Determinants of Physics Achievement in Modular Distance Education Among Rural Filipino Learners: An Empirical Analysis

Abstract

Abstract

Persistent educational inequities remain a barrier to effective science learning among rural students, particularly in modular distance education contexts. This study examines the relationship between equity-related factors and science learning outcomes among rural junior high school learners in the Philippines. Grounded in Sen’s Capability Approach and the OECD’s Educational Equity Theory, the study explored how access to learning materials, parental and teacher support, and perceptions of fairness and inclusion influence science achievement. A non-experimental, correlational design was employed, involving 312 Grade 10 students from public secondary schools. Data were collected through a validated questionnaire and standardized science grades. Findings revealed significant positive correlations between science achievement and access to materials (r=.34, p<.001), home learning support (r=.29, p<.001), and teacher feedback (r=.26, p<.001). Multiple regression analysis indicated that access and home support significantly predicted achievement, accounting for 13.5% of the variance. Group comparisons revealed significant differences based on income and geographic accessibility, while gender showed no effect. These findings highlight the importance of equity-responsive strategies in modular instruction and the need for targeted support to mitigate structural disadvantages in rural education systems.