Amidst the COVID-19 pandemic, teachers and students have been facing difficulties in achieving learning goals and competencies with the use of modular distance learning modality and this became one of the crises that teachers and parents encountered. These situations motivated the researcher to conduct this study in order to assess the impact of the printed modular distance learning modality in Anglo-American Literature in terms of module distribution, parents’ support, teachers’ role, students’ motivation, and students’ emotional engagement. The respondents of the study were 146 students that were chosen using random sampling procedure, 146 parents and 16 teachers that were chosen using purposive sampling using the Mixed Method research design. The findings revealed that the printed module distribution had significant impact on Modular Distance Learning of the students in Anglo-American Literature; it was more convenient for the students who did not have gadgets and internet connection at home; the majority of students’ academic performance in English was satisfactory; the students were still motivated and emotionally engaged in learning despite the COVID-19 pandemic; and the students did their best to perform well at their own pace; the students and parents both agreed that students were emotionally engaged and motivated in answering their module in the context of modular distance learning; they had good academic standing in Anglo-American Literature even with, or without the supervision of teachers, with or without the support of parents, and with or without the modules on time, they were motivated to learn even on their own; they completed their learning tasks and stayed focused to achieve their learning goals; students were optimistic in their studies despite learning on their own and complied with the requirements needed in the subject whether they were motivated and engaged in their studies or not, students and parents had the same perceptions on the students’ emotional engagement that the students were actively engaged in learning in terms of applying the knowledge and skills in real-life situations; and the students have encountered challenges in answering their module in Anglo-American Literature. Based on the findings, the researcher proposed an action plan that would help the learners to improve and enhance their motivation and emotional engagement.
Regine Grace Apostol De Guzman (2022). Modular Distance Learning Modality: It’s Impact to Students’ Motivation and Engagement in Anglo-American Literature. Multidisciplinary International Journal of Research and Development (MIJRD), Volume: 02 Issue: 01, Pages: 33-41. https://www.mijrd.com/papers/v2/i1/MIJRDV2I10004.pdf