Implementation of Modular Learning and Students Attitudes as Predictors of Skill Proficiency Development in Reading
DOI:
https://doi.org/10.64612/ijiv.v2i9.217Keywords:
modular learning, students’ attitudes, elementary pupils, flexible learning, reading proficiencyAbstract
This study examined the relationship between modular learning implementation, students’ attitudes, and reading skill proficiency among Grade 5 and Grade 6 pupils in Laak South District, Schools Division of Davao de Oro, Philippines. A quantitative, non-experimental descriptive-correlational design was employed with 230 pupils selected through proportionate stratified random sampling. Data were collected using adapted instruments measuring modular learning implementation, students’ attitudes, and reading skill proficiency. Descriptive statistics, Pearson product-moment correlation, and multiple regression analysis were used to analyze the data. The findings showed that modular learning implementation was Much Extensive (M = 4.12, SD = 0.588), students’ attitudes were High (M = 4.12, SD = 0.601), and reading skill proficiency was High (M = 4.15, SD = 0.581). All four modular learning domains were significantly and positively related to reading proficiency, with health and safety protocols demonstrating the strongest correlation (r = .599, p < .001). All seven attitude dimensions were also significantly and positively related to reading proficiency, with the social dimension demonstrating the strongest correlation (r = .651, p < .001). Regression analysis showed that modular learning domains collectively explained 50.6% of the variance in reading proficiency, while students’ attitude dimensions explained 72.1%. All modular learning predictors were significant, with health and safety protocols providing the largest unique contribution. Six attitude dimensions were significant predictors, whereas grades did not contribute significant unique variance. The study concluded that both modular learning implementation and students’ attitudes were significantly associated with reading skill proficiency. It is recommended that schools strengthen comprehension-focused instruction, learner engagement, formative assessment, social interaction, and teacher support within modular learning environments.
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Copyright (c) 2026 Ernelyn C. Gripo, Armand James A. Vallejo
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