An Analysis on the Effectiveness of Online Learning on the Academic Achievements

of Grade 10 S.T.E. Students in Ernesto Rondon High School

________________________
A Research
Presented to Ms. Grace Bangayan of
Ernesto Rondon High School
Quezon City

In Partial Fulfillment
of the requirement for the Subject
English

Maghirang, Kim Marielle S.

Rosal, Maria Erika G.
Palmiano, Sofia Andie Gwen G.
Morales, Khraelian Bhern G
Ranola, Mikhailey Frizel R.
Villar, Ericka Coleen A.
Rabanal, Reynard B.
Researchers

June 2021

i
APPROVAL SHEET
 This thesis entitled, “AN ANALYSIS ON THE EFFECTIVENESS OF ONLINE
LEARNING ON THE ACADEMIC ACHIEVEMENTS OF GRADE 10 S.T.E. STUDENTS
IN ERNESTO RONDON HIGH SCHOOL,” prepared and submitted by KIM MARIELLE S.
MAGHIRANG, KHRAELIAN BHERN G. MORALES, SOFIA ANDIE GWEN G.
PALMIANO, REYNARD JOHN B. RABANAL, MIKHAILEY FRIZEL R. RANOLA, MA.
ERIKA G. ROSAL, ERICKA COLEEN A. VILLAR, in partial fulfillment of the
requirements in English, is hereby recommended for oral examination.

GRACE M. BANGAYAN
Adviser

ii
DEDICATION

This research is
 wholeheartedly dedicated to

our parents who

have been our source of inspiration and

to our friends for

supporting us

throughout this process.

Most especially to

extend our great

gratitude to our

teacher Ms. Grace M. Bangayan

who gave the best of her bests

to hold us and

without them this research

would have not

been

possible.

iii
ACKNOWLEDGEMENT
 The researchers are deeply indebted to express their sincerest thanks and profound gratitude

to all those who extended their help and assistance in the preparation and completion of this

study.

To Dr. Anita S. Bohol, Principal, Ernesto Rondon High School, for the endless support to the

students.

To Ms. Grace Bangayan, research adviser, for her professional guidance, consideration, and

encouragement in the completion of this study amidst the pandemic.

To Our parents, for the patience, encouragement, and invaluable guidance in the making of

this research study in this time of uncertainty.

To Ourselves, for making it through and accomplishing this study despite the new normal way

of learning and despite not seeing each other personally to complete this study piece by piece. .

To Almighty God, for His overflowing blessings and support, for the wisdom, for guiding us

to finish this study despite the pandemic and not seeing our groupmates’ faces, He was the one

who connected us to each other.

iv
Table of contents
 Page

TITLE PAGE……………………………………………………………………... i

APPROVAL SHEET …………………………………………………………….. ii

DEDICATION ………………………………………………………… ……….. iii

ACKNOWLEDGEMENT ……………………………………………….………. iv LIST

OF TABLES.…………………………………………………….……...…. ix LIST OF

FIGURES ………………………………………………………………. ix ABSTRACT

……………………………………………………………….……… 1 Chapter

1. THE PROBLEM AND ITS BACKGROUND

Introduction ……………………………………………….……………… 2

Statement of the Problem………………………………………….………. 3

Objectives of the Study…………………………………………...………… 4

Significance of the Study ………………………………………..…………. 4

Scope and Delimitation ………………………………………..…………. 5

Definition of terms ………………………………………………..…….….. 5

v
2. REVIEW OF RELATED LITERATURE AND STUDIES
Foreign Literature…………………………………………………………... 7 Local

Literature …………………………….……………………………. 11 3.

RESEARCH METHODOLOGY

Research Design……………………………………………………………. 14

Locale of the Study………………………………………….……………... 15

Respondents and Sampling …………………..…...……………………….. 15

Sampling Design…….………………………………………………………. 16

Research Instrument………….…………..……………………………… 16 Data

Collection Procedure………….. …………………………...…..…… 17 Data

Analysis………………………………………………………………. 18

4. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

The 1st Quarter General Average of Grade 10-STE

in Traditional and Online Class……………………………………………..…. 19

Factors Affecting Online Learning of Grade 10-STE……………………. 20 Easy

or Not: Students’ Response to 4 C’s in Online Learning………………. 21

vi
Ratings of the amount of knowledge the student
obtains after every session of online classes…………………………………. 22

Satisfactory of Grade 10- STE with their Marks in Online Learning………… 23

Ratings of the Respondent’s Performance in Online Classes………………… 24

Benefits of Online Learning According to Grade 10- STE……………………… 25

Effectiveness of Online Classes to Grade 10- STE……………………………. 26

Summary…………………………………………………………….……..……. 27

5. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary………………………………………………………..………… 28

Conclusions…………………………………….…………..…………….. 29

Recommendations………………………………………………………. 31

BIBLIOGRAPHY……………………………………………………………….. 32

APPENDICES

A. LETTER OF REQUEST TO THE RESPONDENTS ………....……... 35 B.

CONSENT FORM………………....…………………………………… 36 C.

QUESTIONNAIRE……...……………………………………………… 37 D.

SUMMARY OF RESPONDENTS’ PROFILE …………………….... 49

vii
E. SUMMARY OF RESPONDENTS’ANSWERS ……………....…….. 41 F.
VITAE……………………………………………..…………………….... 43

viii
LIST OF TABLES
 Table Page 1 The 1st Quarter General Average of Grade 10-STE in Traditional and Online

Class …….... 20

LIST OF FIGURES

Figure Page 1 Graph and distribution of Factors Affecting Online Learning of Grade

10-STE…………. 21 2 Graph and distribution of Easy or Not: Students’ Response to 4 C’s in

Online Learning ….. 22

3 Graph and distribution of Ratings of the amount of knowledge the student obtains after every

session of online classes ………………………………………………………………………. 23

4 Graph of Satisfaction of Grade 10- STE with their Marks in Online Learning …………….. 24

5 Graph and distribution of Ratings of the Respondent’s Performance in Online Classes ……. 25

6 Graph and distribution of Benefits of Online Learning According to Grade 10- STE ……… 26

7 Graph and distribution of Effectiveness of Online Classes to Grade 10- STE ……………… 28

ix
ABSTRACT
 This study assessed the analysis on the Effectiveness of Online Learning on the Academic

Achievements of Grade 10 S.T.E. Students in Ernesto Rondon High School by comparing the

students’ grade, performance, and executing of 4C’s in online class than traditional class. The

two Grade 10 S.T.E. sections ; Archimedes (18) and Avogadro (27) were given a survey and

questionnaires. The results revealed that the majority of students got higher grades but less

knowledge in online learning. 60% of the students were satisfied with the grades given to them,

44.4% rated below expectation in the knowledge they’ve obtained in online learning and 67%

find the 4C’s harder to execute in an online setting. Overall, the result of this study shows that

online learning is ineffective for the Grade 10 S.T.E Students of Ernesto Rondon.

1
CHAPTER 1
 The Problem and Its Background

Background of the Study

December of the year 2019, in a fish market in Wuhan, a novel coronavirus, classified as

Covid-19, was discovered (Huang et al., 2020). The director general of World Health

Organization (WHO), after analyzing the rapid spread and magnitude of the deadly virus around

the globe, Covid-19 was declared a pandemic with additional declaration of social distancing as a

way of curbing the spread of the pandemic. The pandemic has affected people’s lives. It made the

people stay at home and be isolated from anyone else. There are changes happening in the whole

wide world during the pandemic considering it as the ‘new normal’. Almost every person’s life

has changed as the pandemic started.

There are families that have unstable income due to the fact that companies are

decreasing staff because of certain restrictions enforced by the government and some other

people were stuck in a foreign city or country because of the lockdown. It not only affected the

health of those directly infected by the virus but the COVID-19 pandemic has profound

consequences for the living and learning of Filipino students, impacting their physical and mental

well-being. This pandemic affects 577 million learners around the globe (UNICEF, 2020). The

situation that the world faces today has forced the physical closure of companies, sports events

and universities by requiring all institutions to switch to online platforms globally.

Traditionally, education is taken place in a classroom where the teacher and the students

are physically together or it is called ‘face-to-face classes’, but amidst the Covid-19 situation,

2
this conventional learning method has been stopped and the Philippine Commission on Higher

Education (CHED) proposes the adaption of flexible learning (Young, 2002 & Baccay, 2020).

The response of the Department of Education Sec. Leonor Briones was “Education must

continue!” (Ramos, 2020). Amidst the pandemic and rapid changes, education must not stop for

the students who also need to cope up with rapid changes in knowledge and information. With

the global pandemic happening, everything is being done online including work and school. The

DepEd and CHED presented two modalities for distance learning; the first is online learning and

the second is modular learning. This decision became an argument for many people, especially

students, questioning the efficiency of these modalities that are familiar to the people.

The hashtag Academic Freeze was trending weeks before the starting of classes last year

(Lalu, 2020). Posted with these are the reasons and complaints of the students regarding the

continuation of distance learning. DepEd rejects Academic Freeze and still continues the opening

of classes last Oct 5, 2020 (Malipot, 2020). Now, the students are in the second quarter of their

school year and have experienced online learning. They have enough observations to evaluate the

efficiency of online learning.

The study would distinguish the efficiency of online learning to students in comparison to

face-to-face classes. This study would also explore the challenges and opportunities that students

are experiencing in online learning. The study will also help educators to give better procedures

of teaching to improve the quality of education in the community.

3
Statement of the Problem

This study aims to analyze the effectiveness of online learning to the Grade 10 S.T.E. students in

Ernesto Rondon High School. Specifically, this study’s goal is to answer these questions:

1. Are the general average grades of the said students in the first quarter got better than that of

their general average grades in the first quarter last school year?

2. Do they find the 4 C’s (Critical thinking, Creative thinking, Collaboration, and

Communication) easier to execute in online learning than the traditional face-to-face learning?

3. What significant factors limit the effectiveness of online learning?

4. What are the benefits obtained in online learning?

5. What are the factors that affect their academic achievement?

Objectives of the Study

This analysis aims to provide the relevant authorities to assess the effectiveness of online

learning amidst the pandemic. It intends precisely to:

1. Determine the factors affecting students through online classes.

2. Know the main components of having effective online learning.

3. Determine the distinctions between online learning and face-to-face sessions. 4

Significance of the Study

The findings of this study will contribute to the following:

 To the administrators. This study will help to raise awareness to reach the facilities about

the current situation of the students. In terms of decision making it might help them to be more

cautious and guide the teachers to provide a better quality of teaching using technology.

To the teachers. This study will help them to improve better communication within the

students and also in their essential role as a teacher.

To the students. This study will help them to have a strong relationship with their teachers

without any physical contact and also to provide alternative solutions in the difficulty of online

learning.

To the future researchers. This will contribute to the prior knowledge about online

learning and will help in providing and improving an alternative education. This study will also

help to provide information to solve gaps in online learning.

Scope and Delimitation

This study focuses on the academic performances of online learning among the students

of Grade 10 STE of Ernesto Rondon High School. This includes the analysis of the students'

grades, their performance in online class and if they can execute the 4 C’s better online or during

face-to-face classes. The respondents are the 45 Grade 10 STE students of the school year

2020-2021.

This study aims to evaluate the effectiveness of online classes for students and how well

they perform amidst the pandemic.

5
Definition of Terms
 The following terms are essential to the study:

Academic freeze. Interruption or cancellation of formal schooling across all level

Adequate learning environment. Sufficient environment for studying. Gives you a positive

feel, comfortable, and no distraction while studying.

Coronavirus. A large family of viruses that inflicts illness to humans ranging from common

cold to more severe diseases.

Creative thinking. Ability to see something in a different way. This applies to analysis,

problem solving, organization and communication.

Critical thinking. Ability to process and skillfully analize, evaluate and observe to form a

decision or judgment.

Efficiency. The quality of being efficient or effective to accomplish something.

Face to face classes. Traditional schooling in which the teacher and students interact inside

a classroom.

Flexible learning. Method of learning in which the students are given freedom to choose

how and where they learn.

Global pandemic. An epidemic that is spreading worldwide and affecting a large number

of lives.

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Isolated. The state of being far away from other places or having minimal contacts with
others.

New normal. A current situation that is different from what has been experienced but is

expecting/becoming usual or typical.

Novel coronavirus. A new strain of the family of coronavirus that is new or has not been

identified in humans.

S.T.E Class. Science Technology Engineering Class

CHAPTER 2

Review of Related Literature

This chapter discusses the review of related literature and studies which the researcher

strongly believes to be useful in the entire research.

Foreign Literature

Country leaders have discussed that this crisis should not be the reason to stop education for

the children, instead double the efforts in seeking alternatives to sustain knowledge and quality

education (Brown, 2020). In the meantime, online learning can be a substitute for face-to-face

classes for students to continue learning during the pandemic. This is a practical motive, seeing

that several people use technology for their everyday life despite the pandemic.

7
Moreover, just as stated by Mukhtar et al. (2020), the modality of online learning supports
student-centered education where it is easier to handle through the pandemic. Mukhtar et al. also

stated that accessibility and comfort are advantages involved in online learning.

Over the years, new designs and ways to provide education have developed (Kanuka, 2013).

throughout this time. Having said that numerous new opportunities have become recognizable,

on the other hand, new problems have increased.

In addition, Adnan & Anwar (2020) stated that online learning cannot be as successful as

face-to-face classes, particularly in developing countries, because many students are incapable

of accessing the internet due to technological and financial issues.

Bączek et al. (2021) conducted a survey where results stated online learning is successful in

providing knowledge to their students. It is also stated that learners should be able to perform

well with the given material along with comments from educators apart from satisfied execution.

However, it is also stated that to effectively accomplish online learning, expertly planned designs

and advanced measures are necessary.

Today’s era requires basic knowledge of how to use computers or how to operate one. As our

technology improves, humans are also pushed to learn how to operate such mechanisms. Even

before the pandemic struck, some countries were already switching from traditional learning to

online learning. According to Cavanaugh, Repetto, Wayer, & Spitler in 2013, online education is

established to provide knowledge to those students who perform exquisitely in class. Traditional

learning allows the teachers and students to have a connection with each other.

8
In traditional learning, students are able to share the same frustrations and vent them by
hanging out or solving it together with their classmates or friends. In contrast, you only get

yourself and your laptop for online learning. According to the studies of Pennebaker,

Kiecolt-Glaser, & Glaser (2018), being able to share and talk about negative feelings with a

friend can ease negative thoughts, reduce stress, make you feel better, strengthen your immune

system, and decrease physical and mental suffering. Learning online is already hard for students

with no disabilities at all, especially if you do not have the privilege to afford things that online

classes require. Lack of gadgets, poor internet connection or no internet connection at all are one

of the main hindrances to online learning. Two-thirds of children or roughly 1.3 billion who are

of age to go to school do not have internet connection in their respective homes (UNICEF-ITU,

2020). In a survey conducted, 72% of English students lack personal space and a quiet place to

study and 22% responded that they have a hard time accessing online modules (McKie, 2020).

The transition of traditional learning to online learning ever since the pandemic started pushed us

to take a big leap and continue to do things that we usually do gradually. If things were hard for

normal students with no disabilities at all, how about the students who have?

Students with disabilities that are under the Individuals with Disabilities Education Act

(IDEA) are students who have problems with behavior, intellectual disabilities, and specific

learning problems. The National Center for Education Statistics released an estimation of 3

million students aged 3-21 for the school year 2013-2014 are under IDEA and 47% of the

students under it show behavioral disability and 15% possess vision impairment, hearing

disability, and other physical disabilities. In light of this, a study conducted by Burdette, Greer,

and Woods (2013) tackled the issue of online learning and people with disabilities. Respondents

came from 46 states in America, with 6 stating that the people with disabilities should be given

9
good accommodation during online class and 8 stating that conveying the lesson proper to
students with behavioral disability would be a problem. The well-being, overall health and the

capabilities of the students to continue online learning is one of the factors to be considered to

fully obtain the reason behind the student’s academic achievements.

Many educators believe that compared to traditional settings, online classes can be more

effective in postsecondary education by spreading the cost of a class over a much larger number

of students (Bowen, 2013; Bartley & Golek, 2004; Jung & Rha, 2000; Koller & Ng, 2014;

Tucker, 2007). Traditional face to face classes happen through three interdependent elements;

social presence, cognitive presence, and teaching presence. If designed properly, the online

classes could have no significant difference in terms of these three elements, which make online

learning a suitable replacement for traditional learning. While online learning is suitable, there

are some variables that affect its effectiveness. It can decrease learning based on how the content

is curated. Another factor is the attention of students, because we are learning online there are so

many distractions (Muthuprasad, Aiswarya, Aditya, and Jha, 2020). In this sense, teachers should

come up with various ideas to help improve the attention span of students (Sun, Tang, and Zuo,

2020).

According to Chang, V. (2010), the delivery of education through the internet or online

learning is not a new concept in today's educational context. As a matter of fact, this style of

education is highly regarded and talked about by students and many academic authorities accept

and utilize this kind of environment. Educators can have the ability to look into the feasibility and

appropriateness of online learning systems more closely. Educators must also provide themselves

with an online device that will enable them to assess the effectiveness of online learning.

10
On the other hand, Siragusa, L. (2019) stated that with the implementation of an online

learning environment, it is deeply embedded in many higher education classes. The effectiveness
of this mode of delivery has come under question and numerous studies in this area have been

conducted addressing its efficacy and value. Accessibility, availability, flexibility, policy, and

other learning techniques are some of the concerns related to online learning. As we all know, not

all students and teachers have access to reliable technology. One of the main key challenges is

internet connectivity. Without a stable connection, it may be a lack of progression to the learning

of the students and can be time—consuming for many.

Moreover, online classes may increase mental health disorders for several students and others

can experience changes in mental health and mood caused by the pandemic and execution of

online learning (High, 2020). The implementation of various community quarantines in the past

few months has shown its effects on both the physical and mental health of a human being. As a

result, some students cannot fully concentrate on their academic responsibilities. Authorities

should also prioritize the welfare of students and teachers because others cannot deny the safety

risks of less privileged teachers and students to comply with school requirements online. It

should be clearly known that the priority of the authorities is the knowledge and the well-being of

the students and teachers.

Local Literature

In a study, Fabito, Trillanes and Sarmiento (2020) say that modern technology has a huge

impact on the academic excellence of students, and it has factors that contribute to the delivery of

education. Furthermore, Calamlam (2016) stated that students may have had access to online

resources while interacting/communicating with their peers, students and teachers through the use

of technology. In addition, Nueva (2019) stated that teachers were using technologies for

11
providing information and materials for their students on the internet, most of the teachers used

internet or web-based applications. Technology is also used as a support in improving or

presenting a lesson, it promotes a better quality for online classes.

According to Alipio, e-learning or also known as online learning is a type of learning with the

use of technology to provide other alternative education outside the traditional type of learning

(face to face class). The programs/courses are done through an online class. Online learning is

also defined as the contradiction of face-to-face class. Gorra and Bhati (2016) believe that most

literature exhibits the advantages of online learning, such as efficiency of learning and the

performance of the students. However, the gaps in online learning still exist despite the efforts to

use technology as a teaching and learning tool. It can have negative consequences such as

accessing websites during the online class, being distracted from using social media apps rather

than doing their activities.

According to Mercado (2019), e-learning allows other features that will help the teachers and

students to achieve their goals in education. With the use of it, students can enhance their skills

and effectively excel in their class, given the time to be flexible by practicing and studying their

subjects. Additionally, technology has many functions therefore the resources are not limited and

accessible to everyone. It gives an opportunity for everyone to explore more of their skills and

talents.

Amidst the pandemic caused by the COVID - 19 virus, students must continue learning

through online classes. According to Francisco & Barcelona (2020), online classes refer to the

way of learning through the internet. This way of learning has a curriculum that turns as a

12
supplement to traditional classes. The teachers utilize the basic features such as course

descriptions, tasks, discussions and invitations to external members. They also use extra features
such as adding pictures, videos, files, YouTube in their presentation and create more engaging

courses. The adoption of online classes has increased as more devices become connected to the

internet (Fabito, Trillanes & Sarmiento, 2020).

The advantage of blended learning among teachers and students is that they have time in a

classroom-like setting and gain access to online resources (Calamlam, 2016), collaborate more

with other students and connect with teachers and students through PCs, Laptops, Mobile

Phones, and Tablets. With the advancement of modern technology, students can learn through

these computer-like devices for their online learning (Fabito et al,. 2020).

Online learning affects the quality and differences in perceptions and attitudes of the teachers

in K-12 public schools in rural, suburban and urban environments (Francisco & Barcelona,

2020).

Higher Education Institutions must understand the accessibility of students to participate in

online learning before they shift to it suddenly. It will become a success if the HEIs and the

government manage to address the issues of students in conducting online learning (Francisco &

Barcelona, 2020).

A study conducted by Pastor (2020) analysed the delivery of information through online

platforms during the time of a pandemic and quoted that “ students are not yet ready for a

synchronous mode of delivery”. The researcher recommended that there should be additional

13
ways to deliver information to maintain the academic excellence of the students. Moreover,

Baticulon, Alberto, Sy, Baron, Mabulay, Rizada, Tiu, Clarion and Reyes (2021) discussed the
barriers to online education and the most encountered factor is the difficulty in adjusting the

learning styles of the students, poor connectivity to the internet and lack of clear instructions

from instructors.

In addition, Baticulan et al. (2021) quoted that “ The pandemic had also caused psychological

stress among the students, making it difficult for them to focus on studying. They expressed

feelings of anxiety, burnout, loneliness, homesickness, grief, and hopelessness.” Pelmin (2020)

conducted a study that tackles the readings about the COVID-19 Pandemic and how the Higher

Education Institutions (HEI) prepares as it is expected to ensure the teachers’ and students’

preparedness and learning through the pandemic. The researcher had several suggestions on how

HEI updated their Emergency Preparedness Plans including monitoring, assessing, and

documenting how flexible instruction strategies work, including how they support students' and

teachers' psychosocial well-being.

A study by Bayod, Forosuelo, Arnosa, Orion and Cavalida (2021) discussed the challenges of

teachers who are also mothers during the COVID-19 Pandemic and quoted “Working women

play various roles in managing careers while attending to household duties and responsibilities.

In this pandemic, their jobs have become more complex because they have to deal with many

changes that take place especially in their children’s modality of learning.” Teras, Arinto,

Brunton, Daryono and Subramaniam (2020) in their study on pushing online learning in five

countries during the pandemic, the researchers discussed that due to the COVID-19 Pandemic,

the community had been quarantined, and mobile networks provided many people with a

low-cost, adequate internet connection. However, as more people connect to the internet at home

14
at the same time, networks are becoming overworked, making synchronous online teaching and

learning difficult. As a result, those with limited or no access to technology are unable to obtain
an education.

Chapter 3

RESEARCH METHODOLOGY

This chapter presents the Research Method and Design, the Locale of the Study,

Respondents and Sampling Procedure, Research Instruments, Validation of the Instrument,

Data Collection Procedure and the Data Analysis Procedure that will be used in the study.

RESEARCH DESIGN

This study is descriptive-comparative research using a structured response format (yes or no,

checklist and fill-in-the-blank). According to Pedamkar (2020), descriptive research aims to

explain and interpret the current state of a certain subject. Moreover, Nassaji (2015) said that

descriptive research helps in examining and measuring the present situation, and it can only

evaluate what has already occurred.

As mentioned above about the characteristics of descriptive research, the researchers find this

to be the most appropriate design to use in the study to analyze the effectiveness of online classes

among students of grade 10 S.T.E. of Ernesto Rondon High School S.Y. 2020-2021.

In collecting data, a survey questionnaire method is chosen by the proponents of this study to

determine the answers of the respondents. The researchers used a structured format to validate

the respondents’ responses on the survey questionnaires.

15
LOCALE OF THE STUDY

This study will be conducted at Ernesto Rondon High School. It is a public institutional
school located in Proj. 6, Quezon City. The school implements a K-12 basic education curriculum

program and provides a special program for learners with interest in Science, Technology and

Engineering.

This study is primarily to provide an analysis on the effectiveness of online learning classes

for the Grade 10 STE students for SY. 2020-2021. The STE students have a total population of 45

students. However, the survey will be conducted online through Google forms due to the

pandemic crisis and safety protocols.

RESPONDENTS AND SAMPLING

This research focuses on the academic performance on online learning among the students of

Grade 10 S.T.E. of Ernesto Rondon High School.

The respondents to this study were the Grade 10 S.T.E. students section Archimedes and

Avogadro of Ernesto Rondon High School, the school year 2020-2021. There are a total of

forty-five (45) target populations from the two sections of S.T.E. classes, of which eighteen (18)

were from section Archimedes, and twenty-seven (27) were from section Avogadro. The analysis

used total enumeration to aim at a specific subset of the population.

Purposive sampling will be used to determine how the respondents will be selected in the

study.

Purposive sampling is specified as a type of method in which the researcher relies on his or

her decisions when selecting members of a population to take part in a study. Purposive sampling

allows researchers to obtain a variety of details from their gathered data. This enables researchers

16
to explain the broad impact of their findings on the wider population. Therefore, the feature of

purposive sampling convinced the researchers that is the most applicable technique to use in
identifying the respondents academic achievements in online classes.

SAMPLING DESIGN

The target population should be students that are taking online distance learning to distinctly

assess the effectiveness of online classes. The sample size of the study is more on homogenous

population. The target respondents of the study are the S.T.E. Grade 10 Students of Ernesto

Rondon High School for the present school year. It is divided into two sections; Archimedes and

Avogadro. The whole population will be used for the study with a total of 45 respondents; 18

respondents from section Archimedes and 27 respondents from section Avogadro. The

researchers belong to the target population as well, however, are excluded from the list of

respondents.

The researchers will use the entire population for the target respondents. Purposive sampling

procedure will be the most appropriate method to use, as the researchers will only select

respondents from Ernesto Rondon High School, grade 10 S.T.E. The use of the whole population

would help the researchers to determine the effectiveness of online learning among the Grade 10

STE students precisely.

RESEARCH INSTRUMENTS

The researchers will use a check-box, multiple choice, and short answer survey questionnaire

as the study’s primary source of data. All of the questions that will be included in the

questionnaire will be thoroughly constructed and will be of relevance to the study.

17
Students ranking for the last grading periods during online class and their rankings last

academic year will be used as the second data source. It is to make a comparison between their
grades on how well they did during face-to-face learning and now in online learning.

The survey questions that will be disseminated will be the primary source of data for the

researchers to analyze the effectiveness of online learning. The ranking records of the students

will also be used as a basis and supporting evidence to achieve the best results in this study.

DATA COLLECTION PROCEDURE

To be able to accurately compare the academic performance of Grade 10 Archimedes and

Grade 10 Avogadro, here are the following questions that the researchers think are essential to

obtain the results needed. These questions are included in the survey that the researchers will

conduct:

1.Are your general average in the first quarter better than that of your general average grades in

the first quarter of last school year? If yes, please state your general average from last year to this

year.

2. What are the factors that affect your academic achievement?

3. What are the benefits of online learning for you?

4. Do you find the 4 C’s (Critical thinking, Creative thinking, Collaboration, and

Communication) easier to execute in online learning than the traditional face-to-face learning?

5. Do you think online classes are effective? Why or Why not?

6. How did you find the Most Expected Learning Competencies (MELCS) prepared by the

Department of Education?

7. How would you describe your performance in online classes?

18
8. How are the teachers' performance during online class?

9. How would you rate the amount of knowledge you obtain after every session of online
classes?

10. How would you rate the communication you have with your teachers and classmates during

online classes?

11. How satisfied were you with the grade given to you?

12. How satisfied are you with the online interaction you had with the teachers?

13. How satisfied are you in using online learning tools?

14. How well could you manage time while learning online?

15. How would you rate the level of hardness of the group works and PETA given in

online class?

DATAANALYSIS

The data that will be gathered from the survey will be analyzed by getting the percentage of

the positive and negative reviews. For the questionnaires, modal value or mode will be used to

determine the most frequent answer.

19
Chapter 4

PRESENTATION, ANALYSIS
 AND INTERPRETATION OF DATA

This chapter contains the presentation, analysis, and interpretation of the data obtained from

the Grade 10 S.T.E. Students of Ernesto Rondon High School in accordance with the statement of

the problem in chapter 1. Herein also includes the indication of the results in each question stated

in the statement of the problem and the results of some questions present in our survey form that

the researchers believe is of relevance to support further the main research questions.

Table 1. The 1st Quarter General Average of Grade 10-STE in Traditional and Online Class

Table 1 displays the 1st Quarter General Average of Grade 10-STE in Traditional classes and

Online Classes. Based on the given data, the majority of the respondents were having higher

grades from online classes than traditional classes. According to recent research, more than 75%

20
of academic leaders observe that online learning is equal or superior to traditional face-to-face

classes. Online learning makes the school year more accessible and gives more autonomy over
their learning, allowing them to work at an individualized pace for many students.

Figure 1. Factors Affecting Online Learning of Grade 10-STE

Figure 1 displays the factors affecting online learning. Based on the data, the factor

that most affects students’ online learning is the internet connection. 37(82.2%) were

affected by their learning space at home, 29(64.4%) were affected by emergency or

family problems, 17(37.8%) were affected by their devices, 2(4.4%) were affected by the

noise in their surroundings and 2(4.4%) none of these affect them.

Figure 1 also shows the most important factor affecting online learning is the internet

connection. Notably, it takes the greatest proportion of the respondents at 82.2%. Our

21
country is internet-challenged. A problem that had caused delays in implementing online

learning in general. Poor internet connections can cause audio drawbacks, problems of

unwanted echo, and background noises that may also contribute to the problem. Also,

68.9% of the students were also affected by their learning space at home. For some,
flexibility is liberating. Staying in one place all day can make it hard to stay focused.

Figure 2. Easy or Not: Students’ Response to 4 C’s in Online Learnin Figure 2 shows
whether the respondents find it easier to execute the 4 C’s in online learning, compared to
traditional face-to-face learning. Based on the given data, 67% of the respondents find it
harder to execute the 4 C’s in online learning and only 33% find it easier.

Figure 2 also displays whether the respondents find it easier to execute the 4 C’s in

online learning than traditional face-to-face learning. 30 (67%) of the respondents find it

harder to implement in today’s society. 4 C’s are much harder to relay and execute when

22
students are not communicating and interacting physically. Communication and

collaboration are challenging to execute during group works where an internet connection

and access to devices limit their ability to talk and understand each other.
 Figure 3. Ratings of the amount of knowledge the student obtains after every session of online

classes

In general, the findings represented that 40 (44.4%) rated below expectation, 12 (26.7%)

rated satisfactory, 9(20%) rated above average and 3 (6.7%) rated unsatisfactory. Only 1 (2.2%)

rated outstanding. Based on the data, the majority were rating below expectation on the amount

of average obtained every session of online class.

23
Figure 3 shows the rate of the amount of knowledge they obtain after every session of online

classes. 44.4% of the population rated below expectation. The majority of the students assess that

it takes time to process information especially when it comes to major subjects. A lot of essential

lessons are being skipped due to a lack of time to discuss that can cause the students to take all
the lessons without fully understanding them.

Figure 4. Satisfactory of Grade 10- STE with their Marks in Online Learning
The findings in Figure 4 are the ratings of satisfaction of students with the grades given to

them. The data shows that 27 (60%) satisfactorily were above average, 14 (31.1%) satisfactorily

were below expectation, 10 (22.2%) were satisfied and 8 (17.8%) satisfactorily were outstanding.

24
In addition, Figure 4 represents the ratings of satisfaction of the students with the grades

given to them. The majority of the respondents were above average that takes up 60% of the

population. Many studies indicate that grade satisfaction is related to the sense of community

(Drouin, 2008; Top et al., 2010). There are also studies emphasizing that student satisfaction with

a lesson is strongly related to their perceived learning (Lo, 2010). Further studies show that

satisfaction is high among teachers who share their teaching materials on blogs and receive
feedback (Neo & Neo, 2010; Neo et al., 2012).

Figure 5. Ratings of the Respondent’s Performance in Online Classes

25
Based on the data, the majority of the respondents 19 (42.2%) were satisfied with their

performance in online classes. 14 (31.1%) were above average, 7 (15.6%) were below

expectation, 3 (6.7%) were outstanding. Only 2 (4.4%) said that they were unsatisfied with their

performance in online class.

Figure 5 displays the student’s performance in online learning. The majority of the

respondents 19 (42.2%) were satisfied with their performance in online classes. School closing

can have an impact on students by disruption of teacher and student networks, resulting in poor
performance. Bridge (2020) stated that in order to prevent a strain during the pandemic season,

schools and institutions are turning toward educational technology for student learning. Hence, to

create and evaluate a conceptual model of student satisfaction with online teaching during

CoVid-19, both students and teachers have no other option than to use the online platform

uninterrupted learning and teaching.

Figure 6. Benefits of Online Learning According to Grade 10- STE

26
Figure 6 displays the benefits of online learning for the Students of Grade 10 Archimedes and

Avogadro. Based on the data, having a flexible time in online learning is the most beneficial at 14

(31.1%). 9 (20%) said that having less expenses for their school needs, 8(17.8%) were having

higher grades, 7(15.6%) were using the internet for lessons and activities and 6(13.3%) were

having comfortability and accessibility. Students were continually improving their technical skills

with the new apps and technologies. They would not spend time prepping for going to school and

they don’t need to spend too much money for transportation fees, foods and other miscellaneous

fees. Only 1(2.2%) said that online learning has no benefits.

Figure 6 presents the benefits of online learning for the students of Grade 10 Archimedes and
Grade 10 Avogadro. 14 (13.1%) of the student population stated that having a flexible time is the

most beneficial to them. Online learning teaches the student to be more independent and make

use of time management and it improves their knowledge on using technology. They can easily

track down their tasks and can check what are the things that they have to do and the things that

they have to accomplish. However, 9 (20%) of the respondents said that having fewer expenses

for their school needs is beneficial for them. They don’t need to spend too much money. The

transportation, food, and other miscellaneous fees are saved.

27

Figure 7. Effectiveness of Online Classes to Grade 10- STE

 Figure 7 shows whether online learning is effective for Students of 10 Archimedes and

Avogadro. The data shows that 18 (40%) find online learning effective and majority of the

respondents at 27 (60%) find it not effective.

Lastly, Figure 7 indicates whether online learning is effective for the students of Grade 10

Archimedes and Avogadro. 27 (60%) of the respondents find it not effective because not all

students can attend online classes due to having poor internet connection and technology issues.

Not everybody is privileged enough to afford online learning. They can manage to learn but they

can't. They can’t gain knowledge and start a new school year with this type of educational

system. Most of the respondents stated that they are only attending classes to pass the school year

and move up, and not to learn and gain knowledge. In contrast, 18 (40%) of the respondents find

it effective because they can focus on the lessons and it is less distracting for them. It also

28
removes pressure from their classmates and teachers during recitations so that it improves their

self-confidence.

Summary

As gleaned from the data, it concludes that the majority of the students were having higher

grades from online classes than traditional classes but did not have adequate knowledge

pertaining to the lessons and effectiveness of online classes. Meanwhile, with respect to factors

affecting online learning, some respondents have 2 or more factors affecting their learning at

home, having internet connection 82.2% (37) as the highest factor. As finding 4C’s easier to

execute, 67% (30) of the respondents find it hard to do in an online setting. As to the rating of

satisfaction of the students with their grades, 60% (27) of the respondents were rated above
average and as to the rate of the amount of knowledge obtained in every session of online

learning, 44.4% (40) of the respondents were rated below expectation. As to the satisfaction with

their performance in online classes, 31.1% (14) of the respondents were rated above average. As

to the benefits of online learning, 31.1% (14) of the respondents showed that flexible time is the

most beneficial in online learning.

To sum these up, the effectiveness of online learning on the academic achievements of STE

students, the overall data presented showed that 60% (27) find it ineffective. The findings imply

that the students find it hard and difficult in adjusting to the new normal way of education.

29
Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and recommendations, which the

researchers have arrived at, drawn and formulated after a thorough investigation, analysis and

interpretation of the data presented in the preceding chapter.

Summary

This study generally assessed the effectiveness of online learning among Grade 10 S.T.E

students of Ernesto Rondon Highschool School Year 2020-2021. The study particularly

determines how effective online learning is based on the academic achievements of grade ten
S.T.E students. Furthermore, the study shows the challenges the students experienced during

online learning and compared it to the traditional face-to-face classes.

The descriptive-comparative research was used to determine the effectiveness of online

learning of grade ten S.T.E students of Ernesto Rondon Highschool based on the students’

academic achievements. The respondents in the study were a total of forty-five (45) students

from the two sections of grade ten S.T.E classes school year 2020-2021, of which eighteen (18)

were from section Archimedes and twenty-seven (27) were from section Avogadro.

The analysis used the total enumeration to aim at a specific subset of population. The data

were elicited through an online survey questionnaire. The analysis of data includes frequency

counts, percentage and rank distributions.

As for the grades of the students, the students received much higher grades in online

learning than in traditional face-to-face classes yet the students did not have sufficient knowledge

related to the topics of online learning.

30
In executing the 4C’s, 67% of the respondents found it hard to perform in an online

platform. Moreover, having internet connection problems is one of the highest factors affecting

online learning with 82.2% of the respondents.

In the meantime, rating the satisfaction of the students with their performance in online

class, majority of the responses (42.2%) were satisfied. Lastly, having flexible time is the most

beneficial in online learning according to 31.1% of the respondents.

All in all, the effectiveness of online learning on the academic achievements of grade ten

S.T.E students is ineffective based on the findings given with the rate of 60%. The data shows

that the students are having difficulties with the new form of education.

Conclusion
The analysis leads to the following conclusions:

1) None of the students interviewed does not encounter factors that affect online learning.

Everyone is struggling to access the education available. Most common factors that

students experience are (1) problems with internet connection. Many students still

struggle to have a stable internet connection in their homes; (2) The small learning

space at home. Most of the students don't have enough space to work well in their

homes, unlike in face-to-face classes where the whole school campus is their learning

space; and (3) Unexpected Problems that the students encounter in their homes.

Students are not just students, they are also children that have responsibility in their

homes.

2) The execution of 4 C’s is easier in face to face. Online execution of collaboration and

communication between each student is hard for problems with internet connection and

31
devices are present. Online learning is both a benefit and hindrance for critical thinking

and creativity to the students.

3) In spite of factors affecting the online class, benefits of online learning modality are

experienced by the students. (1) Flexibility in time is seen as a benefit for online

learning. (2) Expenses for school supplies and school projects are less in online

learning; and (3) The complimentary use of the internet during lesson discussions and

some activities.

4) The general average grades of the students have increased from the past school year to

this school year despite the change of learning modality. New grading method for online

learning also gives students the opportunity to get higher grades. During class sessions,
 students are satisfied with their active participation in class.

5) Students don't see online learning as an effective way of learning. The knowledge

students obtain every class session is always below the expectation of the students.

Students don’t learn as much as they learn during face-to-face classes. The grades

achieved by the students are higher compared to face-to-face classes, but the knowledge

they learn is inadequate.

Recommendations

Based on the foregoing findings and conclusions drawn, the researchers strongly recommend the

following:

1) A larger sample size that includes the regular section students of Ernesto Rondon High

School to obtain results and analysis that is applicable to all. Also, to validate further the

findings the researchers acquired.

32
2) A thorough investigation as to why the students’ grades are higher than the traditional

classes but the knowledge they learn are inadequate.

3) If this online learning program will still persist for the next school years to come, the

LGUs or the government should continue to provide necessities online classes require or

upgrade the online class essentials they gave to the students and observe consistency to

giving mobile load (eg., internet connection, data, gadgets) to ensure that no students will

be left behind.

4) Think of a way to execute the 4 C’s of 21st century skills a student must have in this new

learning environment.

5) For the students and teachers, constantly check on one another because the factors that
 affect their online learning/teaching could cause them stress and depression.

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 APPENDIX A

LETTER OF REQUEST TO THE RESPONDENTS

36
 Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OFFICE QUEZON CITY
ERNESTO RONDON HIGH SCHOOL
Road 3, Project 6, Quezon City

Greetings!

In compliance with our English subject, our team is required to conduct a research paper in the
said subject. For this to be possible, our team needs to perform a survey to complete our study
entitled "An Analysis on the Effectiveness of Online Learning on the Academic Achievements
of Grade 10 STE Students in Ernesto Rondon High School" that aims to determine how effective
online learning is for the students of ERHS.

In line with this, I would like to seek your approval and support to be one of our respondents in
our study. The information that will be gathered will be used for academic purposes only.

For the pursuit of intellectual development, we look forward for your favorable response in this
request.

Respectfully yours,
Kim Maghirang (Leader)
Khraelian Morales
Sofia Palmiano
Mikhailey Frizel Rañola
Erika Rosal
Ericka Villar
Reynard Rabanal

APPENDIX B

CONSENT FORM

37
 Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OFFICE QUEZON CITY
ERNESTO RONDON HIGH SCHOOL
Road 3, Project 6, Quezon City

Do you agree with all terms and conditions? Please check all the boxes you agree with below.

I, _________, voluntarily agree to participate in this interview and shall impart insights
and concepts to the best of my ability as an interviewee.

I understand that if I agree to participate now, I can withdraw at any time or refuse to
answer any question without any consequences of any kind.

I understand that I am giving my permission to use my data and information for academic
purposes only.

I understand that all information I provide will be treated confidentially.

Printed Name and Signature

APPENDIX C

QUESTIONNAIRE

38
 Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OFFICE QUEZON CITY
ERNESTO RONDON HIGH SCHOOL
Road 3, Project 6, Quezon City

Name: _______________________________________ Date: __________

I.
1. Are your general average in the first quarter better than that of your general average
grades in the first quarter of last school year?
☐Yes ☐No
2. If yes, please state your general average last year.

3. If yes, please state your general average this

year.

4. What are the factors affecting your online learning?

☐ (a)Internet Connection ☐ (c)Emergency/Family Problem ☐ (e)Other ☐
(b)Device/s ☐ (d)Learning space at home ☐ (f) none

5. Do you find the 4 C’s (Critical thinking, Creative thinking, Collaboration, and
Communication) easier to execute in online learning than the traditional face-to-face
learning?
☐ Yes ☐ No
If not, please state your reason.

6. Do you think online classes are effective? Why or Why not?

☐ Yes ☐ No
 39
7. What are the benefits of online learning for you?

II. The following items are the indicators related to student learning. Please rate your Answers:
1 - Unsatisfactory
2 - Below Expectation
3 - Satisfactory
4 - Above Average
5 - Outstanding
12 3 4 4

8. How did you find the Most Expected Learning

Competencies (MELCS) prepared by the Department of
Education?

9. How would you describe your performance in online classes?

10. How are the teachers' performance during online class?

11. How would you rate the amount of knowledge you

obtain after every session of online classes?

12. How would you rate the communication you have with
your teachers and classmates during online classes?

13. How satisfied were you with the grade given to you?

14. How satisfied are you with the online interaction you
had with the teachers?

15. How satisfied are you in using online learning tools?

16. How well could you manage time while learning

online?
17. How would you rate the level of hardness of the
group works and PETA given in online class?

APPENDIX D

SUMMARY OF RESPONDENTS’ PROFILE

40
Respondent No. Section Gender

1 Archimedes Female

2 Archimedes Male

3 Archimedes Male

4 Archimedes Female

5 Archimedes Female

6 Archimedes Female

7 Archimedes Female

8 Archimedes Male

9 Archimedes Female

10 Archimedes Male

11 Archimedes Male

12 Archimedes Female

13 Archimedes Female

14 Archimedes Female

15 Archimedes Male

16 Archimedes Male

17 Archimedes Female

18 Archimedes Male

19 Avogadro Female

20 Avogadro Female
21 Avogadro Female

22 Avogadro Female

23 Avogadro Female

41
24 Avogadro Female

25 Avogadro Female

26 Avogadro Female

27 Avogadro Male

28 Avogadro Female

29 Avogadro Female

30 Avogadro Female

31 Avogadro Female

32 Avogadro Female

33 Avogadro Male

34 Avogadro Male

35 Avogadro Male

36 Avogadro Female

37 Avogadro Female

38 Avogadro Male

39 Avogadro Female

40 Avogadro Male

41 Avogadro Male

42 Avogadro Male

43 Avogadro Male

44 Avogadro Female

45 Avogadro Male
 APPENDIX E

42
SUMMARY OF RESPONDENTS’ANSWERS
Respond Q1 Q2 Q3 Q4 Q5 Q6 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17
ent ’s
No.

1 Yes 90 93 a/c No No 3 23133 3 2 3 2

2 Yes 94 95 a/b/d No No 2 33224 3 3 2 2

3 Yes 92 96 a/c/d Ye Yes 3 33333 3 4 3 2

s

4 Yes 90 91 a/b/c Ye Yes 3 44445 4 4 4 2

s

5 Yes 91 96 a/b No No 2 34225 2 4 3 1

6 Yes 91 92 a/c/d Ye No 3 44434 2 3 4 3

s

7 Yes 90 91 a/c/d/e Ye No 3 3423544444 5 4 3 3

s
8 Yes 92 93 Yes a/b No 4 4 4 4 2

9 Yes 93 95 a/d No No 3 33224 3 3 3 2

10 Yes 90 91 f Ye Yes 5 5234444444 3 4 5 3

s
11 No -- -- a No 4 4 4 3 3
Ye
s

12 Yes 91 94 a/d/b Ye Yes 3 33433 3 3 3 3

s

13 Yes 90 95 a/b/c/d Yes 2 2222244454 3 3 2 2

14 Yes 94 95 No Yes 3 3 3 3 1

a/b/c/d

No

15 No 90 91 d Ye No 2 43325 3 3 3 2
s

16 Yes <90 94 c/d No Yes 2 33324 3 3 3 2

17 Yes 90 93 a/c No No 3 43223 3 3 3 3

18 Yes <90 91 a/b/c Yes 2 23233 3 3 2 1

N

19 Yes 90 92 c No Yes 3 13233 2 3 1 3

20 Yes 93 94 a/d No No 3 54225 2 2 3 3

21 Yes 91 93 a/b/c No 1 43224 2 1 1 1

N

22 Yes 93 95 a/d No No 4 44444 3 4 5 2

23 Yes 90 93 a/b/c Yes 2 34334 3 3 3 2

N

43
24 Yes 93 95 a/b Ye Yes4 34333 3 2 2 2
s

25 Yes 92 93 a/b/c No No3 33333 2 2 3 3

26 Yes <90 93 a/c/d No No3 22134 3 3 1 2

27 Yes 90 91 a/c/d Ye No2 33212 3 2 1 3

s

28 No -- -- a/c/d Ye No3 24222 2 3 2 2

s

29 Yes 92 95 a/b/c/ No No2 33124 2 2 3 2

d

30 Yes 93 95 a/b/c/ No No3 33244 3 3 3 3

d

31 Yes 92 95 a Ye Yes4 55445 5 4 4 3

s

32 Yes <90 94 a/d No No3 43344 32344 3 4 4 2

33 Yes 90 91 a/c/e No No3 3 3 3 3

34 No 92 <9 a/c/e No No2 13212 43323 33333 1 2 1 3

0
35 Yes 91 a No No3 3 3 2 2
95
36 Yes 91 a/c/d No No3 3 2 3 2
93
37 Yes 92 93 a/b Ye Yes3 44525 43214 23234 4 2 5 1
s
38 Yes 92 95 a/c/e y/n2 2 3 3 3
No
39 Yes 90 93 a/b No3 3 3 2 2
No

40 Yes <90 92 a/b/c/ Ye No1 33234 3 3 2 2

d s

41 Yes 90 90 a/c No No3 23234 3 3 1 3

42 No 92 93 a No Yes3 34344 4 3 3 3

43 Yes 93 95 a/b/c/ No y/n2 44235 2 3 1 2

d

44 Yes 93 94 c/d No No3 34234 3 3 3 2

45 Yes 92 93 a/b/c/ No No2 33424 3 3 3 3

d

VITAE

44
Name: Kim Marielle Sevilla Maghirang

Age: 16

Birthday: March 21, 2005

Birthplace: Quezon City

Home Address: #28 Barimbao, Tandang Sora Quezon City

Contact Number: 09456841125

Name: Khraelian Bhern Grajo Morales

Age: 15

Birthday: September 27, 2005

Birthplace: Tondo, Maynila

Home Address: Natania Homes Gen. Trias, Cavite

Contact Number: 09223206824

Name: Sofia Andie Gwen Guino-o Palmiano

Age: 16

Birthday: January 31, 2005

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Birthplace: Tacloban City

Home Address: 92 G Palawan St., Brgy. Bagong Pag-asa, Quezon City

Contact Number: 09159866816

Name: Reynard John Baylon Rabanal

Age: 16

Birthday: November 6, 2004

Birthplace: Quezon City

Home Address: 21 Polaris St. Tandang Sora Quezon CIty

Contact Number: 09183518937

Name: Mikhailey Frizel R. Rañola

Age: 15

Birthday: August 28, 2005

Birthplace: Quezon City

Home Address: 81 Banlat Road Tandang Sora, Quezon City

Contact Number: 09652404265

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Name: Ma. Erika G. Rosal

Age: 16

Birthday: December 10, 2004

Birthplace: Tondo, Manila

Home Address: 72 Naga St., Brgy. Culiat Quezon City

Contact Number: 09618230984

Name: Ericka Coleen Abayon Villar

Age: 15

Birthday: October 13, 2005

Birthplace: Quezon City

Home Address: #54-O Morning Star Drive Culiat, Quezon City

Contact Number: 09212203343

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