The Effects of Online Learning

on the Academic Performance of

the BSED 4 Students of

NIPSC Ajuy Campus

AN UDERGRADUATE THESIS

Presented to Dr. Felisa N. Rubrico

Northern Iloilo Polytechnic State College Ajuy Campus

In Partial Fulfillment of Requirements

For the Bachelor of Education

Major in English

By:

Lianne Grace B. Belicano

January 2021
 Table of Contents

Title:

The Effects of Online Learning

on the Academic Performance of

the BSED 4 Students of

NIPSC Ajuy Campus

Chapter I

(The Problem and Its Background)

I.I. Introduction.

With advanced technology, the world today has adopted

everything to be digital. With learning institutions not left

behind, today traditional form of learning is being replaced with

online learning. Many higher learning institutions and colleges

are offering Massive Open Online Courses where students register

and learn online. Initially, people get updated with dynamic

changing demands in profession, education, industries and

commerce. There is more use of blogs, e-portfolios, and smart

phones, projectors among others (Zane and Lin 357). Online

education is widely used by people aging between 30 years and

above since they find it hard to be in a classroom with young

people. In addition, online courses offer freedom to learners as

they can attend classes at their own convenience. That is there

is no time table as to the time and venue where the course will

be taken. This makes it flexible and convenient to full time

workers, employers, parents and any other person who cannot

afford time to attend classes. Online education discriminates the

poor who cannot access internet or computers at their homes (Rina

55). Since every development and advancement has both benefits

and limitations, online learning has social, economic, social and

technological limitations. By comparing the traditional mode of

learning and the online education, traditional learning method

has more beneficial factors to online education.

Traditional education was not only gaining knowledge but it

encouraged social interaction. By interacting with other people,

one is able to gain courage and understand the real life

experiences. In addition, group discussion is a motivating factor

that helps students to face life with courage. Majority of those

who support online education argue that it is time saving and

cost effective. To be relevant, it saves the traveling time to

students but to educators, it is not time saving compared to

traditional education. This is because the educator has to

respond to every student’s query which is all different. It is

difficult to address the requirements of students’ different

backgrounds and cultural beliefs which might be different from

the educational culture provided online (Siddiqui 92). In

addition, online education is not convincing enough since the

learner does not get the argumentative point to a response. To

support traditional method, students and teachers are more

exposed to subjects as they learn from each other (Yukiko 96).

For instance, a student learns from another student views, the

teacher’s stand, and this leads to better educators, therefore,

better system. In addition, in one has access to a variety of

materials to study like student’s center, library, laboratories

and writing center. These facilities are not available in online

learning and the learning environment may not be conducive for

learning due to interruptions of children, unexpected visitors

among other family issues. Online education limits thinking

capacity and narrows the development process of children

(Dominguez 17). In the growth and development of children, it is

important for them to interact socially and play together. With

the introduction of online education, children sit behind a

computer and perform his or her task. This is so boring to them

and they may end up developing some flimsy characteristics.

Traditional education gives room for interaction and sharing of

idea in and out of classroom. This is because all students

participate in group discussions and during break time, they are

able to interact freely. Additionally, learning is not only books

and exams, there is need to discuss factors affecting like. In

traditional learning, instructors teach students social life as

he or share life experiences (Beers 512). https://studentshare.org/

Online learning not only provides flexibility of when and

where a student’s takes a course, but it also provides an

opportunity to remove certain aspects of traditional learning

that educators have to account for. Another reason a student

might prefer online is the idea that it can be generally less

expensive than brick-and-mortar education. According to

bestvalueschools.com, online colleges are traditionally cheaper

than brick and mortar classes because” they usually do not have

vast swaths of land, property and building to manage (Best Value

Schools, n.d., para 2).” Additionally, they do not have the

number of support staff and personnel to pay each month. In these

time of pandemic Philippines need to adapt this type of learning

in order to cope up with the learning system of the country. It

should be supported by the government and fund by them to help

the education system. This type of learning might be disadvantage

to the poor but this is the only way to continue Filipino people

to grow.
I.II. Statement of the problem.

Main Problem.

The main problem of the study is to find out the effects of

online learning to the BSED 4 students of NIPSC Ajuy Campus.

Specific Problem
Specifically, it will seek to answer the following

questions:

1. What are the effects of online learning to the academic

performance of the BSED 4 students of NIPSC Ajuy Campus?

2. What are the reactions of BSED 4 students of NIPSC Ajuy Campus

on the effects of online learning to the academic performance of

the BSED 4 students of NIPSC Ajuy Campus when they are classified

according to:

a. majors b. sex c. age d. status e. internet connection

f. area of living

3. Is there a significant relationship between the effects of

online learning to the academic performances of the BSED 4

students of NIPSC Ajuy Campus?

I.III. Hypothesis.
×There is no significant relationship between the effects of

online learning to the academic performance of the BSED 4

students of NIPSC Ajuy Campus.

I.IV. Scope and Limitations.

This study will cover the effects of online learning to the

BSED 4 students of NIPSC Ajuy Campus.

The term ‘distance education’ or ‘online learning’ has

traditionally been used to refer to education in which teachers

and learners are separated by time and space. As technologies

used for distance education have become more learner-centered,

providing learners with more control over their learning, the

term has also come to imply this process. This paper deals with

the status of online education in BSED 4 of NIPSC Ajuy in

enhancing the teaching and learning processes in BSED 4 of NIPSC

Ajuy distance education or online learning. The author discusses

certain key strategies to promote the use of information

technology in distance education and the paper concludes with

policy recommendations for overcoming the constraints to IT

adoption.

I.V. Significance of the Study.

The study will be beneficial to the following:

i. The result of the study will provide the students some

insight and information on how they will enhance their knowledge

and expertise in technology. It also helps them be in tact with

their families and build some friendship over social media.

ii. The result will help us the researcher to spread the news

about the learning situations of students using this new normal

education.

iii. The result of the study will be of value to the parents, so

that they will know how to protect their family especially their

children from the misusage of online technology. This study will

be a way to give bond to families and for the parents to guide

them.

iv. The result of the study will provide ideas to the teacher on

how they can communicate and teach their students amidst of this

pandemic, and addends the precautions to use the online

technology for learning not for self only.

v. The results of the study could help the administrators realize

the effects of the online learning to the students so, they can

implement a proper measure to help the system as well as the

staffs and students to avoid the misuse of the technology.

vi. The useful and relevant information acquired from the study

will encourage the government to continue their support to the

citizens they hold, and they can decide the right thing to do for

the students.

vii. Future researchers may find the findings useful as a body of

information regarding the effects of online learning to the

academic performance of the BSED 4 students of NIPSC Ajuy Campus

and to other students also.

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

The chapter includes related literature and studies coming

from both foreign and local sources that are of importance to the

present study and those that support the theoretical framework,

including those that might show opposite trends.

II.I. Related Literature

II.I.I Foreign

E-learning, an instructional strategy for imparting needed

knowledge, skills, and attitudes in organizations, is here to

stay. Its viability, effectiveness, and potential to return

tangible benefits to organizations depend largely on how it is

designed, delivered, and evaluated.

 Rosenberg (2001) identifies knowledge management as a key in

creating a culture for e-learning.  E-learning and knowledge

management are separate processes from training.  In speaking of

knowledge management, he stresses that support to move in the

learning-through-technology direction.

In fact, Aseniero (2013) and her group made a study to

create E-learning software that can be a great help to IT or CS

Students as well as to those people who are interested in

programming by using their mobile phones, specifically, Android

phones.

For Ruiz, J. (2006), e-learning is the use of Internet

technologies to enhance knowledge and performance. E-learning

technologies offer learners control over content, learning

sequence, pace of learning, time, and often media, allowing them

to tailor their experiences to meet their personal learning

objectives.

According to Abubakar and Hassan (2013), e-learning has

become an integral part of the 21st century education and

training which is adopted by different institutions. In their

paper, they discussed the concepts of e-learning and curriculum

development. The paper concludes that e-learning has come to

stay, and that all efforts should be made by LIS schools in the

Muslim world to ensure its full acceptance and adoption, if they

are to become key players in the 21st century LIS education

arena.

On the study conducted by Anne-Mette Nortvig, Anne Kristine

Petersen and Søren Hattesen Balle of University College Absalon,

Denmark, a Literature Review of the Factors Influencing E-

Learning and Blended Learning in Relation to Learning Outcome,

Student Satisfaction and Engagement states that

The review has a special interest in professional bachelor

education and teacher training, and it focusses on factors that

influence learning experiences in e-learning, online learning and

blended learning.

The findings from the research papers included in the review

show that among the many factors some seem to dominate more:

educator presence in online settings, interactions between

students, teachers and content, and designed connections between

online and offline activities as well as between campus-related

and practice-related activities. The article thus points in the

direction of some significant factors, but it also discusses and

questions the relevance of research focusing on comparisons

between individual formats of e-learning, online learning,

blended learning or "traditional" faceto-face teaching and

learning. Teaching and learning are complex and are influenced by

more than just the teaching format. The review is based on

systematic database searches conducted in January 2017, and it

includes 44 peer reviewed articles and papers published between

2014 and 2017. (https://files.eric.ed.gov/fulltext/EJ1175336.pdf)

II.I.II Local

Arimbuyutan (2007) and his friends said that development of

information Technology and knowledge information society transfer

brought huge change of education filed in the world. In fact,

Educational infra of Philippines was meager before 4~5 years.

Also computing and Internet infra it will not support to

education environment. But Philippine education environment

changed fast during 2000~2006 years. Development of network

environment is big effect of computer game by Philippine young

generation. Also, effect of education reform policy that

Philippines government. Philippines making e-Learning systems for

remote education environment. And, there is progressing various

project with more interest about e-Learning. They added that CHED

reported a total enrollment of about 2.5 million tertiary

students in 2006 while TESDA has about 0.5 million school-based

enrollment and another 0.7 million non-school based enrollees

that includes (training centers operated by TESDA), community-

based (training centers financed by the local government) and

enterprise-based (corporate sectors) for a total of about 3.8

million in enrollment. The prime advocates that spearhead the

drive to incorporate e-Learning technologies into the Philippines

school system are educators from prominent universities like the

University of the Philippines which has established in 1995 the

UP Open University (UPOU), as an

alternative to traditional classroom. It has started offering

fully accredited classes in 2001. The University of Sto. Tomas

(UST) have added in their curriculum an e-learning course that

provides learning materials on-line named as e-LeAP (e-Learning

Access Program).

Moreover, Ateneo de Manila University, the Dela Salle

University and other major

universities offer some form of online courses. Many of these

academic institutions use

prepackaged programs brought from suppliers, although some

schools are now creating their own programs using a variety of

software options. Some schools, under the TESDA use Moodle, which

is an open-sourced Course Management System (CMS) to help

educators create on-line learning communities in carrying out

their technical and vocational programs.

On-line degrees however are still fighting an uphill battle

to be recognized as legitimate equivalents to traditional

degrees. There are only a few number of students

use these services. Consider the culture of the Filipinos

preference for a face to face

interaction as learning process and are used to classroom

training.

During the recent conference of Computer Manufacturers,

Distributors and Dealers Association of the Philippines (COMDDAP)

last October 2006, they have estimated that there are over 1.53

million personal computers (PCs) in the country (i.e. about 1

computer for every 57 Filipinos), and roughly 7.82 million people

can readily access the internet, which puts the internet

penetration at about 9.0 percent. Users access the internet

through their own personal computers, corporate facilities,

schools and the growing Internet Café business. It is estimated

that internet dial-up still predominates (80 percent of the total

internet users) up to the moment. The big telecommunication

companies PLDT, Digitel, Smart and Globe put enormous marketing

campaign for DSL and broadband shift though. Internet penetration

and infrastructure is superior in urban centers like Metro

Manila.

Between 2000 and 2006, the number of internet users

increased by about 291 percent, fueled by affordable pre-paid

cards (preferred by Filipinos), increased access and interest,

but most of all since users are dominated by Filipino youth, on-

line gaming. Added to this is the desire of the corporate sector

to identify more cost-efficient and productivity-enhancing

training methods and the academic sector’s drive to improve

learning techniques to cope with the rest of the wired world.

E-learning can be regarded as a relatively new concept in

the Philippines and is still in its embryonic stage. Although

open and distance learning has been documented to be introduced

in the Philippines way back in 1952 through the Farmers’ School-

on-the-Air program over a one kilowatt radio station in the

province of Iloilo, the development of distance education, much

so of the e-learning environment lags far behind more

industrialized countries due to a relatively lack of

infrastructure, investment, and a pedagogy applicable to many

Filipinos.

Alday (2012) said that e-teaching is an innovative teaching

strategy using the e-learning technology to empower both learners

and teachers thus providing opportunities for superior learning

experiences. The findings of her study revealed that the graduate

school teachers are aware of their vital role in developing

effective delivery of instruction and their openness on the

active participation in conducting classes in an online learning

environment. Also, the university is ready to take the e-teaching

program.

In the paper of Bandalaria (2007), she examines how ICTs

have influenced or shaped the development of ODL or Open and

Distance Learning in the Philippines. Also examined are the

different stages or generations of distance education (DE) in the

Philippines, which are characterized mainly by the dominant

technology used for the delivery of instructional content and

student support services. The different ICTs being used in ODL

and their specific applications to the various facets of this

mode of delivery are also described. Also included is an

examination on how quality of education is ensured in a

technology-driven system of teaching and learning, which

includes, among others, the employment of the ‘quality circle

approach’ in the development of courses and learning packages,

and the provision of appropriate technologies to perform academic

processes and achieve institutional goals. She also showcases the

development of e-learning in the country from just a supplement

within once-a-month face-to-face (FTF) sessions in a university

learning center to more extensive use of a learning management

system (LMS) as a venue for academic discussions as well as

learning assessments, sharing learning resources and content, and

students submissions of course requirements in 2014. Also

discussed is how the mobile phone is being used to bridge the

digital divide and make the digitally excluded sectors of the

Filipino society become part of the online learning program of

the university. The mechanisms being used to ensure quality

education in e-learning as well as the challenges faced by e-

learning institutions are extensively detailed.

Dacanay (2010) said that the advent of new technologies and

the Internet has opened-up a whole new range of opportunities for

enhancing learning. The integration of ICT into education and

training (e-learning) has been recognized as a powerful tool for

improving learning at the highest political level.

Castillo (2011) believed that Education has followed suit

with e-learning. Accprding to him, today’s learners are tech-

savvy digital natives—mobile phone toting, Internet surfing and

RPG-game playing youngsters.

Noda (2012) cited in his article that Senator Edgardo Angara

highlighted the importance of developing a progressive

Information and Communication Technology sector in the

Philippines seeing it as the key in achieving the promises of

distance education or E-Learning. According to him, "If we are

able to connect each person in the archipelago through broadband,

for example, we would be able to provide quality education even

to those in the most distant barrios."

II.II. Related Studies

II.II.I Foreign

In the study, EXPLORING COLLABORATIVE ONLINE LEARNING by David D.

Curtis and Michael J. Lawson, An investigation was carried out to

determine the extent to which evidence of collaborative learning

could be identified in students’ textual interactions in an online

learning environment. The literature on collaborative learning has

identified a range of behaviors that characterize successful

collaborative learning in face-to-face situations. Evidence of these

behaviors was sought in the messages that were posted by students as

they interacted in online work groups. Analysis of students’

contributions reveals that there is substantial evidence of

collaboration, but that there are differences between conventional

face-to-face instances of collaborative learning and what occurs in an

asynchronous, networked environment.

The same study made by, Edward H. Perry, Michelle L. Pilati the

ONLINE LEARNING, Distance education, which began as correspondence

courses in the nineteenth century and grew into educational television

during the twentieth century, evolved into learning on the Web by the

mid-1990s. Accompanying the rise in online learning has been a similar

rise in organizations and publications dedicated to serving the needs

of online educators and exploring issues related to this evolving

instructional modality. Online learning has become entrenched in the

educational scene. It is only expected to grow during the coming years

as more students demand it and as more faculty accept it. Despite the

growth of online instruction and the unique needs it addresses, it has

not achieved universal acceptance, and there are those who hold

distance education to higher standards than traditional instruction.

Any institution or teacher seeking to venture into the online realm

needs to be fully aware of these emerging challenges. The prospect of

greater scrutiny, however, may prompt the development of online

offerings that exceed traditional quality and effectiveness

expectations. This chapter provides a brief history of online learning

and a discussion of the empirical evidence for its acceptance and

effectiveness.

Also, the study, The Impacts of Asynchronous Video Reflection on

Social Presence: A Case Study by Matti Koivula, University of

Minnesota, United States, One of the problems students can have while

learning online is the feeling of isolation and the lack social

presence with others. This interpretive case study utilized

qualitative methods for data collection and inductive data analysis to

examine how an asynchronous video reflection tool impacted learners’

perception of social presence and their feeling of community in an

online learning environment. The study found that getting familiar by

seeing and hearing classmates in an online course may be important for

the feeling of community, and this was most successful when students

felt their classmates’ videos were authentic. Distractions in the

recording and listening environment also played a factor in students’

reception of the videos. The practical implications of the study’s

findings for practitioners working with asynchronous videos in online

learning environments are discussed.

The study Design of Distance Learning Systems Using a P-3 Model:

Purposeful, Participatory and Project-Based by Nella B. Anderson &

Dean Gualco, Colorado State University-Global Campus, United States,

states that, the purpose of this best practice is to describe the

instructional model at Colorado State University-Global Campus and to

illustrate the critical actions that CSU-Global has taken that lead to

improved student achievement. The CSU-Global instructional model is

described and includes the following three components, designating the

model as the P-3 Model: purposeful, participatory, and project-based.

The implementation of the P-3 Model has consistently led to CSU-Global

exceeding student and faculty engagement, satisfaction, and success

rates.

And lastly, the study, Using Web-Based Instructional Environments to

Support the Seven Principles of Effective Teaching by Art Bangert,

Montana State University, United States, discusses how WebCT was used

to supplement an educational assessment class for sixty elementary and

secondary preservice teachers at Montana State University. Examples

are provided which describe how WebCT course authoring tools were used

to support each of Chickering and Gamson's (1987) Seven Principles for

Good Practice in Undergraduate Teaching. A Seven Principles guide for

online course developers will be also presented.

II.II.II Local

The study, Examining the extent and nature of online learning in

American K-12 Education: The research initiatives of the Alfred P.

Sloan Foundation by Anthony G. Picciano, Jeff Seaman, Peter Shea, and

Karen Swan, In 1992, the Alfred P. Sloan Foundation began its Anytime,
Anyplace Learning Program, the purpose of which was to explore

educational alternatives for people who wanted to pursue an education

via Internet technology. Part of this grant activity was a research

award to the Babson College Survey Research Group to examine online

learning in American K-12 education. Three studies were conducted

based on national surveys of school district and/or high school

administrators. The focus of these studies was twofold: one, to

examine the extent and nature of online learning in K-12 school

districts; second, to examine the role of online learning in high

school reform initiatives. The purpose of this article is to share the

findings from these studies and to look critically at what they mean

for the future of online learning in American K-12 schools.

Highlights

► This article reports the findings of three national studies of

online and blended learning in K-12 education. ► Online and blended

learning are growing significantly and it is projected that by 2016,

five million K-12 mostly high school students will be enrolled in

these courses. ► Online and blended learning are seen as a cost-

effective modality for addressing high school reform issues including

improving graduation rates through credit recovery, accelerating time

to a diploma, building bridges to college careers, and differentiating

instruction.

Next study, The Effectiveness and Impact of Online Learning in

Graduate Education by Greg Kearsley, William Lynch and David Wizer,

Online learning activities are becoming a common component of higher

education. While such activities began as a supplemental form of

interaction, they have now become a central aspect of many graduate

courses and even entire degree programs. These activities may

include the use of electronic mail (email), bulletin board systems

(BBS), computer mediated conferencing (CMC), audio graphics or video

teleconferencing, remote database access, and most recently, the World

Wide Web (WWW). The common element underlying

all types of online learning are the use of computer networks,

whether it is the global Internet or local campus connections.

A large literature on the effectiveness and impact of online learning

has developed (e.g., Bruce, Peyton, & Batson, 1993; Bürge & Collins,

1995; Harasim, 1989, 1993; Hiltz, 1994; Mason & Kaye, 1989; Waggoner,

1992). There are literally hundreds of studies that examine the many

different ways of using computer networks in teaching and learning and

the various outcomes of this form of interaction. The overwhelming

conclusion from these studies is that online learning activities are

well suited for graduate level education. When compared to traditional

classes: student satisfaction with online courses is higher; GPA and

other measures of student achievement are the same or better; a

higher level of critical thinking and problem- solving is reported;

and there is often more discussion among students and instructors in a

course. Instructors are able to track the progress of their students

in a detailed way and have a better understanding of what students

are/are not learning. Finally, computer networking provides a more

"authentic" learning environment in the sense that students can easily

 communicate with other educational professionals outside of the class

group if they desire.

This study, Using the Technological, Pedagogical, and Content

Knowledge Framework to Design Online Learning Environments and

Professional Development by Aaron Doering, George Veletsianos,

Cassandra Scharber, et.al. states, we sought to understand how social

studies teachers' metacognitive awareness of their technological,

pedagogical, and content knowledge (TPACK) changed after their

participation in a program that consisted of: (a) professional

development for the use of an online learning environment; and (b)

using an online learning environment in their classrooms. Inservice

teachers who went through the TPACK-based program experienced

considerable movement within the TPACK diagrammatic knowledge domains

and expressed positive and encouraging comments regarding their

knowledge domains portrayed within the TPACK framework. Quantitative

and qualitative results are shared along with implications of

designing professional development, online learning environments using

TPACK, and advancing the TPACK framework itself.

Also, K-12 Online Learning: A 2008 Follow-Up of the Survey of

U.S. School District Administrators by Picciano, Anthony G.; Seaman,

Jeff, The literature and research on online learning has grown

significantly in the past decade. Many studies have been published

that examine the extent, nature, policies, learning outcomes, and

other issues associated with online instruction. Much of this

literature focuses specifically on postsecondary education. With

almost 4 million students or 22 percent of the higher education

population presently enrolled in fully online courses, it would be

appropriate to consider that online instruction is maturing in

postsecondary education. However, the same cannot be said about online

learning in primary and secondary education where online instruction

is still considered to be in its nascent stages. There is also a

growing need to examine issues related to online instruction in K-12

schools in order to inform policymakers at federal, state, and local

governing agencies who are considering how to use this technology to

expand and maybe to improve instruction. Several major state-level

policy initiatives (e.g., Michigan, Alabama) have recently been

undertaken that require much greater use of online instruction in K-12

schools. In 2007, the Sloan Consortium issued a report on the extent

and nature of online learning in K-12 schools. Entitled, "K-12 Online

Learning: A Survey of U.S. School District Administrators", this

report was welcomed by professional organizations and the popular

media interested in the use of online technology for instruction in

the public schools. The report, which will be referred to as the

"original study" throughout this report, was one of the first to

collect data on and to compare fully online and blended learning (part

online and part traditional face-to-face instruction) in K-12 schools.

It was based on a national survey of school district administrators

during the 2005-2006 academic year. The purpose of this current study

was to replicate the original study in order to substantiate its

findings and to examine what if any changes occurred in online

learning in K-12 school districts. The current study was conducted two
years later and was based on a national survey of school district

administrators during the 2007-2008 academic year.

And lastly, the study Satisfaction with Online Learning: A

Comparative Descriptive Study of Virginia Roach and Linda Lemasters of

the George Washington University says, a 3rd party provider approached

university faculty and administration to develop an on-line program

for the Master’s degree in educational administration and leadership.

While the monetary benefits of an online delivery were attractive, the

institution rested its final decision on the instructional merits of

the plan. The faculty used a 3rd party provider for technical

expertise, design, and student support for the program. A descriptive

study was conducted to determine to what degree students were

satisfied with the online program and their degree of satisfaction in

comparison to on-ground courses. Results indicated that students in

the online program were satisfied with the courses; however, they

noted valuable concerns to be addressed. Implications of these

findings are discussed.

Chapter III

(Methods of Research and Procedures)