The Effectiveness of Modular Distance Learning Approach in Teaching Mathematics Grade 9 in Bondoc Peninsula: Basis for Modified Academic Enrichment Program during Pandemic

This research aimed to quantify the effectiveness of modular distance learning approach “MDLA” in the teaching of Mathematics for the Grade 9 students in the third congressional district of Quezon Province. This specifically sought to identify the demographic profiles of the Grade 9 teachers in terms of age, sex, and school category; and to determine the level of effectiveness and difficulties in using the MDLA towards the development of a modified academic enrichment program. The study was anchored on Self-Directed Learning, Transactional Distance Theory, and Theory on Communication. Moreover, this employed the descriptive-survey method using selfmade and validated research questionnaires with 5-point Likert Scale as facilitated to the 70 Grade 9 Mathematics teacher-respondents from Bondoc Peninsula who were selected using purposive sampling. The gathered data were processed using percentage and weighted mean. The findings reveal that the respondents are aged 21 – 25 years old (27.14%), females (52.86%), and are teaching in large schools (47.14%) MDLA was found to be very effective (3.50) reflecting students’ full control of their learning experiences with slight difficulty having general weighted mean of 2.32 that primarily reflects challenges in terms of learning materials (2.58) where printing and availability are the primary concerns. Also, it was found that there is no significant difference between the level of effectiveness and difficulties in the use of MDLA when grouped to demographic profiles. The study recommended establishment of strong partnership with the stakeholders to maximize resources and to implement the developed modified academic enrichment program.