Abstract
The study determined the learning opportunities and learning strategies of learners in modular learning among selected intermediate learners and their correlates to their academic performances in Baloi West District, S.Y. 2021-2022. The descriptive-correlational research design was employed and one hundred seventy-six (176) intermediate learners selected through convenience sampling were utilized as participants. Moreover, the study made use of standardized questionnaires validated by the thesis committee of St. Peter’s College. The data were treated using frequency and percentage distribution, mean and standard deviation, and Spearman’s Correlation. Based on the data gathered, the following findings were drawn: on the learning opportunities in modular modality among learners, the learner’s opportunity of having more time to study and bond with their families got the highest mean. In terms of learners’ learning strategies in modular modality, they responded sometime. In terms of learners’ academic performance, most of the learners had satisfactory performances. On the significant relationship between the academic performance and the learning opportunities in the modular modality of the learners, results depicted that the perceived learning opportunities in the modular modality of the learners were not significantly associated with their academic performance. It was also found that there was no significant association between the learning strategies in modular modality and the learners’ academic performance. The study concluded that modular modality provided opportunities for independent learning but the absence of real-time instruction also provided challenges to learners in looking for alternative resources with their limited financial means. An action plan was formulated as remediation to address students’ difficulties.
