Online vs Face to Face Learning: A Comparative

Analysis in Performances of Grade 12 in National

College of Business and Arts

A Research Paper presented to:

National College of Business and Arts

In Partial Fulfillment of the Requirements in Research

Researchers:

Allinas, Sean Froilan

Arce, Jemimah

Asuncion, Hazel Faith Mangyao

Avila, Chrizel

Emano, Azariah Ericka

Mediado, Jessica

Onia, Mark

Pasculado, Nicole

Rodrigo, Drea

Siguin, Jonathan

Tica, Jhonpaul Marcos

S.Y 2020-2021

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 Table of Contents

Front page …………………………………………………………………………….1

Dedication……………………………………………………………………………..4

Abstract………………………………………………………………………………..5

1 Background of the study ……………………………………………………..…6

1.1 Introduction ……………………………………………………………...…… 6
1.2 Statement of the problem ………………………………………………….....8
1.3 Scope and Delimitation…………………………………………………...…..9
1.4 Significance of the study…………………………………………………..… 9
2 Review of Related Literature and Studies……………………………………11
2.1 Local literature………………………………………………………………..11
2.2 Foreign literature...…………………………………………………………...12
2.3 Local studies…………………………………………………………….....… 14
2.4 Foreign studies…..………………………………………………………...…17
2.5 Theoretical framework ………………………………………………………21
2.6 Paradigm of the study…………………………………………………….…22
2.7 Hypothesis……………………………………………………………...…….23
2.8 Definition of terms……………………………………………………..…..…23
3 Research methodology…………………………………………………......…26
3.1 Research design…………………………………………………………..…26
3.2 Respondent and sampling technique ……………………………………..27
3.3 Research instrument…………………………………………….……….….28
3.4 Research Validity and Reliability………………………………………......29
3.5 Data gathering procedure ……………………………………………….…29
3.6 Statistical treatment of data…………………………………………………30

4. Presentation Analysis and Interpretation of data………………………….…33

4.1 Table 1 ……………………………………………………………………….33

4.2 Table 2……………………………………………………………………..…33

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 4.3 Table 3………………..…………………………………………….……34

4.4 Table 4…………..………………………………………………….…....34

4.5 Table 5……………..………………………………………….………....35

4.6 Table 6…………………..…………………………………….….…...…36

4.7 Table 7…………………..…………………………………….…....……37

5. Conclusion, Interpretation, and Recommendation………….…….……39

5.1 Summary of findings…………….…………………………..….………40

5.2 conclusion ………………………………………………….….….…….41

5.3 Recommendation ……………………………………….………….…..42

Appendix………………………………………………………….……………43

References ……………………………………………………………………47

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 Dedication

This study is wholeheartedly dedicated first to our beloved parents,

who have been our source of inspiration and gave us strength when we thought
of giving up. You continually provide moral, spiritual, emotional, and financial
support to us. We will not be able to finish it because of you and we are very
thankful to have supportive parents.

And next is for our classmates who shared their words and advice
and encouragement to finish this study. We are thankful for giving us a piece of
knowledge even we all are struggling this year you always help us and we are
thankful because of that. And for the teacher who gives us guidance to finish this
study and giving us the knowledge to create this useful research. We thankful for
all you did to us this whole school year even thought are the one who most
struggling because of this new type of learning and we are thankful because you
are not giving up to teach and guide us.

And lastly. We dedicated this book/research to the almighty god.

Thank you for the guidance, strength, power of the mind, protection, and skills
and for giving us a healthy life, all of these we offer to you.

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 Abstract
The study presents the comparative analysis of the performance of students in
the national college of business and arts The research led to online learning and
face to face learning have no difference in way of teaching in students or online
learning is not much effective than face to face learning. The study finds that
many students in the national college of business and arts are saying that online
learning is more ineffective than face to face learning. Researchers find that the
problem of online learning is not because of the capacity of a student but the lack
of resources of students. The researcher administered the survey in the national
college of business and arts in grade 12 student in several 179 respondents in an
overall number of 324 respondents. In the survey conducted the researcher finds
that most students are more likely the face to face than online learning in the
overall weighted mean of 2.34 and interpreting that most students disagree on
online learning. On the other hand face to face, learning has an overall weighted
mean of 3.37 shows that most students are more likely the face to face classes.
And according to the result of the study. The p-value that the study gets is that
the research hypothesis is being rejected for the reason of getting the value of .
288. And the reason is that the null hypothesis showed that if the p-value is less
than 0.5 the research will be rejected

KEY WORDS: Online learning, Face to face learning, comparative analysis,

Resources, capacity.

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 Chapter 1

The Problem and Its Background

Introduction

It's been six months ago since pandemic started, Coronavirus disease
(Covid-19) are spreading and affects people in different countries. The first act
saw the disease spread from China to the rest of world. As of March Year 2020
Philippines is under control of the governments impose to stay in the house for 2
months. However they declared quarantine protocols down in any areas to
provide decrease in virus and not to be contagious. It's been hard for the people
to adjust in what's happening especially for those students that are adjusting in
new way of teaching. Department of Education prepares alternative way of
Learning by offering Online classes for the reason that students cannot be back
in face to face learning for a while due to the Covid-19. The fact that the students
all adjusting, other people can’t afford the new normal way of learning as a result
of that some of the students are not enrolled and their families are struggling with
the tuition fees that need to be paid for student to enroll online class. This new
normal is hard for everyone due to the fact that all places that you’re passing by
is all closed and not everyone can work because of the pandemic.

Online learning has become increasingly common across the spectrum

of higher education in recent years (Dunn, 2000). Due to the ease of delivery,
institutions have turned to distance education services as cost-effective growth
centers to meet new students and lower delivery costs. The ease of online
learning has replaced many of the conventional educational environments for
learners and has given them more and more opportunities to pursue their
education. The registration numbers support this trend as well. And even in
National College of Business and Arts this type of learning system being use now
because of the Covid-19 pandemic. The National College of Business and Arts is
a private educational institution in the Philippines with campuses located in
Cubao, Fairview and Taytay.

6
 This Department offers degree programs in the Arts, Sciences,
Business and Education as well as Diploma programs. Online learning has
become the new learning system of their school. There is a lot of changes that
happened in month of March, 2020 that affects their way of schooling. Since the
Virus is spreading they decided to impose an online class for the students to
have an opportunity to pursue in their education. It is a new surroundings for the
students due to the fact that they accustomed by the way of learning in the past.
Proceeding with this type of system is disturbing because of the changes in
circumstances. There is a lot of work that they need to do to accomplish a good
learning experience for their tutees. This new normal is time consuming than
personal appearance because it has synchronous and asynchronous that they
follow in class. The traditional learning is more efficient and effective way of
teaching because the teacher and the students can communicate properly and
clearly. It is beneficial for the students because they can used the facilities
offered by the school and feel satisfied with the tuition fees that they paid. The
events could experience by them and have fun sometimes so they can have their
rest day within the year.

This type of learning system is the essential teaching for now in every
school. The researcher conclude that online learning is not much productive than
traditional learning.

The versatility of "anytime, anywhere" connectivity has many benefits for

students wanting to engage in online learning environments. Students are willing.
Access their course material almost 24 hours a day, allowing them greater
comfort and versatility to engage in supporting their education in their daily lives.
Not only can the very nature of the environment give students time to be
thoughtful in their reflections, but sometimes to have a greater timeframe in
which to reflect and think about the materials presented. Even with these
inherent benefits, online learning is not without disadvantages. Critics argue that
many of the benefits of face-to – face learning are lacking in online learning. In
particular, online learning environments have been investigated as not having

7
equivalent or similar levels in educational experiences for learners. The essence
of this claim is that the teacher is separated by distance and time and that, in
terms of a critical relational aspect of the learning group, students have a
perceived sense of loss. Bullen (1998) found that when studying online, some
students feel disconnected from other students or alienated. In addition, learners
also felt that the delay in online interactions had decreased the dynamics of
online discussions.

The research aims to know the difference of the students’ performance

encourage and motivate students to pursue and complete college in order to be
adequately competitive for the future, particularly those students who are
financially unstable.

Statement of the problem

The study aims to determine the difference and similarities of online

classes and face to face classes and how this affecting the performance of
students. Specific question that researcher aims to answer are the following
question.

1. What are the differences between online class and face to face learning?
1.1. Does face to face learning make the students productive?
1.2. Does online learning make the students productive?
1.3. How is leaning online different from face to face learning?
2. What are the challenges of the students facing in an online learning
3. What is the performance of a students in online and face to face learning?
1.1. How can it affect in the students’ performance?
1.2. How the students adapt to the situation?
4. Is there a Significance difference between online learning and face to face
learning?

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Scope and Delimitation

This research will define an online class and face-to-face learning and
compare them to each other in terms of the students’ performance in these two
different learning modes. This research will help the readers understand the
difference and efficiency between the two techniques by knowing the students’
performance in each learning technique in the Grade 12, Senior High School
Department of National College of Business and Arts (NCBA).

The researchers will only choose the participants in the Grade 12

students at the National College of Business and Arts (NCBA). For this reason,
the students are qualified for the research because the students have already
experienced/experiencing both learning techniques and the researchers can get
their perspective in the situations that occur in the society especially in the
learning technique in education.

Significance of the study

The following entities will benefit from this study:

Students: The result of the study will help students to have a vast knowledge
about the online learning to traditional or face to face learning system. This
research will help student to identify which learning is more productive and
effective. Students will have some tips on how they can adapt and catch up in
different new type of learning system

Teachers: The given data would guide the teacher on how they can effectively
deliver and teach their students. And to identify their weaknesses and strength in
employing the new strategies in a new learning system. The teacher will have a
piece of vast knowledge in teaching their students and adapt to this new normal
way of teaching

Parents: The parents who are a great concern about the education of their
children will be aware of the new way of teaching on how their children learn.

9
Administrator: The administrators of the school can get an idea to this study for
more efficient and better learning techniques for further improvement of the
school in terms of educating the students better and efficiently.

Future researcher: For the future researcher, this research will be a useful
reference for the researcher who would plan to make any related study precisely
in the study of comparing and contrast in online and face-to-face learning. This
study will also serve them the cross-reference that will give them background or
an overview of the research

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 Chapter 2

Review of Related Literature and Studies

This chapter include the ideas, finished thesis generalization or conclusions,

theoretical and others. Those that were included in this chapter helps in
familiarizing information that are relevant and similar to the present study.

Related Literature

Local

Online Platform

A Philippine-based international school owner highlighted that online

classes remain the safest learning mode for students amid the COVID-19
pandemic. Thames International School co-founder Joel Santos stressed the
need for a COVID-19 vaccine to assure the safe return of face-to-face classes for
students in the country. “Realistically, there is no vaccine by January. So, the
lowest risk really is a virtual class. While there’s no vaccine, the risk of our
students going back to school is higher,” Santos told CNN Philippines’ Rico
Hizon on Tuesday.

Santos emphasized the country’s COVID-19 cases are not on a

downtrend and the infections must be lowered to gradually conduct physical
classes. “There should be also indicators that it won’t happen because even if it
goes down now, that could just be temporary and we can have a resurgence,” he
explained. The Thames International School co-founder added the holding of
limited physical classes may incur additional costs to the private schools because
they have to maintain both the virtual classes and face-to-face classes for those
who are experiencing Internet connectivity problems. Santos also pointed out the
need to prioritize the students’ well-being as they transition into online classes. In
their school, he shared they designed a blended learning system that balance the
conduct of virtual classes and self-pace learning according to the students’

11
studying styles. “The design of the delivery of online learning plus how we
support our students in terms of mental well-being during this pandemic is
actually critical,” Santos said. President Rodrigo Duterte allowed on Tuesday the
conduct of limited face-to-face classes in areas with low risk of COVID-19
starting January 2021. The President previously opposed the holding of physical
classes until a vaccine for the virus becomes available. (CNN Philippines, 2020)

Hours spending in online classes

Gonzales (2020) stated that Online classes may be extended to

about seven to eight hours, as the coming school year should end by May next
year, the Department of Education said Monday. Education Undersecretary
Jesus Mateo said adjustments have to be made after DepEd moved the
resumption of classes from the original schedule of August 24 to October 5. “We
need to abide by the law that it has to be about 200 to 220 calendar days and
therefore there has to be some adjustments,” he said in an interview with ABS-
CBN News Channel. “The academic year will necessarily be adjusted, probably
May,” he said when asked when the academic calendar would have to end next
year. Asked further on what adjustments could be done by DepEd, he said:
“There are several things. It can be done through extensions of all the classes.
That means from 6 hours, it can be extended to about 7 to 8 hours in a day just
so we can extend the number of hours for the delivery of the minimum essential
learning competencies.” He added that DepEd will issue corresponding
guidelines on this possible adjustment. Education Secretary Leonor Briones
earlier explained that the resumption of classes was rescheduled in consideration
of the modified enhanced community quarantine in Metro Manila, Rizal, Bulacan,
Cavite and Laguna still in effect until August 18.

Foreign

Effectiveness of online learning

The Researchers were evaluating the effectiveness of online

professional learning and how that learning was transferred to the teachers’

12
classroom practice in K-12 classrooms. (Herrington, Herrington, Hoban & Reid,
2009). The data collected in this study indicated that teacher professional
learning through the online modules impacted the students substantially by
engaging them in authentic and meaningful learning experiences, the students
taking greater control of their learning, responding well to technology and using
the technology to express themselves. (Lin, Hsu, & Cheng, 2011).

The advantages of and negative effect of online learning and traditional

learning

A study was done from the University of Memphis human. Data were
gathered from students at several times to see if students’ answers would
change over time. According to Dr. Meyer, K. A. “the advantage goes to . . . both.
There are positive characteristics of each setting for a discussion and negative
ones as well. But what may be most intriguing is how the differences in the two
settings may be useful for encouraging different types of learning experiences
that are valuable . . . both of them”. Online class and the traditional class can be
beneficial on their own. Student’s familiarity with their own learning styles and to
shoulder responsibility for online learning will be major factors in their success.
“Student time management and organizational skills will remain paramount.
Additionally, students with better reading and writing skills will do better in online
classes. The literature continues to report that traditional students (age 18-24)
believe they learn more in face-to-face courses but choose online courses for
various personal reasons.”(Stern, B.S.).

Influence of COVID-19 confinement on students’ performance in higher

education (RRL)

E-learning has experienced significant change due to the exponential

growth of the internet and information technology. New e-learning platforms are
being developed for tutors to facilitate assessments and for learners to
participate in lectures. Both assessment processes and self-evaluation have
been proven to benefit from technological advancement. Even courses that

13
solely offer online contents such as Massive Open Online Courses (MOOCs)
have also become popular.

Online and traditional education share many qualities. Students are

still required to attend class, learn the material, submit assignments, and
complete group projects. While teachers, still have to design curriculums,
maximize instructional quality, answer class questions, motivate students to
learn, and grade assignments. Despite these basic similarities, there are many
differences between the two modalities. Traditionally, classroom instruction is
known to be teacher-centered and requires passive learning by the student, while
online instruction is often student-centered and requires active learning. In
teacher-centered or passive learning, the instructor usually controls classroom
dynamics. The teacher lectures and comments, while students listen, take notes,
and ask questions. In student-centered or active learning, the students usually
determine classroom dynamics as they independently analyze the information,
construct questions, and ask the instructor for flexibility and student performance
as grades are the lone performance indicator of this research. (Gonzale et al.
2019)

Related Studies

Local

Impact of blended learning in academic performances

Impact of blended learning instruction in academic performance of

grade 10 students in a selected private high school in San Juan City, Philippines
research entitled "Impact of blended learning instruction in academic
performance of grade 10 students in a selected private high school in San Juan
City, Philippines" where they conducted an experiment of the blended learning
for the students of Grade 10 Xavier School and it is known as a premiere
institution well-known for its ICT-integrated lessons. Each students have their
own iPad when they reach 9th grade. Before the actual lesson, they gave a pre-
test and gave a post-test discussing the lesson through EDMODO, an

14
educational application. After the students take the post-test it has a higher
number than the pre-test. (Hipol et al, 2020).

Perception on use of technology in the classroom at higher education

institutions

According to Carbonilla et al. (2016). Students' perception on use of

technology in the classroom at higher education institutions In the researcher
conducted a research on what the students are doing if there are online classes
that is ongoing there are positive and negative responses. Among the positive
responses are research through surfing the net was considered most performed
activity while sending and receiving e-mails was ranked first using laptop.
Students indulged in instant messaging through chatting mobile phone mostly.
When the results for all the three technologies were combined, it was observed
that instant messaging through chatting was the most performed activity, while
lesson enquiry about assignments was the second ranked activity. Developing
programming skills was ranked 19th and designing and developing games was
the least preferred consequence of use of technology in the class room while the
negative responses are, it is observed that students accessed social websites
face book, Twitter while in class room followed by playing the games.

Common type gadgets that are using in new learning system

Just as for positive consequences, use of different technology like

computer with internet, laptop with internet and mobiles produced different
negative consequences. It is concluded that most students in state colleges and
universities of Caraga region in the Philippines are likely to use technology in
classroom for the purpose of positive consequences supporting the view that use
of technology helps in enhancing learning related activities in classroom. The
excitement of students in involving these technologies as part of their learning
can cause also disruptions inside the classroom that being considered as
negative consequences. Therefore the results shown that online is effective with
the right tool and means to attain and fulfill the requirements of an online
education but it take consequences in the area of learning .In the study of Hipol,

15
Cabahug & Bongon, (2020) a blending learning, (a combination of online and
traditional learning) can make it efficient because it is monitored and certain
areas of learning can be enhanced.

Tools using in online learning and traditional learning

Brunner D L (2006) the potential of the Hybrid Course vis-a-vis Online

and Traditional Courses. Brunner stated that, distant online teaching, when it is
used well, is found to develop more the “written communication skills of students,
whereas the face-to-face experience can give students more practice in speaking
and listening skills”. However, the former provides less venues for students to
practice their speaking and listening skills. Moreover, Moore states that online
courses usually only makes use of one tool of instruction: the computer.
Furthermore, Carr as cited by Brunner found out that “dropout rates for online
courses are sometimes 10-20 percent higher than for comparable traditional
courses.” Nonetheless, three scholars Dziuban, Segment and Vlllanti as cited by
Brunner, in their separate studies, conclude that “hybrid courses improve
retention considerably over online courses and have at least equivalent retention
to face-to-face courses.” Therefore, the higher dropout rates among purely online
classes may also be caused by the fear and difficulties encountered by students
in online education. Besides, there are also students and even teachers who
arrive at discoveries where they realize that they are not suited for purely online
educational environments. This is even true if synchronous discussions are
integrated in online courses.

The uses of modern technology through online learning

According to Solomon (2019) Technology and its applications have

given tertiary-organizations a better operating system to broaden their education,
learning anywhere and at any time made flexible with adoption of technology that
is globally accepted. Several studies investigated factors hindering, influencing or
significant to technology acceptance. Unfortunately, comparing technology
acceptance in terms of two or more developing countries seems not fully
investigated, especially in the area of learning via web in the developing

16
countries, rather than developed countries. This study employed technology
acceptance model (TAM) to compare the factors affecting e-learning among the
Nigeria and Philippines students, modules/part-time students in universities
approved for specified technology considered as the unit of analysis. AMOS-
SPSS utilized to the analyses sum of 1306 responses for the two counties.
Hypothesized; electric supply, technical resources, ease to use and perceived
usefulness on e-learning supported, 69% and 80% variance explained of the
study achieved. Although, electric supply regressed on perceived ease not
supported. Thus, recommended the replication of this study to increase the
generalizability of achieved results.

Uses of web videoconferencing in online learning

According to Giesbers et al (2014) the increased social presence

through web videoconferencing does not automatically lead to improved learning
ELearning and Digital Media. Giesbers, et al. (2014) listed the reasons why
students drop when they are having online classes 1. It “discouraged some
participants who were less confident about their technological expertise, their
ability to engage actively to synchronous cognitive discourse or the purpose of
the web videoconferences in general” 2. “Offering extra amount of rich
communication tools may have drawn students’ attention away from the content
and toward the workings of the technology” 3. Wegge found out that, “seeing
one’s own image in video conferencing relates to individual emotional
dispositions and can decrease performance.” 4. It is a relief that synchronous
online sessions are used less in blended learning (if ever it is used). It is because
the use of online platforms outside the classroom are usually reserved for
asynchronous discussions and for a. Besides, synchronous classes become
redundant and unnecessary when blended classes also make use of face to face
sessions.

Foreign

Face to face learning system

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 Traditionally, learning has been assumed to take place in a
classroom or face-to-face environment where the instructor and students are
physically together. But, not all students learn the same way and therefore the
traditional approach is not ideal for all students (Young, 2002). Today, hybrid and
online courses are among the delivery strategies widely used. In the traditional
format, the teacher develops and transmits the content to the students who learn
in a face-to-face environment (Knowles, 2005). Although during a set period of
time, learners are frequently provided with activities that require them to be active
rather than listen and or watch passively (Berg, 2003; Knowles, et al, 2005; Perry
2003). According to Young (2002), Graham Spanier, president of Pennsylvania
State University, hails the convergence of online and resident instruction as "the
[hybrid courses] single-greatest unrecognized trend in higher education today."
Putting courses partially online can save a university some money without
prompting students' protests (Carnevale, 2006).

From time immemorial, teacher-lecturing/ student-listening was

the primary mode of traditional academic education. The delivery system for
higher education has been a classroom setting with a professor giving a lecture
and students listening and writing notes. Interaction between the professor
and student has been viewed as an essential learning element within this
arrangement (O’Malley and McCraw, 1999)

The number of enrollment students

In the fall of 2007, more than 17.9 million students were enrolled in
degree-granting, postsecondary institutions. Of those students, more than 3.9
million were enrolled in one or more online courses. Online enrollments
represented 21.9% of total enrollments. From fall 2002 to fall 2007, online
enrollments grew at a compound annual growth rate of 19.7% from 1.6 million to
more than 3.9 million (Allen & Seaman, 2008). Russel (2001) compiled an
annotated bibliography of 355 research reports that examined differences in
student outcomes between online and traditional courses. The majority of
research revealed no statistically significant difference in student outcomes

18
based on delivery mode. However, recent research on course completion and
performance has been inconsistent. Brady (2001), Carr (2000), and Simpson
(2003) found that course completion was generally lower in online courses when
compared to traditional courses.

New learning system from Coronavirus (covid-19)

The coronavirus COVID-19 outbreak disrupted life around the

globe in 2020. As in any other sector, the COVID-19 pandemic affected
education in many ways. Government actions have followed a common goal of
reducing the spread of coronavirus by introducing measures limiting social
contact. Many countries suspended face-to-face teaching and exams as well as
placing restrictions on immigration affecting Erasmus students. Where possible,
traditional classes are being replaced with books and materials taken from
school. Various e-learning platforms enable interaction between teachers and
students, and, in some cases, national television shows or social media platforms
are being used for education. Some education systems announced exceptional
holidays to better prepare for this distance-learning scenario.

Mixed-Method Study Exploring In-service Teachers’ Views on Presence

Online

In this study, Professional Development at a Distance: A Mixed-

Method Study Exploring In-service Teachers’ Views on Presence Online,
researchers wanted to know the participant’s perspective of their online
professional development experience relating to course satisfaction, the factors
and features that contribute to their satisfaction and the impact on the active
classroom from the online professional development experience. In-service
teachers that took online courses over the course of one year were invited to
participate in the survey at the end of the course they took. From seven courses,
95 out of 103 participants completed the online survey. The teachers
participating represented K-12 urban private school teachers. The results
indicated that social presence and teacher presence served as the greatest
factors related to participants’ learning and satisfaction in the online experience.

19
Social presence involved interactions with other colleagues. These interactions
allowed the participants to develop relationships that promoted teach (Holmes,
Signer & MacLeod, 2010).

Students performances through online

In a comprehensive investigation of online and traditional face-to-

face learning outcomes, the U.S. Department of Education released one of the
first major reports to take a close look at the effectiveness of each approach.
“Students who took all or part of their class online performed better, on average,
than those taking the same course through traditional face-to-face instruction.”
Means, B. (2009). This study shows that online classes are more beneficial than
the traditional face to face classes. Online classes have more advantage than
face to face classes.

The growing use of technology

There has been much discussion on college campuses, and in the

literature, over the past 20 years about the growing use of technology in course
content delivery. Technology is being used to either supplement classroom
delivery of course content or to replace it altogether. Online courses are defined
as courses with no face-to-face instruction and are offered totally on the
Web with the utilization of a learning management system (LMS). Instructors
still play an important role in content delivery, but not through direct face-to-face
instruction. According to Pew Research Center surveys conducted in spring
2011, 89% of four-year public colleges and universities offered online classes,
and 46% recent college graduates report that they had taken an online course
(Parker, Lenhart & Moore, 2011). Technology enhanced courses can be
either technology enhanced or blended (hybrid) courses. Generally, if more
than 20% of learning activities is Web based, the courses are considered
blended courses. Otherwise, they are classified as technology enhanced
courses. Blended courses are thought to combine the best features of face-to-
face instruction and online learning (UWMilwaukee, 2016).

20
THEORETICAL FRAMEWORK OF THE STUDY

This chapter discusses the theories that support the researcher

study on comparing the performance of a student between online class vs face to
face. These theories help the empirical findings in a literature. It is the studies
examine the performance of a student in different ways of learning. In the
following paragraph we will continue to present the leading theories of the both
views.

This study compared the effectiveness of online vs. traditional

instruction in an environmental studies class (Mozes et al, 2009) Using a single
indicator, we attempted to see if student performance was effected by
instructional medium. This study sought to compare online and F2F teaching on
three levels—pure modality, gender, and class rank. Through these
comparisons, we investigated whether one teaching modality was significantly
more effective than the other. Although there were limitations to the study, this
examination was conducted to provide us with additional measures to determine
if students performed better in online or face to face learning.

Online learning

To the uses of online learning 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 a 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 teaching (Wladis et al., 2015).

Face to Face learning

The other modality, classroom teaching, is a well-established

instructional medium in which teaching style and structure have been refined
over several centuries. Face-to-face instruction has numerous benefits not found
in its online counterpart (Xu and Jaggars, 2016). First and, perhaps most

21
 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.

Paradigm of the study

Input – Process - Output

Figure 1

Students’ Academic
Performances
 Written Works
 Performance
Task Analysis of Data Students’ Academic
 Quarterly gathered through Performances
Examination survey, difference in Online
questionnaire, and Class and Face to
Students’ Productivity interviews. Face Learning
 Activities
 Projects
 Extracurricular

The model represents the process of how the researchers will know the
difference in terms of academic performances of Grade 12 Senior High School
students of National College of Business and Arts in online and face to face
learning. The researchers will identify their past and present academic
performances as well as their productivity in different aspects. Productivity of
students can also affect their academic performance that is why the researchers
include it in the input. The process includes the collection of data that the
researchers gathered and the analysis of it. The outcome of the analysis of the

22
data gathered is in the output, the researchers will now know the difference of the
students’ academic performance

Hypothesis

The Online learning will affect the performances of k to 12 students in national

college of business and arts.

Definition of Terms:

Academic Performance –the extent to which a student, teacher or institution

has attained their short or long-term educational goals.

Alienated- feeling withdrawn or separated from others or from society as a whole

Asynchronous – time where at not the same time

Chatting - to take part in an online discussion in a chat room

Circumstances - a condition, fact, or event accompanying, conditioning, or

determining another: an essential or inevitable concomitant

Colleagious - an associate or coworker typically in a profession or in a civil or

ecclesiastical office and often of similar rank or state: a fellow worker or
professional

Contagious- transmissible by direct or indirect contact with an infected person

Convergence - the act of converging and especially moving toward union or

uniformity

Critics- one who expresses a reasoned opinion on any matter especially

involving a judgment of its value, truth, righteousness, beauty, or technique

Dynamic - marked by usually continuous and productive activity or change

Efficiency - the quality or degree of being efficient

Empirical- originating in or based on observation or experience

23
E-learning – Learning that conducted in via electronic media, and typically on
the internet.

Face to face learning – face to face learning or traditional learning is a system

of learning that are held in school.

Hindering- to make slow or difficult the progress of.

Hybrid- having two different types of components performing essentially the

same function

Innovative - characterized by, tending to, or introducing innovations

Interaction - mutual or reciprocal action or influence

Immigration - an act or instance of immigrating

Modality- the quality or state of being modal

Pandemic - occurring over a wide geographic area and typically affecting a

significant proportion of the population

Paramount- superior to all others

Productive - having the quality or power of producing especially in abundance

Online learning – online learning is the type of learning system that using
internet or any gadgets and replacement for the traditional learning system

Quarantine – the special type of rules for preventing the spread of disease

Resurgence- a rising again into life, activity, or prominence

Restrictions – A limitation on the use or enjoyment of property or enjoyment of

property or facility.

Satisfaction – Fulfillment of a need or want

Synchronous- happening, existing, or arising at precisely the same time

Transmit - to send or convey from one person or place to another: FORWARD

24
Technology – The application of scientific knowledge for practical purposes,
especially in industry

Versatility- the quality or state of being versatile

Video Conference - the holding of a conference among people at remote

locations by means of transmitted audio and video signals

25
 Chapter 3

Research Methodology

This chapter presents and discusses the research design, subject and
respondents of the study, population, sample size, sampling techniques, data
gathering instrument, validity and reliability of the instrument, data gathering
procedures, and data analysis.

Research Design

In order to see the general picture of the impact of online learning

and face-to-face learning in the performance of Grade 12 students in the National
College of Business and Arts. The researcher used a comparative research
design to compare and contrast the two main variables. Such as online learning
and face to face learning.

The researcher gathered information by distributing an online

questionnaire about the comparison and difference between online learning and
face-to-face learning in terms of student’s performances in exams, quizzes,
performances, and even the presence of students in the class. The respondents
being chosen are from the random sampling method and the Slovin Formula is
used to find the sample size to all population in Grade 12 students in National
College of Business and Arts.

The study will use a comparative research design to determine which

learning systems are more effective and productive in the learning system. The
study will be conducted in the National College of Business and Arts and the
respondents will be Grade 12 students only.

Respondents and Sampling Technique

The respondents in this study are the Grade 12 students in National

College of Business and Arts (A.Y 2020 – 2021). The researchers choose the
Grade 12 students because these respondents are knowledgeable about the
phenomena and have enough idea to answer the problem proposed in the study.

26
Population and Sample size

There were three hundred twenty-four (324) Grade 12 students

population covered in the study. The overall sample size will be only 179 Grade
12 students in National College of Business and Arts.

Sampling techniques

The total population use to find the sample size and determined using
Slovin formula:

n = N / 1 + N e2

n = sample size

N = Population size

e = margin of error

n = 324 / 1 + (324) (.05)2

= 324 / 1 + (324) (.0025)

= 324 / 1 + .81

= 324/ 1.81

= 179

The researchers use the random sampling technique in the formula

below for determining the number of respondent in every Grade 12 students in
each section in National College of Business and Arts:

n1
ni = N1 ( )
Nt

ni = sample size per section

N1 = total sample size

n1 = population per section

Nt = total population

Section in National Population in every Sample size per section

College of Business section
and Arts

Aristotle 54 30
Bacon 55 30
Brazil 53 29
Confucius 54 30
Lao Tzu 54 30
Mencius 54 30
Total 324 179

Research instruments

The researcher will use a questionnaire to get the appropriate data

needed. The questionnaire is a commonly used instrument for collecting
research data from the participants of a study. ‘It basically seeks the opinion of
an individual in a sample or a population on the issue directly related to the
objectives of the research study (Aina, 2004). The researcher used a
questionnaire in order to achieve a reliable and understandable answer, in
question for different and productivity of two main variables of the study such as
online learning and traditional learning.

The questionnaire is divided into two sections. The first section contains
the profile of the respondent about the research. Such as name, gender, age,
and grades in their previous school year. While the second section contains all
the questions regarding the respondent's opinion and experience about the
difference and productivity of online learning and traditional learning system.

27
Instrument Validity and Reliability

As emphasized by Maricon (1975), an instrument is considered valid if

it measures what it intends to measure and has the ability to gather a suited
specific purpose of the study. On the other hand, it is reliable when the
questionnaire is dependable, self-consistent, and stable.

Hence, the instrument used for the students were valid and reliable for
them to easily understand and answer every questionnaire. The researcher uses
Criterion validity and predictive validity type to predict the outcome of the test for
comparing and contrast online learning and traditional learning. And for a reliable
questionnaire, the researcher uses Cronbach’s alpha and gets the value of online
learning which Is 9.4 while face-to-face learning which 9.7. The data gathered by
the researcher can be used and acceptable due to proper acquisition.
Cronbach's alpha determines the internal consistency or average correlation of
items in a survey instrument to gauge its reliability.

Reynaldo A. Santos (1999) stated that Reliability comes to the forefront

when variables developed from summated scales are used as predictor
components in objective models.

Data Gathering and Procedure

As an initial move. The researcher sought the permission of the school

National College of Business and Arts (NCBA) to conduct the study at the school.
And allowing the research to conduct and giving a questionnaire to the students
of the school. The researcher also asked the permission of the students to write
their demographic profile through the completion of a survey questionnaire in an
online procedure. Each item was explained for further understanding to gather
the data.
Statistical treatment of data

28
 The information gathered were tabulated and processed manually and
with the use of computer to determine the precise interpretation of the results.
The table were made to organize, summarize and analyze the data gathered for
easy determination of its difference from each other.

Data were collated, tabulated and analyzed the following statistical tools
were used in the analysis of data.

1. Frequency and Percentage

The Frequency and distribution were used to categorize the

respondents according to their personal background such as sex, section,
age and Average grade in their previous school year (Grade 11) in the first
part of the questionnaire

Formula:

P = F/N x 100

Where:

P = Percentage (%)

F = Frequency

N = Total Number of Population

2. Likert Scale

In determining the similarity and difference of online learning and face to

face learning, as perceived in grade 12 students the Likert scale has been used it
used 4 points scale each point corresponding to a Likert item.

Point Scale Verbal interpretation

4 3.25 – 4 Strongly Agree

3 2.5 - 3.24 Agree

29
2 1.75 – 2.4 Disagree

1 1 – 1.74 strongly disagree

Formula:

∑ WX
X=
N

W = points (4, 3, 2, 1)

X = number of respondents per weight

N = Total number of respondents

3. Weighted mean
Another technique used by the researchers in the study was the
weighted mean. This was used to order to determine the average
response of the different option in the third part of the questionnaire to
analyze the data to the respondent degree of agreement
Formula:

Where:

W = weighted average

n = numbers of terms to be average

Wi=weighted applied ¿ x value

Xi = data value to be average

4. Pearson r Correlational Coefficient

30
 Pearson r Correlational Coefficient was used to determine the
significant relationship or difference between the online learning and
traditional learning system. Pearson r Correlation has been widely used in
statistic to measure the relationship between the two variable.

Formula:

Where:

r = Pearson r Correlational coefficient

n = Number of sample

∑XY = Sum of the product of paired score

∑x = Sum of x score (online learning)

∑y= Sum of y score (Face to face learning)

∑ X^2 = Sum of squared x scores

∑Y^2 = Sum of squared of Y scores

Interpretation for Pearson r

If the p-value is <0.5 the hypothesis of research will rejected. And the
research will automatically conclude that the new learning system will not affect
the students’ performance.

31
 Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter will presents the data gathered together with the statistical analysis
and its own interpretation

Table 1

Distribution of the Respondents in Term of Section

Section Frequency Percentage (%)

Aristotle 30 16.76
Bacon 30 16.76
Brazil 29 16.20
Confucius 30 16.76
Lao Tzu 30 16.76
Mencius 30 16.76
Total 179 100.00

Table 1 Demonstrate the number of respondent’s per section. The

researcher covered all the section of grade 12 students. Most of the number
sample per section is same because of sampling technique that the researcher
use. Most of section are have a percentage of 16.76% because of their
frequency except in section Brazil. And comprising of 179 respondent’s (100%)

Table 2

Profile of the Respondents in term of Sex.

Sex Frequency Percentage (%)

Female 121 67.6
Male 58 32.4

33
32
 Total 179 100.00

Table 2 shows the frequency and percentage distribution of the

respondents in term of sex. Majority of the respondents were female with a
frequency of with a frequency of one hundred twenty-one (121) and percentage
of 67.6%. While male respondent is fifty eight (58) and having a percentage of
32.4%

Table 3

Profile of respondent in term of Ages

Age Frequency Percentage %

16 2 1.1
17 71 39.7
18 99 55.3
19 7 3.9
Total 179 100

Table 3 shows that majority of the respondent belong to the age

bracket of 18 years old with the frequency of 55.3% followed by the age bracket
of 17 years old with frequency of 39.7, and followed by the 2 lowest age bracket
in age of 19 with the frequency of 7and having a percentage pf 3.9 and the
lowest of 4 in age of 16 with frequency of 2 with percentage of 1.1.

Table 4

Profile of Respondent in term of their previous Grades in grade 11

(Year 2019-2020)

General Average (grade 11) Frequency Percentage %

75-80 1 0.6
80-85 35 19.6
86-90 83 46.3
91-95 53 29.6
96 – or higher 7 3.9
Total 179 100

34
 The table 4 describe that many students in national college of
business and arts are having 86-90 grade with the frequency of 83 with
percentage of 46.3. And followed by grade of 91-95 with frequency of 53 with
percentage of 29.6. Followed by 80-85 grade with frequency of 46.3. And
followed by the 2 lowest in bracket of grading in NCBA with general average of
96 and above with frequency of 7 with percentage of 3.9 and lastly 75-80 with
frequency of 1 with percentage of 0.6.

And the Research assume that many students in National College of

business and arts are studying better.

Table 5

Online learning system

SA A D SD Weighted Verbal
Online Learning 4 3 2 1 Mean interpretation
Frequency
I am more actively
Communicate with my 13 63 90 13 2.42 disagree
Classmates and instructor
Electronically.
I am more active in online 8 51 94 26 2.23 disagree
classes
As a student. I enjoy
working with other 9 63 76 31 2.28 disagree
students in online
groupings
I believe that learning on
online class is more 7 25 10 46 2.0 disagree
Motivating than the 1
regular course
I am able to manage my
study time effectively in 17 91 56 15 2.61 Agree

35
online learning system
I always got a higher 14 74 79 12 2.50 Agree
score in online classes
Overall Weighted mean 2.34 Disagree

                    Table 5 shows that the Online learning system majority responses

of grade 12 students in online learning are to disagree with the overall weighted
mean of 2.34. every question compose of different perspectives about online
classes and composing of the weighted mean of question 1-6 with (2.42), (2.23),
(2.28), (2.0), (2.61), (2.50), with the overall of 2.34. So that online learning has
possibilities that have a disadvantage in terms of teaching compared to the
traditional learning system.

Table 6

Face to Face learning system

SA A D SD
4 3 2 1
Face to Face learning Weighted Verbal
Frequency
Mean interpretation
I am more actively
Communicating in a face 95 70 12 2 3.44 Strongly agree
to face classes.
I am more active in a face
to face classes. 85 73 19 2 3.35 Strongly agree

As a student, I enjoy doing

schoolwork’s with my 97 72 8 2 3.47 Strongly agree
Classmates in a face to
face Classes.
I believe that traditional Is Strongly agree
more productive than An 115 59 4 1 3.61
online learning system.

36
I can manage my study Agree
time effectively in a face to 65 86 25 3 3.19
face learning.

I always got a higher score Agree

in a face to face classes 56 98 20 5 3.15
Overall Weighted mean 3.37 Strongly Agree

Table 6 also shown that traditional learning have a good teaching

in students of grade 12 students in National College of business and arts
(NCBA). In every question it has a weighted mean above 3.15 and composed in
every question of (3.44), (3.35), (3.47), (3.61), (3.19), (3.15), with the overall
weighted mean of 3.37 and displaying that most of students answer is strongly
agree in every question. The data gathered present that most of the students
said that traditional is more productive than online learning.

Table 7

Comparative analysis of online learning and face to face learning

Learning system online learning Face to face learning

Statement 1 2.42 3.44

Statement 2 2.23 3.35

Statement 3 2.28 3.47

Statement 4 2.0 3.61

Statement 5 2.61 3.19

Statement 6 2.50 3.15

Pearson R Correlation -0.859

Pearson r Correlation -0.859 P-Value 0.288

37
Note: if p-value is less than the level of significance which is 0.5 reject the null
hypothesis otherwise accepts Pearson coefficient value: ±0.90 - 1 Very high strong;
±0.76 - .90 High positive; ± 0.50 – 0.76 Moderate; ±0.30 – 0.50 low; 0 – ±0.3 Very low.

Table 7 displays the comparative analysis of the performance of

students in National College of business and arts (NCBA) between online
learning and face to face. By using Pearson r correlation in online learning and
face to face learning have in give a (-0.859) and the two variable give a P-value
of (0.288) therefore the null hypothesis is rejected. This means that online
learning is ineffective on the performance of grade 12 students in the National
College of business and arts. And base on the data gathered by research,
research remark that online learning and face-to-face learning have no difference
in way of teaching. The two ways of teaching do not correlate because of the
Pearson r value of (-0.859).

Alavarez et al (2019) stated that comparing the Face to face

learning with hybrid learning found no difference in overall students’
performance. Additionally. The bottom quartile of students showed no differential
effect of the delivery method on examination scores.

Chapter 5

Summary, Conclusion, and Recommendation

This chapter concludes the research. In this chapter, the summary of

findings is presented, as well as the conclusion, and recommendations for the
future research.

Summary of Findings

38
 The findings show the performance of the students in online learning and
face to face learning. It shows whether the students are more motivated in online
learning or in face to face learning.

1. The first table shows the distribution of the respondents in different

sections of Grade 12 Senior High School in National College of
Business and Arts. The students are equally distributed in each section
besides the section Brazil, because of their frequency.

2. The second table shows the percentage of male and female in the total
number of respondents. It clearly shows that there are more female
than male. The third table represents the percentage of age of the
respondents.

3. The fourth table represents the percentage of the general average that
most students has. In this table, it shows what is the most common
level of grade that the respondents are, it is clear that most of the
students has above average in terms of their grade.

4. The fifth table shows the performance of the students in online

learning. The table shows that most of the students are not performing
well in the online learning platform. Most of them are disagree about
the statements one to four and agree about the statements five to six.

5. The sixth table shows the performance of the students in face to face
learning. The table shows that the students are more motivated and
productive in a face to face setting. Students are most likely agreed in
every statement that is given to them.

6. The seventh table shows the difference between the average of each
statement in table five and six. This means that the online learning and
face to face learning have no difference in way of teaching in students

39
 7. The tables shows that most of the students preferred face to face
learning than online learning but not all of them are agreed to it and
some are actually preferred online learning than face to face learning.

Conclusion

As the research demonstrated the summary of findings, the researchers drawn

the following conclusion:

1. Online learning can frequently include in-person contact with you and your
learners. This is because, along with other instructional methods, online
learning is used as a blended learning strategy. However, it is used on digital
forms of communications such as messaging apps, video calls, discussion
boards, and the school’s learning management system (LSM). While the
face to face learning can take many forms, the physical classroom allows
you to interact with your students before and after the class. It is also easier
to communicate than online learning.
1.1 Face-to-face learning is really effective way to learn knowledge and
skills it helps the students to be more productive for the reason that
teachers are allowed to see them while doing their task.
1.2 If you want to succeed in the world of online learning, It is important
to have time management since it takes a lot of radiation from the
device that the student used to learn, Being productive in this type of
learning system also needs time to break.
1.3 Online learning is also known as the education that takes place over
the Internet. It is also referred as an “E-Learning” or “Distance
Learning”. Online learning has a lot of difference in face to face
learning, it refers to the idea of using different tools like Mobile
phones, Laptop, Computers.
2. Students may encounter a lot of challenges in online classes and one of the
common that they may experience is loss of connection, it struggles the

40
 students when it comes to the internet due to the fact that they may hard to
catch up in discussions.
3. In our research paper Face to face learning is more favorable in many
students in National College of Business and Arts. In the other hand online
classes has a different impact in Student performance to the learners.
1.4 It affects the students in their performance in school because they are
not used to learn in this type of learning system therefore it is new to
them to get used to it.
1.5 The students adapt the system that they had nowadays by getting
used to it and doing the things that they think they can help them
accustomed to and to catch up.
4. Yes, it has a lot of difference between Online learning and Face to Face
learning and it is also had different benefits for the students. Online learning
input a lot of time management, Refined critical thinking and gives a new
technical skills while Face to Face is beneficial because students can use
the facilities offered by the school and they can experience different events
that the students wants and needs some of their lives.

Recommendation

Based on the foregoing findings and conclusions, the researchers would

recommend the following:

1. Students should socialize more with other students to improve their

motivation and performance in class.
2. Teachers should use different teaching strategies in online learning like
interactive activities to get the students motivated.
3. Parents should provide healthy environment and encourage guide and
motivate their son in this new learning system. Actively engage the
learning guardians of students in the process of learning.
4. Administrator of the school should hold engaging virtual event for
students and teachers to build stronger relationship between the students

41
 and teachers. Conduct an enhance questionnaire to a larger sample size
to get more precise and accurate result.
5. Providing guidance for learning for groups of students appears less
successful than using such mechanism with individual learners.
6. Provide devices for students to work if at all possible or at least ensure
that any online learning activities can be completed with a smart phone.
7. Use simple assignments that do not require students to navigate complex
instructions
8. Facilitate student success and foster a sense of virtual community
through student-to-student communication.
9. The researcher highly recommended to Create a regular study space
and stay organized
10. The researcher recommended that the future researcher to seek further
research toward improving the whole process and much gathering about
the research study.

APPENDIX

Survey for online learning and face to face learning

Part 1: DEMOGRAPHIC PROFILE OF STUDENTS

Section:

Aristotle
Bacon

42
 Brazil
Confucius
Lao Tzu
Mencius

Section Frequency Percentage (%)

Aristotle
Bacon
Brazil
Confucius
Lao Tzu
Mencius
Total

Age:

16
17
18
19

Age Frequency Percentage %

16
17
18
19
Total

Sex:

Female
Male

Sex Frequency Percentage (%)

Female
Male
Total

43
General average (Grade 11):

75-80

80-85

86-90

91-95

96- Or higher

General Average (grade 11) Frequency Percentage %

75-80
80-85
86-90
91-95
96 – or higher
Total

Part 2: Checking the appropriate in box, which you believe the applicable
answer in question.

Online learning Strongl Agree Disagree Strongly

y Agree Disagree
I am more actively
Communicate with my
Classmates and instructor
Electronically.
I am more active in online classes
As a student. I enjoy working with
other students in online groupings
I believe that learning on online class
is more Motivating than the regular
course
I am able to manage my study time
effectively in online learning system
I always got a higher score in online
classes

44
Face to Face learning Strongly Agree Disagree Strongly
Disagree Disagree
I am more actively Communicating in
a face to face classes.
I am more active in a face to face
classes.
As a student, I enjoy doing
schoolwork’s with my Classmates in
a face to face Classes.
I believe that traditional Is more
productive than An online learning
system.
I can manage my study time
effectively in a face to face learning.
I always got a higher score in a face
to face classes

Equivalent of Weighted mean in online learning and face to face learning.

Rate Scale Verbal interpretation

4 3.25-4 Strongly Agree
3 2.5-3024 Agree
2 1.75-2.4 Disagree
1 1-1.74 Strongly Disagree

Pearson r correlation and p-value of online learning and face to face learning

Learning system online learning Face to face learning

Statement 1 2.42 3.44

Statement 2 2.23 3.35

Statement 3 2.28 3.47

46
45
 Statement 4 2.0 3.61

Statement 5 2.61 3.19

Statement 6 2.50 3.15

Pearson R Correlation -0.859

Pearson r Correlation -0.859 P-Value 0.288

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BUSINESS TEACHER EDUCATION

https://www.slideshare.net/DayanaVillanueva4/thesis-chapter-1-to-5?
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