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Journal articles on the topic 'Modular teaching'

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Published: 4 June 2021

Last updated: 18 June 2025

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Marsha, R. Valencia. "Modular Approach in Teaching Science 10." International Journal of Trend in Scientific Research and Development 4, no. 3 (2020): 99–106. https://doi.org/10.5281/zenodo.3892429.

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Modular approach in teaching has been a buzzword in our educational system. This paper ascertained the effectiveness of Modular Teaching Approach in teaching Grade 10 Science at Maximino Noel Memorial National High School. Quasi experimental and Purposive sampling was utilized. Data were collected through pre test and post test using the learning module in Science 10 prescribed by the Department of Education. Data obtain using frequency count, percentage, mean and standard deviation and t test for the significant difference. Results revealed that the performance of the Grade 10 students during the pre test in the following competencies describing the distribution of active volcanoes, earthquake epicenters, and major mountain belts distinguishing the different types of plate boundaries and explaining the different processes that occur along the plate boundaries, was described as Beginning. However, after using the Modular Teaching Approach, the post test performance of the students on the aforementioned competencies increased significantly and was described as Proficient. This indicated that the approach evidently showed positive results and displayed a vital connection in increasing studentsâ€™ academic achievement. Thus, enhanced learning module was proposed as instructional intervention in improving studentsâ€™ performance in Science 10. Marsha R. Valencia "Modular Approach in Teaching Science 10" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30318.pdf Paper Url :https://www.ijtsrd.com/other-scientific-research-area/other/30318/modular-approach-in-teaching-science-10/marsha-r-valencia

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Lu, Jingrong. "Optimization Simulation of Balanced Distribution of Multimedia Network Modular Teaching Resources." Mobile Information Systems 2022 (September 14, 2022): 1–10. http://dx.doi.org/10.1155/2022/5348953.

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The balanced distribution of multimedia wireless network modular teaching resources is improved by optimizing and adjusting the balanced distribution of multimedia wireless network modular teaching resources. Based on block grid balanced scheduling and resource spectrum fusion, a balanced distribution method of multimedia wireless network modular teaching resources is proposed. A blockchain Internet of Things accesses control network architecture system for the balanced allocation of multimedia wireless network modular teaching resources established using the priority business scheduling method. Modular resource allocation of multimedia wireless networks and adaptive forwarding are adjusted to control the data packets. The bandwidth guarantee mechanism is used for the equitable allocation of multimedia wireless network modular teaching resources information flow. Multi-service hierarchical management of multimedia wireless network modular teaching resources spectrum is controlled by block grid balanced scheduling and resource spectrum fusion. The high-energy physical computing system structure is used to allocate the resource spectrum balance of the modular teaching resources of the multimedia wireless networks, ensuring the bandwidth requirements of various services. The classified management and balanced allocation of the multimedia wireless networks’ teaching storage, system, and teaching spectrum resources are made possible. The results of the tests show that this method effectively reduces the delay in the allocation of modular multimedia wireless network teaching resources, improves the utilization rate of modular multimedia wireless network teaching resources, and significantly improves their reading and writing performance.

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Enrique, Elisa S. "Preparedness and Challenges on Modular Teaching of Social Studies Teachers in Public Secondary Schools in Zambales, Philippines." International Journal of Thesis Projects and Dissertations 10, no. 3 (2022): 127–42. https://doi.org/10.5281/zenodo.7050703.

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Abstract: The purpose of this study was to assess the preparedness and challenges of teachers of Social Studies on modular teaching in public secondary schools in Zone 1, Schools Division Office of Zambales during SY 2020-2021. The study utilized the quantitative descriptive survey research design with questionnaire as the main instrument in gathering data from one hundred (100) teachers coming from the 18 Secondary Schools, teaching Social Studies who were randomly selected. The researcher found out that the teacher-respondent is female relatively young in her early adulthood, Teacher-I, graduate of masteral degree of education, teaching for almost two decades and had attended training related to modular teaching in the Division level. The teacher- respondents assessed “Agreed” on course/subject design, course communication, Time Management, and Technical Competence as dimensions on preparation of modular teaching. The respondents were “Strongly Agreed” on the perception towards challenges encountered in the implementation of modular learning approach. There is significant difference on Course/Subject Design, Course Communication and Time Management when grouped according to position profile variables. There is significant difference on the perception towards challenges encountered in the implementation of modular learning approach when grouped according to position and attendance to training related to modular teaching. There is positive moderate relationship between the level of challenges encountered and the level of preparedness in the implementation of modular learning approach. Project PROMOTE (PReparedness to Overcome challenges on MOdular TEaching) generally aims to develop skills of teachers to overcome challenges in modular teaching that contains sets of activities. Keywords: Preparedness, Challenges, Modular Teaching, Quantitative, Philippines. Title: Preparedness and Challenges on Modular Teaching of Social Studies Teachers in Public Secondary Schools in Zambales, Philippines Author: Enrique, Elisa S. International Journal of Thesis Projects and Dissertations (IJTPD) Vol. 10, Issue 3, July 2022 - September 2022 Page No: 127-142 Research Publish Journals Website: www.researchpublish.com Published Date: 05-September-2022 DOI: https://doi.org/10.5281/zenodo.7050703 Paper Download Link (Source) https://www.researchpublish.com/papers/preparedness-and-challenges-on-modular-teaching-of-social-studies-teachers-in-public-secondary-schools-in-zambales-philippines

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Rahman, Inayat Ur, Sumreena Mansoor, Lubna Meraj, Mumtaz Ahmad, Mobina Ahsan Dodhy, and Hina Sattar. "Faculty Satisfication Regarding Modular Teaching." Journal of Rawalpindi Medical College 26, no. 1 (2022): 133–40. http://dx.doi.org/10.37939/jrmc.v26i1.1880.

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Introduction: Recently many medical institutes have been shifted to integrated curriculum; however, the implementation of integrated curriculum has faced problems due to both faculty and student’s satisfaction. Though faculty gives value to it, still certain believe that it’s not as effective as the traditional system. This study aims to evaluate the satisfactory level regarding modular teaching among faculty members at three different medical institutes in Pakistan. Material and Methods: This was a descriptive study where the senior faculty members from three different medical institutes were included. After written consent from participants the data was collected through semi-structured questionnaire. Total of 88 faculty members were included through convenient sampling technique. Data analyzed by SPSS version-22. Results: Overall 50% participants agreed that strength of modular teaching is the integration process & clinical application. 38% agreed that modular teaching provides better understanding & clarity of concepts. Regarding weaknesses 44% agreed that modular teaching requires more trained faculty, 27% said that more resources are required. On the other hand, 84% showed satisfaction that students get more benefits from modular teaching as compare to conventional teaching & 72% agreed that teacher biasness is less, 82% agreed that students become a lifelong learner, 85% agreed that more applied knowledge is delivered through this system.Conclusion: The majority of participating faculties were satisfied with modular teaching as it has a good clinical application, provides better understanding & a student-centered approach.

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Bosworth, David A. "Teaching Creation: A Modular Approach." Teaching Theology & Religion 10, no. 4 (2007): 231–34. http://dx.doi.org/10.1111/j.1467-9647.2007.00376.x.

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Du, Yuhong, Shujun Xu, and Chengcheng Li. "Exploration and Practice of Modularized Teaching Mode for Modern Communication Technology Specialty in Higher Vocational Colleges." Education Reform and Development 7, no. 2 (2025): 250–58. https://doi.org/10.26689/erd.v7i2.9799.

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With the ongoing upgrading and structural adjustments in the information and communication industry, professional development in higher vocational education has fallen behind industrial advancements. The teaching faculty lags behind industry requirements, and student skill training does not fully meet the technical demands of enterprises. This paper explores the modularized teaching mode and methodology for modern communication technology through a cooperative professional teaching team. By analyzing enterprise needs, the study aims to enhance and restructure the modular curriculum system, cultivate a modular teaching team, develop modular teaching resources, and establish training bases both on and off campus to support modular teaching. These efforts will drive reforms in the modular teaching mode and methods for modern communication technology, align with industrial upgrades, improve talent training quality, strengthen social service capabilities, and meet the demands of regional economic development.

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Jonibekovna, Nishonova Dilnavoz. "The Role Of Module Teaching System In Increasing Lesson Efficiency." American Journal of Social Science and Education Innovations 03, no. 05 (2021): 140–44. http://dx.doi.org/10.37547/tajssei/volume03issue05-25.

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This article analyses the work being done and achievements in the field of modular training, which is one of the most pressing issues in the education system of the country. The requirements and rules required for modular training, the purpose and essence of modular training technology are explained.

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Jie, Chen. "Research on the Construction of Modular Curriculum Teaching for Speech and Eloquence." Journal of Business and Marketing 1, no. 6 (2024): 1–5. https://doi.org/10.62517/jbm.202409601.

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Modular teaching based on team collaboration is an important task in the reform of national vocational education. Taking the course "Speech and Eloquence" as an example, this paper explores the application and practice of modular teaching strategies in higher vocational education through modular curriculum reform, which aims to leverage the initiative and creativity of the teaching team. It addresses issues such as monotonous course evaluation, single teacher resource, and homogeneous content. the paper provides a valuable reference for the construction of modular courses in higher vocational education.

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Jacques García, Fausto Abraham, Sandra Luz Canchola Magdaleno, and Gloria Nelida Avecilla Ramírez. "Sistema de Criptografía Simétrico para la Enseñanza de las Matrices Inversas Modulares." Tecnología Educativa Revista CONAIC 3, no. 3 (2021): 57–62. http://dx.doi.org/10.32671/terc.v3i3.120.

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El presente artículo describe la enseñanza de las matrices inversas modulares usando el algoritmo de criptografía simétrica Hill Cipher y su implementación en dispositivos móviles con Sistema operativo Android. El proceso de descifrado en el algoritmo Hill Cipher involucra el cálculo de matrices inversas modulares. El objetivo de este trabajo es la enseñanza del cálculo necesario para la obtención de matrices inversas modulares a estudiantes de licenciatura en las áreas de las ciencias computacionales a través del proceso de descifrado en la criptografía simétrica. Se realizó un experimento con dos grupos de estudiantes, el grupo experimental y el grupo de control. Se aplicó una prueba en ambos grupos para determinar el aprendizaje de los estudiantes. Un análisis comparativo entre ambos grupos muestra un incremento en el desempeño del grupo experimental en el cálculo de las matrices inversas modulares. This article describes the teaching of modular inverse matrices with the symmetric cryptographic algorithm Hill Cipher and its implementation on mobile devices with Android Operative System. The decryption in the Hill Cipher algorithm involves the calculus of modular inverse matrices. The goal of this paper is the teaching of modular inverse matrix calculation to undergraduate students of Computer Sciences through the decryption in symmetric cryptography. An experiment was conducted on two groups of students, the control and the experimental groups. To measure student learning, a test was applied to both groups. Comparison of control and experimental groups results show an increase in student performance for the calculation of modular inverse matrices.

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Wang, Qiongyu. "Practice of the Modular Teaching Model for College English Courses of the Real Estate Major in Polytechnic Colleges Based on the PGSD Competency System." Scientific Journal Of Humanities and Social Sciences 7, no. 5 (2025): 127–35. https://doi.org/10.54691/f70kwr44.

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In recent years, with the deepening of the reform of the practical English course construction in higher vocational colleges, the original universal teaching content of the course can no longer meet the needs of the development of the times and the professional development of students, and the traditional teaching model of practical English in higher vocational colleges urgently needs to be innovated. Taking the "Practical English" course, which is a basic college English course for the real estate major in higher vocational colleges, as an example, based on the comprehensive vocational competence system obtained by the PGSD competence analysis model, this paper explores the specific content of modular curriculum construction, including the flexible selection of "modular" teaching content, the "modular" construction of teaching resource library, the pre-module learning situation test, and the "modular + digital" integration of textbooks, providing case demonstration and experience reference for the modular teaching reform of other public basic courses.

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Yunusova, Yorkinoy Bakhodir kizi, Shahlo Akmalovna Valiyeva, Sherali Abduvaliyevich Jalolov, and Zebo Xakimjon qizi Botirova. "Modular training in teaching foreign languages." International Journal on Integrated Education 3, no. 1 (2020): 13–14. http://dx.doi.org/10.31149/ijie.v3i1.258.

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This article deals with the meaning of the phenomena «module training». This term by the study of foreign language exists from the end of previous centure. Module training in the course of vocational training in higher educational establishment forms and develops self-dependence by studies and self-analysis. Attempt was made to analyze advantages and disadvantages of module training.

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Huba, Mikulas, and Miroslav Simunek. "Modular Approach to Teaching PID Control." IEEE Transactions on Industrial Electronics 54, no. 6 (2007): 3112–21. http://dx.doi.org/10.1109/tie.2007.907024.

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Munisa, Erkinova. "TEACHING V1 STUDENTS ENGLISH VERB VOCABULARY BASED ON MODULE TECHNOLOGY." European International Journal of Multidisciplinary Research and Management Studies 02, no. 11 (2022): 93–96. http://dx.doi.org/10.55640/eijmrms-02-11-23.

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In the article, the theoretical problems of teaching the English verb lexicon to students of V1 level, the role of modular technology in teaching the verb lexicon, the educational and educational possibilities of teaching based on modular technology, language learning, knowing certain words in this language and using them in speech, priority directions for learning English are defined.

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Lin, Suhong, and Wenjie Qin. "Exploration and Practice of Modular Teaching of “Communication Engineering Project Management and Supervision” Course based on Post Ability." Education Reform and Development 7, no. 2 (2025): 214–21. https://doi.org/10.26689/erd.v7i2.9821.

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“Communication Engineering Project Management and Supervision,” as the core course of the communication major in higher vocational colleges, plays an important role in the teaching process and work practice. This paper aims at the challenges of this course under the traditional teaching model and points out the existing problems in teaching content, use of teaching materials, teaching methods and evaluation. The article emphasizes the advantages of modular teaching in adapting to the actual needs of students, all-round assessment and practicability, introduces the specific path of the implementation of modular teaching reform in detail, expounds how to implement modular teaching, provides a new reference perspective for the implementation of professional curriculum teaching reform in higher vocational colleges, and then supports the training of all-round communication supervision talents.

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Li, Huina. "Application Strategies of Modular Design in Assembled Teaching Buildings." Journal of Contemporary Educational Research 8, no. 6 (2024): 50–56. http://dx.doi.org/10.26689/jcer.v8i6.7186.

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As an efficient, environmentally friendly, energy-saving construction method, assembled buildings are now widely used in campus building construction. Modular design thinking is system-based design thinking, and its application to the design of an assembled teaching building project will comprehensively improve the rationality of the teaching building and component design. The paper focuses on the application of modular design thinking in assembled teaching building design, aiming to provide references for China’s architectural design units, giving full play to the advantages of modular design thinking in future teaching building design projects, and enhancing the level of design, for the construction of the teaching building and the basis of the technical guarantee.

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Liaqat, Nazia, Sumaira Chand, Iram Iqbal, and Muhammad Naeem Shah. "To Determine the Effectiveness of Modular Approach in Teaching Matter and Change in it’s States in General Science for Elementary Classes." International Research Journal of Education and Innovation 3, no. 2 (2022): 93–108. http://dx.doi.org/10.53575/irjei.v3.02(22)10.93-108.

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Module is a unit of work in a course of instruction that is virtually self-contained and a method of teaching that is based on the building up skills and knowledge in discrete units. Module is self-instructional package; it enables the learner to learn independently. The aim of this study was to investigate the effectiveness of modular approach in teaching matter and change in its states in general science for elementary classes. The major objectives of the study were (i) to determine the role of modular teaching in the academic achievement of students of science at elementary level, (ii) to find out whether the modular teaching is more effective than traditional methods. Study design was pre-test and post-test. All class 5th elementary school students studying general science subject were constitute the population of the study. 40 Students of class 5th studying in general science subject from Govt. Girls Primary School Ziarat Kaka Sahib No. 1 were served as sample of the study. Pre-test and post-test were used as research instrument and data was collected through pre-test and post-test. Collected data was analyzed and interpreted using T-test through SPSS. The analysis of the collected data revealed the following findings. Treatment of modular approach had great effect on experimental group and its academic achievement was better than that of control group. Teaching of G. Science through modular approach was more effective than traditional teaching approach. The study testified a collection of positive outcomes during application of modular approach. Therefore, elementary school teachers may use modular approach in science to improve the academic achievement of students. It is recommended that teachers may be recognized high level of communication through questioning as it endorses participation enhances learning and inspires students. It is recommended that teachers and students should follow modular approach to get maximum benefits from this innovation. Teachers training institutes may make modular approach as a part of their curriculum content and teacher educators may be trained in different model of modular approaches.

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Gnezdilova, Evgenia. "Modular technology of teaching foreign language vocabulary of scientific style to postgraduates." Vestnik of the St. Petersburg University of the Ministry of Internal Affairs of Russia 2025, no. 1 (2025): 202–12. https://doi.org/10.35750/2071-8284-2025-1-202-212.

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Introduction. The choice of effective technology for teaching a foreign language at the level of postgraduate education is a key factor for its successful mastering. Innovative methods and tools not only increase trainees’ involvement in the learning process, but also make it flexible, combined, active and creative. These characteristics correspond to the modular technology, the best defining the strategy of foreign language professionally oriented learning in postgraduate education. The researches review and analytical examinanation revealed low theoretical and practical development of the application of modular technology in the process of teaching foreign language vocabulary of scientific style to postgraduates. This issue, however, is relevant for such a category of trainees, as they are deeply involved in scientific research and actively use foreign databases. Methods. The research is based on a set of methods: analysis of pedagogical and linguistic literature, comparative analysis (comparison of expressing lexical concepts in English and Russian), questionnaire-diagnostic method, and observation. Results. The author specifies and substantiates the relevance of modular technology application in postgraduate programs of educational organisations of the Ministry of the Interior of Russia, reveals the features of modular technology in teaching how to use foreign language vocabulary of scientific style, outlines the criteria for selecting teaching material into blocks. Accordingly, the programme of modular teaching of foreign language vocabulary of scientific style is developed and recommendations on organising modular teaching of postgraduates are formulated. The author revealed that modular technology in postgraduate education makes it possible to study a foreign language in a more structured and organised form. Each module, being a separate unit of training, has clear recommendations for implementation and is studied independently within the framework of auditorium and extracurricular activities. It is important that the traditional teaching system is not totally eliminated, but combined with modular technology. This generally improves the effectiveness of the process of teaching foreign language vocabulary of scientific style to postgraduates.

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Nikolaeva, I. B. "PROBLEM-MODULAR APPROACH TO TEACHING PHYSICS TO CADETS OF A MILITARY UNIVERSITY." Современная высшая школа инновационный аспект, no. 3 (2021): 75–81. http://dx.doi.org/10.7442/2071-9620-2021-13-3-75-81.

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The article discusses a problem-modular approach to teaching physics to cadets of a military university. The relevance of the use of the problem-modular approach in obtaining professional knowledge, skills, mastering professional and personal competence by cadets is noted. The principles of the problem-modular approach in vocational training of cadets of a military university are highlighted: modularity, problematicity, integrativity. The tasks of the implementation of this approach in teaching have been determined. The purpose of the study is to analyze the features of the problem-modular approach in teaching physics at a military university. The research methods were analysis, generalization, systematization of the material on the research problem, the author's development of a problem-modular approach to teaching physics to cadets of a military university. It is concluded that the problem-modular approach in teaching physics to cadets of a military university at the level of the content and structure of the educational material is distinguished by integrativity, continuity, the presence of interdisciplinary connections, at the competence level, this approach is aimed at mastering both general scientific and professional knowledge and skills, the formation of a scientific worldview and professional competencies at each stage of education, the formation and development of a critical and systemic vision of the situation.

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Josephine, D. Domanais, and D. Dacuno Rosario. "MODULAR TEACHING PRACTICES IN IMPROVING HEALTH SKILLS OF GRADE 4 PUPILS IN SUBIC DISTRICT, SUBIC ZAMBALES." International Journal of Thesis Projects and Dissertations (IJTPD) 12, no. 3 (2024): 11–20. https://doi.org/10.5281/zenodo.12607212.

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Abstract: The purpose of this study is to determine whether the modular teaching strategies utilized at Subic Central School and the learners’ health skills are related in any way. A summative test was given to grade 4 pupils to assess their academic progress in understanding the characteristics of infectious illnesses, recognizing the agents of communicable diseases, and identifying practices and personal habits in the prevention and control of communicable diseases. Learners at Subic Central School were able to describe and recognize the agents of communicable illnesses to a satisfactory level. They possess very high levels of proficiency in their routines and individual habits for stopping the transmission of contagious illnesses. Overall, the learners’ levels of health knowledge are all extremely good. The researcher draws the conclusion from the data that there is a significant positive correlation between modular teaching methods and the students’ health skills in terms of teaching methodologies. Keywords: Health Skills, Modular Teaching Practice. Title: MODULAR TEACHING PRACTICES IN IMPROVING HEALTH SKILLS OF GRADE 4 PUPILS IN SUBIC DISTRICT, SUBIC ZAMBALES Author: Josephine D. Domanais, Rosario D. Dacuno International Journal of Thesis Projects and Dissertations (IJTPD) Vol. 12, Issue 3, July 2024 - September 2024 Page No: 11-20 Research Publish Journals Website: www.researchpublish.com Published date: 01-July-2024 DOI: https://doi.org/10.5281/zenodo.12607212 Paper Download Link (Source) https://www.researchpublish.com/papers/modular-teaching-practices-in-improving-health-skills-of-grade-4-pupils-in-subic-district-subic-zambales

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Colocado, Ponciano. "Online English Language Teaching of Grade Eleven Students." Journal of Interdisciplinary Perspectives 2, no. 7 (2024): 6–14. https://doi.org/10.5281/zenodo.11138905.

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Abstract. In the Philippines, English teachers face additional challenges with online learning, particularly regarding connectivity issues and the teaching of grammar. Students also struggle with modular distance learning due to the lack of stable social and physical interactions. Considering these challenges, evaluating the effectiveness of online learning in English language teaching can inform decision-making among education stakeholders. Therefore, it is crucial to assess the effectiveness of online learning for Grade 11 English language instruction. To investigate this, the study employed an experimental research design to assess the effectiveness of online English language instruction for Grade 11 students. An equal number of 30 students were allocated to both the control and experimental groups. Specifically, the control group comprised 30 GAS students receiving instruction through the modular approach, while the experimental group consisted of 30 HUMSS students undergoing online English language instruction. A comparative analysis was conducted to ascertain differences between the pretest mean scores of students taught using modular versus online methods, differences between their posttest mean scores under these approaches, and discrepancies between their pretest and posttest mean scores across both approaches. Results revealed that modular and online approaches to teaching English were both effective to the students considering that no significant difference was shown in their pretest mean scores. However, the students were more comfortable with online learning since there was a significant difference in the post-test mean scores when taught using modular and online learning.   Keywords: Online learning; Modular learning; English teachers; Grade eleven students.

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Lucero, Gerwin R. "The Uplifting the Performance of Selected Learners Through the Use of Modular Approach and Online Teaching in the New Normal." AJARCDE (Asian Journal of Applied Research for Community Development and Empowerment) 7, no. 1 (2022): 1–5. http://dx.doi.org/10.29165/ajarcde.v7i1.147.

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This study aimed to find out if there was an uplift in the performance of selected learners using modular approach and online teaching with intervention in the new normal. This study used the quantitative type of research and the descriptive-correlation method to collect the data pertinent to the issue of uplifting the performance of selected learners using a modular approach and online teaching in the new normal education system. The academic performance from the school record and a survey questionnaire as tools were used to gather the information needed for this study. Total enumeration of sampling technique, since they are a small group with a total of thirty (30) Grade 11 senior high school students from one section as participants in this study. The respondents of this study are the selected learners from Tañong High School in one section this school year 2021-2022 under the modular approach and online teaching in the new normal education system. The results revealed that the academic performance of the selected learners form Tañong High School was very good with an 85.2 weighted mean; the level effectiveness of the modular approach and online teaching is fairly effective, indicating that the modular approach and online teaching are to be uplifted the performance of learners; and there is a substantial or somehow effective connection between academic performance and effectiveness using the modular approach and online teaching as indicated by the Pearson Correlation.

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Ibyatova, Lyaysan, Kseniya Oparina, and Elena Rakova. "MODULAR APPROACH TO TEACHING AND LEARNING ENGLISH GRAMMAR IN TECHNICAL UNIVERSITIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 25, 2018): 139–48. http://dx.doi.org/10.17770/sie2018vol1.3229.

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The aim of this research is to find out the effectiveness of a modular approach in teaching and learning to assess students’ performance, achievement and motivation and to decide if a modular approach is more effective than traditional methods while performing an experiment with two groups of students learning English at a technical university. The researchers consider a modular specification to be a technology in which the content is divided into a number of units or modules, each of which is examined separately. A module is considered to be a set of learning opportunities organized around a well-defined topic which contains elements of instruction, specific objectives, learning activities and self-assessment and evaluation using criteria-referenced measurement. This project combines quantitative and qualitative research methods to address the impact of modular teaching, learning and assessment on engineering students. The authors use a unique modular system and their own book on English Grammar.This experiment shows that students of modular syllabuses find it useful and motivating and say that it encourages them to do better on the next modules. At the same time, modular learning and assessment does not remove the stress and workload of traditional approaches. Teachers in the modular system appreciate the better planning opportunity around the exams and the clarity of the focus of their teaching requirements. Still, the approach and the structure of modules used in the experiment requires improvement and development.

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Turayeva, Xabiba. "FORM AND TYPES OF ORGANIZING MODULAR EDUCATIONAL TECHNOLOGY IN THE HIGHER EDUCATION SYSTEM." MODERN SCIENCE AND RESEARCH 3, no. 4 (2024): 1332–34. https://doi.org/10.5281/zenodo.11100156.

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The thesis entitled "Forms and types of organization of modular teaching technology in the higher education system" provides in-depth information about the forms and types of organization of modular teaching technology in the higher education system. In addition, modular learning technology represents a flexible pedagogical approach that allows for a learning experience tailored to the individual needs and preferences of students.

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Kizi, Ismatova Yulduz Numan. "Organization of Modular Training in Education." International Journal for Research in Applied Science and Engineering Technology 10, no. 6 (2022): 1341–53. http://dx.doi.org/10.22214/ijraset.2022.44397.

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Annotation: Modular learning is a method of organizing the learning process based on the modular presentation of educational information. The essence of modular teaching is that the content of teaching is divided into autonomous organizational and methodological modules, the content and scope of which can vary depending on the didactic goals, profile and level of students. The combination of modules should provide the necessary degree of flexibility and freedom in teaching (and independent learning) a particular category of students and in selecting and assembling specific learning material needed to achieve specific didactic and professional goals. Keywords: credit module system, educational skills, credits, educational content, knowledge, skills and competencies.

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Perederina, Irina Alexandrovna, Elena Nikitichna Tveryakova, Yuliya Yuryevna Miroshnichenko, et al. "Integrative-modular technology of general chemistry teaching." Samara Journal of Science 7, no. 1 (2018): 282–86. http://dx.doi.org/10.17816/snv201871311.

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The paper deals with integrative and modular technology of teaching General Chemistry to medical students that was developed and implemented at Chemistry Department of Siberian State Medical University. To design educational programs, the paradigm of training was exchanged to the paradigm of productive exercises with greater independence of students who become designers of their own knowledge, professional and universal competences. The content block of this discipline consists of two components: invariant and variant. Invariant component includes elective course on the chemistry of biologically active compounds. The paper describes the use of combination of academic and innovative methods and technologies of training. An approximate algorithm is offered for the course module, which focuses on the adsorption equilibrium and processes. It includes theoretical training, provided by textbooks, lecture text and teaching aids. Students assess the quality of academic work on their own with the help of tests and in the implementation of practical tasks in laboratory studies.

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Александрова and Anna Aleksandrova. "Using of modular technology in teaching students." Socio-Humanitarian Research and Technology 1, no. 1 (2012): 0. http://dx.doi.org/10.12737/83.

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In accordance with modern trends of development of society it’s getting obvious that school needs of each student according to his inclinations, interests and abilities. As a result, there is an active search for innovative technologies that increase the motivation of learning activities that promote the independence of students. One of such systems that implement these requirements in practice is a technology of modular training.

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Zheng, Bin, Yongqi Liu, Zhenqiang Gao, Jian Meng, Ruixiang Liu, and Zhiwei Li. "Opening Modular Experiment Teaching in Engine Speciality." Procedia Engineering 15 (2011): 4089–93. http://dx.doi.org/10.1016/j.proeng.2011.08.767.

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Marozeau, Jeremy. "A modular guitar for teaching musical acoustics." Journal of the Acoustical Society of America 140, no. 4 (2016): 3196. http://dx.doi.org/10.1121/1.4970058.

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Tursunovna, Ibragimova Shaxnoza, Abduraxmonova Mavluda Sodiqovna, and Xakimova Laziza Yusupovna. "Teaching English In A Credit System." American Journal of Social Science and Education Innovations 03, no. 04 (2021): 359–63. http://dx.doi.org/10.37547/tajssei/volume03issue04-54.

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Credit-modular training system is a model of the organization of the educational process, which is based on the combination of muzzle training technologies and credits educational units. The following article looks into educating foreign languages in higher education in credit module system.

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Amalia, Călinescu. "Types of Evaluation in English Classes within the Romanian Modular System." Journal of Ongoing Educational Research (JOER) 1, no. 1 (2023): 9–21. https://doi.org/10.5281/zenodo.8158576.

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Evaluation is a vast and complex field that requires special attention to ensure a fair, valid, and relevant process. It is essential to student learning and development, providing vital information for improving the educational process. Evaluation plays a crucial role in monitoring students' progress and providing appropriate feedback to guide students toward continuous improvement. Through evaluation, educators can determine students' level of understanding on various subjects, identify knowledge gaps, and adapt teaching strategies to meet individual needs. Proper utilization of formative and summative assessment methods and tools can support students' development and success in the learning process. However, teachers need to receive adequate preparation to adapt to a modular organizational school system. This preparation includes familiarizing themselves with teaching and evaluation methodologies specific to modules and developing skills for planning and implementing lessons within a modular context. In addition to synthesizing basic information about evaluation, the current study presents several modular evaluation tools used in high school English classes. It analyzes how process-oriented assessment can stimulate students' engagement and interest in learning, thereby contributing to developing a culture of continuous learning.

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Ugli, Abduazizov Bunyodbek Islomjon. "MODULAR TECHNOLOGY OF TEACHING ENGINEERING COMPUTER GRAPHICS TO FUTURE TEACHERS DRAWING." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 03, no. 01 (2022): 101–7. http://dx.doi.org/10.37547/philological-crjps-03-01-17.

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Fatima, Umber, Mubashra Naz, Humaira Zafar, Anees Fatima, and Rizwan Rasool Khan. "Student’s perception about Modular teaching and various instructional strategies in the subject of Obstetrics and Gynecology." Professional Medical Journal 27, no. 01 (2020): 40–45. http://dx.doi.org/10.29309/tpmj/2019.27.01.3162.

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Many modifications have been introduced in the field of medical education in recent past with a shift from didactic to more student focused teaching strategies. Modular study system for final year MBBS students was introduced in the subject of Obstetrics and Gynecology in 2018 session. Objectives: To determine the students′ perception about modular teaching and various instructional strategies through feedback in the subject of Obstetrics and Gynecology at undergraduate level. Study Design: Cross sectional study. Setting: University Medical and Dental College, Faisalabad. Period: 1st January to 30th October 2018. Material & Methods: Eight modules were designed in the subject of obstetrics and gynecology for final year MBBS students. In order to ascertain the quality of teaching and to monitor the effectiveness of teaching methodologies, feedback was obtained. A written questionnaire was designed to collect feedback. Interpretation of collected data was performed on SPSS 20. Results: Total 136 students participated in study by giving back properly filled questionnaire. Modular teaching was appreciated as an effective method by 93.4% students. Case based teaching, small group sessions and problem based learning were considered most favored teaching methods (97.7%, 97.1% and 94.85%) respectively by the students. Conclusion: Modular teaching was found to be an interesting and a useful teaching - learning experience by majority of students. Almost all students showed positive acceptance for various teaching methods. Students’ feedback was also useful in identifying course components that need improvement so that appropriate measures can be made to improve the overall quality and effectiveness of the course in future.

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Wang, Yang. "Application of Virtual Reality Technique in the Construction of Modular Teaching Resources." International Journal of Emerging Technologies in Learning (iJET) 15, no. 10 (2020): 126. http://dx.doi.org/10.3991/ijet.v15i10.14129.

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This paper attempts to apply the virtual reality (VR) technique into modular teaching. The modularization of the course Materials of Civil Engineering was taken as an example. The virtual simulation resources were constructed for two teaching modules of the said course on Quest3D. The constructed resources are visual, interactive, scalable, updateable, and optimizable. Based on these resources, the two modules were combined into a virtual simulation system, and applied successfully in actual engineering. The research results open a novel path to modular teaching, and provide a good reference for course teaching in architectural studies.

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Жуманазаров, Зoхиджон, and Фарогат Дадабаева. "RELEVANCE OF MODULAR TRAINING IN HIGHER SCHOOL." MODERN SCIENCE АND RESEARCH 3, no. 4 (2024): 650–60. https://doi.org/10.5281/zenodo.10999168.

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In the article, the essence of the actuality of module teaching is exposed in the modern stage of the development of technologies of the educational process. Resulted row of changes in the maintenance educational activity of the module teaching. The primary purpose of forming the module teaching is marked, which will consist in the development of independence of students in the development of creative potential. Determination of Module as an independent educational unit of knowledge, incorporated a certain goal, methodical guidance of mastering of this module, and control after his mastering is Given. The factors of application of technologies of the module teaching are considered in educational activity. Basic conclusions are made on the organization of new methods of educational process.

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Gnitetskaya, Tatyana N., and Elena B. Ivanova. "Modular Technology Education in Physics for Engineering Managers." Applied Mechanics and Materials 411-414 (September 2013): 2846–49. http://dx.doi.org/10.4028/www.scientific.net/amm.411-414.2846.

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This article suggests a modular approach to the organization of the process of teaching physics to students of engineering specialties. The definition of the module (Gnitetskaya, T.N., 2004) is given. The article describes in detail the modular technology education, as well as the psychological grounds for the modular technology education.

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Aireen, Angeles Aguirre-Lachica, and E. Pineda Phd Jesusa. "Printed Distance Learning Modality and Teaching Strategies in English in the New Normal." International Journal of Social Science And Human Research 06, no. 03 (2023): 1647–52. https://doi.org/10.5281/zenodo.7752350.

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This qualitative study utilized the narrative approach to determine the advantages and disadvantages of printed modular distance learning in terms of lesson preparation and assessment of students’ outputs based on the experiences of six teachers in a public elementary school in Negros Occidental in the School Year 2021-2022, the strategies they employed in lesson preparation and assessment of students’ outputs, and the insights they gained into their strategies when they engaged in printed modular distance learning modality. The findings reveal the following: (a) Modules are readily available for the only advantage of the printed modular distance learning in terms of lesson preparation; (b) Students’ outputs are well-thought-out for the only advantage of the printed modular distance learning in terms of assessment of students’ outputs; (c) Lessons are inappropriate and lesson preparation is delayed for the disadvantages of printed modular distance learning in terms of lesson preparation; (d) The authenticity of students’ outputs is dubitable for the only disadvantage of printed modular distance learning; (e) Be creative and flexible for the strategies employed by teachers in lesson preparation; (f) Verify the authenticity for the only strategy employed by teachers in the assessment of students’ outputs; (g) Flexibility and creativity may make lesson preparation easy for the insights gained by teachers into their strategies in terms of lesson preparation; and (h) Time management and appropriate assessment tools may facilitate assessment of students’ outputs for the insights gained by teachers into their strategies in terms of assessment of students’ outputs. The teachers were able to prepare their lessons and assess their students’ outputs despite the drawbacks of printed modular distance learning with effective strategies.

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Montales, Jaquelyn G., and Rex T. Argate. "MODULAR TEACHING: EXPERIENCES OF JUNIOR HIGH SCHOOL TEACHERS." Ignatian International Journal for Multidisciplinary Research 2, no. 6 (2024): 1693–730. https://doi.org/10.5281/zenodo.12184522.

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This qualitative study was conducted to further understand the junior high school teachers’ experiences in teaching using modular teaching modalities. A modality that requires teachers’ great efforts including its formulation, production, and implementation. Looking into the different experiences of teachers in their use of modular teaching modality may suggest certain realizations that may lead to further development in the teaching and learning process. This study aimed to explore the different experiences of junior high school public teachers in Catbalogan City in their use of the modular teaching modality. This study is determined to know the positive and the negative experiences of the teachers, describe their preparations employed, and their aspirations in improving the said modality. The study utilized sixteen (16) junior high school public teachers from the ten (10) district schools in Catbalogan City Division. The themes created were: Teaching with a Heart, Learning Independently, Developing Family Link, Healthy Teaching, Motivated and Inspired, Deteriorating Motivation for Learning, Unprogressive Result for Learning, Risk-taking for the Sake of Learning, Earning over Learning, Losing Trust among Parents, Exhausting Resources for Learning, Reliability of Students Learning, All efforts are Exhausted for Learning, Modifying Teaching and Learning using Modules for Learning, Demanding yet Rewarding, Mens Sana in Corpore Sano (A Sound Mind in a Sound Body), The Commitment to Continuous Learning, Assurance of Human Interactive Modules, Empowering for Alternative Learning Modality, Innovating Quality Amidst Flexibility, Modules with a Heart for Learners’ Well-being, Focusing Further on the Essential, and Flexing the Curriculum for Quality. The findings and recommendations were used to further understand modular teaching modality. Moreover, the realizations taken from the experiences of the teacher-respondents suggest innovation in the formulation, production, and implementation of modules which are vital to the said modality.

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Pavlovskaia, E. A., and A. D. Kulik. "Integrative and Modular Approach to teaching International Engineering Students." Prepodavatel XXI vek, no. 3/1 (June 30, 2023): 101–9. http://dx.doi.org/10.31862/2073-9613-2023-3-101-109.

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Given the fact that teaching communication in academic and academicprofessional spheres is especially relevant for students studying Russian, the description of different approaches, their essence and features seem to be an important step in the linguistic and didactic comprehension of the problems of Russian language teaching practice. The aim of the study is to define the characteristics of the methodological term “Russian language for special purposes” (LSP), to present the history of the origin of the term and to compare it with the terms “scientific style of speech”, “speciality language”. The article defines the methodology of subject-language integrated learning (CLIL), finds the correlation of this approach with LSP teaching. It is proved that the concept of «integrative approach» does not contradict the concept of teaching foreign students in Russian language courses for special purposes. They are united by a single goal of teaching foreign students educational-professional communication. The problems considered in the article include description of the peculiarities of the terms “Russian language for special purposes”, “speciality language”, “scientific style of speech”, “subject-language integrated teaching”; comprehension of the essence of these concepts, as well as how the achievements formulated by different authors can be used by teachers in practical classes in Russian as a foreign language The article comes to the following main conclusions that the most adequate and modern term denoting the language teaching of specialists in a certain sphere in the world and domestic linguistics today is considered to be “Russian language for special purposes” (LSP). At the same time, the methodological and linguistic and didactic experience that has been acquired in the domestic science and teaching practice can be used in order to increase the effectiveness of teaching. Also, some features of subject-language integrated teaching are successfully introduced into teaching practice, as its concept does not contradict the concept of LSP teaching.

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管, 若伶. "Modular Teaching Research of “Introduction to Oceanographic Science”." Advances in Education 11, no. 02 (2021): 603–7. http://dx.doi.org/10.12677/ae.2021.112093.

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Hallagan, William, and John Donnelly. "An Integrated Modular Approach to Teaching Introductory Economics." Journal of Economic Education 16, no. 2 (1985): 129. http://dx.doi.org/10.2307/1182515.

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Raykova, Mariyana, and Stoyan Boev. "Teaching Programming Through The "Modular Arithmetic" Math Project." Serdica Journal of Computing 14, no. 1-2 (2021): 13–26. http://dx.doi.org/10.55630/sjc.2020.14.13-26.

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Project-based approach was integrated into the Computer science programme at New Bulgarian University to enhance the learning process for first year students. A multidisciplinary project based on main concepts of Programming and Discrete mathematics was designed and developed. The concepts and relations between them were presented by concepts maps and the tasks were ordered according to revised Bloom's taxonomy. So it became possible to evaluate the cognitive learning levels of the students from simple remembering of information to analyzing and creating, to improve the self-learning skills, the ability to search for new information, working in teams and communication skills. The students had the opportunity to apply algorithms related to different data structures, memory and time optimisation that are used in the business and to integrate different programming technologies in a project.

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Hallagan, William, and John Donnelly. "An Integrated Modular Approach to Teaching Introductory Economics." Journal of Economic Education 16, no. 2 (1985): 129–34. http://dx.doi.org/10.1080/00220485.1985.10845108.

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Tate, Marsha Ann, Mike Powell, and Janet Alexander. "Modular approach to teaching the World Wide Web." Research Strategies 17, no. 2-3 (2000): 201–6. http://dx.doi.org/10.1016/s0734-3310(00)00038-0.

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Srikanth, S., BK Behera, Thirunaaukarasu, and P. Mahajan. "Modular teaching: An alternative to routine teaching method for undergraduate medical students." Indian Journal of Community Medicine 36, no. 3 (2011): 237. http://dx.doi.org/10.4103/0970-0218.86529.

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Saga, Emmanuel Salazar, and Breix Michael Grande Agua. "Readiness levels and challenges of secondary mathematics teachers in implementing modular distance learning in the new normal." Journal of Research, Policy & Practice of Teachers & Teacher Education 11, no. 2 (2021): 101–23. http://dx.doi.org/10.37134/jrpptte.vol11.2.8.2021.

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The study investigated the extent of readiness, challenges met concerning instructional materials, teaching approaches and assessment, the relationship of readiness level and challenges met of the participants, contingency plan of the Modular Distance Learning (MDL)-related problems in the new normal. Frequency counts and percentage distribution were used in profiling while net agreement rating was used to measure readiness levels and challenges met by the participants in instructional materials, teaching approaches, and assessment. Relationships and/or associations between profile variables and teachers’ readiness level, the MDL challenges level were tested using Spearman Correlation and Chi-Square Test of Independence. The participants disagree with five indicators in challenges in instructional materials and four indicators in teaching approaches. Among all the profile variables, the number of students handled, and the number of trainings attended showed a relationship to the challenges met by the participants in instructional materials; gender is associated with the challenges in teaching approaches while the number of years in teaching and number of relevant trainings attended is related with the challenges in teaching approaches. Challenges in assessment is seen as strongly related to teachers’ readiness in implementing modular distance learning. Also, the challenges in instructional materials and teaching approach both moderately related to teacher’s readiness in modular distance learning.

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Ma'murjon Qizi, Dadakhonova Zulaykho. "The Formation Of Student’s Communicative Competence By Means Of Modular-Rating Teaching Technology." American Journal of Social Science and Education Innovations 03, no. 06 (2021): 27–32. http://dx.doi.org/10.37547/tajssei/volume03issue06-04.

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The article deals with the introduction of the credit-module system, which is an important factor in stimulating the effective work of teachers and students. The author of the article reveals the concept of module and credit. Modular training is the most coherent, clear and effective technology of education, which guarantees the quality of training of competent specialists. Students are taught under the programs created by modular technology, possess not only the knowledge but also the skills of the chosen profession and speciality: decision-making, performance of services and production work.

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Pene, Arvin John P., Vince Harold L. Pingol, Elmer S. Salubre, Angelie Mariel Pacot, and Maris Tabalon Lasco. "Overcoming Challenges on Modular Teaching Approach: Coping Mechanisms and Best Practices of Educators during the New Normal." International Journal of Studies in Education and Science 4, no. 1 (2022): 55–72. http://dx.doi.org/10.46328/ijses.45.

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During this pandemic, Educational Institutions, are obtainable with overcoming challenges in their education system despite this pandemic would still have an impact on its educational provision (Sintema, 2020). To analyze and describe how educators cope up during the pandemic including its best practices in overcoming the challenges of the modular teaching approach, data were collected through an online survey through google forms. Fifty purposely selected teacher respondents across Agusan del Norte and Butuan City Divisions participated in the said survey. Results indicate that educators face obstacles during the pandemic, including stressors (3.412, high level), emotions (3.716, high level), and perceived challenges (3.257, sometimes) on a modular teaching method. On the contrary, educators have also best practices (4.416, very high) and cope up (4.270, very high) on modular teaching approach during his pandemic. The researchers proposed intervention programs that are suitable and applicable to their new normal professional development.

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Hyacinth, F. Pura, and S. Galicia Leomar. "Understanding the Teachers' Lived Experience in Teaching Technology and Livelihood Education (TLE) Using Modular Distance Learning in Now Normal." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 05, no. 06 (2022): 1482–90. https://doi.org/10.5281/zenodo.6694102.

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This qualitative study examined the lived experiences of teachers of teaching Technology and Livelihood Education (TLE) using modular distance learning in now normal utilizing daily. A review of literature was completed concerning the areas of teachers and the history of modular distance learning. The research question for the study was, what are the participants’ lived experience in teaching and assessing students in modular distance learning class of TLE in the now normal? And how do they cope up with the challenges of teaching and assessing students in modular distance learning class of TLE in the now normal? The research design for the study was Phenomenological qualitative research in interpretive design. Interviews were completed. The data were disaggregated according to themes and patterns. The participants of the study consisted of eight (8) participants’ experiences of TLE teachers on modular distance learning in the Department of Education in the Division of the City of Biñan. After data collection, the researcher found seven (6) common themes. Each of these themes was discussed in terms of supporting or not supporting the review of literature. The majority of the findings of the study supported by participants served as authentic guidelines of the study. A major contradiction in the findings was the fact that none of the teachers in the study felt a need for more professional development and community involvement.

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Jabborova, Onakhon Mannapovna. "FUNDAMENTALS OF EXPANSION OF EDUCATIONAL SUBJECTS IN THE CREDIT-MODULE SYSTEM OF TEACHING." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 08 (2021): 92–95. http://dx.doi.org/10.37547/pedagogics-crjp-02-08-21.

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Murotovich Mardonov, Eshim, Kurbon Ostanov, and J. Kadirov. "Innovative technologies in mathematics teaching." International Journal on Integrated Education 2, no. 6 (2019): 194–97. http://dx.doi.org/10.31149/ijie.v2i6.238.

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Article analyzes the fact that the answer to the question “how to teach effectively and efficiently?” Requires the development of innovative pedagogical technologies, as well as innovative technologies in teaching mathematics: technology based on problem solving, technology based on a system, effective lessons, modular technology teaching mathematics, technology master classes, technology integrated courses and provides recommendations for their implementation in practice.

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