ONLINE AND ON-SITE LEARNING OF THE FRESHMEN STUDENTS OF

CAGAYAN STATE UNIVERSITY PIAT CAMPUS IN ENGLISH LANGUAGE

PROFICIENCY 1

A Research Proposal
Presented to the
Faculty of College of Teacher Education
Cagayan State University Piat Campus
Baung, Piat, Cagayan

In Partial Fulfillment of the Requirements

for the Course Language Research (EL 77)
and for the Degree Bachelor in Secondary Education

by:

BALUNSAT, JENNIFER R.
ENERO, JAIDY ANN A.
MIRANDA, JOANA MARIE L.
SARMIENTO, MYCA M.

S.Y. 2022-2023
 APPROVAL SHEET

In partial fulfillment of the requirements for the degree Bachelor of Secondary

Education, this undergraduate thesis proposal titled “ONLINE AND ON-SITE
LEARNING OF THE FRESHMEN STUDENTS OF CAGAYAN STATE UNIVERSITY
PIAT CAMPUS IN ENGLISH LANGUAGE PROFICIENCY 1: A COMPARATIVE
STUDY”, prepared and submitted by JENNIFER R. BALUNSAT, JAIDY ANN A.
ENERO, JOANA MARIE L. MIRANDA, and MYCA M. SARMIENTO, is hereby
recommended for oral defense.

ROWENA R. STO TOMAS, Ph.D.

Thesis Adviser

Approved by the Panel of Oral Examination on ___________________, Second

Semester, School Year 2021-2022 with a grade of ___________.

__________________________ _________________________
Member Member

__________________________________
Chairman

Accepted and approved in partial fulfillment of the requirements for the Degree
Bachelor of Secondary Education major in English.

JOCELYN D. TULIAO, DME

College Dean
 TABLE OF CONTENTS

Title Page i
Approval Sheet ii

Chapter I: THE PROBLEM AND ITS BACKGROUND

Introduction 1
Conceptual Framework 4
Research Hypothesis 5
Statement of the Problem 5
Significance of the Study 6
Scope and Limitation of the Study 7
Definition of Terms 7

Chapter II: REVIEW OF RELATED LITERATURE

Overview 9
Online Learning Modalities 9
Drawbacks of Learning Modalities 10
Onsite Learning Modality 11
Related works 12

Chapter III: RESEARCH METHODOLOGY AND PROCEDURE

Research Design 15
Locale of the Study 15
Respondents of the Study and Sampling Procedure 15
Research Instrument 16
Data Gathering Procedure 16
Statistical Treatment 17
Ethical Considerations 18

BIBLLIOGRAPHY
APPENDICES
 Chapter I

BACKGROUND OF THE STUDY

Introduction

With the outbreak of the Corona Virus Disease (Covid-19), the teaching and

learning process underwent a pedagogical transition as a result of online learning. An

interactive, team-based method where the instructor and students co-create the learning

experience replaced the traditional top-down lecture and passive learners. From being the

"sage on the stage" to being "the guide on the side," the instructor's position evolved. This

pedagogical shift has adverse effects on students, teachers, administrators, and the

educational system because like most teaching methods, online learning has its share of

advantages and disadvantages.

Ünal (2015), stated that the relationship between achievement and learning

modality is important in the process of teaching and learning. There should be less

conflict and problem if teachers understand their own teaching styles as well as the

learning modalities of their students. With this, great consideration on the type of learning

modality must be taken into account to ensure quality education. Thus, the benefits the

modalities have to offer, and their drawbacks must be weighed carefully especially now

that the changes the Corona Virus have caused in the education system might be here to

stay.

As research suggests that online learning has been shown to increase retention of

information, and take less time, there is a possibility that the adoption of online learning

will still persist post-pandemic (S. Dhawan, 2020). Vice President of Tencent Cloud and

Vice President of Tencent Education, Wang Tao, also believes that "the integration of

information technology in education will be further accelerated and that online education

will eventually become an integral component of school education".

Additionally, a 2020 survey by the World Education Forum found that online

education is seen to be getting more important while traditional education is already

losing relevance due to technological improvements and the quickening needs of the

1
changing world. In his book 21 Lessons for the 21st Century, scholar Yuval Noah Harari

also describes how schools continue to place more emphasis on rote learning and

traditional academic skills than on future-focused abilities like critical thinking,

flexibility, and adaptability. This necessitates the urgent change of the educational system.

An educational innovation that is unmistakably necessary for changing education.

Online learning, on the other hand, places a focus on an interactive learning

environment that is intended to encourage communication between the teacher and the

students as well as within the student body. Both the teacher and the students must

participate actively in the online process. Instead of too relying on lectures and

memorization, the instructor will frequently play the role of facilitator, planning activities

that directly involve the class.

According to several studies, learners generally remember 25–60% more

information when learning online than they do in a classroom with 8–10% on average.

Since students can learn at their own pace by going back and re-reading, skipping, or

moving quickly through concepts as they please, e-learning requires 40–60% less time to

learn than traditional classroom instruction. This is primarily because of the students'

ability to learn material online.

However, despite the many advantages online learning has to offer, it also has its

drawbacks. Interaction between and among teachers and students, the center of the

teaching and learning process, is being weakened or lost. Interaction is meaning-focused

and is carried out to facilitate the exchange of information and prevent communication

breakdowns (Ellis, 1990 as cited by Hanum, N. S).

Furthermore, Brown (2015) stated that interaction is the basis of second

language learning, through which learners are engaged both in enhancing their own

communicative abilities and in social setting, constructing their identities through

collaboration and negotiation. Indeed, it is a very crucial factor in effective teaching and

learning which online education lacks. Thus, the communication skills of students can be

compromised due to the lack of face-to-face communication in a digital setting as stated

2
by Chotalia (2020).

Moreover, lack of physical interaction does not only translate to lack of

communication but also delayed feedback mechanism. Feedback plays a pivotal role in

the learning process and assessment of students' progress to make further improvements

on their academic performance. Studies of effective teaching and learning (Dinham,

2002, 2007a; 2007b) have shown that learners want to know where they stand in regards

to their work. Hence, it needs to be given in a timely manner so students can respond and

remember the experience about what is being learned more positively. A delay in giving

so could lead to feedback's lack of connection with the learning moment. Thus, it

becomes useless.

The proponents’ study will be conducted at Cagayan State University Piat Campus,

which has been using the online learning modality since the pandemic. Distance learning,

primarily using e-learning modules, discussion on social media platforms and video

conferencing lectures through Google Classroom or Zoom are being utilized as teaching

pedagogy. This learning set-up continued even when the Campus went back to its onsite

classes. A post-graduate study titled “Perception on the Usefulness and Quality of Online

Learning Experience: Its Relationship to the Academic Performance of the Education

Learners” examining the perception of Education learners Major in English of the

Campus on the usefulness and quality of online learning was conducted last academic

year 2021-2022. Results showed a positive response from the participants in terms of

ease of use, flexibility, and cost-effectiveness. This proposed research will be conducted

at the same locale to compare the level of performance in their General Education

subject, English Language Proficiency, when taught using various e-learning platforms

and when in on-site classes.

With the laid advantages and drawbacks, the proponents see the need to find out

whether there is a significant difference between the students' performance when learning

online and on-site to determine if online education can be a viable substitute or a

complementary learning and teaching mode after the pandemic which will most likely

3
 Independent Variable Dependent Variable

Mode of Learning Students’ Performance

(Online or On-site in English Language
happen in the future as technology improves and as students demand better learning
Learning Modality) Proficiency

experiences as stated by Paul and Jefferson (2019).

Conceptual Framework

Some scholars define the strengths of an online distance learning course as

follows: “1) It can provide easier access to course resources, 2) It offers greater

convenience for the English teacher and learners, and offers flexibility in scheduling, 3) It

can be personalized, that is, English teachers can cater to each student’s proficiency level

and learning goals by delivering different online resources to individual students so they

can work on them in their own time”, Guchaveza N. (2020).

A 2016 survey by the World Economic Forum found that the demands of the

21st century workplace increasingly need students to acquire a more wide range of

abilities than previous generations had to learn, including cooperation and problem-

solving. For many businesses, having a college degree is not as significant as having the

necessary skills mastered (Calderon and Sidhu, 2014). Herein lies the dilemma: Is the

online classroom a suitable replacement for the conventional face-to-face classroom? Are

the abilities that students master similar between the two modes of delivery?

The study’s conceptual framework is further illustrated in the paradigm that

follows where the researchers wish to further ascertain that the student’s academic

performance is greatly influenced by the type of learning modality used. It utilizes the

independent and dependent variable model. In the context of the study, the identified

variables are as follows: The learning modalities; Online and On-Site Learning modalities

as independent variables and Students' Academic Performance in English Language

Proficiency as Dependent Variable.

Figure 1. Paradigm of the Study

Research Hypothesis

4
 1. There is no significant difference in the student performance when grouped

according to their profile.

2. There is no significant difference in the students’ performance when taught online

or on-site learning modes.

Statement of the Problem

Generally, this proposed study aims to compare the students’ performances when

taught using the on-site or online modes of learning.

It specifically seeks to provide answers for the following research questions:

1. What is the profile of the respondents in terms of:

1.1. major,

1.2. gender,

1.3. digital access?

2. What is the performance of the respondents when taught using the online and on-

site modes of learning?

3. Is there a significant difference in the performance of the respondents when

grouped according to their profile?

4. Is there a significant difference in the performances of the respondents when

taught using online or on-site modes of learning?

Significance of the Study

The researchers believe that the future findings of this study will benefit the

following people:

Curriculum Developers – will have the results of the proposed study as their basis and

guide in creating and/or suggesting appropriate teaching and learning activities needed

regardless of the instructional modality used by the learning institution as well as for

teachers in improving the knowledge and skills of their students.

Future Researchers – who would conduct a similar study will have the future conclusions

and recommendations of the proposed study as their reference. It can also give them more

comprehensive ideas regarding the mode of learning and its relation to the performance

5
of the learners.

School Administrators – the results of the proposed study will help the school

administrators be aware of the importance of helping develop the knowledge and skills of

the teachers and learners in relation to the most recent developments in digital

technology.

Students – will have the results of the proposed study as a guide in choosing the right

platform or learning modality that is suitable for them without compromising the quality

of their education.

Teachers – will have the results of this study as an aid to make informed decision on the

right teaching platform for their students as well as help ensure effective teaching

regardless of the mode of learning.

Scope and Delimitation of the Study

This proposed study will be conducted during the first semester of the academic year

2022 – 2023 and will be limited to the freshmen from the four colleges of the Cagayan

State University Piat Campus. The study will only center around the utilization and

efficacy of the online and on-site learning modes then compare their effectiveness based

on the students’ performance.

Definition of Terms

The following terms are operationally defined for the readers to better understand
how the terms are used in the study.
Control group – is the group of learners from the who will be using the traditional mode

of learning. These group of learners will be taught on an on-site class.

Digital access – refers to the description of the tools and technologies, such as the

Internet and computers, that allow the respondents of this study their participation to their

online classes and their online activities.

E-learning platforms – refer to the webspace or portal for educational content and

resources that offer students everything they need in one place: lectures, resources,

opportunities to meet and chat with other students, and more. These are also excellent

media for the teachers to monitor their student progress.

6
Literacy- refers to the student’ s ability to use and navigate various e-learning platforms.

Online learning – a form of distance education in which a course or program is

intentionally designed in advance to be delivered fully online. Faculty use pedagogical

strategies for instruction, student engagement, and assessment that are specific to learning

in a virtual environment.

Onsite learning – is the traditional learning method; students would attend a college,

university, or school session with other students. A teacher is also present, and the means

of instruction are by word of mouth.

Performance – the measurement of student achievement from their online and on site

modes of learning. In the context of the study, this refers to the results of the students

achievement tests (pre and post-test).

Treatment group – the group of learners who will be taught online and will be using the

various e-learning platforms.

Chapter II

REVIEW OF RELATED LITERATURE

As educational institutes began to address the challenges posed by the COVID-

19, online learning came to the foreground as the panacea to save academic activities.

Thus, the current effect of the COVID-19 pandemic on the education sector nationally

and globally has been a subject for discussion of many research recently.

7
 This chapter gives a detailed literature review done on the effect of the pandemic

on the educational system, usage of various e-learning platforms, qualities, benefits, and

drawbacks of both online and on-site learning.

Online Learning Modality

Online Learning Modality is the most acceptable learning and teaching strategy

since the time of pandemic. Across the globe, for academe to continue its operations, they

need to be strategic in the learning delivery by means of online.

Geneva College (2020) defined online learning as a type of internet-based

education in which students can work on their studies at their own pace. Video lectures or

self-paced courses may be used in courses to guide students through their learning

experiences. Willkomm (2020) explained that online learning is a pre-determined course

structure that is built on a learning management system (LMS) prior to the terms start.

Classes, as the name implies, are designed to be taught online, with all course content,

assignments, and so on housed online. In addition, most lectures include power points,

and audio-visual lessons and assignments are scaffold.

Meanwhile, Diana (2020), argued that online learning options should be made

available in order to leverage the best teaching and provide high-quality course options to

all learners. As online learning becomes more usual in our educational system, more

participatory and personalized online and blended learning experiences that manifest best

practices for engaging all students must be provided.

E-learning through the means of technology, as mentioned by Alismail (2015), is

a powerful tool that can access information and knowledge directly by the students and it

can lead to learning independence as well. It is also a considerable role that teachers play

a responsibility to guide the online engagement of students. Through online, there is easy

access to education data and information that is important in the academic success of

students. Indeed, this is one of the edges of online education over the traditional one.

The virtual nature of learning has made students much more independent than

the traditional set-up. Since students must account for themselves while determining

8
whether to study, it has ingrained in them a feeling of responsibility. It enables students to

do more than rely on textbook content. It also enhances their knowledge through research

on the internet (Gilbert, 2015).

Drawbacks of Online Learning Modality

Contrary to the advantages, the pandemic had some devastating effects on

education because most institution were not prepared for such an abrupt change. For

instance, many instructors are not equipped with digital literacy skills. Some students and

teachers are also not technologically equipped to be able to adopt to the current trend of

education. Cheating also becomes very rampant since there is a limited surveillance by

instructors.

Technical problems such as speed, availability and ubiquity of internet and

electricity are also major concerns in online education. The attention span of students has

also reduced greatly because they have to use devices connected to the Internet for

studies, they are easily disrupted (Putri et.,al, 2020).

Chotalia (2022), also argued that even though many students dislike constant

prodding from teachers, it is efficient in increasing retention. However, a lack of face-to-

face communication with the instructor restricts and minimizes feedback, leads to social

isolation, and may result in a lack of motivation. In addition, a lack of focus is a

detriment since it makes it more likely for students to drop out. Therefore, it requires a

more committed individual to find the motivation to complete courses. He then further

argued that online learning compromises the communication skills of students due to the

lack of face-to-face communication in a digital setting. According to him, students may

be hesitant to collaborate effectively when they receive assignments and group projects

which is a potential factor of the feeling of social isolation.

Ultimately, the greatest challenge of online education is technological setbacks.

Students may face technical challenges like inadequate internet access, device hardware

failure, and unreliable electricity. While internet penetration has significantly increased in

recent years, access to a consistent connection with adequate speed remains a challenge

9
for some – resulting in a loss of coherence in learning due to a lack of regular internet

access (Gilbert B., 2015).

On-Site Learning Modality

On-Site Learning Modality, the traditional classroom teaching, is a well-

established instructional medium in which teaching style and structure have been refined

over several centuries. Through class lectures, the context of the topic or subject is

directly delivered, and students are getting involved in the teaching-learning process.

Activities in the classroom can be served not just as a learning experience but also as

socialization for students (Cuizon, 2021).

Xu and Jaggars (2016) argued that Face-to-face instruction has numerous

benefits not found in its online counterpart.

First, and perhaps the most prominent advantage of this learning modality is the

presence of physical interaction. In face-to-face learning, the lecturer supplies important

supplementary notes that are essential for students to pass the exam, sharing and

comparing of notes can be done by the classmates, questions are answered in real-time

which means that there is no need for them to wait for some time to receive a feedback or

response, and assignments are handed personally which means that there is no need for

them to worry on what school should be done at home. However, there are some

disadvantages such as the lecturer has limited time in the class, not all questions can be

entertained by the teacher during the class period, cost in terms of travelling to school

back and forth, and class schedule variations including idle periods between class

schedules.

Related Works

A similar international study was published in the Frontiers in Computer Science

Journal, 1(7), which also compared students' academic performance in an Online and

Face-to-Face class. The study determined which teaching method proved more effective

over an 8-year period of using online and face to face classes. The scores of 548 students,

401 traditional students and 147 online students, in an environmental science class were

10
used to determine which instructional modality generated better student performance. The

study also examined score variabilities between genders and classifications to determine

if teaching modality had a greater impact on specific groups. No significant difference in

student performance between online and face-to-face (F2F) learners overall, with respect

to gender, or with respect to class rank were found. However, the study did not specify

which online learning platforms were used by their online learner respondents. Further,

the study did not put into consideration the students' literacy. Thus, there exists the

possibility that the on-site learners in the study may have been more capable than the

online students and vice versa especially so that their respondents came from different

class ranks.

Cuizon, P. (2021), also conducted a local study to determine the academic

performance of selected Psychology students of St. Dominic College of Asia based on the

learning modalities deployed during the lockdown period due to the Covid-19 Pandemic.

A total of 50 respondents participated in this study. Results of the study showed that a

Blended Learning Modality and Full Online Learning Modality is significantly higher in

terms of a weighted average than Face-to-Face Learning Modality.

Solomon, A. and Alforja, N. (2021), also conducted a local study determining the

effectiveness of different learning modalities to the learner’s performance in Physical

Education 8. The study examined the use of classroom evaluation methods such as pretest

and posttest, as well as various learning modalities such as synchronous, asynchronous,

and modular. The findings of the study shows that synchronous learning is a more

efficient form of teaching. The difference between Pre-test and Post-test among Groups

of Learners Test is also found to be significant. It means that each learning modalities has

an impact on how teachers provide instructions to students. Thus, for successful teaching,

teachers must choose the best learning modality that meets the needs of both the students

and the school.

On the other hand, Ogbonna et al., (2019) employed two instruments, a pretest and

posttest, which were delivered to two non-equivalent and non-randomized groups of

11
students. The research was carried out at two Nigerian secondary schools. The study

found that teaching word processing utilizing synchronous and asynchronous e-learning

modes improved students' cognitive academic achievement in word processing. In terms

of cognitive accomplishment, students taught using synchronous e-learning outscored

those taught using asynchronous e- learning, according to the findings of the study.

These are the related studies done under the umbrella of this research' focus so far.

The findings of the mentioned studies above are not so consistent. There were those

which found out that there is a significant difference between student's performance when

using online compared to when using on-site such as the study conducted by Cuizon, P.

(2021), and there were those which yielded into different results. Thus, we, the

researchers, find the need to conduct this study in the context of our own university.

Moreover, most of these studies utilized the Comparative research method which is

usually conducted by means of collating descriptive features of a subject in other to

enhance knowledge about the subject in question.

The edge of this study compared to those studies therefore is that this study will be

more detailed and more comprehensive as it will put into consideration the student’s

profile, their digital access and their literacy. This study will not only compare the

effectiveness of the two instructional modalities: online learning and on-site classes but

will also further explore which e-learning platform is efficient in generating better student

performance.

12
 Chapter III

METHODS AND PROCEDURE

This chapter discusses the procedures and methodology to be used in the conduct

of the proposed study. This chapter is divided into several sections addressing the

research design, locale of the study, respondents of the study, data gathering instruments,

data gathering procedures, and statistical treatments.

Research Design

This proposed study will utilize the true experimental research method to

establish a cause-effect relationship between the performances of the respondents taught

using the online and on-site modes of learning. The following factors shall be satisfied:

There is a Control Group (on-site students) who will be subjected to the usual or

the traditional face to face class mode, and an Experimental Group, (online students) who

will experience the changed variable of using the e-learning methods such as using the

Facebook Page, Google Meet, Messenger Chatroom and the LENS, CSU’s online

13
learning system.

Both control and experimental classes will be taught with the same lesson by the

same teacher and their performance will later be assessed using the same tool and mode –

onsite examination.

Locale of the Study

This study will be conducted at Cagayan State University Piat Campus located at

Baung, Piat, Cagayan.

Respondents of the Study

The target population for this study are the freshmen of Cagayan State

University Piat Campus who will be chosen using matching to eliminate biases. To

ensure that their abilities on the chosen topic of the lesson are similar or approximately

similar, a diagnostic test will be given them and their performances will be matched

where two or more respondents with matched performance will be equally distributed to

each of the control and experimental classes.

Data Gathering Instruments

The instruments below are going to be used by the researchers in order to gather

the needed data to answer the problems in the proposed study:

Lesson Plans – The proposed study will use two different lesson plans with the topic

Turn-taking as a communicative strategy. One lesson will be taught using online modes

and the other to be taught using the traditional face to face learning.

Recorded Lesson – This will be used for the online mode of learning and will be in a

recorded version of the lesson given to the on-site class.

Diagnostic Test – This is the test to be used to divide the respondents into two groups

with matched abilities. The diagnostic test will use the same topic that will be used in the

lesson which is Turn-taking.

Evaluation – This will be the achievement tests (post test) that will be used to test the

competencies of the students and answer the question as to the performance of the

respondents in the online and on-site classes.

14
Data Gathering Procedures

The researchers will seek permission from the College Deans for the conduct of

the study. Upon approval, the researchers will request the GEC teacher of the first-year

classes to teach the lesson in both the online and on-site classes and will coordinate and

discuss with said GEC teacher the nature of the lesson and the proposed study.

Next, the researchers will administer the diagnostic test to divide the classes into

two matched groups and then assign, through drawing of lots, the experimental and

control groups. When the experimental and control groups shall have been finally set, the

GEC teacher will deliver the prepared lessons to both classes.

After consecutively delivering all the lessons, the researchers will administer the

lesson’s evaluation part. The researchers will personally check the test papers and will

subject the results to frequency and percentage distribution to show how many gave

correct responses in every test and in every item of the tests. The t-Test will be used to

show whether there is a significant difference in the use of the traditional face to face on-

site against the use of online class in the teaching the GEC lesson.

After statistically presenting the results of the study, such results will be

analyzed and interpreted and become the bases for the conclusions and recommendations

of the study.

To avoid suspicion among the students that could affect the results of the study,

the researchers will simply tell the students that they are conducting a regular class and

not a research study. As lessons are delivered to the respondents in the control class in

their classroom at the College of Teacher Education building, the respondents in the

experimental class will be having their class online by listening to the recorded lesson

and other modes of learning during a given period.

Statistical Treatment

The following statistical treatments will be used for better analysis and

interpretation of the data that will be gathered in the proposed study:

15
Weighted Mean – This treatment will be used to determine the performance level in the

GEC lesson of the respondents in both the control and experimental groups using the

online and on-site modes respectively.

Frequency and Percentage Counts – These treatments will be used to determine the

performance level of the respondents in their GEC in both experimental and control

classes.

t-Test – This treatment will be used to determine whether there will be a significant

difference between the respondents’ performance in the experimental and control classes.

The scale below will be used to interpret the test scores of the respondents in

both learning modes:

Range of Scores Descriptive Value

5 Excellent

4 Very Good

3 Good

2 Fair

0-1 Poor

Ethical Considerations

In compliance with the protection of the respondents’ rights, the researchers shall

ensure that the confidentiality of the collected data will be always maintained, and the

identification of the respondents will not be published or made available during or after

the study. The researchers shall request permission from the concerned individuals to

ensure proper protocol.

Through the Letters of Invitation to participate with attached consent forms, the

researchers shall ensure that the respondents will fully understand the nature of the study

and the fact that their participation will be voluntary. Participants will be informed that

they can withdraw from the study at any time.

16
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emergency remote teaching: Video Conference, LMS, or Messenger Application?
Studies in English Language and Education, 7(2).
http://dx.doi.org/10.24815/siele.v7i2.16929

Atchley, T. W., Wingenbach, G., & Akers, C. (2013). Comparison of course completion
and student performance through online and traditional courses. The International
Review of Research in Open and Distributed Learning, 14(4).
https://doi.org/10.19173/irrodl.v14i4.1461

Gilbert, B. (2015), Online Learning Revealing the Benefits and Challenges, Education
Masters. Paper 303.

Ituma, A. (2011). An evaluation of students’ perceptions and engagement with e-learning

components in a campus-based university. Active Learn. High. Educ.12, 57–68.
https://doi.org/10.1177/1469787410387722

O’Donoghue, Tom. Understanding Contemporary Education: Key Themes and Issues.

Routledge, 2017.

Book

Bull, Bernard Dean. What Really Matters; Ten Critical Issues in Contemporary

18
 Education. Wipf & Stock Publishers, 2016.

Internet
Peña J., et. Al (2014), A comparative study of free learning platforms from
https://www.researchgate.net/publication/236656139

Appendix A: Request Letter to Research Adviser

March 14, 2022

ROWENA R. STO TOMAS

Professor, College of Teacher Education
Cagayan State University-Piat Campus
Baung, Piat, Cagayan

Ma’am:

Greetings of peace and prosperity!

We, the undersigned, are third year students of Cagayan State University- Piat Campus
pursuing a degree in Bachelor of Secondary Education major in English, and are
currently enrolled in the course Language Research 1.

In line with this, we humbly request for your service and expertise to serve as an adviser
for our study. We believe that your immeasurable knowledge on the field of research and
insights will be highly valuable and will greatly enrich our work.

Thank you and hoping that this humble request merits your favorable consideration.

Respectfully yours,

JOANA MARIE L. MIRANDA JAIDY ANN A. ENERO

Researcher Researcher

19
JENNIFER R. BALUNSAT MYCA M. SARMIENTO
Researcher Researcher

Conforme:

ROWENA R. STO. TOMAS

Faculty, College of Teacher Education

Appendix B: Letter to the Dean

Republic of the Philippines

Cagayan State University
College of Education
Piat, Cagayan

,2022

Cagayan State University-Piat Campus

Baung, Piat, Cagayan

Dear Ma’am/Sir:

Greetings!

We are at present conducting a study entitled “Online and On-Site Learning in

English Language Proficiency at Cagayan State University Piat Campus: A Comparative
Study” as a requirement for the degree Bachelor of Secondary Education major in
English.

In this regard, we would like to seek for your permission to conduct our study in your
department by delivering a lesson in their English Language Proficiency class using the
traditional method of instruction and online learning modes.

We hope that you will give a favorable response to our request.

Thank you and Mabuhay!

Respectfully yours,

20
JOANA MARIE L. MIRANDA JAIDY ANN A. ENERO
Researcher Researcher

JENNIFER R. BALUNSAT MYCA M. SARMIENTO

Researcher Researcher

Approved:
JOCELYN D. TULIAO, DME
College Dean

Further approved:
HITLER C. DANGATAN
Campus Executive Officer

Appendix C: Letter to the GEC professor

Republic of the Philippines

Cagayan State University
College of Education
Piat, Cagayan

,2022

Cagayan State University-Piat Campus

Baung, Piat, Cagayan

Dear Ma’am/Sir:

Greetings!

We are at present conducting a study entitled “Online and On-Site Learning in

English Language Proficiency at Cagayan State University Piat Campus: A Comparative
Study” as a requirement for the degree Bachelor of Secondary Education major in
English.

In this regard, we would like to seek for your help as the GEC teacher holding the
said course to deliver the lesson plans we prepared by using the traditional method of
instruction and online learning modes in order for us to collect the data we needed for the
study.

We hope that you will give a favorable response to our request.

Thank you and Mabuhay!

Respectfully yours,

21
JOANA MARIE L. MIRANDA JAIDY ANN A. ENERO
Researcher Researcher

JENNIFER R. BALUNSAT MYCA M. SARMIENTO

Researcher Researcher

Approved:
ROWENA R. STO TOMAS
Professor

Appendix D: Pre-Test

Multiple Choice
Directions: Choose the letter of the correct answer.

1. For turn-taking to be successful, how many speakers can talk at a time?

a. One
b. Two
c. Could be a group of five
d. No limit

2. Which of the following statements shows turn-taking as communicative strategy?

a. "I'll go now. See you when I see you again."

b. "They say that the Philippine economy is getting better. Only the stupid think that,
right?"
c. "I agree with the point just made. But may l add that OFWs would rather be home and
work here so they could be with their families."
d. "The dog is so cute. Isn't it?"

3. When attempting to sustain a conversation, which of the following strategies should

you try to include?
a. Using free information.
b. Asking questions, particularly closed-ended ones.
c. Seeking out topics of interest to the other person.
d. Make a shift from the topic.

4. You want to close a conversation. You’ve made the appropriate verbal statements.
What can you do nonverbally to indicate that you are ready to walk away?
a. Scan the scene around you with your eyes.
b. Lean in closer to your conversation partner.
c. Remain seated.

22
d. Continue to keep your paralanguage upbeat.

5. The following are ways that can be employed in taking turns except:
a. Recognize when to take a turn.
b. Hold the floor when it is your turn.
c. Steal the floor when the speaker said something you disagree with.
d. Give signals when you want to speak or interrupt.

6. Maria and her groupmates are having a conversation about their group project. While
everyone in the group is sharing their ideas, Maria noticed that Jaidy is just smiling
awkwardly while silently listening to them. As the leader of the group, what should Maria
do to elicit Jaidy's ideas?
a. Give her an encouraging smile.
b. Ask her what is wrong.
c. Encourage her to speak by asking what her thoughts about their project are?
d. Tell the group to shut up so Jaidy can have the floor.

7. Waiting for your turn to speak takes self-control. Thus, while waiting for your turn to
speak, you should play a quiet game with the person sitting next to you.
a. Both statements are true.
b. First statement is true, and the second statement is false.
c. Both statements are false.
d. First statement is false, and the second statement is true.

8. Learning to listen and take turns is a skill we all have to practice. It is necessary in
improving our communication skills.
a. Both statements are true.
b. First statement is true, and the second statement is false.
c. Both statements are false.
d. First statement is false, and the second statement is true.

9. Turn-taking occurs in a conversation when one person listens while the other person
speaks. As a conversation progresses, the listener and speaker roles are maintained until it
ends.
a. Both statements are true.
b. First statement is true, and the second statement is false.
c. Both statements are false.
d. First statement is false, and the second statement is true.

10. Which of the following statements is the proper way to interrupt when someone is
speaking?
a. "Excuse me, may I speak?"
b. "I am sorry to interrupt you speaking but I have to disagree with what you just said."
c. "Wait, I have a better idea."
d. "My apologies but I couldn't agree less to what you are saying."

23
 Appendix E: Lesson 1 for the Control Class

I. OBJECTIVES: At the end of the lesson, the students are expected to:

Cognitive:
 Define turn-taking as a communicative strategy.
 Explain the importance of turn-taking to an effective oral communication.
Affective:
 Express appreciation of the benefits of observing turn-taking strategies in various
speech situations.
Psychomotor:
 Create a simple script applying turn-taking as communicative strategy based on a
given speech situations and;
 Perform a 2 – 3-minute skit showing turn-taking as communicative strategy based
on a given speech situation.

II. SUBJECT MATTER

Topic: Turn-Taking as a Communicative Strategy
Materials: Worksheets and pictures

III. PROCEDURES
A. MOTIVATION
1.The teacher will let the students perform an activity titled “Knowing each other for the
better”
Activity Title: Knowing Each Other for the Better

Directions: Find a pair and conduct an informal interview using the worksheet provided.
Take turns and exchange roles with your partner to fill-out the required information to be
gathered on the worksheet.

24
 Name of Partner:
Name:

Questions Answers of your Partner

What is your
favorite food?
Kindly describe it
in three words
only.
When is your
birthday?
How do you
spend your days
during rainy
season?
For you, what is
love?

1.The teacher will process the activity by asking the following questions:
a. How did you find the activity, class? Kindly describe your experience.
b. What have you observed with the activity in terms of exchanging answers or
information?
c. How were you able to get the answers you needed from each other? What kind of
strategy did you use? How does this strategy helped you to have a smooth flow of
interview with your partner?
d. Based on the activity, do you have any idea what will be our lesson for today?

B. LESSON PROPER
1.Analysis
1.The teacher presents the objectives of the lesson.
2.The teacher elicits ideas from the students what turn-taking is based on the given
activity.
3. The teacher shows series of pictures to the class as a reference for the discussion.

4. The teacher asks the following questions:

a. What is in the pictures? What are the people in the pictures doing?

25
b. In image 1, who do you think in the picture has the floor to talk? How do you say so?
c. How about in image 2, 3, and 4? How do you say so?
d. What do you think the people in the pictures are talking about?
e. Can we say that the people in the pictures are having a smooth conversation? How do
you say so?
f. If everyone in the picture talks at the same time, what do you think will happen?
g. Whenever you are having a conversation with your friends or anyone, do you listen
intently to what are they talking about first before you talk? Or do you talk whenever you
feel like to?
h. What do you think is the importance of knowing when to speak and

5. The teacher discusses more about turn-taking and the ways to consider when taking
turns in a conversation.
6. The teacher discusses what are the importance of turn-taking to an effective
communication

3.Application
To test the students' mastery of the concept discussed, the teacher will let the students
perform a pairing activity.

Directions: Find a partner and create a simple dialogue script using the picture given
below showing turn-taking as a communicative strategy. You may add verbal and non-
verbal cues in the conversation. You can also give the persons in the picture self-made
names. Refer to the rubric below for the evaluation of your output. Put your answers on
the space provided.

Rubric for grading outputs:

Criteria 6 4 2
Content Higher critical thinking is Critical thinking is The dialogues are
evident and there is a evident and there is poorly written and
smooth flow of a good flow of turn-taking is not
information between the information between evident in the
speakers in the dialogues. speakers in the dialogues.
dialogues.
Script Script has complete, Script is complete. Script is complete
logical story with It has a story with a but with rough
beginning, middle, and beginning, middle, spots. The parts of
end. and an end. the story are
difficult to
determine.
Grammar There are no errors in There are few errors There is a number
grammar. in grammar. of errors in

26
 grammar.

4.Generalization
The teacher asks the students to have a short review of the discussion. The teacher asks
the following questions:
1. What is turn-taking?
2. Why is it important in a communication?

IV. Assessment
Multiple Choice
Directions: Choose the letter of the best answer.

1. Which of the following statements shows turn-taking as a communicative strategy?

a. “I’m so sorry but I need to leave now.”

b. “I guess it would be better if we speak one at a time.”
c. “Where will you go after that?”
d. “See you around!”

2. Turn-taking is a strategy used to establish and sustain a productive and effective

communication. This requires each participant to talk over one another.

a. Both statements are true.

b. Both statements are false.
c. First statement is true, and the second statement is false.
d. First statement is false, and the second statement is true.

3. All are true about turn-taking as communicative strategy except one:

a. Turn-taking is an important skill to have an effective communication.

b. One may employ verbal and non-verbal cues when executing turn-taking in a
conversation.
c. Turn-taking provides person equal opportunity to speak.
d. Turn-taking is the manner in which interruption is needed in a conversation for a
smooth flow of information.

4. Turn-taking occurs in a conversation when one person listens while the other person
speaks. As a conversation progresses, the listener and speaker roles are exchanged back
and forth.

a. Both statements are true.

b. First statement is true, and the second statement is false.
c. Both statements are false.
d. First statement is false, and the second statement is true.

5. Marites and her friends, Marisa and Marisol are having a conversation about the newly
elected President. Marisa and Marisol both believe that the newly elected President is
undeserving of the position, something that a loyalist like Marites strongly disagree with.
If you were Marites, how are you going to respond to your friends considering turn-
taking as a communicative strategy?

27
a. Just remain silent until they're done speaking. Once they are done, go on and tell them
your disagreement.
b. Start by acknowledging their opinion first and explaining your disagreement of their
statements with pieces of evidence to support your arguments.
c. Interrupt and disagree with them in a polite manner.
d. Smile at them although deep inside you know that they have twisted beliefs because
arguing with them will be senseless.

6. The following ways that cannot be employed when taking turns EXCEPT:

a. Give signals when you want to speak or interrupt. Say for instance, tapping your
fingers on the table to show the speaker that you're not interested with what he/she is
saying.
b. Steal the floor when the speaker said something you disagree with.
c. Hold the floor when it is your turn to speak. Make sure to point out everything that
comes to mind because it is finally your turn to speak.
d. Recognize when to take a turn. Consider the ending signals of speakers.

7. Turn-taking as a communicative strategy is not only about knowing when to speak. It

is also knowing when to stop speaking.

a. Both statements are true.

b. First statement is true, and the second statement is false.
c. Both statements are false.
d. First statement is false, and the second statement is true.

For items 8-10, refer to the following conversation below between Jhon and Jane.

Jhon: (Grinning and looking at Jane) "So, are you and that Japanese guy together?"
Jane: "Uh, yes" (Looks away briefly and smiles awkwardly)
Jhon: "What exactly is it that you like in a Japanese man?" (re-establishing eye-contact)
Jane: "Uh, their sense of responsibility." (smiles)

8. Based on Jhon and Jane's conversation presented above, we can say that:

a. Jhon is trying to shift the topic so Jane would feel comfortable. This is evident on the
first-most part of the conversation where he is looking at Jane intently while asking a
question.
b. Jane is uncomfortable in answering Jhon's questions. This can be deduced by her
change of gaze direction, facial expression, and brief answer.
c. Jhon has felt that Jane is getting uncomfortable by his question so he asked another
question to hold on to his floor with a topic development.
d. Jane knows that Jhon likes her so she is trying to avoid the conversation. Her brief
answer only means that she is relinquishing the floor.

9. With Jhon's attempt to sustain their conversation by asking another follow-up question,
do you think he succeeded?

a. Yes, because there is a development in their topic.

28
b. Yes, because finally Jane responded to his question comfortably.
c. No, because although Jane responded, it was only brief.
d. No, because Jane is just obviously trying to be nice at him.

10. With the above sample of speech situation, we can say that establishing eye-contact is
one means by which interlocutors confirm that they have each other's attention. Gaze
direction is to be the most important device for indicating turn-taking.

a. Both statements are true.

b. First statement is true, and the second statement is false.
c. Both statements are false.
d. First statement is false, and the second statement is true

Answer Key:
1. b
2. c
3. d
4. a
5. b
6. d
7. a
8. d
9. a
10. a

V. Assignment

Activity Title: Show Me How To Take Turns

Directions: Divide your groups into five. Each group will be assigned to a specific speech
situation which you are going to perform showing turn-taking as a communicative
strategy. Your skit must be 2-3 minute long.

Group 1: Barangay Meeting

Group 2: Market Conversation
Group 3: During lunch break or recess in school
Group 4: Conversation among employees inside the office
Group 5: Guidance Office Context

The performance will be graded through the following criteria:

Execution - 30%
Relevance to the Theme - 25%
Stage Delivery - 20%
Facial Expressions and Gestures - 15%
Voice Quality - 10%
That’s a total of 100%

29
 Appendix F: Lesson 1 for the Experimental Class

I. OBJECTIVES: At the end the lesson, the students are expected to:
Cognitive:
Defineturn-taking as a communicative strategy
Explain the importance of turn-taking to an effective oral communication
Affective:
Express appreciation of turn-taking strategy in various speech situations
Psychomotor:
Perform a 2-to-3-minute skit showing turn-taking as communicative strategy based
on a given speech situation; and,
Create a simple script using the picture provided showing turn-taking as
communicative strategy.

II. SUBJECT MATTER
Topic: Turn-Taking as a Communicative Strategy
Materials: Video-recorded lessons and pictures

III.PROCEDURE
A. Motivation
1.The teacher will let the students perform an activity titled “Knowing each other for the
better”
Activity Title: Knowing Each Other for the Better

Directions: Conduct an informal interview with anyone in your home (parents, siblings,
cousins, etc.) using the worksheet provided. Take turns and exchange roles with your
partner to fill-out the required information to be gathered on the worksheet.

Name of Partner:
Name:

30
 Questions Answers of your Partner

Is the career you

have pursued the
career you have
always dreamed
of?
What do you like
about yourself
most and why?
What do you like
about me most
and why?
If given a chance,
what attitude of
mine would you
like to change and
why?

1.The teacher will process the activity by asking the following questions:
a. How did you find the activity, class? Kindly describe your experience.
b. What have you observed with the activity in terms of exchanging answers or
information?
c. How were you able to get the answers you needed from each other? What kind of
strategy did you use? How does this strategy helped you to have a smooth flow of
interview with your partner?
d. Based on the activity, do you have any idea what will be our lesson for today?

B. LESSON PROPER
1.The teacher presents the objectives of the lesson.
2.The teacher elicits ideas from the students what turn-taking is based on the given
activity.

3. The teacher shows series of pictures to the class as a reference for the discussion.

31
4. The teacher asks the following questions:
a. What is in the pictures? What are the people in the pictures doing?
b. In image 1, who do you think in the picture has the floor to talk? How do you say so?
c. How about in image 2, 3, and 4? How do you say so?
d. What do you think the people in the pictures are talking about?
e. Can we say that the people in the pictures are having a smooth conversation? How do
you say so?
f. If everyone in the picture talks at the same time, what do you think will happen?
g. Whenever you are having a conversation with your friends or anyone, do you listen
intently to what are they talking about first before you talk? Or do you talk whenever you
feel like to?
h. What do you think is the importance of knowing when to speak and

5. The teacher discusses more about turn-taking and the ways to consider when taking
turns in a conversation.
6. The teacher discusses what are the importance of turn-taking to an effective
communication

3.Application
To test the students' mastery of the concept discussed, the teacher will let the students
perform an activity.

Directions: Create a simple dialogue script using the picture given below showing turn-
taking as a communicative strategy. You may add verbal and non-verbal cues in the
conversation. You can also give the persons in the picture self-made names. Refer to the
rubric below for the evaluation of your output.

Criteria 6 4 2
Content Higher critical Critical thinking is The dialogues are
thinking is evident evident and there is poorly written and
and there is a a good flow of turn-taking is not
smooth flow of information between evident in the
information between speakers in the dialogues.
the speakers in the dialogues.
dialogues.

Script Script has complete, Script is complete. Script is complete

logical story with It has a story with a but with rough
beginning, middle, beginning, middle, spots. The parts of
and end. and an end. the story are
difficult to
determine.

32
 Grammar There are no errors There are few errors There is a number
in grammar. in grammar. of errors in
grammar.

4.Generalization
The teacher asks the students to have a short review of the discussion. The teacher asks
the following questions:
1. What is turn-taking?
2. Why is it important in a communication?

IV. Assessment
Multiple Choice
Directions: Choose the letter of the best answer.

1. Which of the following statements shows turn-taking as a communicative strategy?

a. “I’m so sorry but I need to leave now.”

b. “I guess it would be better if we speak one at a time.”
c. “Where will you go after that?”
d. “See you around!”

2. Turn-taking is a strategy used to establish and sustain a productive and effective

communication. This requires each participant to talk over one another.

a. Both statements are true.

b. Both statements are false.
c. First statement is true, and the second statement is false.
d. First statement is false, and the second statement is true.

3. All are true about turn-taking as communicative strategy except one:

a. Turn-taking is an important skill to have an effective communication.

b. One may employ verbal and non-verbal cues when executing turn-taking in a
conversation.
c. Turn-taking provides person equal opportunity to speak.
d. Turn-taking is the manner in which interruption is needed in a conversation for a
smooth flow of information.

4. Turn-taking occurs in a conversation when one person listens while the other person
speaks. As a conversation progresses, the listener and speaker roles are exchanged back
and forth.

a. Both statements are true.

b. First statement is true, and the second statement is false.
c. Both statements are false.
d. First statement is false, and the second statement is true.

33
5. Marites and her friends, Marisa and Marisol are having a conversation about the newly
elected President. Marisa and Marisol both believe that the newly elected President is
undeserving of the position, something that a loyalist like Marites strongly disagree with.
If you were Marites, how are you going to respond to your friends considering turn-
taking as a communicative strategy?

a. Just remain silent until they're done speaking. Once they are done, go on and tell them
your disagreement.
b. Start by acknowledging their opinion first and explaining your disagreement of their
statements with pieces of evidence to support your arguments.
c. Interrupt and disagree with them in a polite manner.
d. Smile at them although deep inside you know that they have twisted beliefs because
arguing with them will be senseless.

6. The following ways that cannot be employed when taking turns EXCEPT:

a. Give signals when you want to speak or interrupt. Say for instance, tapping your
fingers on the table to show the speaker that you're not interested with what he/she is
saying.
b. Steal the floor when the speaker said something you disagree with.
c. Hold the floor when it is your turn to speak. Make sure to point out everything that
comes to mind because it is finally your turn to speak.
d. Recognize when to take a turn. Consider the ending signals of speakers.

7. Turn-taking as a communicative strategy is not only about knowing when to speak. It

is also knowing when to stop speaking.

a. Both statements are true.

b. First statement is true, and the second statement is false.
c. Both statements are false.
d. First statement is false, and the second statement is true.

For items 8-10, refer to the following conversation below between Jhon and Jane.

Jhon: (Grinning and looking at Jane) "So, are you and that Japanese guy together?"
Jane: "Uh, yes" (Looks away briefly and smiles awkwardly)
Jhon: "What exactly is it that you like in a Japanese man?" (re-establishing eye-contact)
Jane: "Uh, their sense of responsibility." (smiles)

8. Based on Jhon and Jane's conversation presented above, we can say that:

a. Jhon is trying to shift the topic so Jane would feel comfortable. This is evident on the
first-most part of the conversation where he is looking at Jane intently while asking a
question.
b. Jane is uncomfortable in answering Jhon's questions. This can be deduced by her
change of gaze direction, facial expression, and brief answer.
c. Jhon has felt that Jane is getting uncomfortable by his question so he asked another
question to hold on to his floor with a topic development.
d. Jane knows that Jhon likes her so she is trying to avoid the conversation. Her brief
answer only means that she is relinquishing the floor.

34
9. With Jhon's attempt to sustain their conversation by asking another follow-up question,
do you think he succeeded?

a. Yes, because there is a development in their topic.

b. Yes, because finally Jane responded to his question comfortably.
c. No, because although Jane responded, it was only brief.
d. No, because Jane is just obviously trying to be nice at him.

10. With the above sample of speech situation, we can say that establishing eye-contact is
one means by which interlocutors confirm that they have each other's attention. Gaze
direction is to be the most important device for indicating turn-taking.

a. Both statements are true.

b. First statement is true, and the second statement is false.
c. Both statements are false.
d. First statement is false, and the second statement is true

Answer Key:
1. b
2. c
3. d
4. a
5. b
6. d
7. a
8. d
9. a
10. a

V. Assignment
Activity Title: Show Me How To Take Turns
Directions: Choose one from the following speech situations and perform a 2-3 minute
skit or roleplay showing turn-taking as a communicative strategy. Video-recorded
performance will be posted on our Facebook page. Pass your outputs on or before Friday,
5:00 PM.

Situation 1: Barangay Meeting

Situation 2: Market Conversation
Situation 3: During lunch break or recess in school
Situation 4: Conversation among employees inside the office
Situation 5: Guidance Office Context

The performance will be graded through the following criteria:

Execution - 30%
Relevance to the Theme - 25%
Stage Delivery - 20%
Facial Expressions and Gestures - 15%
Voice Quality - 10%
That’s a total of 100%

35