Abstract
This study aimed to analyze the Grade 9 learners' perspectives on digital modular distance learning in terms of module quality, facilitation of digital modular distance learning and learning experience, and their academic performance in Mathematics. It also analyzed the link between the learners' perspectives on digital modular distance learning and their socio-economic profile. Descriptive-correlational research was employed in this study. A total of 129 learners in Grade 9 in Marcela T. Mabanta National High School were the respondents of this study. The results of the study revealed that the socio-economic profile of the learners did not affect their perspectives in digital modular distance learning. It further revealed that the academic performance of the Grade 9 learners was affected by their perspectives in regards to digital modular distance learning in terms of the module quality and the facilitation of digital modular distance learning. Meanwhile, their learning experiences did not affect their academic performance in Mathematics. An intervention plan on Mathematics in digital modular distance learning was crafted. Future researchers who would conduct research related to “Digital Modular Distance Learning“ should also consider the findings of this study in drafting their related concepts.
