A Comparative Study on the English Achievement of Students in Limited Face-to-Face Class Intervention versus Modular Distance Learning

This study aimed to determine the impact of the limited face-to-face class intervention on the achievements of students in English 7. A Post-Test Only Non-equivalence Groups Design was used. A total of twenty-four (24) respondents were conveniently chosen wherein twelve (12) of these respondents attended the English intervention using the modules and the other twelve (12) were exposed to modular print only. The Mann Whitney U test result (U = 114: p = .01581), indicates that the Limited Intervention Group (LIG) performs significantly better with the higher average rank of 16 compared to the Modular Print Group (MPG) with an average rank of 9. Comparing the achievement level through the Mean Percentage Scores (MPS), it appears that the MPS of LIG is relatively higher than the MPG by 12.90%, indicating that limited intervention can improve students’ English proficiency. Furthermore, the students in the LIG expressed a strong positive attitude towards the limited face-to-face class intervention.