ACLC COLLEGE OF TACLOBAN

SENIOR HIGH SCHOOL DEPARTMENT

The Impacts of E-Learning in Mathematics on the Academic Performance of

Grade 11 STEM Students of ACLC Tacloban S.Y. 2021-2022
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________-

A Research Proposal Presented to the

ACLC College of Tacloban, Tacloban City

___________________________________________________________________________________________________________________________________________________________________________________________

As a Partial Fulfillment of the Requirements

For Practical Research 2

BY: GROUP ONE

Block 18- GALILEO (STEM)

Baldon, Ana Theresa

Bulgado, Aldwin

Eguillos, Vaughn

Escapatoria, Mary Jenna

Gervacio, William

Lampitoc, Gabriel

Magbagay, Jenine Aiza

Molas, John Paul Dave

Pami, Faith Cheska Mae

Porazo, Katrina

TABLE OF CONTENTS
TITLE PAGE……………………………………………………………………………...01

TABLE OF CONTENTS…………………………………………………………….…..02

CHAPTER 1: INTRODUCTION

⮚ Background of the

Study…………………….................................................................................05

⮚ Statement of the

Problem…………………….............................................................................10

⮚ Scope and

Delimitation……………………........................................................................11

⮚ Significance of the

Study……………………..................................................................................12

⮚ Theoretical

Framework……………………..........................................................................13

⮚ Conceptual

Framework……………………..........................................................................15

⮚ Definition of

Terms…………………………...........................................................................17

CHAPTER 2: REVIEW OF RELATED LITERATURE

 ⮚ 3 Local

Literature……………………...............................................................................19

⮚ 3 Foreign

Literature……………………...............................................................................19

⮚ 3 Foreign

Study…………………….....................................................................................20

⮚ 3 Local

Study…………………….....................................................................................21

CHAPTER 3: METHODOLOGY

⮚ Research

Design……………………...................................................................................23

⮚ Respondents of the

Study…………………….....................................................................................24

⮚ Research

Locale……………………....................................................................................24

⮚ Research Instrument (Include validity)

……………………..................................................................................25

REFERENCES………………………………………………………………………….31
 CHAPTER 1

Introduction

The Coronavirus Disease 2019 (COVID-19) pandemic has dramatically altered

the Philippines' higher education system, with a significant shift in online training as a

means of limiting the virus's spread. Many instructors and students were concerned

about the rapid shift to online education because a huge portion of the population had

unreliable internet access and few technological gadgets. Concerns that an internet

connection would not be sufficient to sustain online education have persisted since the

pandemic began and show no signs of declining.

A variety of innovations are being embraced in the teaching and learning

environment, and one of them is the utilization of technology through flexible learning.

This teaching method has risen in popularity, but it's still in the early stages. Flexible

learning efforts (a combination of face-to-face and online teaching and learning) is one

of these breakthroughs, but their adoption, particularly in poor countries, confront

obstacles. There are several underlying elements that contribute to the success of E-

learning. The significant difficulty is determining how users can effectively use

technology and sustaining users' commitment in light of unique learner characteristics

and technology interactions (Hofmann, 2014). According to Hofmann, users that have

difficulty with technology may stop their learning and, as a result, technological

applications may fail. According to research by Oxford Group (2013), some learners

(16%) expressed unfavorable attitudes toward E-learning, while 26% were afraid that

flexible learning students would not complete their studies.

 During the COVID-19 pandemic, the transition to remote teaching and E-learning

was a significant barrier for both teachers and students. In the Philippines, E-learning is

still regarded new in its development. However, the rising demand for E-learning comes

with issues and obstacles that should be investigated, particularly in developing higher

education institutions, as they obstruct effective and efficient teaching and learning

delivery. To address the Impacts of E-Learning of the Grade 11 STEM Students of

ACLC Senior High School Tacloban, where this strand studies the framework of

mathematical practices activities. Presenting an online strategy for transitioning from

traditional face-to-face learning to complete online education. Students are the

important participants in any learning process and their histories and traits influence

their capacity to continue learning successfully. In E-Learning, the design tools utilized

may have an impact on their learning efficacy. This paper reflects the different

experiences and opinions of the Grade 11 STEM Students of ACLC Senior High School

Tacloban regarding their experience in the implementation of E-Learning.

Background of the Study

Emerging infectious diseases such as those caused by novel human pathogens

has always been a continuous threat and a major cause of concern to public health

(Wang, Horby, Hayden, & Gao, 2020). The coronavirus disease 2019 (COVID-19)

caused by the severe acute respiratory syndrome coronavirus 2 (SARS-COV-2) has

been a major challenge for both health facilities and health care workers (HCWs) since

the virus is highly contagious and easily transmitted through droplets and contact with

fomites such as surfaces of metals and other objects (Toquero, 2020). Guidelines for

infection prevention and control aid in mitigating risks within health care facilities,
including clinical laboratories. The Philippine government through the Department of

Health (DOH) aims to strengthen infection prevention and control measures in health

facilities, ensuring the safety and protection of health workers who have a higher risk of

acquiring the disease (DOH, 2020). The use of personal protective equipment (PPE),

such as masks, gloves, and laboratory gowns act as barriers that reduce the

transmission of infectious particles from one person to another (Gordon & Thompson,

2020). Furthermore, social distancing, proper handwashing, and cough etiquette are

recommended as standard precautions.

E-learning is the most preferred by parents for the conduct of distance learning

for the coming school year, according to a Department of Education (DepEd) survey

released on Thursday, July 30 (Rappler, 2020). Based on data gathered via DepEd’s

National Learner Enrolment and Survey Forms (LESFs), 8.8 million out of the 22.2

million enrollees (39.6% of total respondents) preferred modular distance learning for

the upcoming school year. Meanwhile, 3.9 million enrollees (17.6%) were partial to

flexible learning (which uses a combination of different modalities), 3.8 million (17.1%)

preferred online learning, and 1.4 million and 900,000 enrollees preferred TV-based and

radio-based learning, respectively.

Due to the progressively growing COVID-19 cases in Metro Manila, dangers, and

local transmission concerns, the second term of the academic year (AY) 2019–2020,

which runs from January to May 2020, at the Taguig City University was indefinitely

stopped around March. As a result, all classes were instructed to go online until the

conclusion of the second semester. The University eventually determined that online

classes will be introduced until the first semester of AY 2020–2021 due to the expected
ongoing growth in cases (August to December 2020). Academic staff had to modify their

teaching plans, teaching styles, and evaluation techniques as a result of the abrupt

change to full online education. Students in higher education also faced the problem of

swiftly adapting to the "new normal." The transition to online instruction was a backup

plan to ensure the schools and universities would continue to be offered and students

would be able to complete their studies. However, poor nations, such as the Philippines,

have places where an internet connection is either unreliable or non-existent, posing a

significant obstacle to the move to full online instruction. With the new outbreaks and

imminent lockdowns, many instructors were forced to explore online education, which

may be delivered using one of three pedagogical approaches: (1) synchronous, (2)

asynchronous, or (3) mixed learning strategies. Synchronous is where instructors and

students meet online using video conferencing software during scheduled class hours to

provide lectures on the subject via synchronous online lectures while Asynchronous is

where students take part in the lectures and can ask questions either verbally or via live

text chat.

Mathematics as the field of social sciences is seen as an essential tool for

deciphering the immediate environment and representing numerous facts, whether are

social, scientific, or technical, that occur in today's world. Mathematics aids in the

comprehension of a variety of phenomena, including social realities, economics, and

historical facts, among others. In this scenario, mathematics serves as an appropriate

tool for acquiring knowledge, reflecting on social issues, and representing

environmental facts. To put it another way, mathematics strives to turn all of these facts

into knowledge and information. Furthermore, the language used in the mathematical
area allows for detailed and exact explanations of phenomena, which encourages more

meaningful learning and adapts evaluation to students' needs. In the discipline of

mathematics, the advent of the E-learning approach has increased engagement in

learning. This involvement improves mathematical material memory, comprehension,

application, analysis, assessment, and creativity. It also improves students' attitudes

toward mathematics and their acceptance of it. The use of e-learning in mathematics

development boosts student dedication, resulting in improved performance. It also

raises interest and gives outcomes. It also aids in the learning of mathematical

concepts.

The most practical approach to adapt to the new normal is the E-Learning

strategy, which combines the benefits of synchronous and asynchronous tactics. The

major rationale for using a mixed method is to encourage students to take an active role

in their own learning rather than simply sitting silently during an asynchronous

conversation. The learning styles hypothesis, which states that beginner learners are

overwhelmed by a huge number of new concepts and terminology and resort to surface

learning, is the foundation of this method (Darabi and Jin, 2013; Seery and Donnelly,

2012; Seery, 2013). In some schools and universities, also offer Modular learning as a

form of distance learning that uses Self-Learning Modules (SLM) based on the most

essential learning competencies provided. The modules include sections on motivation

and assessment that serve as a complete guide of both teachers’ and students’ desired

competencies. Professors will monitor the learners’ progress through home visits

(following social distancing protocols) and feedback mechanisms, and guide those who

need special attention (Pierce Manlangit, Alyssa Melody Paglumotan, Shane Carmie
Sapera, 2020). A flexible learning method is a form of active learning pedagogy

(Bergmann and Sams, 2012; Olakanmi, 2017). Traditional lecture and homework are

substituted by pre-class activities such as watching brief, pre-recorded lecture films in

this learning style. Through problem-solving examples, engaging exercises, and in-

depth discussions, class time is used to reinforce the subjects (Pienta, 2016; Rau et al.,

2017). In the conventional flipped classroom, however, synchronous online class

sessions (dubbed the "virtual classroom") replaced traditional face-to-face class

sessions for engaging students with activities and guided problem-solving

conversations.

The researchers conduct the study “The Impacts of E-Learning in Mathematics

on the Academic Performance of Grade 11 STEM Students of ACLC Senior High

School Tacloban S.Y. 2021-2022.” to determine the experiences of the students to the

learning modality amidst of the COVID-19 pandemic. This focuses on identifying the

impacts of E-Learning on the student’s academic performance particularly in the field of

mathematics and how the implementation of E-Learning affects the students.

In this study, the students are superior to nothing to learn. The student's

preferred learning modes have a significant influence on the behavior and learning, it

should be matched with appropriate strategies. The information that is accessed

through student use of their modality preference shows an increase in their levels of

comprehension and motivation in their mathematics subjects. The students from Grade

11 STEM of ACLC Senior High School Tacloban are having adjustments in a new way

of learning. However, the students experience different difficulties accessing information

in terms they are comfortable with their mathematics subjects. This study addressed
literary devices development, the indication of the negative effects of flexible learning in

education as a new learning method in the new normal.

This particular study attempts to know the experiences and opinions of the Grade

11 STEM Students of ACLC Senior High School Tacloban S.Y. 2021-2022. Therefore

the researchers in this study will explore how this study will be the way students

address the difficulties of the implementation of E-Learning in the field of Mathematics

and will also be able to develop E-Learning as a learning method through different

concepts and frameworks.

Statement of the Problem

This study generally aims to determine the Impacts of E-Learning in Mathematics on the
Academic Performance of Grade 11 STEM Students of ACLC Senior High School
Tacloban in AY 2020-2021. Specifically, this study shall seek to answer the following
research questions:

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

1.1 Age

1.2 Sex

1.3 Year Level

2. What are the experiences and opinions of the Grade 11 STEM Students of ACLC
Senior High School Tacloban during online class?

2.2 Social Presence

2.2 Cognitive Presence

2.3 Teaching Presence

 3. What is the significant effect of the E-Learning method on the academic
performance of Grade 11 STEM Students in their Mathematics subject?

4. What are the differences between E-learning mathematics and face to face
mathematics?

Scope and Delimitation

This study mainly focuses on gathering the experiences of the Grade 11 STEM

Students in their Mathematics subject in the Implementation of E-Learning in New

Normal. As well as to determine the impacts of the said learning modality. Furthermore,

this study would also like to know the coping mechanisms students do in this new type

of learning procedure.

Variables/Phenomenon- Grade 11 STEM students who are experiencing the E-

Learning modality. The opinion and perception based on their worries about the

difficulties in flexible learning will be assessed. The E-Learning as modality will be

assessed on how the implementation of this learning modality was effective.

Respondents/Participants- The respondents will be the Grade 11 STEM

students enrolled at ACLC Senior High School Tacloban in the A.Y 2021 – 2022.

Location- The location of the study will be in ACLC Senior High School

Tacloban. All the participants should be enrolled at ACLC Senior High School Tacloban

the A.Y 2021 – 2022.

Time frame- The researchers will execute the survey on January 23 and may

also last for 2 to 3 weeks. The first 2 weeks will be delegated to data gathering and
sorting and the last week will solely be focused on the computation of results and

tabulating them.

Significance of the Study

This study is significant in a way that it will help not only the students but as well

as the teachers and schools by supplying needed information with regards to the impact

of E-Learning in Mathematics on the Academic Performance of Grade 11 STEM

Students of ACLC Senior High School Tacloban. It will also provide an overview about

the academic performance of the student could apply especially on the effects of this

learning modality. As well as opening up a new viewpoint on Education in the 21st

century amidst the Covid-19 pandemic.

Tacloban City- This study creates opportunities for every student and

school/university in Tacloban City to reach out their experiences and opinions with the

issues and problems they encounter in distance learning with their field. It empowers

the voice of every people living in the city.

ACLC Senior High School Tacloban- This research sheds light on how to

better help professionals to assess the incoming professionals studying in this institution

to have assistance and prepares all of them for a promising future career of business

courses program in the Philippines and how to prepare for their possible positions in

future pandemics.

Grade 11 STEM Strand- Despite the fact that improvements in K-12 and college

education have been well reported. This study creates opportunities for their field to
reach out experiences and opinions with the issues and problems they encounter in

online learning with their field.

Mathematics Teachers- This study able the field to have a better understanding

of students' perspectives and experiences towards the online class. They will also be

able to know the difficulties faced by their students and make strategic planning and

effective measures about the effectiveness of E-Learning in skill-based learning.

Students- Being the center of the research, it would greatly help them be aware

of the data trends with regards to their online education and help them consider new

strategies to further improve their learning.

Future Researchers- This study may contribute to future studies which may

focus on the perceived effects of Online Education or additional information about

Online Education in regard to other factors, may it be in relation to COVID-19 or other

issues or problems that may happen in the future.

Theoretical Framework

This section explains a related theory that is relevant to the research. According

to Garrison, Anderson, and Archer (2000), the "community of inquiry" paradigm for

online learning environments was developed, which is based on the concept of three

different "presences": cognitive, social, learning, and teaching. Despite the overlap and

interaction between them, Anderson, Rourke, Garrison, and Archer (2001) urge more

research on each element. In online and flexible courses, this paradigm supports the

creation of active learning environments or communities in which instructors and

students contribute ideas, information, and opinions.

 Teaching
Presence

Social Presence Learner Presence

Cognitive
Presence

Figure 1.
 A community of inquiry in education is a group of people who work together to

build personal meaning and reinforce mutual knowledge through critical conversation

and reflection. The Community of Inquiry theoretical framework is a process of

developing three interconnected aspects of social, cognitive, and teaching presence in

order to create a deep and meaningful earning experience.

Figure 1.1

Interconnected Aspects of Community of Inquiry:

1. Social Presence - the ability of participants to identify with the community (e.g.,

course of study), communicate purposefully in a trusting environment and

develop inter-personal relationships by projecting their personalities. Garrison

(2009)

2. Teaching Presence - the design, facilitation, and direction of cognitive and

social processes for the aim of achieving personally meaningful and

educationally desirable learning outcomes is referred to as teaching presence.

Anderson, Rourke, Garrison, & Archer (2001)

3. Cognitive Presence - the ability of learners to build and reinforce meaning via

extended contemplation and conversation is referred to as cognitive presence.

Garrison, Anderson, & Archer (2001)

Conceptual Framework

Figure 2.
 INPUT PROCESS OUTPUT
This study aims to
answer the following:
1. What are the
demographic profile of
the respondents in terms
of:
1.1 Age
1.2 Sex
1.3 Year Level
2. What are the
Online An Assessment on the
experiences and opinion
Survey Impacts of E-Learning in
of the Grade 11 STEM Mathematics on the
Students of ACLC Senior Questionnaire Academic Performance of
High School Tacloban Statistical Grade 11 STEM Students
during online class? Treatment of Data of ACLC Senior High
2.2 Social Data Analysis School Tacloban
Presence
2.2
Cognitive
Presence
2.3
Teaching
Presence
3. What is the significant
effect of E-Learning
method to the academic
performance of Grade 11
STEM Students in their
Mathematics subject?

4. What are the

differences between E-
learning mathematics
and face to face
mathematics?
 The IPO (Input-Process-Output) Framework will be used by the researchers for

the conceptual framework where: Input consists of the following demographic profile the

respondents in terms of age, sex, and year level. It also includes the factors under

Social Presence, Cognitive Presence, and Teaching Presence of the Grade 11 STEM

Students of ACLC Senior High School Tacloban. The process is to employ an online

survey questionnaire, which the researchers will use to evaluate the data of the

respondents once they have completed the survey, using the necessary statistical

treatment to interpret the results. On the other hand, the output is the foundation of the

assessment on the impacts of E-Learning in Mathematics on the Academic

Performance of STEM Students of ACLC Senior High School Tacloban after the

necessary data has been processed and analyzed.

Definition of Terms

Cognitive Presence - It is the design, facilitation, and direction of cognitive and

social processes for the purpose of realizing personally meaningful and

educationally worthwhile learning outcomes.

COVID-19 - It is a disease caused by a new strain of coronavirus. 'CO' stands for

corona, 'VI' for the virus, and 'D' for disease. Formerly, this disease was referred

to as '2019 novel coronavirus' or '2019-nCoV.' It is one of the emerging disease

that have been a pandemic that results to different quarantine protocols that

causes the online/blended learning.

E-Learning - It is a style of learning conducted via electronic media, typically on

the internet.
Implementation - It is to give practical effect to and ensure actual fulfillment by

concrete measures.

Learning - It is the process of acquiring new understanding, knowledge,

behaviors, skills, values, attitudes, and preferences.

Remote Teaching - It occurs outside of a physical classroom. Instructors are

separated from their learners in time and distance. This type of teaching may be

synchronous, where students watch instructors deliver their lectures live, or

asynchronous, where students watch lecture recordings at a later point in time.

Social Presence - Participants can identify with the community, communicate

purposefully in a trusting environment, and develop inter-personal relationships

by way of protecting their individual personalities.

Teaching Presence - It is the extent to which learners can construct and confirm

meaning through sustained reflection and discourse.

 CHAPTER 2

Review of Related Literature

Local Literature

According to Susa, M.C. (2018) she has stated that individually and collectively,
education has an impact on people. It is a powerful tool for human resources to acquire
and gain the knowledge, skills, and values that are required for individual and group
development. Human potentials and intrinsic capacities are found, cultivated, and
maximized in this way. In the Philippines, education is viewed as a powerful tool for
national development.

According to Lapada, A. et al. (2017) they have discovered that students taught
using audio-visual assisted education did better than students taught using the
traditional technique. Students' demographics and attitudes toward audio-visual
assisted education did not affect t heir academic achievement. The students' profile
and attitudes about technology, media, and study habits did not impact their
performance; nevertheless, the student's attitudes toward motivating methods of their
family showed a negative causal link with their academic achievement.

According to Anzaldo G. (2021), she has stated that more learners are studying
even in this sort of academic setting, where they learn at home with the assistance and
supervision of their parents in their SLM or self-learning modules. These students are
open-minded and adaptable to changes in their surroundings. In this time of the
pandemic, students are learning not just particular topics, but also morals. They learn
how to manage their time since, even when they are at home, they must rigorously
adhere to their timetable while completing the LAS or learner's answer sheets based on
their SLM or self-learning modules.

Foreign Literature

According to Rodrigues, H. et al. (2019) they have stated that Electronic learning
(e-learning) is a larger approach to learning that opens up new learning and teaching
opportunities in a variety of sectors outside of the typical classroom setting. Despite the
development of e-learning materials and inconsistencies that impact interoperability
patterns in education for students and teachers, nothing has been done to analyze the
usability of e-learning systems during the previous decades. From a different angle, the
goal of this research is to provide information on the many findings relating to the overall
effects of e-learning in education.

According to Devi, B. et al. (2019) they have stated that in flexible learning, videos
can help you remember the processes of palpation, but they may not provide you with
the tactile sense you need to identify the fetal parts. The teacher examined the fetal
components in a typical demonstration, which helped the pupils understand better.
Although there is no substitute for clinical demonstration, video-assisted education can
be utilized in conjunction with traditional bedside demonstration. It is possible to perform
a further study using a variety of instructional methods. A variety of teaching methods
can be combined to provide a plentiful supply of learning opportunities.

According to Dos Santos, H. L. et al. (2018) they have stated that there are two
types of communication in Online Distance Learning courses: synchronous and
asynchronous. A lot of research has already been done to better understand the
functions that each of these modes of communication plays in Distance Learning and to
what degree they are sufficient to give students and lecturers a rich and in-depth
interaction experience. Throughout the discipline, students and supervisors have
expressed a clear preference for using the asynchronous form even though the
synchronous form also received good ratings. Furthermore, students and supervisors
used both kinds of contact more frequently to address academic and important subjects.
Finally, both students and supervisors believe that distance supervision is equally
effective as face-to-face supervision and that less experienced students value face-to-
face interactions with their supervisors more than more experienced students.

Foreign Studies

According to Merwe, B. (2019) she has stated in her design-based research, there
is a strategy that was used to construct a flexible, mobile learning environment that
allowed students to access material on demand. To engage the learner and foster
learning in the clinical context, authentic tasks and assessments were submitted via
mobile phone. Design-based ideas that will be refined in the future include establishing
more adaptable mobile learning environments that allow students to apply their
information in real-life situations and determining whether students are good performers
with the knowledge they have received.

According to Seemiller, C. (2021) she has stated that in her study that there are
shreds of evidence that leadership skills are entrenched in the learning outcomes of
academic programs at all levels and disciplines. The most common competence was
Verbal Communication and Evaluation, highlighting the relevance of foundational, and
possibly more timeless, competencies. However, the increasing frequency of
competencies like Ethics, Other Perspectives, Listening, Diversity, Others'
Circumstances, and Inclusion may imply a growing number of arrows in one's quiver of
knowledge required for effective leadership in today's society.

According to Bastos, R.A et al. (2021) they have stated that in their study that
the undergraduate and postgraduate clinical medical education has been severely
disrupted by the COVID-19 pandemic. During the first year of the COVID-19 epidemic,
their study collected and summarized the existing literature relating to the solutions,
enablers, and hurdles to online learning adopted in clinical medical education. Evidence
was gathered that can be used to inform future policy, practice, and research. To
ensure application to various situations, the findings highlighted the urgent need to
adopt quick design and execution methodologies with more precise explanations in
published articles.

Local Studies

According to De Guzman, M.F. (2017) she has stated in her study that the
faculty members demonstrate a high level of understanding of outcomes-based
education, particularly the active participation of students in learning activities; however,
faculty members' perceptions revealed a moderate level of understanding of the
educators' minor role in teaching-learning situations and planning activities that are
centered on the learners. Faculty members expressed a high level of understanding of
outcomes-based education, particularly the utilization of various assessment tools.
Though there is a moderate level of understanding on curriculum alignment and
mapping, as well as the design of Program Educational Objectives (PEOs) for various
Colleges, student learning is still a challenge.

According to Superio, D. L., et al. (2021) they have investigated the impacts of
the COVID-19 pandemic on the mental and psychological well-being of Filipino college
students. Similarly, the impact of their information-seeking activity on their mental and
psychological well-being is critical. They have also studied the basic details concerning
the extremely infectious COVID-19 that were known by college students. The majority
were likely to trust the pandemic's myths and falsehoods. When seeking information,
television was the primary, most believable, and preferred source. The Internet was
found to be substantially associated with a high level of expertise as a preferred source
of information. Information obtained through interpersonal means, on the other hand,
was proven to make college students extremely cautious. The existence of COVID-19
cases in the area had produced concern among college students, which was likely
amplified by the abundance of information about the pandemic, most of which came
from Facebook.

According to Nuncio, R.V. et al. (2020) they have stated that the E-Learning
Outreach Program (ELOP) is a multisectoral, collaborative, and commitment-driven
action research project aimed at offering relevant and practical computer and Internet
literacy short courses to public elementary school children. The critical action plans for
establishing a pilot e-Learning station in Hen are presented in this paper. In Makati City,
at Pio del Pilar Elementary School, and in Cabuyao City, Laguna, at Pulo Elementary
School. De La Salle University provided additional gadgets and technical help to convert
the school's computer lab into an E-Learning station (DLSU). It was discovered that,
with the exception of advanced skills in hardware use, the program increased
participants' e-Learning knowledge and skills. The ELOP was likewise met with a
significant positive response from the participants.
 CHAPTER 3

Methodology

Research Design

The research design is to gather and assess the opinion and perception of
Grade 11 STEM students on the Impacts of E-Learning in Mathematics in ACLC Senior
High School Tacloban in AY 2020-2021. This research's design leans on a more
descriptive side to extensively describe the situation of Grade 11 ACLC students. The
design is coherent because the techniques of sampling, data collection, and
interpretation as well as the context of the study, fit with the logic of the interpretive
research emphasize rich experiential data, and this research is designed to produce this
kind of data.

A quantitative approach will be used to gather and assess the opinion and
experiences of STEM students on the impacts of E-Learning in their mathematics
subject. Although the uncontrolled environment of the respondents may undermine the
validity of the study from a positivist perspective, from an interpretive perspective this
context is the key to valid research (Durheim, 2007). The Grade 11 STEM students in
ACLC Senior High School will be able to give information towards difficulties the
implementation of E-Learning. The demographic profile given will be used in obtaining
the information for the respondents. In this study, an online structured survey
questionnaire will be administered. A structured questionnaire requires the respondent
to exert less cognitive effort. They reduce the amount of thinking required of the
participant to complete the task, which usually results in a better response rate and
more precise data (Timpany, 2019). For the researcher, they are easier to code and
analyze. The Grade 11 STEM students will be able to give the information to better help
the other students as well to have their proper access to information in terms they are
comfortable with the academic experiences they acquire in this new normal and how it
benefits to prepare for the promising future career of the students and the education
system as well.
Respondents of the Study

To achieve the research study, the researchers must have respondents that will provide
the data to be analyzed. They can be of any age and must have consent in participating
in the said activity (Allen, 2018).

ACLC Senior High School Tacloban is one of the largest schools in Tacloban City in
terms of population. There are 1514 students who are currently enrolled in this school
and 26.16% of the population is Grade 11 STEM Students. The researchers used
Slovin’s Formula to get the sample size of the respondents with a 10% margin of error.
11 respondents from block 9, 11 respondents from block 16, 11 respondents from block
18, 10 respondents from block 19, 10 respondents from block 20, 10 respondents from
block 24, 8 respondents from block 26, and 10 respondents from block 27. So the
needed sample size to get the best results is 81 with the use of Slovin’s formula.

In this study, the researchers employed a stratified sampling method by using the
different grade 11 sections as subgroups for the entirety of the Grade 11 STEM
Students. With this, the researchers can exercise the data-gathering technique with
minimal effort. The respondents in this study will be Grade 11 STEM Students who are
currently enrolled in ACLC senior high school Tacloban for the academic year 2021-
2022. The desired college course for the respondents has to be math-related. The
mode of learning of the respondents must be online. The researchers have chosen
them for the reason that the education curriculum of the grade 11 STEM strand focuses
more on the math subject making use of two math-based subjects.

Research Locale

When the COVID-19 pandemic emerged, people were forced to adjust to their way of
life before. The use rate of online platforms increases due to their compatibility in the
COVID-19 pandemic. As the Philippines is still affected by the pandemic, the
researchers decided to conduct the study online. This is the best approach the
researchers have come up with for gathering the necessary data as it doesn’t
compromise anyone’s health and safety, and it is not costly. There will be eight separate
survey forms with the same contents for each section to better differentiate with each
question. The survey form will be sent by the researchers to its respective block
representatives online. The block representatives of Grade 11 STEM Students of ACLC
Senior High School Tacloban will send the forms to their own respective group chats for
data collection.

Research Instrument (include validity)

In this study, the following instruments are utilized by the researchers to gather all the
data needed to answer the specific problems in the study.

The Impacts of E-Learning in Mathematics on the Academic Performance of

Grade 11 STEM Students of ACLC Tacloban S.Y. 2021-2022

SURVEY QUESTIONNAIRE

Name: Sex:

Age: Section /Year Level/Strand:

Hello there, this survey will serve as our precious data sample in completing our research, and we hope
that you will have careful deliberation in formulating your honest response as it will make our data more
reliable.

The researchers would like to get your permission in disclosing your grades to complete our research
process. Your grades will be confidential and will only be used for research purposes

I give consent to disclosing my grades in Mathematics for the sake of research.

 YES NO

DIRECTION: Please answer the following questions by checking the box (/) associated with the given
choice(s), thank you. There are no right or wrong answers. Your answers will be kept strictly confidential
and you will not be identified.

DISAGREE UNDECIDED AGREE

(1) (2) (3)

1. I like using E-Learning for

Mathematics.

2. I think the teacher’s application

of E-Learning in teaching
Mathematics helps me improve
my skills in Mathematics.

3. I think the teacher’s application

of E-Learning in teaching
Mathematics is not useful.

4. I think my grades will improve by

using E-Learning for
Mathematics.
5. I find Mathematics easier when
the teacher uses E-Learning in
teaching.

6. I hope teachers of Mathematics

continue to use E-Learning in
their teaching.

7. Using E-Learning for

Mathematics is more interesting
than the traditional method.

8. E-Learning makes me more

interested in learning
Mathematics.

9. By using E-Learning for

Mathematics, the opportunity of
interaction with the teacher is
enhanced.

10. By using E-learning for

Mathematics, the opportunity of
interaction with my classmates is
enhanced.

11. Using E-Learning for

mathematics encourage me to
 continue learning on the internet
by myself.

12. I am unwilling to learn

Mathematics through using E-
Learning.

Thank you for taking your time in answering our survey, we hope you have a nice day!

The researchers adapted the instrument from prior research done by El-Seoud, S., Taj-
Eddin, I., Seddiek, N., Ghenghesh, P., & El-Khouly, M. (2014).

Rating Scale Survey Questionnaire

The researchers will use rating scale survey questionnaires. It is used to measure the
satisfaction of the respondents in specific subjects. In this case, the respondents will
rate their level of agreement with E-learning. The researchers will be using this as it is
said to be an effective and easy-to-use technique in terms of gathering accurate
information in a large number of individuals (McLeod, 2014).

Construction
The survey contains a checklist with 12 adapted questions constructed by S. El-Seoud,
I. Taj-Eddin, Naglaa Seddiek, Pauline Ghenghesh, and M. El-Khouly.Ada. Adapting an
instrument necessitates more significant adjustments than adopting an instrument. In
this case, the researcher adapts the general design of another instrument by adding,
removing, or significantly altering the content of each component. All questions were
modified to fit the study.

The researchers use a 3 point Likert scale for the choices. The respondent's profile
contains their name, age, sex, section, grade level, and strand. The survey also
included a letter of consent so that the researchers can ask for the disclosure of grades
from the students' advisers. The questions talk about what are the experiences and
opinions of the Grade 11 STEM Students of ACLC Senior High School Tacloban during
online class in terms of social, cognitive, and teaching presence, what is the significant
effect of the E-Learning method on the academic performance of Grade 11 STEM
Students in their Mathematics subject and what are the differences between E-learning
mathematics and face to face mathematics. But before the researchers conduct the
online survey, we will first explain the purpose of the study to the respondents and
assure them of confidentiality. This type of research instrument will provide the
researchers with accurate data and it will be economic, appropriate especially in this
time of the pandemic.

Validity and Reliability of the Instrument

The instrument which is the questionnaire was adapted from the prior research created
by El-Seoud, S., Taj-Eddin, I., Seddiek, N., Ghenghesh, P., & El-Khouly, M. (2014)
using the Likert Scale. Hence, there is no need to test the validity and reliability of the
instrument.
References:

Wang C, Horby PW, Hayden FG, Gao GF. (2020) A novel coronavirus outbreak of
global health concern. Lancet. https://pubmed.ncbi.nlm.nih.gov/31986257/

Magsambol, B. (2020). 8.8 million parents prefer modular learning for students –
DepEd. Rappler. https://www.rappler.com/nation/deped-says-parents-prefer-modular-
learning-students/
Cognitive Load Theory. (2020). Mind Tools.
https://www.mindtools.com/pages/article/cognitive-load-theory.html
Richardson, Jennifer & Arbaugh, J.B. & Cleveland-Innes, Martha & Ice, Phil & Swan,
Karen & Garrison, D. (2014). Using the Community of Inquiry Framework to Inform
Effective Instructional Design. The Next Generation of Distance Education:
Unconstrained Learning.
https://www.researchgate.net/publication/287234577_Using_the_Community_of_Inquiry
_Framework_to_Inform_Effective_Instructional_Design
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative
potential in higher education. ScienceDirect.
https://www.sciencedirect.com/science/article/abs/pii/S1096751604000156?via%3Dihb
Kintu, M.J., Zhu, C. & Kagambe, E. Blended learning effectiveness: the relationship
between student characteristics, design features, and outcomes. Int J Educ Technol
High Educ 14, 7 (2017). https://doi.org/10.1186/s41239-017-0043-4
Lapitan, L., Jr., Tiangco, C. E., Sumalinog, D., Sabarillo, N. S., & Diaz, J. M. (2021). An
effective blended online teaching and learning strategy during the COVID-19 pandemic.
Education for Chemical Engineers, 35, 116–131.
https://doi.org/10.1016/j.ece.2021.01.012
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based
environment: Computer conferencing in higher education model. The Internet and
Higher Education, 2(2-3), 87-105.https://coi.athabascau.ca/coi-model/
Guerero, A. J. M., Diaz, A. Z., Caceres-Reche, P., & Alonso-Garcia, S. (2020). E-
Learning in the Teaching of Mathematics: An Educational Experience in Adult High
School. MDPI. https://www.mdpi.com/2227-7390/8/5/840
Susa, M.C (2018). Work Values and Teaching Performance of Early Childhood
Educators in Tuguegarao City, Philippines. Asia Pacific Journal of Multidisciplinary
Research.
https://www.academia.edu/42004424/Work_Values_and_Teaching_Performance_of_E
arly_Childhood_Educators_in_Tuguegarao_City_Philippines?
auto=citations&from=cover_page

Lapada, Aris & Lapada, Andy. (2017). Audio-visual Aided Instruction in Science Among
High School Students in the Philippines.
https://www.researchgate.net/publication/333903045_Audiovisual_Aided_Instruction_in
_Science_Among_High_School_Students_in_the_Philippines

Anzaldo, G. (2021). Modular Distance Learning in the New Normal Education Amidst
Covid-19. International Journal of Scientific Advances. https://www.ijscia.com/wp-
content/uploads/2021/05/Volume2-Issue3-May-Jun-No.79-263-266.pdf

Rodrigues, H., Almeida. F. Figueire, V. & Lopes, S. (2019). Tracking e-learning through
published papers: A systematic review. Science Direct.
https://www.sciencedirect.com/science/article/abs/pii/S0360131519300715

Devi, B., Khandelwal, B., & Das, M. (2019). Comparison of the Effectiveness of Video-
assisted Teaching Program and Traditional Demonstration on Nursing Students
Learning Skills of Performing Obstetrical Palpation. Iranian journal of nursing and
midwifery research, 24(2), 118–123. https://doi.org/10.4103/ijnmr.IJNMR_35_18

Dos Santos, H.L & Cechinel, C. (2018). The final year project supervision in online
distance learning: assessing students and faculty perceptions about communication
tools. Taylor and Francis Online.
https://www.tandfonline.com/doi/full/10.1080/0144929X.2018.1514423?
scroll=top&needAccess=true

Merwe, B. (2020). Design-based research for the development of a flexible learning

environment. American Journals Online.
https://www.ajol.info/index.php/hsa/article/view/193826
Seemiller, C. (2021). Preparing Leaders of Tomorrow: An Analysis of Leadership
Competencies within Accredited Academic Program Learning Outcomes. Wiley Online
Library. https://onlinelibrary.wiley.com/doi/abs/10.1002/jls.21737

Bastos, R.A., Carvalho, D.R.D.S., Brandão, C.F.S., Bergamasco, E.C.F., Sandars, J. &
Cecilio-Fernandes, D. (2021) Solutions, enablers and barriers to online learning in
clinical medical education during the first year of the Covid19 pandemic: A rapid review,
Medical Teacher. Taylor and Francis Online.
https://www.tandfonline.com/doi/abs/10.1080/0142159X.2021.1973979

De Guzman, M.F., Edano, D.C., & Umayan, Z.D. (2017). Understanding the Essence of
the Outcomes Based Education (OBE) and Knowledge of its Implementation in a
Technological University in the Philippines. Asia Pacific Journal of Multidisciplinary
Research. https://d1wqtxts1xzle7.cloudfront.net/62128008/APJMR-
2017.5.4.0820200217-42116-auvowt-with-cover-page-v2.pdf?
Expires=1639627864&Signature=YorvqqP5Z6OlFGmfPMrZCH2zHuKclxRpDq06IDIGZi
FEI-6U5bAFGtsoGV9z9dr~OCI8GJM3wD1EYR-sTAs3R8i9Ek6onGIDe-
YydPr3PONJ~VW4lGUPgfMT2r6-qxzQoKbnpDS6MJsz-
mgXN93zYHMYIyV63PeGZBMgnO0Shy~Q1oNX7XgJAoLC~QICu10KQfPijFngUB5mbI
rKtqqEE02HVvv6owt9dRPoPrza8KF7~vwkUnO7j9XyfCBf1lY7Ln10vIQ2JmO6qte2QiYU
AhGtEkG0W4DggJA70WowE51TEy36ddVnZNxeODwdX~f7rJUpdx8Rj2waM5myU9CJ
7Q__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA

Superio, D. L. et al. “The information-seeking behavior and levels of knowledge,

precaution, and fear of college students in Iloilo, Philippines amidst the COVID-19
pandemic.” International journal of disaster risk reduction: IJDRR vol. 62 (2021):
102414. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8225315/

Nuncio, R.V., Arcinas, M.M., Lucas, R.I.G., Alontaga, J.V.Q., Neri, S.G.T., & Carpena
S.G. (2020). An E-learning outreach program for public schools: Findings and lessons
learned based on a pilot program in Makati City and Cabuyao City, Laguna, Philippines.
https://doi.org/10.1016/j.evalprogplan.2020.101846.
El-Seoud, S., Taj-Eddin, I., Seddiek, N., Ghenghesh, P., & El-Khouly, M. (2014). The
impact of e-learning on Egyptian higher education and its effect on learner’s motivation:
A case study. Computer Science and Information Technology, 2(3), 179-187.