ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study examined the academic performance of junior high school students under modular and traditional learning modalities, focusing on the impact of face-to-face and remote learning approaches. Findings revealed that the majority of respondents were aged 14–16, with an almost equal gender distribution, predominantly in Grade 10. A comparison of General Weighted Average (GWA) during the pandemic and face-to-face learning showed an overall improvement in student performance, with a higher percentage of students achieving grades in the 86-95 range under traditional learning settings. Results indicated that students in the traditional learning modality exhibited “Very High Performance” (VHP) in areas such as time management, learning schemes, and class involvement, whereas those in modular learning achieved only “High Performance” (HP). A moderate positive correlation (r = 0.402, p < 0.001) was observed between student performance in both modalities, suggesting that students who excel in one modality are likely to perform well in the other. However, traditional learning appeared to offer greater advantages in fostering engagement and academic success. Additionally, GWA in face-to-face learning was the only profile variable with a statistically significant relationship (p = 0.044) to student performance in traditional learning. Based on these findings, it is recommended that schools continue effective strategies from faceto-face learning, enhance modular learning to improve student engagement, and integrate traditional learning methods into modular instruction. Furthermore, educators should consider students’ past face-to-face performance when designing instructional strategies to support academic success. Keywords — Traditional Learning Modality, Modular Learning Modality, Science, Face-to-Face