Learning Behavior towards Modular Instruction, Sex, and Academic Performance in English of Grade 7 Public High School Students

Abstract

Learning behavior is accounted to be pivotal to academic success. During the pandemic, concerns about students’ learning behavior toward Printed Modular Distance Learning (PMDL) modality were put to consideration. Thus, using descriptive-correlational analysis, this study examined the extent of learning behavior (LB) in English PMDL of 242 Grade 7 students in a district in Northern Negros. The level of English academic performance was identified and correlated with the extent of LB. For data collection, an English test and a contextualized LB Scale were given. Using percentage, weighted mean, Mann-Whitney U test, and Spearman rank correlation, the results yielded a high extent of LB toward English PMDL and an average level of academic performance as a whole and by sex. The difference in the extent of Attention-Persistence behavior was insignificant in terms of sex while females’ extent of Competence-Motivation, Attitude toward Learning, and Strategy/Flexibility were significantly higher than males. The level of English academic performance was also insignificant according to sex. Lastly, no correlation was found between learners’ extent of LB in PMDL and the level of English academic performance. Although learners still fell short in achieving higher academic performance in consideration of stronger interplaying factors, the findings still shed light on the learners’ status during pandemic where positive behaviors were displayed. The findings may serve as basis to revisit the PMDL implementation, and craft contextualized English 7 materials and enhancement programs to fill the language gaps of learners during the school year.