1

EFFECT OF E-LEARNING ON THE ENGLISH ACHIEVEMENT OF

STUDENTS
EFFECT OF E-LEARNING ON THE ENGLISH ACHIEVEMENT OF
STUDENTS
KENNETH P. DE LA PIEDRA, LPT, MAT
Abstract
The purpose of this quasi experimental study is to investigate if e-learning method
can help improve the English academic performance of Grade 11 senior high school
students of University of Perpetual Help System for the school year 2019-2020. Data in
this study were gathered using the researcher-made English academic performance test
which was validated by the members of the panel. The independent variables of the study
were e-learning method and traditional method, on the other hand, the dependent variable
was the English academic performance. The descriptive statistics that were used in the
study were mean, and standard deviation, t-test for dependent samples, t-test
for
independent variables. The alpha level of significance was set at 0.05. The findings of the
study revealed that the 1. The English academic performance of students in the pretest
both in the experimental and control groups is fair. However, in the posttest
of the
experimental group, the English academic performance is high. There is no significant
difference in the pretest scores on the English performance both for experimental and
control groups. There is a significant difference in the posttest scores on the English
performance in favor of the experimental group using the e-learning method. The
e-
learning method has high effect in the English academic performance of students.
Keywords: e-learning; English performance; teaching method; quasi
experimental
research
Introduction
Nowadays, E-learning is considered as one of the best technological innovations
that fundamentally has a great impact on the educational experience. With the power of
the web, the teaching and learning transaction is exposed to unfathomable amounts of
information.
E-learning is an open system that blends access to information and purposeful
communication into a dynamic and intellectually challenging learning
community. E-
learning transforms education in ways that extend beyond efficient delivery
or
entertainment value. It is not the issues of access to information but the connection to
others that distinguishes e-learning from both conventional face-to-face or
distance
education. Surfing the Internet is not an educational experience, any more than wandering
through a library is, and it is disingenuous to acknowledge it as anything more than
informal learning. (Rice, 2013)
All developing nations are aware of the fact that learning a foreign language is of
vital importance in order to adopt the latest scientific and technological innovations in the
 2

world, and are determined to establish a system in which while evaluating the human
resources available in their countries, those who have a good command in
foreign
language have great advantage over the ones who do not.
The latest and the most advanced discoveries and inventions in science and
technology are being made in the universities located in the United States of America
where English language is the means of scientific discourse. (Melitz, 2016)
Nowadays, English has become a universal language rather than the language
only of the English speaking countries such as the United Kingdom and the United States
of America because the number of people who use English as a means of communication
exceeds the number of the people who speak it as their mother tongue. The Philippines is
not an exemption in this aspect.
Ever since the introduction of English in the country through the American
teachers called Thomasites, Filipinos have already adopted into their lives English as
their second language. English is already part of the educational curricula in the primary,
secondary, and tertiary levels, and even encounter some English words and phrases which
implies that Filipinos are proficient in the language.
This study was anchored to John Sweller’s theory of Cognitive load which states
that the amount of mental effort involved in working memory. These amounts of mental
effort are categorized into three: germane, intrinsic, and extraneous.
Germane cognitive load refers to the work that is put into constructing a long-
lasting store of knowledge or a conceptualization of a particular idea or object which tells
us what to expect when we encounter it in the future. Intrinsic cognitive load refers to
effort made of a learner, the load to be exerted is dependent on how complex the task or
concept is. Extraneous cognitive load is any effort imposed on learners by the teacher, or
the instructions that they are asked to follow
Also, this study utilized learning theory of cognitive development because it plays
a huge role in the case of the former approach understanding by thinking for the reason of
its very nature where time and distance often separate instructors and
learners, the
cognitive process plays an even more important role in e-Learning. The learning theory
of cognitive development is a theory in psychology, advanced by Jean Piaget, a Swiss
developmental psychologist. At its very basic level, his theory explains the role that the
human brain plays in helping learners understand new and complex concepts.
The main objective of this study is to determine if e-learning has an impact on
English academic performance, more specifically this study answered the question: What
is the level of English academic performance in the pretest and posttest of Grade 11
senior high school students of the University of Perpetual Help System Pueblo de Panay
Campus in the experimental and control group?
Methodologies
This study utilized the quasi-experimental, pretest, posttest, control group design.
Quasi-experimental design is same as classic controlled experimental design except the
style of assigning subjects to two groups. In classic controlled experimental design, there
is random assignment. On the other hand, Quasi-experimental designs are commonly
employed in the evaluation of educational programs when random assignment of subjects
to the two groups is either not possible or not practical. Thus, in a quasi-experimental
 3

design, the research substitutes statistical controls for the absence of physical control of
the experimental situation. This design is appropriate factor or intervention since this is
not a pure experimental method because the participants has no equal chance
to be
sampled as either experimental or control rather assigned in each group, the two sections.
This non-equivalent pre-test- posttest control group design was conducted among
the Grade 11 Senior high school students who were officially enrolled in
Oral
Communication class, there are 2 groups in this study (Section Rizal) as the control group
and (Section Bonifacio) as the experimental group.
The study lasted for four weeks or twenty (20) class days (October 21, 2019 to
November 15, 2019), covered the topics that were discussed in the duration of the study.
The students’ English academic performance was determined by using a validated and
item analyzed researcher-made English academic performance questionnaire, which was
administered before and after instruction.
The participants of this study are the Senior High school students of University of
Perpetual Help System Pueblo de Panay Campus for the school year 2019-2020. From a
population size of 143, a sample size of 105. Section Bonifacio was chosen to be the
experimental group and Section Rizal to be the control group. The students for the study
were chosen through pair matching of the two sections. The assignment of the
two
sections as experimental and control groups was done through lottery technique. It was
rolled and placed in separate boxes designated for each section.
Seventy (70) students were included in this study, 35 students in the experimental
group and 35 students in the control group.
Table 1
Distribution of Groupings, Treatment Assignments, and Sample Size
Groupings Treatment Assignments Sample Size
Group 1 Experimental Group 35
Group 2 Control Group 35
Data gathered were computer-processed using the statistical package for the
Social Science (SPSS) Software. Descriptive statistical tools such as frequency count,
mean, and standard deviation were employed. On the other hand, t-test was used
as
inferential test. The inferential test was set at 0.05 alpha levels of significance.
The researcher utilized a standardized questionnaire to gather the needed data.
The study gathered the needed data by using a researcher made 30 item English academic
performance questionnaire, the questions are based from 3 major factors affecting the
English academic performance according to (Mosha, 2014). (1) English
Language
Learning and Teaching in Classrooms (2) Attitudes of Language Learning (3) Motivation
and Language Learning, the questionnaire undergone pilot testing, reliability and content
validity test.
In concluding the study, ethical considerations, especially in terms of informing
and seeking permission from school administrators and participants, were taken
into
 4

account. The researcher in this study need not only expertise and diligence, but also
honesty and integrity particularly in terms of informing and seeking permission from the
school administration and the respondents of this study. This is done to recognize and
protect the rights of human subjects. First, the researcher requested permission from the
Research Center of University of Perpetual Help System Pueblo de Panay, to check the
potential harmful impact and risk of the study to participants. Written consent was also
secured from school administrators to have their students interviewed. As to assure the
participants of absolute confidentiality, each of them were asked to sign a consent form
prior to the video recorded interview. Likewise, the written consent informed him/her the
right to withdraw from the study at any time.
The Experimental Procedure
To establish the effect of E-Learning in the performance of the senior high school
students in Oral Communication class, the researcher did the following steps: Initially,
two sections in grade-11 (Sections: Rizal and Bonifacio) were identified as
the
respondents of this study. Two groups were randomly selected since the class
assignments
was based on the enrollment sequence and not on their performance in their previous
grade level. The experimental and control groups were chosen using the lottery technique
of the simple random sampling.
Four lessons were identified as the selections for the pretest and posttest:
Elements Affected in Shifts on Speech Context, Speech Styles, Speech Acts,
and
Communicative Strategy; Types of Speeches 1 and 2; Principles of Speech
Writing;
Principles of Speech Delivery.
Before the start of the study, the same set of pretest was administered to both
groups: the experimental group and the control group purposely to gather initial data on
the understanding and appreciation of literature prior to the introduction of
the
intervention. The researcher asked another English teacher to administer the pretest to
both groups. The pretest was checked, recorded, and tabulated for analysis using the
appropriate statistical tools.
The test covered the skills and competencies in reading, comprehension,
vocabulary, critical thinking, and application of the principles depicted in the lesson. The
same set of test was given to both groups in the pretest and the posttest but in the posttest
the questions were rephrased. The posttest was administered after the discussion of every
story.
Result and Discussion
English Performance in the Pretest and Posttest
of the Control and Experimental Group
Table 1 presents the English academic performance in the pretest and posttest of the
experimental group design using the e-learning method in the experimental
group and the
traditional learning method in the control group.
The pretest in the experimental group using the e-learning method (M = 28.38, SD = 4.7)
 5

is fair while the pretest in the control group using the traditional method (M = 26.09, SD
= 5.3) is
fair. Moreover, in the posttest of the experimental group, the result is high (M = 34.47,
SD = 3.6)
with a mean gain of 6.36, whereas in the posttest of the control group the result is fair
(M =
29.42, SD = 6.4) with a mean gain of 3.33. This simply shows that there is an increase
in the
English performance of the students using both methods in teaching.
Table 1
Mean and Standard Deviation of English Performance in the Pretest and Posttest of the
Control and Experimental Group Design
English Academic Performance of the
Control and Experimental Groups
Pretest Posttest
Group Mean Desc. SD N Mean Desc. SD N Mean
Gain
Experimental 28.38 Fair 4.7
2
21 34.47 High 3.6 21 6.36
Control 26.09 Fair 5.3 21 29.42 Fair 6.4 21 3.33
Scale Description
40.01 – 50.00 Very High
30.01 – 40.00 High
20.01 – 30.00 Fair
10.01 – 20.00 Low
0.00 – 10.00 Very Low
The result implies that there is an improvement in the English academic
performance of students using the e-learning method over the traditional method. It is
because e-learning content is more interactive to students since it contains
pictures,
videos, and simulation app that helps the learners remember the lesson better. Given that
e-learning is more engaging than traditional method they can easily recall and apply these
ideas and concept into their study.
The result conforms to the findings of that e-learning method is interactive
wherein it is one of the key element in all contemporary learning environment.
The
interactivity between students and e-learning enables them to analyze and explore the
learning materials.
Differences in the Pretest Scores of the
Experimental and Control Groups
Table 2
T-test in the Pretest Scores of the Experimental and Control Groups
Pretest Scores of the Experimental
and Control Groups
Group Mean SD t-value df Sig.(2-
 6

tailed)
Experimental 28.38 4.7
The result implies that the students who use the e-learning method and traditional
method may have the same performance in English. This shows that the experimental and
control groups are similar and can be compared to each other. Eventually, both teaching
method can be used by the teachers and students to enhance the English performance.
Findings
The Quasi-experimental design was conducted to find out the effectiveness of e-
learning method on the English Academic Performance of Senior high school students of
University of Perpetual Help System (UPHS) for the school year 2019-2020.
Data in the study were obtained through the pretest and posttest administered by
the researcher before and after the lesson every week in the 2nd quarter period using the
50 items validated and analyzed researcher-made test.
Based on the results, the major findings of the study were:
1. The English performance of students in the pretest both in the experimental and
control groups is fair. However, in the posttest of the experimental group, the English
academic performance is high, while in the posttest of the control group the
English
performance is fair.
2. There is no significant difference in the pretest scores on the English
performance both for experimental and control groups.
3. There is a significant difference in the posttest scores on the English academic
performance in favor of the experimental group using the e-learning method.
Conclusions
1. The students are able to improve their English academic performance using the
e-learning method over the traditional learning method. With this learning method, the
English performance of students will continuously improve. They will find
learning
motivating, engaging, and interesting. They will not be passive learners in the classroom.
The students learn better when they used the e-learning method because they rely heavily
to this learning material. This does not mean that they are truly dependent to e-learning
rather they feel confident in their learning or work activities if the teachers are on their
side giving directions on what to do. The learning of the students is enriched greatly
because the transfer of learning is facilitated by technology. This motivates the students
to learn more because the presentation of the concepts is catchy, clear, and attractive.
2. The learning experiences of students applying the e-learning method helps
them improve their English academic performance. The effectiveness of this learning
method will increase the enthusiasm of the students in learning. This will make them
active participants in the learning process. They will be challenged to construct
the
knowledge rather than become passive reservoir of knowledge in the classroom. The
desire of the students to learn with the help of technology will make them accomplish a
variety of tasks and perform better in the lesson.
3. The students assigned in the experimental group and control groups have the
same level of English performance. This seems to be the level of performance
it is
 7

because they are matched according to the pretest scores resulting to have
similar
performance. If this is the case, it is not far that the students in the experimental and
control groups will have an equal chance to achieve higher or better performance in
English.
4. The e-learning method is more effective than the traditional learning method. It
is because the e-learning method matched with the learning styles and needs of
the
students. This method in learning will help the students learn better and achieve better
learning outcomes. This will guide the students to learn independently later on and open
the possibility that they can construct the knowledge needed without the assistance of the
teachers.
Recommendations
1. The teachers may use the e-learning method to benefit the students. This may
constantly use the technology to support their instruction, change the
learning
environment, increase motivation, and collect more participation from the learners. The
students may continue studying their lessons, exert more effort in learning, attend classes
regularly, and perform the activities actively because with their eagerness and goal to
learn they can improve their English academic performance.
2. The teachers may keep on mixing the technological strategy with actual
learning tasks in order to create a harmonious effect between learning and working. After
the teachers may find confidence among students using the e-learning method, they may
convert the energies of the students in constructing their own knowledge
through
reporting, sharing of ideas, and cooperation. The combination of technologies,
pedagogies, and even learning tasks allow the learners to adjust and adopt new ways of
learning.
3. The teachers may use technology to support their instruction and to improve the
performance of students in school. They may also teach the students how to use different
applications so that access to different platforms may be very useful to students.
The
parents may provide support to students learning by giving advises, provide tools for
learning (i.e. gadget, cellphone, laptop) if can afford, and show good values like respect,
control, and discipline. The school principals may allocate budget for the instructional
materials and technology needed by the teachers. These are important tools for learning
to improve the performance of the students and lift the achievement of the schools. They
may also try to have internet connections in the school to provide the teachers
and
students wide resources for teaching and learning.
4. The teachers may prepare the power point slides, design the activities, and
make the technology readily available for learning. This is vital so as to save time and
effort in the teaching preparation. They may send also the instructional materials online
for easy access of the learners. The students may continue their interest in doing
the
learning tasks or activities. They may be responsible in accessing the online resources
 8

regularly and use the online material to support the work done face-to-face. With this
approach, the students may be motivated and increased interest in doing the activities.
References:
Cigdem, H., & Topcu, A. (2013). Students’ perception of e-learning in the
technical
vocational school. Science Journal of Turkish Military Academy, 23(2), 1–19.
Retrieved from http://www.kho.edu.tr/akademik/kho_bilim_dergi/2013_2/1.pdf
Melitz, J. (2016). English as a global language. In The Palgrave Handbook of Economics
and Language. https://doi.org/10.1007/978-1-137-32505-1
Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Belmonth,
CA: Wadsworth.
Mosha, H. (2014) Factors Affecting Students’ Performance in English Language in
Zanzibar Rural and Urban Secondary Schools. Papers in Education and Practice,
65-66.
Rice, S. (2013). E-Learning. In Understanding Medical Education: Evidence, Theory and
Practice: Second Edition. https://doi.org/10.1002/9781118472361.ch12
Introduction

Nowadays, E-learning is considered as one of the best technological innovations

that fundamentally has a great impact on the educational experience. With the power of

the web, the teaching and learning transaction is exposed to unfathomable amounts of

information. E-learning is an open system that blends access to information and

purposeful communication into a dynamic and intellectually challenging learning

community. E-learning transforms education in ways that extend beyond

efficient delivery or entertainment value. It is not the issues of access to information

but the connection to others that distinguishes e-learning from both conventional face-

to-face or distance education. Surfing the Internet is not an educational experience, any

more than wandering through a library is, and it is disingenuous to acknowledge it as

anything more than informal learning (Rice, 2013).

All developing nations are aware of the fact that learning a foreign language is of

vital importance in order to adopt the latest scientific and technological innovations in the

world and are determined to establish a system in which while evaluating the human
 9

resources available in their countries, those who have a good command in

foreign language have great advantage over the ones who do not. The latest and the

most advanced discoveries and inventions in science and technology are being

made in the universities located in the United States of America where English language

is the means of scientific discourse (Melitz, 2016).

English has become a universal language rather than the language only of the

English-speaking countries such as the United Kingdom and the United States of

America because the number of people who use English as a means of communication

exceeds the number of the people who speak it as their mother tongue. The Philippines is

not an exemption in this aspect. Ever since the introduction of English in the

country through the American teachers called Thomasites, Filipinos have already

adopted into their lives English as their second language. English is already part of the

educational curricula in the primary, secondary, and tertiary levels, and even encounter

some English words and phrases which implies that Filipinos are proficient in the

language.

This study was anchored to John Sweller’s theory of Cognitive load which states

that the amount of mental effort involved in working memory. These amounts of mental

effort are categorized into three: germane, intrinsic, and extraneous. Germane cognitive

load refers to the work that is put into constructing a long-lasting store of knowledge or a

conceptualization of a particular idea or object which tells us what to expect when we

encounter it in the future. Intrinsic cognitive load refers to effort made of a learner, the

load to be exerted is dependent on how complex the task or concept is. Extraneous

cognitive load is any effort imposed on learners by the teacher, or the instructions that
 10

they are asked to follow Also, this study utilized learning theory of cognitive

development because it plays a huge role in the case of the former approach

understanding by thinking for the reason of its very nature where time and distance

often separate instructors and learners, the cognitive process plays an even more

important role in e-Learning.

The learning theory of cognitive development is a theory in psychology, advanced

by Jean Piaget, a Swiss developmental psychologist. At its very basic level, his theory

explains the role that the human brain plays in helping learners understand new and

complex concepts. The main objective of this study is to determine if e-learning has an

impact on English academic performance, more specifically this study answered the

question: What is the level of English academic performance in the pretest and

posttest of Grade 10 Junior High School students of the Tarlac National High School

Annex in the experimental and control group?

Statement of the Problem

This study aims to determine the level of effectiveness of e-learning, and English

achievement of the Grade 10 Junior High school students of Tarlac National Highschool

Annex.

More specifically, this study will answer the following questions:

1. What is the level of English achievement in the pretest and posttest of the grade 10

junior high school students in the experimental and control group?

 11

2. Is there a significant difference in the effectiveness of E-Learning in the pretest and

posttest of the grade 10 junior high school students in the experimental and control

group?

3. Is there a significant difference in the English achievement in the pretest and posttest

of the grade 10 junior high school students in the experimental and control group?

4. Are there significant relationships between E-Learning and English Academic

Performance?

Conceptual Framework

From the conceptual framework, the paradigm of the study was drawn:

EFFECT OF E-LEARNING ON THE ENGLISH

ACHIEVEMENT OF STUDENTS

Significant difference in
Level of English the effectiveness of E-
achievement in the Learning in the pretest
pretest and posttest of and posttest of the
the junior high school junior high school
students in the students in the
experimental and control experimental and control
group. group

Significant difference in
the English achievement
in the pretest and
posttest of the junior
high school students in
the experimental and
 Significant relationships 12
between E-Learning and
English Academic
Performance.

Figure 1. Paradigm of the Study

Methodologies

Research Design

This study utilized the quasi-experimental, pretest, posttest, control group design.

Quasi-experimental design is same as classic controlled experimental design except the

style of assigning subjects to two groups. In classic controlled experimental design, there

is random assignment. On the other hand, Quasi-experimental designs are commonly

employed in the evaluation of educational programs when random assignment of subjects

to the two groups is either not possible or not practical. Thus, in a quasi-experimental

design, the research substitutes statistical controls for the absence of physical control of

the experimental situation. This design is appropriate factor or intervention since this is

not a pure experimental method because the participants has no equal chance to
 13

be sampled as either experimental or control rather assigned in each group, the two

sections.

Research Locale

This non-equivalent pre-test- posttest control group design was conducted among

the Grade 10 Junior high school students who were officially enrolled in

English class, there are 2 groups in this study (Section Jade) as the control group and

(Section Onyx) as the experimental group.

It was held at Tarlac National High School – Annex. The school originated from Camp

Olivas, San Fernando, Pampanga until it was transferred to Camp Aquino, San Miguel as

AFPSEM High School (Armed Forces of the Philippine School for Enlisted Men) in

1961. The campus is a reservation area of Camp Servillano Aquino-NOLCOM. It is

located just at the foot of the camp along the McArthur Highway. It is known as Tarlac

National High School-Annex with the current principal- Dr. Rowena B. Ramos.

Respondents of the Study

The participants of this study are the Junior High school students of Tarlac

National High School-Annex for the school year 2020-2021. From a population size of

143, a sample size of 105. Section Onyx was chosen to be the experimental group and

Section Jade to be the control group. The students for the study were chosen through pair

matching of the two sections. The assignment of the two sections as experimental

and control groups was done through lottery technique. It was rolled and placed in

separate boxes designated for each section.

 14

Seventy (70) students were included in this study, 35 students in the experimental

group and 35 students in the control group.

Group Number of Participants

Experimental Group (Onyx) 35
Control Group (Jade) 35
Total 70
Research Instruments

The researcher utilized a standardized questionnaire to gather the needed data.

The study gathered the needed data by using a researcher made 20 item English academic

performance questionnaire, the questions are based from 3 major factors affecting the

English academic performance according to (Moshi, 2014). (1) English Language

Learning and Teaching in Classrooms (2) Attitudes of Language Learning (3) Motivation

and Language Learning, the questionnaire undergone pilot testing, reliability and content

validity test.

Method of Gathering Data

Data gathered were computer-processed using the statistical package for

the IBM SPSS Statistics. Descriptive statistical tools such as frequency count, mean, and

standard deviation were employed. On the other hand, t-test was used as inferential

test. The inferential test was set at 0.05 alpha levels of significance.

In concluding the study, ethical considerations, especially in terms of informing

and seeking permission from school administrators and participants, were

considered. The researcher in this study need not only expertise and diligence, but also

honesty and integrity particularly in terms of informing and seeking permission from the
 15

school administration and the respondents of this study. This is done to recognize and

protect the rights of human subjects. First, the researcher requested permission from the

school principal to check the potential harmful impact and risk of the study to

participants. Written consent was also secured from school administrators to have their

students interviewed. As to assure the participants of absolute confidentiality, each of

them were asked to sign a consent form prior to the video recorded interview. Likewise,

the written consent informed him/her the right to withdraw from the study at any time.

Statistical Analysis

The Experimental Procedure

To establish the effect of E-Learning in the performance of the junior high school

students in english class, the researcher did the following steps: Initially, two sections in

grade-10 (Sections: Jade and Onyx) were identified as the respondents of this

study. Two groups were randomly selected since the class assignments was based on the

enrollment sequence and not on their performance in their previous grade level. The

experimental and control groups were chosen using the lottery technique of the simple

random sampling.

Four lessons were identified as the selections for the pretest and

posttest: Elements Affected in Shifts on Speech Context, Speech Styles, Speech

 16

Acts, and Communicative Strategy; Types of Speeches 1 and 2; Principles of Speech

Writing; Principles of Speech Delivery.

Before the start of the study, the same set of pretests was administered to both

groups: the experimental group and the control group purposely to gather initial data on

the understanding and appreciation of literature prior to the introduction of

the intervention. The researcher asked another English teacher to administer the pretest to

both groups. The pretest was checked, recorded, and tabulated for analysis using the

appropriate statistical tools.

The test covered the skills and competencies in reading, comprehension,

vocabulary, critical thinking, and application of the principles depicted in the lesson. The

same set of tests was given to both groups in the pretest and the posttest but in the

posttest the questions were rephrased. The posttest was administered after the discussion

of every story.

Result
 17

English Performance in the Pretest and Posttest of the Control and Experimental

Group

Table 1 presents the English academic performance in the pretest and posttest of the

experimental group design using the e-learning method in the experimental group

and the traditional learning method in the control group. The pretest in the experimental

group using the e-learning method (M = 28.38, SD = 4.7) is fair while the pretest in the

control group using the traditional method (M = 26.09, SD = 5.3) is fair. Moreover, in the

posttest of the experimental group, the result is high (M = 34.47, SD = 3.6) with a mean

gain of 6.36, whereas in the posttest of the control group the result is fair (M =29.42,
 18

SD = 6.4) with a mean gain of 3.33. This simply shows that there is an increase in the

English performance of the students using both methods in teaching.

The result implies that there is an improvement in the English

academic performance of students using the e-learning method over the traditional

method. It is because e-learning content is more interactive to students since it

contains pictures, videos, and simulation app that helps the learners remember the lesson

better. Given that-learning is more engaging than traditional method they can easily recall

and apply these ideas and concept into their study.

The result conforms to the findings of that e-learning method is

interactive wherein it is one of the key element in all contemporary learning

environment. The interactivity between students and e-learning enables them to

analyze and explore the learning materials.

 19

Differences in the Pretest Scores of the Experimental and Control Groups

The result implies that the students who use the e-learning method and traditional

method may have the same performance in English. This shows that the experimental and

control groups are similar and can be compared to each other. Eventually, both teaching

method can be used by the teachers and students to enhance the English performance.
 20

Discussion

The Quasi-experimental design was conducted to find out the effectiveness of e-

learning method on the English Academic Performance of Junior high school students of

Tarlac National High School-Annex (TNHS-Annex) for the school year 2020-2021.

Data in the study were obtained through the pretest and posttest administered by

the researcher before and after the lesson every week in the 4th quarter period using the

50 items validated and analyzed researcher-made test.

Based on the results, the major findings of the study were:

1. The English performance of students in the pretest both in the experimental and control

groups is fair. However, in the posttest of the experimental group, the English academic

performance is high, while in the posttest of the control group the English

performance is fair.

2. There is no significant difference in the pretest scores on the English

performance both for experimental and control groups.

3. There is a significant difference in the posttest scores on the English academic

performance in favor of the experimental group using the e-learning method.

Conclusions

1. The students are able to improve their English academic performance using thee-

learning method over the traditional learning method. With this learning method, the

English performance of students will continuously improve. They will find

 21

learning motivating, engaging, and interesting. They will not be passive learners in the

classroom. The students learn better when they used the e-learning method because they

rely heavily to this learning material. This does not mean that they are truly dependent to

e-learning rather they feel confident in their learning or work activities if the teachers are

on their side giving directions on what to do. The learning of the students is enriched

greatly because the transfer of learning is facilitated by technology. This motivates the

students to learn more because the presentation of the concepts is catchy, clear, and

attractive.

2. The learning experiences of students applying the e-learning method helps

them improve their English academic performance. The effectiveness of this learning

method will increase the enthusiasm of the students in learning. This will make them

active participants in the learning process. They will be challenged to construct

the knowledge rather than become passive reservoir of knowledge in the classroom. The

desire of the students to learn with the help of technology will make them accomplish a

variety of tasks and perform better in the lesson.

3. The students assigned in the experimental group and control groups have the same

level of English performance. This seems to be the level of performance it is

because they are matched according to the pretest scores resulting to have

similar performance. If this is the case, it is not far that the students in the experimental

and control groups will have an equal chance to achieve higher or better performance

in English.

4. The e-learning method is more effective than the traditional learning method. Itis

because the e-learning method matched with the learning styles and needs of
 22

the students. This method in learning will help the students learn better and achieve

better learning outcomes. This will guide the students to learn independently later on and

open the possibility that they can construct the knowledge needed without the assistance

of the teachers.

Recommendations

1. The teachers may use the e-learning method to benefit the students. This may

constantly use the technology to support their instruction, change the learning

environment, increase motivation, and collect more participation from the learners. The

students may continue studying their lessons, exert more effort in learning, attend classes

regularly, and perform the activities actively because with their eagerness and goal to

learn they can improve their English academic performance.

2. The teachers may keep on mixing the technological strategy with actual

learning tasks in order to create a harmonious effect between learning and working. After

the teachers may find confidence among students using the e-learning method, they may

convert the energies of the students in constructing their own knowledge

through reporting, sharing of ideas, and cooperation. The combination of

technologies, pedagogies, and even learning tasks allow the learners to adjust and adopt

new ways of learning.

3. The teachers may use technology to support their instruction and to improve the

performance of students in school. They may also teach the students how to use different

applications so that access to different platforms may be very useful to students. The

parents may provide support to students learning by giving advises, provide tools for
 23

learning (i.e. gadget, cellphone, laptop) if can afford, and show good values like respect,

control, and discipline. The school principals may allocate budget for the instructional

materials and technology needed by the teachers. These are important tools for learning

to improve the performance of the students and lift the achievement of the schools. They

may also try to have internet connections in the school to provide the teachers

and students wide resources for teaching and learning.

4. The teachers may prepare the power point slides, design the activities, and make

the technology readily available for learning. This is vital so as to save time and effort in

the teaching preparation. They may send also the instructional materials online for easy

access of the learners. The students may continue their interest in doing the learning

tasks or activities. They may be responsible in accessing the online resources regularly

and use the online material to support the work done face-to-face. With this approach, the

students may be motivated and increased interest in doing the activities.

 24

References

Cigdem, H., & Topcu, A. (2013). Students’ perception of e-learning in the

technicalvocational school. Science Journal of Turkish Military Academy. 1-19.
Melitz, J. (2016). English as a Global Language.
Michael G. Moore, G. K. (1996). Distance education: A systems view in online learning .
Mosha, M. A. (2014). Factors Affecting Students’ Performance in English Language in
Zanzibar Rural and Urban Secondary Schools. Papers in Education and Practice.
65-66.
Rice, S. &. (2013). e-Learning. In T. Swanwick (Ed.), Understanding Medical Education:
Evidence, Theory and Practice .
 25

APPENDIX A
LETTER TO THE PRINCIPAL
Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division of Tarlac Province
Tarlac National High School – Annex

ROWENA B. RAMOS, EdD.

Principal II

Madam:

Greetings in the name of the Almighty!

I the undersigned teacher of Tarlac National High School -Annex, is currently

conducting a study titled Effect Of E-Learning On The English Achievement Of
Students. This study is a partial fulfillment of the requirements in my subject Basic:
Research Methodology.

In line with this, I would like to ask your permission to allow me to gather data
from Grade 10 Junior High School students. Rest assured that any information disclosed
shall be treated professionally and confidentially.

Your affirmative response regarding this matter is highly appreciated. Thank you
and God bless!

Respectfully yours,
 26

Sgd. JOHN PERRY D. CANLAS

Researcher

Approved:

Sgd. ROWENA B. RAMOS, EdD

Principal II
 27

APPENDIX B
STATISTICAL COMPUTATIONS
A. E-LEARNING

  1 2 3 4 5 6 7 8 9 10
1 40 30 20 40 50 40 40 30 20 30
2 40 50 40 40 40 30 30 30 40 30
3 50 50 50 50 50 50 30 30 30 40
4 40 50 40 30 50 40 30 40 30 30
5 40 40 50 50 40 50 30 50 30 40
6 40 30 30 30 50 30 20 50 30 20
7 50 50 40 40 50 50 40 50 40 40
8 10 10 40 10 50 40 40 10 10 40
9 20 40 40 30 20 40 30 30 30 20
10 50 50 50 50 50 40 50 40 50 40
11 40 40 20 40 40 40 40 40 40 10
12 40 40 40 40 50 50 50 50 50 50
13 20 50 20 40 50 40 40 50 40 20
14 20 40 40 40 50 50 50 50 50 50
15 20 20 40 50 40 40 20 20 40 40
16 50 40 50 40 50 50 50 50 50 40
17 40 40 40 40 50 50 50 50 50 50
18 20 10 20 50 20 20 30 30 30 40
19 40 30 40 20 50 20 30 30 40 30
20 40 30 10 20 10 50 20 10 40 30
21 50 50 50 50 50 50 50 50 50 20
22 40 30 30 30 30 40 40 30 30 20
23 10 30 40 40 50 50 40 50 50 50
24 40 50 40 40 40 50 30 40 40 10
25 50 50 50 50 50 50 30 50 40 30
26 30 40 40 30 40 40 40 50 40 40
 28

27 40 50 40 50 50 50 40 50 50 50
28 30 40 30 30 20 20 30 40 40 40
29 50 40 40 40 40 40 40 40 40 40
30 40 40 40 50 50 40 30 40 40 40
31 40 30 30 20 40 50 30 40 30 20
32 40 40 40 40 40 40 30 50 40 40
33 40 40 40 20 30 40 50 20 40 40
34 50 40 50 50 40 50 50 50 40 40
35 40 40 40 40 40 40 40 50 40 40
36 40 40 40 40 40 40 40 50 40 40
37 50 40 50 50 40 40 50 50 40 40
38 40 50 50 50 40 40 50 50 40 40
39 40 40 20 20 40 40 20 20 40 20
40 50 40 40 40 30 30 40 50 30 40
41 40 50 40 40 40 40 40 50 50 40
42 10 40 40 40 50 50 10 50 50 50
43 50 50 40 50 40 40 50 50 50 40
44 40 40 40 40 40 40 40 50 40 40
45 50 50 50 50 50 50 30 50 50 30
46 50 50 50 50 40 50 40 50 50 40
47 30 50 50 40 50 50 50 50 50 40
48 50 50 40 50 50 40 40 50 40 40
49 30 50 50 40 40 30 40 20 40 50
50 50 40 10 10 20 50 50 50 40 10
51 40 40 30 40 30 50 40 40 30 20
52 40 50 50 40 50 40 30 40 40 50
53 50 30 20 50 50 20 50 10 50 50
54 50 40 40 50 40 50 40 50 40 40
55 40 50 40 40 40 30 50 40 50 40
56 50 40 40 50 40 50 40 40 40 40
 29

57 50 20 40 20 50 30 40 20 50 30
58 40 40 40 40 30 30 40 40 40 40
59 40 40 40 40 40 40 40 50 40 40
60 40 40 40 40 50 50 50 50 40 40
61 40 30 50 30 40 30 30 40 40 40
62 40 30 30 20 20 30 50 40 40 30
63 10 10 10 10 20 50 10 30 30 20
64 40 40 30 40 40 30 40 40 30 40
65 20 20 40 20 20 20 20 40 40 40
66 40 40 30 50 40 40 40 40 40 30
67 40 40 40 40 20 20 40 40 40 40
68 50 40 40 40 40 40 40 40 40 40
69 10 10 10 10 20 10 50 10 10 30
70 20 20 40 40 20 40 40 40 20 40

  11 12 13 14 15 16 17 18 19 20
1 20 20 50 20 30 20 40 30 40 30 32.00
2 30 20 40 40 30 40 40 30 30 40 35.50
3 30 30 50 50 40 40 40 40 40 40 41.50
4 30 30 40 30 40 30 30 50 40 40 37.00
5 30 30 40 30 40 40 20 30 30 30 37.00
6 20 30 40 40 40 40 30 30 40 40 34.00
7 40 50 50 40 40 40 40 40 50 40 44.00
8 50 10 10 40 50 10 10 50 40 40 28.50
9 30 20 30 30 40 40 20 40 40 40 31.50
10 40 40 40 50 40 40 50 40 40 40 44.50
11 10 10 40 40 40 40 40 40 40 40 34.50
12 40 40 50 50 50 50 50 50 50 50 47.00
13 50 10 20 20 50 40 40 50 50 20 36.00
14 40 40 40 50 50 50 50 50 40 50 45.00
 30

15 50 40 10 10 40 20 20 40 20 10 29.50
16 10 20 40 40 40 40 40 40 50 50 42.00
17 40 40 50 50 50 50 50 20 50 40 45.00
18 30 30 50 50 40 50 50 50 10 50 34.00
19 20 20 30 40 30 40 30 30 40 30 32.00
20 50 20 20 10 40 30 50 20 30 10 27.00
21 20 20 50 50 50 50 50 50 50 50 45.50
22 30 20 50 20 30 40 50 30 30 30 32.50
23 50 50 50 40 30 50 50 20 40 30 41.00
24 10 10 30 30 20 30 50 40 20 20 32.00
25 10 10 30 40 30 40 50 50 50 30 39.50
26 30 50 30 40 40 50 40 40 50 40 40.00
27 20 40 50 50 50 20 50 40 40 50 44.00
28 30 20 30 20 40 20 30 30 40 30 30.50
29 30 20 30 20 30 40 40 40 30 20 35.50
30 40 40 30 40 30 30 40 20 30 30 37.00
31 30 40 40 40 30 40 50 30 40 40 35.50
32 30 30 50 50 40 40 50 40 50 40 41.00
33 20 40 40 30 50 50 40 40 40 30 37.00
34 40 50 50 40 50 50 40 40 50 50 46.00
35 40 50 40 40 40 50 40 50 50 50 43.00
36 40 30 40 40 40 50 40 40 40 40 40.50
37 50 40 40 50 40 40 40 40 40 50 44.00
38 40 40 50 40 40 40 50 40 40 40 43.50
39 20 40 40 40 40 40 40 40 40 40 34.00
40 30 40 40 50 30 40 40 50 40 50 40.00
41 40 40 50 40 40 40 40 40 40 40 42.00
42 40 50 10 10 10 40 10 10 10 10 29.50
43 50 40 50 40 40 50 40 50 50 40 45.50
44 40 40 40 50 40 40 40 40 50 50 42.00
45 50 30 50 50 50 50 50 30 50 50 46.00
 31

46 40 50 50 50 50 40 50 50 50 50 47.50
47 10 30 30 40 40 30 50 40 50 50 41.50
48 40 40 40 30 40 40 40 30 40 30 41.00
49 40 40 50 40 20 40 20 50 50 40 39.00
50 40 50 50 40 50 50 50 40 50 10 38.00
51 30 40 40 40 40 40 30 40 30 50 37.00
52 20 40 30 40 40 30 40 50 40 40 40.00
53 40 50 10 10 10 40 10 10 30 10 30.00
54 40 40 40 50 40 40 50 40 50 50 44.00
55 40 50 40 40 30 50 40 30 40 40 41.00
56 50 40 40 50 40 50 40 50 40 40 43.50
57 30 10 50 30 20 50 40 20 10 40 32.50
58 30 30 30 40 30 50 40 40 40 40 37.50
59 40 40 40 40 50 40 40 40 40 50 41.50
60 50 40 40 40 50 50 40 50 40 40 44.00
61 20 40 50 40 40 30 30 30 40 40 36.50
62 30 20 40 40 40 40 40 30 30 30 33.50
63 10 10 10 10 20 20 20 10 30 30 18.50
64 40 30 40 30 40 40 30 30 30 40 36.00
65 40 50 40 40 40 40 40 30 30 30 33.00
66 20 40 40 40 40 30 30 30 30 30 36.00
67 40 20 40 20 40 40 40 40 40 20 35.00
68 40 20 50 50 50 40 40 40 40 40 41.00
69 10 20 10 10 10 10 40 10 10 10 15.50
70 20 40 40 20 20 40 30 20 30 20 30.00

Scale Verbal Description

40.01-50.00 Very High
30.01-40.00 High
20.01-30.00 Fair
10.01-20.00 Low
 32

0.00-10.00 Very Low

CURRICULUM VITAE
John Perry D. Canlas
#166 Zone 3, Calingcuan, Tarlac City
Email: johnperrycanlas918@gmail.com
Mobile: 09096735143

PERSONAL INFORMATION
Date of Birth : September 18,1995
Gender : Male
Civil Status : Single
Citizenship : Filipino
Father’s name : Edgar T. Canlas
 33

Mother’s name : Edna D. Canlas

EDUCATION QUALIFICATION

 TERTIARY: Tarlac State University (College of Education)

Bachelor of Secondary Education
Major in Filipino
Romulo Boulevard San Vicente, Tarlac City
S.Y. 2011-2016
 SECONDARY: Maliwalo National High School
Maliwalo Tarlac City
S.Y. 2007-2010
 ELEMENTARY: Doña Arsenia Elementary School
Calingcuan Tarlac City
S.Y. 2001-2006