The Effectiveness of Home Based-Offline Learning and Students’

Self-Regulated Learning Ability: A Correlation Study

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A Research Proposal

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In Partial Fulfillment
of the Requirements for the subject
Practical Research 2

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Vance Bonjoc
Dixie Celo
Sherly Zhain Claro
Hilary F.Garing
Charmaine A. Rubiato
Sean Kenneth A. Sabado
Jessie T. Tero
October 2021
 CHAPTER 1

Introduction

Background of the Study

The first outbreak of the novel coronavirus infection referred to as COVID-19

occurred in December 2019 in Wuhan City, China. On March 11, 2020, the World

Health Organization (WHO) declared this disease to be a pandemic within a span of

a few months. Because many countries reacted too late to implement preventive

measures, resulting in a sudden spiking number of cases worldwide.

Consequently, COVID-19 pandemic caused widespread disruption, including

travel restrictions, closure of schools, and a global economic recession. According to

UNICEF, as the COVID-19 pandemic spreads around the world, the majority of

countries have announced temporary school closures, affecting more than 91

percent of students globally – approximately 1.6 billion children and young people.

As cited by Tria (2020), most countries around the world have temporarily closed

educational institutions in order to contain the virus's spread and reduce infection

rates. Indeed, the pandemic has paved the way for the implementation of Distance

Learning as an urgent response to ensure educational continuity.

In Bhutan, schools, universities, and other establishments were initially

suspended as the government imposed a rigorous lockdown due to the outbreak of

coronavirus. The entire cross-country shutdown began on August 1, 2020 (Palden,

2020). Bhutan had never experienced such a pandemic over the decades, which

resulted in the closure of schools across the country. As a result, practicing online
classes has become a big problem for both professors and students. In response to

the nation's request, the Ministry of Education has instructed schools around the

country to undertake teaching and learning via online platforms. To combat the

spread of the coronavirus, the Royal Government of Bhutan issued official

instructions to close schools and continue teaching through different online methods

(Kado et al., 2020).

Moreover, schools across Australia have had to create learning from home for

the majority of students, resulting in a quick spread of online education. In fact, most

Australian schools were completely unprepared for the coronavirus that results in

transitioning to virtual learning. Unequal internet access is the major concern when it

comes to the difficulties that some students experience when performing their

schoolwork online. A study by Hart, Berger, Jacob, Loeb, and Hill (2019)

demonstrates that while online courses work well for some and provide little

disruption, for others, the disturbance is likely to cause growing disparities in school

learning compared to what would have occurred if they remained in face-to-face

classes. In addition, children are already at risk of failing in school, and having to

learn from them would only make things worse.

In the Philippines, the pandemic has shown the people its capability. Many

Filipinos lost their jobs that resulted in the country's economic ebb. Educational

systems were immediately changed to online and modular classes from the

traditional face to face system. Distance Learning plays a significant part in the “new

normal” of education in schools situated especially in remote areas. It can be

referred to as e-learning, blended learning or mobile learning (Ajayi et al., 2019).

According to Rappler (2020) many disagreed on modular classes, even parents

themselves, but after DepEd's survey on June 1- July 15, 2020, modular learning

was the most favored followed by blended learning, online learning, television

learning, radio-based instruction and other modalities.

Furthermore, in Baguio, the new learning system caused by other factors

seemed to make it substandard. The complaints are the level of difficulty of the

modules' activities, unnecessary topics, and short span of modules until the due.

Likewise, another big factor is the time of parents or guardians on helping their

children over their modules and responsibilities in their houses cannot truly meet. In

a survey conducted in Baguio City National High School, 60 percent of the parents

and guardians are working and cannot have that much time on helping the kids. As

cited by Pe Dangle and Sumaoang (2020) parents' responsibilities in their houses

and community hinder their time in helping out their children over their modules due

to the mentioned factors.

In Davao region, the implementation of the school calendar and activities for

the school year 2020-2021 is mandated by DepEd order no. 007, s. 2020. The

implementation of blended/distance learning, which is a combination of various

distance learning modalities such as printed modules, offline digital modules, online,

and TV and radio-based instruction that will be used by students and teachers when

classes formally begin on August 24. However, universities and schools have been

having troubles on the distribution of modules due to specified factors. Some of them

are: geographical distribution, devices used for learning, and Internet connectivity

(Dabalos and Gameng, 2020). The students that failed to meet the factors cannot

fully say that the new normal academic system has been effective.

Statement of the Problem

 The researchers conducted this study to determine the relationship between

the effectiveness of the home based-offline learning modality and students'

self-regulated learning ability particularly in AMYA Polytechnic College, Inc.

Specifically, it aims to answer the following specific questions:

1. What is the level of effectiveness of the home based-learning modality in terms

of:

1.1 academic performance; and

1. 2 skills development?

2.  What is the level of effectiveness of students' self-regulated learning ability in

terms of:

2.1 self-instruction; and

2.2 time management?

3. Is there a significant relationship between the level of effectiveness of home

based-offline learning modality and students' self-regulated learning ability?

Hypotheses

The following hypotheses were tested at 0.05 level of significance:

HO1: There is no significant difference in the effectiveness of the home based-offline

learning modality when analyzed in terms of academic performance and skills

development.
HO2. There is a significant difference in students' self-regulated learning ability when

analyzed in terms of self-instruction and time management.

HO3. There is no significant relationship between the level of effectiveness of the

home based-offline learning modality and students' self-regulated learning ability.

Theoretical Framework

(ADD TWO THEORIES RELATED TO YOUR STUDY)

Conceptual Framework of the Study

The variables of the study are shown in Figure 1. The study’s independent

variable is the home based-offline learning modality which compromises the

following indicators: academic performance and skills development. On the other

hand, the study’s dependent variable is the students’ self-regulated learning ability

with the following indicators: sel-instruction and time management. The two variables

show the relationship between how the respondents’ demographics affect both

indicators.

Independent Variable Dependent Variable

 Figure 1. The Conceptual Framework of the Study

SIGNIFICANCE OF THE STUDY

Through this study, the researchers will be able to comprehend the

relationship between the effectiveness of home based-offline learning modalities and

students’ self-regulated ability. Additionally, the findings shall provide a clear

understanding of this specific area as well as cover the lack of studies on the locale

scale. Furthermore, it is in the hope of the researchers that the result of this study is

greatly significant to:

Learners (SHS). Learners may come to realize the importance of this study to

help them become cognizant of giving efforts and management for the

assigned activities. (ADD)

Teachers. Teachers enable them to provide appropriate instructional activities

and motivate students to learn their different fields that will eventually develop

and enhance the learner’s academics and their learning ability.

Parents.

School Administrators.

Department of Education.

1. The future researchers that they may use the results, findings, and further

recommendations done by the researchers as basis to their new search of

study.

SCOPE AND DELIMITATION OF THE STUDY

The study covers is to further determine the relationship between the

effectiveness of home based-offline learning and students’ self-regulated learning

ability. The subject of this study is limited to Grade 12 students from AMYA

Polytechnic College Inc. at Tulip Drive cor. Casiana Villa Abrille St., Davao City. The

researchers will use a survey questionnaire that shall be answered by Grade 12

students at AMYA Polytechnic College Inc.

DEFINITION OF TERMS

The following terms used in this study were defined to establish a common

frame of reference:

Home Based-Offline Learning Modality. This refers to the type of learning

modality that makes us of offline connectivity..... In this study, it refers

to.....................Offline learning is simply the ability to open or run a course without

actually being connected to the Internet. (DO SIMILARLY WITH OTHER TERMS)

Self-Regulated Learning Ability - Self-regulated learning to one's ability to plan for

a task, monitor their performance, and then reflect on the outcome. As cited by

Harris and Graham (1999), self- regulation abilities include goal setting, self-

monitoring, self-instruction, and self-reinforcement.

Academic Performance - Academic performance is the knowledge gained which is

assessed by marks by a teacher and/or educational goals set by students and

teachers to be achieved over a specific period of time (Narad and Abdullah, 2016).

Self- Instruction-  According tong Merriam-Webster, self-instruction is the act or

process of teaching oneself. Self-instruction is the practice of talking oneself through

the phases of a task in order to finish an action. In this study, it further refers to.........
Skills Development - Skill development is the process of identifying or recognizing

your skills gap, and developing and honing your skills.

Time Management - Time management is the process of organizing or controlling or

planning how to divide or how much time to spend between specific activities.
 CHAPTER 2

REVIEW OF RELATED LITERATURE

This section contains related literature, such as articles, blogs, and studies,

that the researchers found on different existing sources. These materials will serve

as a guide in developing the analysis of the research problem. The review of related

literature is arranged to discuss: The Effectiveness of Home Based-Offline Learning

with its indicators: academic performance and skills developments then followed by

the different literatures of students’ self-regulated learning ability with its indicators:

self-instruction and time management.

When the Coronavirus infection numbers rapidly spiked, the world was aghast

at its highest rate. Thus, the government implemented new rules and laws for its

citizens' safekeeping against the novel disease. Experts found various ways of

preventive measures and taught the people about the virus' nature for knowledge

alongside the government's effort on making sure that the people follow the rules. In

addition, those actions made the people too confident that it underestimated the

power of the disease. However, an alarming global rise of infections continued to fill

the graph diurnally. In fact, most countries that are heavily affected by the pandemic

cannot have any choice but to temporarily close establishments intended for jobs

and schools in hope of flattening the reported contagion.

Clearly, a rapid shift of the learning system from the traditional physical

attendance classes to home based-offline learning modality. Due to the fact, many

countries cannot achieve the most popular opinion, "online classes" which is a video

conferencing system that creates meetings through the aid of electronic devices and

stable internet connection. In some countries, online learning platforms reach only
less than 10% of the population caused by: electricity, reliable internet connection,

sufficient learning devices with good functionality, capability and large enough

screens (Unicef, 2020).

Home Based-Offline Learning Modality

According to a survey conducted by DepEd, the most preferred learning

modality of parents and students is Modular Distance Learning (MDL), and it is

currently used by all public schools and some are in private schools. Gonzales

(2021) defined distance learning as a mode of learning delivery in which the internet

is not accessible by the learners in rural regions for online learning. In fact, home

based-offline learning has become the method of learning. Most traditional modes of

learning in today's schools are progressively adapting to some significant changes.

According to recent studies, home-based learning modality did not only affect

the learners themselves, but also their parents. Additionally, according to a study by

Selwyn, Banaji, Hadjithoma, and Clark (2011) as cited by Garbe et al., (2020), some

parents feel more connected to their child's schoolwork while others see this as an

additional burden. As suggested in recent surveys by Noel Palabate (2020) shows

how the pandemic made life even more heavier. Parents and guardians struggle on

being able to submit on their child's/children's academic year resulting from the

Pandemic's economic effect.

However, more students reportedly said they did not understand much of what

is in the module (Marohombsar, 2020) which is a big opposite situation. As

conducted by Gonzales (2020), DepEd is in the process of adapting to the new

normal form of education and through the active involvement of other stakeholders

are the driving force of success, which indicates teamwork. As well, a related
literature correspondingly concluded that modular learning is in fact not just effective

but more effective than traditional learning. Considering a modular approach, the

students learn at their own pace.

With this, various studies closed out their research with a result being

"effective" as it gives more chances to those students that need more time on

understanding discussions, which take place in closed walls classes especially those

important topics that need a proper concentration. On the other hand, it is a free

learning style which catalyzes students to create motivation on having incitation on

the modules, and will also give the students the freedom of choosing their own route

and approach on how to learn.

Academic Performance. This year almost all students prefer modular rather

than online classes. One of the advantages of victimization modules for instruction is

the acquisition of higher self-study or learning skills among students. Students

interact themselves in learning the ideas conferred within the module. They develop

a way of responsibility in accomplishing the tasks provided in the module. Thus, we

researchers believed that there is a control of teaching-learning methods in new

traditional education to students’ performance above all victimization standard kind

of learning in all subjects.

As technology continues to braid its way into all teaching and learning

methods, investigations reveal a consistent use of the term “performance”.

Performance appears ubiquitous, unless otherwise stated by investigators, as

“assessed at the end of the course” by the student’s “final mark”, otherwise known as

the course grade (Bliuc et al., 2010; Olson, 2002). Other means of defining student

performance include using student test scores or other graded items (e.g. discussion
boards, homework) as a variable (McFarland and Hamilton, 2005; Rivera and Rice,

2002).

The term “performance”, unless otherwise indicated by the investigator, tends

to indicate a grade achieved by the student irrespective of whether student

performance is a course grade or an item grade. In evaluating student performance

based on student completion rates of materials, Olson (2002) found insufficient

evidence to indicate that online versus offline delivery is a factor influencing a

student’s completion of his or her coursework.

Clearly, various studies were carried out to assess student performance in

traditional and new curriculum classes. According to Melad (2016), the use of the

“Quadratic Function” module has shown that a modular teaching approach improves

student performance. As a remedial teaching material approach has increased

student proficiency compared to traditional teaching methods, teaching method was

better than traditional teaching method, so this modular approach can improve

students' learning ability and make it easier for them to read this self-study material

in addition to the book. In addition, as studied by Naboya (2019) a modular approach

is more effective compared to conventional procedures in teaching inorganic

chemistry.

Moreover, the Philippine Education Quarterly (1985, cited by Figuerres, 1994)

reported that modules can replace a teacher. These self-learning devices help

students learn or acquire skills, knowledge, and information in the absence of a

teacher. Reinforcement, enrichment, and raw materials. Also, it allows the student to

work at a level of style and speed according to their capacity.

 Among the individualized forms of teaching, the modules are effective and

inexpensive in developing specific knowledge and skills, and induce learning with

minimal guidance and supervision from the teacher. Rillo (1995) stated that they

develop learning and grading strategies, improve classroom management

techniques, and drive performance for better use of existing educational resources

by setting realistic and achievable learning goals within an individualized study

program.

Skills Development. Bala and Singhal (2019) defined skills development as

the method of detecting skills gaps and improving these skills. Skills development is

an ability and capacity acquired through deliberate, systematic, and sustained effort

to smoothly and adaptively carry out complex activities or job functions involving

ideas (cognitive skills), things (technical skills), and/or people (interpersonal skills)

(Chandra, 2019). Moreover, these abilities are necessary for the succession of an

individual.

According to The Progressive Teacher (2021), learners’ should build a strong

foundation and develop skills that will help them succeed later in their life. The

recognition, practice, and internalization of skills towards improved execution of skills

(Hurst et al., 2021). In regard, developing students’ skills means preparing for their

career search in the future. Most importantly, honing and enhancing a learners’ skills

can help them to master a particular field. In fact, if someone lacks necessary skills

they would not be able to accomplish or manage a work or job.

Additionally, other studies also suggest that modular learning is not only

effective on academic values alone, but also on skills development. Learning what is

in the module alone will make the students give more effort to it, reviewing each
sentence in the module word-by-word and number-by-number; thus enhancing

critical and logical thinking.

Self-Regulated Learning Ability

Zimmerman (2001) regarded self-regulation as the self-directed process by

which learners transform their mental abilities into task-related skills. Self-regulation

is a critical ability for students' success, especially in this type of circumstance that

we are now in. Also, this approach or procedure is also utilized by learners to control

and organize their thoughts and transform them into abilities for learning.

Furthermore, as cited by Ifenthaler (2012), self-regulated learning is recognized as

one of the most significant lifetime learning competencies.

Self-regulation is used by successful individuals and learners to complete

tasks effectively, autonomously, and efficiently. With this definition, Patock-Peckham,

et al (2001) emphasized that self-regulation in adolescence has been construed in

some different ways. Relatively, self-regulation during adolescence refers to the

youth's ability to function as an autonomous individual. Schunk and Zimmerman

(1994) suggested that academic self-regulation is self-regulated learning, which is

defined as the motivational and behavioral processes that enable individuals to

activate and sustain cognitions, behaviors, and emotions in a systematic manner

toward the achievement of students' learning goals.

As for the abovementioned claim, important note on self-regulation has been

stressed by Cai, Wang, Xu, and Zhou (2020) that learners who are self-regulated

may define their own learning goals, determine content and progress, choose skills
and methods, monitor the entire process, and perform self-assessment. During the

COVID-19 pandemic, students' self-regulated learning became the primary mode of

instruction, although whether this technique is successful has yet to be determined.

Nonetheless, it is critical to prepare ahead of time in order to accomplish

goals on a consistent basis (Yeh et al., 2019). Even so, by engaging in this practice,

learners are able to set clear expectations for themselves on what defines success

and are better motivated to complete their work (Yeh et al., 2019). On the other

hand, preparing ahead includes selecting ahead of time the learning techniques to

employ and arranging one's resources to complete the work at hand (Callan et al.,

2020). A lack of self-regulation can severely hinder a learner’s learning capabilities.

Children who do not learn to self-regulate their listening and attention abilities will

either miss part of the lesson or understand the content insufficiently.

Self-Instruction. Self-instruction is a lifelong process that a person must go

through. When it comes to learning, self-instruction is the most crucial tool we must

employ in our daily classes and activities (Galla et al., 2014). In fact, this is a

process in which a person talks to oneself while they do a task. In relation to this,

Zimmerman (2001) in his research The Use of Self-Instruction Strategy to Transform

Learners’ Mental Abilities, emphasized that self-instruction, which includes

self-regulation, is required for students to actively participate in their own learning

process. Self-instruction needs a goal commitment which will lead to the success of

every single thing you do.

Additionally, according to Holec (1988), self-instruction is focused with

learning responsibility. It refers to a setting in which learners can take on various

levels of responsibility for their own learning. Consequently, we might make more
reasonable connections for developing new techniques for self-instructional learning.

Rowntress (1998) described self-instructional materials as “Tutorial-In-Print” that

were specifically designed to enable learners to study partly or wholly by themselves.

Therefore, it helps students to be self-instructed learners, and will boost every

thought that they have on their mind on making tasks a better achievement at all

levels of learning process.

Furthermore, self-instruction assists the learner in making their tasks become

easier. It may also serve as a motivational process for learners, assisting them in

dealing with the various difficulties that they face nowadays. Instructing oneself may

put your mind at ease while going through the roughest and harshest moments of

your life, facing the new phases of tomorrow's unforeseen things that would occur.

Time Management. Effective time management is crucial for all of us, whether

we are students or not. There are several elements that influence how well and in

what manner students manage their time. Koch and Kleinmann (2002) defined time

management as “the self-controlled attempt to use time in a subjectively efficient way

to achieve outcomes” and as “achieving an effective use of time while performing

certain goal-directed activities” (Claessens et al. 2007).

Time management is one of the skills that students must have in order for

them to finish their tasks on time, and to avoid stressing themselves. In addition, it

helps the student to reduce the long-term stress and put them in control, and help

them to increase productivity while working on their tasks. On the other hand,

according to Corporate Finance Institution Education Inc. (2015), good time

management enables an individual to complete more in a shorter period of time,

lowers stress, and leads to career success. Conceptually, time management is a

collection of habits or learnable behaviors that may be acquired through increased

knowledge, training or deliberate practice (Carolyn McCann et al., 2012).

Broadly speaking, time management refers to the practice of planning and

regulating how much time to spend on a certain task. Roberts, et al (2006) stated

that time management includes setting goals, meeting deadlines, using time

management aids such as list making, coping with change, making plans, and

effectively organizing one's time. Consequently, poor time management practices,

such as not allocating time appropriately and failing to meet the deadlines, will only

result in a negative impact on the learner’s academic performance and academic

success.

Nonetheless, the effective and efficient way to utilize and manage time

requires procedures and good quality planning behaviors. Sabelis (2001) stresses

that a person can make use of time effectively and competently by maintaining time

records, defining short-term and long-term objectives, prioritizing responsibilities,

creating to-do lists and organizing one's workspace. In fact, good time management

practices enables an individual to work smarter rather than harder, allowing them to

do more in less time, even when time is limited and pressures are high.

PROVIDE SYNTHESIS (SUMMARY OF RRL)

References