A COMPARATIVE STUDY OF GRADE 12 GAS STUDENTS’

PARTICIPATION IN AN ONLINE CLASS AND FACE TO FACE

LEARNING AT BICOL COLLEGE, DARAGA ALBAY

A Quantitative Research
Presented to the Faculty of Bicol College, Inc.
Senior High School Department
Daraga, Albay

In Partial Fulfillment of the Requirements in

PRACTICAL RESEARCH 2

Researchers
Adan, Jericho Y.
Labitag, Franklin O.
Madronio, Joshua C.
Maglalang, Rica Mae N.
Marbella, Rovic Jin B.
Marjalino, Joni Angela A.
Rabulan, Jerico M.

12 GAS – Gold

MS. FILAMY M. MALINAO, LPT

Research Adviser

January 2021
 Chapter 1
THE PROBLEM AND ITS SETTING
Introduction

Background of the Study

This study compared the effectiveness of online vs. traditional

instruction in an environmental studies class. Using a single indicator, we

attempted to see if the performance of the students were affected by

instructional medium. The researchers investigated weather one teaching

modality was significantly more effective than the other.

In recent years, online learning has become increasingly popular

across the higher education spectrum (Dunn, 2000). Due to ease of

delivery, to attain new students and lower the costs of delivery, institutions

have turned to distance education programs as cost effective growth

centers. For learners, convenience of learning online has replaced many of

the traditional educational environments and has given them more and

greater opportunities to continue their education. Enrollment numbers

support this trend as well. According to the Sloan-Consortium report, Sizing

the Opportunity: The Quality and Extent of Online Education in the United

States (Allen & Seaman, 2007), figures compiled showed by fall 2004 an

estimated 3.5 million students were projected to be enrolled in the nation’s

institutes of higher education online distance education courses. The author

also found that more than 33 percent of the estimated 1.9 million students

enrolled in distance education classes in 2003, took all of their courses

online, and more than 80 percent of U.S. colleges offered at least one fully

online or blended course (Allen and Seaman, 2004). Others have found

similar growth in the U.S. and Canada (Lewis, Levin & Greene, 1999;

Paradise & Lewis, 2008; LaGrange & Foulkes, 2004). For students

choosing to participate in online environments, the flexibility of “anytime,

anywhere” accessibility has many advantages. Students can access their

course content nearly 24 hours a day, giving them greater convenience and

flexibility in their daily lives to participate to furthering their education. The

very nature of the environment may give students not only the time to be

thoughtful in their reflections but to have at times a greater time frame in

which to reflect and to think about the materials presented.

Even with these inherent advantages, online learning is not without

disadvantages. Critics contend that learning online lacks many of the

advantages of face-to-face learning. In particular online learning

environments have come under scrutiny as not delivering equal or

comparable educational experiences for learners. The core of this argument

is the notion that the instructor is removed by distance and time that

students have a perceived sense of loss in terms of a vital contextual

component of the learning community. Bullen (1998) found that some

students felt detached from other students or isolated while learning.

Further, students often felt as if the delay in online communications reduced

the dynamics of online discussions.

A key component to learning is the transactional exchange that exists

between the teacher and the student. Without this exchange and access,

learning is either greatly hindered or arguably nonexistent. This

collaboration has also been known as teaching immediacy. Early research

examining teacher immediacy by Mehrabian (1967, 1969) suggested that

increased nonverbal behaviors helped reduce the physical or psychological

distance between teachers and students. A tapestry of subsequent

research has emerged. Andersen (1979) suggests that both verbal and

non-verbal communication styles affect perceived "closeness." This

closeness or reduction in perceived distance between people, whether it is

physical or psychological, has a direct orientation impact on communicator /

receiver or teacher/student relationship. Anderson, Norton, and Nussbaum

(1981) research, found that those teachers perceived by students as having

a positive communication style were also perceived generally more

positively. Students will often view teachers as being more effective based

on the instructor's communication style. Gorham and Zakahi (1990) make

the case that many teachers regardless of experience are often aware of

this relationship, are able to monitor it and can make adjustments. They

also go on to stipulate that not all teachers, regardless of years of

experience, are properly trained to employ successful skills or strategies to

effect moderation of this process. Research by Christophel (1990) goes a

step further by linking student motivation to teaching immediacy, which may

impact on student learning outcomes. In an attempt to further refine and

explain the importance of immediacy behaviors and the perceptions of

closeness of online learning environments, Garrison, Anderson, and

Archer's (2000) developed a framework called the Community of Inquiry

Model. This model attempts to define the dynamics of online learning

environments through three types of presence: (1) social presence, the

ability of learners to project themselves socially and emotionally, thereby

representing themselves as "real people"; (2) cognitive presence, the

extent to which learners are able to construct and confirm meaning through

sustained reflection and discourse; and (3) teaching presence, the design,

facilitation, and direction of cognitive social processes for the purpose of

realizing personally meaningful and educationally worthwhile learning

outcomes (Garrison & Archer, 2000).

Your discussion about Background of the Study is HANGING and has no

coherence. Consider revising it.

Statement of the Problem

This study aims to identify and compare student’s participation in an

online and face-to-face learning at Bicol College, Daraga, Albay.

This study seeks the answer to the following questions:

1. What is the demographic profile of the respondents?

a. Age

a. Gender

b. Geographical Location
 1. How interactions vary across face-to-face and online classes?

2. How does it affect the student’s participation?

What are the advantages and disadvantages of online and face-to-

face classes?

3. What are the differences in the students’ participation between

online and face to face learning with respect to:

a. Gender

b. Geographical Location

c. Class Rank

3. Is there a significant difference in the student’s participation

between online vs face-to-face learning?

Research Questions or (Null) Hypotheses

Significance of the Study
Insert introductory sentence/ paragraph

Students. This may help them have more knowledge about the

advantage of Face to Face learning and the impact of online class

Teacher. This study will help them on how to manage the class

during Face to Face and how to motivate their student during online class.

Bicol College Senior High School Department. This can be used

as an instructional material. This study is beneficial to the Senior High

School Students as they also conduct a study related to this topic and
further improve the strategies and techniques discovered by the

researchers.

Administrators.

Parents. This Study help them to know how their children deal in

online class.

Future Researchers. This study will serve as a reference as well as

guide for other researchers.

Scope and Delimitation

This study focuses on the Online vs Face to Face Learning in

BCSHS. The respondents are the Grade 11 only. This study is only about

the students, so the faculty members and non-faculty members are not

included.

Definition of Terms

Insert brief introductory statement and then present the actual list of

definitions. State first the conceptual definition followed by the operational.

Advantage. A condition or circumstance that puts one in a favorable

or superior position.

Disadvantage. An unfavorable circumstance or condition reduces

the chances of effectiveness.

 Face to Face. Characterized by having those involved close

together and facing each other.

Learning. Knowledge acquired through experience, study or being

taught.

Online. Controlled by or connected to another computer or to a

network

Participation - Action of taking part in something.

Teacher - A person who helps students to acquire knowledge,

competence or virtue.

Technology - The branch of knowledge dealing with engineering or

Applied Sciences.
 SAMPLE

NOTES:

Acar, A. S. and Polonsky, M. (2007). Online social networks and insights

into marketing communications, Journal of Internet Commerce,
6(4), 55-72. Retrieved from:
http://dx.doi.org./10.1080/15332860802086227.

Casteleyn, J., Mottart, A., & Rutten, K. (2009). How to use Facebook in
your market research. International Journal of Market Research
Research, 51(4), 439-447. Retrieved from:
http://dx.doi.org/10.2501/s1470785309200669.

Kaplan A. and Haelein M. (2010). “Users of the World, Unite! The

Challenges and Opportunities of Social Medi.” Business Horizons
53: 59-68.

Palmer, A. & Koenig-Lewis, N. (2009). An experimental social network-

based approach to direct marketing Direct Marketing: An
International Journal, 3(3) 162-176.Retrieved from:
http://dx.doi.org/10.1108/17505930910985116.
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter is a presentation of Related Literature and Related Studies

that were found to be relevant to the present study. Also, it contains discussion of

the theoretical and conceptual framework and as well as the paradigm, gap to be

bridged by the study and the synthesis of the state of the art. This study

compared the effectiveness of online vs. face to face learning.

Related Literature

The advent of online education has made it possible for students with

busy lives and limited flexibility to obtain a quality education. As opposed to

traditional classroom teaching, web-based instruction has made it possible to

offer classes worldwide through a single internet connection. Although it boasts

several advantages over traditional education, online instruction still has its

drawbacks, including limited communal synergies. Still, online education seems

to be the path many students are taking to secure a degree. This study

compared the effectiveness of online and traditional instruction in an

environmental studies class. Using a single indicator attempted to see if student

performance was effected by instructional medium. This study sought to compare

online and face to face teaching. Through these comparisons we investigated

whether one teaching modality was significantly more effective than the other

(Mozes-Carmel and Gold, 2009).

 With regards to the comparison of the face to face and online learning,

revealed the asynchronous collaborative learning online can boost professional

competences, normally acquired only in small face to face educational settings.

In their report, they indicated that online learning can be used to provide

innovative educational opportunities to fit the particular needs of students who

have time management problems in their learning strategies. Solimeno et al.

(2008).

With technological advancement, learners now want quality programs

they can access from anywhere and at any time. Because of these demands,

online education has become viable, alluring option to business professionals,

stay at home parents and other similar populations. In addition to flexibility and

access multiple other face value benefits including program choice and time

efficiency, have increased the attractiveness of distance learning. (Wladis et al.

2015). Moreover, more study time can lead to better class performance, more

chapters to read, better quality papers, and more group project time. Studies on

the relationship between study time and performance are limited however, it is

often assumed the online student will use any surplus time to improved grades

(Bigelow, 2009).

Online education also offers more program choices. With traditional

classroom study, students are forced to take courses only at universities within

feasible driving distance or move. Web-based instruction on the other hand,

grants students electronic access to multiple universities and course offerings.

Therefore, students who were once limited to a few colleges within their
immediate area can now access several colleges worldwide from a single

convenient location. (Salcedo, 2010)

First and perhaps most importantly classroom instruction is extremely

dynamic. Traditional classroom teaching provides real time face to face

instruction and sparks innovative questions. It also allows for immediate teacher

response and more flexible content delivery. Online instruction dampens the

learning process because students must limit their questions to blurbs, then grant

the teacher and fellow classmates time to respond. (Salcedo, 2010). Over time

however online teaching will probably improve, enhancing classroom dynamics

and bringing students face to face with their peer or instructors. However for now

face to face instruction provides dynamic learning attributes not found in web-

based teaching. (Kemp and Grieve, 2014). Add at least 5 more related literature

specifically about students’ participation in an online and face-to-face learning.

Related Studies

In the study of Scott D Johnson, Steven R Aragon Najmuddin Shaik

(2000) Compared analysis of learner satisfaction and learning outcomes in online

and face to face learning environments determine the students learning

outcomes in terms of course project quality, course, grades and a self-

assessment of their ability to perform various task it include comparisons of the

face to face and online students perceptions in areas of satisfaction, course

interaction. The study used the descriptive method and self-structured

questionnaire. The result of this study revealed that the students in the instructor
course and over all course quality although there was no difference between the

two course formats in several measures of learning outcomes.

Computer- assisted instruction is changing the pedagogical landscape as

an increasing number of students are seeking online education. Colleges and

universities are now touting the efficiencies of web-based education and are

rapidly implementing online classes to meet student needs worldwide. One study

reported increases in the number of online courses given by universities have

been quite dramatic over last couple of years (Lundberg et al. 2008).

Contrary to popular belief, online education is not phenomenon. The first

correspondence and distance learning educational programs were initiated in the

mid-1800s by the university of London. This model of educational learning was

dependent on the postal service and therefore wasn’t seen in American until the

later nineteenth century. It was in 1873 when it was considered the first official

correspondence educational program was establish in Boston, Massachusetts

known as the society to encourage home studies since then, non-traditional

study has grown into what it is today considered a more viable online

instructional modality. Technological advancement indubitably helped improve

the speed and accessibility of distance learning courses; now students worldwide

could attend classes from the comfort of their own homes (Keramidas, 2012).

First prospective students want to be able to receive a quality education

without having a sacrifice work time, family time and travel experience instead of

having to be at a specific location at specific time, online educational students

have the freedom to communicate with instructors, address classmates, study

materials and complete assignment from any internet accessible point. (Richard

and Swan 2003).

The other modality classroom teaching style and structure have been

refined over several centuries face to face instruction has numerous benefits not

found in its online counter part (Xv and Jaggars, 2016).

Your discussion of your RL and RS has no coherence.

Consider revising it.

Synthesis of the State of the Art

A review on studies conducted about comparison of face to face vs. online

learning, however there are several studies that showed certain degree of

relatedness as far as the face to face and online learning is concerned.

The study of Wladis are focused on the effectiveness and advantage of

online learning that can help students to access anywhere so that it can help

them to cope up and understand the studies, In addition, the study of Solimeno

explain on how it can helps every students on studying by online class. In their

report, they indicated that online learning can be used to provide innovative

educational opportunities to fit the particular needs of students who have time

management problems in their learning strategies.

The study of Bigelow focuses that having an online class can help

students to study more or understand the studies when there is a lot of time for

them that can lead to a better class performance. It also indicated that studies on
the relationship between study time and performance are limited however, it is

often assumed the online student will use any surplus time to improved grades.

The study of Salcedo focuses on the advantage of having an online class

it tackles about the differences between online and face to face learning that in

online class it can limit the questions or having a time to respond while in face to

face you need to response immediately and have an flexible content delivery.

HANGING

Gap to be the Bridged by the Study

The study was conducted in the Bicol College Daraga, Albay and the

Grade 11 GAS students were found out the comparison of online and face to

face learning of the respondents gave the differences of online and face to face,

having this will reserve you an information and to give you knowledge about it.

A research gap is a question or a problem that has not been

answered by any of the existing studies or research within your field.
Explain directly and clearly your research gap.
Conceptual Framework

REVISE
 A Comparative Study of Grade 11 GAS Students Participation in an Online
vs. Face to Face Learning at Bicol College Daraga, Albay

1. What is the Demographic Profile of the Respondents in Terms of:

a. Age
b. Gender
c. Geographical location

2. What are the advantage and disadvantage of online and Face to Face
classes?

3. Is there a significant difeerence on the students participation in an

online vs. face to face learning?

Conceptual Paradigm
 INPUT PROCESS OUTPUT

Demographic Wrong descriptive Impact

Profile method in research
- Age -Survey online
interview and -Advantage and
- Gender disadvantage of
online
- Demographic questionnaire online learning and
location face to face
learning

Feedback

REVISE
Theoretical Framework
 Insert introductory sentence/ paragraph

Example: This study is based on a theory with bearings to the topic which

guided the researchers in coming up to the proper research instrument.

Discuss in this section the theory/ theories from which your study is

anchored, you are not supposed to discuss related literatures here.

For some time now, researchers and theories have been articulating

distance learning theories. Lauzon (1992) argues that early distance learning

models hinged more on matters that boarders on education rather than learning.

The increased popularity and ease of distance learning has been greatly

enhanced by integration of digital and telecommunication technologies.

According to Abdulla (2004) more recent theories have been focusing

more on how technology can make the students more independent. The

emphasis of this theory on how students and teachers are freed from the need to

live in the same physical space, In this sense students are free to choose formats

combine media and methods so that are taught in the best way possible,

employing media which allows students to adapt materials to their individual

learning needs, and allow truthful evaluation of students achievement. Similarly,

Peters’ (2002) theory of distance learning, the second of the theories reviewed

which is similar to that examines the effect of technological changes on distance

learning. This theory posits that, technology will redefine the roles of learners and

teachers making learning more autonomous and independent of teachers.

Instructor role will become more like a facilitator or guide who supports the

learners. Keegan’s (1996).

Those studies that directly compare online learning to face to face learning

provide conflicting evidence show that the online format generally results in lower

test scores They find, however that for students who choose online format, it

probably resulted in higher grades than they would have achieved had they taken

the same course in the traditional classroom. Their analysis points to a problem

that bedevils much of early research in the area. Most studies rely on data

gathered from different section of class where students choose which section

that would rather attend. Coats et al show that the population of students that

volunteers to take an online class is systematically different than those who

choose to register for the face to face class. Coates et al. (2001)

Face to face and online learning modes of instruction have similar

features. Drouin (2012) and Benton and Cashin (2012) contend that face to face

and online have several key teaching factors in common. These include student-

student and student-instructor interactions, instructor support and mentoring,

lecture or content delivery quality course content and social networking tools.

According to Drouin (2012), these are the best practices in face to face for

student, peer and self-ratings. Reseitter et al. (2007) looked at whether online

and face to face learners are similarly content with quality of their learning. Their

findings showed that both learning styles scored equally with regard to learning

outcomes and satisfaction, even though each style has absolutely different

learning experiences.
 CHAPTER 3

Research Design and Methodology

This chapter presents the research design, sources of data, population

and sample, research instrument, data gathering procedures, and statistical

treatment of data.

Research Design

The research design for this study is Comparative Research Design to find

out the comparison of participation of students between online learning and face

to face learning. Comparative research describes to view in discovering

something by an act of comparing two or more things.

Comparative quantitative method guides our attention to the explanatory

relevance of the contextual environment for participation outcomes of students

and aims to understand how the systematic context shapes participation

phenomena differently in different settings.

A combination of both quantitative and qualitative methods will be used.

Quantitative methodology was considered pertinent from the point of view of

comparing concrete aspects of the same teaching programme taught in two

different modes, i.e., face-to-face and online. It is not only effective in

establishing comparisons between the two modes, but also facilitated the

treatment of data on large populations.

To ensure greater rigor in the methodology and reliability of the data

obtained, qualitative data were added to the statistical results. In this way the two
methods complemented each other to enhance the quality of the study. A total of

120 subjects will be participating in the study. They will answer questionnaires of

the face-to-face classes based from their experience last year or the previous

years when there was no pandemic, plus three teachers who took part in both

types of teaching. For the collection of data, a triangulated technique of closed

questionnaires, semi-structured interviews, and discussion groups was used.

One Closed Questionnaire

(face-to-face and online students)

Semi structures interview Two discussion groups

(teachers and students) (face-to-face and online students)
(teachers and Students)

Sources of Data

According to Cooper and Schindler (2018) there are two main sources of

data. These sources of data are primary and secondary data sources. The study

implements both primary and secondary data in answering research questions.

Both data sources contribute to the objectives and helped generate conclusions

and recommendations,
 Primary Data Sources will be gathered from surveys and direct

observations from the total numbers of respondents. Primary data basically

includes the data collected by observing the respondents. Neil J. Salkind (2010)

describes primary data as an original data source, that is, one in which the data

are collected firsthand by the researcher for specific research purpose.

Secondary Data Sources may be referred to as information that isn’t

initially gathered by the study, and helped in some ways to an end result for the

investigation. Secondary data for this study was acquired from many different

online databases of books, year projects by past students and other such

sources.

Population and Sample

The population of the study is referred as comprehensive group of

institution, object, individuals and so forth with common characteristics that are

interest of a researcher (Dr. Rafeedalie, 2021). A clearly defined population of

respondents can ensure that the result and findings will also be clear. Knowing

that the study basically assesses the comparison of grade twelve GAS student’s

participation between online and face to face learning method in the Bicol

College Senior High School, all the population of the study is the students Bicol

College Senior High School. In order to pay attention to the level of participation

of every grade twelve GAS students, the researchers will conduct an observation

to all grade twelve GAS students of Bicol College in engaging both online

learning method and face to face method. Since the data that will be gathered

from all of respondents is needed to have an end result, there is no need for
respondents to have an investigation. Once all the information that is need from

the grade twelve GAS students have gathered, the researchers will compute the

levels of difference of participation between online and face to face method of

grade twelve GAS students. It is practical to use all of the respondents to conduct

the survey because the process doesn’t take a lot of effort and doesn’t consume

a lot of time.

Research Instrument

The study adopts a questionnaire and an interview guide as instruments

for data collection in this quantitative approach and the large data mode collected

helps gather enough evidence to the comparison of participation of students

between online and face to face learning method. The instrument used by

researchers was performed in a fiend by the respondents to ensure the validity

and clarity of the instructions. Zikmund (2018) describes primary data as data

gathered for the central purpose of the study. Gathering primary data helped to

enhance understanding and implementation of direct evaluation of the subject

using a survey questionnaire and an interview guide. Before distributing the

questionnaire and asking question to the respondents, the materials was first

pilot by a professional librarian to have a critic and examine the materials and

have a recommendation for much clear study.

Data Gathering Procedure

What is the first thing to do as a researcher before doing the data

gathering?
 The study will aim to identify the comparison between the two different

mode of learning system, face to face and online learning. To further identify, a

survey will be done through the means of online platform. The online post

contains a thorough explanations about the research, what qualifications of

participant must have, and other policies. The post provides questions regarding

our purpose and when a participant responds, a member of our group will directly

message the participant and guide him/her towards our means and purpose. The

participant will be given a consent statement and questions. The questions are

as follows: 1. Are you a student of Bicol College? and is currently enrolled in

Academic Year 2020-2021?. When the participant agreed and proves that he/she

is currently enrolled in Bicol College and a Grade 11 GAS Student, the survey

will proceed to the next phase. The consent will be given—

HANGING

Statistical Treatment Data

The responds that will be gathered from the respondents to the

questionnaire checklist will be carefully tallied, tabulated and organized by the

researchers. The data will be presented, analyze and interpreted with the use of

frequency counts, mean, percentage and ranking method.

The presentation, analysis and interpretation of the data will be based on the

mean and percentage shown by the scale ranges as follows:

1. For mean computation:

 Where:

x is the mean

f Is the sum of frequencies

`x= N is the total number of respondents
 
2. For Percentage
where;
Computation:
P is percentage
F is frequency

P= x100 N is the total number of students