Modular Distance Learning and Academic Performance: Prospect for Enhanced Implementation and Optimization

Prior to pandemic, modular distance learning (MDL) served as an established instructional strategy; however, its utilization significantly surged when pandemic began. This surge continued as MDL remained in use to ensure a seamless learning experience for students even after the resumption of face-to-face classes. This ongoing investigation into the topic through dynamic research studies has yielded changing results over time, underscoring the need for a thorough understanding. Consequently, the researchers aimed to correlate students' perceived advantages and disadvantages of MDL with their academic performance. Employing a descriptive-correlational research design, the study included 43 ICT students enrolled in MDL during the 2021–2022 academic year. An established questionnaire served as the primary data collection tool. Subsequently, collected data underwent statistical analysis, including weighted mean and Spearman's rho. The findings of this study yielded the same result concerning this subject which indicates there was no relationship between the students' perceived perceptions about MDL and their academic performance. This suggests that students' perceived perceptions do not correlate directly with their academic performance, emphasizing the importance of considering additional variables and factors when analyzing this relationship. The results have been shared in several research studies. It also highlights the necessity of enhancing the implementation of MDL, considering its continued relevance in public schools as the primary alternative mode of learning when in-person classes are suspended