Analyzing the Interactive Learning Experience of Grade 12 MCL STEM Students

during the Implementation of Virtual Learning

Tamika Okubo

A47

Malayan Colleges Laguna

Senior High School Department

2020
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Chapter I

Introduction

For almost half a year under this pandemic, most countries around the world

including the Philippines have temporarily closed educational institutions to contain the

spread of the virus and reduce infections (UNESCO, 2020). Otherwise, the

implementation of online learning posed different risks, casualties, and challenges to

both teachers and students, especially in the higher education institutions (Bao, 2020).

Modern world has introduced various alternative ways to continue the academic year

that have been postponed due to the limitation within the quarantine period—initially,

the introduction of distance learning. The Department of Education emphasized that it

would not necessarily mean that teachers and learners will go to schools and learn

inside the classrooms and divided various modalities to ensure that online learning is a

choice among all others in this new learning environment (DepEd, 2020). According to

Commission on Higher Education (CHED), strengthening online platforms and blended

learning such as but not limited to Google classroom, messenger, zoom, edmodo,

Facebook, and YouTube is advisable. In addition, both will adopt numerous learning

delivery options such as but not limited to face-to-face, blended learning, distance

learning, home-schooling, and other modes of delivery.

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However, according to Tria (2020), the implementation of the online-based

learning would pose such complications on students who are having limited internet

access, no gadgets to use, and unprivileged students who cannot afford modern

technology. Pursuant to Akamai (2017), the Philippines has the lowest internet

connectivity in Asia. Besides, challenges would be equity gaps, student’s security and

safety, quality of learning compromised, and poor assessment result Winthrop (as cited

by Tria, 2020). The lack of access to education technologies and innovations may lead

to poor quality of education and deficient academic performance in as much as the

student-teacher interaction is not effectively employed. In the event that students are

struggling to absorb the learning goal, perhaps drastically change their study habits

practices in accordance to online-based education.

The study published by Chehrzad, Fazelpour, Leili, Looyeh and Masoule (2017)

uncovered that the academic performance of the understudies has a huge and positive

association with the quantity of the considerable study habits. Bashir and Matto (2012,

as referenced in Haryudin & Suhana, 2017) defined academic achievement as “the

measure of how much knowledge the individual has acquired from school or institution.”

In general, the connection between the new education and student’s performance is

significant. Additionally, in an investigation conducted by Abd Khodaei and Ghaffari (in

2011, as cited by Chehrzad et. al., 2017), with the title Investigating the students’ use of

study skills and learning, and its relationship with their academic status and history, it

was indicated that there is an immediate and noteworthy correlation between study

skills and learning, and the normal score of university, which is the index of scholarly

accomplishment. In other words, pupils who utilized more learning practices had higher
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scholastic accomplishments. Furthermore, Migual and Ksenia (2015, in Eremie, 2017)

hold the position that perception on superior understudies uncovered that they have

favorable study skills and engagement employed as: went to all classes, were on

schedule for class, turn in task on schedule, take notes during discussions, did not

appear to cheat; then, low performing pupils were seen to miss and be late in shifts,

submit task past the cutoff time, poor time management, unfit to take part in scholastic

discussions, and need inspiration and enthusiasm for their studies—considering that it

is difficult to perform if the system is not exploit physically, or to specify, if not face-to-

face learning.

Learning movement made through physical to virtual education affects scholastic

execution. This finding is consistent with a developing group of investigation that has

recommended that each transition that a pupil makes to another system negatively

affects scholastic accomplishment. Subsequently, in order to keep the aforementioned

situation from happening, as a suggestion, educators must be aware about the

progressions the students are experiencing (Strand, 2018).

Given all of this presentation regarding the effects of transition to academic

performance of students, the researchers want to determine specifications that align

with the repercussions of changing the system as one becomes the responding data

item, specifically study habits and student’s engagement. Furthermore, the systematic

inquiries concerning this matter in the local setting have a very small quantity. According

to Arabshashi, Hosseini, Kohpayezadeh and Tahamtani (2015), practice in studying is a

remarkable element related with scholastic accomplishment. The study style of pupils

can impact their learning level. This supported the literature by Britto and Limlingan
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(2013) that study skills study abilities are great approaches to prepare an understudy to

confront the change that will occur so as to adapt to it effectively. Through this notion,

the researchers would like to establish introspective and valuable collected data as well

as to elucidate the concept of the variables given. The goal is to propose accurate

recommendations and solutions after undergoing data analysis.

Background of the Study

The recent outbreak of the Coronavirus (dubbed COVID-19) pandemic has

become a big threat to the global health and economy. According to the World Health

Organization (WHO), the virus was first identified from a cluster of patients with

pneumonia in Wuhan, China in December 2019. By March 11 of the following year, the

severity and scale of the situation pushed WHO to declare the outbreak as a global

pandemic. With estimated cases at 35,897,739 worldwide as of October 2020, affected

regions swiftly closed borders and initiated lockdowns to curb the spread of the virus.

Mass gatherings were prohibited, and public spaces such as schools, malls, churches,

and offices were temporarily shuttered. The general populace was asked to stay in their

respective homes, observe physical distancing, wear face masks and shields in public

and observe proper hygiene.

Aside from extreme changes brought forth on general health and safety, the

COVID-19 pandemic also reshaped the current educational landscape. Most

governments around the world have temporarily closed educational institutions in an

attempt to contain the outbreak and secure the safety of students and employees

(UNESCO, 2020). School closures forced millions of learners out of school and
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disrupted the regular enforcement of the curriculum. In lieu of physical classrooms,

virtual classroom became a temporary and most viable replacement. As defined by

Racheva (2018), a virtual classroom is an online learning environment that allows for

live interaction between the tutor and the learners as they participate in learning

activities. In higher education, online learning uses a variety of e-learning tools, which

students can use to access their courses while reducing the communication gap

between educators and students. Online learning is vastly different from traditional

learning (face-to-face), which features blackboard learning and lecture notes for

discussion. Based on the study of Banerjee (2011), the class duration in a traditional or

physical classroom is fixed; unlike in a virtual classroom where the classes durations

are easily extendable and the class schedule is flexible. Additionally, the

aforementioned comparative study shows that the physical classroom is teacher-centric

while the virtual classroom is learner-centric. The researcher however, has yet to

recommend one as a better alternative for the other, seeing as both methods

promulgate and cater to different learners and conditions.

From a local standpoint, the Philippines has gradually shifted to distance

learning or virtual classroom in the wake of the pandemic. On October 5, 2020, public

schools opened fully-online classes to students staying at home. The private schools

meanwhile opted to start the online classes early September 2020 following Republic

Act No. 11480, otherwise known as “An Act to Lengthen the School days Calendar from

Two Hundred (200) days to not more than Two Hundred Twenty (220) Class Days”. The

Department of Education (DepEd) also instituted delivery of learning materials and

adjustments to the key features of K-12 curriculum. A new system of education has
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been implemented where students are provided with Self-Learning Modules (SLMs)

with the combination of various distance learning modalities such as television-based,

radio-based instruction and online. Under the new system, revised assessments consist

of the students’ written works and performance tasks--where the written works include

quizzes and long tests, while performance tasks include group presentations, research

projects and oral work.

According to Education Undersecretary Diosdado San Antonio(2020), the

primordial shift to virtual classrooms and multiple modalities can be considered a

success, as no major difficulties were experienced during the start of implementation.

However, the results of the project as a whole remain to be assessed. Malayan

Colleges of Laguna also released general online learning guidelines to address the

issues brought about by the pandemic. These guidelines are based on the approved

Basic Education Learning Continuity Plan (BE-LCP) of the Department of Education

(DepEd). The opening of the classes of Malayan Colleges Laguna (MCL) started last

September 17, 2020, with a fully-online set-up and an adjusted mode and method of

learning. The Malayan Colleges of Laguna (MCL) is using ‘MCL Online’-- the official

learning platform for the whole academic year of 2020-2021. The classes are conducted

through the synchronous and asynchronous mode. In synchronous classes, the

students and the instructors are online real-time and will meet live through the e-

learning technology like BlackBoard (BB) Collaborate and other online platforms such

as Microsoft Teams and Zoom meeting, with similar features. While in asynchronous

classes, students receive the learning materials one week before use. This is more on

the use of online learning modules and pre-recorded lecture videos or presentations
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that are downloadable. The students of Malayan Colleges Laguna have easy access to

the MCL BlackBoard Learn (BBL) once enrolled. In accordance with this, the study aims

to analyze the learning experience of MCL Senior Highschool Students in online

classes.

All of these technologies--unprecedented as they may be-- combine to create a

cohesive learning arena that aims to overcome the difficulties of the pandemic. As they

are new technologies however, there is a distinct lack of researches in the field that

assess the effectivity of virtual classrooms. Nor are there viable researches that

specifically assess how the virtual classroom affects the learning of students, especially

in a more localized setting.

To address this need, this research seeks to study the impact of virtual

classrooms on the learning of SHS students is important to know to improve the

students’ performance on their synchronous and asynchronous classes. The

researchers deem MCL as an appropriate jump-off point for researches of this nature,

as the institution has been employing online platforms and is well-versed in the

management of virtual classrooms. The researchers also believe that this research aid

in the further improvement of virtual classrooms implemented in the immediate region.

Statement of the Problem

Education is important for the students to help improve and sharpen their skills

by acquiring knowledge in their study. According to John Dewey (1916), education is a

social process--- ‘a process of living and not a preparation for future living’. It is the

students responsibility to learn and one major factor that affects the students learning

interests is the system and method of teaching. These teaching methods and
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approaches affect the academic performance and the learning outcome of a student. As

the world faces the crucial crisis of coronavirus pandemic, there has been a drastic

change in delivering the students’ learning materials. The transformation of face to face

learning to online distance education with the use of computer and internet have

emerged questions to its effectiveness in the education and learning of the students.

Hence, this study seeks to analyze the Interactive Learning Experience shared by MCL

SHS students during the implementation of Virtual Learning.

Specifically, this research seeks to answer the following questions:

1. What are the learning experiences and challenges shared by STEM SHS

students during their engagement with virtual learning modalities?

2. How does virtual learning affect their habits and interaction in terms of:

a Teacher-student interaction?

b Student-student interaction?

c Student-content interaction?

d Student-technology interaction?

3. Is there a significant relationship between the function of virtual learning and

student engagement?

4. Is there a significant relationship between virtual learning and collective feedback

in improving student engagement?

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Objectives

The objective of this study is to dissect the phenomenon of Virtual Learning and

how it shapes the learning process of MCL SHS students. In line with this, the specific

objectives of this study are as follows:

1. To determine the learning experiences and challenges shared by STEM SHS

students during their engagement with Virtual Learning

2. To gauge the impact of virtual learning influences their personal habits and

interactions

3. To analyze how collective feedback can help improve in improving student

engagement

Significance of the Study

The generalization of the importance of this study is to investigate how does

virtual learning affects the student engagement and of the interactive learning

experience of Grade 12 STEM students of MCL. As the pandemic caused a crisis

worldwide, traditional education (face-to-face) transitioned into virtual learning. Both

methods differ from one another in some aspects, thus students and faculties must

adapt to the new-normal which where struggles occurred for both parties. This study

would serve as an assistance in finding a deeper insight to improve Malayan Colleges

Laguna (MCL) students' performance in virtual education on their synchronous and

asynchronous classes.
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To the SHS students, the impact of virtual learning has difficulties in learning

that for some are hard to comprehend. Self-Learning Modules (SLM) were implemented

that makes it difficult for one analyze a study.

To the faculty members, where the result of the study would serve as a good

reference in order to come up with a better strategy in teaching their subjects amid of

the implementation of Virtual Learning Modality.

To the school administrators, the result of the study will serve as a good reference in

order to establish programs that could make the virtual learning modality as good as the

quality education offered in traditional classroom learning.

To the Department of Education (DepEd), the result of the study will be able to be a

source for a new programs by the government to sustain the lapses in education due to

the implementation of the new modality.

Scope and Limitation

This study focuses on the effect of transferring from face-to-face instructions to

on-line instructions toward students’ examine conduct and engagement activities. The

researchers purpose to perceive how the transitioning influences students’ mastering

outcomes. There would be 8 participants from Grade 12 STEM Senior High School

students of Malayan Colleges of Laguna.

The study would be conducted in MCL through online interviews.

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Theoretical Framework

The researcher focused on analyzing the ILE (Interactive Learning Experience)

of the Grade 12 MCL STEM students amid the implementation of the Virtual Learning

Modality. Hence, the following are the theories which served as the foundation of the

current study.

Online Collaborative Learning Theory

The Online Collaborative Learning Theory or OCL speculates that online learning

is more effective when done by means of collaborating with peers, alongside the

instructor, rather than being self-sufficient and studying at an own pace. Dr. Harasim

(2012) stated that there are three phases of knowledge construction when a group is in

mutual communication; Idea Generating, Idea Organising, and Intellectual

Convergence. Through that construction, end results in learning are most evidently

successful. The theory believes that through group learning, a more rewarding learning

outcome will be of result. Instructors will also still play a vital role in confirming whether

the assigned group of learners will understand and acquire the right information that will

establish them to the right path.

The proponents chose this theory particularly as it centers on the exploration of

collaborative learning, which is a vital aspect of the virtual classroom. Here collaboration

is extended not just between participants, but between media and materials as well. It

would be especially significant to observe this phenomenon in a local setting, as the

pandemic offers a unique set-up of confinement and one-method instruction. As such,

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this theory will give a viable insight on how this theory could relate to the Learning

Experience in MCL.

Online learning as Online Participation Theory

The theory of Online Learning as Online participation states that an effective way

of providing a rewarding outcome in Online Classes is by means of having a social

construct. Similarly to the OCL or the Online Collaborative Theory, This theory

embraces the ideology of community. (Jonassen & Land 2000) states how knowledge

does not only exists in individual minds but also “in the discourse among individuals, the

social relationships that bind them.” Which is further backing the theory that through

association, fruitful learning outcomes will be of result.

As the theory also claims an effective Online Learning Analysis, this research

could be related to the researchers’ topic on the effects of the said theory on the SHS

students of MCL. Given the similarity the Online Learning as Online participation theory

to the Online Collaborative Learning Theory or OCL, the researchers will combine both

ideologies and research whether the SHS students in MCL will showcase a similarity in

the theories results.

Definition of Terms

For the purpose of this research, the following terms were operationally defined:

 Covid-19 - a contagious disease from a newly founded coronavirus.

 Virtual learning - a type of learning using technology such as cellphones, laptops

or any other gadgets.

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 E-learning tools - any program or tool that can be accessed using Internet

Connection for the students and teachers' easy access.

 Synchronous - occurring events at the same time or simultaneously.

 Asynchronous - events that are not happening at the same time.

 Pandemic - Refers to an outbreak of a disease that occurs over a wide

geographic are such as countries or continents.

 Quarantine - A restraint of physical activities or communication of persons to

prevent the spread of diseases.

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Chapter II

Review of Related Literature

Key principles, generalizations, and trends from previous proponents and

publications are summarized in the literature and studies presented below. This will act

as a guide for the current researchers while designing this project.

Online Education

The Online education is the crux of every academic plan during this pandemic.

Online platforms however, have existed long before the mass closing brought about by

the COVID-19 outbreak.

The educational system in the current era must be revised in order to match the

ideal environment the man-kind is facing today, as a result of the COVID-19 Pandemic.

The change in the mode of teaching and learning process from traditional to virtual or

online learning. Because of the said change, face to face learning is now done digitally

which then drastically alters the customary learning methods or the educational

curriculum. Some accustomed teaching methods and learning methods also cannot be

applied to the new normal learning as the most common aspect,social interaction is no

longer efficient in Online Learning.

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Brame & Biel (2015) stated that interactions with close physical contacts such as

formal and informal cooperative learning groups, think-pair-share, peer instruction, and

jigsaw, might just be modified or reduced, if not eliminated, from the options of

instructional methods of teaching. Considering the digitally performed classes, social

interaction is no longer present making said tasks no longer efficient. Cahapay (2020)

also stated that not only should the educational curriculum be altered but as well as the

instructors. As most instructors are well prepared and educated for the flow of traditional

learning, not many are adapted to the new normal of learning. Instructors should also be

assessed of their capabilities in teaching with the new normal standards because even

if having an updated educational curriculum aids the learner, the instructor will still be

the main educator for the subject.

In terms of grading systems, assessment scales will be altered from quantitative

to qualitative or simply changing numericals into the pass or fail system (Farrington,

2020). Although many arguments came to arose because the alteration seemed to have

favoured the students rather than the learning experience. Considering the difficult

circumstance of the learners, the assessment construct called leniency error is a

situation where the teacher tends to be too generous and all students are given high

passing scores (Nitko & Brookhart, 2014). Many also claim that the updated grading

system will affect the quality of students outputs and performance.

Researcher Susanna Loeb (2020) noted that previous studies on the effectiveness of

online learning arose from the institution of K to 12 education a decade prior. These

researches usually made use of large-scale administrative data that utilized scores and
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evaluative ratings more than the actual experience of their learners. Administrative data

previously gathered from online-based courses recorded high marks across the board

for

Western learners, and even showed improving scores over time. But a study by

Heppen, Sorensen, Allensworth, Walters, Rickles, Taylor and Michelman (2015)

previously proved that online classes are a bane for remedial learners, as the

unforgiving nature of the platform as well as the rigid evaluation cycle tend to lower the

scores of struggling students. Their study on mathematics retakers also proved that

online platforms are not ideal for practical courses, as these require real-time interaction

with professors to facilitate learning. Heppen et al. (2015) early on suggested that the

ideal setup would be a hybrid of online and brick-and-mortar classrooms, and in the

absence of the latter, synchronous learning altogether.

As we approach the new normal in the post-COVID-19 era, there is a need to

consider education anew in the light of emerging opportunities and challenges

(Cahapay 2020). Along with it, not only lifestyle changes will occur but as well as

educational changes. To adapt with the restrictions due to the Pandemic, Educational

curriculums will be revised to meet the said standards. Though despite the immediate

implementation altering Traditional Learning to Online, further research on effective

Online Learning methods should be done in order to withstand the challenges of the

new normal. Loeb (2020), adapting a more positivist take on online learning, does state

in her findings that online education, albeit minimal, is infinitely better than no education

at all. She discovered during her intensive observation of student adaptation that any

gap that may occur during student learning could cause a domino-effect on their pacing,
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thus hampering the absorption of information. This double take may also cause burnout

for students and instructors alike-- a phenomenon initially earmarked by McCann and

Holt in 2009, then in a publication by Burns in 2020. As early as 2009, McCann and Holt

(2009) have already noted that the lack of real-time interaction between teachers and

students, and students amongst each other, have caused massive damage to the

mental health of all parties. These mental health struggles translate to physical

deterioration as well, exacerbated by the setup that online learning’s flexible schedule

prevents demarcation between study- and work-time and downtime. As such, the

workload during online classes is doubled (intentionally and unintentionally) as noted by

Burns, because online environments tend to be more physically accessible than the

regular classroom. Burns also observed that anxiety in teachers and students also spike

during online learning, primarily because of the instability of technology, immediate

environments that may not be conducive to learning (unlike the semi-controlled

classroom environment), and the isolation that self-paced learning provides. In the end,

healthy competition between peers and constructive criticism and guidance received

regularly from teachers tend to influence learning for the better. These are unexpected

challenges posed by the online platform, which makes it comparable to the traditional

classroom learning. The play-by-play merits of both shall be discussed in the

antecedent section.

Online versus Classroom Learning

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The pandemic era due to COVID-19 outbreak, lead many schools

switched to the Online Learning Modality. In the end, the academic performance

of the learners is severely affected of the transition of Classroom learning to

virtual learning from the traditional set-up wherein teaching and learning process

are done physically.

According to Kaufmann (2015), students identify their online courses differently

from traditional courses. Students tend to view online courses with a degree of flexibility

and experimentation, while they consider traditional courses as rigid and geared more

towards skill enhancement.

In a similar vein, Kaufmann’s research also pointed out that teachers also

evaluate their students differently for both platforms. Mastery of the learning material

can be determined by the instructor through student’s non-verbal behavior in face-to-

face instruction, but teachers have to rely on submitted output during online instruction.

Despite this disparity, academicians still place high value in the effectiveness of online

learning.

Kaufmann (2015), in the advent of information technology, focused primarily on

whether online learning is as productive as learning in a traditional classroom setting.

His views on the importance of IT in education is supported by multiple studies, which

have found online learning to be equivalent to face-to-face learning. In terms of quality

and student satisfaction, Kaufmann (2015) noted that years prior, Cao &

Sakchutchawan (2011) tried to investigate whether the online and traditional MBA

courses offered by a select number of global schools with identical currcula showed

similar examination passing rates. Results showed no substantial differences in the

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course passing rates of the online and traditional students, but revealed significant

differences in the course satisfaction--with lower assessment for the online courses.

The authors concluded that students enrolled in online MBA courses performed as well

as students enrolled in traditional MBA courses, but online MBA students were less

pleased with their learning experiences. In comparison, students enrolled in an

intermediate developmental community college Math course were tested by Abby,

Sadera, and McNary (2011). The performance outcomes of the students were analyzed

through three distinct contexts (face-to-face, blended, and online). The findings showed

that the course tests and the course average of students in a traditional class are lower

than the students in online and blended courses. In addition, students in the online

course 9received more passing grades, followed by blended and then traditional

environments, indicating that online learning is more efficient than classroom-based

learning. In line with this, differences in the learning environment may explain why

online students obtained the highest course average and passing grades, but the

investigation does not indicate whether online students learned more than traditional

students. Though student satisfaction varied across all groups, the studies were able to

prove that online learning was as efficient, if not more efficient, than face-to-face

instruction.

To rule out intermediating factors, Kaufmann (2015) also added while observing

the learning styles of students involved with both online and face-to-face instruction. The

researcher concluded that the success of online learning was not influenced by the

learning styles of students. The featured learning styles include reflective learning for

online students and active learning (learning by doing) for traditional students.
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Regardless of these preferred learning styles, students were found to perform well in

both online and face-to-face courses. This demonstrated that on a general sense,

students have flexibility and can adapt to the different learning environments of both

contexts (Kaufmann 2015 as cited by Aragon, Johnson and Shaik, 2002). Students who

are independent learners possessed a field-independent cognitive style, where students

use indicators to understand the information and display confidence in using the

technology. This is in contrast with students who are field dependent (for the traditional

setup), who rely on others to learn and may not have the appropriate knowledge with

online technology. But these findings were alreade predated by DeTure (2004), Liu,

Magjuka, and Lee (2008; as mentioned by Kaufmann, 2015), as they discovered that

these differences did not translate to differences in success with online learning.

Supporting studies also found no difference in the learning outcomes of students with

high versus low technology efficacy (Kerr, Rynearson, and Kerr 2006; Muilenburg and

Berge 2005; Waschull 2005; as mentioned by Kaufmann, 2015). As the case may be,

the students are posited to enter the world of online learning with the right skills and

knowledge in using technology, borne to them at very early ages of their education.

It was said that the key factor for a successful online learning experience lies on

the student itself. The quintessential academically successful online student can be

described as self-motivated, self-directed, exhibiting an internal locus of control with

above average executive functioning, communication, interaction and technological

skills. Without the full commitment of the student to engage in the online learning

curriculum, results will still remain ineffective. Though not all students can afford the

costs of Online Learning, many come to argue that the online learning style should be
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revised in order to match the ideal environment of most. When a student perceives

online courses differently from traditional courses. Negative perceptions, especially

inaccurate ones, can lead to unfavourable learning outcomes (Muilenburg and Berge

2005). Online learning can lead to negative emotions including frustration especially if

courses are poorly designed and or students do not exhibit the skills needed to learn

online. (Berenson, Boyles, and Weaver 2008). Online learning though offers a unique

challenge that never occurs in face-to-face setups. In online learning, the emotional

intelligence (EI) of a student plays a role as well, as issues with connectivity and

technology easily hamper the quick access to education. Online learning, though it

offers real-time interaction, does not offer immediate feedback mechanisms between

teacher and student; unlike the classroom set-up, where teachers are required to

address their students at designated hours every day. Students who have no option for

immediate feedback of the instructor may easily get frustrated and neglected, which

may explain the dissatisfaction experienced by learners in virtual classrooms

(Kaufmann, 2015). As such, it was noted that students who are able to control their

emotions and get proper assistance prior to becoming frustrated will have better control

over their learning, thus resulting to better interaction with the virtual platform.

Online learning, with its many flaws, is still hailed by Western universities and colleges

however, primarily because of its accessibility. The interconnective nature of the

platform allows for the exchange, facilitation, and quick checks-and-balance of available

information. Tania Heap, a researcher from the University of Illinois (2017) has been

advertising the merits of online education year prior, as more ivy-league schools such

as Princeton, Harvard and Yale open more fully-online courses for the benefit of
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international learners. Heap also mentions a unique aspect of online education that is

privy only to itself: the propagation of self-discipline in its learners. As education

becomes self-paced, students are encouraged to go beyond the material given to them

and consume more content according to their availability. Self-paced learning also

comes at a lower cost, but with presumably more source access (Heap, 2017). The

University of Illinois is one of the first colleges in the Western coast to offer students the

option to either attend traditional classrooms or go full-time in the virtual classroom;

proving further that online classes remain at par with regular education consumed

traditionally.

With the extreme conditions brought about by the unforeseen pandemic

however, online classes are now expected, nay demanded, to be infinitely better and

less stressful for students and teachers. Though previous researches have focused

more on effectiveness and comparisons with the traditional classroom in terms of merit,

the actual picture of the environment and the phenomenon is still wanting in the field.

Online classes, though accessible, low-cost, and chock-full of resources, must be

effective in instilling learning at a pace that will not damage mental health and student

concentration. The previous findings on the effectiveness of online education across the

globe is discussed in the following section.

Effectiveness of Online Education

There are varying understanding about effectiveness of online education based

on various credible internet information processing system as well as from experts who

studied the said dependent data, in some ways, as stated by Jung (2000) defined that
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online learning is the same with face-to-face learning and there is no broad learning

prevalence for one sort of innovation over another in the past centuries, namely that the

internet itself can really be useful tool and it can help in many ways as a students.

Especially when it comes to social interaction in the society we interact with the use of

our modern technology. There are two factors Jung (2000) affirmed which are: affecting

effectiveness and affecting cost-effectiveness; this is also considered as the main

factors points in tele-education. With the first aspect, it is considered as giving the

underlying meaning and importance of distance learning, one explanation why online

learning is so much debated is that there are many purported advantages and

applications of distance courses. Some of the most notable are: its usefulness in

teaching people, its use as career development, secondary education credit

equivalence, and the potential to provide everyone with an internet access with a world-

class education (Bartley & Golek, 2004). With respect to the second type, it deals with

the cost effectiveness, where the factor concerned with the main problem when it comes

to online education, provision of an internet access. Internet fees, malfunctions and

other facets are included in this factor (Jung, 2000).

Though the study of Sun and Chen revealed that despite of online learning being

done digitally which does not require any contact- Social presence is still the key on the

main component in tele-learning has an effect in developing the shared knowledge of a

community.

Since there is quite sort of educational effectiveness in online learning, there are

also particular ones which identify if those mentioned variety will be of a successful one
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or the other way around with of course affected by certain items which will be further

elaborated in the succeeding discussions. Moralista, Rome, and Oducado (2020)

explain the adopting to flexible learning have many consideration, need to make positive

acclimation and the absence of the arrangements in the faculty members may lead

online classes alongside the issue of poor internet connection the Philippines present

difficulties in the adaption on online education in the Philippine environmental context. In

addition to, there was a solid relationship between the degree on internet connectivity to

which students and teachers experienced trouble following changes and probability of

ineffective learning from online classes. Other research demonstrates that poor

advances sway on learners’ well-being and on their accomplishment later on. Where

students experience various advances in view of transience, there are recognizable

negative effects on their accomplishment.

With this notion, Heap (2017) presented five arguments which emphasized that

effectiveness in online education can be perceived with the presence of the following

facets where statements are: Career growth and hobbies; studying online provides more

versatility for them. They can work more efficiently and match their work schedule (and

hobbies) with their coursework, by studying online, they choose their own learning

environment that works best for their needs: it can be in the bedroom, etc,., they pay the

tuition fee, probably book supplies, an online application fee, and a few other things to

study online, and lastly, the choice of subjects or courses to take can be restricted by

this. When deciding what to learn next, learning online at their own convenience helps

them to no longer think about class venue. They can really concentrate on the topic they

are interested in and choose from the variety of online courses and programs by taking
 25

an online course. In addition, for the preparation of the learners and educators to

successful movement of face-to-face education to online education, APEC School and

ERO further suggests that the staff at both rudimentary and secondary schools have

significant jobs supporting the transitions of all the students in online learning. Teachers

who are more dependent on their classroom presence to drive conversation and

learning are finding themselves having a more difficult time transitioning to online as

students lose focus rapidly, especially Generation Alpha (millennials' children) and Gen

Z, who have very low focus spans. Equally important, it is not just the learners who will

have to prepare for the anticipated movement, but also the pedagogical institution itself

by doing and providing necessary measures especially to those vulnerable ones. In the

same way, the school will have also to respond to student expectations in order to make

the differences in the learners’ view in accordance with the truth.

However, unsuccessful movement from face-to-face learning to the next can be

considered the counterpart of the aforementioned factors of online education. In online

classes may create a sense of isolation, procrastination and self-sufficient (Montgomery

College, 2020).

Academic Performance

The current cross-sectional study was carried out to analyze the impact of

COVID-19 lockdown on the academic performance of students. the researcher stated

that the transition to online education for undergraduate and graduate students is

successful due to the suspension of classroom teaching in several colleges and

 26

universities.. According to Tria (2020) the ongoing pandemic led our country to a big

change.  A sudden shift that we should all be aware of. The researcher also stated

that we need to adjust, follow the proper guidelines for our own safety. A big change

especially in education, shifting from face-to-face to online learning. It is difficult and

problematic to measure performance measurement in online instructions because of the

increase of literature (Anna , 2013). Kauffman (2015) explained in his study that learner’s

characteristics also contribute to their learning outcomes. The emotional intelligence or

the EI is a student's awareness and self-control of their feelings and needs. Berenson,

Boyles and Weaver (2008) explore the relationship of the learner’s EI and their type of

personality. In addition to that Nguyen and Tuan stated that there was no noticeable

impact between the transition of face-to-face learning and online distance education.

However, there was a slight heterogeneity in the outcomes of students during different

tasks. Tasks that involved synchronous activity favored face-to-face learning whilst

tasks that involved asynchronous activities favored online learning. To support this

principle, the study conducted by Moralista, Rome, Oducado, Ryan Michael (2020)

explained that faculty members were commonly uncertain if they are supportive of

online education. The irresolute attitude of faculty may conceivably be because of the

way that while faculty appear to have worries about online teaching and learning to

incorporate yet not restricted to depersonalize guidance and of scholastic

untruthfulness, faculty are left with less alternatives as they are needed to receive the

new normal of education.

 27

All levels in the education system have been hit by the COVID-19 pandemic.

Worldwide (in 192 countries), educational facilities have either temporarily closed or

introduced regional closures that concern about 1.7 billion students worldwide (Mahdy,

2020). The researcher cited in his study that the absence of any means or resources

due to the economic and digital gap, many students have little access to online

teaching. The most common problems according to Mandy (2020) of switching to online

classes are availability of internet to students who live in provincial and rural areas,

speed and cost of internet, and lack of online information about certain subjects.The

devastating economic consequences that will come with COVID-19 have been

discussed by many low- and middle-income nations as many economic generators will

be run down (Sintema, 2020). The researcher also cited in his study that the closing of

schools meant that school-going children missed almost three weeks of instructional

time in the first term of 2020, with the reopening date not specified.
 28

CHAPTER III

Methodology

This particular section includes the methods that will be used in the present

study. It includes the research design, the locale and participants, the analyzation

process, the ethical considerations, and the timeline on the accomplishment of the tasks

related to study.

Research Design

The research utilized descriptive method of study that will be conducted from the

months of December 2020 until the month of January year 2021. The study will involve

the grade 12 STEM senior high students of Malayan Colleges Laguna. Descriptive

Method according to Manuel and Medel (2008) as cited by Albarico et al., (2017)

includes description, recording, analysis, and interpretation of the present nature,

composition, or processes of phenomena. The focus of this study is on prevailing

conditions, or how a person, a group or things behave or functions in the present.

 29

In this particular study, the descriptive method of study is used to analyze the

performance of ILE (Interactive Learning Experience) to the students of Grade 12 MCL

STEM amid of the implementation of the Virtual Learning Modality.

Research Locale and Participants

The study will focus on the students of Grade 12 under Science, Technology,

Engineering and Mathematics strand only. The study will be held at Malayan Colleges

Laguna located at Cabuyao, Laguna.

Sampling and Instrumentation

The researcher utilized the total quota sampling method wherein the study will focus on

eight (8) participants in order to gather and attain the feedback of the Grade 12 under

Academic track specifically STEM strand in the implementation of virtual learning

modality. The researcher will be utilizing interview questionnaires via in-depth-interview

to determine their experiences in the implementation of virtual learning modality. Thus,

the researcher aimed to determine the changes that occurs to the respondents in terms

of their study habits and methods, as well as to their relationship with their teachers and

classmates.

Inclusion and Exclusion Criteria:

1. Identify the population from which the sample is to be selected

a. Groups that you are interested in

● Senior High school students in Malayan Colleges Laguna

● Actively enrolled during SY 2020-2021 (i.e. not under academic leave

or dropped from the roll)

● Senior High school students studying chiefly under STEM program

 30

b. Groups that should be excluded

● College students

● Students enrolled at a different institution aside from MCL

● Senior High school taking HUMSS, ABM, ICT, PBM, and HE

● Students on academic leave or dropped from the roll during SY 2020-

2021

2. Choosing purposive selection criterion based on aims of study

a. General criteria

Senior High school students

● Grade 12

b. Prioritized Selection Criteria

Senior High students at Malayan Colleges Laguna

● STEM Senior High

3. Sample Matrix

For n= 8 participants (8 students)

SHS MCL STEM

Grade 12 8

In this study, the criteria required in selecting the participants is Grade 12 senior

high school students of Malayan Colleges Laguna under the Science, Technology,

Engineering and Mathematics (STEM) program. This population was chosen

specifically as the STEM strand contains the highest number of enrolled students in the
 31

institution, and shall thus present a more diverse selection of participants without

deviating from the proponent’s goal of analyzing a shared experience. At the same

time, the researcher selects a minimum number of eight (8) participants for the STEM

strand of Grade 12 as there will be only one researcher to conduct the study. Choosing

a single program also eliminates extraneous variables that may arise from inherent

program differences, such as curriculum, subject matter, and teaching approaches. No

other restrictions as to age, behavior, lifestyle, or economic status shall be employed.

Data Collection Methods

Upon the approval of the research instrument to be used in the study, the

researcher will proceed with the data gathering procedure. The researcher shall set a

series of online interviews with the selected participants of the study in order to gather

specific data such as the experiences of the respondents upon the implementation of

virtual learning modality and the changes that happened to them in terms of study

habits and their relationships with their teachers and classmates.

Data Analysis

The researcher shall utilize Narrative Analysis in interpreting and scrutinizing the

data gathered from the in-depth interview. Narrative analysis is a genre of analytic

frames whereby researchers interpret stories that are told within the context of research

and/or are shared in everyday life. According to Allen (2017), researchers who

conducted this type of analysis made diverse—yet equally substantial and meaningful—

interpretations and conclusions by focusing on different elements. These elements

include, but are not limited to, how the story is structured, what functions the story
 32

serves, what is the substance of the story, and how the story is performed. Those

researchers from a variety of perspectives ranging from quantitative to qualitative as

well as traditional to postmodern conduct narrative analyses, which makes it

challenging to cover all of its nuances; however, broad strokes are possible. 

Ethical Considerations

Specific ethical guidelines were adhered to while conducting the research.

Before conducting the study, ethical clearance was obtained in which undergone the

process of redesigning. Another important ethical consideration is that a professional

must respect the rights and dignity as well as the attitudes, beliefs and opinions of the

participants even if they differ from those of the professional. This was made clear to

them during the briefing session of the study as well as in the consent and assent forms

that they and their administration. The participants were assured of their anonymity and

that confidentiality would be maintained at all times. After the completion of the

proposed research the participants were thoroughly debriefed.

Timeline

September-October 2020  Refine thesis topic, read, and

record existing literature, and

identifying relevant sources

 Creating a research draft for

Chapter 1
October-November 2020  Start the Chapter 2

 Add additional sources

November 2020-December 2020  Finalize Chapter 1 & 2
December-January 2021  Draft Chapter 2
January-February 2021  Submission of Letter of Request to
 33

conduct the Data Gathering

February-March 2021  Data processing of quantitative

data
March-April 2021  Draft Chapter 4 & 5
April-May 2021  Finalized research proposal

 Proof-read

 Submit
Note: Schedules may vary based on the schedule of checking per chapters, and other circumstances.

The table above describes the tentative timeline of activities to duly accomplish the

research paper. Thus, the schedule might vary based on the school year calendar, the

holidays, calamities and other circumstances that might occur while the study is

ongoing.
 34

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