Group 4 (HUMSS 4) - Chapter 1-3 Compilation - FINAL

Diocese of Imus Catholic Educational System (DICES)
St. Mary Magdalene School

Poblacion, Kawit, Cavite
AN EVALUATION ON THE EFFECTS OF INDEPENDENT LEARNING

ON THE ACADEMIC PERFORMANCE OF SELECTED GRADE 11
STUDENTS OF SAINT MARY MAGDALENE SCHOOL
ACADEMIC YEAR 2020-2021
A Descriptive Quantitative Research

Submitted to the Faculty of
Senior High School Department
Saint Mary Magdalene School
Poblacion, Kawit, Cavite
In partial fulfillment
of the requirement for the subject
Inquiries, Investigation, and Immersion
MATEO, ROSEL A.
REYES, MACY DANE
RODRGIUEZ, DANNILYN JOY S.
TORRES, NEIL MARJUNN B.
May 2021
STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021
TABLE OF CONTENTS
BIOGRAPHICAL DATA ............................................................................................... iii
ACKNOWLEDGEMENT ............................................................................................... iv
ABSTRACT ....................................................................................................................... v
INTRODUCTION............................................................................................................. 1
Background of the Study .............................................................................................. 1

CHAPTER I ...................................................................................................................... 4
THE PROBLEM AND ITS SETTING ........................................................................... 4
Statement of the Problem .............................................................................................. 4

Objectives of the Study ................................................................................................. 5
Hypothesis..................................................................................................................... 6
Significance of the Study .............................................................................................. 6
Scope and Limitations of the Study .............................................................................. 7
Definition of Terms....................................................................................................... 8
Conceptual Framework ............................................................................................... 10
Theoretical Framework ............................................................................................... 11
CHAPTER II ................................................................................................................... 14
REVIEW OF RELATED LITERATURE AND STUDIES ........................................ 14
Independent Learning ................................................................................................. 14

Difficulties Encountered in Independent Learning ..................................................... 15
Learning Approaches in Independent Learning .......................................................... 17
Importance of Independent Learning .......................................................................... 20
CHAPTER III ................................................................................................................. 23
METHODOLOGY ......................................................................................................... 23
Research Design.......................................................................................................... 23
St. Mary Magdalene School i

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Sources of Data ........................................................................................................... 23

Data Gathering Procedure ........................................................................................... 24
Research Instrument.................................................................................................... 25
Statistical Treatment of Data ...................................................................................... 26
CHAPTER IV.................................................................................................................. 28
RESULTS AND DISCUSSIONS ................................................................................... 28
Introduction ................................................................................................................. 28
Report of the Findings ................................................................................................ 28
Demographic Profile of the Respondents ............................................................. 28
Effects of Independent Learning through Rate and Scale .................................... 28
Approaches towards Independent Learning.......................................................... 28
Summary ..................................................................................................................... 29
CHAPTER V ................................................................................................................... 30
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ............................... 30
Summary ..................................................................................................................... 30
Conclusions ................................................................................................................. 30
Recommendations ....................................................................................................... 30
BIBLIOGRAPHY ........................................................................................................... 31
APPENDICES ................................................................................................................. 32
St. Mary Magdalene School ii

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BIOGRAPHICAL DATA
St. Mary Magdalene School iii

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ACKNOWLEDGEMENT
St. Mary Magdalene School iv

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ABSTRACT
St. Mary Magdalene School v

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INTRODUCTION
Background of the Study
Learning is a vital element in the life of the students which allows them to acquire
new knowledge and skills that they can use in their future endeavors. It helps the students
to be equipped with the different challenges of life by providing them the opportunity to
learn the things that they need for their subsistence. Through learning, students can exhibit
their prowess and skills be it acquired or by-birth as an application of their learning from
school. On the other hand, independence, as a state of the human person, enables one to
have freedom and sovereignty over his or her actions. It allows every person to perform
things in life which entails responsibility and consequences in the end. Through
independence as a state of the human person, learning alone can be made possible without
intervention from the teachers.
Taking the context of the world today, it is clear that conventional face-to-face
classes are not feasible at the moment due to COVID-19. Having such type of learning at
present is not advisable for there is a high risk of transmitting the disease which makes
both students and teachers vulnerable. Therefore, a shift in education has been made to
cater to the needs of students and teachers for this academic year. Students and teachers
are no longer required to report in school since classes are already done virtually. Because
of the limited intervention that teachers can provide to their students, some institutions
started to adapt independent learning or self-paced learning as their primary mode of
learning at the moment. Independent learning is “an integral part of the learning and
teaching process where students have an opportunity to extend their learning and develop
St. Mary Magdalene School 1

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self-management skills” (Suriaman, 2015). This method of learning allows the learners to
explore and go beyond their limits by having control of their time and effort in learning. It
also makes them responsible for dealing with their tasks as they balance their personal life
with school life. However, teachers only have a limited intervention with their students
since this method of learning promotes learning at their own pace. Thus, learners are
required to learn on their own with minimal assistance from their instructors. Nevertheless,
there are still some students who struggle in learning due to some challenges that this
method of learning posed.
In a similar study, Abria et al (2020) found that “the students disagreed with the use
of Self-Paced Learning (SPL) as if it promotes greater participation and interaction.” This
is an issue for the students because what SPL promotes is the opposite of what the students
are currently experiencing. SPL tends to advocate for a learning experience that is adaptive
to the individual needs of the students. Another difficulty was posed by Bautista (2015)
that “great impact of self-paced learning prototype was observed among high ability
students; however, the marginal impact was observed among low ability students.” It
implies that independent learning can only be observed positively on students who can
manage learning without needing too much help from others.
This study aimed to determine the extent of the effects of independent learning on
the academic performance of selected Grade 11 students of Saint Mary Magdalene School,
Academic Year 2020-2021. The respondents became aware of the impacts of independent
learning on their academic progress in school this academic year. This study also identified
the different approaches of students in handling independent learning as their mode of

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learning which is needed by the researchers to formulate possible ways in coping with the
said methodology in learning.

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CHAPTER I
THE PROBLEM AND ITS SETTING
Statement of the Problem
Due to the unprecedented health crisis in the country, a shift in education and
learning has been made to address the different needs of both students and teachers. Some
schools continue to find an effective and suitable method of learning for this school year
while considering the different factors that affect the learning of the students and the
capacity of the teachers to teach. Thus, leaving schools the choice to deviate from the
conventional way of learning to a new one since it is not feasible considering the current
condition of the country today. Nevertheless, a different method of learning was adopted
which may address the challenges and condition of education today and that is independent
learning. Therefore, the researchers conducted a study that aimed to evaluate the effects of
independent learning on the academic performance of selected Grade 11 students of Saint
Mary Magdalene School, Academic Year 2020 – 2021. More specifically, it sought
answers to the following questions:
1. What is the demographic profile of the respondents in terms of:
1.1. age;
1.2. gender; and
1.3. strand?
2. To what extent are the effects of independent learning on the academic performance
of selected Grade 11 students in terms of:
2.1. motivation;

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2.2. environment; and
2.3. level of focus?
3. What are the different approaches used by the selected Grade 11 students on
independent learning?
Objectives of the Study
This study generally aimed to evaluate the effects of independent learning on the
academic performance of selected Grade 11 students of Saint Mary Magdalene School,
Academic Year 2020-2021. Specifically, it aimed to:
1. identify the demographic profile of the respondents in terms of:
1.1. age;
1.2. gender; and
1.3. strand;
2. evaluate the extent of the effects of independent learning on the academic
performance of selected Grade 11 students in terms of:
2.1. motivation;
2.2. environment; and
2.3. level of focus;
3. discover the different approaches used by the selected Grade 11 students on
independent learning.

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Hypothesis
The following null hypothesis was tested in this study:
H0 = There are no significant effects between independent learning and the
academic performance of selected Grade 11 students of Saint Mary Magdalene School –
Kawit, Academic Year 2020 – 2021.
Significance of the Study
This study is deemed significant to the students, teachers, parents, and school
administrators.
Students. They are the main beneficiaries of this study for this helps them to be
organized and disciplined individuals concerning their studies due to the limited assistance
from the teachers. Through this study, they can formulate coping strategies that would help
them improve their academic performance in school. Furthermore, this will allow them to
learn and understand every lesson effectively by adopting independent learning as their
method of learning.
Teachers. Due to the limitations of independent learning, the teachers may find
suitable ways from this study to help their students who need further assistance. This would
allow them to have more time in facilitating their students than in spending most of the
time teaching a subject matter without any assurance that the students are learning
effectively. By knowing the different facets of independent learning from this study, they
can critically create teaching strategies and different learning approaches on independent
learning that would be suitable for the students.

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Parents. As close collaborators of the teachers, they would become aware of the
concept and nature of independent learning and its implications to their child as students.
This study would allow them to recognize the limitations of independent learning between
the teachers and students. This would also them establish boundaries for their child as they
guide them while under independent learning.
School Administrators. This study would help them to have a further
understanding of independent learning and the things that can be done to improve the
learning experience of the students. They would also become aware of the difficulties and
problems that the learners continue to encounter under independent learning which needs
attention and solution. As administrators of a school, they must ensure that the experience
of both teachers and students is efficient which they can learn from this study.
Scope and Limitations of the Study
This study focused on the evaluation of the effects of independent learning on the
academic performance of selected Grade 11 Senior High School students of Saint Mary
Magdalene School, Academic Year 2020 – 2021. The researchers included certain
variables to evaluate the effects of independent learning on the academic progress of the
respondents such as motivation, environment, and level of focus. This study was conducted
in Saint Mary Magdalene School located at Tanggulan St., Poblacion, Kawit, Cavite. Saint
Mary Magdalene School is a private Catholic institution operated and supervised by the
Diocese of Imus Catholic Educational System (DICES). The researchers selected the locale

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of the study based mainly on the proximity of its location to the researchers who, at the
same time, are also studying in the same school.
The respondents of the study were selected Grade 11 students of Saint Mary
Magdalene School. It is comprised of old and new students who are currently enrolled in
the said school. The researchers have chosen the respondents because most of the Grade
11 students are new students in the school which makes them unfamiliar with the
philosophy of DICES and of the school, which is independent learning. In the same
manner, they considered that the respondents are considered as one of the sectors in society
that are affected by COVID-19. On the other hand, the researchers decided to utilize
questionnaires as the instrument of the study to evaluate the effects of independent learning
on the students’ academic performance in terms of (a) motivation; (b) environment; and
(c) level of focus. The said instrument was also utilized to utilized the different approaches
of the respondents on independent learning. Also, the research methodology used in this
study is surveying because it suits the context of both the researchers and the respondents
due to the different limitations brought by the pandemic.
Definition of Terms
The following definitions are provided to ensure the uniformity and understanding
of these terms throughout the entire study.
Academic pertains to the scholarly work of the students which involves learning
areas that they need to pass to be promoted to the next level.

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Activities refer to the tasks provided by the teachers that the students need to
accomplish to determine their progress in school.
Academic performance is the development of the learners on their studies which
are based on the results of their tasks and activities.
Independent learning is an integral part of the learning and teaching process
where students have an opportunity to extend their learning and develop self-management
skills (Suriaman, 2015).
Learning approaches are the ways in helping the learners to effectively experience
independent learning.
Philosophy is the set of values, customs, and beliefs that helps an institution to
formulate possible ways in addressing the needs and concerns of its stakeholders.
Self-paced is working and doing tasks on your own without too much help from
other people.
Students are the main respondents of the study since they have direct experience
of independent learning as their school’s method of learning.
Teachers are individuals who are tasked to guide and support the students in
instilling in them the skills that they needed to experience independent learning effectively.

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Conceptual Framework
Independent Variable Dependent Variable
INDEPENDENT Student’s Academic

LEARNING Performance
Motivation Grades
Environment Learning Outcomes
Level of focus Learning Areas
Student’s
Behavior and
Approach
Figure 1: Conceptual Framework of the Study
The researchers constructed a graph that illustrates the content and extent of the
study (Figure 1). The graph consists of indicators and factors of independent and dependent
variables that are used in this study. The researchers find independent learning as the
independent variable of this study for it is the concept that mainly affects the academic
progress of selected Grade 11 students as the respondents of this study. It is comprised of
several indicators that affect the totality of the study such as motivation, environment, and
level of focus.

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On the other hand, the academic performance of the students is considered as the
dependent variable in this study since it is affected by independent learning as the
independent variable. It also consists of indicators that are affected by motivation,
environment, and level of focus of independent learning such as the grades of the students,
their learning outcomes, and their various learning areas in the school. Furthermore, the
academic progress of the students may vary due to the indicators of independent learning.
However, both independent and dependent variables are affected by another variable which
is the behavior and approach of the respondents on both independent learning and their
academic performance. It is considered as the moderator variable in this study because it
affects the relationship between the independent and dependent variables which the
researchers considered to be important in conducting this study.
Theoretical Framework
The researchers used Cognitivism and Andragogy as their guide in this study.
According to Arghode et al. (2017), Cognitivism emphasizes facilitating learning through
organized, structure, and simple presentations. It implies that effective learning can be
attained through the use of engaging and appealing instructions that motivate students to
learn intensively. Such instructions allow the students to actively participate in the different
activities that their instructors will provide and at the same time, will enjoy doing and
accomplishing those. They added that a learner can be extrinsically motivated. It means
that the learners can feel motivated not only within the limits of themselves but through
the external factors as well which they can utilized to improve their learning.

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In a wider perspective, Cognitivism does not only focus on motivating the learners
to study more through the help of engaging and appealing instructions. Hence, it also deals
with the process of how the students come up with their answers on activities that require
support from their schema. Through utilizing the prior knowledge of the students in
answering the actions, the teachers can trace the progress and development of the students
and the process that they went through while learning independently. Thus, it theorized
that learning effectively under independent learning requires instructions and directions to
be engaging and appealing to the students so that they can feel motivated even without the
intervention of the teachers. Additionally, it can be used as an avenue for the teachers to
track the progress of students in accomplishing the activities with the help of their schema.
Another theory used by the researchers in this study is Andragogy which states that
learners are independent learners and that they can learn with minimal assistance from the
teachers. According to Merriam et al (2007, as cited in Arghode et al, 2017), Andragogy
espouses the idea of adults as self-directed learners who require little help from instructors.
Like independent learning, the students are taught how to learn on their own without
assistance from their instructors. However, this concept is contrasting to some due to the
concept that they believed that some learners still need more assistance from their teachers
especially to those considered as learners―those who are dependent on the teachers. Thus,
“Educators and researchers acknowledge that adult learners cannot be stereotyped for their
learning abilities and motivation to learn” (McClellan and Conti, 2008, as cited in Arghode
et al, 2017).
On the other hand, Andragogy is somehow related to Cognitivism since it posits
that teachers can also have the opportunity to create and design activities that are engaging

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to the learners which could help them to be encouraged to strive more in being an
independent learner. Educators may benefit by investing time and effort in designing and
developing videos and activities which the learners can then utilize to improve learning at
their own pace (Arghode et al, 2017). Allotting time to develop and formulate activities
that are appealing to the learners might have a huge impact on their academic development
and state of learning. Nevertheless, they argued that Andragogy emphasizes individual
motivation and proactivity more than imposing concepts and learning. This gave the
researchers an impression that Andragogy shares some concepts with Cognitivism in terms
of motivation towards learning. Thus, Andragogy theorized that self-paced learners should
be aware of the minimal assistance from their teachers since they are using independent
learning as their method of learning. Moreover, it proposed that the activities provided by
the teachers must be engaging as well for it allows the students to feel motivated which
may increase their level of learning despite the limitations of independent learning.

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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter reviews some local and foreign existing relevant literature and studies
about the effects of independent learning on the academic performance of the students. The
first section focuses on independent learning, followed by the difficulties encountered in
independent learning, the learning approaches used, and its importance, especially to the
students.
Independent Learning
Independent learning is an integral part of the learning and teaching process where
students have an opportunity to extend their learning and develop self-management skills
(Suriaman, 2015). The students extend their learning by having authority and control over
their learning. Furthermore, this method of learning provides room for opportunities for
the students as they develop their cognitive skills and prowess that may be useful for their
future endeavors in life. By providing them the chance to take action on their studies, they
are made responsible and aware of their duties as students. Thus, independent learning
equips the students to be responsible for their studies as they have control over it.
Bautista (2015) used the term “self-paced instruction” to describe independent
learning as “a kind of instruction that proceeds based on the learners’ ability and responses
to instructional and pedagogical interventions. This implies that this method of learning
allows the learners to master their learning while focusing on their ability to respond to
different techniques of teaching. And it is clear that it enables them to make use of their

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abilities, either achieved or ascribed, to make their learning experience worthwhile through
the support of “learning resources, including libraries, online materials, and learning
environments, and physical learning spaces” (Thomas, Jones, & Ottaway, 2015). Thus,
they understood independent learning as a methodology in teaching in which students are
guided by curriculum content, pedagogy, and assessment, and supported by staff and the
learning environment, and in which students play an active role in their learning
experience―either on their own or in collaboration with others.
Difficulties Encountered in Independent Learning
Despite the effectiveness of independent learning, there are still some challenges
that can be encountered along the way which are meant to be addressed by the
administrators of the schools implementing this method of learning. In a study conducted
by Bautista (2015), he concluded that “great impact of self-paced learning prototype was
observed among high ability students; however, the marginal impact was observed among
low ability students.” By using the three reasons developed by Knowles (1975, as cited in
Suriaman, 2015) in promoting independent learning, it implies that independent learning
can only be effective for those proactive students who do not need much assistance from
their teachers. On the other hand, it may be not as effective to the reactive learners who
tend to seek assistance from their teachers rather than by learning alone. Consequently,
there is a wide gap between the proactive and reactive learners in terms of the effectiveness
of their learning under independent learning. However, in the context of a health crisis, it
is noticeable that most of the schools had already shifted to independent learning to avoid

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physical contact between the students and teachers which resulted in learning alone without
too much guidance and support from the teachers. Thus, studying independently amid a
pandemic is quite favorable for proactive learners since they can handle their learning on
their own. However, it is directly opposite to reactive learners who always rely on their
teachers for independent learning cannot support their needs as students.
In a similar study, Abria et al (2020) found that “the students disagreed with the use
of Self-Paced Learning (SPL) as if it promotes greater participation and interaction.” This
is an issue for the students because what SPL promotes is the opposite of what the students
are currently experiencing. SPL tends to advocate for a learning experience that is adaptive
to the individual needs of the students. On contrary, they found that “students should be
given more time in answering the tasks, the teacher should provide precise and explicit
instructions, and the teacher should enhance functions that will meet the student’s skills.”
Such findings posit that self-paced learning, another term for independent learning, is not
suitable for every student regardless of their capacity to learn. Therefore, “students’ needs
should be assessed and addressed” (Suriaman, 2015) to improve their learning experience
under self-paced learning amid a pandemic. It is through evaluating the needs and concerns
of the learners that the schools and their administrators can come up with some solutions
that can reduce the burden of the learners. In this manner, students may experience better
learning while utilizing self-paced learning as their method of learning.
In addition, the role of the teachers is important as well in ensuring the quality of
learning under independent learning “using brain-based and individual instructional
strategies (Fernandez et al, 2019)” to the students. Nevertheless, not all teachers have the
capacity to do such which directly affects the students including their learning. One of the

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roles of the teachers is not only to provide knowledge to their students but to make
knowledge acquisition a motivating one. This can be done by utilizing different learning
materials which includes technology as one of its major components since it is more
suitable to use nowadays. According to Rashid et al (2016), the “use of technology has a
direct positive relationship with student’s engagement and self-directed learning.” It
implies that technology can be of great use by teachers and instructors in motivating the
students to engage in independent learning. Thus, using all the available resources to make
knowledge acquisition worthwhile is suggested to the teachers as it will help them in
fulfilling their incapacity in creating instructional strategies that will evoke a sense of
responsibility and discipline in a student.
Learning Approaches in Independent Learning
Like any other method of learning, independent learning requires several different
ways to experience it effectively by the students. It may be a change in the teaching
strategies of the teachers or on the habits of the students. According to the study of Stoian
(2016), “to efficiently achieve the differentiated learning, there is a required combination
of organizing forms of learning and a stimulus for pupil’s collaboration which increases
their motivation for learning.” Organizing forms of learning can be experienced through
differentiated instructions provided by the teachers which can evoke a sense of motivation
on the part of the students. It can be a mixture of teacher-student discussion that provides
an opportunity for the students to learn in real-time with their teachers; and asynchronous
activities that give them ample time to learn by themselves. Furthermore, the activities to

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be provided by the teachers must evoke a sense of motivation on the part of the students
for this “ingredient” will allow them to actively engage and participate in learning
independently. In line with this, “deliberate instructions in the development of independent
learning skills is autonomy-supportive” (Field et al, 2015) for it prevents students to be
confused especially on ambiguous instructions from the teachers. Instructions that are well-
planned and carefully made gives more room for the students to explore more of
themselves as they develop the skills that they need to experience independent learning
effectively. By giving clear and understandable instructions, the students can understand
and grasp the lesson effectively even without the assistance of the teachers.
In the study of Cukurova et al (2018), independent learning was categorized into
guided and un-guided independent learning. They found out that “guided independent
learning settings improved students’ knowledge and ability to apply knowledge in novel
situations.” The knowledge of the students is essential in aiming for their progress and
development in their studies and applying such knowledge into real-life situations is
integral in the formation of the students for the real world. Thus, knowing that independent
learning can provide such capacity for the students is an implication that this approach is
effective in terms of knowledge acquisition. On the other hand, they found that “un-guided
independent learning leads to a statistically significant increase in the number of student
misconceptions.” This is opposite to what guided independent learning provides which
may not be good for the students. Leaving the students in learning alone may not help them
in seeking progress in their studies since they lack guidance and proper orientation of the
things that they must do. Thus, they recommended that “guidance in independent learning
is a key necessity” which posits that independent learning does not mean studying alone

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without any help from others. The guidance and assistance from the teachers are still vital
on the part of the students for they are tasked to teach them the skills they will need in
independent learning. Without it, the students may not be on the right path that they should
be due to a lack of monitoring and guidance.
Most studies about independent learning or self-paced learning found out that
motivation is a key factor that can affect the academic performance of the students. This
was proven by Bautista (2015) in his study “Optimizing Classroom Instruction through
Self-Paced Learning Prototype.” He found that “there is a highly significant relationship
between their internal drive and their academic performance” which poses that motivation
must be taken into consideration in the academic performance of the learners. The internal
drive of every student dictates how he or she will perform towards his or her studies which
has a direct impact on his or her overall progress. Therefore, considering the importance of
motivation to the students can be a ground for the teachers to find ways in making their
students motivated in learning. This may be in any form of activity or interaction that must
elicit the profound interest of the students in learning which was proved by Stoian in her
study. Nonetheless, ensuring that students are motivated to learn is fundamental especially
in independent learning since it focuses more on their inner ability to learn on their own
with adequate guidance and help from others particularly their teachers. Thus, eliciting a
sense of motivation in every student is an approach that can help them improve in their
studies.

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Importance of Independent Learning
Despite the challenges posed by independent learning on both teachers and
students, there are still considerable reasons to tackle the importance of this method of
learning especially in times of health crisis. In the study of Suriaman (2015), she argued
that “independent learning addresses the needs of individual learners for independence and
active participation in their learning.” Such needs were posed as difficulties encountered
by the students in independent learning which are addressed by the learning approaches
mentioned in this study. It is through learning independently that students can practice their
skills with minimum assistance from the teachers. This approach also enables students to
be responsible in their studies by doing the required tasks without too much intervention
from the teachers. The abovementioned claim of Suriaman was supported by the findings
of Abria et al (2020) that “using a self-paced learning module is an effective strategy as a
replacement for a face-to-face class or the traditional class.” Considering the context of the
world today, it can be seen that a shift in education has been made to address the needs and
concerns of the academe. It is on the preceding claim that independent learning used in
modules is a beneficial replacement for the conventional way of conducting classes. Thus,
utilizing independent learning addresses the needs of the students for it was proven to be a
substitution to the old way of conducting classes.
As independent learning continues to address the needs of both students and
teachers, it is essential to consider instilling the skills that the students may use in having
an effective independent learning experience. “Explicitly teaching students skills is an
important strategy that will contribute in addressing the issue” (Field et al, 2014). It is
another way of eradicating the problems encountered by the academe in which the role of

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the teachers is still significant. Without the teachers and their support, students cannot learn
and adapt such skills that they can use in their studies. Therefore, this can affect the learning
styles of the students which are supported by the study of Paspasan (2015) on relating
learning styles in teaching trigonometry. His study shows that there is a “significant
difference on the respondents learning styles and level of performance, established
independent learning conditions, and demonstrate remarkably higher mathematical
performance, respectively.” By using the skills instilled by the teachers in the students,
they can have the opportunity to adapt existing learning techniques or even to create one
of their own. He also added that the Self-Paced Modular Approach (SPMA) made the
students’ learning styles more independent because they prefer to work at their own pace.
This supports the nature of independent learning of learning at their own pace since it must
exhibit the control and authority of the students on their time and effort in studying.
Lastly, Thomas et al (2015) said that “directed independent learning seems to be
more effective when it is fully integrated into the program of study” wherein it gives room
for the schools and its administrators to craft possible ways and approaches in attending to
the needs of the students. This method of learning must be fully rooted in the entire
philosophy of the institution so that it may become a basis for them whenever creating
ways to improve the learning and teaching experience of the students and teachers,
respectively. The claim of Thomas et al is aided by other findings of Aria et al (2020) which
proved that “self-paced learning is flexible and convenient that enhance the student’s
ability as an independent learner.” This manifests that despite the challenges and problems
encountered by students and teachers in independent learning, it continues to have a
favorable impact on them as it improves not only the capacity of the students to learn

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independently but also the learning and teaching experience of both students and teachers,
respectively. Thus, utilizing independent learning provides convenience and sufficient
capability for the learners to become an independent learner who is responsible in
controlling their time in learning.

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CHAPTER III
METHODOLOGY
This chapter discussed the research design of the study. It also described the
population of the study, the sampling technique, and the research instrument used in
gathering data for the study. It also exhibited the data gathering procedure and the statistical
treatment of data that are used to obtain the results and interpretation of the study.
Research Design
In this study, the researchers used descriptive research design to determine the
extent of the effects of independent learning on the academic performance of selected
Grade 11 students of Saint Mary Magdalene School. Descriptive research is defined as a
research method that described characteristics of the population or phenomenon studies
and it focuses more on the “what” than the “why” of the research subject (Bhat, 2020).
There are three main types of descriptive research methods: observational, case
study, and survey methods. In this study, the survey method is used wherein the questions
are administered to the respondents. Their responses were given descriptions and
interpretations by the researchers.
Sources of Data
The population of the study was forty (40) respondents which were randomly
selected from the Grade 11 Senior High School students of Saint Mary Magdalene School,
Academic Year 2020-2021. These target respondents are defined as students who were

YEAR 2020-2021
currently experiencing independent learning in the same academic year. They have also the
capacity to answer questions in a form of questionnaires provided by the researchers.
Sections No. of Respondents

STEM 1 – St. Anthony of Padua 5
STEM 2 – St. Kateri Tekakwitha 5
STEM 3 – St. Lorenzo Ruiz 5
STEM 4 – St. Pedro Calungsod 5
STEM 5 – St. Vincent de Paul 5
ABM 2 – St. John XXIII 5
HUMSS 1 – St. Domingo Savio 5
HUMSS 2 – St. Jose Luis Sanchez Del Rio 5
Total No. of Respondents 40
Table 1: Breakdown of the Population of the Study
Data Gathering Procedure
Before administering the survey to the respondents, the researchers conducted a
background about the research study to ensure that the respondents understand the
information contained in the survey questionnaire. A letter of request was sent to the
research mentor beforehand as a sign of seeking approval and consent to survey the target
respondents. The letter also contains the request of gathering the population of all Grade
11 students who are currently enrolled at Saint Mary Magdalene School, Academic Year
2020-2021.

YEAR 2020-2021
The questionnaires were distributed to the selected Grade 11 students from the
Senior High School Department of Saint Mary Magdalene School, Academic Year 2020-
2021 in a form of a link directing them to the Google Forms. Google Forms was utilized
in this survey since the researchers cannot conduct the distribution of the questionnaires to
the respondents personally due to the restrictions brought by the pandemic which requires
the researchers and the respondents to be at their respective homes. To aim at the forty (40)
respondents required for this study, the researchers equally distributed the respondents to
the eight (8) sections of Grade 11 which resulted in five (5) respondents from each section.
The collected data from the instrument were tallied and tabulated properly by the
researchers.
Research Instrument
The researchers used a researcher-made questionnaire as the main instrument of the
study to achieve the objective of the research. The questionnaire was divided into three
main sections: the first part contain the demographic information needed to identify the
profile of the respondents including their age, gender, and strand; the second part contains
rate and scale questions to determine the effects of independent learning in terms of
motivation, environment, and level of focus which can be answered with always,
sometimes, rarely, and never; and the last part contains an open-ended question that aimed
to identify the approaches of the respondents towards independent learning. For the validity
of the research instrument, the questionnaire used was validated by the research consultant
before it was laid on the study.

YEAR 2020-2021
Statistical Treatment of Data
For a clearer interpretation of the data gathered from the survey questionnaire, the
researchers used the following statistical procedures:
1. Simple Percentage. This was used in describing the demographic profile of the
respondents in terms of age, gender, and strand.
The formula for computing simple percentage is as follows:
𝐹
𝑃= 𝑥 100
𝑁
Where: 𝑃 = 𝐶𝑜𝑚𝑝𝑢𝑡𝑒𝑑 𝑝𝑒𝑟𝑐𝑒𝑛𝑡:
𝐹 = 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 𝑓𝑜𝑟 𝑒𝑎𝑐ℎ 𝑐𝑎𝑡𝑒𝑔𝑜𝑟𝑦
𝑁 = 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑒𝑛𝑡𝑠
2. Weighted Mean. This procedure was used to measure the extent of the effect of
independent learning on their academic performance in terms of motivation, environment,
and level of focus.
The formula for computing weighted mean is as follows:
∑ 𝐹𝑊
𝑊𝑀 =
𝑁
Where: 𝑊𝑀 = 𝐶𝑜𝑚𝑝𝑢𝑡𝑒𝑑 𝑊𝑒𝑖𝑔ℎ𝑡𝑒𝑑 𝑀𝑒𝑎𝑛
∑ = 𝑆𝑢𝑚𝑚𝑎𝑡𝑖𝑜𝑛 𝑠𝑦𝑚𝑏𝑜𝑙
𝐹 = 𝐹𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 𝑓𝑜𝑟 𝑒𝑎𝑐ℎ 𝑜𝑝𝑡𝑖𝑜𝑛
𝑊 = 𝐴𝑠𝑠𝑖𝑔𝑛𝑒𝑑 𝑊𝑒𝑖𝑔ℎ𝑡
𝑁 = 𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑖𝑒𝑠

YEAR 2020-2021
The following scale was used in interpreting the computed weighted mean:
Descriptive
Weight Scale/Range Description
Equivalent
4 3.26 – 4.00 Very Great Extent VGE
3 2.51 – 3.25 Great Extent GE
2 1.76 – 2.50 Moderate Extent ME
1 1.00 – 1.75 Little Extent LE
The formula for computing the scale interval is as follows:
𝑈𝐿 − 𝐿𝐿
𝑆𝐼 =
𝑁
Where: 𝑆𝐼 = 𝑆𝑐𝑎𝑙𝑒 𝐼𝑛𝑡𝑒𝑟𝑣𝑎𝑙
𝑈𝑙 = 𝑈𝑝𝑝𝑒𝑟 𝐿𝑖𝑚𝑖𝑡
𝐿𝐿 = 𝐿𝑜𝑤𝑒𝑟 𝐿𝑖𝑚𝑖𝑡
𝑁 = 𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑎𝑠𝑠𝑖𝑔𝑛𝑒𝑑 𝑤𝑒𝑖𝑔ℎ𝑡𝑠

YEAR 2020-2021
CHAPTER IV
RESULTS AND DISCUSSIONS
This chapter presents the data gathered, the results of the statistical analysis, and
the interpretation of the findings. These are presented in tabular form following the
sequence of questions in the questionnaire about the Effects of Independent Learning on
the Academic Performance of Selected Grade 11 students of Saint Mary Magdalene
School, Academic Year 2020-2021.
Introduction
The main objective of the researchers in this study is to determine the effects of
independent learning on the academic performance of selected Grade 11 students. The
researchers surveyed through Google Forms with only forty (40) respondents due to the
current situation of society. Furthermore, the researchers ensure that the results of the
survey conducted are valid and credible and that they come solely from the respondents.
Report of the Findings
Demographic Profile of the Respondents
Effects of Independent Learning through Rate and Scale
Approaches towards Independent Learning

YEAR 2020-2021
Summary

YEAR 2020-2021
CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
Conclusions
Recommendations

YEAR 2020-2021
BIBLIOGRAPHY

YEAR 2020-2021
APPENDICES

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Diocese of Imus Catholic Educational System (DICES)

St. Mary Magdalene School

AN EVALUATION ON THE EFFECTS OF INDEPENDENT LEARNING

A Descriptive Quantitative Research

BIOGRAPHICAL DATA ............................................................................................... iii

Background of the Study .............................................................................................. 1

THE PROBLEM AND ITS SETTING ........................................................................... 4

Statement of the Problem .............................................................................................. 4

REVIEW OF RELATED LITERATURE AND STUDIES ........................................ 14

Independent Learning ................................................................................................. 14

St. Mary Magdalene School i

Sources of Data ........................................................................................................... 23

RESULTS AND DISCUSSIONS ................................................................................... 28

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ............................... 30

St. Mary Magdalene School ii

St. Mary Magdalene School iii

St. Mary Magdalene School iv

St. Mary Magdalene School v

Background of the Study

intervention from the teachers.

started to adapt independent learning or self-paced learning as their primary mode of

St. Mary Magdalene School 1

method of learning posed.

of Self-Paced Learning (SPL) as if it promotes greater participation and interaction.” This

manage learning without needing too much help from others.

the different approaches of students in handling independent learning as their mode of

St. Mary Magdalene School 2

said methodology in learning.

St. Mary Magdalene School 3

THE PROBLEM AND ITS SETTING

Statement of the Problem

independent learning on the academic performance of selected Grade 11 students of Saint

answers to the following questions:

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

1.2. gender; and

of selected Grade 11 students in terms of:

St. Mary Magdalene School 4

2.2. environment; and

2.3. level of focus?

Objectives of the Study

academic performance of selected Grade 11 students of Saint Mary Magdalene School,

Academic Year 2020-2021. Specifically, it aimed to:

1. identify the demographic profile of the respondents in terms of:

1.2. gender; and

2. evaluate the extent of the effects of independent learning on the academic

performance of selected Grade 11 students in terms of:

2.2. environment; and

2.3. level of focus;

3. discover the different approaches used by the selected Grade 11 students on

St. Mary Magdalene School 5

The following null hypothesis was tested in this study:

H0 = There are no significant effects between independent learning and the

academic performance of selected Grade 11 students of Saint Mary Magdalene School –

Kawit, Academic Year 2020 – 2021.

Significance of the Study

learning that would be suitable for the students.

St. Mary Magdalene School 6

guide them while under independent learning.

School Administrators. This study would help them to have a further

Scope and Limitations of the Study

St. Mary Magdalene School 7

same time, are also studying in the same school.

due to the different limitations brought by the pandemic.