CHAPTER II

Review of Related Literature

This Chapter presents the related literature and studies after the through and
in-depth search by the researchers. This will also present the conceptual
framework to fully understand the research to be done and lastly this
information will serve as a great support in reaching goals of the study.

Related Literature

Given the situation in our country many Filipino Students are having a hard time to cope-
up with the new normal. But the findings clearly support the existing literature
(Athanasou 1995 Kelley & Chamess, 1995 Smith 1997 Smith & Keating, 1997 James,
2000) that many students, including NESB students or those with no regular
access to technology find this type of learning quite difficult. Although the two
NESB participants (Spiros and Soula) did not state that language was a barrier to their
study, their explanation of the troubles they had with self-paced learning appears to relate
to their NESB status. These difficulties may arise as much from their expectations of a
learning environment as from their actual language skills.
Given the idea of the importance of the Academic Performance in the Philippines.
Factors that are related to the academic performance of university students [Hijazi and
Naqvi (2006); Vandamme, (2005); Cheesman, (2006)]. The academic performance of
students of university of Gujrat, Gujrat, Pakistan. To develop this model we consider the
independent factors like home environment, study habits, hardworking, learning skills,
and academic interaction. 
In accordance in the information given above, the researchers have gathered journal
article and research papers that will affirmatively benefit the study. This will be found
below.
Written in the Journal article of Elsevier (2011), stated that Metacognitive
monitoring and control must be accurate and economical to allow self-guided learners to
boost /improve their performance. Few examples exist in which allowing learners to
control learning produces higher levels of performance than restricting learners’ control.
The advantage of self-pacing was apparent only in subjects who utilized a discrepancy-
reduction strategy—that is, who allotted a lot of study time to normatively difficult items.
Lastly self-pacing can improve memory performance,
To support the article above, Time management is important to us in this situation.
There are association found between time management practices, academic achievements
and stress reduction as the research study demonstrated that an association exists between
anxiety lessening, Practices of time management and higher academic success. Moreover,
there is an association between time management abilities and educational outcomes.
Giving time to studies outside the class or at home have some positive impacts on the
studies and spending more time working have some negative impacts on the outputs of
students.
Furthermore, the study explored student readiness for online learning in the Northeast
of Thailand, using the Unified Theory of Acceptance and Use of Technology (UTAUT).
The responses imply that students have a slightly positive perception toward e-learning.
They use mobile technologies extensively, and have experience using social media; but
are unfamiliar with other collaborative e-learning tool.
Additionally, Rahiminia, Yazdani & Rahiminia (2018) conducted a study that aims of
what is the importance of concentration in studying. Concentration is one of the most
important requirements of education and learning; so that decentralization and distraction
in the classroom is one of the most common educational problem.
and also it can be improved and strengthened by changing some of the existing factors,
and students’ active participation due to positive interaction with professors, in addition
to motivation, leads to more concentration and better learning capabilities of professors in
attending to students’ status are important for the creation of concentration and
motivation in students to attend classrooms.
Another, Martin & Parker (2014) stated that Virtual classrooms allow students and
instructors to communicate synchronously using features such as audio, video, text chat,
interactive whiteboard, and application sharing. The purpose of the study reported in this
paper was to identify why instructors adopt synchronous virtual classrooms and how they
use them after their adoption. These meaningful data for instructors interested in
providing synchronous components in their online teaching and for administrators
interested in promoting technology-enhanced learning on their campuses.
And also instructors can begin using virtual classrooms for office hours, then optional
labs, and eventually for one or two required synchronous class sessions. Virtual
classrooms have multiple uses, such as the ability to be accessed simultaneously from
different locations, as a tool for collaboration and video calls, and as a platform to deliver
and retrieve online lectures
Moreover, in the Asynchronous online discussion, the journal authored by Corfman
and Beck (2019) stated that this study, creativity, as conceptualized through
Amabile, 1983, 1988; Amabile & Pillemer, 2012) componential model of creativity, is
examined.  They also suggested that teachers need to understand five essential principles
before creativity is added to the curriculum. First, teachers must realize that creativity is
not just novelty. Second, teachers must know that there are various levels of creativity.
Third, teachers must appreciate that some environments inhibit creativity while others
stimulate it. Fourth, teachers must know that creativity is not free. Lastly, teachers must
know that there is an appropriate time for creativity. This case study also showed that the
student-to-instructor interaction in asynchronous online discussions could promote
domain-relevant skills, and encourage creativity-relevant processes, and increase task
motivation.
 Subsequently, in the study authored by Sumaradi (2019), it is elaborated that the
Senior High School Students teachers also need the students point of view about
their ability, because there are many reasons that cannot be expressed by the students in
the result of the test , activity and performance task. And then, for the teacher, it might be
considered as teaching evaluation for the next teaching and learning process.
The related literature given above either supports or reject the study that will be
conducted by the researchers. However, surely, these will benefit in the study as it will
serve as references to interpret the problem that is discussed in the research. The reviews
stated above shows differences and similarities. In terms of differences, each tackle about
various aspects such as time management, synchronous, asynchronous and etc. While, the
similarities of these are the fact that all the literature pertains to the Student time
allocation and their academic performance. As these things will help in accomplishing
this research, the information given above lack to emphasize on the targeted viewers of
this research as it is all focused internationally. These lack of information or studies about
Gr.12 HUMSS Students time allocation and their academic performance on how they
cope up in this situation in terms of the challenges of the new normal that will further
discussed by this study.