A Comparative Study of Learning Modalities and Academic Performance in a Private Senior High School in Southern Philippines

This quantitative study aimed to identify the level of academic performance among senior high school students in terms of synchronous, asynchronous, and modular learning modalities. Furthermore, the study aimed to determine if there is a significant difference in academic performance as analyzed according to types of learning modalities. Descriptive-comparative was utilized to answer the research questions with 362 respondents under the Science, Technology, Engineering, and Mathematics strand. The findings showed that students under synchronous got a higher mean with outstanding descriptive equivalent, and students under asynchronous and modular got a very satisfactory descriptive equivalent. The result implied that students who chose synchronous classes gained higher grades than those who chose the other two learning modalities. This further indicates that synchronous classes have effectively delivered lessons and led to students’ higher academic performance. Modular to Asynchronous and Modular to Synchronous have .000 significant differences, and Asynchronous to Synchronous has 0.006. This result implied a significant difference among the types of learning modalities. Regarding participant’s personal information, sex, and parental support, they had no significant moderating effects on their academic performance as analyzed according to types of learning modalities. In contrast, school support had significant moderating effects on academic performance as analyzed according to types of learning modalities. Hence, this study recommended that the school continue offering online classes and strategize plans for modular students for a better educational outcome.