Implication of Online Distance Learning to the Performance

of Grade 7 Students
AUTHORS
Maria Angelika S. Perez
Faith G. Mansalay
Maxine Joyce Santos
Adrienne Sai U. Ramos
Princess D. Macaraig
Princess Ainna Maranan
Roland S. Mangubat III
Jimwell Benz R. Perez
Casa del Bambino Emmanuel Montessori

INTRODUCTION
The education system of the Philippines has been exceptionally influenced by the country's
frontier history. That set of experiences has included times of Spanish, American, and Japanese
rule and occupation. Education in the Philippines is offered through formal and non-formal
frameworks. Formal instruction normally ranges for 14 years and is organized in a 6+4+4
framework: 6 years of elementary school education, 4 years of secondary school education, and 4
years of higher education, prompting a four-year college education. This is probably the most
limited term of formal education in the world. In the Philippines, the academic school year starts
in June and closes in March, a period that covers a sum of 40 weeks. All advanced education
organizations work on a semester framework—fall semester, winter semester and a discretionary
summer term. Schooling is mandatory for a very long time, starting at age 7 and finishing at age
12. These 6 years address a child's grade school education. (The Education System in the
Philippines, https://www.studycountry.com/guide/PH-education.htm)
The COVID-19 pandemic is overpowering the working and results of education frameworks -
some of which were already pushed in numerous regards. This is valid across the world and
influences all children, depending upon different factors including the place where they live,
their ages, family foundations, and level of access to some "substitute" instructive opportunities
during the pandemic. The shutdown of schools, compounded by the related general well-being
 and economic emergencies, presents significant difficulties to our students and their educators.
While we don't have a clue about the specific effects, we do realize that children's academic
performance is crumbling during this pandemic, alongside their advancement on other formative
abilities. As a result, a significant number of children who battle the hardest to adapt successfully
and flourish in school under typical conditions, are currently thinking that it's more difficult,
even unimaginable at times, to get viable directions, and they are encountering interruptions in
their learning that should be compensated for. (Covid-19 and Student Performance,
https://www.epi.org/publication/the-consequences-of-the-covid-19-pandemic-for-education-
performance-and-equity-in-the-united-states-what-can-we-learn-from-pre-pandemic-research-to-
inform-relief-recovery-and-rebuilding/)

Effects of Online Distance Learning on the Performance of Grade 7 students

Distance learning, also known as distance education, e-learning, or online learning, is a
type of education in which teachers and students are physically separated during instruction and
various technologies are used to enhance student-teacher and student-student communication.
Nontraditional students, such as full-time employees, have traditionally benefited from distance
learning, military personnel, as well as non-residents or people living in remote areas who are
unable to attend lectures in a classroom.
Distance or correspondence courses delivered via the Internet are referred to as online
learning. Online learning courses are available in a wide range of subjects, audiences, and price
points. This educational method is gaining popularity as a cost-effective way to provide
education to a large number of people. There are five main reasons behind the growth in online
learning: access, efficiency, stability, cost, and technology. The explosion in online learning
tools and the adoption of this method by both post-secondary educational institutions and high
schools around the world speaks to the fundamental desire for more education. The expanded
access to knowledge and information provides the groundwork necessary for many people to
start new careers and gain new skills.

Students' academic performance is improved via e-learning.

E-learning has consequences on academic performances, according to a Covenant University
study titled "The Impacts of E-learning in Facilitating Academic Performance Among Private
Secondary Schools and Tertiary Institutions." This can include things like better grades and more
participation in academic activities. However, as beneficial as this may appear, E-learning is not
without its drawbacks. It also has certain disadvantages.
E-learning prevents pupils from interacting with one another. Humans are social creatures,
yet E-learning does not allow for this. The types of courses that can be completed via E-learning
are likewise limited.
The majority of these courses are theoretical in nature. E-learning is ineffective and
inefficient for practical courses that may require laboratory practical or other sorts of practical
applications. Because it is done over the internet, there are several opportunities for distraction.
Students can easily become distracted and visit other websites. Because there is little or no
supervision, it also provides an opportunity for cheating. For the average Filipino student, online
learning has a two-way effect. It could be a good thing or a bad thing.
E-learning has a significant negative impact on the mental health of Filipino students.
Students' worry about meeting deadlines and attending class has increased as a result of online
learning. Uncontrollable forces such as a faulty network may occur in some situations, and most
instructors are not flexible enough to extend deadlines. Panic, stress, and frustration can develop
as a result of this. Mental health is really important, and you need your sanity and peace of mind
to learn.
With E-learning, a lot of information is thrown at the student at once, and they need time to
comprehend it. This cycle of mental strain would drive students to the point where they would
either tune out or become sidetracked by something else.
Procrastination is encouraged by online learning. It's all too easy to get sidetracked with other
activities at home and keep putting off doing a duty. When deadlines approach, this results in
increased workload and worry.
One of the most significant effects of E-learning is the inability of persons living in rural
areas to use internet platforms. Students must be able to recognize and adjust to both the bad and
good consequences of E-learning.
The purpose of this research is to find answers to the following questions:
1. How do Online Distance Learning affect the performance of Grade 7 students?
2. What inferences can be drawn from the consequence of the study about the implications of
Online Distance Learning to Grade 7 students’ performance?
3. Are there other several factors that influence the effectiveness of Online Distance Learning on
the performance of Grade 7 students?

METHODOLOGY
A type of quantitative data was used in this observation. Using perception data, it endeavored
to determine the effects of online distance learning on Grade 7 students' performance by making
use of perception data (through survey and focus group discussion).

Participants
The Grade 7 students at Casa del Bambino Emmanuel Montessori took part in this pilot
study. They are between the ages of 12 and 14.
The fundamental goal of online education is to assist students in obtaining a higher
education regardless of their location. Low expenses, no need to travel, self-paced study, and
time flexibility are all advantages of online education.
Scope and Limitation
This study was conducted at Casa del Bambino Emmanuel Montessori, Alangilan, Batangas
City and covered the discussion about the “Implication of Online Distance Learning to the
Performance of Grade 7 Students”. Positive or negative factors of Online Distance Learning that
affects the performance of students are included.
There are no specific persons, places, or events included in this study. This study was
conducted for us to know the effectiveness of Online Learning to Grade 7 students. The
researchers’ ideas are not based from an expert rather in the discoveries of this examination, so
the specialists’ ideas are at times verifiably incorrect.

Research Instruments
The Implications of Online Distance Learning on the Performance of Grade 7 Students were
studied using 4-point Likert Scale surveys, with 4 = Strongly Agree, 3 = Agree, 2 = Disagree,
and 1 = Strongly Disagree.
Because the study's major focus was on variables that could not be directly observed or
changed, a questionnaire was used. A questionnaire was also preferred since it ensured the
participants' confidentiality. The questionnaire has 29 questions, with 28 questions for the
independent variable and 1 for the dependent variable.
We had asked the participants' ages in the first portion. There were two questions for one
portion of the independent variable and three questions for each of the other parts: (1)
Technology and Interface Characteristics; (2) Time of Start; (3) Hours of Classes; (4)
Environment/Study Area; (5) Time Management Skills; (6) Discipline; (7) Attendance in Class;
(8) Student’s Understanding; (9) Family Involvement.

Data Analysis
The data was collected in a closed-ended manner. This study's data analysis will primarily be
presented in a qualitative format; however, there will still be a few quantitative solutions. As
previously stated, the data gathered is used by the researchers in an online survey. A qualitative
analysis will still be the end outcome.
 RESULTS AND DISCUSSION

48 40
44

21
16

9 10
7 5
5 4
1

Figure 1.1. Technology and Interface Characteristics

In Figure 1.1. According to the data we gathered from Grade 7 students, kids prefer to
agree more on the offered questions, with question 1 being the most popular. With over 40 pupils
agreeing on question 1, it's understandable that Grade 7 students at Casa del Bambino Emmanuel
Montessori had a lot of connection problems during online class. While all of this is going on, a
small number of students are saying that their family has enough gadgets for everyone.

41

41

26
23
18
14 14
12
7 8
3 3

Figure 1.2. Time of Start

 In Figure 1.2. The indicator "Do you have necessary strength to get up in the morning to
attend online class?” Most of the respondents agree in Casa Level 7. We will know that students,
or the majority of students, are able to get up on time, even if it is early, based on the rate
indicated.
Most people disagree on the second question. We can observe that waking up early for an online
lesson is not affected by vigilance. In response to the third question, practically everyone
confirmed that they have difficulties keeping up with their online class schedule.

46

36

25

12
10
6
3 2

Figure 1.3. Hours of Classes

In Figure 1.3. Hours of Classes demonstrate the importance of how students

manage distance learning with other duties and responsibilities at home, as well as
how 3 to 5 hours of online class attendance is effective. In this graph, we can see
that the majority of our respondents disagreed with our question about how class
hours effect the balance of remote learning and other responsibilities at home. The
next question is whether 3 to 5 hours of online class attendance per day is
effective. In this question, the majority of students agreed that 3 to 5 hours of
online class attendance is effective.
 51
40

28 27
23

15 14

6
1 3 2

Figure 1.4. Environment/Study Area

In Figure 1.4. The majority of pupils in this graph seemed to be at ease in their learning
environment. Almost every student agrees that working in a peaceful, non-disturbing atmosphere
is far more efficient. More than half of the pupils do not disrupt their family on a regular basis.

35
34
32 31 36
30

1 2 1
1

Figure 2.1 Time Management Skills

 In Figure 2.1. The chart contains three questions, all of which are focused on time
management abilities. "Do you have troubles in balancing your duties at home and at school?"
was the first inquiry. Some of the respondents agreed, but the majority did not. "Is time
management essential for a student's academic success?" is the second question. Many
respondents strongly agreed that time management will aid them in achieving academic
achievement, and Question #3, "Is it important for students to keep track of their time?" had a lot
of positive responses. The majority of respondents agreed on this scenario.

47
51

35
33

14
10 9
6
3 2

Figure 2.2. Discipline

In Figure 2.2. The graph shows how Grade 7 students feel about some
questions under the factor, Discipline. Most of the Grade 7 students who answered
the survey agreed that they have the required discipline to accomplish their tasks.
Most of the Grade 7 students who answered the survey agreed that putting their
phone and other distractions away to focus on their teacher is a way of being
discipline. Most of the Grade 7 students who answered the survey agreed that they
think their mind is set to listen on their teacher's lessons.
 39
36 41

28 28

23

10

3
1 1

Figure 2.3. Attendance in Class

In Figure 2.3. We can notice that more people disagree in this first question because an
emergency scenario is so crucial to the person. If your relative's life is on the line, you should put
the emergency ahead of your class. Many people agree with the second issue since it
demonstrates that we should have arrived on time for class. We must arrive on time for class
because it is more vital that we attend all of our classes; we must value learning over anything
else, such as playing a game that we can put off until after class. As we can see from the last
question, many people feel that we must grasp our class in order to improve our knowledge. We
can learn a lot in class, and only here will we have a chance to achieve our goals, but we won't be
able to achieve our goals unless we work hard and persevere.

58
54
36

27

11
7 5 4
2 3 2

Figure 2.4. Student’s Understanding

 As seen in Figure 2.4, a large majority of students have come to the opinion that online
distance learning has a positive impact on their academic performance, as opposed to having
difficulty understanding or learning the courses in class. With the highest congealing point of a
close number on 60 for Question #2, it's safe to say that a lot of students are receiving the correct
inadequate teaching method to help them learn more effectively during these difficult
circumstances.

45
47
37

20
18 17
14

5
3 3
1

Figure 2.5. Family Involvement

The Figure 2.5. shows how Grade 7 students feel about some questions under
the factor, Family Involvement. Most of the Grade 7 students who answered the
survey disagreed that they have unpleasant conversation with their family, during
online lessons. Most of the Grade 7 students who answered the survey agreed that
they are more encouraged to work harder in class whenever their parents
congratulate them on their efforts. Most of the Grade 7 students who answered the
survey agreed that when they are having trouble in following their lessons or tasks,
they can quickly seek assistance from their family.
 5

65

Figure 3.1. Grade 7 students' Thoughts on the Factors That Influence the Effectiveness of Online Distance Learning on Their Performance

Figure 3.1 shows the percentage of Grade 7 students who agree and disagree on the
question, “Do you think that these factors do influence the effectiveness of Online Distance
Learning on the performance of Grade 7 students?”. The students that responded "Agree" have
the most concealing point having a value of 92.9%. While the students that responded "Disagree"
have the lowest concealing point having a value of 7.1%.

Figure 3.2. Grade 7 student’s thoughts on how effective Online Distance Learning is
 Figure 3.2 demonstrates the efficacy of Online Distance Learning for Grade 7 students
and they will rate it on a scale of 1 to 5: 1 is the lowest point and 5 is the highest. 4 students
answered 1 and 2 respectively, receiving a result of 2.9% each. Meanwhile, there were 28
students who gave it a rating of 3, for a total of 40%. 30 students rated 4 out of 5, for a total of
42.9%. Lastly, there were 8 students who rate 5 out of 5, for a total of 11.45%. As a result, we
may deduce that the rate of 4 with a value of 42.9% is the highest concealing point and this is the
Grade 7 students’ thoughts on how effective Online Distance Learning is.

CONCLUSION
From the findings, the following conclusions were drawn:
1.) Approximately half of the students are adjusting to this new normal these days since they are
having difficulties getting their internet connection to work properly, and nothing goes as
planned the majority of the time. (For example, a class app crashing in the middle of a lesson,
persistent disruptions, and so on.)
2.) After looking at the data form, many students are more energized in the morning to wake up
for their online class, probably because they believe that staying up late has no effects on their
sleeping hours or their ability to focus while listening to their teacher.
3.) The academic achievement of Grade 7 students may be altered by online distance learning.
4.) Students have the desired discipline to complete tasks assigned to them by their teacher,
while also keeping their minds focused on the lesson and their teacher alone, free of any
technologies or social media platforms that they could easily access at their fingertips, according
to data collected from Casa del Bambino Emmanuel Montessori Grade 7 students.

REFERENCES
Aliyu Kwaifa. (2021), Effects of E-Learning on Students https://dailytrust.com/effects-of-e-
learning-on-students
Carol Francois. What is Online Learning? https://www.practicaladultinsights.com/what-is-
online-learning.htm
Covid-19 and Student Performance. https://www.epi.org/publication/the-consequences-of-the-
covid-19-pandemic-for-education-performance-and-equity-in-the-united-states-what-can-we-
learn-from-pre-pandemic-research-to-inform-relief-recovery-and-rebuilding/
Gary A. Berg, PhD, MFA, (2016), Distance Learning Education
https://www.britannica.com/topic/distance-learning
The Education System in the Philippines. https://www.studycountry.com/guide/PH-
education.htm