LEARNING STYLES & ATTITUDES OF STUDENTS TOWARD MODULAR LEARNING IN MAYOYAO NATIONAL HIGH SCHOOL

This research delves into the challenges posed by the shift to modular learning at Mayoyao National High School during the pandemic, focusing on the learning styles and attitudes of Grade 11 HUMMS students. The study, employing a descriptive qualitative approach, explores the diverse approaches students employ in modular learning and their corresponding attitudes. Findings reveal sequential, verbal, and technology-dependent learning styles, emphasizing the importance of tailored and supportive approaches. Collaborative learning experiences, time management skills, and a spectrum of attitudinal responses are crucial aspects. The recommendations underscore the need for customizable learning paths, technology integration, and fostering collaborative environments. The study concludes that recognizing and addressing the intricate relationship between learning styles, attitudes, and modular learning experiences are key in optimizing academic outcomes for students. The impact on academic performance highlights the influence of tailoring instruction, promoting collaborative learning, emphasizing time management, and fostering a positive learning environment. Ultimately, the research provides valuable insights for educators, policymakers, and researchers aiming to enhance modular learning outcomes in the face of unprecedented educational challenges.