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