Comparison Between Face To Face and Online Learning Final Output 1

Document Code: DCAVRKMI-F-URFR
MANUEL S. ENVERGA ACADEMY FOUNDATION INC. Document Title: Undergraduate Research Final Report
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SENIOR HIGH SCHOOL DEPARTMENT Effectivity Date: August 2018
Prepared by: DCAVRKMI
Reviewed by: QMR
QUALITY FORM Approved by: President
Comparative Study Between Face-to-face and Online Learning
In Partial Fulfillment
of the Requirements
for Practical Research 1
ABAD, JAN ROAN, D.

GOCON, LAARNI ANGELA, N.
MANCENIDO, JOMEI, D.
MANCENIDO, JONARD, D.
VILLANUEVA, MONICA, C.
1st Semester of S.Y. 2021-2022

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Approval Sheet
Table of Contents
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Title Page
Title Page…………………………………………………………………………………1
Approval Sheet…………………………………………………………………………...2
Table of Contents………………………………………………………………………...3-4
List of Figures and Tables……………………………………………………………….5
Acknowledgment…………………………………………………………………………6-7
1. ABSTRACT ………………………..……………….………………………………..8
2. BACKGROUND.…………………………………………………………………….9-31
2.1. Rationale of the research…………………………………………………....9-10
2.2. Purpose of the research……………………………………..……………..10-11
2.3. Theoretical Framework………………………………………………..……11-15
2.4. Literature Survey……………………………………………………..……..15-27
2.5. Significance of the Research………………………………….…………..27-28
2.6. Statement of Desired Outcomes…………………………………….……28
2.7. Target Beneficiaries of Research Results…………………………….….29
2.8. Definition of Terms…………………………………………………….……29-30
2.9. Scope and Limitation of the Study…………………………………….….30-31
3. DESCRIPTION OF METHOD OR APPROACH………………………………32-37

3.1. Research Design/Research Instrument/Data Gathering Procedures…32-33
3.2. Respondents/Units of Analysis/Subjects of the Study……………….....33
3.3. Sampling Design and Procedures………………………………………...34
3.4. Research Locale/Study Site…………………………………………….....34
3.5. Assumptions or hypotheses…………………………………………….....35-36
3.6. Data analysis plan…………………………………………………………..36-37
4. RESULTS AND DISCUSSION…………………………………………….…....38-50
5. CONCLUSIONS……………………………………………………..………...…51-53
6. RECOMMENDATIONS………………………………………………………...…..54
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7. REFERENCES…………………………………………………………...…….…55-56
8. MAJOR FINAL OUTPUT………………………………………………..…….…57
APPENDICES……………………………………………………………………...……58-65
A. Curriculum Vitae of the Researcher…………………………………...……59-63
B. Research Instruments………………………………………………………….64-65
List of Figures and Tables
Title Page
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Table 1: Age of the Respondents………………………………………………………….38
Table 2: Gender of the Respondents……………………………………………………..38
Table 3: Grade Level of Respondents…………………………………………………38-39
Table 4: Question 1…………………………………..…………………….……………39-40
Table 5: Question 2…………………………………………………………….………..40-42
Table 6: Question 3…………………………………………………………….………..43-45
Table 7: Question 4…………………………………………………………….………..45-47
Table 8: Question 5…………………………………………………………….………..47-50
Acknowledgments
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First and foremost, we would like to praise and thank God, the Almighty, who has
showered many blessings, knowledge, and possibilities on us, allowing us to fully finish
the research.
Aside from our efforts, the success of this research is highly dependent on the
encouragement and guidance of many people. We would really like to take a moment to
thank everyone who contributed to the successful completion of this research.
We would like to express our gratitude to the Manuel S. Enverga Academy
Foundation, Inc. for providing us with the opportunity to pursue our studies successfully
and for granting us a on top of that, we would also like to express our sincere gratitude
to Mr. Joey Giron for his sound management of the academy by providing world-class
facilities for students to achieve high levels of education and learning. Also, we would
like to thank all or most of the teachers and faculty members who have contributed and
keep sharing their knowledge and learning the same as us strive to mold us to be better
people, as well as for their generosity and collaboration together throughout our studies
at the academy.
To the research adviser, we would like to express our heartfelt gratitude to Ms. Rieca
Joy O. Amarillo. We can’t thank her enough for her unwavering support and guidance.
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Whenever we attend her meetings, we feel compelled and inspired. This research
would not have been possible without her push and guidance.
We would want to express our gratitude to our friends for spending quality time with
us, which has helped to reduce our stress levels. And besides, who is smart enough to
make us laugh also have the potential to relax us, sometimes inadvertently.
Finally, we would really want to express our deepest appreciation to our loving
parents for their encouragement and the responsibilities they fulfilled on our behalf.
Also, for their upbringing of us, as well as their never-ending efforts and contributions to
every path we choose to attain our dreams and goals. Our thanks are also extended to
our brothers and sisters, who act as motivation for us, who consistently push us to take
full advantage of any circumstance, and who are joyful and sympathetic siblings to us.
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1. ABSTRACT
The aim of the study is to identify the factors affecting students' satisfaction and
performance, attitude, and behavior regarding in online classes during the pandemic
period of COVID–19 and to establish the relationship between these variables. The
study is qualitative in nature, and the data were collected from 6 respondents through
Google form survey who were studying under the K -12 Program curriculum in Manuel
S. Enverga Academy Foundation Inc. Basically the Grade 12 Students. Where in the
researchers used purposive sampling in choosing respondents? The Purposive
sampling is a technique widely used in qualitative research for the identification and
selection of information-rich cases for the most effective use of limited resources. This
involves identifying and selecting individuals or groups of individuals that are especially
knowledgeable about or experienced with a phenomenon of interest. The results show
four independent factors used in the study. quality of instructor, course design, prompt
feedback, and expectation of students positively impact student’s satisfaction and
further student’s satisfaction positively impact students’ performance. For educational
management and ability these four factors are essential to have a high level of
satisfaction and performance for online learning. This study is being conducted during
the epidemic period of COVID- 19 to check the effect of online learning vs Face to face
learning when it comes to the performance of each student and their teacher in both
kinds of classes.
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2. BACKGROUND
2.1 Rationale of the Research
. The pandemic Covid 19 change the shape of the world even the lifestyles of the
people. This pandemic brings gap for those who can avail internet providers and the
people who cannot avail. And this pandemic brings a lot of opportunities those who
have access in the internet which brings the global village wherein the people are within
their residence in doing their tasks.
Face to face education is known to be as the traditional education where the
teachers meet the learners which they have the direct contact to the learners. This
would be one of the familiar education systems in the country where the teachers
attending their classes personally and instead facing the computers of almost half of the
day with a technological stress on the part of the learners and the educators.
On the other-hand in education the Department of Education (DepED)
implemented the synchronous and asynchronous type of meetings with the learners
where several problems being encountered such as the following- a.) familiarity in using
the Zoom and Google Meetings, b.) budget on internet providers as well as gadgets,
and c.) the need for the adjustment on the part of the parents what would be the
outcome of the education of their children.

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This study will be the comparison of the face to face and online classes which it
has obviously has an impact with the learners and the teachers as well. The study will
explore on how the educational system shifted from reality to virtual reality and that is a
fact wherein the entire education is almost collapsed. Though there are suggestions for
the academic freeze but pandemic is not a hindrance to stop the education and this will
be to explore by the researchers of the study.
The study will explore also on how the educational system in the Philippines
quickly shifted from face to face to computer aided education which has a wide margin
between haves and have nots. Furthermore, this will be a great encounter on the part of
the writers of this study.
2.2 Purpose of the Research
The study's goals were to look into two issues. The first looked at the differences
in learning results and attitudes toward the subject matter between the three teaching
techniques. The second research topic area compared the quantity of real and
perceived student-student, student-instructor, and student-content interactions between
different teaching techniques.
The following are the questions that the researchers want to find answers to:
1. What is the demographic profile of the respondents in terms of?
1.1 Age
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1.2 Gender
1.3 Grade Level
1.4 Type of learning
2. What do they Prefer Face to Face Learning or Online Learning?
3. What is the collation between Face-to-face and Online Learning?
4. In what ways may a hybrid class differ (and possibly outperform) a
traditional face-to-face lecture or an exclusively online course in terms of
effectiveness?
2.3 Theoretical Framework
The following are the parade of the theories related to this study entitled
Comparative Study Between Online and Face to Face Learning. Specifically, these are
anchored on Behaviorism and Cognitivism. Meanwhile, theories related to online
learning includes Connectivism and Online Collaborative Learning (OCL). Face to Face
Learning Theories
Behaviorism
Ivan Pavlov (1900) behaviorism focuses on how people behave. It evolved from
a positivist worldview related to cause and effect. In simple terms, action produces
reaction. In education, behaviorism examines how students behave while learning.

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More specifically, behaviorism focuses on observing how students respond to certain
stimuli that, when repeated, can be evaluated, quantified, and eventually controlled for
each individual. The emphasis in behaviorism is on that which is observable and not on
the mind or cognitive processes. In sum, if you cannot observe it, it cannot be studied.
Other major figures associated with behaviorism are B.F. Skinner and Edward
Thorndike. Skinner is particularly well known, primarily because he introduced what he
referred to as operant conditioning which emphasized the use of both positive and
negative reinforcement to help individuals learn new behaviors. This was quite different
from Pavlov, who relied on simple reflexive responses to specific stimuli although both
Pavlov and Skinner promoted repetitive behavior that leads to habit formation. Skinner
had a significant influence on early computer assisted instructional (CAI) models as
developed by Pat Suppers and others. A common aspect of early CAI programs was
the reliance on encouragement and repetition to promote positive learning activities.
Cognitivism
Noam Chomsky (1959), cognitive school views learning as an active process
involving the acquisition or reorganization of the cognitive structures through which
humans process and store information and the learner as an active participant in the
process of knowledge acquisition and integration (Good and Brophy 1990, 187; Merriam
and Caffarella 1999, 254; Simon 2001, 210). This theory describes knowledge
acquisition as a mental activity involving internal coding and structuring by the learner
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(Derry 1996; Spiro et al. 1992) and suggests that learning happens best under
conditions that are aligned with human cognitive architecture (Sobel 2001). Cognitive
psychologists place more emphasis on what learners know and how they come to
acquire it than what they do. For this reason, the cognitive approach focuses on making
knowledge meaningful and helping learners organize and relate new information to prior
knowledge in memory. Instruction should be based on a student’s existing mental
structures or schema to be effective (Ertmer and Newby 1993). Cognitivism is not based
on the works of a single theorist or a unified group of theorists. Rather, it is informed by
a number of theorists’ contributions and is quite multifaceted. The following theorists
and accompanying theories have contributed to the continuous growth of cognitive
theories.
Online Learning Theories
Connectivism
George Siemens (2004), one of the early MOOC pioneers, has been the main
proponent of connectivism, a learning model that acknowledges major shifts in the way
knowledge and information flows, grows, and changes because of vast data
communications networks. Internet technology has moved learning from internal,
individualistic activities to group, community, and even crowd activities.
Siemens describes connectivism as: the integration of principles explored by
chaos, network, and complexity and self-organization theories [where] learning is a

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process that occurs within nebulous environments of shifting core elements – not
entirely under the control of the individual. Learning (defined as actionable knowledge)
can reside outside of ourselves (within an organization or a database), is focused on
connecting specialized information sets, and the connections that enable us to learn
more and are more important than our current state of knowing” (Siemens, 2004).
Siemens noted that connectivism as a theory is driven by the dynamic of
information flow. Students need to understand, and be provided with, experiences in
navigating and recognizing oceans of constantly shifting and evolving information.
Siemens proposed eight principles of connectivism. Connectivism is particularly
appropriate for courses with very high enrollments and where the learning goal or
objective is to develop and create knowledge rather than to disseminate it.
Online Collaboration Learning (OCL)
Linda Harasim (2012), states that Online Collaboration Learning focuses on the
facilities of the Internet to provide learning environments that foster collaboration and
knowledge building. A new theory of learning that focuses on collaborative learning,
knowledge building, and Internet use as a means to reshape formal, non-formal, and
informal education for the Knowledge Age (Harasim, 2012, p. 81).
OCL also derives from social constructivism, since students are encouraged to
collaboratively solve problems through discourse and where the teacher plays the role
of facilitator as well as learning community member. This is a major aspect of OCL but
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also of other constructivist theories where the teacher is not necessarily separate and
apart but rather, an active facilitator of, knowledge building. Because of the importance
of the role of the teacher, OCL is not easy to scale up. Unlike connectivism, which is
suited for large-scale instruction, OCL is best situated in smaller instructional
environments.
2.4 Literature Survey
Below is the review of related studies for this research entitled Comparative Study
Between Online and Face to Face Learning.
What do they Prefer Face to Face Learning or Online Learning?
Wang, C. et al., (2019) states that face-to-face contexts demonstrated satisfactory fit
with the online sample. However, we found one autonomy item and two relatedness
items might need modifications to fit the online learning contexts. Our second study
demonstrated the concurrent validity of the Basic Psychological Needs Scale (BPNS) in
online and face-to-face settings by examining the associations among learning
environment, need satisfaction, need dissatisfaction, self-determined motivation, and
learning outcomes with SEM. Consistent with previous findings in face to-face contexts,
need satisfaction and need dissatisfaction demonstrated distinctive effects on students'
motivation and learning outcomes in online learning contexts. The current research
contributes to the developing field of online learning by applying BPNS into the online
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courses and comparing the motivation model between online and face to-face learning
contexts.
Based on the study by Smart, K. L. et al., (2006) E-learning represents an
important, growing trend in the application of technology to facilitate student learning
especially in colleges where programs and curricula must evolve to meet the changing
needs of a competitive global economy (Richardson, 2003). The study presented here
focuses on students’ perceptions of online learning modules using self-paced,
independent study learning units among users with mostly limited prior e-learning
experience. The findings provide important insight about users’ perceptions of e-
learning and raise practical considerations for its implementation. However, the study
involves the use of e-learning in only one setting, whereas there are many other ways to
implement this concept. Researchers are encouraged to investigate e-learning using
other types of subjects, online learning technologies, courses, and with blended learning
designs.
One prospect for future research is to compare student learning outcomes
between classes using a blended learning approach versus those using traditional
instruction. Another possibility is to examine user perceptions of online learning
modules where the online learning units are considerably shorter in length than those
employed in this study. This approach would likely reduce the fatigue factor apparently
experienced by some participants and result in greater user satisfaction. Additionally,
research could explore which types of e-learning component synchronous chat,

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asynchronous discussion postings, email, simulations, and so forth are most effective in
terms of learner satisfaction and in achieving desired student learning outcomes.
Furthermore, as students become more experienced in online instruction, their
attitudes toward eLearning and blended approaches may change. Complementary
research can explore issues of familiarity and technical skill related to successful e-
learning experiences.
This research was not about assessing the difference between online vs. face-to-
face instruction; rather, this research is more about how we can use technology
effectively in the classroom and how students react to it. Technologies as used in online
and blended learning situations have the potential to enrich the learning experience, to
do more than what can be done in face-to-face or other approaches. The results from
this study provide clues in how online components and strategies might be implemented
to enhance teaching and learning in the 21st century, specifically as we work to engage
students actively in learning, to provide real-world contexts for learning, and to promote
critical thinking and deep learning.
Platt, C. A. et al., (2014), explained the study on student perceptions of the
equivalence of online classes and face-to face classes and how these perceptions may
be influenced by students’ previous learning experiences. The findings highlighted the
importance of listening to the voices of those who will be taking online courses,
particularly at a time when many universities are exploring new avenues for engaging
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students both on- and off-campus. The current study also demonstrates the value of
gathering data to inform these decisions, rather than relying on assumptions about
student perceptions or student demand. Although students do not yet see online
classes as equivalent to face-to-face classes, they also do not, contrary to conventional
wisdom, perceive online courses to be easier. The findings of this study suggest that the
perception of greater flexibility may be what is driving demand for online classes
What is the collation between Face to Face Learning and Online Classes?
The purpose of this study was to explore the students’ perception toward online
and face-to-face courses in term of social presence, social interaction, and satisfaction.
In addition, this study also aimed to examine the difference of online learning and face-
to-face learning perception among different level of students. Many previous research
identified the satisfaction of face-to-face learning is higher than online learning, this
research also argued that face-to-face learning are more amenable compared to online
learning in term of social presence, social interaction, and satisfaction. However, the
findings of this study argued that there is no significant perception of online learning and
face-to-face learning among different levels in the university (freshman, sophomore,
junior, and senior).
Our findings demonstrated that level in the university does not have influence to
the online learning and face-to-face learning. With respect to learning perspectives,
there was no statistically significant difference between the participants enrolled in the
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online and face-to-face learning. Even though face-to-face learning perceived more
satisfy, many chose online learning over face-to-face classes for the convenience and
ease of time and for the opportunity to work when they wanted instead of when they had
to [21]. In addition, online education has efficient cost, and it allows learners to work at
their own pace to complete their full degree. Therefore, instructor must have a concrete
understanding of the theory and the practice in order to be effective, whether in online
learning or in face-to-face learning in order to experience class participation [22].
Universities now have the ability to provide blended learning or distance learning
opportunities through online classes. Therefore, a survey instrument was distributed to
students to explore student’s perception toward online and face-to-face courses in term
of social presence, social interaction, and satisfaction. Moreover, this study also aimed
to examine the difference of online learning and face-to-face learning perception among
different level of students. Even though online learning perceived as less social
interaction, lacking social presence, and synchronicity in communication, online learning
actually has some advantages to the students.
J. J. Arias et al., (2018) discussed the Relationship between Face to Face
learning and Online Classes. On the study the following are enumerated on the study:
F2F learners know the drill.
Online learners may not. We all have many years of training in how to behave in
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a classroom. The social rules, class procedures, and expectations for online learning is
less clear. The instructor must make sure that students are completely aware of what is
expected. Spell instructions out completely! Every item that you take the time to make
clear in advance will save a dozen email messages later.
Online learners will quit more quickly
In a classroom, most learners are comfortable enough to wait things out if the
first week or two of instruction is unclear. There is no such social pressure to stay at the
computer if an online course isn't meeting expectations. Online learners will walk away.
They will assume that online learning is a bad form of education or that they don't have
the skills or personal style to handle it.
Begin personal interaction with online students immediately. Get them talking
with the rest of the class. Build preparatory assignments that give students experience
with the course site and the technical skills they will need. Provide on-going praise,
encouragement, and other incentives for them to keep working.
Online learners require more interaction with the instructor.
This principle might be a surprise, but it's true. F2F learners implicitly designate
one or two of their members to be "participators." These students ask most of the
questions and give the instructor feedback while the others learn more quietly.
Because online students can't always watch the interaction of others, be

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prepared to answer plenty of email. To keep your burden as instructor reasonable, pre-
empt questions by answering them in support materials before they need to be asked.
Encourage interaction between students so that they can get help from classmates in
addition to the instructor. Provide links to online resources in technology and the subject
you are teaching.
Online learning can lack feedback for both students and instructors.
Poorly designed online learning fails to provide feedback for everyone involved.
Instructors do not know if students understand the material or if teaching methods are
working. Students aren't sure if they are working enough or catching all of the concepts.
To compensate, use communication tools frequently and provide a variety of
assignments. Ask more confirming questions and review more often. Let students know
when they are doing well and when they need to show more involvement.
Online instructors must take some technical responsibility.
Whether you like it or not, participants will look to you for technical help when
taking online courses. Prepare yourself. If you know your skills are a little "iffy," collect a
set of resources to which you can send students. You don't have to be a technical
wizard, but you do need to know enough to begin troubleshooting when problems arise.
Online learning is frequently more student-driven.

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Successful online learners are a self-motivated breed. As an instructor, listen to
what they want to learn. Give them content choices. Use communication tools to help
them teach each other. A good online instructor is a facilitator, not the only source of
information.
Online learning should be broken into smaller pieces.
Because online learners quit quickly and because our attention span for a computer
screen is limited, online content should be broken into chunks that take twenty minutes
or less to complete. Students can always do more than one piece if their attention span
holds. • Online learners are tough media critics. In a classroom, students are often used
to receiving documents that convey information without much eye for design. Online,
they tend to be tougher critics.
In what ways may a hybrid class differ from a traditional Face to Face Lecture or
an exclusively Online Course in terms of effectiveness?
Gherhes V. et al., (2021) found out the effectiveness of face to face lecture and
online classes that both teachers and students had to adapt to the new social conditions
and move to online education, which has become an important alternative to reforming
the entire traditional education system. Given that the teachers’ perspectives on e-
learning during the pandemic have been presented by many studies, other researchers
have stressed the importance of conducting studies that also take into account the
perspective of the beneficiaries of education, that is, the students. Therefore, the
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present research is part of this trend and tries to shed light on this niche in the
Romanian educational space.
The students’ perspectives have been chosen, as they are the beneficiaries of
the teaching act and can provide key information about this form of education, thus
contributing to the sustainability of the educational process. In addition, this has not
been studied nearly at all by specialists, hence the novelty of this study. The analysis
has also focused on identifying the differences between two groups of subjects, the first
formed by first-year students and representing the category of those who benefited
exclusively from e-learning during their studies, and the second formed by upper-year
students who benefited mainly from face-to-face learning during their two, three, or four
years of study.
The results of the present research show that, among the studied population,
there is a greater preference for face-to-face learning compared to e-learning. It should
be noted that this preference is higher among those who benefited in their formation
process only from e-learning and lower among those who benefited also from face-to-
face learning. These results are further confirmed by the fact that more than half of the
respondents stated that they wanted to return to the classic teaching format after the
pandemic ends. As mentioned above, the desire is stronger among those who only
benefited from e-learning during their studies.

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E-learning, like any form of education, also has its own set of positive and
negative aspects. Decoding and understanding them will help educational institutions to
create strategies for more efficient delivery of educational content to the beneficiaries of
this process.
Regarding the positive aspects of e-learning, the research has shown that
students are particularly pragmatic, considering time-saving as the main advantage,
closely followed by the comfort offered by staying home, as well as the accessibility
provided by the online environment. The same positive results, such as the possibility to
stay at home, the friendly environment at home, and the possibility to have access to
online materials were observed in a study conducted with Polish medical students.
These advantages could help create courses that fit the needs of certain categories of
students those who work, who are unable to attend courses, who cannot afford to study
in another city, etc. In this way, students would be given the opportunity to complete
educational tasks at their own pace, within a defined time horizon that would allow them
to consider them deeply and critically.
As for the negative aspects, the main shortcoming of e-learning compared to
face-to-face learning detected by the students of the present study was the lack of
interaction, particularly the lack of socializing with their peers. It is important to know
that interaction with peers is so important for students and that face-to-face learning
cannot disappear completely, but it can eventually be complemented by e-learning. This

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perspective is also suggested by another study in the field which supports the idea that
socialization is basic for students both psychologically and in terms of carrying out
common activities, such as projects. Another disadvantage that emerges from the
present study is represented by the technical problems encountered in the connection.
These two main disadvantages are reinforced by several studies conducted with
students from other Romanian universities in the same pandemic context Moreover, a
noteworthy disadvantage pointed out by the present research was the lack of practical
applications, which proves once again that e-learning cannot be considered a long-term
solution for all fields of study some of which require face-to-face interaction in order to
provide adequate practical knowledge. Similar disadvantages were also found in
another study conducted with agriculture students in India, who considered the lack of
Internet connection in rural areas and the lack of practical applications necessary for
their field of study as serious impediments to their educational activity.
The present study also focused on the students’ behavior of turning off the
camera. This topic should probably be debated in relation to several aspects, such as
the students’ attention and their levels of involvement in class with the camera being
turned off, they can do whatever they want, the respect for the person with whom they
interact in this case, the teacher, and the online code of etiquette.
Another interesting topic worth highlighting is the set of answers received from
the group studied on the levels of the students’ involvement in online classes. Given the
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results the group of older students believes that more involvement is needed in online
classes than the other group that only benefited from e-learning, one might ask why e-
learning seems to involve more of the respondents than face-to-face learning does.
Other qualitative studies on the subject could clarify this issue and investigate whether it
is related to the quality of face-to-face learning, which could be improved, or if it is just
related to the transition from face-to-face learning to e-learning, which has put more
pressure on those accustomed to learning in a different way.
To conclude, the present research establishes the premises for the
implementation of future solutions regarding the didactic process, seen from a new
perspective that of the student. A complete return to face-to-face learning may no longer
be entirely possible. Both students and teachers have already faced the advantages
and disadvantages of e-learning. The question is, then, what will future education look
like? Certainly, the pandemic has shown that there are other aspects of the teaching
process that, in the past, could not even be imagined. As such, it is possible that the
future will look totally different from an educational point of view and it will be time to
move on to another level, that of blended learning. Blended learning, B-learning or BL,
one of the newest pedagogical concepts of the 21st century, which combines face-to-
face teaching with online teaching, thus creating a hybrid learning system, has been
extensively studied by various researchers. They have shown that this hybrid system
offers the benefits of both education systems, some predicting that it could even be the
new normal in the education of the future. Following the disastrous pandemic
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experience, this new normal could be implemented in universities around the world. The
university this research focused on and many other universities already have the
necessary infrastructure and experience in the field, offering blended learning courses
usually to people who cannot participate in face-to-face courses.
To summarize, one thing is certain, namely that face-to-face interaction cannot
be excluded from the educational process. At the same time, there is no denying the
fact that the benefits of e-learning, that is, accessibility, comfort, and time-saving, may
become indispensable in people’s future hectic daily lives.
2.5 Significance of the Research
The concept of the study will serve as the source of information for the people, in
order for them to know the difference between face to face and online class. The result
of this study will benefit especially the following:
To the Students, the findings of this research will enlighten the students of
Manuel S. Enverga Academy Foundation Inc. about the different teaching technique. At
the end of this research, they will be able to differentiate face to face and online class. It
will help them in contrasting face to face and online classes.
To the School Staff, this study will enhance the teaching technique of the
teachers and other school staff because they will be able to compare the effectivity of
face to face teaching technique and online teaching technique.

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To the Parents, this study will help the parents to be aware of their child’s
situation because of the data gathered in this study.
To the Readers, this study will help the readers to have a better grasp on the
different effects of face to face and online learning.
To the Future Researchers, this research could be used as a foundation for
future research. The future researchers can use the data gathered in this study in future
research that is connected to this topic.
To Manuel S. Enverga Academy Foundation Inc., this is where the findings of
this study will be used as a guide for completing the study on comparative study of face
to face and online classes.
To the Researcher, this are the students who are performing the research. This
will help us in understanding more about the situation we are going through and to
share it to our fellow students.
2.6 Statement of Desired Outcomes
The main objectives of this research are to determine the impacts of Covid-19 in
the educational state wherein everyone experiences the new normal which is the
outcome of pandemic. In addition, this study will focus on the similarities and differences
between Face-To Face and Online Classes at Manuel S. Enverga Academy Foundation
Inc. in Sampaloc, Quezon Province.

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After conducting this research, the researchers want to conduct an interview to
some of the Grade-12 students in Manuel S. Enverga Academy Foundation Inc. through
google form. The result of this interview will provide them some information, knowledge,
and awareness about the past and present types of learning.
2.7 Target Beneficiaries of Research Results
This research study's intended beneficiaries are as follows:
The learners of Manuel S. Enverga Academy Foundation Inc. from Junior High
School to Senior High School, the instructors and staff members of Manuel S. Enverga
Academy Foundation Inc., every student's parents, and the future researchers These
are the categories that indicate who would have benefited significantly from the study's
findings and with whom they will have direct contact. They are the final beneficiaries, on
either hand, refers to those who benefit from all these endeavors in the big scheme of
things.
This research would benefit services and treatments not just for today, as well as for
future generations, and may provide access to care that isn't currently accessible to the
general public.
2.8 Definition of Terms
Asynchronous - something that does not happen at the same time as something else.
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Behaviorism - a learning theory that assumes all behaviors are learned through
conditioning.
Cognitivism - a learning theory that examines how the mind receives, organizes,
stores, and retrieves information.
Connectivism - a theory that recommends students should combine their ideas,
theories, and general knowledge in an effective way.
COVID-19 - an infectious disease that causes many deaths.
Face-to-Face Classes - traditional type of learning.
Gadgets - a device used by the teachers and learners to communicate.
Google Meeting - an app that is mainly use for virtual meetings.
Internet - is a worldwide computer network that connects computers all over the world.
Learners - a person who is acquiring a skill or a subject.
Manuel S. Enverga Academy Foundation Inc. - the school where the researchers are
studying.
Online Classes - new type of learning.
Pandemic - a virus widespread throughout the world.
Synchronous - existing or taking place at the same moment.
Teachers - a person who teaches students.
Zoom - an app used by the teachers and students to have their lesson.
2.9 Scope and Limitation of the Study

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The conducted research will be focused on the collation of the traditional Face-To
Face Learning and the new normal Online Learning among some of the Grade 12
students of School Year 2021-2022 of Manuel S. Enverga Academy Foundation Inc. in
Sampaloc, Quezon Province.
This research paper will observe the student’s own perceptions about the
advantages and disadvantages of Face-to-face and Online Learning to them. And it will
also elaborate the effects of these types of learning to the quality of their education.
The questionnaire will serve as the main instrument in gathering all the data from
6 students of MSEAFI particularly the Grade 12 students. Data gathering will start on
Monday 6th until Friday 11th month of December year 2021.
Researchers might encounter a lot of difficulties while conducting this research
paper especially in gathering their data. One of the problems that they might stumbled
upon is interviewing their respondents. Since it’s pandemic the researchers might find it
hard to communicate to their interviewees. In this case, researchers need to do their
best in finding the right students who can provide all the data and information that they
needed.
The results of this study will highly benefit the Senior High School students of
MSEAFI especially the Grade 12 students who participates in conducting this research
by having a knowledge about the differences of Face-to-face and Online learning, and
how this type of learning affect the quality of their education.

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3. DESCRIPTION OF METHOD OR APPROACH
3.1 Research Design/Research Instrument/Data gathering Procedure
The research design used to study this research paper entitled "Comparative
Study Between Face-to-face and Online Learning" is well presented in this part of
research paper. This section also points out the research instrument used by the
reseachers and the procedure they used to gather their data.
This research study was conducted during the 1st semester of the Academic
Year 2021-2022 at Manuel S. Enverga Academy Foundation Inc. in Sampaloc, Quezon.
This is where the reseachers find an easy access to the interviewees who are carefully
chosen by the reseachers based on their knowledge and capabilities to answers all the
given questions.
The reseachers used a qualitative research design to their research paper.
Qualitative Research Design is a systematic subjective approach used to describe life
experiences and give them meaning. The purpose of this research design is to gain
insight, explore the depth, richness, and complexity inherent to the phenomenon of their
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research paper. This will help the reseachers in gathering, collecting, and analyzing the
responses of their participants to the questionnaires made by the reseachers itself.
The instruments (questionnaire) was presented and validated by the the research
adviser of the reseachers. Suggestions of the research adviser we're highly considered
and well appreciated by the reseachers.
The set of questionnaires used in the semi-structured interview was conducted to
get and collect all the needed data from the participants. Reseachers decided to used a
native and international language in order for them to gather more credible and genuine
data from the participants. After gathering all the information that the researchers
needed for their research paper it was then analyze to make a general idea and comes
up with conclusion.
3.2 Respondents/Units of Analysis/Subjects of the Study
The Participants of this research paper are some of the students of Manuel S.
Enverga Academy Foundation Inc. particularly the Senior High School students. This
research paper we're conducted to the 6 chosen students of Grade 12. Researchers
carefully chosen these students as their participants based on the knowledge and
capabilities they can contribute to their study. This is a clear evidence and proof that the
researchers will gather their data information from the participants.
The researchers are aware about the risk and challenges of this research study.
However, they manage to approached their target respondents personally. They assure
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that their participants can answer their questionnaire and have an idea why they
conducted this research study.
3.3 Sampling Design and Procedures
Purposive sampling was utilized by the researchers to choose responders. Purposive In
qualitative research, sampling is a strategy for identifying and collecting data. For the
most efficient use of limited resources, choose situations with a lot of information. This
entails locating and choosing individuals or groups of people who are extremely familiar
with or familiar with a phenomenon of interest Since, The study investigates the causes
and consequences of Online Classes vs Face to Face Classes on mental health,
towards the students of Manuel S. Enverga Academy Foundation Inc., through the use
of purposive sampling technique the researchers carefully identify and select the
respondents of the study, since it only focuses to the students who are inclined in Online
Learning.
3.4 Research Locale/Study Site
The research is performed in Manuel S. Enverga Academy Foundation Inc. The
researchers approached the students with courtesy and respect. They will choose 6
students from Senior High School and interview them using the questionnaires. They
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will answer the questionnaires through google forms, adhering to precautionary
measures because of COVID-19. At the end of the interview, the researcher will thank
them for cooperating and for the opportunity they give us.
3.5 Assumptions or Hypotheses
This comparative study on online and face to face learning aims to know the
information about the relationship between online and face to face learning.
Specifically, it sought to answer the following questions:
1. What is the demographic profile of the respondents’ terms of age, gender, grade level
and types of learning modalities?
2. What do they prefer Face to Face Learning or Online Learning?
3. What is the collation between Face to Face and Online Classes?
4. In what ways may a hybrid class differ (and possibly outperform) a traditional face to
face lecture or an exclusively online course in terms of effectiveness?
The qualitative method of research was used in this study. It was made possible
through the data gathered by conducting a one on one interview that was held via
online. The key informants chosen by the researchers were the students from private
schools in Sampaloc, Quezon. The researchers decided to use the English language as
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its main means to interpret the information gathered. After gathering the information, it
will be under the coding.
The assumption of this study found out that most of the respondents are eighteen
years old and majority of them are male. All of the respondents are grade twelve
students of private school in Sampaloc, Quezon. Respondents utilized online learning
as a learning modality and it was followed by blended learning. Most of the respondents
prefer face to face classes rather than online learning. Moreover, the link between face
to face and online classes is both helpful in students' learning. Lastly, the difference
between traditional and hybrid learning is that hybrid learning is more effective than
traditional one.
3.6 Data Analysis Plan
The following are the process on how the Researchers will analyze the data.
In the case of qualitative data analysis, the researchers we’ll be using this
method to increase the objective. The huge proportion of data provided by interviews or
observational methods should be defined and presented. An interview questionnaire
was constructed to collect the data. The research instrument is divided into two main
sections, the first of which obligated the researchers to focus on finding relationships.
Between different concepts that had been identified, or to relate behavior and
attitude or concepts to biographical characteristics of the respondents, such as

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demographic profile, and the second of which comprised of five interview questions
about the viewpoints of each respondent through the use of face-to-face and online
learning. Insights for general practice accepted as law may be inferred from the data, or
confusing data from previous research may very well be assessed. Finally, powerful
analysis methods could have been used to construct and research engagement. Before
the researchers starts the interview, the research adviser was approach for agreement.
Simple random sampling was used in selecting respondents from a wider collection,
wherein a sample of respondents was randomly selected, but all with much the same
probability. However, there are many particular “viewpoints” or theoretical concepts in
qualitative analysis that we should be familiar with, including both designing our own
research and analyzing and evaluating qualitative research findings. The method we
choose for each specific research project will be determined by different circumstances,
such as the research question, the timeframe we have available, as well as the goals of
the sponsors. We must always consider the overall goals of the analysis everything we
want the data to contribute to, such as clarifying a specific regulation question or
generating fresh theoretical or conceptual knowledge and understanding in a specific
sector.
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4 RESULTS AND DISCUSSION
The results and discussions of the researcher’s analysis and interpretation of
data cam be found in this part of research paper. It is well presented and stated in a
narrative and tabulated/graphical form way.
Table 1
Coded Responses on the Age of the Respondents
Age Number
17 5
18 1
The researchers have a total number of 6 respondents and five (5) of them is 17
years old and one (1) of them is 18 years old.
Table 2
Coded Responses on the Gender of Respondents
Gender Number
Male 2
Female 4
Researchers has two (2) male and four (4) female respondents in this research.
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Table 3
Coded Responses on the Grade Level of Respondents
Grade Level Number
Grade 12 6
All of the responses are from Grade 12 students of Manuel S. Enverga Academy
Foundation Inc.
Table 4
Question 1:
What do you think is the similarities of Face-to-face and Online Learning? (Ano
sa iyong palagay ang pagkakatulad ng Face-to-face at Online Learning?)
Respondent Response Code
1 Para sa akin ang kanilang - Both studying

pagkakatulad ay pareho silang nag-
- has lessons and activities
aaral pero sa ibang paraan. Pareho
that students need to work
silang may mga lesson/aralin na
on.
ipinapaintindi sa estudyanteng tulad
ko.
2 Ang pagkakatulad nito ay - Helps the students to

nakakatulong ito sa student na learn.
matuto.
3 They both required a great amount of - requires a great amount

work of work.
4 Ang pagkakahalintulad ng Face to - Both of them has a

Face learning at Online Class Teacher that teaches and
Learning ay parehas lang na nag
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tuturo ang guro sa face to face at guide the student.

online class learning. Ang online class
- Has worksheets
ay parang face to face lang din dahil
may pinapasagutan din ang guro sa
iyo katulad ng face to face yun nga
lang ay ito ay sinasagutan sa google
classroom.
5 Um Base sa aking sariling pananaw - help the students’ lives.

ang pagkakatulad ng ano ng Face-to-
- Both of them is used by
face at Online Learning ay parehas
everyone to have enough
itong nakatutulong sa buhay naming
knowledge every day.
mga estudyante. Bukod dito ang 2 uri
ng pag-aaral na ito ang siyang
ginagamit ng lahat ng kabataan,
kaguruan, at ng lahat ng tao upang
magkaroon ng sapat na kaalaman sa
araw-araw.
6 Both processes of acquiring new - processes of acquiring

skills and knowledge, through new skills and knowledge.
experience, learning, or teaching.
Table 4. presents the similarities of Face-to-face and Online Learning based on the
answers and own perceptions of the chosen respondents. And most of them stated that
Face-to-face and Online Learning are the two types of learning that is very important to
every students and teachers lives. Also, some of them believe that it is a process of
acquiring new knowledge and skills of everyone.
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Table 5
Question 2:
What do you prefer Online Learning or the Traditional Face-to-face Learning?
Why? (Ano ang mas gusto mo Face-to-face Learning o Online Learning? At
Bakit?
1 50/50? ang face to face maganda - It easier to ask something

siya at gusto ko din dahil marami if you didn’t understand the
tayong mapagtatanungan kung sakali lesson.
mang hindi natin naintindihan ang
mga aralin pero masama paring irisk
ang buhay natin dahil sa covid19.
Online learning dahil magiging safe
tayo mula sa covid19.
2 Face to face learning kase mas focus - More focused in my

ako sa pagaaral. Hindi tulad sa online studies.
madali akong nadidistract sa mga
bagay bagay.
3 I think it’s face to face because I feel - It is comfortable and

more comfortable and learn more easier to learn.
easily in a familiar, traditional
- more effective learning
classroom situation and also face to
environment.
face learning has more effective
learning environment compare to the
online learning.
4 Ang gusto ko ay online class learning - more comfortable in this

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dahil comfortable ako dito para na rin online classes set-up

sa safety ng mga estudyante lalo at
- For the safety of
may covid pa rin miski marami ng
everyone.
nabakunahan.
5 Para sakin mas gusto ko ang Face- - can monitor the real
to-face Learning o mas kilala bilang students who excel in the
tradisyonal na uri ng pag-aaral dahil class.
sa palagay ko mas malalaman sa
face-to-face kung sino ang tunay na
nageexcel sa klase at kung sino
naman ang dumedepende lamang
kay pareng google.
6 For me, face to face because you can - to allowed herself to stay
feel more comfortable and learn more focus in her studies.
easily in a familiar and traditional
- Fewer distractions
classroom situation. You will be able
to focus more on your studies as
there will be fewer distractions than
when you were at home.
Table 5. shows what does the respondents prefer more between Face-to-face and
Online Learning. And most of their answer is Face-to-face Learning because they stated
that they can learn and participate more in this type of learning. Thus, one of the
respondents said that he prefers Online Learning more than Face-to-face because it's
for everybody's safety.
Table 6
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Question 3.
What do you think is more effective studying method Face-to-face or Online
Learning? (Bilang isang estudyante ano sa tingin mo ang mas mabisa o
epektibong paraan ng pag-aaral ang Face-to-face Learning ba o ang Online
Learning?)
1 Para sa akin mas mabisa ang face to - can clearly understand

face dahil sa mas naiintindihan their lessons.
ko/natin ang mga aralin na itinuturo
- it is easier to
sa atin ng mga ating guro, at maari
communicate and ask your
natin silang tanungin pag meron
teacher or classmates
tayong hindi naintindihan.
about something.
2 Para sakin talaga mas effective ang - Learn a lot

face to face dahil mas natututo ako.
- Be more productive and
Mas nagiging productive at active
active in class
kung face to face.
3 Just like what I said it’s face to face - can concentrate more in
because we will be able to their studies
concentrate more on our learning
- Less distraction
because there’ll be less distraction
than if we were at home.
4 Bilang estudyante mas effective ang - Teachers can explain the

face to face learning dahil dito mas lessons more clearly and
naiipaliwanag ng maigi ng guro ang effectively.
isinusulat sa blackboard at minsan
may time na poor connection ang
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guro at ito ay mahirap para sa kanila

maituro ang topic na dapat ituro sa
estudyante.
5 Ano po bilang isang estudyante - Students can easily learn

pakiramdam ko po mas epektibo ang and understand everything
face-to-face bilang isang learning about their lessons.
method naming mga estudyante. Kasi
ano po mas madali kaming matututo
at makakaintindi ng mga lesson kung
sa mismong paaralan kami nag-aaral
atsaka po kapag kaharap namin
mismo yung mga guro.
6 A more effective learning method for - ensure the better

me is face-to-face learning because understanding about the
this learning ensures better lesson content.
understanding and retention of lesson
- Opportunity to improve
content and gives class members an
their communication skills
opportunity to bond with others. And
and the ability to make
its learners also benefit from a higher
new friends.
level of interaction with their other
students.
Table 6. indicate that all of the reseachers respondents thinks that Face-to-face
Learning is more effective than Online Learning. Because all of them believe that they
can learn and concentrate more in school rather than in their own houses. Also, they
stated that learning in school can make them more happy, productive, and active.
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Table 7
Question 4.
Do you agree to implement the limited Face-to-face classes here in our
academy? (Sumasang-ayon ka ba na ipatupad ang limitadong Face-to-face
classes dito sa ating paaralan?)
1 Oo, dahil bukod sa vaccinated na - To learn a lot

ako, mas marami pa akong
- Gained some knowledge
matutunan na aralin na alam kong
that can be useful in
magagamit ko sa college.
college years.
2 Sumasangayon ako sa pagkakaroon - It is more easier to learn

ng limited face to face dahil mas and to acquire some
natututo ako dun at yun na din ang knowledge.
nakasanayan ko. Nagkakaroon ng
- became more
interaction between students and
cooperative and active
teacher’s kaya nagiging mas
student.
cooperative and active and student.
3 Yes, definitely especially now that we - Already vaccinated

are already vaccinated
4 Hindi, sa kadahilanang marami pa - We cannot assure the

ang mga hindi mga na babakunahan safety of every students
at kung sakali mang itoy ipatupad, and teachers.
hindi parin ito magiging ligtas para sa
- New variants of Covid-19.
mga mag aaral sapagkat lagi na
lamang may lumalabas na bagong uri
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ng covid.
5 Yes I do agree po sa pagpapatupad - To communicate with

ng limited Face-to-face classes dito other peole.
sa ating paaralan kasi nakakamiss
- interact and make new
pong gumising ng maaga at pumasok
friends
sa paaralan. Bukod po dito
nakakamiss pong makipag-interact
and make new friends sa ibang
estudyante. Atsaka iba pa rin po
talaga kapag sa school ka nag-aaral
kaya ang pag-implement ng limited
Face-to-face is a must po talaga.
6 Yes, I agree to implement the limited - to help the students and

Face-to-face classes in our school teachers.
because it can be a big and great
help for us students and for the
teachers also.
Table 7. shows that most of the respondents agreed to the implementation of limited
Face-to-face Classes in Manuel S. Enverga Academy Foundation Incorporated.
Because most of them stated that they can learn more at school. Also, they said that
having the traditional way of learning can help them improve their communication skills.
Thus, one of them did not agree because he's concerned about the widespread of
Covid-19 in our country.
Table 8
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Question 5.
What do you think is the advantages and disadvantages of these 2 types of
learning? (Ano sa iyong palagay ang maganda at masamang epekto ng
dalawang uri ng pag-aaral na ito?)
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1 Ang magandang epekto ay natututo - Both of them will help the

ang nga bata sa mga aralin na students learn and
nakalaan sa kanila. Ang masamang participate more in their
epekto naman ay ang mahawa sa lessons.
covid at pati narin ang makaranas ng
- It can caused mental
mental breakdown dahil sa online
breakdown to some
learning.
students.
2 Um Ang advantage ng face to face ay - They can stay focused

mas focus at nadadagdagan ng and gained some
kaalaman. Disadvantage naman ay knowledge.
yung sa environment kapag
- It is more comfortable to
masyadong maingay madaling
study at home.
madistract. Ang advantage ng online
learning comfortable sa bahay - Noisy environment at
magaral. Disadvantage masyadong school can be a big
tutok sa screen eh masama ito sa distraction.
kalusugan at mata.
- Too much use of gadgets
can be bad for the
students eyes.
3 Some advantage of face to face - we can gained greater

learning is that we can gained greater understanding about
understanding compare to the online everything.
class and its disadvantage is the
- Learn how to manage
travel Consideration. The advantage
time in a good and better
of online learning is that we can have
way.
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a better time management while it’s - Lack of Communication

disadvantage is Lack of Skill
communication skill.
4 Ang magandang epekto ng face to - Teachers can teac

face at online class learning ay everything they want to
naiituro ng mga guro ang gustong teach to his/her students.
nilang ituro sa mga estudyante. Ang
- Our province is not yet
masamang epekto naman ng face to
fully secured to Covid-19.
face at online class learning ay sa
face to face learning ay di pa rin - staring to a
secured kung malaya na ba talaga computer/laptop or
ang buong mundo sa covid-19, at sa cellphone for a long period
online class learning naman ang of time.
masamang epekto ay yung pagtitig
ng matagal sa computer/laptop man o
sa cellphone dahil dito nag oonline
class ang mga estudyante at nag
sasagot ng mga modules sa
computer/laptop or cellphone.
5 Para sakin maraming magagandang - Both of this learning can

epekto ang naidudulot ng dalawang help the students to gather
uri ng pag-aaral na ito sa buhay ng enough knowledge that
mga mag-aaral maging sa mga they can use in the future.
kaguruan. Ang Face-to-face at Online
- Teaches everyone on
Learning ang syang ginagamit nating
how to communicate and
paraan upang matuto at magkaroon
in a proper way.
tayo ng sapat na kaalaman na siyang
madadala natin hanggang sa - to build a strong circle of
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hinaharap. Isang advantages ng friends.

Face-to-face Learning ay
- Learn how to use
natutulungan tayo nitong matuto kung
gadgets in a good way.
paano makipag-interact sa ibang mga
tao kumbaga ay natutulungan tayo - Expose too much in
nitong bumuo ng isang samahan na gadgets
nauuwi sa pagkakaibigan. Samantala
tinutulungan naman Online Learning
na matutong gumamit ng laptop,
cellphone, at internet sa tamang
paraan. Thus, ang mga masasamang
epekto dulot ng Online Learning ay
masyadong naeexpose ang mga
kabataan sa mga gadgets na
maaaring magdulot ng maagang
pagkalabo ng mga mata nila. Tas sa
Face-to-face Learning naman minsan
di makapagpokus ang mga
estudyante kapag maiingay yung
mga kaklase nila o yung environment
na meron sila sa paaralan.
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6 The advantages and disadvantages - They can prove to

of these two methods are they can everyone that they can
learn, improve, and move to online learn and enhance their
learning platforms to further their skills in Online or Face-to-
students’ education, and the face Classes.
disadvantage is that it’s hard to focus
- Hard to focus
on screens for long periods of time.
Table 8. presented the respondents response about the advantages and disadvantages
of Face-to-face and Online Learning to everyone. And most of them stated that the
advantages of Face-to-face Learning is that they can fully understand their lessons
while the disadvantages of this type of learning is that most of the students can’t focus
because of the environment of their room is sometimes not appropriate to the students.
5. CONCLUSIONS
With the collected data, the researchers came up with the following conclusions:
a. The respondents are from Senior High School. There are five (5) respondents
who are 17 years old and one (1) who is 18. The respondents are composed of 4
female and 2 males.
b. The respondents said that the similarities of face-to-face and online learning
are, they’re both processes of acquiring new skills and knowledge, they both help
the student’s life and they both offer activities to answer. The two-learning
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method requires a great amount of work and helps the students to learn but in
different ways.
c. Four of the six respondents like face-to-face learning because face-to-face
feels more comfortable, you can learn more easily in traditional classroom and
you’ll be able to focus more on your studies. You’ll be able to identify who’s the
students that excel in class and the students that only depends on google. They
can focus more on their studies unlike in online class. The other one like online
learning because it’s comfortable and it’s for student’s safety especially there is
COVID-19. And the last one is both because in face-to-face you can easily ask
your teacher if you have a question and online class because it’s very risky to go
to school because there is COVID-19.
d. Everyone says that face-to-face is the more effective studying method
because it’s easier to understand the lesson, their mind becomes more
productive and active, they can concentrate more because there’ll be less
distraction. The lesson is explained better than in online which is difficult to
understand when the connection is weak. It ensures better understanding and
retention of lesson content and gives class members an opportunity to bond with
others. And its learners also benefit from a higher level of interaction with their
other students.
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e. Five respondents agree on implementing limited face-to-face classes here in
our academy and the other one disagrees. They agree because they are
vaccinated, they can learn more that can be used in college and it’s traditional.
Interaction between teachers and students is more effective and helps the
students to be active. They miss waking up early in the morning, going to school,
interacting and making new friends and the feeling of going to school. They
disagree because many more are not vaccinated and it’s not safe because there
is always a new type of covid coming out.
f. The advantages of the 2 types of learning are the students learns, can focus
and increase their knowledge, the teachers can teach the lessons. Helps the
students to interact, physically and virtually and helps the students to use the
gadgets or devices on studying. We can gain greater understanding and have a
better time management. They can learn, improve, and move to online learning
platforms to further their students’ education. The disadvantages of the 2 types of
learning are they might be infected by COVID-19 virus, experiencing mental
breakdown, and when the crowds are loud, they can be easily distracted.
Spending a lot of time facing gadgets can cause damage to our eyesight. Lack of
travel expenses and communication skills.

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6. RECOMMENDATIONS
After the researchers carefully conducted their research interview and paper, the
following recommendations are hereby stated by them:
1.To the teachers, create a way to make students feel like they are in the same
traditional face to face classes even if it is online.

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2. To the Students, make a time management. Know your ability and productivity and
know the consequences that you might get from not answering those activities that the
teacher gives to us. Take note that online Classes is for our own good we need to
sacrifices for this difficult journey of ours., but it could also give you the knowledge that
you may apply in your entire lives.
3. To the Parents, guide them in making a time management in answering and
attending the Online classes. Evaluate and give them the support and love they
deserved.
4.To Manuel S. Enverga Academy Foundation Inc., help to spread awareness about
the cause and effects of Online Learning to our mental health especially during this time
of the COVID – 19 pandemics.
7. REFERENCES
This part of the research paper will provide the complete list of references or
bibliography consists of reading materials such as books, journals, and articles that the
researchers used in conducting their research paper.

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Arias, J. J. et al., (2018). Online Vs. Face-to-Face: A Comparison of Student
Outcomes with Random Assignment, e-Journal of Business Education & Scholarship of
Teaching https://files.eric.ed.gov/fulltext/EJ1193426.pdf
Bali S. et al., (2018). Students’ perceptions toward online learning and face-to-face
learning courses https://iopscience.iop.org/article/10.1088/1742-
6596/1108/1/012094/pdf
Picciano, A. G. (2017). Theories and frameworks for online education: Seeking an
integrated model. Online Learning, 21(3) , 166-190.
https://files.eric.ed.gov/fulltext/EJ1154117.pdf
Raile A. N. W. et al., (2014). Student Perceptions of the Equivalence of Online
Classes to Face-to-Face Classes. MERLOT Journal of Online Learning and Teaching
https://jolt.merlot.org/vol10no3/Platt_0914.pdf
Smart K. L. et al., (2006). Students’ Perceptions of Online Learning: A Comparative
Study. Journal of Information Technology Education.
https://www.learntechlib.org/p/111541/article_111541.pdf
Wanga, C. et al., (2019). Need satisfaction and need dissatisfaction: A comparative
study of online and face-to-face learning contexts, ELSEVIER Journal.
https://selfdeterminationtheory.org/wp-
content/uploads/2019/08/2019_WangHsuBonemMossETAL_ComputersHB.pdf
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8. MAJOR FINAL OUTPUT
This study will conduct a seminar on the study’s major final output. It will focus on
understanding the concepts of face-to-face and online learning. Seminars are beneficial
for scaffolding deep learning because they necessitate discussion and critical thinking.
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As a matter of fact, and for future research, this study recommends evaluating the
framework of seminars as a learning and teaching technique that tends to focus on, but
is not limited to, a focused seminar training framework that involves guidance,
discussion, and model construction of presentations, standards, and evaluation for an
impactful seminar implementation. Furthermore, paying special attention to the logistics
of seminars, instead of just the contents and processes, is likely to have more beneficial
effects.
Hopefully, future researchers will find our study beneficial, and they will rise to the
challenge of definitely evaluating the assumption that the online environment is a
reasonable substitute for face-to-face communication. Whereas this research seeks to
determine the impact of the method of delivery on students in the Manuel S. Enverga
Academy Foundation, Inc., instructors from just about any field using a standardized
testing instrument might well be able to provide further insight.
APPENDICES
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A. CURRICULUM VITAE OF THE RESEARCHERS
Jan Roan D. Abad
Brgy. San Isidro Sampaloc Quezon
Mobile Number: 09277337829
Email: abadjanroan@gmail.com
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PERSONAL DATA:
Birthdate: January 12, 2005`
Birthplace: Lucena City Province of Quezon
Age: 16
Civil Status: Single
Name of Father: N/A
Name of Mother: Alma May G. Denolan
Citizenship: Filipino Citizen
Religion: Roman Catholic
Sex: Male
Language Spoken: Filipino Language
Laarni Angela N. Gocon
Brgy. Bayongon Sampaloc Quezon
Email: laarniangelagocon@gmail.com
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PERSONAL DATA:
Birthdate: August 31,2005
Birthplace: Sampaloc Quezon
Age: 16
Name of Father: Bonard O. Gocon
Name of Mother: Villa N. Gocon
Sex: Female
Jomei D. Mancenido
77 Quezon Avenue, Brgy. San Roque, Sampaloc, Quezon
Email: mancenidojomei@gmail.com
PERSONAL DATA:
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Birthdate: September 28, 2005
Birthplace: Lucena, City, Quezon Province
Age: 16 Years Old
Name of Father: Menard B. Mancenido
Name of Mother: Jolly Ann D. Mancenido
Citizenship: Filipino
Sex: Female
Jonard D. Mancenido
77 Quezon Avenue, Brgy. San Roque, Sampaloc, Quezon
Email: jonardmancenido@gmail.com
PERSONAL DATA:
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Birthdate: September 28, 2005
Birthplace: Lucena, City, Quezon Province
Age: 16 Years Old
Name of Father: Menard B. Mancenido
Name of Mother: Jolly Ann D. Mancenido
Citizenship: Filipino
Sex: Male
Monica C. Villanueva
Brgy. Ilayang Owain Sampaloc Quezon
Email: villanuevamonica1216@gmail.com
PERSONAL DATA:
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Birthdate: November 16, 2004
Birthplace: Sampaloc, Quezon
Age: 17
Name of Father: Oscar F. Villanueva
Name of Mother: Marina C. Villanueva
Sex: Female
B. RESEARCH INSTRUMENTS
QUESTIONNAIRE:
1. What is the demographic profile of the respondents in terms of?
1.1 Age
1.2 Gender
1.3 Grade Level
1.4 Type of learning

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1. What do you think is the similarities of Face-to-face and Online Learning?
(Ano sa iyong palagay ang pagkakatulad ng Face-to-face at Online Learning?)
2. What do you prefer Online Learning or the Traditional Face-to-face Learning?why?
(Ano ang mas gusto mo Face-to-face Learning o Online Learning? At Bakit?
3. What do you think is more effective studying method Face-to-face or Online
Learning?
(Bilang isang estudyante ano sa tingin mo ang mas mabisa o epektibong paraan ng
pag-aaral ang Face-to-face Learning ba o ang Online Learning?)
4. Do you agree to implement the limited Face-to-face classes here in our academy?
(Sumasang-ayon ka ba na ipatupad ang limitadong Face-to-face classes dito sa ating
paaralan?)
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5. What do you think is the advantages and disadvantages of these 2 types of learning?
(Ano sa iyong palagay ang maganda at masamang epekto ng dalawang uri ng pag-
aaral na ito?).

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Comparative Study Between Face-to-face and Online Learning

ABAD, JAN ROAN, D.

1st Semester of S.Y. 2021-2022

3. DESCRIPTION OF METHOD OR APPROACH………………………………32-37

4. RESULTS AND DISCUSSION…………………………………………….…....38-50

8. MAJOR FINAL OUTPUT………………………………………………..…….…57

List of Figures and Tables

Table 1: Age of the Respondents………………………………………………………….38

Table 2: Gender of the Respondents……………………………………………………..38

Table 3: Grade Level of Respondents…………………………………………………38-39

Table 4: Question 1…………………………………..…………………….……………39-40

Table 5: Question 2…………………………………………………………….………..40-42

Table 6: Question 3…………………………………………………………….………..43-45

Table 7: Question 4…………………………………………………………….………..45-47

Table 8: Question 5…………………………………………………………….………..47-50

thank everyone who contributed to the successful completion of this research.

We would like to express our gratitude to the Manuel S. Enverga Academy

researchers used purposive sampling in choosing respondents? The Purposive

knowledgeable about or experienced with a phenomenon of interest. The results show

feedback, and expectation of students positively impact student’s satisfaction and

further student’s satisfaction positively impact students’ performance. For educational

2.1 Rationale of the Research

their residence in doing their tasks.

Face to face education is known to be as the traditional education where the

On the other-hand in education the Department of Education (DepED)

outcome of the education of their children.

be to explore by the researchers of the study.

the writers of this study.

2.2 Purpose of the Research

perceived student-student, student-instructor, and student-content interactions between

different teaching techniques.

1. What is the demographic profile of the respondents in terms of?

1.3 Grade Level

1.4 Type of learning

2. What do they Prefer Face to Face Learning or Online Learning?

3. What is the collation between Face-to-face and Online Learning?

4. In what ways may a hybrid class differ (and possibly outperform) a

traditional face-to-face lecture or an exclusively online course in terms of

2.3 Theoretical Framework

anchored on Behaviorism and Cognitivism. Meanwhile, theories related to online

reaction. In education, behaviorism examines how students behave while learning.

More specifically, behaviorism focuses on observing how students respond to certain

Thorndike. Skinner is particularly well known, primarily because he introduced what he

had a significant influence on early computer assisted instructional (CAI) models as

the reliance on encouragement and repetition to promote positive learning activities.

Noam Chomsky (1959), cognitive school views learning as an active process

involving the acquisition or reorganization of the cognitive structures through which

knowledge in memory. Instruction should be based on a student’s existing mental

on the works of a single theorist or a unified group of theorists. Rather, it is informed by

a number of theorists’ contributions and is quite multifaceted. The following theorists

and accompanying theories have contributed to the continuous growth of cognitive

Online Learning Theories

communications networks. Internet technology has moved learning from internal,

individualistic activities to group, community, and even crowd activities.

Siemens describes connectivism as: the integration of principles explored by

chaos, network, and complexity and self-organization theories [where] learning is a

can reside outside of ourselves (within an organization or a database), is focused on

Siemens noted that connectivism as a theory is driven by the dynamic of

information flow. Students need to understand, and be provided with, experiences in

navigating and recognizing oceans of constantly shifting and evolving information.

Siemens proposed eight principles of connectivism. Connectivism is particularly

objective is to develop and create knowledge rather than to disseminate it.