Research Activity 6: Review of Related Literature

Major Variable: Online

learning

Sub-variable/s:

 Effects of Online
Learning on
Student’s Academic
Learning
 Types of Online
Learning

Indicators:

 Effects of Online
Learning on
Student’s Academic
Learning
 Time flexibility
 Difficulties using
online material
 Able to access
global world
 Engage actively in
their learning
 Types of Online
Learning Course
 Synchronous
Learning
 Asynchronous
Learning

References:

 Salamat, L.,
Ahmad, G., Bakht,
I., & Saifi, I. L.
(2018). Effects of
E–Learning on
Students’ Academic
learning at
university Level.
Asian Innovative
Journal of Social
 Sciences and
Humanities.

https://www.researchgate.net/
publication/326293305_EFFE
CTS_OF_E-
LEARNING_ON_STUDENTS'
_ACADEMIC_LEARNING_AT
_UNIVERSITY_LEVEL

 Arora, S. & Dhull, I.

(2017). Online
Learning.

https://www.researchgate.net/
publication/332833360_Online
_Learning

Major Variable:
Asynchronous Learning

Sub-variable/s:

 Setting in this online

learning

Indicators:

 Setting in this online

learning
 Students will be
given learning
materials such as
pre-recorded videos
and activities
instead of having
hands-on and
experiments in
laboratories.

Reference:
  Staff, T. (2021).
Synchronous
Learning vs.
Asynchronous
Learning.
TheBestSchools.Or
g.
https://thebestschoo
ls.org/magazine/syn
chronous-vs-
asynchronous-
education/
 

Major Variable: Synchronous

Learning

Sub-variable/s:

 Setting in this online

learning

Indicators:

 Setting in this online

learning
 Requires
simultaneous
student-teacher
presence.

Reference:

 ViewSonic. (2020,
March 31). Virtual
Classroom: The
future of Distance
Learning.
ViewSonic.
https://www.viewso
nic.com/library/educ
ation/virtual-
classroom-the-
future-of-distance-
learning/?
fbclid=IwAR2Vi02T
6IgEBRKgjh87JThk
yefdwP3AuvtLwDbu
 QeZKgkngFMcmvx
GJf-
g#Types_of_Virtual
_Classroom.
 

Major Variable: STEM

Students

Sub-variable/s:

 What type of learner

are STEM
Students?
 The effects of
asynchronous
learning to STEM
Students

Indicators:

 What type of learner

are STEM
Students?
 Kinesthetic Type
 Logical Type
 The effects of
asynchronous
learning to STEM
Students
 No real time
discussions
 No hands-on or lab
activities
 No live collaboration
with peers,
classmates, or
teachers

Reference:

 Pappas, C. (2019b,
September 25).
Asynchronous
Learning
Advantages And
Disadvantages In
Corporate Training.
 ELearning Industry.
https://elearningindu
stry.com/asynchron
ous-learning-
advantages-and-
disadvantages-in-
corporate-training#:
%7E:text=Asynchro
nous%20learning
%20doesn’t
%20offer,being
%20isolated
%20and
%20%E2%80%9Cd
isconnected
%E2%80%9D.
 Planet, L. (2017,
October 9). How to
Engage the 7 Types
of Learners in your
Classroom.
LiteracyPlanet.
https://www.literacy
planet.com/au/news
/engage-7-types-
learners-classroom/
 

Major Variable: Goals of

DepEd for Science,
Engineering, Mathematics
(STEM) Strand

Sub-variable/s:

 What specific track

is STEM under?
 What are the goals
of DepEd for
STEM?

Indicators:

 What specific track

is STEM under?
o Academic Track
 What are the goals
of DepEd for
 STEM?
 STEM Strand is for
SHS students who
are inclined toward
or have the aptitude
for Math or Science
or Engineering
studies
 STEM education
serves to prepare a
scientific and
technical workforce,
where integration is
becoming
increasingly
common in cutting-
edge research and
development, as
well as a
scientifically and
technologically
literate and more
informed society.
 STEM strand
focuses on
advanced concepts
and topics
compared to other
strands. In this
track, students are
expected to become
a pilot, an architect,
an astrophysicist, a
biologist, a chemist,
an engineer, a
dentist, a
nutritionist, a nurse,
a doctor, and a lot
more, even the
marine engineers
could take this
track.

References:

RAFANAN, R. J., & De

Guzman, C. Y. (2020).
Pursuing STEM Careers:
Perspectives of Senior High
School Students. Participatory
Educational Research, 7(3),
38-58.