ANALYZING THE ADVANTAGES OF MODULAR LEARNING MODALITY IN THE LEARNING OUTCOMES IN PHILOSOPHY OF GRADE 12 HUMANITIES AND SOCIAL SCIENCES LEARNERS

Abstract

This study examines how effectively Grade 12 students in the humanities and social sciences learn through a modular learning approach. This method, which divides the educational process into smaller, more manageable modules, has gained popularity in recent years due to its potential to enhance student knowledge and engagement. The focus of this research is to evaluate the benefits of modular learning for Grade 12 students, particularly within the context of philosophy education. This paper explores how modular learning, an educational strategy that breaks down complex subjects into manageable units, enables students to progress at their own pace. The current research employed a descriptive method and a quantitative research design to analyze the advantages of modular learning modality on the learning outcomes of Grade 12 Humanities and Social Sciences students in Philosophy. The researchers conducted an online survey using questions they created and utilized purposive sampling for a participant sampling technique. The study shows that modular learning significantly improves students' outcomes in Philosophy, fostering critical thinking, and understanding of complex concepts, and encouraging lifelong learning. It also positively affects emotional state, self-esteem, and motivation in psychomotor activities, thereby enhancing self-efficacy and confidence. This study provides substantial evidence of the benefits of modular learning in improving the academic performance of grade 12 students studying philosophy in the humanities and social sciences. The modular learning approach has the potential to enhance student engagement and understanding. However, further investigation is needed to explore the possible advantages of modular learning in other subject areas and educational settings.