Abstract
The main objective of this study was to determine the correlation between digital modular distance learning practices and Science performance among Grade 8 learners of Marcela T. Mabanta National High School during the school year 2021-2022. A descriptive-correlational research design was employed. Out of the 262 grade 8 learners, 100 of this population were the respondents of the study which was composed of 48 males and 52 females. This study used a researcher-made questionnaire as a tool. Frequency, ratio and percentages, weighted mean, mean percentage score, and Pearson Product Moment Correlation were used in the analysis of data. The consolidated results of the study elaborated that the learner-respondents achieved a satisfactory Science performance in this pandemic school year. The study revealed that there was a significant relationship between the learners’ digital modular distance learning practices (in terms of performance/autonomous learning, coordination, and organization which yielded 0.000 levels of significance) and Science performance. A proposed intervention program for learners, parents, and teachers on digital modular distance learning practices was crafted for implementation.
