signed
CHAPTER 1

INTRODUCTION

Background of the Study

Academic Performance is the measurement of student achievement

across various academic subjects. Teachers and education officials
typically measure achievement using classroom performance, graduation
rates, and results of standardized tests (Education Policy on
Ballotopedia, 2018). In the Philippines, Traditional Face-to-Face
Method of instruction is the most commonly used method of teaching by
schools and universities (DepEdPh, 2018). However, due to the COVID-19
outbreak, instead of face to face method of instruction, the
Department of Education (DepEd) implemented Blended/Distance learning
wherein the combination of the various distance learning modalities
such as printed modules, offline digital modules, and online platforms
will be used by students and teachers during classes (Briones, 2020).

As defined by Andy Yan, Ph.D (2020), virtual/online classroom,

unlike a physical classroom where the teacher and students are all in
the same room, the students and teachers are sitting somewhere in
front of computer wherein they can speak and listen through the use of
computer and microphones, through the internet. It is very similar to
a normal classroom. Virtual Classroom is an e-learning concept whose
definition and prime objective is to enable the educators and the
student to impact and perceive education online over the internet
(Edusys, 2020).

According to the study of MG Acosta-Gómez (2018), there are many

factors that affect the academic performance of students. One of these
factors is the level of understanding of each student in every
subject. Although online and modular method of teaching and learning
were introduced many years ago, most of the students are not aware and
familiar in this method of learning. Thus, this can be a primary
factor that can affect the academic performance of students.

In accordance with this, to have a further understanding about

the academic performance of students enrolled in Online and Modular
Learning Modalities, we are conducting a quantitative research
entitled “Academic Performance of students in Online and Modular
Learning Modalities in Grade 11 STEM in Universidad de Sta. Isabel
Pili Campus” wherein the main objective is to identify and analyze the
significant difference of the student’s academic performance in the
online and modular learning which will focus on the subject General
Biology.
Statement of the Problem

This research is sought to answer the following questions:

1. What is the percentage of students enrolled in

Modular and Online Learning Modalities in Grade11
STEM at Universidad de Sta. Isabel Pili Campus?
2. What is the average result of standardized test of
Grade 11 STEM students in Modular and Online Learning
Modality in the subject General Biology?
3. Is there a significant difference in the academic
performance of Grade 11 STEM students in online and
modular classes?

OBJECTIVES OF THE STUDY

Generally, this study aims to determine the ACADEMIC

PERFORMANCE OF GRADE 11 STEM STUDENTS IN ONLINE AND MODULAR
LEARNING MODALITIES IN UNIVERSIDAD DE STA. ISABEL PILI CAMPU
Specifically, this research aims to:
1. Determine the percentage of students enrolled in
modular and online learning modalities;
2. Determine is the average result of standardized test of
Grade 11 STEM students in Modular and Online Learning
Modality in the subject General Biology; and
3. Determine the Significant difference in the Academic
Performance of students enrolled in Online and Modular
Learning Modalities in the subject General Biology.
HYPOTHESIS

HO: The mean of the scores of the students in modular modality is

equal to the mean of the scores of the students in online
modality.

HA: The mean of the scores of the students in modular modality is

higher than the mean of the scores of the students in online
modality.

Scope and Delimitation

The study focuses on Academic Performance of Grade 11 STEM

Students in Online and Modular Learning Modalities in Universidad
de Sta. Isabel Pili Campus. The respondents will consist of 28
students which will be obtained through purposive sampling
technique. These 28 respondents are consisting of 14 students for
Online modality and 14 students from modular modalities who
enrolled in Science, Technology, Engineering, and Mathematics
Strand (STEM) in Universidad de Sta. Isabel Pili Campus. This
study will be using Standardized Test that consists of questions
relative to the subject General Biology. This study will be
conducted from September to March and will be administered in the
Grade 11 STEM students cooperating on Universidad de Sta. Isabel
Pili Campus.
Significance of the Study

The research aims to know the Academic Performance of

Students in Online and Modular Learning Modalities of Grade 11 STEM in
Universidad de Sta. Isabel Pili Campus. The result of this study will
be beneficial specifically to the following:

The students.The result of this study will help the students determine
the significant difference of the student’s academic performance in
Online and Modular Learning Modality which they can use as a basis in
choosing modality that will be effective for them.

The teachers. This research would help the teachers to have a further
understanding about the academic performance of the students in both
online and modular class and be able to assess the things they can do
to help students improve their academic performance.

The parents. The results of this study will help the parents be aware
of the academic performance of their children enrolled in either
Online or Modular Learning Modality and assess where they can help.

The school administration.This research would allow the administration

to have a further understanding about the academic performance of the
students during Online and Modular Classes and be able to identify the
significant difference of it which they can use as basis in improving
the learning modalities in terms of the ways of teaching for it to be
more effective for the students.

The future researchers.The result of this study will be useful for

other researchers especially to those who would like to explore the
academic performance of students in online and modular learning
modalities. This study will also provide information for future
researches related to the current study.
Definition of Terms

ACADEMIC PERFORMANCE. Academic performance or academic achievement is

the extent to which a student, teacher or institution has attained
their short or long-term educational goals. Completion of educational
benchmarks such as secondary school diplomas and bachelor's degrees
represent academic achievement (Ballotpedia, 2017).

ONLINE LEARNING MODALITY. Online/E-learning consists of learning

through digital resources. In this modality, students use computers,
mobiles and tablets in order to learn, and nowadays it is inevitably
linked to the Internet (Ballotpedia, 2019).

MODULAR LEARNING MODALITY. This refers to a learning modality where

learning takes place between the teacher and the learners who are
geographically remote from each other. This kind of modality uses
printed or offline learning materials (TeacherPh, 2020).

BLENDED LEARNING. Blended learning is an approach to education that

combines online educational materials and opportunities for
interaction online with traditional place-based classroom methods. It
requires the physical presence of both teacher and student, with some
elements of student control over time, place, path, or pace
(Ballotpedia, 2017).

Operational Definition of Terms

PROFICIENCY – scores from 17-20 in the given standardized test.

APPROACHING PROFICIENCY – scores from 12-16 in the given standardized

test.

BEGINNER – scores from 0-11 in the given standardized test.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides the presentation and discussion of

review of related literature such as unpublished materials and
literature from local and foreign authors which are very
beneficial and related to this presents study.

Related Literature

According to Allen & Seaman(2014), the past two decades

reflect a rapid increase in online learning in higher education.
Online learning has taken the center stage as one of the best
alternative means of instruction as compared to the traditional
face-to-face classes. For instance, in 2012, the number of
students who enrolled in at least one online course increased by
over 570,000 to a new total of 6.7 million. In 2014, the
proportion of higher education students in online education was
at an all- time high of 33.5 %

Online and distance learning should not just be seen as a

substitute for instructional delivery but be a primary component
in teaching and learning (Opara, 2020). It is greatly observed
nowadays in times of global pandemic as an alternate means of
instructional delivery. Opara (2020), stated that online distance
learning should be improved and put in place in order to deliver
learning efficiently and effectively.

The findings of Katzman& Stanton (2020) addressed the

current barriers to successful online learning. The COVID-19
pandemic demonstrated the importance of online distance education
as an essential platform for teachers and students and these also
lead to some obstacles that limits the learning of students.
These barriers include lack of secure broadband access in rural
and underserved regions, importance of social emotional learning
in online distance education and the critical need for cultural
education within the online curricula of distance platforms.

Related Studies

The result of the study done by Yacob et al.(2011) shows

that the strategy of implementing e-learning will be the best way
for students to be aware of new technology and willing to study
in various concepts. The application of new technology will
create interest in students to search and upgrade their
knowledge. The management should maintain the technical support
in campus to ensure that e-learning could be useful to the
students. Moreover, the interactive concept that can be used in
e-learning will make the study more interesting.

A study conducted by Sukati et.al (2010) in University of

Swaziland shows that overall there are no significant differences
in the performance of students in the full time programme and
those in the distance education programme so the authors
recommended that the distance education is equally effective and
should be promoted in order to ensure an increase in access and
enhance quality.

A survey deployed by Indiana University’s eLearning Research

and Practice Lab (2020) found that two thirds of the instructors
felt disconnected from their students and that it was more
difficult to teach, while three quarters of the students felt
they had lost touch with their IU community; a similar number
declared it took them more effort to complete their course
assignments after the transition.
Investigating the impact of the spread of the corona virus
on learning achievement among Ghanaian students, (Owusu-Fordjour
et al. 2020) has suggested the low learning outcomes of students
in some school and university were main cause of low learning
achievement. The study reviled that more students could have
passed their home learning period with lack of facilities and
parents supervision. Similarly to most Indonesian families from
low economic background who could not effort to learning supports
as needed to succeed could be a cause most students’ learning
hardship from home. This is a reality in many part of school in
Indonesia. Ideally, it becomes the national concern that all
stake holders to help solve this learning gap among Indonesia
students.

The study conducted by UNESCO (2020) on the impact of school

and university closures policies has also been carried out in
other countries, understanding the voices and experiences of
students in such as the heavy pressure resulting from the
difficulty of adapting to the changing service procedures of each
school and university. Difficulties resulting by requirement,
expectations, and uncertainty of each academic demand before the
end of the evaluation period. In addition with the condition of
students from families who are less able to facilitate children
with technological tools has enabled them to participate in the
development of learning activities in a distance approach
optimally, and a number of questions of technical guidance and
supervision of the learning process from their respective homes
arises.

In the study of Adnan (2019), undergraduates and

postgraduate were surveyed to find their perspectives about
online education in Pakistan and the findings highlighted that
online learning cannot produce desired results in underdeveloped
countries like Pakistan. The lack of face-to-face interaction
with the instructor, response time and absence of traditional
classroom socialization were among some other issues highlighted
by higher education students.

Moore and Kearsley (2005) opined that students in online

courses begin discourse with other learners on an individual or
group basis and discourse in online learning environments help
students to develop skills in knowledge acquisition, which leads
to academic success.

CONCEPTUAL FRAMEWORK

This research, entitled “Academic Performance of Grade 11

STEM Students in Online and Modular Learning Modalities in
Universidad de Sta. Isabel Pili Campus” provided a conceptual
framework to better understand and determine the purpose of this
study.

The conceptual framework of this study is the "Input-

Process-Output Model". Included in the input are knowing the
Academic Performance in online and modular modalities and the
differences of it, making questions about the socio-demographic
profile or key information of the respondents. A standardized test
will be administered to the students Researchers will capture 11th
grade students to be the respondents of the study.

INPUT PROCESS OUTPUT

“ACADEMIC
PERFORMANCE OF
To determine the 1. Gather data GRADE 11 STEM
Academic from teachers STUDENTS IN ONLINE
Performance of AND MODULAR
FIGURE 1: CONCEPTUAL FRAMEWORK

THEORETICAL FRAMEWORK
This study is anchored on five main theories that could help
to understand different variables involving a student’s academic
performance, and how may distance learning system affect it.

Online Collaborative Learning theory provides a model of

learning in which students are encouraged and supported to work
together to create knowledge: to invent, to explore ways to
innovate, and, by so doing, to seek the conceptual knowledge
needed to solve problems rather than recite what they think is
the right answer (Harasim, 2012). In this theory, the teacher
plays a key role not as a fellow-learner, but as the link to the
knowledge community, or state of the art in that discipline. 

Wedemeyer, a professor from the University of Wisconsin,

considered the independence of the student as the essence of
distance education (Keegan 1986). This was reflected in
Wedemeyer's preference for the term "independent study" for
distance education at the college or university level. He was
critical of contemporary patterns of higher education, believing
that outdated concepts of learning and teaching were being
employed. Wedemeyer felt that these concepts failed to utilize
modern technologies in ways that could alter an institution. He
set forth a system of distance education that includes ten
characteristics which emphasize learner independence and the
adoption of technology as a way of implementing it.

Hrastinski (2018) states in his theory that in order to

enhance online learning, online learner participation should be
enhanced as well. Online learner participation is a complex
process of taking part and maintaining relations with others,
supported by physical and psychological tools, not synonymous
with talking or writing and is supported by all kinds of engaging
activities. It is a collaboration of participation and learning
to ensure that students are engaged and gaining wisdom.
ONLINE
COLLABORATIVE
LEARNING THEORY
(Harasim 2012)

"provides a model of
learning in which students
are encouraged and
supported to work together
to create knowledge"

“ACADEMIC
PERFORMANCE OF
GRADE 11 STEM
STUDENTS IN ONLINE
AND MODULAR
LEARNING
MODALITIES IN
UNIVERSIDAD DE STA.
ISABEL PILI CAMPUS”

AMERICAN THEORY OF
INDEPENDENT STUDY A THEORY OF ONLIN
LEARNING AS ONLIN
(Wedemeyer) PARTICIPATION

"a system of distance (Hrastinski 2018)

education that includes ten
characteristics which "In order to enhance onli
emphasize learner learning, online learner
participation should be enha
independence and the adoption as well"
of technology as a way of
implementing it. "

FIGURE 2: THEORETICAL FRAMEWORK

CHAPTER III:
RESEARCH METHODOLOGY

INTRODUCTION:

This chapter presents the methodology of research study, and

data analysis techniques, including collection of data, research
design, sampling frame and procedure of respondent’s selection.
In this study, methodologies have been used to diagnose and
examine the Academic Performance of Grade 11 STEM Students in
Online and Modular Learning Modalities in Universidad de Sta.
Isabel Pili Campus.

RESEARCH METHOD:

The descriptive research method will be used in gathering

the needed information for this study. The researchers will
distribute standardized test through Google form that will be
answered by the students of grade-11 STEM in Universidad de Sta.
Isabel Pili Campus.

RESEARCH DESIGN:

This study used a Comparative research design to compare the

Academic Performance of Grade 11 STEM students in online and
modular learning modalities in Universidad de Sta. Isabel Pili
Campus.

LOCALE:

The research will be conducted at Universidad de Sta. Isabel

Pili Campus since the respondents are student of this school, the
respondents will be specific to the student of grade 11 STEM of
Universidad de Sta. Isabel Pili Campus.

RESEARCH GAP:
This research is to identify the significant difference of
the academic performance of students of Grade 11 STEM in Online
and Modular Learning Modalities.

RESPONDENTS OF THE STUDY:

The respondents of the study will be the twenty-eight (28)

students of Grade 11 STEM students of Universidad de Sta. Isabel
Pili Campus Academic Year 2020 – 2021.

SAMPLING TECHNIQUE

Purposive sampling technique will be used in this study. The

researchers will pick all the twenty-eight (28) students of Grade
11 STEM in Universidad de Sta. Isabel. These 28 students are
consisted of 14 students from Online modality and 14 students
from Modular modality.

INSTRUMENTATION

This research will use standardized test that will serve as

the primary data of the researchers that will lead to answering
the presented statement of the problem. The standardized test
will be distributed in the Google Classroom of the Grade 11 STEM
with the help of their adviser.

PROCEDURE OF INVESTIGATION

Prior to the conduct of the study, the researchers

coordinated with the adviser of Grade 11 STEM to ask permission
to distribute the prepared survey questionnaire. The first
process is to identify the percentage of the students in online
and modular modality. Through the help of t-test, the researchers
will determine whether there is a difference in the academic
performance of students in General Biology.

STATISTICAL TOOL

The data gathered will be through the use of percentage

count technique and the frequency count technique to determine
the percentage of the students in online and modular modality.
The difference between the academic performances will be
determined with the help of t-test.

Percentage Count Technique

The formula employed is:

f
P= X 100
n

Where:

P = Percentage
f = Frequency
n = Total number of respondent
Z TEST

The formula employed is:

Where:

x1 = mean of the average in online modality

x2 = mean of the average in modular modality
n1 = number of respondents in online modality
n2 = number of respondents in modular modality
o12 = the variance of online modality
o22 = the variance of modular modality
CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

In this chapter, the results of the data analysis are

presented. The descriptive quantitative analyses are also
presented. There were three sections in the presentation of the
results: Percentage of the students enrolled in modular and
online modalities in Grade 11 STEM, the average results of the
standardized test taken by the students in modular and online
modality, and last, if there is a significant difference in the
academic performance of Grade 11 STEM.

PERCENTAGE OF STUDENTS ENROLLED IN MODUALR AND ONLINE MODALITY IN

GRADE 11 STEM.

Modality Frequency Percentage

Modular 27 65.9%

Online 14 34.1%
Table 1.0

The table presents the number of students who are enrolled

in modular and online modality. Shown in the table that 27
students (65.9%) are enrolled in modular modality and 14 students
(34.1%) are enrolled in online modality.

AVERAGE RESULTS OF THE STANDARDIZED TEST

ONLINE MODALITY

STUDENT SCORE (x1) X1 - μ S2

1 9 -1.64 2.69

2 16 5.36 28.73

3 7 -3.64 13.25

4 13 2.36 5.57
5 11 0.36 0.13

6 16 5.36 28.73

7 20 9.36 87.61

8 9 -1.64 2.69

9 11 0.36 0.13

10 10 -0.64 0.41

11 8 -2.64 6.97

12 7 -3.64 13.25

13 6 -4.64 21.53

14 6 -4.64 21.53

149 233.22

μ= 10.64 σ = 15.27
Table 2.0

INTERPRETATION SCORES FREQUENCY PERCENTAGE

Proficient 17-20 1 7.14%

Approaching 12-16 3 21.43%

Proficient

Beginner 0-11 10 71.43%

Table 2.1

Presented in Table 2.0 is the results of the test taken by

the students from online modality. The results were interpreted
in the Table 2.1 and it was shown in the table that only 1
respondent is now in the level of proficiency. Few respondents
are now in approaching proficiency and most of the respondents
are in the stage of beginner.

MODULAR MODALITY
STUDENT SCORE (x1) X1 - μ S2

1 10 -1.3 1.69

2 10 -1.3 1.69

3 14 2.7 7.29

4 9 -2.3 5.29

5 8 -3.3 10.89

6 8 -3.3 10.89

7 8 -3.3 10.89

8 9 -2.3 5.29

9 10 -1.3 1.69

10 10 -1.3 1.69

11 12 0.7 0.49

12 19 7.7 59.29

13 15 3.7 13.69

14 16 4.7 22.09

158 152.86

μ = 11.3 σ = 12.36

Table 3.0

INTERPRETATION SCORES FREQUENCY PERCENTAGE

Proficient 17-20 1 7.14%

Approaching 12-16 4 28.57%

Proficient

Beginner 0-11 9 64.29%

Table 3.1
Shown in Table 3.0 is the results or the score of every
student who took the standardized test under modular modality.
Presented also in Table 3.1 is the summarization of how the score
and average was interpreted using the proficiency level. It was
stated there that only one respondent is now in the level of
proficiency. There are also respondents who are in approaching
proficiency but most of the respondents are in the beginner
stage.

THE SIGNIFICANT DIFFERENCE IN ACADEMIC PERFORMANCE

X1 = 233.22

X2 = 152.86

σ 1 = 15.27

σ 2 = 12.36
Z = 233.22 – 152.86
n1 = 14
√ 15.272 + 12.362
14 14 n2 = 14

Z = 80.36 The null hypothesis has been

√ 233.17 + 152.77 rejected and to support the
14 14 claim, at 5%, it was stated that

Z = 80.36 the mean of the scores of the

√ 16.66 + 10.91 student in modular modality is

higher than the mean of the
Z = 80.36
scores of the students in online
√ 27.57
modality.

Z = 80.36
5.25
Z = 15.30
CHAPTER V
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter is a presentation of the summary, findings
where conclusions are formulated and recommendations are
proposed.

SUMMARY
The research about the Academic Performance of students in
Online and Modular Learning Modalities was conducted among the
Grade 11 STEM in Universidad de Sta. Isabel Pili Campus. This was
undertaken to determine the academic performance of Grade 11 STEM
students at Universidad de Sta. Isabel in the subject General
Biology using the results of Standardized Test. This study
specifically, it aims (1) To determine the percentage of students
enrolled in modular and online learning modalities, (2) To
determine the average result of standardized test of Grade 11
STEM students in Modular and Online Learning Modality in the
subject General Biology and, (3) To determine the Significant
difference in the Academic Performance of students enrolled in
Online and Modular Learning Modalities in the subject General
Biology using the Z-test formula.
Descriptive research method was used to determine the needed
information for the study. The respondents will be the 28 Grade
11 STEM students that was identified through purposive sampling
technique wherein 14 were enrolled in the in Online learning
modality and the other 14 were enrolled in the Modular learning
modality. The study began last October and is expected to end on
March 2021. The research instrument used is the standardized test
which was distributed to the respondents through Google forms
wherein the average scores of the respondents led to answering
the presented statement of the problem.

FINDINGS 1:
Of a total of 41 enrollees in Grade 11- STEM at Universidad
de Sta. Isabel, the 65.9% or the 27 students chose to enroll in
Modular learning modality while the rest of 34.1% or the 14 other
students enrolled in Online Learning Modality.
CONCLUSION:
The percentage of Grade 11- STEM students who enrolled in
Modular learning modality is higher than the percentage of
students that chose to enroll in Online learning modality which
means there are more students enrolled in Modular learning
modality.
FINDINGS 2:
Presented in table 2.0, the total average score of the
students in Online learning modality who took the standardized
test is 149 while for the students of Modular learning modality,
got an average score of 158. Using the proficiency level to
interpret the scores of the students, of a total of 28
respondents who took the standardized test, there are only 1
student from online learning modality and also 1 student in
modular learning modality who is now in the proficiency level, 3
students from online and 4 from modular are now approaching in
proficiency level while the rest of the 9 students from online
and 10 from modular are in the beginner level.
CONCLUSION:
The average score of students from modular learning modality
who took the standardized test is higher compared to the average
score of students from online learning modality.
FINDINGS 3:
At 5%, the mean of the scores of the student in modular
modality is significantly higher than the mean of the scores of
the students in online modality.

CONCLUSION:
The academic performance of students in General Biology from
Modular modality is identified to be higher through the use of
the standardized test results compared to the academic
performance of students from online modality in Grade 11 STEM at
Universidad de Sta. Isabel.

RECCOMENDATION:
The following are some of the recommendations for the
improvement of knowledge about the Academic Performance of
students in Online and Modular Learning Modalities in Grade 11
STEM in Universidad de Sta. Isabel Pili Campus:
PROBLEM 1:
The researchers recommend for the students to enroll in the
kind of modality they are comfortable with and also consider the
variables that will affect their academic performance like the
availability of internet connection and or their location.

PROBLEM 2:
The researchers recommend for the students to focus more on
studying. The results show that the students from online learning
modality is less proficient compared to the students from modular
modality in which we recommend for them to listen well during
synchronous discussions and raise their questions if they have
something they don’t understand. For the school administration
and teachers, we recommend for them to be more considerate and
continuously improve their quality of teaching or ways and
instrument of teaching so that students will have a better
understanding and academic performance. For the parents, we
recommend for them to always check their child/children and ask
them about their concerns in studying and motivate them to study
well and strive more.

PROBLEM 3:
The researchers recommend for the School administration to
have an interview with the students and ask them about their main
problems, difficulties and concerns in studying since the results
shows that most of the students from Grade 11- STEM are in the
beginner level in the proficiency level that was based on the
average scores of students from both online and modular
modalities. This interview will serve as an avenue for the
teachers and students to have a better relationship and
connection which will possibly result for students to eliminate
having a second thought when they want to approach their
teachers.