Level of Effectiveness of Modular Learning and Academic Performance of Indigenous Pupils Taking EPP/TLE Subject in Lantuyang Elementary School

Abstract

This study aimed to find out and examined the effectiveness of Modular learning in the Academic Performance of Indigenous Pupils taking EPP/T.L.E subject in Lantuyang Elementary School by Identifying the level of academic performance of students based on the result on their final grade in EPP/TLE before the pandemic and assess the level of effectiveness of modular learning in terms of 4 steps in a conceptual framework of transfer of learning of Botma et.al 2013 activate existing knowledge, engage with new information, demonstrate competence and apply in real world. The researcher used a self-made questionnaire to collect data from the respondents. For the accurate size or number of respondents, the researcher used Sloven’s formula, Therefore the researcher divides the number of respondents into two grade levels the grades 5 and 6. In addition, they got a low percentage in academic performance before modular learning. However, in assessing the effectiveness of modular learning led to a higher mean which means that the respondents are agreed with the effectiveness of modular learning. By the use of Pearson’s R, the researcher finds out that there is no significant relationship between the level of effectiveness of modular learning and academic performance of Indigenous Students taking EPP/T.L.E subject. Accepting the fact that innovative learning mode had a great influence in encouraging IP learners to perform better with the help of the culture bearer, the researcher was able to confirm that Indigenized Module was effective. Lastly, IP learners were active on the answering modules especially when the culture bearer explains the lesson using the indigenous language.