Effectiveness of the Implementation of Modular Distance Learning and Learners Achievement in Araling Panlipunan

This study examined the relationship between the effectiveness of modular distance learning (MDL) implementation and learners’ academic achievement in Araling Panlipunan in Quezon II District, Division of Bukidnon, during the school year 2020–2021. A descriptive-correlational research design was employed, involving public-school teachers as respondents. The researcher-developed instrument achieved a reliability score of 0.751 using Cronbach’s Alpha. Findings revealed that most respondents were middle-aged, female, Grade 1 teachers, baccalaureate degree holders with master’s units, and had attended 1–2 webinars on using modules in teaching. Teachers in Quezon II District were found to be moderately effective in implementing MDL, while pupils achieved satisfactory performance in Araling Panlipunan. No significant differences in implementation effectiveness were observed across teachers’ demographic profiles. However, a significant relationship existed between the level of MDL implementation and pupils’ academic achievement, particularly in the areas of Learning Environment and Community-Industry Relevance Partnership. Recommendations include encouraging teachers to pursue graduate studies for professional growth and recognizing teachers and parents to sustain effective MDL implementation. Parents are urged to support their children through home tutorials, and the Department of Education is advised to conduct webinars focusing on Learning Environment and Community-Industry Relevance Partnerships.