Practices and Problems of Junior High School Teachers and the Academic Performance of Students in the Implementation of Modular Learning

AUTHOR(S)

Solomon M. Solis

ABSTRACT

The study aimed to determine the relationship between the extent of practices and problems of Junior High School teachers and academic performance of students in the implementation of modular learning. Utilizing the descriptive-correlational research design for an in-depth analysis of the study, the researcher used the survey on practices of teachers by Francisco (2020), another survey on perceived challenges of Raagas (2021) and the result of the academic performance of the Junior High School students for School Year 2020-2021. Standard Deviation, Weighted Mean and Spearman’s correlation were the statistical tools used. The data revealed very high extent practices of Junior High School teachers in terms of planning, teaching and assessment and very high level of problems met. Moreover, it was also revealed in this study that a greater number of students got a satisfactory level of academic performance. Further, this study revealed no significant relationship between the academic performance of students to the practices of Junior High School teachers in terms of planning, teaching and assessment and the problems met in the implementation of modular learning. The very high extent of practices and problems met by the Junior High School teachers resulted to a greater number of students with satisfactory level for academic performance. Thus, the variables presented have no significant relationship.