Chalcedony - CHAPTERS 1-5 MANUSCRIPT - Miranda Et Al.

IMPACT OF TEACHING ONLINE ON STUDENTS’ ACADEMIC PERFORMANCE
AMID COVID-19 PANDEMIC
A Thesis
Presented To
The Faculty of the Senior High School
University of Perpetual Help System Laguna
Sto. Niño, Biñan City, Laguna
In Partial Fulfillment
Of the Requirements for the Subject
Practical Research 2
By
Baradillio, Brussel C.
De Guzman, Alvin C.
De Los Arcos, Jannah Marcinne B.
Emnace, Princess Evita L.
Laroya, Vynz Joshua C.
Miranda, Keann Angelo J.
Sudario, Charles A.
March 2021
APPROVAL SHEET
University of Perpetual Help System Laguna - JONELTA
Senior High School Department
This thesis entitled “Impact of Teaching Online on Students’ Academic Performance
Amid Covid-19 Pandemic”, prepared and submitted by Brussel C. Baradillo, Alvin C. De
Guzman, Jannah Marcinne B. De Los Arcos, Princess Evita L. Emnace, Vynz Joshua C.
Laroya, Keann Angelo J. Miranda, and Charles A. Sudario, in partial fulfillment of the
requirements for the subject Practical Research 2, is hereby presented for oral examination.
__________________________________
Wilbert Levi H. Eugenio, MAed
Adviser
_____________________________________________________________________________
_
APPROVAL BY THE PANEL OF EXAMINERS

Approved by the panel on Oral Examination with the grade of ________
(Meritissimus, Benemeritus, Meritus, Probatus)
Thesis Committee:
_________________________________
Engr. Randy V. Ogaya
Chairman
_________________________________ _________________________________
Belermino G. Montañez, LPT Engr. Eric L. Hernandez
Member Member
_____________________________________________________________________________
_
FINAL APPROVAL
Accepted and approved in partial fulfillment of the requirements for the subject
Practical Research 2.
_________________________________ _________________________________
Michael Angelo B. Del Rosario, LPT Veronica C. Samson, MAed
Coordinator, Senior Highschool Director, Senior High School
ACKNOWLEDGEMENT
The completion of this scholarly endeavor would not have been possible without the
divine guidance and provision of Heavenly Father, the fountainhead of knowledge and wisdom,
to Him the researchers are bringing back all the glory.
To Mr. Wilbert Levi H. Eugenio, the researcher’s adviser, for their patience and
continuous guidance throughout this study;
To Engr. Eric L. Hernandez and Engr. Randy V. Ogaya, the prominent members of
the proposal oral examination committee, for their valuable reactions and proposals as well as
their fastidious assessment for the enhancement of the study.
To Engr. Eric L. Hernandez, Engr. Randy V. Ogaya, and Mr. Belermino G.

Montañez, the panelist for the final oral examination, for giving the researchers suggestions and
recommendations to further improve the quality of the research paper;
To the Parents, who assisted the researchers not just in financial needs but also in
giving moral support that encouraged the researchers to do their best;
To friends, classmates, and relatives, who have shared their ideas, resources, and time,
by the time this study has begun up to the end of its culmination, thank you for the fellowship,
and immovable support;
To respondents and participants of this study who gave their best to answer the survey
and interview questions conducted;
To all the people who have directly and indirectly contributed for the success of this
academic journey.
DEDICATION
First and foremost, this is wholeheartedly dedicated to our Almighty God, who gave us
enough knowledge, perseverance, and determination to continue doing this work in spite of our
struggles that came in our way. Also, to our Alma Mater, University of Perpetual Help System
Laguna- JONELTA.
To the respondents and participants of the study, this study is dedicated to contributing to
the breadth of knowledge about cryptocurrency in our country.
Special thanks to our parents who never fail to support us throughout this study, thank
you for the understanding and encouragement during the toughest times of completing this work,
thank you for cheering us up and reminding us to never give up.
To our subject teacher, Mr. Wilbert Levi H. Eugenio, who both has the attitude and
substance of a genius, continually conveyed a spirit of adventure in regard to research and an
excitement in regard to teaching. Without their guidance and persistent help, this study would
not have been possible.
We wish to express here our sincere appreciation and thanks to all teachers, classmates
and friends that had directly and indirectly helped us throughout this research project.
THESIS ABSTRACT
Title: Impact of Teaching Online on Students’ Academic Performance amid the

COVID-19 Pandemic
Authors: Brussel C. Baradillo, Alvin C. De Guzman, Jannah Marcinne B. Delos
Arcos, Princess Evita L. Emnace, Vynz Joshua C. Laroya, Keann Angelo
J. Miranda, Charles A. Sudario
Curriculum: Senior High School
School: University of Perpetual Help System Laguna - JONELTA
Academic Year: 2020-2021
Adviser: Mr. Wilbert Levi H. Eugenio, MAEd
No. of Pages: 81
As a result of the ongoing pandemic, there are changes that have occurred in this world.
In order to prevent the spread of the deadly virus, events which involve having to be in contact
with other people was prohibited. Things such as going to work, attending school, shopping in
malls, and even going to church was prohibited. Because of this drastic change of events, there
were many events that surely affected the way of living of people. One of the affected factors are
the educational sectors. Schools were forced to close in order to prevent the spread of the virus
and to protect the students and teachers. Because of this, online learning is now the most evident
way of studying and learning whilst being safe in the students’ own homes.
This study determines the relationship of online learning and the students’ academic
performance amid the COVID-19 pandemic. This research also answers the following questions:
(1) How can the respondents’ online learning be described in terms of ability, motivation,
quantity of instruction, quality of instruction, home environment, and classroom environment?
(2) What is the academic performance of the respondents? (3) How significant is the relationship
between the respondents' online teaching and their academic performance?
The findings of this study are as follows: First, the online learning of the students’ in
terms of ability, motivation, quantity of instruction, quality of instruction, home environment,
and class environment is low. Second, the academic performance of the students, shows that
most of the students got 85-94.99, as measured by the GWA or General Weighted Average. And
third, there is a moderate correlation when it comes to the online learning of the students and
their academic performance.
Keywords: online learning, academic performance
TABLE OF CONTENTS
Title Page i
Approval Sheet ii
Acknowledgement iii
Dedication iv
Thesis Abstract v
Table of Contents vii
List of Table and Appendices ix
Chapter
1. THE PROBLEM AND ITS SETTING
Introduction 1
Theoretical Framework and Model 2
Operational Framework and Model 4

Statement of the Problem 5
Hypothesis of the Study 5
Assumptions of the Study 6
Scope and Delimitation 6
Significance of the Study 7
Definition of Terms 8
2. REVIEW RELATED OF LITERATURE
Impact of the Pandemic 14

Difficulties of Online Learning 16
Effect of Online Learning 18
Factor Affecting Academic Performance 20
Face-to-Face vs Online 22
Synthesis of the Reviewed Studies and Literature 23
Gaps to be Bridged by the Present Study 26
3. RESEARCH METHODOLOGY
Research Design 28
Sources of Data 28
Instrumentation and Validation 28
Population of the Study 29
Evaluation and Scoring 29
Data Gathering Procedure 30
Treatment and Analysis of Data 30
Ethical Consideration 31
4. RESULTS AND DISCUSSIONS 32
5. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary 45
Conclusions 46
Recommendations 47
References 49
Appendices 56
Appendix A: Letter of Request 56

Appendix B: Letter of Consent 57
Appendix C: Consent Form- Respondents 58
Appendix D: Survey Questionnaire 59
Editor’s and Statistician’s Certification 65

Curriculum Vitae 66
LIST OF TABLES
Table 1 Respondents’ Online Learning in terms of Ability 32
Table 2 Respondents’ Online Learning in terms of Motivation 33

Table 3 Respondents’ Online Learning in terms of Quantity of Instruction 35
Table 4 Respondents’ Online learning in terms of Quality of Instruction 36
Table 5 Respondents’ Online Learning in terms of Home Environment 38
Table 6 Respondents’ Online Learning in terms of Quality of Classroom 39
Environment
Table 7 Composite Table for the Respondents’ Online Learning 41
Table 8 Respondents’ Academic Performance 42
Table 9 Significant Relationship Between the Respondents' Online 43
Learning and Academic Performance
List of Figures
Figure 1: Model of Theoretical Framework 3
Table 2: Model of the Operational Framework 4
List of Appendices
Appendix A: Letter of Request
56
Appendix B: Letter of Consent 57
Appendix C: Consent Form- Respondents
58
Appendix D: Survey Questionnaire
59
Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
Online learning, as defined by Friedman (2019), is the way of studying wherein the
internet is used as a medium for teaching in replacement to the traditional face-to-face type of
education. It is a process of gaining knowledge from the instructors either through video calls,
through the internet, or through research. According to Friedman & Moody (2020), Online
classes can be classified into two (2): synchronous, wherein students participate and attend in
live lecture video sessions through different video conferencing applications; and asynchronous,
wherein students do not attend live lectures yet complete their tasks depending on their
availability.
Ever since the World Health Organization (WHO) declared that the world is
undergoing a pandemic on March 11, 2020, it was expected that many things will change from
that point onwards. One of the major things that changed was the means of education. In the
Philippines, a country which is known as a “third world country” or a “developing country”, the
type of education also switched to online learning.
According to Flores (2020), online classes are all about opportunities and
accessibility. Not all of the students are able to have access to the internet. In fact, when this was
declared by the Department of Education (DepEd), many students have a hard time coping up.
Many disagreed with it, gaining criticism from the public. For the school year 2020-2021, as
stated by Magsambol (2020), the Department of Education garnered a total of 21,344,915
enrolled students, which is only 76% of the enrolled students in the previous school year. There
are more than 6 million students who have failed to enroll for this school year.
Berman (2019) stated that most people say that learning through the internet won’t
bring anything good to the learners. It is not the usual way of learning and may provide different
kinds of distractions along the way. According to Kritz (2020), when the quarantine was
implemented in the Philippines, online learning was suggested by the government to be the new
means of education. However, not all of the students all over the country are capable of
supporting online classes, due to some rural areas lacking internet connection and electricity.
Because of this supposed ‘new means’ of education, many students could be left behind.
Due to the ongoing global pandemic which resulted in the normalization of online
classes, the researchers have found interest in understanding how the shift from traditional face-
to-face classes to online classes affected the academic performance of students. The results of
this study are aimed to help improve the provision of education through online classes.
Theoretical Framework
This study will be anchored on Theory of Educational Productivity by Reynolds &
Walberg (1992) which, according to Chemosit C. & Rugutt J.(2005), explains that the academic
performance or outcomes of a student is affected by the psychological environment and
characteristics of the learner. McGrew, K. S. (2007) stated that it is one of the few theories about
school learning which is verified empirically. The theory gave way to a general agreement on
the essential factors affecting the learning of a student.
According to the Theory of Educational Productivity, as cited by Kuterbach J.
(2013), the cognitive and psychological performance of a learner is influenced by 9 factors: age,
past achievements, motivation, instructional quantity or time spent studying, instructional
quality, class environment, peer environment, home environment, and mass media.
Figure 1. Model of Theoretical Framework (Fischer H., et al. 2012, p.6)
Figure 1 shows Walberg's (1981) model of educational productivity. According to
Fischer H., et al. (2012), the model shows the factors influencing the learning outcomes in 3
groups: the individual characteristics of the student, consisting of the student’s ability,
motivation, and development; the characteristics of the instruction or teaching, made up of the
teachings’ quantity (time spent learning) and quality; and lastly, the characteristics of the
learning environment, being made up of the home, classroom, peer group, and mass media
environment. All of these 3 groups of factors influence the learner’s academic outcomes, in all
affective, behavioral, and cognitive aspects.
Operational Framework
The operational framework of this study will be anchored on the Theory of
Educational Productivity proposed by Reynolds & Walberg (1981) which explains that the
cognitive and academic performance of a student is influenced by a number of factors. Such
factors include the following: environment type, teaching type, and characteristic type.
Figure 2. Operational model showing the relationship among variables
Figure 2 is an operational model illustrating the relationships of the variables in the
study. The independent variable, which is the online learning of the respondent, will be
described by the student's will towards online learning, time consumed studying, quality of
instruction, class environment, and home environment. On the other hand, the dependent
variable, which is the academic performance of the respondents, will be described in terms of
the General Weighted Average (GWA). The researchers will then relate the independent and
dependent variables to one another.
Statement of the Problem
This study aims to determine the relationship of teaching online to the students’
academic performance.
1. How can the respondents’ online learning be described in terms of:

1.1 ability;
1.2 motivation;
1.3 quantity of instruction;
1.4 quality of instruction;
1.5 home environment; and
1.6 classroom environment?
2. What is the academic performance of the respondents?
3. How significant is the relationship between the respondents' online teaching and their
academic performance?
Hypothesis of the Study
To answer the main problem, the researchers will test the following hypothesis at
0.05 level of significance:
H0 = There is no significant relationship between the respondents' online teaching
and their academic performance.
Assumptions of the Study
The researchers will base this study on the following assumptions:
1. The type of primary gadget used affects the academic performance of students.
2. The length of time spent studying has a varying effect on the academic performance of a
student .
3. A student’s attitude has its negative and positive effects that may contribute to their
4. The quality of the educational environment of a student’s is proportional to the student’s
5. The explanation of the given instruction by the teacher or instructor will affect the
students’ understanding upon a certain topic.
Scope and Delimitations
This study will mainly focus on the impact of the shift to teaching online on students'
academic performance. The respondents of the study will be described in terms of their will
towards online learning, time consumed studying, quality of instruction, class environment, and
home environment. Meanwhile, how teaching online affects academic performance will be
described in terms of behavioral attitude toward learning and of general weighted average
(GWA).
The respondents of this study will consist of 284 senior high school students enrolled
for synchronous classes in University of Perpetual Help System Laguna - JONELTA, Binan
City, Laguna during the Academic Year 2020-2021.
Significance of the Study
This study aims to identify the impact of online learning on students’ academic
performance amidst the pandemic, review related studies, bridge the existing gap, and help in
improving the educational provision through online classes.

This study will benefit students in a way that this study will help in the further
improvement of their educational experience through online classes.
This study will also benefit the parents to understand the changes done by the shift
in education from traditional face-to-face to online learning. This may also serve as a guide for
the parents to know more about the adjustments needed to be done for the comfort of the
learners.
This study may also help the teachers to have a proper understanding on how to
communicate with their students better, in virtual ways, through the use of different kinds of
video conferencing applications/websites. It may also be beneficial for the teachers to find
different ways of approaching the students in order to attain higher grades.
This may also be beneficial to the government in a way that, through the help of this
study, they will be able to gain more understanding of the current situations in the educational
system of the Philippines. This study will help them to better ascertain what is needed and what
could be added more in the systems and programs related to education.
This study will also benefit the researchers of this study in a way that it will help
them to have a deeper understanding and knowledge about the research topic. This will also
allow them to improve cognitively, behaviorally, and psychologically. This will allow them to
become better learners, researchers, and citizens.
This analysis will also benefit future researchers in having a more comprehensive
perspective towards the research topic which is related to their own theses. This may also serve
as a reference that future researchers may use in the future.

Definition of Terms
For better understanding of this paper, the following terms to be used in this study are
defined conceptually and operationally.
Teaching is the process of attending to people’s needs, experiences and feelings, and
intervening so that they learn particular things, and go beyond the given. In this study, teaching
refers to the process of educating the respondents.
Online is connected by computer to one or more other computers or networks, as through a
commercial electronic information service or the internet. The word online, in this research, is
used to describe the type of teaching given to the respondents.
Teaching Online is electronically supported learning that relies on the Internet for
teacher/student interaction and the distribution of class materials. In this study, teaching online
refers to the type of education the respondents were experiencing during the time this research
was conducted.
Academic Performance is the measurement of student achievement across various academic
subjects. In this research, academic performance is the dependent variable which the researchers
are trying to measure and analyse in the form of general weighted average.
Covid-19 is a disease caused by a new strain of coronavirus. 'CO' stands for corona, 'VI' for
virus, and 'D' for disease. Covid-19, in this research, is used as the name of the global pandemic
which caused the respondent’s education to shift from face-to-face type to online distanced type.
Pandemic is occurring over a wide geographic area (such as multiple countries or continents)
and typically affecting a significant proportion of the population. In this study, it is used to
describe the problem which caused the normalization of online classes which was experienced
by the respondents of this study experience.
The Internet is an electronic communications network that connects computer networks and
organizational computer facilities around the world. The Internet, in this study, refers to the
medium which the respondents and their school use to carry out online classes.
Education is the act or process of imparting or acquiring general knowledge, developing the
powers of reasoning and judgment, and generally of preparing oneself or others intellectually for
mature life. In this research, education refers to the process of instructing or teaching which this
research is trying to evaluate the quality of.
Medium is a method or way of expressing something. Medium, in this study, refers to the
means, method, form, or way in which the respondents conduct their classes or carry out their
education.
Face-to-Face means within each other's sight or presence. In this study, it describes the type of
education the respondents of this study have prior to the pandemic.
Synchronous means happening or done at the same time or speed. Synchronous, in this research
is used to describe the type of education the respondents have through online means. In this type,
classes are done in real time.

Asynchronous means not simultaneous or concurrent in time. In this research, asynchronous is
used to describe the type of education in which the classes are not carried out in real time.
Online Classes is a course conducted over the Internet. In this study, it refers to the type
education the respondents have.
The Department of Education (DepEd) is responsible for the formulation, implementation,
and coordination of policies, plans, programs, and projects in the areas of formal and non-formal
basic education.
The World Health Organization (WHO) sets standards for disease control, health care, and
medicines; conducts education and research programs; and publishes scientific papers and
reports. In this study, WHO is the organization which referred to regarding the state of public
health.
Normalization is the act or process of normalizing. In this research, it refers to the process of
making the online type of education as the new normal.
Productivity is defined as the rate at which a person, company, or country does useful work. In
this study, productivity refers to the quality of performance of the respondents in their
academics, which is the dependent variable being analyzed by this study.
Theory Of Educational Productivity posits that psychological characteristics of individual
students and their immediate environments influence students' cognitive, behavioral, and
attitudinal outcomes. Theory Of Educational Productivity is the theory used as a reference by

this study in order to analyze the impact of teaching online on the student’s academic
performance.
Psychological is related to the human mind and feelings. In this study, it is used to describe the
outcomes and the environments of the respondents.
Cognitive is connected with thinking or conscious mental processes. It is used in this research to
describe the outcomes and abilities of the respondents.
Will is used to express desire, choice, willingness, consent, or in negative constructions refusal.
In this study, will refers to the drive of the respondents to study through online classes.
Time Consumed Studying refers to the amount of time the respondents spend in studying
through online classes.
Quality means how good or bad something is. In this study, it is used to describe the instruction
given by the teachers, or instructors, to the respondents through online classes.
Instruction refers to the act of teaching someone how to do something. In this research, it refers
to how the teachers teach their students, the respondents, through online classes.
Quality of Instruction is defined as the degree to which an instruction is adequately delivered,
meets students' learning needs, learning styles, interests, expectations, and is well aligned to
standards. In this study, it refers to how education is delivered to the respondents through online
classes.
Environment refers to the circumstances, objects, or conditions by which one is surrounded.
Environment in this research refers to all the things surrounding the respondents, which
influences their academic performance.
Class Environment is the social climate, the emotional and the physical aspects of the
classroom. In this research it refers to the factors belonging in the class which affect the
academic performance of the respondents.
Home Environment refers to aspects of people's domestic lives that contribute to their living
conditions. In this study it refers to the factors belonging in the homes of the respondents which
influences their performance in academics.
General Weighted Average (GPA) is a representation (often numerical) of the overall
scholastic standing of students used for evaluation. In this research, it refers to the overall
numerical average of the respondents for the first semester in A.Y 2020-2021, indicating the
academic performance of the respondents which is the dependent variable of the study.
Chapter 2
REVIEW OF RELATED LITERATURE
This chapter reviews the related literature which supported the details of this
comprehensive study. This chapter also provided a synthesis of the reviewed related literature
and studies, and a discussion of the gaps to be bridged by this research.
State of the Art
The researcher presented both local and foreign literature and studies to provide a
comprehensive background of the problem under study. Concepts, findings, theories, and
notions from scholarly researches and articles presented may later on be fortified, negated, or
improved by the additional knowledge that this study will provide.
Impact of the Pandemic
According to the study conducted by Onyema et al. (2020) the COVID-19
pandemic affected different sectors of all the countries in the world due to its fast spread and
devastating health effects this forces all of the countries that is affected by the outbreak of the
disease to completely altered the lifestyle of its own citizens. Billions of people young or old are
forced to stay at home to try to stop the widespread spread of the extremely contagious disease.
Millions of people lost their lives because of COVID-19 virus and thousands of people are still
continuously infected everyday. A big part of the world population has lost their lives and also
their livelihoods, all this due to the devastating pandemic.
An example of the effects or impacts of the pandemic is the closing of schools in
order to prevent the spread of the virus. In order to prevent the spread of the virus, this was
implemented. As a result, many children and their parents are forced to stay at home and
conduct their studies and work from their homes. Even though this may be a good thing for an
individual to avoid getting the COVID-19 virus, this will greatly affect their social life, skills
and learning abilities (Burgess & Sievertsen, 2020).
Not just the health and job sectors of countries all over the world are affected by
the COVID-19. This global pandemic also has a major impact on education. Since thousands of
schools all over the world are forced to close and discontinue their traditional face-to-face
classes, this can cause delays in the academic calendar. All educational institutions are majorly
challenged by the COVID-19 pandemic that is still currently experienced all over the globe
(Toquero, 2020).
The pandemic forces over one billion learners to be unable to continue their
academic year. According to the result that was gathered in the study of UNESCO (2020) it
manifests that the pandemic shows a major impact on the education sector of countries all over
the world. This includes the disruption in academic learning of the students, lack of optimal
learning environment or facilities, and higher student debts. This catastrophic effects of the
pandemic may last much longer than expected due to the continuous spread of the said disease
all over the world. Another thing is that the cure for the COVID-19 disease is still not yet
developed by any health sectors all over the globe.
Voa News (2020) also stated that prolonged idleness of the youth without any
engagement in any academic program due to the global pandemic can cause negative effects on
one’s academic interest and performance. This may lead to the loss of will to study for the
learners. This is a negative effect that is caused by the unplanned school closures because of the
pandemic. Youth involvement in crimes and higher crime rates in general may also increase.
The first case of the COVID-19 was recorded on January 30, 2020. The patient
was a 38-year old woman from Wuhan, China, the place where COVID-19 originated. Because
of this, the virus continues to spread at a very alarming rate. State of calamity was declared by
the government for 6 months, and in connection to this, quarantine was also implemented. Aside
from the quarantine implemented, preventive measures were also implemented by the
government. Travel bans, closing of schools, and banning of mass gatherings are some of the
restrictions made.
As a result of these adjustments, the economy of the Philippines was greatly
affected. In 2010-2018, there was a 6.3% economic growth observed. However, in the first half
of 2019, the economic growth went down to 5.8% only, smaller than 2010-2018. It has been
predicted that the Philippines will also have another decrease in its economic growth in this year,
2020. The coronavirus outbreak could also bring a major impact to the country’s economy, said
by the Central Bank of the Philippines or also known as the Bangko Sentral ng Pilipinas (BSP)
(Duddu, 2020).
Difficulties of Online Learning

The COVID-19 virus has made a serious negative impact on the educational
sectors which caused schools all over the world to postpone their academic years and to
discontinue the traditional face-to-face classes (UNESCO, 2020). Due to this, a lot of countries
opted to use online learning to cope with the closing of millions of schools all over the world
and to also provide continuity of academic programs for billions of students (The World Bank,
2020). But the transition from the traditional classes to online classes is not seamless as a lot of
individuals that participated in the online academic classes including parents, teachers, and of
course, the students, experience different kinds of difficulties in conducting and participating in
online classes. These are inevitable as we all know, so here are some of the problems that may
arise during online learning. According to Erika et al. (2020), one problem that may arise during
the conduction of online education is the quality of teaching that is given in the online
environment.
Even though technology can at least, simulate the traditional face-to-face class
through the use of video conferencing applications for synchronous classes, it still cannot fully
replace the important interaction between the learner and the educator during the traditional
face-to-face classes. Another problem that may be encountered during online learning according
to Alsayed et al. (2020) is the unequal access to digital gadgets. As stated, online classes are
conducted through the use of online materials, without the actual face-to-face meeting, and
digital gadgets are a must. Unfortunately, not all the people have the financial capacity to buy
optimal digital gadgets that can be used in online classes. Aside from the problems with digital
gadgets, internet connectivity, audio clarity, outdated device and software, system glitch, and
short attention span may occur (Amadora, 2020).

The technological incompetence of a lot of schools and universities around the
world may also be a problem. A lot of these academic sectors are not prepared due to the sudden
shift of academic programs from the traditional face-to-face to the new normal in learning or
online learning. Hence, resulting in the below average quality of education given by some
schools and universities (Toquero, 2020). Online learning problems do not just affect learners
according to Kanematsu and Barry (2020). Teaching problems are also commonly encountered
by the teachers in their online learning sessions with their students.
Some of the problems are the lack of familiarity with the video communication
application that is commonly used in today’s new normal in academic teaching. It affects the
quality of education that the teachers give and the quality of education that the students receive.
Not just that, another concern is that students may fall into addiction with the use of the internet
for classes. This may affect the student’s learning and academic performance (Vishakha &
Jagpreet, 2017). A study made by Soland et al. (2020), has shown that students may be left
behind especially in the subject Mathematics, variability may occur when returning to normal
classes, and that the gap between students may greatly be changed and affected.
Effect of Online Learning
The COVID-19 pandemic has greatly affected the entire world. One of the most
affected sectors is the educational sector. The shift from the traditional face-to-face classes, to
online classes is now being implemented almost over the entire world. According to the study
made by Balram (2020), in order to slow down the spread of the COVID-19 virus, schools have
decided to close temporarily, and conduct classes virtually. This has greatly affected not just the
students, but also the teachers and instructors.

Schools all over the globe were never ready for this kind of situation. There are
many adjustments needed in order to prepare for an online academic year. It was also said by
García and Weiss (2020) that this may greatly affect the students’ academic performance. As
time goes by, with this kind of education, the students’ developmental skills and academic
performance might deteriorate.
School is also the place where social interaction happens between the students to
their classmates, and to their teachers. This is one of the things that is affected by the sudden
shift of traditional face-to-face classes, to online classes. According to Naveen (2020),
interaction with peers will help a child develop a stable social environment and develop skills
like boundary setting, empathy and cooperation. The shift to virtual learning has brought drastic
changes like this to an individual’s development and growth.
Aside from these, online learning can help a student develop his or her own
strategic way of learning. An individual may learn how to be independent when it comes to
studying, unlike when in traditional classes (Naveen, 2020). This may either be a good thing or a
bad thing. On the positive side, it teaches a student to be independent, however, on the negative
side, it might lead the students in not developing socialization skills.
In terms of effectiveness of online learning, according to the study conducted by
Li and Lalani (2020), students who have the right technological materials may learn effectively
in different aspects. However, this depends on a students’ age bracket. Children who are still
very young, need structured learning environments in order to cope up with their education.
These students are still under the developmental stage and being in a structured learning
environment is a requirement for them.

Factor Affecting Academic Performance
As stated before, this research aims to determine how the shift from traditional to
online education affected students’ academic performance, through the use of the model of
educational productivity made by A. J. Reynolds and H. J. Walberg. As cited by Kuterbach
(2013), this model explains how academic performance of a student is affected by socio-
psychological factors coming from both inside and outside the classroom. Other than that, there
are many other studies and literature which enumerated different sets of factors affecting
academic performance, in both face-to-face and online classes. The following are some of it.
In a study conducted by Ejubović and Puška (2019), it stated that academic
performance in an online environment is highly dependent on a student’s self-regulation. Self-
regulation was defined as the ability of a person to autonomously regulate or control oneself in
order to properly achieve one’s objective or goal. In the study, the impact self-regulation on
academic performance was analyzed by a number of constructs. In the results it showed that 4
of these constructs used affect academic performance: environment structuring, which is the
effort of a person in finding and using the right environment to learn; computer self-efficacy,
which refers to one’s subjective view of one’s abilities; social dimension, which refers to how
one socially interacts with others in the educational environment; and metacognition, which
refers to the person’s awareness of one’s abilities and how he or she uses it to achieve his or her
objective. A student with a high aptitude of these 4 would most likely have better academic
performance than others with less aptitude.

In agreement with the prior claim, Yokoyama (2019) cited that academic self-
efficacy, which is similar to self-regulation, highly affects academic performance especially if
education is done in an online platform. A student with high academic self-efficacy, is likely to
have high academic performance. Along with academic self-efficacy, Yokoyama also added that
effort regulation and grade goals are also factors which highly affect academic performance.
According to Smith and Yeboah (2016), in their study which is limited to
minority students in the United States of America, academic performance in an online
environment is affected positively and negatively by a number of factors. These factors are
flexibility, self-regulating skill, time convenience, differences in languages used, amount of
support, and self-confidence. Flexibility, self-confidence, and time convenience are factors
which were found to be high; and were identified to have positive influences on academic
performance. On the other hand, lack of support and self-regulating skills have a negative
influence on academic performance.
In a study of Dev (2016), it was found that academic performance is also
influenced by the 3 factors. These factors are level of intelligence, state of home environment,
and interest in studying. High or positive levels or status of these factors most likely result in a
high level of academic performance.
Irfan Mushtaq & Shabana Nawaz Khan (2012), in their study conducted on a
face-to-face type of educational setting, stated that academic performance is affected by 4 main
factors: proper guidance, communication, family stress, and learning facilities. According to
them, all of these factors except for family stress influences academic performance positively.
Family stress, on the other hand, impacts academic performance negatively. Communication
was identified to be the factor which greatly influences academic performance.
In most of the studies found, cognitive factors are always mainly considered as
the factors affecting academic performance. In a study conducted by Postlewaite et al. (2019),
the factors only analyzed were noncognitive factors. These factors are social skills, academic
behaviors, learning strategies, and academic perseverance.
Face-to-Face vs. Online
In a study by Pogue and Van de Vord (2012), the difference between traditional
and online classes was identified in terms of time invested for teaching. It was found that more
time is invested by teachers in online classes due to a higher difficulty in evaluating students and
their works. It was shown that difficulty was more of an issue than time consumption. Yet, it
also stated that time spent teaching in traditional classes varied more than in online classes. The
study also found that there was more time spent by students for interaction in traditional classes
than in online classes.
Akers et al. (2013) stated that academic performance in online classes differs
from that in traditional classes. In traditional classes, grades tend to be more consolidated to
levels of average and above average. Grades in online classes tend to have a significant number
of both excellent and failing grades. Also, traditional classes tend to be more desirable for taking
introductory math subjects or courses. Lastly, they stated that more students tend to finish
subjects or courses in traditional classes.

Acosta et al. (2017) conducted a research comparing face-to-face and online
classes among post-graduate students. In their study, a number of information was found. First,
it was found that online students tend to be older than face-to-face students. Second, it was
found that face-to-face students are more satisfied with the methodologies than online students.
Third, students in both modes of education stated that they both did acquire new knowledge.
And lastly, it was found that students in online classes have a higher average in scores than those
in traditional classes. Yet, it was told that it might be because of the age difference since online
students were found to be older than face-to-face students.
In a research conducted by Anderson et al. (2018), face-to-face and online classes
were differentiated in terms of outcomes. In the study, it was found that students in the face-to-
face classes have more higher outcomes produced than those in online classes.
According to Kemp and Grieve (2014), performing exams in either face-to-face
or online does not differ significantly. A change in medium used does not readily result in a
drastic change of test scores. And the same goes for the student’s preferred mode of education.
Not preferring online classes does not result in a low online test score. But, it is determined that
students prefer face-to-face more, rather than face-to-screen due to the more engagement present
in actual classes.
Synthesis of the Reviewed Studies and Literature
According to Onyema et al. (2020), the world was greatly affected by the COVID-19
outbreak. As a result, many changes had happened. According to Burgess & Sievertsen (2020)
and Toquero (2020), schools and works were one of the things that were greatly affected by the
occurring pandemic. This may also bring students to the loss of will of the students to study,
according to Voa news (2020). In the Philippines, the educational sector is not the only thing
that is affected. The country’s economy has decreased, specifically in these times of crisis. The
educational sectors in the times of the pandemic were greatly affected negatively according to
the UNESCO (2020) and had led to the closing of schools in order to contain the spread of the
virus (The World Bank, 2020).
Erika et al. (2020), Alsayed et al. (2020), and Amadora (2020) stated that some of the
problems that may occur during online classes are the following: murky instructions or
teachings, unequal access to gadgets, internet connectivity, audio clarity, outdated device and
software, system glitch, and short attention span. The students aren’t the only ones who
experience difficulties (Kanematsu & Barry, 2020). Teachers and instructors also experience
such things. According to Vishakha and Jagpreet (2017), the unfamiliarity of the instructors in
using video conferencing applications may also affect the students’ learning. This was expressed
by the study made by Soland et al. (2020), wherein students are being left behind in certain
subjects and skills.
One of the most affected sectors now during the pandemic is the educational sector.
According to Balram (2020), schools all over the world have decided to close its doors in order
to prevent the further spread of the COVID-19 virus. However, it has greatly affected the
students and also the teachers. The academic performance (García and Weiss, 2020), and social
environment and skills like boundary setting, empathy and cooperation are one of the things that
may be affected during online learning. This may also develop independence of a student
(Naveen, 2020). However, according to the study conducted by Li and Lalani (2020), online
learning may be effective when a student has the proper technological gadget needed to conduct
the online learning. But not all the time. Students who are still in the developmental stage need
structured learning environments in order to cope up with their studies.
In determining how a student’s performance came to be, factors affecting
academic performance were collected to be analyzed. As cited by Kuterbach (2013), academic
performance, as explained by the model of educational productivity, is affected by socio-
psychological factors coming from both inside and outside the classroom. According to
Ejubović and Puška (2019), academic performance in an online environment is highly
influenced by self-regulation which is the ability of a student to control oneself in order to
achieve one’s objective. In agreement to this, Yokoyama (2019) cited that academic
performance is influenced by academic self-efficacy, which is similar to self-regulation, along
with effort regulation and grade goals. In a study of Smith and Yeboah (2016), it stated that
academic performance in an online classroom is mainly affected positively and negatively by 6
factors which are flexibility, self-regulating skill, time convenience, differences in languages
used, amount of support, and self-confidence. Dev (2016) found that academic performance is
also influenced by the 3 factors: level of intelligence, state of home environment, and interest in
studying. Meanwhile, Irfan Mushtaq & Shabana Nawaz Khan (2012) stated that the factors
mainly affecting academic performance are proper guidance, communication, family stress, and
learning facilities; in which communication is the strongest factor. Lastly, Postlewaite et al.
(2019) found that noncognitive factors such as social skills, academic behaviors, learning
strategies, and academic perseverance also influence academic performance.
There have been many studies and literature comparing online and traditional
classes. Pogue and Van de Vord (2012) differentiated face-to-face and online classes in terms of
time invested, and found that traditional classes are better since more time is needed in online
classes. This was supported by a study of Akers et al. (2013) which found that less students
finish their courses with online classes. Furthermore, a study of Anderson et al. (2018) found
that online students have less average outcomes compared to students in traditional classes. In a
study of Acosta et al. (2017), they found that online students have higher levels of academic
performance, which seems to be contradicting the prior findings, yet explained that it may be
because of the age gap between the respondents of their study.
In contrast to all of these, the research of Kemp and Grieve (2014) stated that a
change in medium for learning and the preference of a student on a medium of learning does not
necessarily affect the academic performance of a student.
Gaps to be Bridged by the Present Study
From the review of the related literature and studies previously presented in this
chapter, it is found that academic performance in an online environment has been a subject of
many researches for decades, most of which concentrated on online classes conducted for
college or post graduate students. Yet, there is a dearth of studies and literature examining online
students’ academic performance having senior high school students as respondents. In addition
to this, there have been almost no studies and literature examining online students’ academic
performance during a pandemic. To address this existing gap, the researchers will employ a
quantitative method in measuring the impact of online learning on senior high school student’s
academic performance amid the COVID-19 pandemic.

Chapter 3
RESEARCH METHODOLOGY
Research Design
This study will employ a quantitative, non-experimental correlational research design
which is intended to assess and test the relationships between and among two or more variables
which could enable researchers to predict future events based on present knowledge (Strangor
2011).
Sources of Data
The primary source of data will be the respondents who will answer the survey
questionnaire. Secondary sources include books, online journals, periodicals, and other
references that the researcher consulted and cited in the review of related literature.
Instrumentation and Validation
The present study utilized survey techniques containing closed questionnaire where the
respondents selectively chose their answer. The questionnaires used in measuring the
independent and dependent variable included the factors and measurements of their academic
performance which are both self-constructed survey questionnaires by the researchers who
conducted this study for the purpose of collecting the needed data to correlate with the findings
of the independent variable. The instrument was developed by the researchers which answers the
stated research question. It focused on the description of the respondents’ online learning. Since
the questionnaire is self-constructed, the researchers sought for the approval of their research
adviser where they obtained recommendations necessary for ensuring its content validity.
Population of the Study
The respondents of this study consisted of 284 students out of 1078 Grade 11 students in
different strands in University of Perpetual Help System Laguna enrolled during the Academic
Year 2020-2021. The sample size was computed using the Raosoft sample size calculator. Upon
selecting the respondents, the researchers used cluster random sampling technique. The
respondents were clustered based on the respondents’ strands.
There are 160 respondents in the STEM strand, 47 from the ABM strand, 35 from the
HUMSS strand, 7 from the Pre-Baccalaureate Maritime Specialization, 10 from the Arts and
Design track, 13 from Home Economics strand, and 12 from the Information Communication
Technology strand.
The respondents from each section were selected using the table of random numbers in
which the number of students 1-40 (the average number of students per section), was selected
randomly and then the name that corresponded to the number was identified using the class list.
Evaluation and Scoring
To measure the impact of teaching online on a students’ academic performance, the
following numerical rating, categorical response, verbal interpretation, and verbal description
will be used in describing the individual aptitude of the respondents, the kind of instruction the
respondents have, and the environments where the respondents are.
Numerical Categorical Verbal Verbal Description

Rating Response Interpretation
4 Strongly Agree Very High I experience the indicator 76-100% of
(SA) the time.
3 Agree (A) High I experience the indicator 51-75% of
the time.
2 Disagree (D) Low I experience the indicator 26-50% of
the time.
1 Strongly Disagree Very Low I experience the indicator 1-25% of the
(SD) time.
Data Gathering Procedure

After the validation for the tools for the data collection, permission to gather necessary
data was sought by the researchers from the Office of the Senior High School Director of the
University of Perpetual Help System Laguna. Subsequently, the researchers also explained the
purpose of the study and asked consents from the respondents. Communication was made
through e-mails and for the gathering of data, instructions from the survey were discussed
clearly and the procedure of filling the scale were clarified. The researchers then collected the
answered questionnaires and the data gathered was analyzed and interpreted using the statistical
treatments.
Treatment and Analysis of Data
The statistical tools that were used for the quantitative analysis in this study are the
following:
1. Weighted Mean and ranking will be used to determine and measure the respondents’
answer towards the impact of online learning, in terms of Ability, Development,
Motivation, Quantity of Instruction, Quality of Instruction, Home Environment, and
Class Environment, to students’ academic performance.
2. General Weighted Average before and during online learning will be used to answer
towards the impact of online learning to students’ academic performance.
3. The Kruskal-Wallis test was used to determine if there is a significant difference between
teaching online and a student's academic performance.
Ethical Considerations
The researcher will complete this study bearing in mind ethical considerations especially on
asking permissions to its respondents and school administrators. Firstly, permission was
requested from the office of the Senior High School Director of University of Perpetual Help
System Laguna down to its Research Review Board to inspect and to evaluate possible effects of
the study to the respondents. Communication was made with respondents through the help of the
University of Perpetual Help System Laguna, where both the researchers and the respondents are
studying. Consent forms were given to all the respondents informing him or her right to
withdraw from the study at any time. An absolute confidentiality was assured.
Chapter 4
RESULTS AND DISCUSSION
This chapter presents the quantitative data gathered with the
corresponding interpretation and analysis.
1.1 Ability;
Table 1
Respondents’ Online Learning in terms of Ability
Weighted Verbal Rank
Indicators Mean Interpretation
1. I can study very well. 2.74 Low 2.5
2. I know very well how to regulate my 2.74 Low 2.5

time for study.
3. I am very well versed in using the 2.94 Low 1

internet.
4. I can better understand lectures or 2.09 Low 5

lessons given through the internet
than when it is given face-to-face.
5. I can very well answer quizzes and 2.68 Low 4

examinations online like when it is
taken face-to-face.
Average 2.64 Low
Table 1 shows the respondents’ online learning in terms of ability. Indicator 3 gained the
highest weighted mean which expresses that the respondents’ skill in using the internet less
affects the online learning of the respondents. Indicator 1 and 2 both have a weighted mean of
2.74 which means that the respondents ability to study well and regulate time for studying is
low. The weighted mean ranging from 2.05 to 2.70, indicator 4 and 5 also signifies that
understanding lectures and lessons and answering quizzes and examinations in an online
environment in terms of ability in online learning is low.
The average mean of 2.64 shows that the respondents’ ability when it comes to online
learning is low.
The results shown above agree with the study of Ejubović and Puška (2019). It stated
that academic performance in an online environment is highly dependent on a student’s self-
regulation or ability.
1.2 Motivation;
Table 2
Respondents’ Online Learning in terms of Motivation
Indicators Weighted Verbal Rank
Mean Interpretation
1. I like and enjoy studying 2.80 Low 1
2. I am very competent when it 2.77 Low 2

comes to studying.
3. I also like and enjoy studying in 2.48 Low 3

an online setting.
4. I get ready and be as competent 2.43 Low 4

for online class like I do for
face-to-face
5. I am more motivated to learn in 1.99 Very Low 5

online class than in face-to-face
class.
Average 2.49 Low
Table 2 shows the Respondents' Online Learning in terms of Motivation. The number 1
indicator which states that "I like and enjoy studying." had a 2.80 of weighted mean, low in
verbal interpretation, and first in ranking. The number 2 indicator which states that "I am very
competent when it comes to studying", has a 2.77 weighted mean, low in verbal interpretation,
and is ranked second. The number 3 indicator which states that "I also like and enjoy studying in
an online setting", had a 2.48 weighted mean, verbal interpretation which is low, and ranked
third. The number 4 indicator which states that "I get ready and be as competent for online class
like I do for face-to-face", had a 2.43 of weighted mean, low in verbal interpretation, and fourth
in ranking. The 5 indicator which states that "I am more motivated to learn in online class than
in face-to-face class." had 1.99 of weighted mean, low in verbal interpretation, and fifth in
ranking.
To sum it up, an average of 2.49 reveals that the respondents’ motivation in online
learning is low.
This corroborates the statement of Voa News (2020) saying that prolonged idleness of
the youth without any engagement in any academic program due to the global pandemic can
cause negative effects on one’s academic interest and performance.
1.3 Quantity of Instruction;
Table 3
Respondents’ Online Learning in terms of Quantity of Instruction
Mean Interpretation
1. I spend a total of 2 hours a day 2.13 Low 1

studying, excluding the time I
spend in synchronous classes.
2. I spend a total of 3 hours a day 2.01 Low 2

3. I spend a total of 4 hours a day 1.94 Very Low 3

4. I spend a total of 5 hours a day 1.88 Very Low 4
5. I spend a total of 6 or more 1.83 Very Low 5

hours a day studying, excluding
the time I spend in synchronous
classes..
Average 1.95 Low
Table 3 shows the Respondents' Online learning in terms of Quantity of Instructions. It's
stated in the number one indicator that "I spend a total of two hours a day studying, excluding
the time I spend in synchronous classes" got 2.13 of weighted mean, low verbal interpretation
and first in ranking. In the second indicator, which says that "I spend a total of three hours a day
studying, excluding the time I spend in synchronous classes" has a weighted mean of 2.01 and a
low verbal interpretation which is second in rank . The number three indicator stated that " I
spend a total of four hours a day studying excluding the time I spend in synchronous classes"
and had a 1.94 weighted mean, which is verbally interpreted as low that ranks it third place. In
number four indicator says that "I spend a total of five hours a day studying excluding the time I
spend in synchronous classes"and got a total weighted mean of 1.88, which is a low verbal
interpretation and considered fourth in the ranking. The last indicator which is the number five
stated " I spend a total of six hours a day studying excluding the time I spend in synchronous
classes" and it had a 1.83 weighted mean and ranked fifth with a verbal interpretation of low.
To sum it all, with a total average of 1.95, it shows that the respondents have a low
quantity of time for studying, excluding the time spent in online classes.
The result here can be described by the statement of Pogue and Van de Vord (2012),
which stated that time spent teaching in traditional classes varied more than in online classes.
Table 4
Respondents’ Online learning in terms of Quality of Instruction

Mean Interpretation
1. I understand lessons taught 2.50 Low 1

through the internet as it was
taught in a face-to-face
setting.
2. I understand lessons more 2.15 Low 2

when taught through the
internet than when it is taught
in a face-to-face setting.
3. I learn much information 2.49 Low 3

online as when I learn face-
to-face.
4. I learn much more 2.26 Low 4

information online than when
I learn face-to-face.
5. I think my teachers teach 2.14 Low 5

better in an online setting.
Average 2.31 Low
Table 4 shows the respondents’ Online learning in terms of Quality of instruction. The
number 1 indicator which states that “I understand lessons taught through the internet as it was
taught in a face-to-face setting.” has a 2.50 of weighted mean, low in verbal interpretation and
ranking of first. The number 2 indicator which states that “I understand lessons more when
taught through the internet than when it is taught in a face-to-face setting.” has a 2.15 weighted
mean, verbal interpretation is low and ranked second. The number 3 indicator which states that
“I learn much information online as when I learn face-to-face.” has a 2.49 weighted mean,
Verbal interpretation is low and ranked third. The number 4 indicator which states “I learn much
more information online than when I learn face-to-face.” has a 2.26 weighted mean, Verbal
interpretation is low and ranked fourth. The number 5 indicator which states “I think my
teachers teach better in an online setting.” has a 2.14 weighted mean, verbal interpretation is low
and ranked fifth.
To sum it up, an average of 2.31 revealed that the quality of instruction of the
respondents’ online learning is low, to a certain extent.
The result here can be described by the statement of Pogue and Van de Vord (2012),
which says that more time is invested by teachers in online classes due to a higher difficulty in
evaluating students and their works. Because of this difficulty in teaching is higher in online
classes than in the normal set-up. This was why they concluded that difficulty was more of an
issue than time consumption.
1.5 Home Environment;
Table 5
Respondents’ Online Learning in terms of Home Environment
Weighted Verbal Rank
Indicators Mean Interpretation
1. I can have online classes at home. 2.63 Low 3
2. I have the necessary gadgets to 2.55 Low 4

properly take my online classes.
3. I go to someone else’s home or 2.53 Low 5

outside my home to have online
classes.
4. I do not experience any distractions 2.94 Low 1

at the place where I take my online
classes.
5. I feel comfortable studying at the 2.66 Low 2
current place where I take my online
classes.
Average 2.66 Low
Table 5 shows the respondents’ online learning in terms of home environment. The
number 4 indicator which states that "I do not experience any distractions at the place where I
take my online classes." had a 2.94 weighted mean, verbal interpretation is low, and ranked first.
The number 5 indicator which states that "I feel comfortable studying at the current place where
I take my online classes.", had a 2.66 weighted mean, verbal interpretation is low, and ranked
second. The number 1 indicator which states that "I can have online classes at home.", had a
2.63 weighted mean, verbal interpretation is low, and ranked third. The number 2 indicator
which states that "I have the necessary gadgets to properly take my online classes.", had a 2.55
weighted mean, verbal interpretation is low, and ranked fourth. The 3 indicator which states that
"I go to someone else’s home or outside my home to have online classes." had 2.53 weighted
mean, verbal interpretation is low, and ranked is fifth.
The average mean of 2.66 shows that most of the students’ home environment has a low
aptness for online learning.
This result can be explained by a study of Dev (2016) which found that academic
performance is also influenced by the 3 factors. These factors are level of intelligence, state of
home environment, and interest in studying. It was found that high or positive levels or status of
these factors most likely result in a high level of academic performance.
Table 6
Respondents’ Online Learning in terms of Quality of Classroom Environment
Mean Interpretation
1. I can very well 3.22 High 2

communicate with my
classmates online.
2. I can very well 3.25 High 1

communicate with my
teachers online.
3. I can very well learn and 1.75 Very Low 4

study within the virtual
environment of my online
class.
4. The people in my online 2.02 Low 3

class are academically
engaged or competitive.
Average 2.64 Low
Table 6 shows the Respondent’s Online learning in terms of Classroom Environment.
The number one indicator states that “I can very well communicate with my classmates online.”,
which got a 3.22 weighted mean, high in verbal interpretation, and also ranked second. The
number two indicator states that “I can very well communicate with my teachers online.”, which
got a 3.25 weighted mean average, high in verbal interpretation, and ranked first. The number
three indicator states that “I can very well learn and study within the virtual environment of my
online classes.”, which got 1.75 weighted mean, very low in verbal interpretation, and also
ranked fourth. The number four indicator states that “The people in my online class are
academically engaged or competitive.”, which got 2.02 weighted mean, low in verbal
interpretation, and also ranked third.
To sum it up, the total average of 2.64 shows that the students’ online class
environment has a low aptness for online learning.

This result can be explained by a study conducted by Pogue and Van de Vord (2012),
which found that there was more time spent by students for interaction in traditional classes than
in online classes. Because of this, students are less socially engaged in the virtual class than
usually. The result also further corroborates the claim of Naveen (2020), saying that interaction
with peers will help a child develop a stable social environment and develop skills like boundary
setting, empathy and cooperation. The shift to virtual learning would bring drastic changes to an
individual’s development and growth.
Table 7
Composite Table for the Respondents’ Online Learning

Mean Interpretation
Ability 2.64 Low 2.5
Motivation 2.49 Low 4
Quantity of Instruction 1.95 Very Low 6
Quality of Instruction 2.30 Low 5
Home Environment 2.66 Low 1
Class Environment 2.64 Low 2.5
Average 2.64 Low

Table 7 expresses the summary of the respondents online learning. Out of the six
variables in determining the online learning of the respondents, home environment has the
highest weighted mean with 2.66. This expresses that the home environment shows low online
learning of the respondents. Next in rank is ability and class environment with a weighted mean
of 2.64. This states that the ability and class environment has also shown low on the online
learning of the students. The rest of the variables ranging from 2.45 to 1.90 also expresses the
same result which states that the motivation, quality of instruction, and quality of quantity of
instruction is low in the online learning of the respondents.
As shown in the study, the average mean of 2.64 shows that the respondents online
learning is low in all of the six variables.
The results shown above can be explained by the statement of Voa News (2020) saying
that prolonged idleness of the youth without any engagement in any academic program due to
the global pandemic can cause negative effects on one’s academic interest and performance.
This result also confirms the assumption of Vishakha & Jagpreet (2017) which said that the shift
to online education may affect the student’s learning and academic performance.
Table 8
Respondents’ Academic Performance
Indicators Frequency Percentage Rank
1. 79.99 or 10 4% 4
below
2. 80-84.99 73 26% 2
3. 85-94.99 180 63% 1
4. 95-100 21 7% 3
Average 284 100%

frequency and has a 4% in percentage and ranked 4th. The number two indicator which refers to
a GWA of 80-84.99 has 73 frequency and has a 26% in percentage and also ranked 2nd. The
number three indicator which refers to a GWA of 85-94.99 has 180 frequency and has 63% in
percentage and ranked first. The number four indicator which refers to a GWA of 95-100 has 21
frequency and with a 7% in percentage and also ranked third.
To sum it up, the data shows that most of the students have GWAs ranging from 85
to 94.99.
The result can be explained with the study of Smith and Yeboah (2016),cited that
the academic performance in an online environment is affected positively and negatively by a
number of factors.
3. How significant is the relationship between the respondents' online teaching and their
academic performance?
Table 9
Significant Relationship Between the Respondents' Online Learning and Academic
Performance
Variables Pearson Interpretation
Online Learning and Academic r=0.533

Performance Moderate Correlation indicating a
relationship
p=2.729
Table 9 shows the relationship between the students’ online learning and their academic
performance. With an R-value of 0.533 revealed that there is a moderate correlation indicating a
relationship between the students’ online class and their academic performance thus the null
hypothesis is rejected.
In summary, online learning does have an effect on students’ academic performance, to
an extent, negatively.
The result agrees to the claim of Alsayed et al. (2020) which says that online learning
still cannot fully replace the important interaction between the learner and the educator during
the traditional face-to-face classes. It also nearly affirms to García and Weiss’ (2020) statement
that shifting to online classes may greatly affect the students’ academic performance
Chapter 5
SUMMARY FINDINGS, CONCLUSIONS, AND FUTURE DIRECTION
This chapter presents the summary of findings based on the data gathered from
the study, the conclusions drawn, and the future direction offered by the researchers.
This study employed a quantitative, non-experimental correlational research
design to determine the relationship of teaching online to the students’ academic performance.
It is aimed to answer the following questions:
1.1 ability;
1.2 motivation;
1.3 quantity of instruction;
1.4 quality of instruction;
1.5 home environment; and
1.6 classroom environment?
3. How significant is the relationship between the respondents' online teaching and
their academic performance?
Summary of Findings
The following are the summary of findings based on the data gathered:
1. As to the respondents’ online learning

The respondents’ online learning is described in terms of ability with a weighted
mean of 2.64, motivation with a mean of 2.49, quantity of instruction with a mean of
1.95, quality of instruction of 2.30, home environment with a mean of 2.66, and class
environment with a mean of 2.64. The overall weighted average mean is 2.64 which
indicates online learning to have an effect on students’ academic performance, to a
certain extent, negatively.
2. As to the academic performance of the respondents
In terms of General Weighted Average (GWA), 10 or 4% of the respondents
answered 95-100% and below; 73 or 26% of the respondents answered 85%-94.99%;
180 or 63% of the respondents answered 80-84.99%; and 21 or 7% of the respondent
answered 79.99% or below.
3. As to the significant relationship of the respondents’ online learning and academic

performance
An R-value of 0.533 revealed that there is a moderate correlation indicating a
relationship between the students’ online class and their academic performance thus the
null hypothesis is rejected.
Conclusions
Based on the findings of the study, the following conclusions were drawn:
1. The respondents’ online learning is in all of the six variables which is ability, motivation,
quantity of instruction, quality of instruction, home environment, and class environment
is low.
2. The respondents’ ability in using the internet is a bit below the average.
3. Students are less motivated to study in an online environment.
4. Less time is available for self-study in an online environment during the pandemic.
5. Most of the students allot about 2 hours for self-studying after their synchronous online
classes.
6. The quality of instruction in online classes is low compared to face-to-face classes.
7. Most of the students’ home environments are barely fitted for online learning.
8. Though the respondents can satisfactorily socialize with both their teachers and
classmates, their engagement or competitiveness for learning is very low.
9. A bit above half of the students have GWAs ranging from 85 to 94.99 in their study
online.
10. Online learning does have an effect on students’ academic performance, to an extent,
negatively.
Future Directions
The following are future directions offered by the researchers:
1. Students are encouraged to study hard amid the ongoing pandemic in order to attain
knowledge whilst being at home.
2. Parents should encourage the students to do their best in studying amid being in the
comfort of their own homes.
3. Parents should help and guide the students in adjusting to a new learning environment in
this pandemic.
4. Parents are encouraged to provide an appropriate and effective learning environment for
the students at home.
5. Teachers are advised to be more lenient when it comes to providing deadlines of
activities because not all of the students have the same privileges.
6. Teachers are encouraged to be active in teaching even though they are teaching in their
homes in order to gain the students attention.
7. Teachers are encouraged to try other teaching methods to know which is more effective.
8. The Government is encouraged to find more alternative ways of learning which will be
effective other than online learning.
9. The Government should be more understanding of the dilemma of the students and the
parents who do not have the capacity to cope up with online learning.
10. The Government is encouraged to put more effort in providing the students quality
education while being in a pandemic.
11. The Government should be understanding of the problems of the students who find it
hard in learning online.
12. Future researchers are encouraged to continue and expand this study by testing other
variables than those that are mentioned in this study.

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APPENDIX A
Letter of Request
December 15, 2020
Veronica C. Samson, MAEd

Senior High School Directress
Dear Madam:
Perpetualite greetings!
We, Senior High School students of University of Perpetual Help System Laguna – JONELTA,
are currently conducting a research work entitled “Impact of Teaching Online on Students’
Academic Performance Amid Covid-19 Pandemic”. The main objective of this study is to
determine the correlation between the shift to online classes and academic performance of the
senior high school students.
In line with this, we would like to ask your good office’s permission to conduct a survey on the
11th to 15th of January 2021 to two hundred eighty-four (284) senior high school students.
Finally, we would like to assure you that the respondents’ identity as well as the pieces of
information they will provide will be treated with strictest confidentiality. Rest assured that there
will be no potential harmful impact and risk of the study to the respondents and the school. If
you would be interested to receive a copy of the executive summary or the electronic copy (e.g.
PDF) of the entire thesis, this can be made available for you.
We are looking forward to your affirmative response. Thank you very much and may our Lord
bless you more.
Sincerely yours,
KEANN ANGELO J. MIRANDA

Researcher, Group Leader
Noted by:
WILBERT LEVI H. EUGENIO, LPT, MAEd

Research Adviser
APPENDIX B
Letter of Consent
Dear Respondent,
Greeting!
This survey is being conducted for the research entitled; "Impact of Teaching Online on
Students’ Academic Performance Amid Covid-19 Pandemic" as a partial fulfillment of our
course requirement for the subject Practical Research 2 at University of Perpetual Help System
Laguna. We are kindly asking for a bit of your time and effort to answer this questionnaire. Your
response will very much help us to achieve the aim of this study which is to help improve the
delivery of education, especially during these times. Rest assured that the information you will
provide will be kept confidential. We are hoping for your honesty in answering this
questionnaire. Thank you very much!
Respectfully yours,
Miranda, Keann Angelo J.

Research Group Leader
APPENDIX C
Consent Form - Respondents
I am a legitimate grade 11 student of University of Perpetual Help System Laguna (Batch

2020-21). I have read and understood the information presented.
I am aware that it is within my discretion that the questionnaire ensures the accuracy of
my responses which may be included, in part or in whole, in the thesis manuscript without my
name being specified for confidentiality reasons.
I am cognizant that there are no known risks related to the study and that I may
voluntarily withdraw from the study at any time. I wish to decline by advising the researcher.
With full knowledge of foregoing, I agree, with my own free will and by signing my
name, to answer the questionnaire with full honesty.
NAME OF RESPONDENT (OPTIONAL):____________________________________
SIGNATURE:____________________________________
APPENDIX D
SURVEY QUESTIONNAIRE
To the Respondents,
We are currently conducting our research entitled, “Impact of Teaching Online on Students’
Academic Performance Amid the Covid-19 Pandemic” as a partial fulfillment of our course
requirements for the subject Practical Research 2 at University of Perpetual Help System
Laguna. In this light, we are humbly requesting for your time and effort to go over this
questionnaire as your responses will be very much helpful in achieving the purpose of our
research. Rest assured that the information you will provide will be kept confidential and will be
used for research purposes only. Thank you!
Keann Angelo J. Miranda

Researcher/Group Leader
Name of the Respondent: (Optional): _____________________________________________
Part I. Respondent’s Online Class

Directions: Below are statements to measure the online learning of the respondents in terms of
student’s will towards online learning, time consumed studying, quality of instruction, class
environment, and home environment. Put a check mark (/) in the column corresponding to your
choice. Use the following as your guide.
Numerical Categorical Verbal Verbal Interpretation

Rating Response Interpretation
4 Strongly Agree Highly Affected I experience the indicator 76-100%

(SA) of the time.
3 Agree (A) Affected I experience the indicator 51-75% of

the time.
2 Disagree (D) Less Affected I experience the indicator 26-50% of

the time.
1 Strongly Disagree Least Affected I experience the indicator 1-25% of

(SD) the time.
Indicators SA (4) A (3) D (2) SD (1)
1. Ability
1. I can study very well.
2. I know how to very well regulate

my time for studying.
3. I am very well versed in using the
internet.
4. I can better understand lectures or

lessons given through the internet
than when it is given face-to-face.
5. I can very well answer quizzes

and examinations online like when
it is taken face-to-face.
B. Motivation
1. I like and enjoy studying.
2. I am very competent when it

comes to studying.
3. I also like and enjoy studying in

an online setting.
4. I get ready and be as competent

for online class like I do for face-
to-face class.
5. I am more motivated to learn in

online class than in face-to-face
class.
C. Quantity
1. I spend a total of 2 hours a day




5. I spend a total of 6 or more hours

a day studying, excluding the time
I spend in synchronous classes.
D. Quality
1. I understand lessons taught

through the internet as it was
taught in a face-to-face setting.
2. I understand lessons more when

taught through the internet than
when it is taught in a face-to-face
setting.
3. I learn much information online as

when I learn face-to-face.
4. I learn much more information

online than when I learn face-to-
face.
5. I think my teachers teach better in

an online setting.
E. Home Environment
1. I can have online classes at home.
2. I have the necessary gadgets to

properly take my online classes
3. I go to someone else’s home or

outside my home to have online
classes.
4. I do not experience any

distractions at the place where I
take my online classes.
5. I feel comfortable studying at the

current place where I take my
online classes.
F. Class Environment
1. I can very well communicate with

my classmates online.
2. I can very well communicate with

my teachers online.
3. I can very well learn and study

within the virtual environment of
my online class.
4. The people in my online class are

academically engaged or
competitive.
Part II. Respondent’s Academic Performance

Directions: Below are statements to measure the academic performance of the respondents in
terms of general weighted average (GWA). Put a check mark (/) in the column corresponding to
your choice. Use the following as your guide.
Numerical Rating Categorical Response
4 95-100
3 85-94.99
2 80-84.99
1 79.99 or below
Indicators 4 3 2 1
What is the General Weighted Average of

your 1st semester in Grade 11?
Thank you!
EDITOR’S CERTIFICATION
requirements for the subject Practical Research 2, has been edited by the undersigned.
________________________________
Wilbert Levi H. Eugenio, MAEd
________________________________________________________________________
STATISTICIAN’S CERTIFICATION

requirements for the subject Practical Research 2, has been statistically reviewed by the
undersigned.
________________________________
Engr. Randy V. Ogaya
CURRICULUM VITAE
Name : Brussel C. Baradillo

Address : Blk 89 Lot 5, Redfield st.,
Sta. Rosa Laguna
Contact Number : 09235046165
E-mail Address : baradillobrussel@gmail.com
Educational Attainment:
Grade School:
● Seven Pillars Catholic School 2012-2014
Junior High School:
● Don Jose National High School 2014-2015
● Seven Pillars Catholic School 2016-2019
Senior High School:
● University of Perpetual Help System Laguna 2019-2020
(Science, Technology, Engineering and Mathematics strand)
Awards and Achievements:
Personal Data:
Height : 5’5
Weight : 57kg
Birth Date : August 12, 2002
Age : 18
Birthplace : Guiguinto, Bulacan
Citizenship : Filipino
Religion : Catholic
Father’s Name : Bert D. Baradillo
Mother’s Name : May C. Baradillo
Name : Alvin C. De Guzman

Address : Blk 7 Lot 8, SJV I, San Vicente, City of San
Pedro, Laguna
E-mail Address : cstmooss1010@gmail.com
Grade School:
● Upper Villages Christian Academy 2009-2015
Junior High School:
● San Pedro Relocation Center National High School 2015-2019
Senior High School:
(Science Technology Engineer Mathematics)

● With Honors (Grade 3 ) 2011-2012
Personal Data:
Height : 5’9 1/9

Weight : 70kg
Birth Date : November 4, 2002
Age : 18
Birthplace : Cabanatuan, Nueva Ecija
Religion : Roman Catholic
Father’s Name : Albert C. De Guzman
Mother’s Name : Melissa Cuntapay
Name : Jannah Marcinne B. De Los Arcos

Address : Block 46 Lot 59, Phase 1-C, San Lorenzo South,
City of Santa Rosa Laguna
E-mail Address : shaninedelosarcos@gmail.com
Grade School:
● Emmanuel Christian School (2009-2015)
Junior High School:

● Emmanuel Christian School (2015-2019)
Senior High School:
● University of Perpetual Help System Laguna (2019-2021)
(Science, Technology, Engineering and Mathematics)
● Loyalty Award (2009-2019)

● Best In Arts (2009-2010)
● Most Cooperative (2011-2019)
● With Honors (2018-2019)
● Perfect Attendance (2018-2019)
Personal Data:
Height : 5’5
Weight : 65 kg
Birth Date : December 24, 2002
Age : 18
Birthplace : Angono, Rizal
Father’s Name : Marciano E. Delos Arcos
Mother’s Name : Cynthia B. Banaag
Name : Princess Evita L. Emnace

Address : Blk. 6 Lot 7&8, Dona Olimpia Rural
Homes, Brgy. Sto. Domingo, Urdaneta City,
Pangasinan
Contact Number : 0927-072-3768
E-mail Address : princessevitaemnace@gmail.com
Grade School:
● Bright International Special School 2009-2015
Junior High School:

● Urdaneta City National High School 2015-2019
Senior High School:

(Science, Technology, Engineering and Mathematics strand)

● Special Science Class Graduate 2015-2019
● JHS Honor Student 2015-2019
● Elementary Top Student 2009-2015
● Delegate of Division Level Investigatory Project Contest 2019
Personal Data:
Height : 5’1
Weight : 65kg
Birth Date : April 20, 2003
Age : 17
Birthplace : Urdaneta City, Pangasinan
Religion : Iglesia Ni Cristo
Father’s Name : Florante E. Emnace
Mother’s Name : Levita L. Emnace
Name : Vynz Joshua C. Laroya

Address : Blk 5 Lot 3, Pleasant Ville,
Pulong Sta.Cruz
City of Santa Rosa, Laguna
E-mail Address : vynzjoshua08@yahoo.com
Grade School:
· Pulong Sta. Cruz Elementary School 2009-2015
Junior High School:
· Pulong Sta. Cruz National High School 2015-2019
Senior High School:
· University of Perpetual Help System Laguna 2019-2020

· With Honors 2018-2019
Personal Data:
Height : 5’2
Weight : 45kg
Birth Date : January 04, 2003
Age : 17
Birthplace : Laguna
Religion : Born Again
Father’s Name : Joseph I. Laroya
Mother’s Name : Imelyn C. Laroya
Name : Keann Angelo S. Miranda

Address : 312 Gen. Ricarte St., San Antonio, City of
San Pedro, Laguna
E-mail Address : 45keannadnarim@gmail.com
Grade School:
• Agnus Dei School Systems Inc. 2009-2015
Junior High School:
• Agnus Dei School Systems Inc. 2015-2019
Senior High School:
• University of Perpetual Help System Laguna 2019-2020

• Salutatorian 2014-2015
• Salutatorian 2018-2019
Personal Data:
Height : 5’3
Weight : 45kg
Birth Date : November 8, 2001
Age : 18
Birthplace : Binan, Laguna
Father’s Name : Arnel C. Miranda
Mother’s Name : Elvira J. Miranda
Name : Charles Cedric A. Sudario

Address : Purok 6 Sitio Ani, Pulong
Santa Cruz,
Sta. Rosa, Laguna
E-mail Address : charlesced8@yahoo.com
Grade School:
· Pulong Santa Cruz Elementary School 2009-2015
Junior High School:
· Pulong Santa Cruz National High School 2015-2019
Senior High School:
· University of Perpetual Help System Laguna 2019-2020

· 2nd Place Robotics Divisional 2014-2015
· 2nd Place Cartoonist Divisional and Regional 2018-2019
Personal Data:
Height : 5’2
Weight : 44kg
Birth Date : October 08, 2002
Age : 17
Birthplace : Pulong Sta. Cruz, Santa Rosa, Laguna
Father’s Name : Ruel H. Sudario
Mother’s Name : Evelyn A. Sudario

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Chalcedony - CHAPTERS 1-5 MANUSCRIPT - Miranda Et Al.

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IMPACT OF TEACHING ONLINE ON STUDENTS’ ACADEMIC PERFORMANCE

AMID COVID-19 PANDEMIC

The Faculty of the Senior High School

University of Perpetual Help System Laguna

Sto. Niño, Biñan City, Laguna

Of the Requirements for the Subject

De Los Arcos, Jannah Marcinne B.

Emnace, Princess Evita L.

Laroya, Vynz Joshua C.

Miranda, Keann Angelo J.

APPROVAL BY THE PANEL OF EXAMINERS

To Engr. Eric L. Hernandez, Engr. Randy V. Ogaya, and Mr. Belermino G.

Title: Impact of Teaching Online on Students’ Academic Performance amid the

Authors: Brussel C. Baradillo, Alvin C. De Guzman, Jannah Marcinne B. Delos

Arcos, Princess Evita L. Emnace, Vynz Joshua C. Laroya, Keann Angelo

J. Miranda, Charles A. Sudario

Curriculum: Senior High School

School: University of Perpetual Help System Laguna - JONELTA

Academic Year: 2020-2021

Adviser: Mr. Wilbert Levi H. Eugenio, MAEd

1. THE PROBLEM AND ITS SETTING

Operational Framework and Model 4

2. REVIEW RELATED OF LITERATURE

Impact of the Pandemic 14

4. RESULTS AND DISCUSSIONS 32

5. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Appendix A: Letter of Request 56

Appendix D: Survey Questionnaire 59

Editor’s and Statistician’s Certification 65

Table 1 Respondents’ Online Learning in terms of Ability 32

Table 2 Respondents’ Online Learning in terms of Motivation 33

Table 4 Respondents’ Online learning in terms of Quality of Instruction 36

Table 5 Respondents’ Online Learning in terms of Home Environment 38

Table 6 Respondents’ Online Learning in terms of Quality of Classroom 39

Table 7 Composite Table for the Respondents’ Online Learning 41

Table 8 Respondents’ Academic Performance 42

Table 9 Significant Relationship Between the Respondents' Online 43

Learning and Academic Performance

Figure 1: Model of Theoretical Framework 3

Table 2: Model of the Operational Framework 4

Appendix B: Letter of Consent 57

Appendix C: Consent Form- Respondents

Appendix D: Survey Questionnaire

THE PROBLEM AND ITS SETTING

type of education also switched to online learning.

stated by Magsambol (2020), the Department of Education garnered a total of 21,344,915

This study will be anchored on Theory of Educational Productivity by Reynolds &

performance or outcomes of a student is affected by the psychological environment and

the essential factors affecting the learning of a student.

According to the Theory of Educational Productivity, as cited by Kuterbach J.

past achievements, motivation, instructional quantity or time spent studying, instructional

Figure 1. Model of Theoretical Framework (Fischer H., et al. 2012, p.6)

Figure 1 shows Walberg's (1981) model of educational productivity. According to

affective, behavioral, and cognitive aspects.

The operational framework of this study will be anchored on the Theory of

Figure 2. Operational model showing the relationship among variables

Figure 2 is an operational model illustrating the relationships of the variables in the

dependent variables to one another.

Statement of the Problem

1. How can the respondents’ online learning be described in terms of:

1.3 quantity of instruction;

1.4 quality of instruction;

1.5 home environment; and