PR2 GR.5 Judges
PR2 GR.5 Judges
PR2 GR.5 Judges
Bayambang, Pangasinan
In Partial Fulfillment
In
Practical Research 2
By:
Anthony Abalos
Cristine Ubando
Ella Todio
Ashley Casingal
Chapter 1
With the fast development of the Internet, many colleges and universities have
new domain of learning that combines distance education with the practice of face-to-
that online education has the following features: (a) it provides a learning experience
different than in the traditional classroom because learners are different, (b) the
communication is via computer and World Wide Web, (c) participation in classroom by
learners are different, (d) the social dynamic of the learning environment is changed,
The term online education is often associated with Internet education, virtual
Development, 2000). Kearsly (2000) reported the following themes that shape online
(p. 4-10). Therefore, online class expansive nature of the internet and the accessibility
of technology have generated a surge in the demand for web based teaching and
allows users the flexibility of operating outside of the constraints of time and place
(Chaney, 2010). Online learning can be defined as “learning that takes place partially or
entirely over the Internet” (U.S. Department of Education, 2010). Online learning is
elementary schools to high school and into post-secondary education. This paper
examines the potential challenges and drawbacks of online coursework. This paper
raises questions about how to best support high school students enrolled in an online
course.
This study aims to determine the effects of asynchronous online modality among
1.1. sex;
2. What are the effects of asynchronous online modality to the senior high students in
terms of their:
3. Is there a significant relationship between the profile of the respondents and the
The main objective of this study is to find the percentage of the students who has
positive and negative remarks and find out the problems in asynchronous online class
Bayambang Senior High School to help the senior high school students solve their
problems and find the most efficient way to learn and improve in this kind of learning
modality.
Specific problem
This study aims to find the answers in the following specific objective:
3. What kind of software helps the students in online class to learn and understand their
subject more?
4. What are the technical problems that the students and teachers experience during
5. How does the students keep motivated during their online class?
Research Hypothesis
The study would like to test the hypothesis in its null form at less than 0.05 level
of significance.
There is no significant relationship between the profile variables and the level of
The results of the research study will benefit the following person about the
research; the outcome can make the students fully aware of the effects of taking online
classes.
Teachers- The study will serve as a basis to give advice on their students who hard to
Parents- This study will help them to handling their child in using internet when it comes
Guidance Counselor- The study will serve as their basis to help the students to
Future Researchers. The findings of the study will serve as their reference on
This study is conducted in Bayambang National High School during the first
semester of S.Y. 2020-2021. . The target respondents of the researchers are the Grade
12 students of the said school. The researchers will determine the effects of internet on
In this study, the researchers will thoroughly discuss the local and foreign related
literature and studies. This review will present the legal basis, local and foreign literature and
related studies.
The first section of the review of literature addresses the review session contents as
section of the review of literature addresses the student characteristics that may influence
RELATED LITERATURE
Effectiveness
Distance education gained popularity, due in part, to its academic effectiveness. Pedagogy,
according to Markel (1999), should not have to be compromised based upon instruction mode.
Spooner, Jordan, Algozzine, and Spooner (1999) focused on creating practical 8 and productive
personnel preparation programs for the special education field. Lack of direct contact between
participants in a distance education format was one concern. Results, however, indicated no
cognitive difference between the distance education and traditional class participants. Mann,
Henderson, and Guffy (2002) also focused on the special education field. They felt traditional
teacher preparation programs could not effectively and efficiently produce enough educators to
meet the growing needs of qualified special education educators. Their project delivered
scored higher competency ratings than their FtF counterpart. Steinweg, Davis, and Thomson
(2005) reported no significant difference in academic results between online and face-to-face
There were no differences in academic performance between the two modalities. Buzhardt
and Semb (2005) compared academic performances between students using online study guides
versus students using pen and paper study guides. Results from this college classroom study
indicated students using online study guides reported higher satisfaction but did not differ in
academic performance. Contrary to the Buzhart and Semb (2005) study’s 9 satisfaction level,
however, Allen et al. (2002) reported a lower level of satisfaction with distance education classes
when compared to its FtF counterpart. Allen et al. (2002) expressed concern that low satisfaction
Communication
minimal or absent. Thus, instructors need to develop deliberate communication strategies for
enhancing interactions. Important to online education, and a responsibility of the instructor, is the
interaction between learner and instructor, learner and learner, and between the learner and
approachability and interaction among all parties (Dillon & Walsh, 1992). Unity among
classmates generally produces high quality 10 results and should be facilitated (Boaz, 1999).
to traditional classroom settings. Whiteneck (2004) stresses the importance of respect towards
formats and chosen for the present study. Asynchronous communication allows students a choice
of when they participate in online learning, allows the student time to reflect on postings, and
affords the student an opportunity to respond to each discussion topic. Such benefits are not
common in FtF settings. Self-reflection, according to Bandura (1986), enables people to make
online assessment is that learners have the ability to respond to every question/issue the
Learner-Responsibility
Online education typically offers learners more control over their study level,
involvement, and time on task. Such benefits allow for professional and career development
while juggling responsibilities between family and work. Williams, Goldstein, and Goldstein
(2002), however, noted that minority and adult populations are at a greater risk of
underachieving than traditionally-aged students because they most 11 likely have external
responsibilities. Thus, it would seem reasonable that distance education for non-traditional
populations need sound study habits and good time management skills to succeed in the learner-
results in success for every student who engages in such modality. Brown (2001) found that
employees did not wisely control their learning time commitment. Learners skipped vital
practice areas critical for building understanding of the material. Learners also moved quickly
through training, possibly to return to personal or professional obligations. Results indicated that
some of the lowest academic performers completed less than 70% of the recommended practice
Self Evaluation
Schunk (1991) reported that self-evaluation of one’s learning progress enhances a student’s self-
Self-Efficacy
being successful. Graham and Weiner (1996) concluded self-efficacy is a consistent predictor of
behavioral outcomes, especially for psychology and education settings. Furthermore, they stated
that it is not how capable a person is, rather, how capable a person believes one could be.
Kitsantas (2002) reports that high efficacious individuals are more likely to set goals, self-
monitor, and persist in face of difficulties than those with self-doubt. Research on Social
Cognitive Theory of career choice and development link the impact of self-efficacy beliefs on
decisional behavior. Bandura and Locke (2003) found persons with high-perceived self-efficacy
for fulfilling educational requirements and/or occupational roles explore a wide range of career
options, have a great interest in their career, have an increased desire to prepare educationally,
and pursue mastery of educational requirements. However, Keogh and French (2001) state that
in a test conscious environment, individuals are affected greatly by their test performance.
Academic self-efficacy refers to subjective convictions that one can successfully carry out
academic tasks at designated levels (Schunk, 1991). Lee and Witta (2001) found self-efficacy of both
course content and technology use. Interestingly, Lee and Witta (2001) found that students who were
not efficacious with online technologies performed better than those who were efficacious. Dellana et
al. (2000), however, found no significant difference in academic performances based on the student’s
initial computer proficiency. According to Bandura and Locke (2003), a person has the power to produce
desired effects; otherwise, one has little incentive to act or persevere in the face of difficulty.
Attributions
Attributions such as ability, effort, and task difficulty can affect expectations and behaviors
(Weiner, 1985). People who succeed at a task and continue to work hard are likely to expect
future success and be motivated to expand the effort (Schunk, 2003). Completion of a structured
review session, thus, may increase self-efficacy. Cheung and Kan (2002) studied an online
attendance. Mann, Henderson, and Guffy (2002), under the direction of the Division of
Education at West Texas A & M University in 2001, reported Internet courses were well
Self-regulation
The distance learner faces challenges apart from traditional face-to-face classroom learners.
The learner must accept that they are responsible for their learning. Hardy (1999) discusses
characteristics that will enhance a learner’s success in online education. Online students should
demonstrate focus and time management skills. Students should be able to work both
independently and collaboratively with classmates. Students should be motivated to succeed and
possess the skills and abilities to engage in self-regulated learning strategies. Zimmerman (2001)
behaviorally active participant in their own learning process to improve their academic
achievement. Self-regulated learners set goals, self-monitor and evaluate their progress
consistently, approach tasks with diligence and complete them on time, and report high
motivational beliefs (Zimmerman, 2000, Zimmerman & Kitsantas, 1999). Kitsantas (2002) found
the successful students in a college psychology class used self-regulatory processes and
RELATED STUDIES
A. FOREIGN STUDIES
The impact of online interaction on student learning outcome Chou (Chou, Peng, &
Chang, 2010) has defined active interaction in online learning activities including the
types of interaction: the learner -self, learner- learner, learner - instructor, learner -content,
and learner interface. The learning activities in the course is a combination of forms of
interaction between the subjects involved in the teaching and learning activities include:
Popular LMS systems currently provide essential tools that allow interactive activities in the
course, such as forums, message, online forms of assignments, exercises in wiki format,
virtual classroom, etc. These tools also assist teachers in tracking and monitoring the
student learning process, such as status submitted assignments reports, the frequency of
access statistics, activity logs on the system. There have been many studies propose
solutions to make interactive activities effectively support the learning process of students.
Evans and colleagues (Evans & Sabry, 2003) implemented three interactive activities: the pace
control, self-assessment, interactive simulation of his research and time of using the
system is a factor affecting student results. The results of their study showed that students
with better results and need less time learning when interacting more with the system.
However, the research no conducted with other interactive forms. Similarly, according to
research results (Damianov, Kupczynski, & Calafiore, 2009), there is a positive influence in
the direction of time spent online and the results calculated by the scores of students, especially
students in the group above average. Contrary to the judgment of Eom (Eom, Wen, & Ashill,
2006) showed that there was no relationship between other forms of interaction to the learning
outcomes of students. Early research found out interactive activities online in the blended
course withdrawals, grades, added knowledge, and skill building are among some of the aspects.
Nevertheless, researchers have been interested in differences in performance between the two
modes of instruction. McLaren (2004) found significant differences in persistence between the
two instructional modes, though no significant performance difference was noted as measured by
the final grade. Carr (2000) reported dropout rates as high as 80% in online classes and
suggested a rule of thumb that course completion rates are often 10 to 20% higher in traditional
courses. This result can be attributed to the demographic that distance education students are
frequently older and have more life obligations. It also can be attributed to the mode of
instruction itself, because online classes are often viewed as easier to drift away from or sever
ties with. Comparable performance findings were identified in different academic curriculums.
Moore and Thompson (1990, 1997) reviewed much of this type of research from the 1980s
through the 1990s and concluded that distance education was effective in terms of achievement
of learning, attitudes expressed by students and teachers, and return on investment (1997).
Harrington (1999) compared classroom and online statistics instruction for master’s-level social
work students and suggested that students who previously have been successful academically can
do just as well with a distance learning approach as can students in a traditional classroom
course. Thirunarayanan and Perez-Prad (2001), in their study of education programs, found that
although the online group scored slightly better than the campus group on the class post-test, the
difference in performance was not statistically significant. L. Smith (2001) compared instruction
in an MBA marketing planning course, providing descriptions of the differences needed in the
two environments to achieve the same learning objectives. McLaren (2004), in comparing
performance measures of an undergraduate business statistics course, provided evidence that the
final grade for students who successfully completed the course is independent of the mode of
instruction is quite difficult and often problematic. For example, Brown and Wack (1999) point
out the difficulty of applying a clinical experimental design to educational research and suggest
the efforts to compare distance and conventional courses and programs are problematic,
especially as distance and campus programs and populations are increasingly integrated. Within
the limited amount of original Comparing the Effectiveness of Classroom and Online Learning
204 Journal of Public Affairs Education research, three broad measures of the effectiveness of
online education are usually examined: (a) student outcomes, such as grades and test scores; (b)
student attitudes about learning through distance education; and (c) overall student satisfaction
toward distance learning. Such research studies have often demonstrated weak designs,
especially in control of the populations under comparison, the treatment being given, and the
statistical techniques being applied (Moore & Thompson, 1990). A study by Phipps and
Merisotis (1999) found that several key shortcomings are inherent within the original research on
the effectiveness of online learning, including no control for extraneous variables (and therefore
no demonstrable illustration of cause and effect), lack of randomization for sample selection,
weak validity and reliability of measuring instruments, and no control for any “reactive effects.”
It is important to note that, despite the proliferation of literature on online learning, there is a
relative scarcity of true, original research dedicated to examining online learning effectiveness in
B. LOCAL STUDIES
is a virtual learning environment for course creation in universities, colleges, etc. by which
educators can use this platform to create their web based classroom to teach students online.
Along with the creation of courses, they also have the option to start discussions on the courses
at any point of time. Features like invitation to external members and tasks assignment allows
users to easily monitor each other’s learning and progress on a course. Courses having sub-topics
can be easily managed and taught here while utilizing all basic features like Course description,
Tasks, Discussion and invitation to external members. With extra features like adding pictures,
presentations, files, YouTube & Vimeo videos users can easily create more engaging courses.
This app is good for individuals and institutions that are looking to setup their own online course
management system which educators can use to manage their classrooms online. Several studies
have shown that technology integration have been affecting academic excellence and the quality
of the delivery instructions by the teachers. For instance, an study investigated the differences in
perceptions and attitudes toward technology integration of K-12 public school teachers in rural,
suburban, and urban environments. The purpose was to examine the relationship between
frequency of use and perception of effectiveness of web-based learning tools based upon the type
of school setting. The research found teachers from urban schools trailed rural and suburban
schools in usage and perception. Suburban schools indicated the highest perceptions of
technology effectiveness, followed by their rural peers. Current teachers, administrators, and
teacher educators may benefit from this insight to identify the most effective technologies, as
well as work focus on improved use of technology, particularly in the urban classroom. Popular
researchers designed a web-based learning system using a set of scaffolding procedures and
collaborative learning techniques to enhance students' creative writing in the classroom. Guiding
questions are meant to be suggestive of creative association to foster their creative thinking.
Through peer assessment, students could learn from others' thinking methods while appreciating
and criticizing their writing. After the system was developed, an evaluation experiment was
performed. Compared with the control group, participants who used the system to assist writing
showed significant improvements after three times trainings. Meanwhile, other study stated that
the typical "flipped classroom" delivers lecture material in video format to students outside of
class in order to make space for active learning in class. Interactive video vignettes incorporate
evidence-based teaching strategies to address known areas of confusion for entering students .
Each includes a live action scenario with undergraduates investigating a biological problem with
a realistic experiment that users participate in. Through the course of each 10-20 minute video,
users are required to make predictions, answer questions, collect data and draw conclusions.
Branching and reflection of previous answers allows each user to have a personalized
experience. Research into how students learn with these tools is being used to develop entire
modules that will incorporate the IVV as a priming activity to be done as homework, along with
suggested activities to be done in class that take the introduced concepts deeper and/or broader.
The findings of this study indicated that using a web-based classroom was really a significant
open‐ source, online software tool called OMAT as a teaching tool for performing economy
wide‐ material flow analysis (EW‐ MFA) at urban or regional level in industrial ecology
curricula. To that intent, they presented a classroom and project activity that was developed for a
masters‐ level industrial ecology course offered by the Autonomous University of Barcelona.
Insights were provided with regards to the outcome of the classroom exercise as well as lessons
learned from both an academic and a software development point of view. The OMAT software
provided users with a specialized tool to enter and process MFA data in a simple, intuitive way.
The usefulness of OMAT as a teaching tool was tested by engaging students in a classroom
activity that entailed using OMAT as a tool to perform an EW ‐ MFA applied to the Metropolitan
Area of Barcelona for the years 2005‐ 2011. The aim of this exercise was to teach students
specific skills required in performing an EW‐ MFA, not through theory classes, but hands ‐ on
through a learn‐ as‐ you‐ go approach. The exercise not only equipped the students with
knowledge about MFA, but also introduced them to solving problems as a team, meeting project
deadlines, and communicating effectively with colleagues from different disciplines and
backgrounds. Even though there is room for further improvements, this exercise showed that
OMAT provided a useful addition to traditional methods that allowed students to get a more
practical and thorough understanding of the MFA methodology. Additionally, some scholars
stated that the population of students all over the world is growing without a proportionate
opportunity learning environment that will hitherto improve the system of education globally has
therefore become imperative. Based on their findings, a mathematical model Web-based Virtual
Classroom system (Web VCS) was developed to provide a viable medium through which sound
education can be offered in tertiary institutions that can carter for varieties of learners
irrespective of their abilities, dispositions and geographical locations. The system model was
developed based on active learning approach that adopts blended learning theory (Constructivist
participants in the web-based Virtual learning environment. The key objects used in creating the
Web VCS model are: Courses, Students, Instructors and Learning performances. Such system
model set a framework for developers of virtual classrooms and successful implementation of the
model leads to students learning by interacting with their peers resulting in the construction of
assistance. In their study, a quasi experiment was conducted to explore the effects of various
on the development of students' computing skills. The goal of their research was to examine the
effects of WBCA, TM, and their combination on undergraduates' learning, and further develop
appropriate course design and online teaching methods for both teachers and schools. The results
showed that students who received WBCA and TM had higher grades than those without. Such
findings were supported by a study as it was argued that, contact time with students was
becoming more valuable and must be utilized efficiently . Unfortunately, many students attend
anatomy lectures and labs ill-prepared, and this limits efficiency. To address the issue, they have
created an interactive mobile app designed to facilitate the acquisition and transfer of critical
anatomical knowledge in veterinary students, thereby increasing classroom and laboratory
preparedness. She found out that in contrast to a traditional reading assignment, utilization of
such an app to introduce students to a subject area significantly enhanced the initial learning of
anatomy and the transfer of that learned material to a related, but novel area. Towards the end of
the article, the author proposed that students using the apps were subsequently better prepared
for lecture and lab, than students using the more traditional method of reading a textbook.
Exposure of students to a topic prior to lecture and laboratory, using methods that students
embrace, can only lead to a more efficient and better educational experience.
Interaction lies at the center of any learning experience (Dewey, 1938; Vygotsky, 1978),
and it has been identified as one of the major constructs in distance education research (McIsaac
& Gunawardena, 1996; Moore, 1989; Vrasidas, 2000; Wagner, 1994). Dewey (1938) argued that
Interaction and the situation within which one experiences the world cannot be separated because
the context of interaction is provided by the situation. He postulated that “an experience is
always what it is because of a transaction taking place between an individual and what, at the
time, constitutes his environment . The idea of transaction suggests the intersubjectivity between
the individual him or herself, other people, and his or her surrounding environment.
Between 1997 and 2002, the authors and colleagues conducted a series of studies to
examine face-to-face and mediated interaction in distance education courses. The results of those
studies led to the construction and refinement of a conceptual framework (see Figure 1). The
classic concept of “interaction” can now be seen as resolvable into a set of concepts embedded in
mediates the salience of these concepts and the relationships among them. Figure 1 is an attempt
to portray this framework. Modalities or qualities of interaction form the foreground (or “figure”)
emerging from the background (or “ground”) of social and institutional context. Other
researchers will reverse the figure-ground relationship as their interests dictate. But for us, it is
considered in their social and institutional contexts that serves as the focus of our disciplined
inquiries. The framework consists of the following categories: context (e.g., institutional policies,
teacher, technology, content), structure, learner control, social presence, feedback, dialogue, and
interaction. Teacher and technology are the two most important components of context since
they shape the structure of the learning environment in ways that will allow learners to construct
knowledge and meaning alone and in collaboration with teachers and peers.
research in distance education (Baynton, 1992; Chen & Willits, 1999; Dille & Mezack, 1991;
Gunawardena, 1995; Gunawardena & Zittle, 1997; Hillman, Willis, & Gunawardena, 1994;
McHenry & Bozik, 1995; McIsaac & Gunawardena, 1996; Moore, 1994; Parker, 1995; Quinn,
Mehan, Levin, & Black, 1983; Ross, 1996; Saba & Shearer, 1994). All categories of the
METHODOLOGY
This chapter presents the research methods that were used in the study. It includes the
research designs, research locale, research settings, the Respondent, the data gathering and the
statistical treatment used. The purpose of this study was to determine The Effects of Online Class
Research Design
analyzing, summarizing, and interpreting of the data gathered. It aims to describe systemically
the Effects of Online Class among Senior High School students in Bayambang National High
School Senior High School. It will also provide useful information about the effects of online
class. Describe method was used since the study focuses on the Effects of Online Class Among
Research Locale
The study will be conducted in Bayambang National High School. Bayambang National
High School is located at the north western hilly part of the Poblacion area Quezon Blvd.
Bayambang, Pangasinan. It is the bound in the north by the Pangasinan State University. East by
Bayambang Old Central Elementary School. South by Magsaysay road and west by new
The research setting refers to the place where the data are collected. In this study data were
collected at Bayambang National High School Senior High School. The main purpose of this
study is to know the effects of online class among senior high school students.
Research Instrument
This research programed aims at identifying policy instruments and other strategic decisions
that contribute to the effects of online class among senior high school students in Bayambang
For this purpose, we investigate the major effects and how online class affects the students
academically and mentally. The question are factual that are really intended to gather pertinent
information about the effects of online class among senior high school students.
Methods of Gathering Data
The methods of gathering data used were the online questionare. This is concerned with
looking into the effects of online classes to students. Since the present is a study; the survery
questionare are sent online. It is the most appropriate method used in gathering data due to
pandemic.
Sampling Procedure
The Study was conducted for High School student only. The students of Bayambang
National High School Senior High School is including to this study. List were collected from 20
respondents. It includes also the total percentage of the people who participate in this study.
Statistic Treatment
The gathered data are grouped, tabled and carefully organized into three tables.
Frequency, percentage and ranking are reflected in all the tables. This helps the researchers
A. BOOK
B. INTERNET
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