DE LA SALLE UNIVERSITY-DASMARIÑAS

College of Engineering Architecture and Technology

Beyond the Classroom: The impact of Schoolbook in

De La Salle University, Dasmariñas’
Educational System

In Partial Fulfillment of the Requirements on ENGL102a

Professor:

Mr. Francisco R. Villar Jr.

Members:

Jeremiah Evic Balusero

Joshua Clarenz Colmenar

Hannah Jane Defino

John Lorenzo Gatchalian

Airell Kent Empensando

Deris Isabel Sapalasan

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Beyond the Classroom: The impact of Schoolbook in De La Salle University, Dasmariñas’ Educational System

ABSTRACT

This research paper is done to identify how big is the impact of the role
of E-Learning on the self-motivation of individuals to study effectively. Hence,
requiring ability set to be successful. This research paper is centered on the
effectiveness of Schoolbook in the De La Salle University-Dasmariñas’
educational system in relation to online learning. The effectiveness of
Schoolbook is anchored on student and teaching personnel’s’ experience with
using the online service inside and outside the campus.

This research is a qualitative descriptive design. Students and teaching

personnel’s responses regarding their usage of Schoolbook are gathered by
means of a survey questionnaire and an interview. The data gathered are
analyzed individually based on the positive and negative responses given by the
respondents. The findings of the study revealed that most students agree that
Schoolbook has improved the quality of education in terms of assessments and
lesson dissemination. In contrast, most of the students also agree that of
academic dishonesty, procrastination, and internet connection are factors which
are the cons of Schoolbook. The interviewed teaching personnel also say that
while Schoolbook is a useful, additional tool to aid in class discussions, they still
prefer physical contact through traditional learning. This research suggests that
future researchers include controlled groups to further focus on the outcomes
rather than initial experience of the use of Schoolbook. It also suggests that
online learning, mainly Schoolbook should think of a way to decrease or remove
the academic dishonesty done by the students when doing their respective
assessments.

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Beyond the Classroom: The impact of Schoolbook in De La Salle University, Dasmariñas’ Educational System

INTRODUCTION

I. Background

Communication has been an integral part our lives and it has undergone evolution in
the passage of time. Moreover, this has been a key factor in shaping the course of human
history. In the field of Education, communication plays an important role as a bridge between
students, teachers, and others to facilitate learning. From basic correspondence through postal
service to the wide variety of tools available through the Internet, society has embraced new
forms of communication through the years (Moore, Dickson-Deane, and Galyen, 2010).
Such changes in communication affect the efficiency and effectiveness of education. The
learning environment is an important factor in determining the effectiveness of education and
the introduction of technology has created a great impact in its design. The design of different
types of learning environments can depend on the learning objective, target audience, access
(physical, virtual and/or both), and type of content (Moore, Dickson-Deane, and Galyen,
2010).
Society seems to be fascinated by the proliferation of technological advancements in
the educational field. Technology has changed and will change many ideas of education. The
challenging process of educating is in demanding need for solutions on how online learning
will change the educational system.

Online learning is a faculty-delivered instruction through the internet. There are two
approaches to online learning namely; synchronous, and asynchronous. Synchronous learning
is instruction and collaboration in “real time” via the Internet. On the other hand,
Asynchronous learning methods use the time-delayed capabilities of the Internet (Poe, and
Stassen, 2015).
The online environment is relatively young compared to the traditional environment
or classroom environment, but it has become more prevalent in colleges and universities
(Bosshardt and Chiang, 2016) and is a common educational strategy in higher education
(Baleni, 2015). Web-based technology has noticeably transformed the learning and teaching
environment. Proponents of online learning have seen that it can be effective in potentially
eliminating barriers while providing increased convenience, flexibility, currency of material,
customized learning, and feedback over a traditional face-to-face experience (Hackbarth,
1996; Harasim, 1990; Kiser, 1999; Matthews, 1999; Swan et al., 2000 in Ya Ni 2013).

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Beyond the Classroom: The impact of Schoolbook in De La Salle University, Dasmariñas’ Educational System

Learning effectiveness is a complex concept with multiple dimensions; it should be

assessed with multiple measures (Ya Ni, 2013). Student interaction (Ya Ni, 2013) and
performance (Baleni, 2015) are two ways by which learning effectiveness can be measured.
Student interaction is important in learning because it opens discussion between students and
teachers which leads to exchange, formation, and clarification of information.
Student-to-instructor and student-to-student interactions are important elements in the
design of a Web-based course (Fulford & Zhang, 1993; Kumari, 2001; Sherry, 1996) because
learners can experience a “sense of community,” enjoy mutual interdependence, build a
“sense of trust,” and have shared goals and values (Davies & Graff, 2005; Rovai, 2002).
Some scholars suggest that interaction in an online environment promotes student-centered
learning, encourages wider student participation, and produces more in-depth and reasoned
discussions than a traditional classroom setting does (e.g., Karayan & Crowe, 1997; D. Smith
& Hardaker, 2000). Interaction in an online environment is less intimidating between
individuals and also has less time pressure on students than does interaction in a face-to-face
setting (Warschauer, 1997). Online discussions also can encourage more reticent students to
participate to a greater extent (Citera, 1988).
Student performance is also an important factor in effective learning because it
reflects how the student learns as a whole. Assessment is important because it has a strong
impact on learning and it is at the core of formal higher education (Angus & Watson 2009).
Bransford, et al. (2000) concurs with that assertion as they also mention that assessment is a
crucial element for effective learning. The relationship between learning environment and
learning outcomes has been studied constantly (Ramsden and Entwistle, 1981; Haertela,
Walberg, and Haertela, 1981).
The purpose of this study is to examine whether the use of E learning is a way that
easily improve the students and teaching personnel in any aspect of studies that can be used
to communicate and provide performance support and therefore it enables the students to
assess effortlessly, learning leading to performance improvement and self-sustaining of
practice.

This research study would be beneficial to the Community of every school as this
study enhances the knowledge of the students and teaching personnel about the possible
issues of online education. Furthermore, results of this study could advise and convince many
students and teaching personnel that online education is beneficial in improving the needs in

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Beyond the Classroom: The impact of Schoolbook in De La Salle University, Dasmariñas’ Educational System

academic performance. In addition, developers of online learning may consider knowledge

management systems as they further develop these tools.

II. Literature Definitions

As learning technology and its associated fields continue to evolve, practitioners and
researchers have yet to agree on common definitions and terminologies (Lowenthal &
Wilson, 2010; Volery & Lord, 2000). As a result, it is difficult for researchers to perform
meaningful cross-study comparisons and build on the outcomes from the previous studies. In
addition, terms are often interchanged without meaningful definitions. As an initial step, we
reviewed the relevant literature to determine how these terms were defined.

A. Schoolbook

Schoolbook is De La Salle University-Dasmariñas’ virtual learning environment tool

that enriches learning experience and strengthens student-teacher and student-student
exchange beyond the classroom. With schoolbook, learning is accessible 24/7 through any
internet-enabled device such as desktop computers, laptops, tablets and smartphones. The
impact of schoolbook in the classroom are related to both the teacher and the students. In the
past classrooms were lecture driven. With schoolbook involved in education, the students are
more active in their learning. The teacher is no longer the center of attention. They play the
role of a facilitator or guide of information and not so much of an information source.
Schoolbook in the classroom allows the students to be more active with the opportunity of
communication of information.

B. Online and Offline

Online and offline are terms that have specific meanings with regard to computer
technology and telecommunications. Online indicates a state of connectivity through
computer, laptops, smartphones or tablets. This connectivity usually means internet. By being
online, a person can be connected to another person through different websites. While offline
indicates a disconnected state of computer, laptops, smartphones or tablets. This means that a
network is not connected, cannot be reached, and cannot communicate with any other
computer or device.

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Beyond the Classroom: The impact of Schoolbook in De La Salle University, Dasmariñas’ Educational System

C. Online Learning

Online learning is a method of delivering educational information via the internet

instead of in a physical classroom. It is described by most authors as access to learning
experiences via the use of some technology (Benson, 2002; Carliner, 2004; Conrad, 2002).
There are many different applications for online learning, ranging in scope from simple
downloadable content through to structured programs that include assessment and award.
Online learning is identified by both Benson (2002) and Conrad (2002) as a more recent
version of distance learning which improves access to educational opportunities for learners
described as both nontraditional and disenfranchised. Other authors discuss not only the
accessibility of online learning but also its connectivity, flexibility and ability to promote
varied interactions (Ally, 2004; Hiltz & Turoff, 2005; Oblinger & Oblinger, 2005). Hiltz and
Turoff (2005).

D. Distance Learning

Distance education is the most renowned descriptor used when referencing distance
learning. It often describes the effort of providing access to learning for those who are
geographically distant. The instructional delivery included an instructor who was physically
located in a different place from the learner, as well as possibly providing the instruction at
disparate times. Dede (1996, p. 1) stated that distance education uses emerging media and
associated experiences to produce distributed learning opportunities. Keegan (1996) went
further by suggesting that the term distance education is an “umbrella” term, and as such, has
terms like correspondence education or correspondence study that may have once been
synonymously used, being clearly identified as a potential offspring of distance education.

The term distance learning once again was used to focus on its limitations associated
with “distance”, i.e. time and place (Guilar & Loring, 2008; Newby, Stepich, Lehman, &
Russell, 2000). The term then evolved to describe other forms of learning, e.g. online
learning, e-Learning, technology, mediated learning, online collaborative learning, virtual
learning, web-based learning, etc. (Conrad, 2006). Thus, the commonalities found in all the
definitions is that some form of instruction occurs between two parties (a learner and an
instructor), it is held at different times and/or places, and uses varying forms of instructional
materials.

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Beyond the Classroom: The impact of Schoolbook in De La Salle University, Dasmariñas’ Educational System

E. e-Learning

While some authors explicitly define e-Learning, others imply a specific definition or
view of e-Learning in their article. These definitions materialize, some through conflicting
views of other definitions, and some just by simply comparing defining characteristics with
other existing terms. In particular, Ellis (2004) disagrees with authors like Nichols (2003)
who define e-Learning as strictly being accessible using technological tools that are either
web-based, web-distributed, or web-capable. The belief that e-Learning not only covers
content and instructional methods delivered via CD-ROM, the Internet or an Intranet (Benson
et al., 2002; Clark, 2002) but also includes audio- and videotape, satellite broadcast and
interactive TV is the one held by Ellis. Learning is not only procedural but also shows some
transformation of an individual's experience into the individual's knowledge through the
knowledge construction process. Both Ellis (2004) and Triacca et al. (2004) believed that
some level of interactivity needs to be included to make the definion truly applicable in
describing the learning experience, even though Triacca et al. (2004) added that eLearning
was a type of online learning.

It is important to take note that the definitions given are subject to change over time
for the reason that it is dynamic and how we describe it is a reflection of how we apply the
concept to meet our needs in society. But what is clear is that all forms of e-Learning,
whether they are as applications, programs, objects, websites, etc., can eventually provide a
learning opportunity for individuals.

III. Related Literatures

Traditional learning, or commonly called face-to-face learning, has been around for
many years and has been a standard in education. Using the internet as a medium for distance
education is in its infancy and its true effectiveness requires long term research. Many
researches on the effectiveness of online learning continue to emerge through the years.

Ya Ni (2013) compare the effectiveness of online learning and traditional learning in

terms of student performance and assessments of learning experience. Likewise, it
investigates the effectiveness of online learning as a medium for specific courses. It is found
that student performance as measured by grade is independent of the mode of instruction. Ya
Ni (2013) points out that student persistence, mode of instruction, learning environment, and

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Beyond the Classroom: The impact of Schoolbook in De La Salle University, Dasmariñas’ Educational System

other exogenous factors are critical issues which affects the assessment of the effectiveness of
online learning.

Phillips, Schumacher, and Arif (2015) relate the traditional face-to-face learning
experience with an online learning experience through the use of blended learning
environment (BLE), it widely discusses about how effective the blended learning
environment would be for students. The researchers conducted an experiment in a large
private university in the Midwestern United States with average class size of about 200,
resulting how effective the BLE is in the fields and courses.

Moore, Dickson-Deane and Galyen (2010), studies the differences between e-

learning, online learning and distance learning environments, it also elaborates what are the
three varieties all about. Distance education most likely known as distance learning, describes
as the effort of providing access to learning for those who are geographically distant. In
online learning, some authors described by most authors as access to learning experiences via
the use of some technology (Benson, 2002; Carliner, 2004; Conrad, 2002), and lastly e-
learning is commonly described in the research as the use of technological tools in learning.
In this research data were gathered through survey, and finding that there was a difference
between each of the terms and that the difference relate to the characteristics of each of the
environments. This study mainly discusses the different environments of online and
collaborative learning their difference in some aspects and characteristics.

Baleni (2015) focuses on online formative assessment as a factor in student learning

and identifies how it benefits students and lecturers. Online formative assessments are,
somehow, more privatised efforts to learn; and, especially if students are afforded several
attempts and average scores are used, they offer a much greater prospect to great achievement
(Rovai, 2000 in Baleni, 2015). Moreover, Baleni points out that good formative assessment is
difficult to achieve because of factors such as, pressure from the public or parents, and
student themselves to produce the results. Formative assessment through the internet provides
the students with immediate feedback which acts as a guide in students’ learning.

Online learning has struggled to find acceptance in academic circles. Its difference
from the norm of campus-based education has raised questions over the support offered to
students and the merit of the award.

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Beyond the Classroom: The impact of Schoolbook in De La Salle University, Dasmariñas’ Educational System

However, online learning is the best way to fill the gap in learning because it is more
convenient and effective. In Online Learning, students can learn information faster than the
normal. They can also communicate easily with their professors and classmates making
learning easier. Students will be more interested in studying with the use of gadgets because
in Online Learning, access of the internet and the use of gadgets is required making the
students more interested because gadgets and internet are popular in this generation and is
needed and essential in our daily lives. Students through Online Learning give positive results
in overcoming the skill gap, keeping them confident in all of the challenges that may come.

The adaptation of online tools in subjects such as Schoolbook is still in its formative
years for the reason that it is relatively new in the Campus. Our research aims to provide
insight on the effectiveness of Online learning by assessing the effectiveness of Schoolbook
in De La Salle University, Dasmariñas in terms of assessments, dissemination of information,
student interactions, and off-campus collaborations.

IV. Scope and Limitations

This research study aims to determine the role of Schoolbook in improving the
collaboration of teaching personnel and students during off-campus activities. It is designed
to identify how versatile is Schoolbook in addressing the needs of teaching personnel and
students, and how will it help professors and students learn and understand more. This
research study can serve as a reference for other universities, colleges and schools who are
thinking of eLearning as an addition to their current system. This study will determine if
eLearning will be beneficial to the professors and especially the students, if it help them
improve academically. We will also discuss the consequences in using eLearning as an
alternative tool for learning. Overall this study will determine the improvement of
collaboration of professors and students during off-classroom activities with the use of
Schoolbook as its tool for eLearning.

To formally conduct and achieve the purpose of this study entitled Off-classroom
collaboration between students and professors in De La Salle University Dasmariñas (DLSU-
D) through Schoolbook, we will conduct surveys to all the colleges in De La Salle University
Dasmariñas and execute interviews to professors regarding on their experience in using
schoolbook. The respondents will be 30 students from one block of a particular course in
every college of De La Salle University Dasmariñas.

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Beyond the Classroom: The impact of Schoolbook in De La Salle University, Dasmariñas’ Educational System

METHODOLOGY

Methodology Design

This research study is a qualitative research design using a descriptive method since it
intends to focus on developing the deeper understanding of the role and impact of
Schoolbook in improving the collaboration of teaching personnel and students during off-
campus activities. This research study is about recording, analyzing and attempting to
uncover the deeper meaning and significance of students and professors’ behavior and
experience of using schoolbook, including contradictory beliefs of using the traditional way
of learning.

Research Instrument

In order to answer the primary research question, “What is the role of Schoolbook in
improving the collaboration of teaching personnel and students during off-campus activities”,
a survey questionnaire and an interview will be utilized.

The survey questionnaire consists of 10 questions and a table which are factors in
determining the effectiveness of schoolbook in the Lasallian community. On the other hand,
the questions for the interview describe the actual use of schoolbook and will provide a first-
hand account on its effectiveness.

Participants

Participants included professors and undergraduate students. This study will be

conducted among 8 colleges of De La Salle University Dasmariñas, namely; College of
Engineering and Architecture Technology, College of Business Administration and
Accountancy, College of Education, College of Tourism and Hospitality Management,
College of Criminal Justice Education, College of Liberal Arts and Communications, and
College of Science and Computer Studies. Meanwhile, we will select professors who use
schoolbook as part of their subject frequently.

Data Gathering Procedure

The data utilized for this study will be coming from the survey questionnaires, as well
as the output from the interview. The number of participants will be identified using Simple
random sampling, utilizing Slovin’s formula.

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Beyond the Classroom: The impact of Schoolbook in De La Salle University, Dasmariñas’ Educational System

From there, the convenience sampling technique will be used to select the individuals who
will be taking the survey questionnaire. Meanwhile, the interviewee will be professors who
use schoolbook frequently as part of their subjects.

Analysis of Data

Results from the survey will be tabulated and analyzed by means of two ways;
frequency count and the general mean score.

Frequency count will be used to tabulate data from Part 1 of the survey, as well as the
first four (4) questions in Part 2.

Questions 5 through 6 will utilize the general mean score. The general mean score
will show the overall quality of Schoolbook. There will be five (5) levels in the rating system
namely; Excellent, good, satisfactory, needs improvement, and poor. The following steps are
used to identify the general mean score.

First, the product of the frequency and scale point are identified on each category.
Next, the average mean score is identified by taking the sum of products and dividing it by
the total number of respondents. Finally, the general mean score is found by taking the sum
of the average mean scores and dividing it by the total number of categories used. The
categories pertained here are the questions in the table. The following formula summarizes
the procedure.

𝑝𝑟𝑜𝑑𝑢𝑐𝑡 = 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 ∗ 𝑠𝑐𝑎𝑙𝑒 𝑝𝑜𝑖𝑛𝑡

𝑠𝑢𝑚𝑚𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑝𝑟𝑜𝑑𝑢𝑐𝑡𝑠
𝐴𝑀𝑆 =
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑒𝑛𝑡𝑠

𝑠𝑢𝑚𝑚𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝐴𝑀𝑆
𝐺𝑀𝑆 =
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑐𝑎𝑡𝑒𝑔𝑜𝑟𝑖𝑒𝑠

Data from the interview will be analyzed together with data from the survey by
comparing it from one another. The interview and the survey are from the viewpoints of some
teaching personnel and students respectively.

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Beyond the Classroom: The impact of Schoolbook in De La Salle University, Dasmariñas’ Educational System

RESULTS AND DISCUSSION

I. Results

This section shows the gathered data from the questionnaires and interviews from the
respondents. The response from the students conducted from the survey, as well as from the
response of some teaching personnel show trends in how they view schoolbook and online
learning. In general, results show that Schoolbook has created a positive impact on education
as shown by the students and teaching personnel. In contrast, there are also negative
comments showed by the respondents.

Some positive comments of the students regarding Schoolbook are the following:

1. “There is interaction between the professor and student.”

2. “It gives more time to prepare for quizzes or exams and get higher grades than
actual exams or quizzes.”
3. “It is convenient in terms of time management.”
4. “Good. Lessons can be studied because of the soft copy provided and
assessment to practice the specific lesson.”
5. “Enjoyable due to convenience, especially considering that I live far from the
school.”
6. “It creates a time for having the class if there are plenty of school activities.”
7. “Handouts and power-points are in one place and in order.”
Negative comments include the following:

1. “It is easier for the students to cheat.”

2. “It makes students lazy and depends on other people sometimes. Students who
doesn’t have internet connection/ slow internet connection are at a
disadvantage.”
3. “Cheating is possible.”
4. “Easy for students to cheat and contributes to the habit of procrastination.”
5. “Nothing exciting.”
Analysis of the comments shows that there is a variety of opinions regarding the
usage of Schoolbook. On one hand, students agree that Schoolbook is beneficial in terms of
lessons and assessments, and there is ease in communicating with professors. On the other
hand, students say that Schoolbook, especially in terms of assessments, is prone to “cheating”
and promotes “procrastination”. Internet connections are also stated as a concern regarding
the usage.

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Beyond the Classroom: The impact of Schoolbook in De La Salle University, Dasmariñas’ Educational System

Students’ response in the tables below summarizes their experience with Schoolbook,
as well as with Online learning in general. A modified Likert scale was used ranging from
Strongly Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SD).

Schoolbook
160 145 144
135 134
140 127
120
120
100
71 77
80 68 69 66
55 57
60
40 30
20 12 12 10 10
4 5
0
1. Schoolbook 2. Schoolbook 3. Schoolbook 4. Schoolbook 5. Schoolbook
offers convenience meets Individual contributes to increases your promotes greater
learning needs effective sense of student
communication in community with participation and
the class the professors and interaction
fellow students
Strongly Agree Agree Disagree Strongly Disagree

Figure I.1 Bar graph showing the response of students to Schoolbook

Student experience regarding the usage of Schoolbook is summarized in Figure 1.1.

Results show that there is a positive response towards Schoolbook, though a substantial
amount of respondents reacts negatively. The bar graph on question number one showed that
45% of the total respondents strongly agree, 50% agree, 4% disagree and 1% strongly
disagree that Schoolbook offers convenience. The bar graph on question number two showed
that 30% of the total respondents strongly agree, 56% agree, 12% disagree and 2% strongly
disagree that Schoolbook meets individual learning needs. The bar graph on question number
three showed that 24% of the total respondents strongly agree, 52% agree, 20% disagree and
4% strongly disagree that Schoolbook contributes to effective communication in class. The
bar graph on question number four showed that 25% of the total respondents strongly agree,
51% agree, 20% disagree and 4% strongly disagree that Schoolbook increases your sense of
community with the professors and fellow students. The bar graph on question number five
showed that 27% of the total respondents strongly agree, 45% agree, 24% disagree and 4%
strongly disagree that Schoolbook promotes greater student participation and interaction.

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Beyond the Classroom: The impact of Schoolbook in De La Salle University, Dasmariñas’ Educational System

According to this table, 30% of the total respondents strongly agree, 51% agree, 16%
disagree and 3% strongly disagree that schoolbook offers convenience, meets individual
learning needs, contributes to effective communication, increase sense of community and
promote greater student participation and interaction.

Online learning
160
137
140 127 127
112 114 118
120
97 90
100 81 79
80 61 61
54 51
60 42
40
10 9 11 6 13
20
0
6. Online learning 7. Online learning 8. Online learning 9. Online learning 10. Online learning
makes it easier to leads to academic makes students allows a pressure leads low
procrastinate dishonesty lazy free environment accountability to
learning
Strongly Agree Agree Disagree Strongly Disagree

Figure I.2 Bar graph showing the response of students to Online Learning

Students’ attitude towards online learning is summarized on Figure 1.2. Results show
that there is a tendency to react negatively towards online learning, though a substantial part
of the respondents agrees that online learning allows a pressure free environment. The bar
graph on question number six showed that 40% of the total respondents strongly agree, 35%
agree, 22% disagree and 3% strongly disagree that Online learning makes it easier to
procrastinate. The bar graph on question number seven showed that 31% of the total
respondents strongly agree, 45% agree, 20% disagree and 4% strongly disagree that Online
learning leads to academic dishonesty. The bar graph on question number eight showed that
29% of the total respondents strongly agree, 45% agree, 22% disagree and 4% strongly
disagree that Online learning makes students lazy. The bar graph on question number nine
showed that 41% of the total respondents strongly agree, 42% agree, 15% disagree and 2%
strongly disagree that Online learning allows a pressure free environment. The bar graph on
question number ten showed that 30% of the total respondents strongly agree, 45% agree,
20% disagree and 5% strongly disagree that Online learning leads low accountability to
learning.

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Beyond the Classroom: The impact of Schoolbook in De La Salle University, Dasmariñas’ Educational System

General Mean Score

5 6 7
Scale Point Frequency Product Frequency Product Frequency Product
5 48 240 63 315 69 345
4 119 476 105 420 118 472
Figure I.3 3General mean score
95 of Schoolbook
285 95 285 72 216
2 16 32 61 122 19 38
Figure 1.3 sums the overall quality of Schoolbook using the general mean score. The
1 2 2 1 1 2 2
data gathered AMS
presented a general mean 3.7 4.08
score of 3.87, which according to the legend is 3.83
Good.
RESPONDENTS 280 GMS 3.87 Remarks Good

LegendOverall, 81% of the respondents are on the positive side of schoolbook and only 19%
Excellent 4.49-5.00
of the students are on its negative side that it improves the collaboration of teaching
Good 3.50-4.49
Satisfactory
personnel 2.50-3.49
and students during off-campus activities based on our given questions. This data
Needs
Improvement
showed 1.50-2.49
us that Schoolbook has an effect to students whether it is positive or negative.
Poor 1.00-1.49

Two professors were interviewed regarding Schoolbook. These are the survey questions
we prepared to be answered by the two professors:

1. How often do you use schoolbook to assess your students’ learning path within one
semester?

2. Do you find using schoolbook a lot more convenient than meeting them in the
classroom?

3. Based on your personal opinion, is Schoolbook effective for teaching students?

4. What are the main problems you discover with using schoolbook/e-Learning in
general when it comes to assessment?

5. What are the advantages of using schoolbook?

For question number one, one of the professors answered always because he does a
blended style of teaching and the other one said he uses schoolbook once per term. On
question number two the first professor said Schoolbook is more convenient it can be done
anywhere by using an electronic device and the second said Schoolbook is more convenient
because it helps them save more time and to rest. For question number three the first
professor answered Schoolbook is effective, in a way that they can be more creative, but
classroom meetings are more effective because of physical interactions. The second professor

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Beyond the Classroom: The impact of Schoolbook in De La Salle University, Dasmariñas’ Educational System

answered Schoolbook is effective in some way because it gives the students more resources.
On the other hand there is also a tendency that the student will not take the assessment
seriously because the professors are not physically there to monitor them. For question
number four the first professor said when the site is down and when the students are not
submitting on time and the second professor said students can use different cheating
strategies when they use Schoolbook. For the question number five the first professor said
students become more creative because they make their own way to finish it and
convenience. The second professor said Schoolbook provides more means of interaction
between the faculty and the students. It also serves as additional resources and references for
students in studying. Integrating technology to learning signifies the improvement in the
quality of education.

The data and information we have gathered shows how Schoolbook affects the
educational learning of students and how they interact not only with each other but also with
their respective professors who are using Schoolbook.

II. Discussion

While the internet was not directly made for online learning and services, it branched
out to accommodate the latter. This research intends to explore the effectiveness of online
learning and services through student and teaching personnel responses rather than being
based on theoretical arguments.

Students’ responses reveal four main points about their experience with Schoolbook
and Online learning. First, classes and assessments through Schoolbook are beneficial
because there is ample time for the students to answer assessments and study the lessons in
their own pace. Second, it provides an alternative way of interacting with the teaching
personnel. Third, the main concern over Schoolbook and online learning in general is the
issue of academic honesty. Lastly, the concern over the stability of the internet connection is
present in most of the students’ cases.

In the perspective of the interviewed teaching personnel, there is a mix of positive and
negative comments about Schoolbook and Online learning. First, Schoolbook is beneficial in
terms of time constraints and it enhances the students’ creativity. In contrast, both agree that
Schoolbook assessments are prone to academic dishonesty and that physical interactions are
more advantageous than the online means.

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Beyond the Classroom: The impact of Schoolbook in De La Salle University, Dasmariñas’ Educational System

To gauge whether Schoolbook is effective in improving the collaboration of teaching

personnel and students during off-campus activities, one measure is not enough. Theoretical
bases are not enough to prove that online learning and services such as Schoolbook are
effective in campus use. The practical experience of the students and teaching personnel is
needed to prove it. Based on the results, we come to realize that Schoolbook is versatile in
addressing the needs of teaching personnel and students in the aspect of services and time
management, but not in the area of connectivity. Some students take internet connection
stability as their main hindrance in experiencing Schoolbook especially during assessments.

On the case of effectiveness in assessing academic performance of the students,

results show that assessment through Schoolbook is helpful in some aspects such as class
disturbances due to campus activities, but that is not always the case. Academic dishonesty is
the main problem agreed upon by both teaching personnel and students. We come to
conclude that Schoolbook and other online services may not be the best way to measure the
academic performance of students due to the inconsistencies present in their assessments.

III. Conclusion

There are only two main points to summarize the study. First, Schoolbook is versatile
only to a point of being an alternative way of conducting classes and taking assessments.
Second, Schoolbook may not be an effective way in assessing the academic performance of
the students. While the Internet does provide resources to the students, traditional learning
may be more effective in terms of student interaction and more effective in learning.

In addition, not all assessments and classes are applicable or effective when done
through Schoolbook. There are some cases where physical interaction is much better than
distant learning.

IV. Recommendation

This research suggests that future researchers include controlled groups to further
focus on the outcomes rather than initial experience of the use of Schoolbook. It also suggests
that online learning, mainly Schoolbook should think of a way to decrease or remove the
academic dishonesty done by the students when doing their respective assessments. There are

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Beyond the Classroom: The impact of Schoolbook in De La Salle University, Dasmariñas’ Educational System

many pros and cons to this method of learning. Based on the results that this research has
made it is strongly recommended to use Schoolbook as an alternative class especially during
suspension of classes for it cannot properly assess the performance of each student because of
the resources found in the Internet and the resourcefulness of each student.

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