PERCEPTIONS ON MODULAR DISTANCE LEARNING AND THE ACADEMIC BEHAVIOR OF THE SECONDARY LEARNERS IN CATANAUAN, QUEZON

This study aimed to determine the perceptions of Modular Distance Learning (MDL) and the academic behavior of the secondary learners in Catanauan, Quezon. The respondents involved 358 secondary learners. This study used a descriptive survey design administered both online and in-person to ensure that the target number of samples was met. According to the data gathered, the majority of respondents were between the ages of 13 and 15 and 16 and 18. Females outnumbered males; the grade level with the most respondents was Grade 12, and the majority of parent respondents were primarily in high school. The majority of respondents agreed that their parents are actively involved in their education. However, they expressed concerns about the learning effectiveness, emotional engagement and experienced difficulty with time management. They had above-average academic behavior in terms of task orientation and motivation, as well as focus and attention, and self-regulation. Their perceptions of modular distance learning are strongly related to age in terms of learning effectiveness and emotional engagement and their parent’s highest educational attainment but unrelated to gender, age in terms of parental involvement and time management, and grade level. Their academic behavior does not differ significantly by gender, age, and grade while significantly differs from their parents' highest educational attainment. Their perceptions of learning effectiveness, parental involvement, emotional engagement, and time management with MDL are significantly correlated with their academic behavior in terms of motivation, focus and attention, self-regulation, and task orientation. They often encountered challenges in terms of time spent on task completion, resources, communication, and learning outcomes.