La Concepcion College

A Thesis Presented to
The Faculty of the Department of Education of
La Concepcion College

In Partial Fulfillment
of the Requirements for the degree of Bachelor of Secondary Education
Major in English

By
Regine Mae P. Canlas
Analiza M. Japson
Riza T. Legaspi

2021
 RECOMMENDATION
This is to certify that this study entitled, THE EFFECTIVENESS OF ONLINE
CLASS TO THE ACADEMIC PERFORMANCE OF THE 9TH GRADE HIGH
SCHOOL STUDENTS OF CHRISTIAN ECCLESIASTICAL SCHOOL FOR
THE ENGLISH SUBJECT SCHOOL YEAR 2020-2021, as prepared by Regine
Mae P. Canlas, Analiza M. Japson, and Riza T. Legaspi has been examined and is
hereby recommended for FINAL DEFENSE.

DR. LORETO F. MAGPANTAY, LPT, LLB.

Adviser

APPROVAL SHEET
This is to certify that the study entitled, THE EFFECTIVENESS OF ONLINE
CLASS TO THE ACADEMIC PERFORMANCE OF THE 9TH GRADE HIGH
SCHOOL STUDENTS OF CHRISTIAN ECCLESIASTICAL SCHOOL FOR
THE ENGLISH SUBJECT SCHOOL YEAR 2020-2021, as prepared by Regine
Mae P. Canlas, Analiza M. Japson, and Riza T. Legaspi has been examined and has
PASSED for FINAL ORAL DEFENSE with a ____ rating.

FRANCISCO M. MAGPANTAY JR, LPT, RL

Chairman

NOIME F. MAGPANTAY, MAED,LPT ROCHELLE B. SALAZAR, MAED,LPT

Member Member

Accepted and approved in partial fulfillment of the requirements for the degree of
Bachelor of Secondary Education.

NOIME F. MAGPANTAY, MAED, LPT

Program Head
Teacher Education Division
 CERTIFICATION OF ORIGINALITY

We hereby certify that the research is out of our work and that to the best of

our own knowledge and belief, it contains no material previously written or

published by another person or organization nor any material which has been

accepted for award or any degrees or diploma from a university or institution of

higher learning except were due acknowledge is made thereof.

Furthermore, we declare that the intellectual content of those research is the

product of our work although we have received assistance from others on the matter

of organization, presentation, style and language.

Regine Mae P. Canlas

Analiza M. Japson

Riza T. Legaspi

Researcher

Date:___________

Attested by:

Dr. Loreto F. Magpantay

Adviser

Date:___________
 ACKNOWLEDGEMENT

Foremost, we would like to express our sincerest gratitude to our thesis

advisor DR. LORETO F. MAGPANTAY for the continuous support and giving us

the opportunity to do research and providing invaluable guidance throughout this

research.

MS. NOIME F. MAGPANTAY, MR. FRANCISCO F. MAGPANTAY and

MS. ROCHELLE B. SALAZAR, the honorable panel members, for the brilliant

ideas and encouragements extended to the researchers.

To the validators, and researchers’ consultant who shared her time and

outstanding efforts in giving some slice of her knowledge and expertise which

helped the researchers a lot in fulfilling this research;

MS. FLORIZA NEPOMUCENO, Principal of Christian Ecclesiastical School

for opening her door in the surveying of facts needed for this research;

The researchers are indebted to their friends, and family members for

believing and encouragements despite all the setbacks and by always sharing their

unwavering love and financial support.

To LA CONCEPTION COLLEGE, where the researchers discovered and

learned a lot.,
 And praises and thanks to our God, the Almighty, for His showers of

blessings throughout our research work. Be the Glory to You forever!

The Effectiveness of Online Class to the Academic Performance of the 9th Grade
High School Students of Christian Ecclesiastical School
for the English Subject School Year 2020-2021

A Thesis Proposal to the Faculty of La Concepcion College

Teacher Education Division

In Partial Fulfillment of Requirement for the Degree of

Bachelor of Secondary Education

Major in English

Canlas, Regine Mae P.

Japson, Analiza M.

Legaspi, Riza T.

2020-2021
 ABSTRACT

The COVID-19 pandemic has affected millions of lives, especially the

education sector. With that being said, the education sector has found means to

continue educating children in a safe way, wherein they are no longer required to go

out and be exposed to the dangers of the virus. The distance learning filled the gap in

this school year.

In the Philippines, English is considered a second language and is taught nationwide

in schools. But in this time of pandemic, is it possible to learn English efficiently?

In relation to that, a research was conducted by the proponents to find out the

effectiveness of learning English in the ninth-grade students when conducted through

the online learning modality versus face-to-face learning modality. An array of

different online tools and learning platforms have been utilized in the study.

The proponents aim to find out the effectiveness of the online learning

modality through the students’ class performance, examinations, submitted activities,

and projects. They also aim to find out the preferences of the respondents (do they

prefer the online learning modality or the face-to-face learning modality?), the

significant difference of academic performance towards the modular and online

learnings, and the factors that contribute to the effective learning of the students

i
(Availability of Gadgets, Efficiency of sources of Data, Convenience of Learning

Materials). The results will be highly significant to the students, teachers, parents,

and the school administration.

This study includes five (5) foreign literature, five (5) local literature, five (5) foreign

studies, and five (5) local studies that is related to the study. These are the guides that

have been used by the proponents in creating this study.

In this study, only the 9th grade students will be included, and it will be

conducted the district of San Jose Del Monte, Bulacan. The type of sampling would

be the simplest form of sampling to prevent complexity and ambiguity.

In the survey, there will be two parts. The first part is the survey contains the

basic information of the respondents such as name (optional), parent’s occupation,

place of residence and sex that is being followed by close-ended questions in which

they need to check if applicable or suits to the question. The second part of the

research instrument was the Likert scale, in which it is a scale that the researcher

used to be able to know what the holistic view or level of agreement of the

participants is at a certain topic. Likert scale could be used to determine if the

participant strongly agrees or strongly disagrees to a certain statement. The

researchers used frequency as a method of analyzing the data in which it includes

graph, survey questionnaires and even the ranking. The graph includes and shows

the information such as parent’s occupation, place of residence, sex of the

respondents, and its percentage and ranking.

ii
 TABLE OF CONTENTS

Abstract ----------------------------------------------------------------------------------- i
---------------------------------------------------------------------------------- ii
Chapter 1 ---------------------------------------------------------------------------------- 1
Background of the Study ---------------------------------------------------------- 1
Statement of the Problem --------------------------------------------------------- 4
Objectives of the Study --------------------------------------------------------- 5
Hypotheses ---------------------------------------------------------- 6
Significance of the Study ---------------------------------------------------------- 6
Scope and Limitation of the Study ----------------------------------------------- 8
Definition of Terms --------------------------------------------------------- 10
Chapter 2 --------------------------------------------------------------------------------- 12
Local and Foreign Literature ----------------------------------------------------- 12
Local and Foreign Studies ----------------------------------------------------- 16
Theoretical Framework ---------------------------------------------------------- 19
Figure 1 -------------------------------------------------------------- 20
Conceptual Framework ---------------------------------------------------------- 21
Figure 2 -------------------------------------------------------------- 21
Chapter 3 -------------------------------------------------------------------------------- 22
Research Design -------------------------------------------------------------- 22
Population and Sample ------------------------------------------------------------ 23
Research Instrument -------------------------------------------------------------- 24
Data Gathering Procedures ----------------------------------------------------- 25
Analysis of Data -------------------------------------------------------------- 26
Table 1 -------------------------------------------------------------- 28
Table 2 -------------------------------------------------------------- 30
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Background of the Study

This research confronts the transition from traditional learning into online

learning methodologies primarily rooted to the biological warfare that the country is

facing in this present time that affects the learning capabilities of high school

students. It aims to determine the effectiveness of online learning in the English

subject of the students from ninth graders in comparison with their academic

performance during the traditional scheme. English language plays an indispensable

contribution that is used as a medium of communication.

English is one of the most spoken language globally. It is also considered as

the official language of 53 countries by which consists of almost 400 million people.

In addition, English is considered as one of the most common second language

(Global, 2020). English also aids us to connect with different people altogether with

their culture. It helps us in a diverse manner in which we can use specifically in

learning to be more globally competitive students. The different methodologies that

the teachers utilize before in teaching the English subject

 2

is not as effective since the learners do not find the lesson very engaging and

sometimes find it boring.

The emergence of technology, which is currently embraced by the current

education system here in the Philippines, helps to uplift the competency of high

school students. The technology supports the learners to understand the lessons

better because it presents a more creative presentation (audio-visuals) that captures

their attention to be more focused on understanding the concepts that the teacher

wants the student to input and to learn. With the use of different tools such as videos

and photos, the teachers can be more effective in teaching the lesson because the

learners can easily comprehend what the teachers are trying to explain. Aside from

the photos and videos that can be used to integrate the traditional learning, there are

special features that can also play an indispensable factor to produce quality

education with more effective and efficient learning for the students. It specifically

pertains to the platforms such as Google classroom, Google forms, Google meet,

Zoom. Google classroom is used for the posting of the topic and lessons that can be

viewed by the students once they join in the specific class.

Teachers also can use this for the submission of activities and assignments

that helps them in recording because it is more organized and easier to check. Google

forms are used for assessing the quizzes and examination that automatically records

the score after you submit it. Lastly, Google meet, and Zoom are both used in

conducting classes in virtual medium in which you can turn on and turn off your

microphone and camera. Now, these platforms are being widely used and is a very
 3

effective substitute for the traditional learning scheme especially since the pandemic

has begun.

The interactive learning that was brought by the online learning program helps

students to cope up with the lessons they need to understand and actualize

An experimental design was conducted to study the effectiveness of learning

English in the 9th grade students when conducted through online set-up versus face-

to-face set-up. A mixture of different online tools and learning platforms are utilized

in the study. The capacity of achieving or to attain higher and desirable results

among students that are being taught and studied through online scheme was

investigated in this research. Likewise, students from traditional or face to face

teaching have been discovered with low chances of achieving higher scores mainly

because the resources are limited and doesn’t stimulate the students’ desire to strive

hard in school when compared to online set-up. Online learning eliminates the

limitation that traditional learning has. It goes beyond the four walls of the classroom

where the students are conditioned to and confined for the longest time. Online

learning classes promote significant features in such a way where it can help both the

teachers in performing their duties and the students in learning and communicating

in a very efficient manner.

 4

Statement of the Problem

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

1.1. Sex,

1.2. Parent’s Occupation, and

1.3. Place of Residence

2. How may online learning of the respondents be assessed in terms of?

2.1. Availability of Gadgets,

2.2. Efficiency of sources of Data, and

2.3. Convenience of Learning Materials

3. What is the level of academic performance of the respondents in terms of:

3.1. Class Performance,

3.2. Examinations,

3.3. Compliance and submission of activities,

3.4. Projects,

3.5. General Average for the English Subject (Grade 8 - S.Y. 2019-2020), and

3.6. General Average for the English Subject (Grade 9 – S.Y. 2020-2021)

4. Is there any significant difference to the academic performance between online

class and face-to-face class towards the respondents?

 5

5. What are the possible recommendations out of the results of this study?

Objectives of the Study

With the current situation that the world is facing right now with COVID-19,

online learning is the best solution that the educators found in order to pick up the

threads for learnings of the students. Because online learning is serving increasing

numbers of secondary students, it is essential to understand whether when and how

particular implementations of online learning are equally or more productive than

other forms of instruction. Nevertheless, with this epitome of pedagogy, does it

really succor the expected learning outcomes of our students? The main objective of

the study is to determine if online classes meliorate and assimilate the lessons

discussed through online platform

● To determine the demographic profile of the respondents.

● To identify the preferences of the respondents.

● To know the evaluation of the academic performance of the respondents.

● To understand the significant difference to the academic performance

between online class and face-to-face class towards the respondents.

 6

● To make some recommendations out of the result of this study. To the school

and students.

Hypotheses

Ho: There is no significant difference to the academic performance for the English

subject of ninth grade students when taught between F2F Method and Online

Method.

Ha: There is significant difference to the academic performance for the English of

ninth grade students when taught between F2F Method and Online Method.

Significance of the Study

The results of the study will be of the great benefit of the following:

Students

This online method of learning is suitable for the students to make learning

more convenient and easier to access. The learning content can be access according

to their availability and comfort with unlimited number times through their gadgets
 7

(e.g., computer, smartphones, tablets). It’s paperless (environment friendly). It

enhances the computer literacy of students, helping them to become more

resourceful in doing research and obtaining source materials. It lessens the strains of

having to sit down and read through an entire chapter of textbooks, instead they can

deep dive directly to the topics they want to get back to and find a way on how to

efficiently learn the subjects.

Teachers

E-learning benefits the teachers to have a better reach to their students. It

allows them to conduct classes any time of the day wherein the students can either be

online or offline. It eliminates the need of having to travel, hence more time to

prepare for the lesson plans and online classes. It saves time and effort and they can

easily apply deadlines appropriately. Assignments and Exams can be checked

automatically thru the use of online learning platforms, making it more efficient and

accurate.

Parents

One of the potential benefits for the parents of online learning of their

children is that it allows them to properly supervise their children when it comes to

learning. They are now able to monitor their children’s learning as well as their
 8

grades since the online platforms have features that sends the parents the updates on

the current situation of the students. It is possible for the capable parents to assist

their children to the topics that they are falling behind to and focus to the strengths of

their children. It is a cost-effective way of learning by which the parents no longer

need to worry to provide their children “baon” for transportation and food costs.

Administration and Faculty.

The online environment aids in some of the more sensitive areas of classroom

administration. Online assignment posting areas provide a secure and time-

documented avenue for turning in assignments. Servers that retain chat sessions and

newsgroup documentation provide indisputable records of class participation for

both volume and quality. This reduces the hassles associated with face-to-face

instruction. These institutions also hold their faculty meetings online, keeping

records in newsgroups that can be accessed after the meeting. This helps keeps

faculty on track with what's new with the organization.

Scope and Limitation of the Study

This study entitled “The Effectivity of Online Class to the Academic

Performance of 9th Grade High School Students of Christian Ecclesiastical School

for the English Subject School Year 2020-2021” of Barangay Gaya- Gaya at District
 9

of San Jose Del Monte, S.Y 2020-2021 will only circle in one private school which

is the Christian Ecclesiastical School in district of San Jose Del Monte. The target

level for this study is the 9th grade students for the English subject. The study will be

conducted in the district of San Jose Del Monte. The scope of this research will be in

the effectiveness of online classes to the academic performance of 9 th grade high

school students. The type of sampling would be the simple random technique where

we choose a certain subject or sample for the study, we are conducting from a larger

group rather than a population in order to prevent complexity and ambiguity and can

lead us to our hypothesis given the following restrictions.

Due to a limited time given, the researcher is expected to employ the use of

electronic survey and testing methods in gathering and analyzing data. With this kind

of methodology, constraints such as uncooperativeness of respondents and

inaccuracy of responses may be encountered. The data collection is conducted within

the vicinity of Christian Ecclesiastical School. The researcher also referred to books,

periodicals, articles, electronic publications and audio-visual materials as our

research resources. The data obtained may not be reliable due to the fact that the

sample size may not be representative of a particular population. The researcher

might fail to receive important information due to confidentiality that may result in

an irrelevant conclusion of our research study. Such factors limit the conduct of this

study.
 10

Definition of Terms

Online Learning Environment (OLE)

It is a set of teaching and learning tools designed to enhance a student's learning

experiences by including computer and the internet in the learning process.

Traditional classroom or Face to Face classes

An instruction is when the instructor and the students of a non-profit educational

institution are in a place devoted to instruction and the teaching and learning

take place at the same time. In this setting all performances and displays of a

work are allowed.

Edmodo

It is an educational technology company offering a communication, collaboration,

and coaching platform to K-12 schools and teachers. The Edmodo network

enables teachers to share content, distribute quizzes, assignments, and

manage communication with students, colleagues, and parents

Google Classroom

Google Classroom pertains to an application that was developed by Google that able

the schools to create, distribute, collect and grade the assignments. The
 11

primary aim of this application is to provide convenient file sharing for both

teachers and students. 

Google Forms

It is an app primary aims to render the creation of forms for data collection. Both

teachers and students can utilize google forms in creating and conducting

quizzes, surveys, or registration sheets.

Google Meet

This application be installed in computers and android phones used in the modern

way of classes. It provides video-communication that was also developed by

Google that caters meetings and virtual school classes.

Zoom

Zoom app is a cloud-based that renders video communications and allows users to

make virtual video, audio conferences, live chats, webinars, screen-sharing

and other features that can be used for both school and job purposes
 CHAPTER 2

REVIEW OF RELATED LITERATURE

Local and Foreign Literature

According to the Republic of the Philippines' adopted governance, owing to

the viral pandemic known as the SARS-COV or Covid-19 virus, numerous

institutions were forced to use the supplementary options available at the time, which

included doing all transactions online. One of the most significant effects of the law

is that practically all educational institutions have gone online, and others have been

forced to close owing to the proximity (negative consequences) and steepness of the

potential number of enrollments as a result of the ordinance and the outbreak.

This research will highly be focused on the learnings of the respondents

particularly in English during the said orientation of learning. Several papers are

published showing the possible effects of such conditional learning which is not

highly suitable in general.

 13

According to Rappler Philippines' Bonz Magsambol (July 2021), students

didn't really learn as much in virtual classes as they did in traditional face-to-face

sessions. In a Rappler Talk interview on Friday, July 16, a senior high school

graduate expressed his dissatisfaction with the remote learning setting. It was

claimed that students are having difficulty adjusting to new styles of learning, and

that they seldom consider if studying during a pandemic is still worthwhile because

there are so many unknowns. Children did not learn nearly as much as they believe

they did, but learning with instructors is significantly superior. They have a hard time

understanding their teachings at times. Face-to-face instruction is still the best

option. Senators questioned a report from the Department of Education (DepEd) in

March that said that in the first quarter of the school year, 99 percent of public-

school students obtained a passing grade (October-December 2020).

According to Paul VanPortfliet and Michael Anderson, the efficacy of online

distance learning has challenged educators, and they have typically expressed

skepticism about the possibilities of recreating outcomes equivalent to traditional

face-to-face instruction through online distance learning. VanPortfliet and Anderson

remark in a research comparing results from online and hybrid courses that academic

success and retention are thought to be worse for students enrolled in distance

learning programs than for those enrolled in traditional classroom settings. A lack of

touch between students, their teacher, and their peers in the online learning

environment has been proposed as a reason for this relative lack of efficacy. Heather

Kauffmann investigated characteristics that predict student performance and

 14

satisfaction with online learning in a 2015 research. Several studies, according to

Kauffmann, have indicated that online learning programs provide results that are

equivalent to those of face-to-face programs.

As a result, according to Alburo et al. (2019), studying such a subject is now

very binary. On the one hand, we may anticipate proper learning, and on the other

hand, we can expect complementation, which involves a variety of biases, such as a

lack of motivation in learning. They also want to highlight that this is due to the fact

that we cannot supervise every student's readiness and patience to study

independently regardless of the existing community environment or the rules and

constraints. Online learning with sufficient materials, according to Dr. Opina et al.

(2020), is beneficial in developing and strengthening the student's knowledge and

abilities in the topic. Illustrations throughout the modules will assist learners in

understanding and comprehending the subject. Moreover, kids will find the task to

be trivial due to the convenience of having internet connections including the use of

computers. As an outcome, the educator is the most important person in learning.

We'll take a look at the instance of language preference in relation to a

community guideline. According to Barrot (2018), our government pushed a new

basic curriculum in response to the outbreak's recent development, and along with

the modifications, they should implement the new English curriculum called as the

Language Arts and Multiliteracies Curriculum or LAMC (LAMC). The curriculum is

closely linked to the fundamental learning of English language-related terms, which

was also included in our previous curriculum, as well as the generality of such terms,
 15

and they want it to be correlated with the students' learnings for future

implementations for future designs and implications for studies.

Xu et al. (2017) formed a research that says that students are struggling in

subjects such as English and Social Sciences which was because of having a negative

peers and social media. Now, In the study, we will discuss the relevance of studying

Blended English which is a way of teaching the said language online and in literary

studies which relates to studying by doing the said motion.

According to Mithorpe et al. (2017), the Blended English project involved the

development, implementation, and evaluation of learning and teaching activities for

undergraduate English units using online and mobile technologies. It also tries to

claim to have the ability to enhance disciplinary learning and facilitate deep

scholarly inquiry. Blended English was a project that entailed creating,

implementing, and assessing online and mobile learning and teaching activities for

undergraduate English classes. The authors utilize survey and focus group data, as

well as staff reflective practice and peer review, to make the case for greater

technology-enhanced teaching and learning in English literary studies.

Local and Foreign Studies

The researchers investigated blended learning and its ramifications during

online learning in the preceding part. Now we'll seek for any and all attitudes and

perceptions concerning blended learning in English. According to Madruino et al.

 16

(2015), a specific number of measure must be applied over a short period of time if

we are to migrate from physical learning to blended learning. In order to prepare, the

facilitator has to be kept up to speed on any changes that may occur. Students, on the

other hand, must be adaptive to the many characteristics that educational institutions

may provide. Meanwhile, we're almost forced to infer that both inquisitions

(instructors and students) are critical components of blended learning. This overhaul

entails a review of the effectiveness of English language education (ELE) in the

country, which is currently at a crossroads as stakeholders work to address issues the

same as improving Filipino students' English language skills on the one hand while

also bolstering academic achievement on the other. ELE in the Philippines, which

goes all the way back to the American colonial time in the nineteenth century, has

been deemed unsuccessful in terms of significantly improving learning outcomes

among Filipino students. ELE policies have encountered some challenges about

alignment and coherence in the fields of curriculum and assessment, as well as

difficulties in implementing meaningful transformation (Madruino et al., 2015).

Now, in keeping with the previous conversation, we'll take a look at the

informal side of learning English through the online community. According to

Sockett and Toffoli (2016), social media has a significant impact on students' and

instructors' learning. Furthermore, any study on how to formalize system learning for

the online community must be conducted. We have a general understanding that we

will need to employ social networking platforms to give help, which describes the

quantity of unlearned materials.

 17

Nevertheless, we will require a brief asynchronous period following the

lesson to monitor the students' progress. Restrictions may emerge from time-based

activities in order to reduce the proportion and likelihood of learners not being

honest and responsible with their own belongings. According to Wdowik (2014),

during some asynchronous periods, students are engaged in enhancing their

knowledge from the real lessons that they are taking. The consequences are not

always broad, but rather specific to the university in question, as determined by the

researcher's reference. Along with that, we still need to investigate and incorporate

additional factors that might influence and distort the results.

Madruo et al. In their book, al. (2015) demonstrated that in our country's

education curriculum, we have the (MTBMLE) Mother Tongue Based Multilingual

Learning Education, which is technically imposed for every student in every

education system because, statistically and hypothetically speaking, English is forced

on us to learn, which is a good thing. Mother Tongue Based Learning is one of the

positive aspects of our education since it allows us to learn more by guaranteeing

that we understand what we are intended to study, which would be true in the nature

of every student. Now, the researcher intends to highlight how each institution's

faculties adjust to online learning and education in the midst of the Covid-19 viral

pandemic.

According to Morrelista and Oducado (2016), a researcher from Guimaras

State University and Western Visayas University, the majority of faculty have faced

a major conundrum in terms of internet connectivity, and therefore only a few have a
 18

stable connection, which could be a hypothetical disadvantage for students because

the research above states that students are highly dependent within the adaptability

that the educational institution will impose. Now that we have all of the conclusive

information and vitals for the findings, the literature will attempt to demonstrate how

the generalizations will function on the essential’s selection method from the

researcher's evaluation.

Theoretical Framework

In this part of research, several types of theory pertaining to online classes

will be discussed and analyzed to create a distinction whether it would be suitable for

the later method that will be used and comprehended. Now, the definition of learning

theory would be necessary. In the paper of (Picciano,2017), Learning theory is

Learning theory is intended to explain and assist us in comprehending how people

learn; nevertheless, the literature is complex and comprehensive enough to cover

entire library sections. Psychology, sociology, neuroscience, and, of course,

education is among the fields involved.

 19

The framework for further debate will be laid by highlighting three of the

most prevalent learning theories: behaviorism, cognitivism, and social

constructivism. Several other learning theories that are applicable to online education

will also be discussed. Before diving into these theories, it's worth delving into the

definition of the term theory. Moreover, the learning theory for online education is

different. In the same way that no single learning theory has developed for

instruction in general, no single learning theory has arisen for online education. A

variety of ideas have emerged, the most of which are derived from the basic learning

theories previously discussed. Several theories will be evaluated in this part to see if

they are fit for the online environment.

Figure #1 The Learning experience

The core of this approach is that Instead of being a subset of remote

education, online education has emerged as a subset of learning in general. Blended

 20

learning, which blends face-to-face and online training, is becoming more popular. It

is the most common kind of instruction at all levels of school, and it serves as the

foundation for an understanding of the world. a model that is integrated All courses

and programs will almost certainly feature video in the not-too-distant future. some

elements of online learning, according to (Picciano, 2017).

Conceptual Framework

The Input-Process-Output (IPO) model or system is applied to this study. The

IPO model is composed of three important steps. First, the Input, being the initial

step, are the demographic of the respondents and the concept of online classes. For

the process, it will start from the data gathering and will conclude with the

presentation and interpretation of the data gathered. Finally the output will be the

studies’ findings and the narrative of the assessed effectiveness of online class to the

academic performance of Grade 9 students in their English subject.

 21

Input Process Output

1. Demographic Profile Preparation of To be able to determine

questionnaire the demographic profile
1.1 Sex
1.2 Parent's Occupation of the respondents.
Approval of
1.3 Place of Residence
questionnaire To be able to identify the
preferences of the
2. How may online learning respondents.
Conduct
of the respondents be
surveys
assessed in terms of?
2.1 Availability of Gadgets To be able to know the
Data evaluation of the
2.2 Efficiency of sources of academic performance of
Gathering
Data the respondents.
2.3 Convenience of
Learning Materials Statistical
Treatment of To be able to understand
Data the significant difference
3. How may the level of to the academic
academic performance of performance between
the respondents be evaluated Presentation
and online class and face-to-
in terms of? face class towards the
Interpretatiom
3.1 Class Performance respondents.
of Data
3.2 Examinations
3.3 Compliance and To be able to find
submission of activities reccommendation to
3.4 Projects make online class and
3.5 General Average for the effective way to improve
English Subject (Grade 8 - the academic
S.Y. 2019-2020) performance of the
3.6 General Average for the students.
English Subject (Grade 9 –
S.Y. 2020-2021)

4. Is there any significant

difference to the academic
performance between online
class and face-to-face class
towards the respondents?

5. What are the possible

recommendations out of the
results of this study?

FEEDBACK
22
 CHAPTER III

METHODOLOGY

In this chapter, it includes the methodologies used to aid this research such as

research design, population and sample, research instruments, data collection,

analysis of data, and statistical treatment.

Research Design

This chapter presents the methods and technique, the population and sample,

the research instrument, the construction and validation of the instrument, the data

gathering procedure, and the statistical treatment to be used in the conduct of the

study.

Methods and Techniques of the Study

This study used descriptive methods of research to determine the effectiveness of

online class to the academic performance of the 9th Grade High School students of

Christian Ecclesiastical School. Descriptive research aims to describe a population,

 23

situation or phenomenon accurately and systematically. It can answer what, where,

when and how questions, but not why questions. (McCombes, 2020) The extent of

the effectiveness of online classes to the academic performance of students can be

measured from gathering quantitative information (soft data) from surveys of

faculties’ opinions, school administrators, or experts in the sector (Salinas Fernández

et al.,2019) that will also be applied in gathering data.

Population and Sample of the Study

The participants of the study are the selected Grade 9 students at Christian

Ecclesiastical School. All participants must be a bona fide student at the said school

and must be enrolled for the School Year 2020-2021. The researcher requested

permission from the school administrators to disseminate the questionnaire

electronically within their respective school jurisdiction.

For the sampling technique, the researcher will be using probability for equal

chances of result, specifically the use of simple random sampling. A simple random

sample is a subset of a statistical population in which each subset member has the

same chance of being picked. A basic random sample is intended to represent a

group in an unbiased manner.

Simple random sampling is theoretically the ideal method of sampling. There

will be a list of each member of the population and use random numbers to decide
 24

which objects are in the sample. Each object is equally likely to be selected. This

produces an unbiased sample which the researchers hope is representative.

Simple random sampling is a probability sample in which every member of the

study population has an equal chance of selection. The choice of sample population

was based on the convenience and availability for both participants and researchers.

The total sample size was 40 while the total population was 190. The selection of

items completely depends on chance and randomness and therefore this technique is

also known as a method of chance.

Research Instrument/s

The research instrument used in this study were a questionnaire and survey

that was being made by the researcher to be able to gather the necessary information

about the study. The research instrument consists of two parts in which the first part

is the survey. The survey contains about the basic information of the respondents

such as name (optional), sex, parent’s occupation, and place of residence and that is

being followed by close-ended questions in which they need to choose if applicable

or suits to the question. The part II of the research instrument was the Likert scale in

which it is a scale that the researcher used to be able to know what the holistic view

or level of agreement of the participants a certain topic is. Likert scale could be used

to determine if the participant was strongly agreeing or strongly disagreeing with a

 25

certain statement. And part III of the research instrument was the paired t-test in

which the researchers to know whether two group means are different and whether

that difference can be shown to be statistically significant. Statistical significance

indicates that the outcome of the statistical procedure is rare enough to confirm that

the differences observed would not have occurred solely by chance. 

Data Gathering Procedures

This section states the sequence of how the researchers gathered the data. The

data collection for this study will be accomplished through several steps. First, the

researcher will construct a research title. Second, the researchers will present a letter

of approval to the Office of the Dean of the College Department, requesting for

approval to conduct a study in the selected locale, specifically in the Christian

Ecclesiastical School. Afterwards, the researcher will seek approval to utilize the

research instrument. The questionnaire is directly related to the research title, which

is to determine the effects of online classes in the academic performance of Grade 9

students at the school. Along with the adaptation of the research questionnaire, the

researcher will then create a Letter of Consent for the respondents of the study. The

data collection will commence after the request is granted by the Dean of the College

Department. The researcher will disseminate the research questionnaire per

respondent. The respondents will be chosen through simple random sampling.

 26

Lastly, after the collection of data, the researcher will then interpret and weigh the

results. The nature of the data collection will be based on questionnaires. In this

study the researchers will use an electronic data collection instrument (Google

Forms).

Analysis of Data

As the questionnaires will be disseminated individually to the respondents,

this traditional approach will allow the researcher to view the responses of the

respondents to the questionnaire. The data collected in the questionnaire will be

collated, organized, and analyzed.

Statistical Treatment of Data

Frequency and Percentage were used to answer the demographic profile of

the respondents.

A percentage frequency distribution is a display of data that specifies the

percentage of observations that exist for each data point or grouping of data points. It

is a particularly useful method of expressing the relative frequency of survey

responses and other data. Many times, percentage frequency distributions are

displayed as tables or as bar graphs or pie charts (Lavrakas, 2008).

With the formula:

 27

Where:

P = Percentage; n = no. of respondents

f = Frequency; 100 = constant

Weighted Mean. The weighted mean will be computed with the extra weight

given to one or more elements of the sample. The weighted average of observed data

is a result of the multiplication of each component by a factor reflecting its

importance.

Formula:

Whereas:

W = weighted average

n = number of terms to be averaged

w{i} = weights applied to x values

X{i} = data values to be averaged

 28

The equivalent point assigned to each indicated the extent of existence of the

conditions as perceived by the respondents was determined by estimating each

weighted average which becomes the verbal description

Table 1.

Likert 5-point scale

SCALE RANGE OF VALUES VERBAL

INTERPRETATION
5 4.20 – 5.0 Strongly Agree (SA)

4 3.40 – 4.19 Agree (A)

3 2.60 – 3.39 Neutral (N)

2 1.80 – 2.59 Disagree (D)

1 1.00 – 1.79 Strongly Disagree (SD)

Standard Deviation

The standard deviation is a statistic that measures the degree of variation or

dispersion in a set of numbers. A low standard deviation implies that the values are

close to the set's mean, whereas a high standard deviation suggests that the values

are dispersed over a larger range.

Formula:
 29

Where:

Paired t-Test

Paired sample t test is a statistical technique that is used to compare two

population means in the case of two samples that are correlated. It is used in “before

and after” studies, or when the samples are the matched pairs, or the case is a control

study.

Formula:

Where:

d = difference per paired value

N = number of samples

Table 2
 30

Analysis Statistical Tools

Demographic profile of the respondents Standard Deviation/Weighted

In terms of sex mean

Identify the preferences of the respondents Frequency and Percentage

Distributions
Evaluation of the academic performance of the Likert Scale
respondents.

Understanding the significant difference to the Paired t-test

academic performance between online class and
face-to-face class towards the respondents.

Recommendations out of the result of this study. To

the school and students.
 31

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the gathered data according to the questions posted in

the statement of the problem with corresponding interpretation.

1. Profile of the Respondents

Table 1

Respondents to Sex

Sex *f %
Male 15 37.5
Female 25 62.5
Total 40 100

Table 1 presents the frequency and the percentage distribution of the

participants’ gender. The data shows that majority of the group population of the

Grade 9 students at Christian Ecclesiastical School were Female (f=25) gaining 62.5
 32

percent of the student population. While, Male (f=25) follows with a total percentage

of 37.5 percent of the population. Whenever it comes to gender, this situation almost

invariably prevails, with the general consensus being that female gender outnumbers

male gender in terms of numbers in the vast majority of cases. During their research,

Fadol and Saadullah (2018) discovered that creating an online learning environment

that is more female-friendly can result in higher levels of academic accomplishment

among students.

Graph 1: Respondents’ Sex

Respondents as to Sex

Male
38%

Female
63%

According to the results of a retrospective study conducted by Volchok

(2018), female students outperformed male students in terms of final course grades,

pre-semester cumulative, and scores on three early semester extra credit tasks that

were handed to everyone. In part, they interpreted this as a result of female students
 33

being more motivated than their male counterparts, as well as being more capable of

adopting a proactive disposition toward their studies — than male students.

Table 2

Respondents as to Parent’s Occupation

Parent’s f(father) f(mother f(total) % Rank

Occupation )
Jobless 2 18 20 25% 2
Employee 13 13 26 32.5% 1
OFW 4 4 8 10% 4
Doctor/Dentist 1 - 1 1.25% 8
Nurse - 1 1 1.25% 8
Business 3 2 5 6.25% 5
Owner
Engineer 1 - 1 1.25% 8
Police/Military 3 - 4 5% 6
Other 13 2 15 18.75% 3
Total 40 40 80 100%

Table 2 represents the frequency and the percentage distribution of the

participants’ parents and their corresponding occupation. Large population of

students indicates that their parents were Employee with a working house of 8 hours

a day ranking 1st with a frequency of 26 and a percentage of 32.5 percent. Students'

academic achievement in subjects was found to be most significantly influenced by

their parents' education, according to a study conducted by Stella Erhuvwu (2019).

The effect of academic motivation was found to be the least significant influence on

students' academic achievement in subjects.

 34

In addition, it has been shown that parents that ranked 2nd in table distribution

were Jobless rendering a frequency of 20 with an average percentage of 25 percent.

As a result of the COVID-19 pandemic, many are laid of off their jobs because

companies are not able to keep the employees because of the decline of

customers/consumers. It can also be a basis of financial difficulties where parents are

having a very hard time supporting the online class of their children. Furthermore,

the categories of “others” which indicate that parent’s occupation were not listed in

the given category. Others ranked 3 gaining a frequency of 15 and a percentage of

18.75. Moreover, Oversees Workers Filipino also has seen to rank 4 th in the student’s

parents occupation distribution gaining a frequency of 8 and an average percentage

of 10%. A study conducted by Usaini (2015) has found that pupils who have a parent

who has a formal career outperform their peers who have parents with informal

occupations in terms of academic achievement.

 35

Graphic Representation 2:

Respondents as to Parent’s Occupation

19%
25% Jobless
Employee
OFW
5% Doctor/Dentist
1% Nurse

6% Business Owner
Engineer
1%
1% Police/Military
Other
10%
32%

The pie chart shown above revealed that the most students’ parents were either

not working as a result of the massive unemployment as a result of the pandemic.

While other has able to retain their work as an employee rendering 8 hours of work

but still earning the minimum wage which considered to be inadequate to sustain

large families. This proves that the occupation of the parents is a factor in building

the confidence of the children, they will feel inspired and secured if they know that

their parents have a stable job to support the formidable needs of online class.

Similarly, Barling and Zacharatos (2019) believe that children who believe their

parents are insecure about their professions are frequently distracted cognitively,

which in turn has a poor impact on their academic performance.

Table 3
 36

Respondents as to Place of Residence

Residence *f % Rank

Relocation 7 17.5 3
Private 15 37.5 1.5
Subdivision/Village
Squatters Area 3 7.5 4

Residential Area 15 37.5 1.5

Total 40 100

Table 3 shown above represents the overall frequency and percentage

distribution of the respondent’s place of residence.

As shown on the gathered data majority of the students live in private

subdivision and residential area both gaining an overall frequency of 15 with a

similar average percentage of 37.5. The result was further supported by López and

Wodtke (2012) as they indicate that student enrolled in institutions, as well as their

kind of housing throughout college has a considerable impact on students' first-year

academic achievement. This indicates that students who live in a quiet and reserved

environment have much higher GPAs than comparable students at the same

university who live in a remote and disruptive environment.

Furthermore, the following student also claimed that their place of residency

was in relocation area claiming 2nd in the ranking with a total frequency of 7 with an

average percentage of 17.5 percent. In addition, Adama et al. (2018) discovered in

their study that, while students' choice of location, age, and academic level do have
 37

an association, it is not statistically significant. This includes the cost of the students'

accommodations, the quality of the surroundings, the level of privacy, and the

number of pupils housed at the facility. Their research also demonstrates that

distance has a significant impact on students' academic performance because it

hinders their capacity to listen in during lectures, as opposed to students who live

close to campus or in the campus hostel.

Moreover, 7.5 percent of the student also claimed to live in squatter’s area

gaining a frequency of 3. Furthermore, the study was further supported by Pedamallu

and Weber (2012), as they indicate that students enrolled in public schools were

typically located primarily in the inner squatter and outer squatter, which were

subjected to large shifts in population, which may pose educational, social, and

behavioral challenges to the students enrolled. environments where students are

exposed are not pleasant due to a wide variety of human behavior and misbehavior.

There is also a lot pollution whether noise and environmental. It can lessen the

eagerness of the students to perform better on their online class.

Graphic Representation 3:
 38

Respondents as to Place of Residence

Relocation
17.5%

Residential Area
37.5%

Private Subdivi-
sion/Village
37.5%
Squatters Area
7.5%

The table shown above represents a graphic representation of student’s place

of residency. It has been shown that large majority of the student living either in

Private Subdivision/Village or Residential area, while relocation are and squatter

area was followed. With such result it has been determined that the environment and

attitude of the children's neighbors and peers will undoubtedly influence their desire

to try, study harder, and achieve better in their online schooling, as well as their

perception of the importance of education (Erman, 2016).

II. Assessment of Online Learning

Table 4

Effectiveness of Online Learning in terms of Availability of Gadgets

Easy SA A N D SD Wm I Rank
 39

Access/Availability of
Gadgets
Easy access to the 6 20 3 9 2 3.48 A 1
devices/gadget needed
for online learning.
Parents have enough 3 9 15 9 4 2.95 N 2
budget for the gadget
needed in online
learning.
3.21 N
x (mean)

*Multiple Responses

Table 4 represents the perceived effectiveness of online learning in terms of

availability of gadgets. As shown on table above, student remained neutral in terms

of their perceived effectiveness of online learning in terms of availability of gadgets

with a weighted mean of 3.21. In addition student also agrees with the notion of

having an easy accessibility to the devices/gadget needed for online learning gaining

a mean of 3.48. Meanwhile, Erman (2016) explains that kids who have a good grasp

of technology, as well as students who have access to a large number of technology

facilities held by schools or parents of students, are more likely to achieve excellent

grades in their classroom. On the other hand, student also remained neutral the

claims that their parents have sufficient budget for the gadget needed in online

learning with a weighted mean of 2.95. Mushtaque and Mushtaq (2021) gave

additional support for their findings, stating that having a digital device is one of the

most essential factors for pupils in the midst of the pandemic education supplied by

their parents, which may also be altered as a result of unemployment.

 40

Table 5

Effectiveness of Online Learning in terms of Efficiency of Sources of Data

Efficiency of Sources SA A N D SD Wm I Rank

of Data
Easy access to mobile 7 14 6 13 0 3.38 N 2
data or internet
connection for online
learning.
Backup internet in case 7 9 4 15 5 2.95 N 3
there is a problem with
the main internet
connection
Not able to access a 10 11 8 9 2 3.45 A 1
reliable internet
connection
3.26 N
x (mean)

*Multiple responses

Table 5 shows perceived effectiveness of online learning in terms of

efficiency of sources of data. The data indicates that large majority of the student

respondents of grade 9 students of Christian Ecclesiastical School of School Year

2020-2021 remained Neutral on the perceived effectiveness of online learning in

terms of efficiency of sources of data gaining an average weighted mean of 3.36.

Furthermore, the result also reveals that student remain neutral in terms of its easy

accessibility of mobile data or internet gaining a mean of 3.38, as well as back-up

internet towards online learning with a mean of 2.95. However, great majority of

student also indicates that they themselves has problem having access to reliable
 41

internet connection gaining a weighted mean of 3.45. Ferdyan et al. (2020) provide

additional evidence for this finding, stating that while having basic internet

connection is currently recognized as a basic requirement for online learning, the

majority of students are poor due to their parents' capacity to provide such access to

them. Furthermore, they explained that it would not stimulate the learners to excel

academically, but rather annoy them because they would not have appropriate

internet connection.

Table 6

Effectiveness of Online Learning in terms of Convenience of Learning Materials

Convenience of Learning SA A N D SD Wm I Rank

Materials
class materials provided to us 8 20 10 2 0 3.85 A 1
are very helpful for online
learning
I find it difficult to browse and 4 8 13 13 2 2.98 N 3
access the different learning
materials used in online
learning.
I can easily get along with the 5 15 18 1 1 3.55 A 2
latform used in the online
class.
3.46 A
x (mean)

Table 6 characterizes the perceive effectiveness of online learning in terms of

convenience of learning materials. It has been shown that student overall agree that

in terms of its convenience of learning materials considering that it is the pandemic

has shown to be effective gaining a general weighted mean of 3.46. Additionally,

 42

student also agrees that the class materials that were provided to them were helpful

for online learning gaining a mean of 3.85. In addition, student also claimed that it

was the various online learning platform used in the online class were easy to use

gaining an average mean of 3.55. However, large majority of students also remain

neutral In terms of the known difficulty in browsing and having access to different

various learning materials used in online learning with a weighted mean of 2.98.

Currently, Georgia (2019) explains that discovering sources is simple in this day and

age. Nonetheless, it is the dependable sources that can be time-consuming but that

can supply readers with extensive, well-reasoned theory, argument, discussion, and

other types of information that is founded on good evidence Furthermore, he stated

that students, particularly those participating in online learning, must be aware of the

materials that they are receiving in order to avoid the dissemination of incorrect and

false information.

III. Level of Academic Performance

Table 7

Effectiveness of Online Learning in terms of Class Performance

Class Performance SA A N D SD Wm I Rank

I am able to get passing 6 24 7 3 0 3.83 A 1

scores from my activities
and improve them.
I actively participate in 7 15 10 8 0 3.53 A 3
class discussion.
 43

I have effectively studied 3 18 16 3 0 3.6 A 2

my English subjects in
the new learning mode.
3.65 A
x (mean)

Table 7 represents the perceive effectiveness of online learning in terms of

class performance. It has been shown that student overall agree that in terms of their

class performance during online learning has shown to be much better and has

perceived effectiveness considering that it is the pandemic gaining a general

weighted mean of 3.65. Moreover, student also agrees that they were able to get

passing scores from their school related activities and has shown to improve their

class standing, with a mean of 3.83. In addition, student also agrees with the claim

that they were able to actively participate in class discussion having an average mean

of 3.53. Furthermore, large majority of students also accepted that they have

effectively studied their English subjects in the new learning mode having a mean of

3.6. The result was consistent with the findings of Azudin et al. (2021), indicating

that students were able to perform better during online education, which was

reflected in their academic performance.

Table 8

Effectiveness of Online Learning in terms of Examination

Examination SA A N D SD Wm I Rank

I am able to take my 9 11 10 8 2 3.43 A 2

examinations in a
quiet and peaceful
 44

environment.
The exam is based 5 27 7 1 0 3.9 A 1
on the assignments
and materials
covered in the
course.
I get low/failed 2 4 9 18 7 2.4 D 3
scores from my
major examinations.
3.24 N
x (mean)

Table 8 represents the perceive effectiveness of online learning in terms of

examination of students. It has been shown that student overall remained neutral that

in terms of examination it has a much better effectiveness gaining a general weighted

mean of 3.24. Furthermore, student also agrees that they were able to take their

examinations in a quiet and peaceful environment, with a mean of 3.43. Similarly,

student also agrees with the claim that the examination they were taking was based

on their assignments and provided materials in their given course, having an average

mean of 3.9. Furthermore, large majority of students also denied the fact they get

lower mark or failed scores from their major examinations having a weighted mean

of 2.4. Furthermore, Darkwa (2021) displays results that are consistent with the

findings of the study, which found that online learning was more successful than

traditional classroom learning methods. Additionally, the pupils demonstrated strong

academic performance while participating in online learning as manifested in high

academic markings.
 45

Table 9

Effectiveness of Online Learning in terms of Compliance and submission of

activities

Compliance and SA A N D SD Wm I Rank

submission of
activities
I m able to collaborate 6 20 13 1 0 3.78 A 1
with my classmates for
activities that need
collaborative efforts.
I excel more in school 3 13 15 8 1 3.23 N 3
activities since they are
at the comfort of my
home.
I feel anxious 6 17 8 8 1 3.5 A 2
submitting my work
online.
3.5 A
x (mean)

Table 9 represents the perceive effectiveness of online learning in terms of

compliance and submission of activities. It has been shown that student overall agree

that there has been a seen effectiveness on online learning in terms of compliance

and submission of activities among students gaining a general weighted mean of 3.5.

Moreover, student also agrees that they were able to collaborate well with their

classmates during the activities that require collaborative efforts gaining a mean of

3.78. Similarly, student also agrees with the claim that they excel more in school

activities since they are at the comfort of my home possessing a mean of 3.23.

Furthermore, large majority of students also further accepts the fact despite of

various achievement they still feel anxious in submitting their work online, having a
 46

weighted mean of 2.4. Pardo (2020) provides more evidence for this finding, stating

that online learning was substantially connected with self-efficacy learning and test

anxiety, both of which were significantly and positively associated with intrinsic

motivation. Also noteworthy is the fact that intrinsic motivation is both significantly

and positively related to a positive self-regulating technique.

Table 10

Effectiveness of Online Learning in terms of Projects

Projects SA A N D SA Wm I Rank

Because of online 5 14 13 7 1 3.38 N 2

class, I am more
creative and
resourceful when
doing my projects.
I am able to submit 5 19 6 8 2 3.43 A 1
project on/before the
deadline.
3.41 A
x (mean)

Table 10 represents students’ perceive known effectiveness of online learning

in terms of projects. It has been shown that student overall agree that there has been a

known effectiveness of online learning in terms of projects gaining a general

weighted mean of 3.41. Moreover, student remained neutral in terms of the known

effectiveness of online class, in their creativity and resourcefulness when

undertaking their projects, gaining a mean of 3.38. Similarly, student agrees in the

midst of online learning that they were able to submit project on/before the deadline,
 47

while possessing a mean of 3.43. Schertzer & Schertzer (2020) also contributed to

the conclusion by stating that students in institutions of higher education where the

institution has recently experienced an increase in the number of turnover, which has

resulted in a massive increase in the number of students leaving universities, further

supported the conclusion. Students became dissatisfied with the course as a result of

the insufficient provision of educational needs to them, which contributed to their

dissatisfaction with the course overall.

Table 11

Significant difference to the academic performance between online class and

face-to-face classes towards the English Subject

General Average for Wm Rank

the English Subject
Grade 8 (Face to Face) 91.05 2

Grade 9 (Online) 91.15 1

Table 11 represents students’ academic performance during online class and

face-to-face classes towards the English Subject. The recent online class has the

better acceptability of academic performance compare to face-to-face education.

Hauser and Paul (2021) further highlighted that one implication for face-to-face

education was primarily the necessity to maintain a free-flowing discourse with

students in order to maximize learning opportunities. On the other hand, in an online

medium, logical structure is extremely crucial for the reader. At the end, they

stressed the relevance of the innovation component, which demonstrates the

 48

importance of incorporating new techniques and technology to improve the

interaction part of online education. Finally, it is critical for educators to be aware of

these disparities and to take steps to accommodate them. This will boost the efficacy

of their instruction and, in turn, result in improvements in the academic performance

of the students they are teaching. Students preferred to take future classes online,

according to Artino (2019), because it gives them a lot stronger confidence in their

capacity to learn online in the presence of self-efficacy, and as a result, they wanted

to take future courses online. Overall, the findings of the study demonstrate that

online learning does increase students' academic performance, as evidenced by their

higher levels of self-efficacy and satisfaction, as well as their lower task value

perceptions. Taking these data into consideration, academics and practitioners will

have an improved grasp of the relationship between numerous personal aspects and

students' choice of instructional modality.

Table 12

Significant difference to the academic performance between online class and

face-to-face classes towards the English Subject

General Average for Wm Rank

the English Subject
Grade 8 (Face to Face) 91.05 2

Grade 9 (Online) 91.15 1

Table 12 represents students’ academic performance between online class

and face-to-face classes towards the English Subject. The result shows that the recent
 49

online class has a better academic performance compared to face-to-face education.

Ortega-Maldonado (2019) bolstered this conclusion by stating in his study that a

considerable fit between e-learning methods and educational outcomes must first be

established, and that one must ensure that the student's livelihood and demographic

are taken into account to avoid mismatch. Additionally, he stated that online students

placed a higher premium on education and were more satisfied with the methods

used than their face-to-face counterparts. Paul (2019) added that with online

teaching, students who typically do not participate in class can now express their

opinions and worries via the chat features of the online learning system,

demonstrating a greater level of comfort participating in class conversation without

fear of being recognized or judged. This may result in an increase in overall class

education and achievement success.

Test of Significant Different Paired t-test

D
ƩD ƩD 2 SD t computed

0.1 4 138 1.8784 0.34

The result was significant, t computed (0.34), SD 1.8784, D= 0.1. An

examination of the group means indicating that although there had been a slight

numerical difference in online learning and face-to-face when being compared

significantly on their academic performances, the test still reveals that there is no
 50

significant difference among variables. However, one must also not neglect the slight

difference and improvement that online education has provided to the student, and

was advise to take into consideration the utilization of technologies and various

online flatform in delivering adequate and quality education. Chisadza et al. (2021)

corroborated the findings by indicating that students' performance was positively

associated with having reliable wi-fi connection, as opposed to using mobile internet

data. And it was discovered that students with inferior academic performance had

trouble engaging in self-study over supported study. This indicates that a method of

teaching was not the sole factor that affects the academic performance of the

students. Arias & Anderson (2018) corroborate this finding by indicating that both

methods of instruction were relatively successful and both played a significant role

in determining the students' relative academic performance.

df 𝛼 t critical t computed Decision Interpretation

39 0.05 1.684 0.34 Do not There is no
one - Reject Null significant
tailed test Hypothesis. difference to
the academic
performance
for the English
subject of
ninth grade
students when
taught between
F2F Method
and Online
Method.

Decision rule:
 51

Overall, since the computed t value of 0.34 is less than the t critical value of

1.684 at a level of significance of 0.05, the statistical decision is do not reject the null

hypothesis (Ho). Therefore it reveals that there is no significant difference to the

academic performance for the English subject of ninth grade students when taught

between F2F Method and Online Method.

Conclusion:
It has been shown that there is no statistically significant difference in

academic performance for ninth grade students taking the English subject when

taught using the face-to-face method or the online method. However, according to

the findings of the study, it is still important for educators to consider integrating

both online and face-to-face methods of instruction because both methods of

instruction were relatively successful and both played a significant role in

determining the students' relative academic success.

 52

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECCOMENDATIONS

This chapter presents the summary of the study for the gathered data, the conclusions

drawn from the findings and the recommendations offered by the teachers in the light

of the findings and conclusions. It answers the questions presented in the statement

of the problem.

SUMMARY OF FINDINGS

Based on the gathered data, the researchers came up with the following findings:

1. On the profile of the respondents

1.1. The overall profile of the Grade 9 students at Christian Ecclesiastical School

shows that the majority of the group population was female with a total

frequency of 25, gaining 62.5 percent of the student population, and was

followed by the male population with a frequency of 25 and a total

percentage of 37.5 percent of the student population. On the other hand,

concerning the distribution of the participants' parents and their

corresponding occupation, It has been shown that parents that ranked first in

the distribution show that the majority of the students declare that their

parents were employees with a working house of 8 hours a day, gaining a

frequency of 26 and a percentage of 32.5 percent, while jobless or plain

 53

housewives come second in the distribution, rendering a frequency of 20

with an average percentage of 25 percent. Furthermore, in terms of student

distribution with regard to their place of residency, The great majority of the

students indicate that they live in either private subdivisions or residential

areas, gaining a simultaneous result of an overall frequency of 15 with a

similar average percentage of 37.5. 

2. Assessment of Online Learning

2.1. The assessment of the online education of grade 9 students at Christian

Ecclesiastical School in School Year 2020–21 overall presents the following

data. In response to the perceived effectiveness of online learning in terms of

the availability of gadgets, students remained neutral in terms of their

perception of the effectiveness of online learning in terms of the availability

of gadgets, with a weighted mean of 3.21. In addition, students also agree

with the notion of having easy access to the devices/gadgets needed for

online learning, gaining a mean score of 3.48. similar to the perceived

effectiveness of online learning in terms of the efficiency of its sources of

data. The data also indicates that a large majority of the grade 9 students at

Christian Ecclesiastical School in School Year 2020–21 remained Neutral on

the perceived effectiveness of online learning in terms of the efficiency of

sources of data, gaining an average weighted mean of 3.36. Furthermore, the

result also reveals that students remain neutral in terms of their easy

accessibility of mobile data or the internet, gaining a mean of 3.38, as well

 54

as the back-up internet towards online learning with a mean of 2.95.

However, the great majority of students also indicate that they themselves

have problems having access to reliable internet connections, gaining a

weighted mean of 3.45.

Despite of the large portion of neutrality majority of the student also

agree to the perceived effectiveness of online learning in terms of the

convenience of learning materials, gaining a general weighted mean of 3.46.

Additionally, students also agree that the class materials that were provided

to them were helpful for online learning, gaining a mean of 3.85. In addition,

students also claimed that the various online learning platforms used in the

online class were easy to use, gaining an average score of 3.55. However, a

large majority of students also remain neutral in terms of the known

difficulty in browsing and having access to the various learning materials

used in online learning, with a weighted mean of 2.98. 

3. Level of Academic Performance

3.1. The level of academic performance during online learning The data

represents that online learning has provided a perceived effectiveness of

online learning in terms of class performance, indicating that online learning

has been shown to be a much better option considering that it is a pandemic,

gaining a general weighted mean of 3.65. Moreover, students also agree that

they were able to get passing scores from their school-related activities,

which has been shown to improve their class standing, with a mean of 3.83.
 55

In addition, students also agree with the claim that they were able to actively

participate in class discussion, with an average mean of 3.53. Furthermore, a

large majority of students also accepted that they have effectively studied

their English subjects in the new learning mode, with a mean of 3.6. In

addition to that, however, students also possess neutrality in terms of the

perceived effectiveness of online learning in terms of student examinations,

gaining a general weighted mean of 3.24. However, it has also been seen that

students also agree that they were able to take their examinations in a quiet

and peaceful environment, with a mean of 3.43. Similarly, students also

agree with the claim that the examination they were taking was based on

their assignments and provided materials in their given course, with an

average mean of 3.9. Furthermore, a large majority of students also denied

the fact that they got lower marks or failed scores on their major

examinations, having a weighted mean of 2.4.

Additionally, corresponding to the student's perceived effectiveness of

online learning in terms of compliance and submission of activities, it has

been shown that students overall agree that there has been effectiveness in

online learning in terms of compliance and submission of activities, with

students gaining a general weighted mean of 3.5. Moreover, students also

agreed that they were able to collaborate well with their classmates during

the activities that required collaborative efforts, gaining a mean of 3.78.

Similarly, students also agree with the claim that they excel more in school
 56

activities since they are in the comfort of their home, possessing a mean of

3.23. Furthermore, a large majority of students also further accept the fact

that, despite their various achievements, they still feel anxious about

submitting their work online, having a weighted mean of 2.4. Moreover, in

terms of the students’ perceived effectiveness of online learning in terms of

projects, it has been shown that students overall agree that there has been a

known effectiveness of online learning in terms of projects, gaining a

general weighted mean of 3.41. However, students also remained neutral in

terms of the known effectiveness of online classes and in their creativity and

resourcefulness when undertaking their projects, gaining a mean of 3.38.

4. Is there any significant difference to the academic performance between

online class and face-to-face class towards the respondents?

Overall, the study shows Grade 9 students at Christian Ecclesiastical

School have better acceptability together with better academic performance.

The result was significant; t was computed as (0.34), SD = 1.8784, and D =

0.1. An examination of the group means reveals that, while there was a slight

numerical difference between online learning and face-to-face learning when

comparing their academic performances significantly, the test still reveals

that there is no significant difference among variables. However, one must

not overlook the minor difference and improvement that online education

has provided to students, and they are advised to consider the use of

technology and various online flatforms in delivering adequate and quality

 57

education. Overall, since the computed t value of 0.34 is less than the t

critical value of 1.684 at a level of significance of 0.05, the statistical

decision is to not reject the null hypothesis (Ho). Therefore, it reveals that

there is no significant difference in academic performance for the English

subject of ninth grade students when taught using the face-to-face method

and the online method. 

5. What are the possible recommendations out of the results of this study?

It has been shown that there is no statistically significant difference in

academic performance for ninth grade students taking the English subject

when taught using the face-to-face method or the online method. However,

according to the findings of the study, it is still important for educators to

consider integrating both online and face-to-face methods of instruction

because both were relatively successful and played a significant role in

determining the students' relative academic success.

Conclusion:

Females constituted the majority of the Grade 9 student population at Christian

Ecclesiastical School, with males a distant second. The significant majority of the

student population is similarly concentrated in private subdivisions and residential

neighborhoods revealing that students were financially capable. in meeting their

needs.  Furthermore, a significant portion of the student populace has revealed to

 58

have a parent that works full-time as an employee in a functioning 8 hours a day,

followed by homeowners who do nothing does the daily chores.

In an assessment of students' perceptions of online learning, It was discovered

that the vast majority of them stayed neutral in terms of perceived effectiveness of

online education, particularly in respect to the availability of devices and access to

relevant sources of information while engaging in online educational activities.

However, despite assurances of impartiality, the majority of the students generally

believe that it is convenient to have the only source of learning construction

materials available, especially in light of the fact that the pandemic has proven to be

effective in terms of effectiveness.

However, despite the large number of claims made by the students in their online

education which shows a significant number of productivity in terms of overall class

performance, there is still no substantial difference to the academic achievement for

the English topic of ninth grade pupils when presented among Face‐to‐face Method

and Online Method. However, it is still undeniable within the result that student were

able to efficiently study their English subjects in the new learning style, as well as

adhere to strict deadlines for submitting assignments and other tasks. More

importantly, the students agree that they were able to work well with their classmates

during the activities, and they claim that the recent online class has a higher

acceptability of academic performance when compared to face-to-face instruction.

Recommendation:
 59

Overall, students' levels of self-efficacy and contentment, as well as their

judgments of task worth, all indicate that online learning improves their academic

performance in the long run, according to the study's findings in aggregate.

Academics and practitioners will have a better understanding of the relationship

between a variety of personal factors and students' choice of instructional mode as a

result of taking these data into consideration.

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