The Effects of E-learning of Grade 12 Students in St. Rose Catholic Inc.

St. Rose Catholic School Inc.

A Quantitative Research

Presented by the faculty of Senior High School Department

St. Rose Catholic School, Inc.

Sta. Rosa St. Pob. Sur, Paniqui, Tarlac

In Partial Fulfillment of the

Requirements of the Senior High School

Practical Research 2

By:

Ofrecio, Tiffany Cole M.

Mr. Socrates Embesan

Research Adviser

December 2020
 St. Rose Catholic School, Inc.
Paniqui, Tarlac

APPROVAL SHEET

The research entitled ━ The Effects of E-learning of Grade 12 Students in St. Rose Catholic Inc.

In which was prepared and submitted by Tiffany Cole M. Ofrecio for the fulfillment of the

requirements of the subject Practical Research Ⅱis hereby accepted.

RESEARCH COMMITTEE

Prof. Embesan Socrates Mr. Mitchell D. Alabado

Research Teacher Academic Coordinator

Sr. Grace F. Tagnipez, OP

Principal
 ACKNOWLEDGEMENT

First and foremost, praise and gratitude to the Almighty God for showering His blessings

on me throughout my research work, helping me to successfully complete the research.

To our School Principal, Sr. Grace F. Tagnipez, OP., for her unwavering support and

inspiration. To help this research to occur;

Prof. Embesan Socrates, my research teacher, deserves my heartfelt gratitude for

providing me with the opportunity to perform research and for directing me during the process.

Working and learning under his supervision was a great honor and privilege.

I owe and personally thank my parents for their unwavering moral support and love,

which has assisted me in achieving success in all aspects of my life, and without their ongoing

dedication, I would not have been inspired to complete this thesis.

I gratefully appreciate the contributions of everyone who has supported me in successfully

completing my study, whether directly or indirectly. This study is only possible because of the

generosity of these well-known individuals.

I submit this research of mine with great humility and utmost regard.
 ABSTRACT

E-learning is a powerful tool, which provides direct access to get information and knowledge by

themselves. Concept is an abstract idea that comes into our mind.E-Learning is learning utilizing

electronic technologies to access educational curriculum outside of a traditional classroom. In

most cases, it refers to a course, program or degree delivered completely online.The main

objective of this study is to know the Impact of E-learning on Grade 12 Students in St. Rose

Catholic School Inc.This study will use a descriptive of a research.Descriptive research seeks to

correctly and scientifically describe a population on any situation.It answer the question what,

when, where, and how, but now why questions (McComber, 2019). This will use a simple

random sampling. (Hayes, 2019), explains that, “ A simple random sample is a subset of a

statistical population in which each member of the subset has an equal probability of being

chosen. A simple random sample is meant to be an unbiased representation of a group. “The

participants are the grade 12 students S.Y. 2019-2020 in St. Rose Catholic School In. The

researcher chose this grade level as they are more matured enough compared to the lower grade

levels as they lack the knowledge to comprehend the idea. The researcher expected an outcome

where schools will use this study to apply e- learning. To the teachers, this study will be a guide

to the teachers in terms of student needs. As a student, it will help the students to motivate in

learning.
 TABLE OF CONTENTS

Title Page.............................................................................................................1

Approval Sheet.......................................................................................................2

Acknowledgement………………………………………………………………………....3

Abstract.................................................................................................................4

Table of Contents....................................................................................................5

Introduction..........................................................................................................1

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

Significance of the Study.......................................................................

Scope and Delimitation.........................................................................

Definition of Terms...............................................................................

Review of Related Literature...............................................................................2

Conceptual Framework.........................................................................

Methodology........................................................................................................

Research Design..................................................................................

Research Instruments...........................................................................

Data Collective Procedure...................................................................

Ethical Consideration..........................................................................
 LIST OF APPENDICES

A Letter of Request…………………………………………………………27
B Letter to the Teacher……………………………………………….……..28
C Letter to the Respondents………………………………………..………..29
D Survey Questionnaire…………………………...……………..………….30-31

CURRICULUM VITAE……………………………………………………………..32
 INTRODUCTION

Background of the Study

Technology e-learning is a powerful tool, which provides direct access to get information and

knowledge by themselves. E-learning leading to independent learning. Teachers have the

responsibility to guide students as they research and obtain information in order to further

develop that skills. Subsequently, without even knowing it students “learn how to learn” and

develop their own learning strategies that can last a lifetime (Alismail,2015).

Social interactive education and e-learning are used as modes of education. Social

Interactive education is known as a traditional method of learning where students and teachers

have face to face interaction whereas e-learning or open learning is contrary to traditional

education as it has some distance between learner and teacher. Students who belong to remote
areas or have jobs can get education at their door step through e-learning education and enhance

their qualification at any time and at any stage of age (Ansari, 2014).

The evolution of technology is drastically changing the social norms. Educated and

uneducated masses use technology frequently for enjoyment and benefits. It is observed that

different social media like facebook, what’s app and twitter plays an important role in education.

These applications strongly attracted students and connected them with different parts of the

world.

These applications introduce them to a variety of new terms of education, one of them is e-

learning. E-learner want to adopt new technologies to learn and to connect with peoples related

to their field of study (Anshari, Alas, & Guan, 2016).

Online learning environments use single or multiple technologies to support simultaneous or

non-simultaneous interaction between teacher and students in a regular and constant order

(Allen, Seaman, Poulin and Straut, 2016)

The online learning is an approach where the online learning, teaching and learning process is

actualized with the internet technology. Internet technology does not only reach the information
but also turns into interactive environments where the information production is actualized and

shared.(White, 2003)

In this study is to determine the effects of online learning in CSS students 12 wherein you

will know the advantage and disadvantage of online learning.The learning process in online is

not the same as the face to face class in fact it's more difficult than we’ve used to. In Addition,

CSS or Computer System Servicing is the basic and common competencies such as installing,

maintaining, configuring, and diagnosing computer systems.Furthermore, in focusing on online

learning there are common challenges that students are currently facing with online class some

are technical issue, distractions and more.

This research is also made possible for all the students to get busy and bored.In comparing

faCSS student 12 in St. Rose Catholic School Inc. only matters in students.

Statement of the problem

This study aims to determine the effects of E-learning on Student 12 in St.Rose Catholic

School Inc. on the learning S.Y 2020-2021.

The study shall seek answers to the following questions:

1. What are the advantages and disadvantages of E-learning of Grade 12 Students in St.

Rose Catholic School Inc.?

 2. What are the difficulties of students in E-learning of Grade 12 Students in St. Rose

Catholic School Inc. in terms of:

Technical Issue

Distractions

Unable to understand the coarse

3. How online learning affects the skills and knowledge of E-learning of Grade 12 Students

in St. Rose Catholic School Inc.?

Significance of the study

The purpose of this study is to see the effects of E-learning of Grade 12 Students in St. Rose

Catholic School Inc.

The Students.It will help the students to motivate in learning.

The School Administration.The result of this study could serve as information to them to know

the situation of a student and make a change.

The Teachers.This study will be a guide to the teachers in terms of student needs.

To the future Researcher.This study will serve as a source that will help them in doing their

own research.

Parent.Who is concerned about the education of their children and in their discipline.

Scope and Delimitation

 This study will focus on determining the effects of E-learning of Grade 12 Students in St.

Rose Catholic School Inc. during the school year 2020-2021 of Technical Vocational Livelihood

(TVL). The target number of respondents is 30 students.

Definition of Terms

For the purpose of clarity and better understanding of the study, the following terms are

defined conceptually and operationally.

E-Learners- a learning system that we can obtain through the internet using an electronic

device.

Interaction- it means the interaction between the teacher and student.

Drastically- in other words extremely or strong.

Simultaneous- occurring at the same time.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies with the use of these

literature and studies,both foreign, and local, the researcher gained insight that served as a

reference for the study.

Related Literature

Foriegn
 An e-learning model to deliver better lectures and contents to the students studying in the

remote areas, and hence to improve the quality of education and interest. They present an

interactive system for e-learning. This system includes a dedicated educational satellite. The

satellite is responsible to distribute the e-learning contents to the universities connected to it. To

improve the performance the proposed system is using satellite that is working on spot beam

technology supported with VSAT terminals. The limitation of the proposed system is inability to

provide quiz component and attendance.(Siddiqui & Masud,2007)

The learner must face the new education style they may improve the quality of education and

interest. On the contrary, electronic-learning or e-learning has given a huge opportunity to a

student or teacher to accomplish their task. Further, to improve the performance of the satellite

who supported the VSAT.

The learning activities in the course is a combination of forms of interaction between the

subjects involved in the teaching and learning activities include: student-content,student-

instructor, and student-student interaction (Gradel & Edson, 2010).

This means there are lots of activities that we cannot try or do in our case right now.The

interaction between student and teacher is not the same as the face to face there are so many

challenges and difficulties in our case.In this case, student and his/her self need to be a content

creator for his/her self and a instructor to help his/her self.

There was a difference in success among students who have taken “Introduction to Psychology”

classes in a web-based course or face-to-face course. This study revealed that students taking

the web-based course had higher success rates (Carr, 2000).

For those students studying online there is more difference than we used to. Further, the

difference of this class may affect a lot of students through their success,getting higher grades

and trying to focus on discussion.It can be based on the course what we get to aim for higher

grades or rates for our success in future.

Having in some classes the best technological instruments does not necessarily mean that “it

will improve the learning process of students, allowing people to be more efficient, because, in

spite of these outward changes, the student experience remains similar to that of generations

ago” (Rose, David and Cook, John, 2006:21).

Even the best technology cannot help all the students to meet the expectations of the

others.Technology may cause distractions to the students who actually want to learn.In this

case,teacher who pursue online class.

The student learning outcomes for online learners were as good as or better than traditional

learners regardless of background characteristics and that the students were greatly satisfied

with online learning.Navarro and Shoemaker (2000)

Online learning outcomes are not as good as the traditional thing that we used to.Traditional

is more fun and entertaining than an online learning class. It becomes boring when there are so
many distractions.In addition, some students are greatly good in online learning because they

satisfied them.

Local

Web-based Learning Management Systems (LMS) allow instructors and students to share

instructional materials, make class announcements, submit and return course assignments, and

communicate with each other online. Previous LMS-related research has focused on how these

systems deliver and manage instructional content with little concern for how students'

constructivist learning can be encouraged and facilitated. This study investigated how students

use LMS to interact, collaborate, and construct knowledge within the context of a group project

but without mediation by the instructor. The setting for this case study was students' use in one

upper-level biology course of the local LMS within the context of a course-related group project,

a mock National Institutes of Health grant proposal. Lonn,S.(2009)

LMS is a web-based learning management system that allows students to share

instructional information and materials as well as submit and return course assignments and

online communication with other Peers. LMS focused on systems delivery and manage

instructional content for the sake of students, LMS has investigated how students would interact

and collaborate using LMS, within constructing knowledge of the context in a group-project.

With the ongoing surge of cases in the country, a possible alternative to continue education

while preventing potential infection spread, is electronic learning (e-learning). E-learning has
been a common delivery media for education in developed countries. Several developing

countries like the Philippines have attempted to embrace the new learning space; however,

financial and acceptance factors remain to be a problem that would limit its potential use. While

both the supply and demand for e-learning opportunities have risen in recent years, many

professionals are beginning to question whether students are prepared to be successful in an

online learning environment. After all, the demonstrated success of students in a conventional

education and training classroom may not be an adequate predictor of success in an e-learning

classroom.(Alipio M. , 2020)

E-Learning (Electronic Learning) is an outpouring surge in the country, Which should be

an alternative solution to continue education yet prevents potential viruses. E-Learning has been

a relatively used media for education developed in different countries as the Philippines have

been attempting to acknowledge the new E-Learning, though it’s been putting a strain on

financial needs because the E-Learning would limit the potential use. Many Professionals have

been questioning whether peers are more likely to be more successful in an online learning

environment.Despite the demonstrated success of students in training classrooms, must not be an

appropriate predictor of success in an E-Learning classroom.

The digital learning environment offered by LMSs is also one in which students’ geographical

dispersal, asynchronous participation and limited visual contact are taken for granted

(Joksimovic et al., 2015). Therefore, the sense of belonging to a meaningful learning community

is stressed as an important factor in online/blended learning students’ learning experience

especially because it is difficult to make their social presence perceptible in the online

environment (Joksimovic et al., 2015; Barber, King and Buchanan, 2015; Fletcher and Bullock,

2015). Moreover, studies have related students’ sense of belonging to meaningful online learning

communities to their engagement and learning achievement (Joksimovic et al., 2015; Tomas et

al., 2015). Nevertheless, although seen as a crucial factor, student-student interactions and

collaboration activities are not necessarily the sole prerequisite for online/blended learning

students to feel part of a learning community. The presence of engaging academic content and a

strong teaching presence are considered just as important for creating this feeling (Tomas et al.,

2015; Joksimovic et al., 2015).

LMS (Learning Management System) presents students, Geographical dispersal, asynchronous

involvement and limited visual contact.As the result of the learning community stress of the

online blending, makes it difficult for the online environment. Besides, learning has associated

students' sense of belonging for the importance of online learning communities to their

participation and cooperation of this learning acquirement.Nonetheless, student interaction and

participation is very crucial but it was never the sole purpose of the whole Online Learning for

students to feel welcome as a part of the learning community. The appearance of academic

content is just as important in success in an E-Learning classroom.

The digital learning environment offered by LMSs is also one in which students’ geographical

dispersal, asynchronous participation and limited visual contact are taken for granted

(Joksimovic et al., 2015). Therefore, the sense of belonging to a meaningful learning community
is stressed as an important factor in online/blended learning students’ learning experience

especially because it is difficult to make their social presence perceptible in the online

environment (Joksimovic et al., 2015; Barber, King and Buchanan, 2015; Fletcher and

Bullock, 2015). Moreover, studies have related students’ sense of belonging to meaningful

online learning communities to their engagement and learning achievement (Joksimovic et al.,

2015; Tomas et al., 2015). Nevertheless, although seen as a crucial factor, student-student

interactions and collaboration activities are not necessarily the sole prerequisite for

online/blended learning students to feel part of a learning community. The presence of engaging

academic content and a strong teaching presence are considered just as important for creating

this feeling (Tomas et al., 2015; Joksimovic et al., 2015).

LMS (Learning Management System) presents students, Geographical dispersal, asynchronous

involvement and limited visual contact.As the result of the learning community stress of the

online blending, makes it difficult for the online environment. Besides, learning has associated

students' sense of belonging for the importance of online learning communities to their

participation and cooperation of this learning acquirement.Nonetheless, student interaction and

participation is very crucial but it was never the sole purpose of the whole Online Learning for

students to feel welcome as a part of the learning community. The appearance of academic

content is just as important in creating this feeling.

Chapter 3

METHODOLOGY OF THE STUDY

This chapter presents the researcher method used and the expected respondents of the study.

Research Design

Descriptive survey methods aim to accurately and systematically describe a population, situation

or phenomenon. It can answer what, when, where, and how but not why questions. The study

will use the descriptive survey method of research to identify The effect of E-learning of Grade

12 Students. This descriptive method will use a mixed method. In quantitative methods, survey

questionnaires will be used in order for the researchers and in a qualitative method will use a

written interview to collect data and have broader and deeper understanding about the effects of

E-learning of Grade 12 Students performance in St. Rose Catholic School Inc.

Research Instrument

For this study, a survey questionnaire and written interview were used in collecting the

respondent’s replies. It must contain questions concerning the students' involvement in the effect

of E-learning of Grade 12 Students and its effect on student’s academic performance. Likert

scale will be used. It is a type of rating scale wherein respondents will rate from one and four as

one being Strongly Disagree and five as the Strongly Agree on the variety of statements given on

the questionnaire. Each item on the questionnaire contains a four-point scale shown as follows:

5 – Strongly Agree 4 – Agree 3 - Neutral

2 – Disagree 1 – Strongly Disagree

Data Collective Procedure

The researcher will ask permission to the adviser or subject teacher to the particular section with

a simple explanation on the research with their ethical provision letter. The researcher will then

distribute the questionnaires among students of St. Rose Catholic School, Inc. The particular

study will be gathered through collecting questionnaires that will be distributed to the

researchers.

Statistical Treatment

In describing and analyzing the data of the study, frequency, percent and average were used.
In this study, a five- point scale was used by the researcher.

Level Interpretation Range of values

5 Strongly Agree 4:21-5:00

4 Agree 3:41-4.20

3 Neutral 2.61-3.40

2 Disagree 1.81-2.60

1 Strongly Disagree 1.00-1.80

Ethical Consideration

The researcher will request permission to the school head administrators and class advisers, to

educate them about the purpose of the study that will be conducted to them. The chosen

respondents will be given an informed consent from before answering the survey questionnaires

to assure that they’re willing to be part of the study. The researcher will ensure that all responses

and data will be kept confidential.

 RESULTS

As illustrated in Table, the students' mean per statement of the problem determines the

advantages and disadvantages of E-learning. Whereas the seven (7) statements under the first

statement of the problem were rated Agree and the three (3) are Strongly Agree. The overall

mean of their answer is 3.99 with a descriptive rating of Agree. As the statement number six (6):

“E-learning requires myself to be responsible for my own learning.” got the highest mean rating

of 4.50 with a descriptive rating of Strongly Agree. While statement number nine (9): “ E-

learning gives me freedom.” got the lowest mean rating of 3.64 with a descriptive rating of

Agree.

Item Mean Std. Deviation Interpretation

1. E-learning courses are convenient. 4.08 .900 Agree
2. E-learning offers flexibility. 3.88 1.062 Agree
3. Online class offer me more 3.86 1.246 Agree
individual attention.
4. E-learning teach me to be 3.70 1.298 Agree
self-disciplined.
5. E-learning brings education right to 4.26 .751 Strongly Agree
your home.
6. E-learning requires myself to be 4.50 .614 Strongly Agree
responsible for my own learning.
7. E-learning requires myself to be 4.24 .960 Strongly Agree
an active learner.
8. E-learning allows myself to be 4.02 1.116 Agree
independent.
9. E-learning gives me freedom. 3.64 1.258 Agree
10. E-learning saves time and money. 3.72 1.179 Agree
3.99 1.039 Agree

As displayed in the table, the students' mean per statement of the problem determines the
outcome of the difficulties of students in e-learning of grade 12 students in terms of
technical issues, distractions, and unable to understand the course. Whereas the ten (10)
statements of under the second statement of the problem were rated as Agree. The overall
mean of their answer is 3.77 with descriptive rating of Agree. As the statement number
eleven (11): I feel sleepy.” got the highest mean rating of 4.16 with a descriptive rating of
Agree. While statement number nineteen (19) got the lowest mean rating of 3.54 with a
descriptive rating of Agre

Item Mean Std. Deviation Interpretation

11. I feel sleepy. 4.16 .997 Agree
12. I feel hungry. 3.80 1.161 Agree
13.I am too lazy to study. 3.56 1.198 Agree
14.I feel tired and boring. 3.60 1.229 Agree
15.I'm having a hard time 3.84 1.184 Agree
understanding the course.
16.Our teacher teaches quickly. 3.90 1.055 Agree
17.Lack of feedback from instructors. 3.74 1.121 Agree
18.I do too much household work. 3.74 1.175 Agree
19. I don't have a comfortable 3.54 1.281 Agree
place to study.
20.I am not able to access a reliable 3.82 1.224 Agree
internet connection.
3.77 1.163 Agree
As manifested at table, the students' mean per statement of the problem determines how online

learning affects the skills and knowledge of e-learning of grade 12 students. The nine (9)

statements under the third statement of the problem were rated as Agree and the one(1) as

Neutral. The overall mean of their answer is 3.66 with a descriptive rating of Agree. As

statement number twenty-five (25): “ It teaches me to learn at your own risk.” got the highest

mean rating of 4.12 with a descriptive rating of Agree. While number twenty-eight (28) got the

lowest mean rating of 3.14 with a descriptive rating of Neutral.

Item Mean Std. Deviation Interpretation

21. I think my grades will improve by 3.40 1.262 Neutral
using E-learning.
22.It's hard for me to do performance 3.92 1.122 Agree
activity.
23.E-learning helps me to gain more 3.42 1.326 Agree
knowledge.
24.E-learning helps me to do my task. 3.78 1.093 Agree
25.It teaches me to learn at your 4.12 .689 Agree
own risk.
26.It helps me to boost my 3.78 1.200 Agree
communicating skills.
27.I can answer all my activity using 3.76 1.021 Agree
E-learning easily.
28.With the use of E-learning I can 3.14 1.294 Neutral
understand all the topics correctly.
29.I have enough knowledge to use 3.80 .990 Agree
E-learning.
30.Whenever I use E-learning I'm 3.52 1.266 Agree
confident that I will learn something.
3.66 1.126 Agree

Emerging Student’s Emerging Key informant’s

Concept Concept
 Self learn and not learning Every student must be
Properly. prioritize.
Safety from the virus
and too many difficulties. Distance learning isn't
Searching some information applicable in every
What are the advantages and and cannot have decent students.
Disadvantages of E-learning of Knowledge.
Grade
cheat 12 students in St. Rose It's about the gadgets and Student may lead to
Catholic
looking. School Inc.? the teacher can't control you. Because no one is
Lot to learn about technology
and little knowledge about it.

Emerging Student’s Emerging Key informant’s

Concept Concept
What are the difficulties of Unstable Connections. Internet connection is big
Students in E-learning of Lack of materials. factor to students.
Grade 12 students in St. Rose No Gadgets. Can lead to stress.
Catholic School Inc. in terms of: Self study and panicking. Lack of materials.
a.Technical Issue Background noises.
b.Distractions Can’t fully understand the lesson.
c.Unable to understand the coarse Quality of the gadgets.

Emerging Student’s Emerging Key informant’s

How online learning affects
the skills and knowledge of
E-learning of Grade 12
Students in St. Rose Catholic
School Inc.?
Concept Concept
Distraction resides. Students may not learn
Learning limited skills on something.
Specific tracks.
It's not effective as face to face
because it's way too restricted.
Feels to be an independent student.
Affects the critical thinking of
student.
Relying on google and copy paste.
Not everyone taught e-learning.

DISCUSSION

E-learning is considered as a norm that everyone should practice and get used to. The effects of

E-learning of grade 12 students were deeply answered and divided into three statements of the

problems: 1. What are the advantages and disadvantages of E-learning of Grade 12 students in

St. Rose Catholic School Inc.?, 2. What are the difficulties of students in E-learning of grade 12

students in SRCS in terms of: a. Technical Issue, b. Distractions, c. Unable to understand the

course., 3. How online learning affects the skills and knowledge of E-learning of grade 12

students in SRCS?.
Perception of Students about advantages and disadvantages of E-learning

In the perception of students about advantages and disadvantages of e-learning, there were

numerous answers came from the students.The respondents answered that the advantages of e-

learning are to make it easier for student to access and locate some important thing were in

they've also said that there can be challenge among e-learning course it can be weak

connection,power interruption and you have such a limited data access.Also respondents said

that e-learning is a new challenge to us students.

There are numerous advantages and disadvantages of e-learning. Previous research found that e-

learning is more cost effective than traditional learning because less time and money is spent by

learners on travelling. This means when students embark on e-learning, they can be thrifty. Their

spare time could be used to perform other useful activities. Besides, flexibility is another major

benefit of e-learning. E-learning provides learners the advantage of taking classes anytime and

anywhere. This means e-learning is available at many places twenty-four seven. In addition, e-

learning also caters for different types of learning approaches. This means students are unlikely

to get bored during their studies as there is much interactive content they can get access to.

The respondents answered that e-learning is self learning and not learning properly. Zemmerman

(2005) “◦ a self-directed process by which learners transform their mental ability into academic

skills. Those abilities will control the learner’s own thoughts, feelings, motivations, and actions

within the external environment that relate to acts of self-regulation”.

Moreover, the participant stated that E-learning is safe from the virus, according to Weeden &

Cornwell (2020) “While the primary student population (of both K-12 and postsecondary

education) appears to be at a lower mortality risk category compared to older adults, pandemic

precautions called “social distancing” or “physical distancing” have attempted to reduce

interpersonal contact and thereby minimize the kind of community transmission that could

develop quickly in dense social networks like the university campus”

Student’s ways and difficulties in online learning

The respondents' result indicated that they have a lack of materials and their internet is weak.

According to Garrotte Jurado, et.al. (2010) “Teachers and students have similar perspectives on

how to deal with slow internet connection in the classroom”. Limited internet access is a

major concern in implementing blended learning. By having online class, students were

exposed to more varied materials and resources, like Youtube videos, and various websites.

These resources help students to be engaged in more interesting materials and more updated

information. Freeman and Holden (1986) As a result, students gave more varied answers and

responses to the tasks given to them, providing more rooms for discussion among their

classmates. Varied resources also helped students to be exposed to authentic materials

which helped them understand the use of a particular language structure in real

Communication.

Moreover, the participants wrote that they have difficulties in studying because they are

studying by themselves and panicking. Hara and Kling’s (2000) study described a range of

emotions, including isolation: “I have felt it … panic … isolation … frustration … anger”. In

Motteram and Forrester’s (2005) study, one student noted, “We need a tutor that cares about

her/his students. We need to be in contact just not to feel isolated”.

Furthermore, respondents stated that they can't fully understand their lesson because of their

teacher's teaching strategy. According to Lyall and McNamara’s (2000) study did not feel
connected to the online course and stated, “I would just chuck the whole thing away … it’s

too hard to keep going if you haven’t got a really good reason to”.

Conclusion

The current study was carried out to show the Effects of E-learning of Grade 12 Students in St.

Rose Catholic Inc. through improved learning process, motivation for academic studies, self-

development outcome and its effects on academic performance. From the result of the study it

is clear that e-learning facilitated studies significantly improve academic performance, learning

process and self- development. It is also observed that there is more likelihood that majority of

the students in secondary schools and tertiary institutions have not fully utilized the self-

development aspect of e-learning to significantly improve their learning process. Instead, most

of the students would rather prefer to be engrossed in e-entertainment and social network

activities that have negative influence on their learning process and outcomes. Elearning is an

effective means of self-development and it also facilitates academic performance in tertiary

institutions and secondary schools. It will also help students to develop potentials for rigorous

academic studies and research purposes which are basically needed skills for successful

academic pursuits.

Recommendation

In accordance with the results of these research studies, the following are recommended.

● Students in SRCS should be supported by school administrators who have a clear

understanding of the topic.

● Teachers should always understand the situations of their students.

● Every student should always be responsible for their behaviors and aspire to be better.
 ● The school must encourage and inspire their students to study hard while still having

fun.

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https://files.eric.ed.gov/fulltext/EJ1175336.pdf

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es_on_Student_Learning_Outcome_in_Blended_Learning_Course
https://www.researchgate.net/publication/326293305_EFFECTS_OF_E-

LEARNING_ON_STUDENTS%27_ACADEMIC_LEARNING_AT_UNIVERSITY_LEVEL

https://www.researchgate.net/publication/316141339_An_Improved_E-Learning_System

https://www.researchgate.net/publication/273744266_The_Impact_of_Educational_Technology_

on_the_Learning_Styles_of_Students

https://jolt.merlot.org/Vol11no2/Nguyen_0615.pdf?

fbclid=IwAR3gqxACzHo4bo47pYf6Q4EYsCW6MEr6wln9afuFoBV4YmR5kEZfH5EuXd8
 Appendix A

LETTER OF REQUEST
St. Rose Catholic School, Inc.
Paniqui, Tarlac

December 2020

Prof. Embesan Socrates

Class Adviser/ Subject Teacher
St. Rose Catholic
School, Inc. Paniqui, Tarlac

Dear Prof. Embesan Socrates :

I, Tiffany Cole M. Ofrecio of Grade 12- TVL student is currently working on a

Quantitative Research entitled “The Effects of E-learning of Grade 12 Students in St.
Rose Catholic Inc.” to complete my requirements on Research in Daily Life 2.

In line with this, I would like to seek your approval to conduct my study and to
request your consent to distribute questionnaires to the Grade 12 students of St. Rose
Catholic School as my respondents of the research study. You are assured that the data
and the information obtained from the school will be treated with utmost
confidentiality. Thank you God Bless!
 Sincerely yours,
Tiffany Cole M. Ofrecio
Researcher

Noted by:
Embesan Socrates
Research Adviser Approved by:

Mr. Mitchell D. Alabado

SHS Academic Coordinator

Appendix B

LETTER OF REQUEST
St. Rose Catholic School, Inc.
Paniqui, Tarlac

December 2020

Dear Teacher:

I, Tiffany Cole M. Ofrecio of Grade 12- TVL student of St. Jordan is currently

working on a Quantitative Research entitled “The Effects of E-learning of Grade 12

Students in St. Rose Catholic Inc.” to complete my requirements on Research in Daily

Life 2
 In this regard, we would like to solicit for your cooperation to distribute the

questionnaire to the Grade 12 students of SRCS in your class as the respondents of this

research study. Thank you and God bless!

Sincerely yours,
Tiffany Cole M. Ofrecio
Researcher

Noted by:
Embesan Socrates
Research Adviser

Approved by:
Mr. Mitchell D. Alabado
SHS Academic Coordinator

LETTER OF REQUEST
St. Rose Catholic School, Inc.
Paniqui, Tarlac

December 2020

Dear Respondents:

I, Tiffany Cole M. Ofrecio of Grade 12- TVL student of St. Jordan is currently

working on a Quantitative Research entitled “The Effects of E-learning of Grade 12

 Students in St. Rose Catholic Inc.” to complete my requirements on Research in Daily

Life 2.

In this connection, I would like to solicit your cooperation by answering

the attached questionnaire. Rest assured that your answers will be kept

confidential. Thank you and God bless!

Sincerely yours,

Tiffany Cole M. Ofrecio

Researcher

Noted by:
Embesan Socrates
Research Adviser

Approved by:
Mr. Mitchell D. Alabado

SHS Academic Coordinator

Appendix D

Name (optional): Date:

Grade and Section:

Questionnaires:

1. E-learning courses are convenient.

Strongly Disagree

Disagree

Neutral
 Agree

Strongly Agree

2. E-learning offers flexibility.

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

3. Online class offer me more individual attention.

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

4. E-learning teaches me to be self-disciplined.

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

5. E-learning brings education right to your home.

 Strongly Disagree

Disagree

Neutral

Agree

6. E-learning requires myself to be responsible for my own learning.

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

7. E-learning requires myself to be an active learner.

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

8. E-learning allows myself to be independent.

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

9. E-learning gives me freedom.

 Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

10. E-learning saves time and money.

Strongly Disagree

Disagree

Neutral

Agree

11. I feel sleepy.

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

12. I feel hungry.

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

13. I am too lazy to study.

Strongly Disagree
 Disagree

Neutral

Agree

Strongly Agree

14. I feel tired and boring.

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

15. I'm having a hard time understanding the course.

Strongly Disagree

Disagree

Neutral

Agree

16. Our teacher teaches quickly.

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

17. Lack of feedback from instructors.

Strongly Disagree

Disagree
 Neutral

Agree

Strongly Agree

18. I do too much household work.

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

19. I am not able to access a reliable internet connection.

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

20. E-learning saves time and money.

Strongly Disagree

Disagree

Neutral

Agree

21. I think my grades will improve by using E-learning.

Strongly Disagree
 Disagree

Neutral

Agree

Strongly Agree

22. It's hard for me to do performance activity.

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

23. E-learning helps me to gain more knowledge.

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

24. E-learning helps me to do my task.

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

25. It teaches me to learn at your own risk.

Strongly Disagree
 Disagree

Neutral

Agree

26. It helps me to boost my communicating skills.

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

27. I can answer all my activity using E-learning easily.

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

28. With the use of E-learning I can understand all the topics correctly.

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

29. I have enough knowledge to use E-learning.

Strongly Disagree

Disagree
 Neutral

Agree

Strongly Agree

30. Whenever I use E-learning I'm confident that I will learn something.

Strongly Disagree

Disagree

Neutral

Agree
CURRICULUM VITAE

TIFFANY COLE M. OFRECIO

Email Address: coletiffany00@gmail.com

PERSONAL DATA

Name: Tiffany Cole M. Ofrecio

Address: Canan, Paniqui, Tarlac
Religion: Roman Catholic
Date of Birth: March 20,2003
Place of Birth: Canan, Paniqui, Tarlac
Parents: Mr. Jayson Ofrecio
Mrs. Jenny Manuel

EDUCATIONAL BACKGROUND

Senior High: at present

St.Rose Catholic School Inc.

Sta. Rosa St., Pob. Sur, Paniqui, Tarlac

Junior High: 2019

St.Rose Catholic School Inc.

Sta. Rosa St., Pob. Sur, Paniqui, Tarlac

Elementary: 2015
 Del valle, Elementary School

Canan, Paniqui, Tarlac

Philosophy in life: “Never Give up”