ICCT COLLEGES FOUNDATION INC.

V.V SOLIVEN AVENUE CAINTA, RIZAL

Bachelor of Science and Criminology
S.Y 2020-2021

COMPARISON OF ONLINE AND TRADITIONAL

LEARNING IN 3RD YEAR STUDENTS ON ICCT

COLLEGES FOUNDATION INC. MAIN CAMPUS

Name: Agupasa, Michael

Altiliero , Mariphil

Cunanan , Keith Ashley

Delfin , John Nicole

Mendez , NinaLee

Teacher’s Name: Mrs. Ana Carmela Espenocilla

Course Name: Bachelor of Science and Criminology

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CHAPTER 1
I.INTRODUCTON

In this paper we investigate the Effectiveness of Online Class during this pandemic. Using

records from 50 students, we compare the grades earned in subsequent follow-up courses between

students who completed the prerequisite in an online format versus a traditional one. Our data allow

us to identify the instructor and specific prerequisite/follow-up course pair, providing the opportunity to

better control for unobservable through a fixed effects approach.

A clear pitfall of this approach is the possibility that students enrolling in online courses

have unobservable characteristics that affect their success in their follow-up courses. For

instance, if weaker students enrol in online courses because they perceive these courses as being

easier to pass, then it would be unsurprising to observe poor performance among these students

in subsequent classes.

Attributing this poor performance to the online prerequisite class is a clear instance of self-

selection bias. Because we observe each student’s outcome in other courses taken while at the

university, we are able to partly control for student-level unobservable through the inclusion of

student fixed effects. As an additional safeguard against this bias, we employ an instrument similar to

the distance measure used by Xu and Jaggars (2013).

A second type of self-selection bias that can arise when examining follow-up course

performance is that students taking online courses may have a different propensity for enrolling

in follow-up courses than students taking a traditional prerequisite. For instance, students may

take an online course simply to minimize their effort because the course is in an uninteresting

field. Alternatively, online courses may encourage or discourage interested students from

pursuing work in the academic discipline. While we do not directly control for this type of

selection, we do show that measures of a student’s academic strength are uncorrelated with a

student’s propensity to enrol in a follow-up course after enrolling in an online course, which

ameliorates concern that this type of selection influences our results substantially. A related
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selection issue occurs if completion of online prerequisites leads to non-random withdrawal from

follow-up courses. We can directly test for this and determine that no such bias exists.

In response to the recent decline in public financial support for higher education

combined with the vast improvement in instructional technologies, universities have turned to

alternative strategies to provide educational services at lower cost. The most notable of these has

been to replace traditional face-to-face courses with those taught through online methods.

Internet classes have become ubiquitous in higher education, with over 6.7 million students

having enrolled in at least one course during the 2011-2012 academic year. Thirty-two percent

of higher education students now take at least one course online, and virtually all institutions

with enrolment greater than 15,000 offer online courses.

There is reason to believe that these numbers will increase in the future. Allen and Seaman

(2013) reported that 69% of chief academic leaders stated that online learning was critical to

their long-term strategy and 77% claimed that online education produces the same outcomes

as traditional courses.

Online instruction has become one of the most hotly debated issues in education policy today. On

one side, it has been strongly supported by organizations such as the Bill and Melinda Gates

Foundation and the Lumina Foundation, and it has found advocates among such influential

journalists as New York Times columnist Thomas L. Friedman.

On the other side are sceptics who are concerned about the efficacy of online education and the

objectives and influence of its supporters.

Despite the intensity of the debate about online education in the popular press, there is a

surprising dearth of convincing evidence in the academic literature regarding its effectiveness.

Although numerous studies have compared student performance between face-to-face and online

3
courses, most have been descriptive studies with no controls for student self- selection into the latter.

Among the most cited meta-analyses of these has been the study by Means et al. (2010). They found

that while students in blended online/face-to-face classes performed modestly better than those in

traditional face-to-face classes, there was no significant difference in learning outcomes between

face-to-face and purely online settings. Among 1,132 papers examined, Means et al. identified only

51 studies that included control variables in a cross-sectional setting; and of these 51, only 28 studies

compared online learning with face-to face instruction. While 16 of these 28 studies randomly

assigned students to treatment and control groups, only two (Zhang, 2005; and Zhang et al., 2006)

had the same instructor teaching both the online and control groups. Both of these papers compared

a single live lecture with a single online experience in a research laboratory—situations likely to

generate different results from most settings under consideration at universities.

Three more recent studies explore the impact of online instruction. Xu and Jaggars (2013

and 2014) examined online course effects among students attending every community college in

the state of Washington.

To control for self-selection into online courses, the authors geocoded the distance between each

student’s residence and his or her college and used this as an instrument for enrollment in online

courses. They found that students enrolling in online courses were less likely to complete those

courses and that they earned grade point averages (GPAs) in those courses that were about one-

third of a point lower than did students in traditional face-toface sections of the same courses. They

further found that academic performance in online courses was worse for younger students, males,

Blacks, and those with lower overall GPAs.

The third study, by Figlio, Rush and Yin (2010), randomly assigned students in a large

introductory microeconomics course at a highly selective research university to either live

4
lectures or the same lectures in an internet setting. The authors found that course performance was

higher for students in the traditional lectures, with larger positive results for Hispanic

students, males, and lower-achieving students. The random assignment used by these authors

dealt with self-selection into an online course, but examining a single course leaves open the

possibility that these findings are driven by course-specific factors rather than the online format

of the course.

All prior studies of this topic have examined the impact of online learning on course

grades or some other measure of contemporaneous class performance such as test scores or

course completion. However, an untapped measure of performance is a student’s success in

subsequent courses. For instance, students taking an introductory economics course online may

have different outcomes when enrolling in a subsequent intermediate economics course than

students who completed the prerequisite in a traditional format. Investigating the impact of

online courses on follow-up course performance has a number of merits not yet exploited in the

literature.

For example, grades and test scores may differ between online courses and traditional

courses, which potentially confounds comparisons of the two delivery methods. However, this

problem is eliminated when comparing student performance in follow-up courses between

students who took their prerequisite course online versus those who took the prerequisite in

traditional face-to-face mode.

II.SIGNIFICANCE OF THE STUDY

The result of the study we’re expected to contribute toward the improvement of the following:
 A. Student – This research will help us to be aware in the effectiveness and some difficulties of

online class specially during this time and it provide a knowledge and advice that may used to

upgrade the way of their learning.

B. Teachers – This research may help teachers to differentiate the way of their teaching in online

class where their student is unobservable than face to face class where they observe and

make their students organize.

Through this research, teachers will be informed on what is the opinion of students about

online class and how it helps them us a student.

C. Parents - Through this research, parents will be informed and be aware on how their children

D. Other Researchers – This research will help other researchers to have a guide in their future

research. It will help them to gather data and knowledge.

III.STATEMENT OF THE PROBLEM

The researchers aim to determine the Effectiveness of Online class to Third year Criminology

Students in ICCT Colleges Main Campus:

Specifically, it sought to answer the following question:

1. What are the factors that causes biggest problems of every students facing today?

1.1 Physical issue

1.2 Psychological issue

1.3 Economic issue

2. What are the problems encountered and its proposed solutions offered to improve the current

issue of online class?

3.

4. What is the Effectiveness of Online Class 3RD year criminology students Effectiveness of

Online class to Third year Criminology Students in ICCT Colleges Main Campus specially the

BSC working students?

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5. What are the main reasons that affect the Effectiveness of online class Effectiveness of Online

class to Third year Criminology Students in ICCT Colleges Main Campus?

IV.ASSUMPTIONS AND HYPOTHESIS OF THE STUDY

H1.Faculty have lower expectations of online students than face-to-face students.

H2.There is no difference between online and face-to-face students in their perceptions of the

level of faculty interactions with students.

H3.The quality of faculty feedback in terms of quality and timeliness is perceived to be less by

online students than face-to-face students.

V.SCOPE AND DELIMITATIONS

This Study focuses on the effectiveness of online class in third year criminology students in

ICCT Colleges Foundation Inc. at Cainta Main Campus. This study was conducted during the third

semester in the academic school year 2020 – 2021. This is limited to the students who are enrolled

through online class in Cainta Main Campus. It focuses to determine the Effectiveness of Online

Class in Third year BS Criminology students at ICCT Colleges Foundation Inc at Cainta Main

Campus. The information needed will be gathered through observational method, case of study

method and survey method. Between these all primary data collection methods are covered, which

provides a lot of information.

VI.DEFINITIONS OF TERMS

Criminology-the study of crime and deviant behaviour. Criminology is an interdisciplinary field in both

the behavioural and social sciences, which draws primarily upon the research of sociologists, political

scientists, economists, psychologists, philosophers, psychiatrists, biologists, social anthropologists,

as well as scholars of law.

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Evaluated -to determine the importance, effectiveness, or worth of; assess:

Faculty-A faculty is a division within a university or college comprising one subject area or a group of

related subject areas, possibly also delimited by level (e.g. undergraduate). In American usage such

divisions are generally referred to as colleges

Information- facts provided or learned about something or someone.

Literature -broadly is any collection of written work, but it is also used more narrowly for writings

specifically considered to be an art form, especially prose fiction, drama, and poetry. In recent

centuries, the definition has expanded to include oral literature, much of which has been transcribed.

Literature is a method of recording, preserving, and transmitting knowledge and entertainment, and

can also have a social, psychological, spiritual, or political role.

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CHAPTER 2

RELATED LITERATURE

I.LOCAL LITERATURE

According to a study conducted by AMA Olongapo Campus,the goal of the study is to

determine what students needs to learn before the eLearning course, though summative assessment

gauges knowledge mastery after the eLearning course.

This study evaluated the effectiveness of the Misamis University Online Learning Environment

(MUOLE) established as a supplemental tool for classroom learning in all information technology and

computer science subjects. A total of 342 students filled out the researcher-made questionnaire that

served as the evaluation tool (Caroro et al,2013).

Focusing on developing countries, Frehywot et al. cited inadequate infrastructure, lack of face-

to-face interaction, inadequate technical support staff, financial costs of maintaining the platform, and

time commitment required from teachers as major challenges. From the standpoint of managers and

educators, also important were resistance to change and lack of institutional strategies and support. It

must be pointed out that these studies evaluated online learning as part of planned curricular

changes or under controlled circumstances.(Baticulon et al,2021)

Online degrees however are still fighting an uphill battle to be recognized as legitimate

equivalents to traditional degrees. There are only a few number of students use these services.

Consider the culture of the Filipinos preference for a face to face interaction as learning process and

are used to classroom training . (CONDE M.M,2015)

According to lookupgrade Here in the Philippines, we all know that the effect of Covid19 really

affects not only the economy but most of all the life of the Filipino. In this case, all Filipino parents

now are choosing to enroll their children in online schooling.

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At present, the government and the Department of Education decided not to open all schools in the

Philippines due to Covid19 because they want all Filipinos to be safe and free of this kind of

pandemic. It is now spreading all over the country and the whole world so that each and everyone

should be aware and careful about going outside and to avoid increasing the death of a Filipino. At

this time we are now living in the modern world through the help of internet connection. We can be

updated, gain knowledge, and search for everything, learn, educate, and most of all communicate to

all people we want to without the need to see the person personally.

Online schooling is a form of learning that uses an internet connection. It is now a popular way on

how students learn without going to school but they can still learn and study through their home or

any place they want as long as they have their internet connection. This kind of online learning is

existed all over the world and in all kinds of levels of education. It is now a very in-demand kind of

learning for students who cannot go to school premises.

In the Philippines, the Department of Education encourages all students on online schooling

alternatives of regular schooling due to pandemic or Covid19 that is now spreading in the country

easily, and many people are affected by this kind of disease that can cause the death of a person.

That is why regular schooling at this present time is a stop for the safety of all students and teachers.

Online schooling can be a big help to Filipino students at this time. It changes the way people

communicate, people think, and the way they learn. It is not a traditional way of learning for all

Filipino students but they must try their best to accept and face this kind of challenge we have now.

When it says online school or online education it needs an internet connection and requires high

learning from the online institution. There are many ways on how you enroll your children in an online

school that offers good quality of learning skills and knowledge. However, if online schooling is now

helpful to all of us it also has a negative result on children. Some of them are the behavior of the

children and how they really focus on learning online education.

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1. Time Commitment

In online schooling, the student can choose the time and schedule of what they want and it also

depends on what availability they have. While when you go on regular schooling the school gives you

the schedule depend on the grades are you in. You also have a face to face with your teachers and

classmates and have communication with them on a regular basis in a school. You become more

responsible when you go to a regular school and you also learn the right behaviors than attending an

online class. Here in the Philippines, traditional schooling is attending a school regularly with teachers

and classmates physically present.

On online schooling, it only requires a little time and effort compared to traditional schooling where

you can go to school in the morning and in the afternoon for your class and other subjects that are

available only with the department that the school administrator was issued and not by your chose.

You can have less time in an online school to attend while doing other things apart from learning

online. This kind of time management sometimes be helpful but it also gives a negative effect on

those students especially those who are not capable to have an internet connection and they only

share some of the internet connection to their household or their friends outside their house. This is

somehow one of the effects of a Filipino family on online schooling. Some of the poor family force to

stop their children to enroll because of their situation. Most Filipino parents lost their jobs and stay in

the home because some company stops their operation due to covid19.

In the Philippines, students are going to school to study and to learn. Filipino parents want their

children to finish their studies and to have a better job in the future, it is traditional thinking of all

Filipinos to their children. But somehow due to this pandemic that happened all over the world some

of Filipino traditional leaning must not bee did or practice because of the issued we are facing right

now. However, in this kind of problem that we have now not all Filipino student is enrolling in an

online school due to the economic crisis and due to the family background. Some Filipino families
can not afford to enroll their children in online school because it needs an internet connection and a

computer, tablet, laptops, or a cellphone that some of them cannot approve to buy.

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II.FOREIGN LITERATURE

According to Tuan Nguyen (2015) For the purpose of this literature review, both hybrid or

blended learning and purely online learning are considered to be online learning as much of the

literature compares these two formats against the traditional face-to-face. Purely online courses are

courses delivered entirely over the Internet, and hybrid or blended learning combines traditional face-

to-face classes, learning over the Internet, and learning supported by other technologies (Bliuc,

Goodyear, & Ellis, 2007; Hoic-Bozic, Mornar, & Boticki, 2009; Osguthorpe & Graham, 2003).

According to Navarro and Shoemaker (2000) found that 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. Rovai and Jordan

(2004) examined the relationship of sense of community between traditional classroom and the

blended format, and they found that students in the blended format had a stronger sense of

community than students in the traditional format. In a study that compares learning outcomes for

students who self-selected into the online format for a macroeconomics course, researchers found

that after correcting for sample selection bias, test scores for the online format students were four

points higher than for the traditional format

(Harmon & Lambrinos, 2006). In a methodologically rigorous study conducted at Ithaka

(Bowen & Ithaka, 2012), students were randomly assigned to the traditional format (control) and a

hybrid interactive online learning format that met once a week where students did most of the work

online (treatment). The researchers found that there are comparable learning outcomes for both

groups and that there was the promise of cost savings and productivity gains over time for the hybrid

course. Furthermore, these learning improvement and cost saving gains are expected to increase as

new tools and software for online learning are being developed and tested continual.
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English as an international language is used officially for international trade,

businesses, learning and higher education. It is impending on students from non-English

speaking countries to be conversant with English in order to smoothly learn and do business with

their counter parts in other countries. A study based in Kingdom of Saudi Arabia by Intakhab A. Khan

addresses the usefulness of e-learning in English education for Saudi students. It says that the

involvement of the learners is an important aspect and e-learning through its innovative

methods helps students relate to the techniques with ease. Resource generation, usefulness and

effectiveness for students were some of the factors that were highlighted by the study as a mark of

success of e-learning in English language for students in Saudi Arabia. The study has limitations of

using only a specific country for the research base (Intakhab A. Khan, 2016). Y. Levy, investigates

a different aspect of e-learning for checking its effectiveness by considering reviews from the

students. The research work takes into account the view of drop out students and compares them to

the successful student. There is found to be a striking difference in their views as drop out find the e-

learning as ineffective and useless. The study therefore establishes the fact that the intention,

performance and individual approach make e-learning practices suitable for the students. However,

the study does not comment on what additional factors are involved for students to drop out

from the e-learning courses (Yair Levy, 2007).

Another meta-analysis of distance education by Zhao and his col-leagues (2005) examined 98

effect sizes from 51 studies published from 1996 to 2002. Like Bernard et al.’s study, this meta-

analysis focused on distance education courses delivered via multiple generations of technology for a

wide variety of learners and found an overall effect size near zero (d = +0.10). Subsequent moderator

analyses found that studies of blended approaches in which 60%–80% of learning was mediated via
technology found significantly more positive effects relative to face-to-face instruction than pure

distance learning studies did. The difference between blended learning and classroom instruction

was much larger than that between distance education that was almost entirely mediated

13

by technology and classroom instruction. Like the Bernard et al. meta-analysis, that by Zhao et al.

included a wide range of outcomes (e.g.,achievement, beliefs and attitudes, satisfaction, student

dropout rate).Zhao et al. averaged the different kinds of outcomes used in a study to compute an

overall effect size for the meta-analysis. This practice is problematic because factors, particularly

course features and implementationpractices, that enhance one type of student outcome (e.g.,

student retention) may be quite different from those that enhance another type of out come (e.g.,

student achievement) and may even work to the detriment of that other outcome. When mixing

studies with different kinds of out comes, such trade-offs may obscure the relationships between

practicesand learning.

According to Saghafi, Franz and Crowther (2014), the online learning setting will not, however,

replace activities taking place in F2F environments in higher education. Rather, their research shows

that both the F2F and web-based learning environments have their respective uses – but also their

limitations. Therefore, they conclude that both settings work together in complementary ways for

students if a holistic model for blended learning is adopted. Especially in professional education,

opportunities for practice-related workshop activities are important for students’ learning experience.

Principally, it is the accessibility and flexibility of workshop spaces 24 hours – virtual or F2F – that is

recognized as critical for students. According to Saghafi, Franz and Crowther’s comparative study,

the F2F synchronous workshop provides a learning space for students supporting hands-on skills

training, peer learning and spontaneous feedback, while the virtual asynchronous workshop turns out

to be better suited for constructive discussion, archival of design development and review of

individual or peer progress. Similar insights are generated from studies done by Westermann (2014)

and Gonzàles-Gómez et al. (2016),

who note that one of the advantages of the dual classroom setting involving online as well as F2F

learning is it supports the development of specific skills. In Westermann’s study, students

experienced that their critical thinking skills were stimulated because the online setting was used for

preparing oral peer discussion in the F2F classroom environment through postings of written peer

14

and teacher response in an online discussion forum (Westermann, 2014). In Gonzàles-Gómez et al.’s

study, students found themselves better equipped for solving general science problems during F2F

classroom and laboratory activities when online video lessons and instructions outlining the

theoretical and practical aspects of laboratory work can be watched at any point in time prior to or

after in-class sessions.

III.LOCAL STUDIES

According to Llona C. Kritz during quarantine throughout most of the Philippines, education

officials have proposed the use of online platforms for school year 2020-2021 to continue the

schooling of millions of Filipino students. The Philippines, however, cannot support online schooling

for most of its students, and the attempt will prove ineffective for majority of the country.

With Covid-19 — the coronavirus disease 2019 — spreading at a rapid rate, all schools throughout

the Philippines were closed with the declaration of community quarantines in hopes of slowing the

increase of cases. The Department of Education (DepEd) eventually made the decision that the

opening of the coming school year will be on August 24. But some education officials have been

looking into the use of online platforms to start classes earlier than that date.

Online schooling provides virtual classes that a student takes at home alone or with a group, through

either voice call or a video call via applications such as Messenger, Google Zoom or Skype. Online

learning requires proper equipment such as a smartphone that can support calls or video, and a

stable internet connection.

Only a fraction of public schools, however, have access to the internet, so they will not be able to

meet the requirement of a stable connection. According to DepEd’s ICT Service Director Aida

Yuvienco in a recent interview with “GovInsider,” “Only 26 percent of public schools are connected to

the internet or are able to connect to the internet”, and she added that nearly 5,000 public schools in

remote areas do not even have access to electricity.

15

Obviously, the Philippines is far from being technologically advanced, being 83rd out of 138 countries

in terms of digital readiness, according to the Department of Science and Technology.

Also, due to poverty in the Philippines, not all families have the resources to get the required

equipment for online learning. These families simply cannot adjust to the requirements for online

schooling and will otherwise be left behind or forced to find other methods of schooling for their

children.

The Philippines is far too unprepared for the sudden proposal of online learning. While DepEd has

pushed online learning for private schools and ensured all students will be able to avail of it, they

cannot do the same for public schools. Families can avail private teachers and courses, but public

schools as a whole will not be able to support online learning for most of their students.

Soon enough, some schools will try to implement online learning, but it is expected that this will face

obstacles that will force most of them to wait out the epidemic. In spite of the lack of readiness,

DepEd is continuing to prepare for the opening of classes on August 24, and possibly earlier in some

areas.Many Filipino students feel exhausted with the conduct of online classes, according to a survey

conducted by Church-run Radio Veritas.The Veritas Truth Survey, released on Tuesday, showed that

34 percent of Filipino students said they feel exhausted with their online classes while 30 percent

said they were anxious.Ten percent of the respondents, meanwhile, said they feel frustrated with

online classes while 8 percent feel determined, one of the 2 positive emotions in the survey.Seven

percent of the participants were feeling disappointed with online learning, 6 percent feel sad, while 5

percent expressed happiness, the only other positive emotion, based on the survey.Bro. Clifford

Sorita, head of the Veritas Truth Society, said students feel frustrated and anxious mainly because of
an overwhelming increase in academic workload and unstable internet connectivity that hampers

their participation in online classes.

“Ang comment ng marami sa respondents, medyo dumagsa iyong dami, volume ng trabaho (The

comment of many respondents is the volume of work increased),” Sorita said in an interview.

16

Students also lost peer support while others find it difficult to learn their lessons by themselves, said

Sorita, who is also a sociologist and a professor.

“When you are in school, you have at least your classmates, friends, and of course, the teachers are

trained to really help you with the learning process,” he explained.

“With online, it's somewhat self-learning that we're trying to do. Though some parents are there, there

are also limitations to what parents can assist their children with, especially with the higher [grade]

level lessons,” he added.Public school students are also burdened with the additional expenses

incurred in online learning, Sorita said.“If you go online, they (respondents) say, if you use your video

cam, it consumes your data and [is] therefore more expensive for them,” he said.

Sorita said the survey results are a cause of concern since “learning cannot be fully efficient” if

students feel exhausted.

“Learning is supposed to be fun. We learn well if there's a level of excitement, fun and a level of

enthusiasm,” he said.

Exhaustion top emotion students feel amid shift to online classes: Veritas survey 1

Rachel Senolos assists her two sons, Grade 5 student Billy John Salvane and Grade 2 student Neil

John Salvane, in their online classes on October 5, 2020. Mark Demayo, ABS-CBN News

MANILA – Many Filipino students feel exhausted with the conduct of online classes, according to a

survey conducted by Church-run Radio Veritas.

 Petride’s (2002) study on learners’ perspectives on web-based learning also reported that

some participants

felt a lack of immediacy in responses in the online context in comparison to what could typically occur

in a structured face-to-face class discussion. This appears to be especially obvious in asynchronous

online discussions, when students have to wait for others to read and respond back to their postings

or e-mail messages.

17

The Veritas Truth Survey, released on Tuesday, showed that 34 percent of Filipino students said they

feel exhausted with their online classes while 30 percent said they were anxious.

Ten percent of the respondents, meanwhile, said they feel frustrated with online classes while 8

percent feel determined, one of the 2 positive emotions in the survey.

Seven percent of the participants were feeling disappointed with online learning, 6 percent feel sad,

while 5 percent expressed happiness, the only other positive emotion, based on the survey.

Exhaustion top emotion students feel amid shift to online classes: Veritas survey 2

Bro. Clifford Sorita, head of the Veritas Truth Society, said students feel frustrated and anxious

mainly because of an overwhelming increase in academic workload and unstable internet

connectivity that hampers their participation in online classes.

“Ang comment ng marami sa respondents, medyo dumagsa iyong dami, volume ng trabaho (The

comment of many respondents is the volume of work increased),” Sorita said in an interview.

Students also lost peer support while others find it difficult to learn their lessons by themselves, said

Sorita, who is also a sociologist and a professor.

“When you are in school, you have at least your classmates, friends, and of course, the teachers are

trained to really help you with the learning process,” he explained.

“With online, it's somewhat self-learning that we're trying to do. Though some parents are there, there

are also limitations to what parents can assist their children with, especially with the higher [grade]

level lessons,” he added.

Public school students are also burdened with the additional expenses incurred in online

learning, Sorita said.

“If you go online, they (respondents) say, if you use your video cam, it consumes your data and [is]

therefore more expensive for them,” he said.

18

The Philippine education system is struggling to adapt to the sudden and major shift to distance

learning during the Covid-19 pandemic.

The Department of Education (DepEd) delayed the opening of the school year and offered Self-

Learning Modules to students at home. Authorities pledged to provide distance learning access for all

students, whether through radio, television, modular, or online tools.President Rodrigo Duterte had

previously announced that face-to-face classes are not an option until a vaccine is introduced, given

that the number of cases continues to spike. Despite DepEd’s assurance that every student should

be able to handle the new form of learning, difficulties arise for those who lack resources.

Tenth grader Twinkle Claire Agraviador said that although she opted for modular learning

(printed format given to students who don’t have internet access), some subjects require online

research.

“My parents cannot afford to buy a laptop or a cellphone,” she told The News Lens. “I have to go to a

computer shop to do the research and I would need P50 [US$1] to pay for it, which is already a huge

amount for us. It’s hard.”

Coco Dollanganger is a contributing journalist for The News Lens. In her free time, she plays

her ukulele, sings in a reggae band, reads books, and enjoys the outdoors.
The Philippines Department of Education has pledged to provide distance learning access for all

students. But the mental health and economic burdens of the plan overwhelmingly fall on the

country's poor.The Philippine education system is struggling to adapt to the sudden and major shift to

distance learning during the Covid-19 pandemic.The Department of Education (DepEd) delayed the

opening of the school year and offered Self-Learning Modules to students at home. Authorities

pledged to provide distance learning access for all students, whether through radio, television,

modular, or online tools.

19

President Rodrigo Duterte had previously announced that face-to-face classes are not an option until

a vaccine is introduced, given that the number of cases continues to spike. Despite DepEd’s

assurance that every student should be able to handle the new form of learning, difficulties arise for

those who lack resources.Tenth grader Twinkle Claire Agraviador said that although she opted for

modular learning (printed format given to students who don’t have internet access), some subjects

require online research.

“My parents cannot afford to buy a laptop or a cellphone,” she told The News Lens. “I have to go to a

computer shop to do the research and I would need P50 [US$1] to pay for it, which is already a huge

amount for us. It’s hard.”

Rita Ugal helps her son Esmael with school work, while siblings Shaina and Yuki Ugal attend online

classes in their shanty home in Tondo, Manila, Philippines, October 6, 2020.

Twinkle’s parents have no regular jobs and the “new normal” is harder than expected. The money for

her computer shop visit is enough to buy a kilogram of rice, she said.

In the province of Albay, South of Manila, 19-year-old Ricky Benig reportedly killed himself because

of worries about causing a financial burden to his parents.

In the wake of the news, DepEd reiterated that online learning isn’t the only alternative for students.
Classrooms remain empty during the outbreak, but teachers are working hard to deliver quality

education to students. Some teachers have to travel to remote areas to drop off the printed modules

for their students. Parents sometimes have to step in to assist their children in their paper works.

Ana Erica Avanceña, a secondary school teacher, said the DepEd’s modalities have been working

well.

“If we look at the modalities plainly, [they] are pretty plausible,” she told The News Lens. “But we

should take into great consideration the means of bringing these modalities to the main beneficiaries,

the medium of instruction, the people who will be the stand-in teachers.”

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Avanceña, a teacher broadcaster for the DepEd, said that education is vital despite these unusual

challenges. “I understand that we all get tired,” she said.“Just take a breather.”

According to as study about Effectiveness of an Online Classroom for Flexible Learning

by:Christopher DC et al.(2020) that technology integration have been affecting academic excellence

and the quality of the delivery instructions by the teachers. La Consolacion University Philippines who

had experienced three (3) consecutive trimesters of Eliademy in their courses during the academic

year 2018-2019. The results revealed that students strongly agreed that Eliademy can be used as an

alternative tool for teaching and learning as evidenced by their perceived advantages and

disadvantages of such platform.

IV.FOREIGN STUDIES

GUSKEY(2000)This study tackles blended learning effectiveness which has been investigated

in previous studies considering grades, course completion, retention and graduation rates but no

studies regarding effectiveness in view of learner characteristics/background, design features and

outcomes have been done in the Ugandan university context. No studies have also been done on

how the characteristics of learners and design features are predictors of outcomes in the context of a

planning evaluation research (Guskey, 2000) to establish the effectiveness of blended learning.
Guskey (2000) noted that planning evaluation fits in well since it occurs before the implementation of

any innovation as well as allowing planners to determine the needs, considering participant

characteristics, analyzing contextual matters and gathering baseline information

The study by Kintu and Zhu (2016) investigated the possibility of blended learning in a

Ugandan University and examined whether student characteristics (such as self-regulation, attitudes

towards blended learning, computer competence) and student background (such as family support,

social support and management of workload) were significant factors in learner outcomes (such as

motivation, satisfaction, knowledge construction and performance). The characteristics and

background factors were studied along with blended learning design features such as technology

quality, learner interactions, and Moodle with its tools and resources.

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The findings from that study indicated that learner attitudes towards blended learning were significant

factors to learner satisfaction and motivation while workload management was a significant factor to

learner satisfaction and knowledge construction. Among the blended learning design features, only

learner interaction was a significant factor to learner satisfaction and knowledge construction

Studies like that of Morris and Lim (2009) have investigated learner and instructional factors

influencing learning outcomes in blended learning. They however do not deal with such variables in

the contexts of blended learning design as an aspect of innovative pedagogy involving the use of

technology in education. Apart from the learner variables such as gender, age, experience, study

time as tackled before, this study considers social and background aspects of the learners such as

family and social support, self-regulation, attitudes towards blended learning and management of

workload to find out their relationship to blended learning effectiveness. Identifying the various types

of learner variables with regard to their relationship to blended learning effectiveness is important in

this study as we embark on innovative pedagogy with technology in teaching and learning.

This study compared the effectiveness of online vs. traditional instruction in an environmental

studies class. Using a single indicator, we attempted to see if student performance was effected by

instructional medium. This study sought to compare online and F2F teaching on three levels—pure
modality, gender, and class rank. Through these comparisons, we investigated whether one teaching

modality was significantly more effective than the other. Although there were limitations to the study,

this examination was conducted to provide us with additional measures to determine if students

performed better in one environment over another (Mozes-Carmel and Gold, 2009).

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CHAPTER 3

RESEARCH DESIGN, RESPONDENT OF THE STUDY AND INSTRUMENTATION

I.METHOD OF RESEARCH USED

Descriptive research is used to describe systematically and accurately the facts and

characteristics of a given population or area of interests; to provide an accurate portrayal or group;

these studies are a means of discovering new meaning, describing what exists, determining the

frequency with which something occurs and/or categorizing information; to portray the characteristics

of persons, situation, or groups and the frequency with which certain phenomenon occur; these

studies observe, describe and document aspects of a situation as it naturally occurs; to discover

associations or relationships between or among selected variables; to answer questions based on

the ongoing events of the present, (Helen L. Dulock, 1993).

After conducting the survey, descriptive statistics were used to summarize the results of the

survey and present it in the form of bar graphs. The researchers utilized it in order to show

graphically the various results that the researches gathered.

II.SOURCES OF DATA
 COURSE NUMBER OF STUDENTS

Bachelor of Science and 50 students from different section

Criminology And schedule
Table 1.

The table shows the number of students that answer the survey questionnaires with different

Sections in different schedule. The survey questionnaires focus on one course ,which is Bachelor of

Science and Criminology with 50 questionnaires available for 50 respondents.

III. Data gathering instrument

A survey questionnaire is the instrument used by the researchers to gather the data. In

formulating the survey questionnaires the researchers used different factors. The first factor which is

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the capability of the student to provide a better connection for online class. Communication for

online class. Communication and better connection is critically chosen by the researchers. They

provide a different category of factors and end up in 10 different questions.

Rating Scales Verbal Interpretations

5 Strongly Agree (SA)
4 Agree (A)
3 Neutral (N)
2 Disagree (DA)
1 Strongly Disagree (SA)
Table 2.

IV.INSTRUMENTATION

Research instruments used in the research study are survey forms (checklist and rating scale),

interview and observation schedule. These chosen instrument will be used in the collection of data

are test the validity and reliability of the research study being conducted.

Survey forms will be used in data collection. A systematically prepared form with a set of

questions designed to get and police responses from respondents. Researchers already have a

ready-made and comprehensive set of questions. Structured survey form will be used at the first part

of the survey form. A likert questionnaire item. Respondents specify their level of agreement to a
statement. The scale is named after its inventor. psychologist rensis Likert. In a likert scale prepared

by the researchers there are 5 likert items. The likert items are inside a table, each column heads has

a corresponding scales (Strongly Agree, Agree, Neutral, Disagree and Strongly agree) on which a

subject indicates his or her response by checking tick-marks.

This instrument is convenient in the part of both the researcher and the respondents because it saves

the survey takers some time, especially when they are busy people.