A Comparative Study of the Academic Performance of USL-SHS students Before

and During Pandemic

I. Introduction
COVID-19 is wreaking havoc on the lives of children, teenagers, and young adults.
The pandemic's upheaval of communities and economies is exacerbating the world's
already-existing education crisis and affecting education in unprecedented ways. The
COVID-19 epidemic has had a significant and unexpected impact on many aspects of
life, including work, leisure, and family. In both formal and informal learning
environments, these innovations have had an impact on educational processes. Private
institutions such as childcare facilities, schools, universities, and further education
providers have shifted to distant learning or closed entirely. Similarly, groups that
provide sports and cultural activities had to close their doors. All stakeholders had to
make immediate modifications as a result of the sudden lockdown, and teaching and
learning environments were drastically altered. In the absence of a cure or vaccine,
significant changes to the day-to-day reality of teaching and learning, work, and home
life remain in many countries even after lock-down restrictions have been lifted.

The urgent use of distance learning as the major tool for continuing quality education
is one of the improvements brought about by COVID 19. It's being marketed as a way to
encourage disrupting official classes. As a result, the kids, on the other hand, adjust
themselves completely to the sudden changes. Teachers, on the other hand, underwent
extensive training to replicate online teaching through the use of various media.

However, the rapid shift to online schooling has prompted various issues and
questions. First, while various studies have looked into dental students' satisfaction with
online learning during the epidemic, the results have been mixed. According to several
studies, students have a good attitude toward online learning. Aside from the conflicting
outcomes, little thought has been devoted to the factors that influence students' adoption
of online learning during the pandemic. Given the possibility that online learning will
continue after the epidemic, further research in this area is needed to inform future online
course design. Prior research has shown that a sense of belonging, or the sensation of
being related to and supported by the teacher and classmates, is one of the most essential
elements impacting students' success in any learning setting. Unfortunately, during the
school closure, this part of the classroom experience was harmed. While video
conferencing can be used to hold instructional events, medical trainees have found virtual
peer engagement on such platforms to be less easy and personable than actual interaction.
The pandemic emphasizes the importance of examining the most appropriate teaching
practices for the current situation in order to encourage students' interaction with
professors and classmates (Elangovan S, Mahrous A, Marchini L, 2020).
 Despite its many advantages, e-learning has a number of disadvantages, such as social
isolation, lack of face-to-face interaction between teacher and student, and connectivity
issues, to name a few. E-learning has never been adopted and acknowledged as actual
learning or the formal manner of education before this ongoing pandemic that forced the
world to resort to electronic learning alternatives. Now, in the middle of a pandemic,
most educational institutions are investigating and adopting e-learning to help students
adjust to their new normal. In order to give the most convenience for their students,
teachers and educators are experimenting with various e-teaching tools. Teachers and
students are still adjusting to this new teaching and learning approach, as e-learning is a
relatively new phenomenon. With the current condition of virtual teaching and the
construction of a new standard of teaching-learning approach, learning about learners'
ideas, perceptions, and inclination toward this novel teaching methodology is more
important than ever.

II. Conceptual Framework

Independent Variable Dependent Variable

Before and During the Academic Performance of

Pandemic the students

III. Statement of the Problem

This study aims to determine the impact of online learning amidst pandemic
considering its advantages and disadvantages in Senior High School Students of
University of Saint Louis- Tuguegarao.

1. What are the academic performances of the students before the pandemic?
2. What are the academic performances of the students during the pandemic?
3. Is there a significant difference between the academic performance of the students
before and during the pandemic?
4. What are the effects of the academic performance before and during the pandemic to
respondents?

A Comparative Study of the Academic Performance of USL-SHS students Before and During
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 IV. Statement of the Hypotheses
Ho: There is no significant difference between the academic performance of the
students before and during the pandemic.

Ha: There is a significant difference between the academic performance of the

students before and during the pandemic.

V. Scope and Limitation of the Study

This study is limited in determining the academic performance of the students
before and during the pandemic. This study does not attempt to find the origins for the
academic performance before and during the pandemic.

The respondents shall also be limited the Senior High School students of University
of Saint Louis Tuguegarao.

VI. Significance of the Study

The outcomes of this study will have a positive impact on education because students
play an important role in a variety of academic activities, especially in terms of the
COVID 19 urgency. The following will benefit from this research:

To the Students. The findings of this study serve as a springboard for them to
consider how Online Learning influences their studies based on their perspectives, and
how this technology has paved the road for education to continue despite disruptions in
conventional schooling.

To the Teachers. Students’ perceptions will serve as a guidance on how to conduct

online learning effectively. This will act as a roadmap for their educational journey, with
new methods and approaches to improve the use of online education.

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 To the Institution. The school that implemented the study’s proposal or intervention
scheme will be able to assist students and teachers in overcoming further problems in the
field of education.

To the Educational leaders. Will be advised on what should be prioritized in order

to improve the usage of online learning in this new normal of education in order to
improve more student performance and develop more ways to maintain the efficacy of e-
learning.

To the School Board Members. This will be used to provide information to elected
parents in the school so that they may devise a strategy for enhancing the effectiveness of
online learning for the school’s and students’ welfare and success.

To the Future researchers. The result of this study would serve as basis for parallel
type or related problems that would be improved and may lead to further research on this
area or the study will help them to uncover their research Live/s connected to this study.

VII. Definition of Terms

This study contains certain key words and terms that will have a constant meaning all
throughout this paper. These words and terms will be discussed in detail in further
chapters and, as such they shall be defined as follows to allow the reader to make sense of
what is presented.

Academic performance. It is a method of assessing student achievement in a variety

of academic subjects.

COVID-19. It is an infectious disease caused by the SARS-CoV-2 virus.

Distance learning. It is a type of education in which teachers and students are

separated physically during the teaching and learning process.

Online Learning. It is a type of education that occurs on the internet.

Pandemic. A disease epidemic that spreads across countries or continents.

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REVIEW OF RELATED LITERATURE

I. RELATED LITERATURE
Academic Performance

Students face significant problems as a result of school closures, which are

compounded by public health and economic concerns. Education system was not
designed or prepared to deal with a scenario like this—we lack the infrastructure to
maintain effective teaching and learning throughout the shutdown, as well as the safety
net resources that many children receive at school. While people don't know the specific
effects, people do know that during the epidemic, children's academic performance
suffers, as does their progress on other developmental abilities. People also know that
educational inequities are increasing, given the multiple ways in which the crisis has
enlarged existing socioeconomic disparities and how these disparities affect learning and
educational outcomes (Garcia and Weiss, 2017). As a result, many of the children who
struggle the most in school to learn successfully and thrive under normal circumstances
are suddenly finding it difficult, if not impossible, to get good instruction, and they are
suffering learning pauses that will need to be made up for.

Students know enough from existing research on learning during somewhat

comparable educational experiences, as well as news and observations of how education
is produced during the crisis, to assess the likely consequences on educational outcomes
both overall and for relatively disadvantaged subgroups, because the COVID-19
pandemic is affecting children's needs and academic performance.

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 Gonzalez et al. (2020) investigated the impacts of COVID-19 confinement on
students' autonomous learning performance. This restriction has a considerable favorable
impact on pupils' academic performance, assisting them in developing more consistent
learning habits and increasing their efficiency. Students' viewpoints revealed that, in
developing nations, online classes are unable to generate desired academic results
because the majority of students do not have access to the Internet. Furthermore, these
researchers discovered that students suffer other issues during the COVID-19 pandemic,
including reaction speed, a loss of typical classroom socialization, and a lack of face-to-
face engagement with the instructor. To summarize, past study has revealed that students
from all over the world had to adapt to new university conditions during COVID-19,
which may have impacted their academic performance.

There is considerable concern from the academic community about the quality of
online learning. Pre-pandemic, some faculty and students were already skeptical about
the value of online learning. The longer the pandemic lasts, the more they may question
the value of online education, asking: Can online learning during the pandemic produce
learning outcomes that are similar to face-to-face learning before the pandemic? Despite
the documented benefits of online learning prior to the pandemic, the actual impact of
online learning during the pandemic on students’ academic performance is still unknown
due to reasons outlined below.

On one hand, several factors beyond the technology used could influence the
effectiveness of online learning, one of which is the teaching context. The sudden
transition to online learning has posed many challenges to faculty and students. Faculty
may not have had adequate time to carefully design online courses to take full advantage
of the possibilities of the online format. Some faculty may not have had prior online
teaching experience and experienced a deeper learning curve when it came to adopting
online teaching methods. Students may have been at the risk of increased anxiety due to
concerns about contracting the virus, on time graduation, finances, and employment,
which may have negatively impacted learning performance. Therefore, whether online
learning during the pandemic could produce learning outcomes similar to those of online
learning implemented during more normal times remains to be determined (Chan GM,
Kanneganti A, Yasin N, Ismail-Pratt I, Logan SJ, 2020).

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 II. RELATED STUDIES
Academic Performance before and during Pandemic

Students with hectic lives and limited flexibility can now acquire a great education
thanks to the development of online education. Web-based instruction, as opposed to
traditional classroom instruction, has made it possible to provide classes all over the
world using a single Internet connection. Although it has some advantages over
traditional schooling, online learning does have some disadvantages, such as a lack of
social synergy. Nonetheless, many students appear to be opting for online education as a
means of obtaining a degree.

This study examined the efficiency of online vs. traditional instruction in an

environmental studies class, according to Paul J, Jefferson F (2021). We used a single
indicator to assess if instructional medium had an impact on student performance. The
purpose of this study was to compare online versus face-to-face instruction on three
levels: pure mode, gender, and class rank. We looked at whether one teaching method
was significantly more effective than the other through these comparisons. Despite the
study's limitations, it was carried out to give us with extra measurements to see if kids did
better in one environment than in another.

Future quantitative, qualitative, and mixed method designs can build on the methods,
procedures, and operationalization tools employed in this study to further investigate this
topic. Furthermore, the findings of this study can be used as a foundation for future meta-
analytical studies. Many similarities exist between online and traditional education.
Students must still show up for class, learn the content, turn in assignments, and work on
group projects. Teachers must still create curricula, improve instructional quality,
respond to class queries, encourage students to learn, and grade assignments. Despite
their essential commonalities, the two modalities have a lot of distinctions. Classroom
instruction has a reputation for being teacher-centered and requiring passive learning
from students, whereas online training is frequently student-centered and involves active
learning.

The instructor frequently controls classroom dynamics in teacher-centered, or passive

learning. Students listen, take notes, and ask questions as the teacher talks and comments.
Students frequently dictate classroom dynamics in student-centered, or active learning, as
they autonomously examine knowledge, generate questions, and approach the instructor
for clarification. Learners now expect high-quality programs that they can access from
anywhere and at any time, thanks to technological advancements. Online education has
become a realistic and appealing choice for corporate professionals, stay-at-home parents,
and other similar demographics as a result of these demands. Aside from flexibility and

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accessibility, distant learning has become more appealing due to a variety of other
perceived benefits, such as program choice and time efficiency.

First and foremost, prospective students want to be able to get a good education
without having to sacrifice work, family time, or travel costs. Instead of being confined to
a certain location at a specific time, online educational students can speak with
professors, address classmates, access study materials, and complete assignments from
any Internet-connected location. This kind of flexibility provides students with much-
needed mobility, which makes the educational process more appealing. Furthermore,
more study time can lead to improved class performance—more chapters read, higher-
quality papers written, and more time spent working on group projects. There have been
few studies on the relationship between study time and performance; however, it is
commonly thought that an online student will use any extra time to increase grades.
Because grades are the only performance measure in this study, it is critical to mention
the link between flexibility and student achievement.

Second, online education provides a wider range of curriculum options. Students who
study in a traditional classroom must either take courses at colleges within driving
distance or relocate. Web-based learning, on the other hand, provides students with
electronic access to a variety of colleges and course options.

As a result, students who previously had access to only a few institutions in their
immediate vicinity can now access multiple colleges throughout the world from a single
convenient place.

Third, online education allows students who don't generally participate in class to
express their thoughts and concerns. Quieter students may feel more comfortable
participating in class conversation without being identified or criticized because they are
not in a classroom setting. As a result, average class scores may rise.

The COVID-19 pandemic caused schools to close unexpectedly in 2020, affecting

over 1.6 billion pupils in over 190 nations (UNESCO, 2020). Teachers, children, and
parents had to quickly adapt to a new homeschooling environment, which may last
anywhere from a few weeks to many months, depending on government policy. While
the full impact of this outage will take years, if not decades, preliminary data show that it
has already had an impact on students' academic performance and well-being: the
COVID-19 pandemic forced students to attend school from home, which has been linked
to lower performance on national tests (note that the reference is still being peer-
reviewed), higher stress and anxiety, poor sleep quality, and other issues. However, little
is known regarding the pandemic's impact on K-12 students' performance in online
learning settings, which have been popular as supplements to traditional classroom work
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in recent years. We want to discover if K-12 kids' arithmetic performance changed during
the school closures in the aftermath of the COVID-19 outbreak, as measured by error rate
and difficulty of assigned problem sets in an online learning environment.

The changing homeschooling situation, as well as the desire for remote teaching, are
addressed by online learning platforms. We looked at data from an online learning
package for mathematics that was curriculum-based (grades four to ten) and utilized in
the classroom as a supplement to typical classroom work (see methods for a detailed
description of the software and data collection). Its popularity skyrocketed during the
school shutdown, with three times as many pupils using the software to study,
demonstrating the necessity for online teaching approaches in place of traditional
classroom instruction. We used data from this learning software to assess the effects of
school closures on students' performance in problem sets assigned by their teachers
before and during the German school shutdown. We also looked into the possibility of
changes in performance based on how well pupils did before to the outage.

Research Paradigm

Research Title: A Comparative Study of the Academic Performance of USL-SHS students

Before and During Pandemic

Before the During the

Academic
COVID-19 COVID-19
Performance of the
Pandemic Pandemic
Students

Figure 1. The difference between the academic performance of the students before
and during the pandemic

The figure shows that the difference between the academic performance of the
students before and during the pandemic wherein the effect of the pandemic might cause
the academic performance of the students.

A Comparative Study of the Academic Performance of USL-SHS students Before and During
Pandemic | 9
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pandemic-research-to-inform-relief-recovery-and-rebuilding/

Gonzalez, T.; de la Rubia, M.A.; Hincz, K.P.; Comas-Lopez, M.; Subirats, L.;
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higher education. PLoS ONE 2020, 15, e0239490. Retrieved from:
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0239490

Paul J, Jefferson F. A Comparative Analysis of Student Performance in an Online

vs. Face-to-Face Environmental Science Course From 2009 to 2016. 2021. Retrieved
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UNESCO. Education: From disruption to recovery. School clusures caused by

Coronavirus (Covid-19). 2020. pmid:32628931. Retrieved from:
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