Home-Based Learning (HBL) Practice Theory and Support: An Approach to Curriculum Development Program

Abstract

The study aims to examine the contribution of curriculum development programs on home-based learning practice theory support among educational institutions in the area of modular set-up, task accomplishment, learning process, and attitude toward home-based learning. Mixed methods are employed in the study as the application of qualitative and quantitative research design which also includes the Focus Group Discussion (FGD). Purposive sampling is utilized in gathering the samples and data. Thirty (30) respondents are utilized in the study. Results show that modular set-up in the home-based learning modular structure provides an opportunity to practice, apply, analyze, or synthesize new information exercises among students, accomplishment of tasks show that students are provided to work, solve the real challenges, and issues on the task provided such as information, ideas, and thoughts for better outcome, learning process shows to provide specific and clear instructions in the learning process which engage a complete activity outline in the modular lesson on home-based learning and analyzes the implementation and needs of an active learning strategy to provide evidence in a particular active learning techniques for home-based learning teaching of student improvement, and attitude of students toward their home-based learning shows that students explore their home based-learning modular lesson activities and the ability to control the technology expectation and experiences in managing the learning spaces on students' role and engagement. This includes students who have a negative attitude toward their home based-learning especially when there is an inadequacy of personal interaction among them. Findings show that there is a significant correlation between the curriculum development program on home-based learning practice theory and support among the educational institutions in modular set-up, an accomplishment of the task, learning process, and attitude toward home-based learning as observed by the respondents.