Authors : Juvelyn B. Quiddam; Elisa A. Menor

Volume/Issue : Volume 11 - 2026, Issue 10 - October

Google Scholar : https://tinyurl.com/3n3e5y2m

DOI : https://doi.org/10.38124/ijisrt/26Oct079

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study examined the modular printed learning delivery and the academic performance of learners in far-flung schools in the Subic District, Schools Division of Zambales, as perceived by 174 learning facilitators. Using a quantitative descriptive research design, the study assessed the profile of learning facilitators, the extent of modular printed learning delivery, and learners' academic performance. The findings revealed that the majority of learning facilitators were female, aged 30 to 39 years old, high school graduates, and had a monthly family income of ₱19,999 and below. Despite limited educational attainment and financial resources, these learning facilitators played an essential role in supporting learners' educational needs through the modular learning modality. Results further showed that modular printed learning delivery was perceived as fully delivered in terms of the availability of learning materials, required learning outputs, teacher support, and learning facilitator support. This indicates the effective implementation of the modular learning program in far-flung schools. In terms of academic performance, learners obtained Satisfactory (80-84) first-quarter grades and improved to Very Satisfactory (85-89) in the second quarter, suggesting positive learning progress. Statistical analysis also revealed significant differences in modular printed learning delivery when grouped according to the learning facilitators' profile variables, leading to the rejection of the null hypothesis. Moreover, a positive low significant relationship existed between modular printed learning delivery and first-quarter grades, while a positive very low and non-significant relationship was found with second-quarter grades. Overall, the study concludes that effective modular printed learning delivery contributes to learner achievement and highlights the importance of sustaining support systems to further improve academic performance in farflung schools.

Keywords : Modular Printed Learning Delivery, Academic Performance, Learners, Learning Facilitators, Far-Flung Schools.

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