i

EFFECTS OF DISTANCE LEARNING AMONG SENIOR HIGH

SCHOOL STUDENTS

A Practical Research Paper Presented to Senior High School Faculty of

University of Cebu-Maritime Education and Training Center
Cebu City, Philippines

In Partial Fulfillment of the Requirements

for the Subject Inquiries, Investigation and Immersion

Cañete, Mark A.
Celle, Wilbur Philippe S.
Lipura, Charles Jeremiah A.
Maneja, John Clinton B.
Pada, Vonjour M.
Perez, Venz Randolf S.
Siarza, Kim E.

May 2021
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APPROVAL SHEET

This research proposal entitled “Effects of Distance Learning Among

Senior High School Students” prepared and submitted by Cañete, Mark A.

Celle, Wilbur Philippe S., Lipura, Charles Jeremiah A., Maneja, John Clinton

B., Pada, Vonjour M., Perez, Venz Randolf S., and Siarza, Kim E. of the

Senior High School Maritime track, University of Cebu-METC has been

examined, accepted, and approved.

PANEL OF EXAMINERS

MR. RICHARD C. LAGUS JR., LPT

Chairman

JONNAH ALCONTIN, LPT JOHN KENNETH TANEO, MAEd

Panel Panel

CARLO AMORIN, LPT NELSON D. CALISA JR., LPT

Statistician Research Teacher

JONNAH ALCONTIN, LPT KAY P. DIAZ, MAT

SHS Research Coordinator Campus Research Director

ENGR. ALLAN R. NAVARRO DR. NORMA O. OPLADO

Senior High School Coordinator Principal

Date: May 31, 2021

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ACKNOWLEDGEMENT

A research study is an arduous task which requires determination,

perseverance, and patience. The researcher would like to extend their

appreciation and gratitude to the people who made this study possible.

To our Almighty God, for allowing us to do this assignment

successfully.

To our parents. Without their love and support over the years, none of

this would have been possible.

Next, to thank our Practical Research 2 and 3I’s Teacher Mr. Nelson

D. Calisa Jr. Your help and guidance over this semester which is

unmeasurable and without it, we would not be where we are today.

To our school, University of Cebu – METC, for giving us the perfect

environment in conducting our research.

To the panel examiners, program research coordinators, dean, and

principal thank you for giving this opportunity to let us develop not only in

mental aspect but also emotional.

Lastly, to our friends and to those who helped us in pursuing this study.

Thank you from the bottom of our hearts.

The Researchers
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ABSTRACT

Title : EFFECTS OF DISTANCE LEARNING AMONG SENIOR HIGH

SCHOOL STUDENTS
Researchers : Cañete, Mark A.
: Celle, Wilbut Philippe S.
: Lipura, Charles Jeremiah A.
: Maneja, John Clinton B.
: Pada, Vonjour M.
: Perez, Venz Randolf S.
: Siarza, Kim E.
Stand : Pre-Baccalaureate Maritime Strand
: University of Cebu – Maritime Education and
School
Training Center
Adviser : Mr. Nelson D. Calisa Jr.
Date Complied : May 2021

This study aims to identify the effects of distance learning among senior high school
students in the University of Cebu – Maritime Education and Training Center for the second
semester of the school year 2020-2021. Data were gathered through a survey questionnaire and
interpreted to come up with the result in order to determine the effects of distance learning.
This research uses a mixed method. This method includes the use of questionnaires and
interviews. In the first, quantitative phase of the study, the research instrument used was a research-
made survey questionnaire that contains 20 questions. The survey questionnaire will be accessed
through the Google form link, which will be sent to all identified respondents. The researchers used
a recognition-type questionnaire in which the respondents simply choose the variable. In the
second, qualitative phase of the study, the interview will include an open-ended question relevant
to the study. This will be conducted to explain the results of the statistical tests, obtained in the
first, quantitative phase. The question will focus on the effects of distance learning among senior
high school students.
In the findings, most of the participants do experience the effects of distance learning
among senior high school students which were having the freedom to choose their own way of
learning, the safe from accidents, have more time doing certain things, have more time to spend
with family, have developed their abilities when it comes to using technology. The researchers
conclude that the study was successful as most participants agreed with the stated variables. The
theory has also been relevant with the study. The equivalency theory is positively related to the
effects of distance learning. The theory postulates that distance education is not identical to
traditional education, but it is equivalent. It states that local and distant learners have fundamentally
different environments in which to learn and that they have the luxury of choosing their own method
of learning.
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DEDICATION

The researchers dedicate this study to all the students, especially to

those who are struggling with the problems of distance learning, family whom

they really love. A special feeling of gratitude that they want to convey most

specially to their parents namely: Mr. Dante D. Cañete and Mrs Anicita A.

Cañete, Mr. Salvador C. Lipura and Mrs. Ma. Lulu A. Lipura, Mr. Gerardo O.

Maneja and Mrs. Ludy B. Maneja, Mr. Michael Pada and Mrs. Ma. Lajani

Pada, Mr. Renato S. Perez and Mrs. Melane S. Perez, Mr. Reynaldo E. Siarza

and Mrs. Maria Hazel E. Siarza, Mr. Chubby P. Celle and Mrs. Rosela S.

Celle.

These people are the ones who supported them in their lifetime journey

that they are taking. They are always there in times of their need. A special

thank you to these people who supported them in entire process of their study

and always understand them no matter what the situation may be. They have

given the researchers the discipline to do their research study and to become

better students, without their love and support this study would never be

possible. The researchers will always appreciate all their sacrifices in this

entire research journey.

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TABLE OF CONTENTS

Content Page Page

Title Page i
Approval Sheet ii
Acknowledgement iii
Abstract iv
Dedication v
Table of Contents vi
List of Figures viii
List of Tables ix

CHAPTER 1 THE PROBLEM AND ITS SCOPE

INTRODUCTION
Rationale of Study 1
Theoretical Background 7
Review of Related Literature 9
THE PROBLEM
Statement of the Problem 16
Significance of Study 17
Scope and Limitation
RESEARCH METHODOLOGY 19
Research Design 19
Research Environment 20
Research Respondents 21
Research Instrument 22
Research Procedure
Data Gathering 22
Treatment of Data 23
DEFINITION OF TERMS 24
CHAPTER 2 PRESENTATION, ANALYSIS, AND
25
INTERPRETATION OF DATA
CHAPTER 3 SUMMARY OF FINDINGS, CONCLUSION, 32
AND RECOMMENDATIONS
Summary of Findings
Conclusion
Recommendation
REFERENCES 38
Internet Sources
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APPENDICES
A Transmittal letter to the Principal 41
B Consent Form 44
C Research Instrument 50
D Reliability
E Location Map 51
CURRICULUM VITAE 52
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LIST OF FIGURES

Figures Description Page

1 Research Flow 20
2 Location Map 51
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LIST OF TABLES

Tables Description Pages

1 Frequency of Yes and Percentage on the Effects of 26
Distance Learning Among Senior High School Students
2 Coding on how Distance Learning has affected the senior 28
high school students
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CHAPTER 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION
This chapter presents the different essential elements: the introduction

which contains the rationale of the study (an explanation of the reasons for the

conduct of the research), the theoretical background that explains why a

certain phenomenon happens, the review of related literature, and statistical

foundation; the statement of the general and specific problems; the

significance of the study which enumerates the beneficiaries of the study and

the corresponding benefits each will receive; and lastly the notations or the

research methodology.

Rationale of the Study

Like what they always say, “Difficult roads often lead to beautiful

destinations”. People might not understand the true meaning of this saying,

but knowing its true essence might change your perspective about your

struggles in life. Complications, difficulties, issues, errors, failures and

setbacks are normal events that happen frequently in one’s life. And the harder

the struggle, the sweeter the reward. Many individuals tend to have a hard

time with coping with different situations and give up easily. For instance, the

researchers observed that some of the learners do not have a liking on distance

learning which has eventually resulted in them stopping their education

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journey. Additionally, the researchers observed that most of these students

lack motivation. Without the face-to-face classes occurring, classes nowadays

would happen online which uses the different platforms of technology.

Students are now more engaged in social media more than ever. If this

occurrence continues to happen, those students would probably be staying at

home without doing and learning anything and would most likely lessen the

number of students who will have a chance to graduate and attain an ideal job.

However, some students perceived distance learning as a good way and

chance to improve themselves in other aspects. Many learners have learned

how to improve their skills in technology while some have improved their

grades because of the comfort they feel in studying at home.

This study will be conducted in the University of Cebu, Maritime

Education and Training Center. The school offers Pre-baccalaureate Maritime

Specialization (PBMS), Science, Technology, Engineering and Mathematics

(STEM), Humanities and Social Sciences (HUMSS), and General Academic

Strand (GAS) under the Academic Track; and also Specialize Maritime of

Technical Vocational Livelihood Track. This establishment has also adapted

in the new education method called distance learning which has the main aim

of providing every single learner with proper safety. Since the school itself

has chosen to adapt with distance learning, the researchers have assumed that
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there are various effects which are experienced by the students. Some students

really hard however studying in a new learning method is not an easy thing to

do, for it requires learning strategies, motivation and most importantly, their

perception, opinion and feeling about the newly-adapted learning method. It

has been widely known that the learner’s success in learning depends on how

they feel about their way of studying as well as the effort they put into their

work. The researchers have to conduct information or awareness to the

students.

Distance Learning or also called as e-learning or online learning is now

the most frequently used education method in this generation. This is due to

the shocking incidents like the sudden rise of the corona virus that has forced

most education secretaries to officially move to distance learning instead of

the traditional face-to-face classes. According to a study conducted by Bizhan

(2013), there are many excellent benefits and major setbacks in distance

learning. For one, it proves less expensive to support. For another, distance

learning is not limited by geography. However, there are also instances where

students experience plenty of struggles in adapting to the sudden change in

their style of learning. For instance, some students might not able to adjust

immediately which may result in them losing interest in studying. On the other

hand, some prefer this kind of method because they feel the ‘’sense of security
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and community’’ and have easily made adjustments in order to learn more

efficiently (Brown, 2018).

There are many factors that influence how the learner thinks and feels

about distance learning. This includes learning factors, physical and emotional

factors, mental and social factors, and environmental factors (Neves, 2009).

There are plenty of learners that are having a hard time in this situation.

Finding out the different effects especially the good ones will motivate

students and will eventually make them interested in studying once more in

this education method. The researchers chose this topic in order to help fellow

students who are having problems with distance learning and in order to do

that, they plan to identify the different effects of this education method to the

students.

To address the problem, the researchers wanted to conduct a study

about the effects of distance learning among the students. The researchers

wanted to share the data and information they have gathered to the inhabitants

of the University of Cebu – Maritime Education and Training Center Basic

Education Department. By doing this, they will learn and be aware of the

effects of distance learning among the senior high school students in the

school and will eventually get motivated by the good ones. If the result of the

study shows that distance learning mostly brings positive effects to the
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students, the researcher will submit the accumulated data to the principal to

address the issue. Still, if the conclusion shows it brings negative feedback,

the researchers would like to conduct an online seminar in order to inform the

inhabitants of UC-METC Basic Education about the health benefits of

distance learning which will eventually motivate them even more in finishing

their education progress.

In this study, the researchers aim to know the effects of distance

learning among Senior High School students. Additionally, they also plan to

identify how distance learning affect the Senior High School students.

The focus of this study is to know the good effects of distance learning

and how it affects the students in order to help and encourage them on

continuing to study in the new learning method.

.
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Theoretical Background of the Study

This theory is interrelated to the study that the researchers conducted.

It shows the effects of distance learning to Senior High School students. The

assumptions are as follows:

Equivalency Theory

The equivalency theory postulates that distance education is not

identical to traditional education, but it is equivalent. The basis for this theory

is that learning experiences should be equivalent, rather than identical

regardless of whether the learner is in a traditional or distant setting (Simonson

et al, 2011). It states that local and distant learners have fundamentally

different environments in which to learn and that they have the luxury of

choosing their own method of learning. It is the responsibility of the educator

to design learning events and modules that provide experiences with equal

value and impact for learners. Simonson (2011) stated that it should not be

necessary for any group of learners to compensate for different, possibly

lesser, instructional learning experiences. Students should have learning

experiences that are tailored to the environment and situation in which they

find themselves. Thus, those developing distance education systems should

strive for equivalency in the learning experiences of all students, regardless of

how they are linked to the resources or the instruction they require. There are
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several key elements to Equivalency Theory; they are the concepts of

equivalency, learning experiences, appropriate application, students, and

outcomes. The concept of equivalency is central to the widespread acceptance

of distance education. If teachers, learners, and the public in general identify

learning at a distance as the equivalent of what they consider to be traditional

learning, then distance learning will become mainstream. If equivalency is not

what the public perceives, then distance education will continue to be

peripheral to the field of education. Effects of distance learning has been

linked with the theory of equivalency is some studies. In one study, about 3 in

every 5 learners perceives distance or e-learning as equally or effective as

traditional learning because of the various impacts they have experienced in

the past academic year (Yerby and Floyd, 2013).

Self-Efficacy Theory

According to (Albert Bandura, 1977), the concept of this theory can be

understood as a personal judgment of "how well one can execute courses of

action required to deal with prospective situations". Self-Efficacy is a person’s

particular set of beliefs that determine how well one can execute a plan of

action in prospective situations. To put it in more simple terms, self-efficacy

is a person’s belief in their ability to succeed in a particular situation. People’s

beliefs in their efficacy are developed by four main sources of influence,

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including (a) mastery experiences, (b) vicarious experiences, (c) social

persuasion, and (d) emotional states. High self-efficacy has been linked with

numerous benefits to daily life, such as resilience to adversity and stress,

healthy lifestyle habits, improved performance, and educational achievement.

For instance, students with high self-efficacy have been gifted with good

influence and experience which have resulted to the students’ determination

and high motivation towards success. Conversely, low self-efficacy has

resulted in major setbacks which includes the sudden loss of interest in a

certain craft, poor performance rate, low grades and too much stress. For

example, students with low self-efficacy tend to have poor and bad influence

from others which often result to the students’ loss of interest and is more

prone to failure.

This theory can serve as the supportive theory as it states the different

sources of influences which are the deciding factors on whether a student has

a high or low self-efficacy. By identifying this, people will be able to

determine how an individual views and engages distance learning. Students

with high self-efficacy most likely have no problems with handling the new

education curriculum. On the other hand, those with low self-efficacy would

most probably give up easily due to the problems, issues, and struggles in

studying in this learning method.

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Review of Related Literature

Most of the population of students have all opted to distance learning.

This is due to the circumstances we all are facing right now. Many individuals

have already experienced distance learning where they all stay at home and

study without much physical interaction with other people. Some are already

used to this type of learning while others are still adjusting to the challenges

and advantages this method may bring. Knowing how these students are

affected by distance learning may actually give us a large idea upon how to

promote, how to improve and how to continue this kind of learning method.

Chen (2010) stated that distance learning is cost effective in the sense

that there is no need for the students or learners to travel. It is also cost

effective in the sense that it offers opportunities for learning for maximum

number of learners with no need for many buildings. Students are given the

opportunity to focus more on their academics and show their capabilities in

class with lesser financial issues and problems.

According to Smedley (2010), the adoption and implementation of

distance learning provides the institutions as well as their students or learners

the much flexibility of time and place of delivery or receipt of according to

learning information. It is flexible when issues of time and place are taken into
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consideration. Because of this, every student has the luxury of choosing the

place and time that suits him/her.

Marc (2003) suggested that the open-ness that comes with distance

offers learners yet more options. As they explore the freedom that distance

makes possible, they begin to realize that they can control and emphasis of

what they study. If there’s a part of the course that bores them, or which they

cannot master, or in which they are already competent, then they can choose

to skip past it without a second thought. Through this, students begin to

establish their time management skills which is a key factor in learning.

Baron (2007) noted that some individuals find distance learning far

more functional than face to face education. Study shows that those

individuals which are learners favor home environment rather than the school

atmosphere. These students seem to have experienced less stress because of

the quiet and less stressful characteristic distance learning has offered.

According to Bourdieu (2020), because of the COVID-19 outbreak and

schools being shut, spaces were swapped and they stopped serving their

traditional functions. The school has temporarily stopped being a place that

construes new experiences based on old or traditional ones. Consequently,

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the home became the space where children, parents, and teachers performed

their practices. Because of this, people have been safe from the corona virus.

Bijeesh (2017) argued that because of distance education, students do

not need to waste their time on different situations such as wasting their time

waiting for a bus, wasting their time on unnecessary things in school. In this

kind of learning program, your classroom is right in your bedroom - the study

material on your desk or the e-material on your computer. Learners now have

more time to focus and finish their school works in time.

According to Zhang (2006), distance learning has always permitted

learners to watch activities conducted in the classroom via interactive video,

and when recorded, to watch and listen to lessons as many times as needed.

Learners have the freedom to learn from the lessons found in the videos as

much and as many times as they want. In addition, they stated that the use of

technologies and interdisciplinary approaches are key factors in distance

education.

According to Brown (2018), distance learning has lessened the number

of accidents happening to students in recent years. Because of this, distance

education learners are guaranteed to be safe from accidents and bad

happenings while learning at home.

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Cowan (2006) stated that distance learning was designed for purposeful

and disciplined students, because there is no direct contact with the lecturer,

which may increase the demand of them to work by themselves. Moreover,

distance learning has taught learners to accomplish their tasks independently

which results to them working on their future outputs without much

assistance.

Nagrale (2013) stated that those who opted for distance education will

no longer have a problem at commuting in crowded buses or jeeps. Learners

do not need to spend energy in waiting for vehicles to take them to school.

Due to the implementation of distance learning program, commuting for long

hours in no longer common for students.

Algahtani (2011) noted that the phenomenon of open and distance

education is made possible by the advent of technological discoveries, which

has a heavy impact on the mode of curriculum delivery. Students are always

engaged in technology which are essential for their learning process. Because

of this, they have developed their skills and abilities and have continued to

improve on the basic and complex ways of technology. Various tasks like

video making and creating digital content has become too familiar to students.
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According to Capogrossi (2003), the distance learning method have

taught students different skills and competencies of developing professional

skills such as the skill of self-study, the ability to plan and organize, the ability

to solve problems, to work under pressure and to be creative and resourceful.

Understanding that this method gives everybody an opportunity to develop

these social qualities, which are undoubtedly necessary for modern

professionals.

Valentine (2002) define distance learning method as the mode of study

where teachers and students do not meet in a classroom but use the different

social applications like the internet, email and mail to have classes. It focuses

on the quality and quantity of written works and outputs which are essential

in the learning process of students. Moreover, he noted that learners from this

method have all been given the right amount of time to be able to process their

lessons which makes them learn more efficiently.

According to Litwin (2001), the development of distance education not

only has contributed to the implementation of various aspects of education, it

has also provided distance learners with the privilege to carry out their

personal commitments in life. Therefore, learners can spend more time on

themselves and with their family now that they opted for distance learning.
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Neves (2009) stated that distance learning can be as good or better than

in-person learning for the students who choose it. Study shows that learners

from this curriculum have shown lots of improvements in honing their skills

in learning. Furthermore, students have been more competent because they

feel more comfortable in distance education rather than the traditional method.

According to Bizhan (2013), distance education has been a mainstream

way of learning today. Young students are expected to adapt in this kind of

education because study shows that teenagers have a higher percentage of

learning with the help of technology. Moreover, he stated that the students

who chose this method have learned to be more disciplined and patient in this

kind of academic curriculum because of the different activities which engages

them in various ways which often results to them improving their morality.

Wagner (2008) noted that distance learning makes available extra

prospects for interactivity between students and teachers during content

delivery. It is able to provide opportunities for relations between learners by

the use of discussion forums. Through this, distance learning helps eliminate

barriers that have the potential of hindering participation including the fear of

talking to other learners. And it has evidently motivated students to interact

with other learners, as well as exchange and respect different point of views.
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According to Caldas (2012), the separation by distance gives learners

freedom to work to at their interest, pace, and in their own separate ways. In

addition, they stated that distance education learners have a higher percentage

of productivity from the traditional method which means that because of

distance education, students have become more productive in their individual

tasks and works.

Covey (2002) stated that the implementation of distance education has

benefitted lots of students. Research shows that 55% of the those benefitted

individuals were all actually students struggling at keeping up with the

traditional way of learning or what we call face to face classes. However,

because of the new distance learning method, those students are no longer

struggling to keep up because they already have freedom to control and choose

their own way of learning lessons.

According to Annetta (2004), studying at home because of distance

education might actually give students more inspiration to learn more about

certain lessons and lectures. He added that studying at your own home space

and environment would make it more pleasant for the students to learn new

things and concepts. In short, because of distance learning, students feel more

comfortable working on the academic tasks.

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THE PROBLEM

Statement of the Problem

This study aims to identify the effects of distance learning among senior

high school students of University of Cebu – Maritime Education and

Training Center for the second semester of A.Y. 2020 – 2021. Based on the

findings, an action plan can be proposed.

Specifically, this intends to answer the following questions:

1. What are the effects of distance learning to the senior high school

students?

2. How does distance learning affect the senior high school

students?

3. Based on the findings, what sound recommendations can be

proposed?
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Significance of the Study

The findings of this study would be beneficial to the following

individuals:

Students. Having to know and experience the positive effects of

distance learning will make them view distance learning as an effective

learning method. This can also help them stay motivated in studying and

students may see it as a good option or choice for the next school year.

Parents. Knowing the positive effects of distance learning will let the

parents think about it as a good choice for their children’s education. This will

eventually help them in deciding what learning method to possibly choose by

the next academic year.

Teachers. This study will be beneficial to the teachers because they

would be able to know that their way of teaching online is effective. Teachers

will possibly be inspired to continue teaching knowing that their ways of

imparting knowledge to students online have given positive results.

School Administrators. This study will be beneficial for the school

administrators in a way that they can formulate new ways in order to polish

and improve their efficiency and methods of teaching in distance learning.

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Current Researchers. This study has been beneficial to the current

researchers in a way that knowing and experiencing the positive effects of

distance learning has helped us stay motivated and productive throughout the

school year.

Future Researchers. This study can be used as a reference for future

use. This can also be used as a related study or literature to those who plan on

studying about the positive effects of distance learning.

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Research Methodology

This section exhibits the systematic procedures, processes, and

appropriate treatment used for gathering data concerning the effects of

distance learning among Senior High School students at the University of

Cebu – Maritime Education and Training Center. A thorough discussion on

research design, the flow of the study, environment, participants, instrument,

data gathering procedure, and statistical treatment are stated on each

component of the research methodology.

Research Design

The purpose of this two-phase, exploratory mixed methods study will

be to explore participant views with the intent of using this information to

develop and test an instrument with a sample from the population. Themes

from this qualitative data will then be developed into an instrument so that the

theory and research questions can be tested that relate distance learning with

its effects for 278 respondents at University of Cebu – Maritime Education

and Training Center.

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Fig 1.
Research Flow

INPUT PROCESS OUTPUT

The Effects of • Two-phase, Creation and

Distance Learning exploratory distribution of
among Senior High mixed method brochures to both
School Students • Data Gathering students and
• Data Treatment parents on the good
• Data effects of distance
Presentation learning

Research Environment

This study will be conducted at the University of Cebu – Maritime

Education and Training Center (UC-METC). The school's goal is to

democratize quality education, giving hope and transforming lives, and its

mission is to prepare students to become collaborative, caring, and world-

class seafarers who will lead the Maritime Industry in the future. This school

is located in Alumnos, Mambaling, Cebu City and is one of the known schools
 21

in the province which have focused and produced successful as well as

brilliant people such world-class seafarers. This University offers a lot of

Senior High School courses which includes STEM, GAS, HUMSS, TVL and

its very own Pre-baccalaureate Maritime Strand which highlights and

prioritizes subjects related to seafaring in order to ready its students before

going college. This University is actually known as one of the few seafaring

institutions established in the country.

Research Respondents

The research respondents of this study are the Senior High School

students in the University of Cebu – Maritime Education and Training Center.

As of now, there are 1,681 enrolled Senior High School for this second

semester. The researchers set the sample size to 278 out of the total

population. The sampling method used in the study is the convenience

sampling method for everyone is given equal to participate because most of

the students experience the said phenomenon.

Research Instruments

This research will utilize a researcher-made questionnaire to obtain the

necessary data needed for the assessment proper. The research instrument to

use is a fifteen-item survey questionnaire lifted from the review of related

 22

literature. The researcher will use the Google form platform for their survey

questions. All the needed personal information which will not be disclosed

will be ask in the first section of the Google form and in the second section

will be the questions that the respondents will answer. Alternative responses

are already provided, and the respondents simply choose among the given

choices. It also contains a close-ended question/s.

RESEARCH PROCEDURE

Gathering Data

The researchers are going to make transmittal letter to the principal permitting

them to conduct a survey online in connection with the study they are

researching on. Also, a transmittal letter will be sent to the advisory teachers

and the research respondents asking permission to let them take part of the

survey process. Once the letter has been given to necessary stakeholders the

researchers will give the respondents their generated google form for the

survey questions. The respondents will be given 10-15 minutes to complete

the survey. Once all the necessary number of samples is gathered the

researcher will download all the responses to tally. Once tallied, the

researchers will start his presentation of data and analysis for the formulation

of the proposes action plan.

 23

Statistical Treatment

The data will be treated using the following formula:

Percentage (%) = F/N x 100

Where: F- stands for the frequency of responses

N – number of participants
 24

DEFINITION OF TERMS

In this section, unfamiliar terms are defined operationally in accordance

with how they are used in the study.

Distance Learning

It is defined as the educational or learning procedure in which the

teachers and the students are separated geographically. It happens in two ways

which are synchronous where teachers and students meet and asynchronous

where activities are all that’s given and there is no interaction between both

students and teachers.

Effects

It refers to the positive effects of distance learning that the students may

be experiencing.

Senior High School Students

These refer to the Grade 11 and Grade 12 students who have enrolled

for the second semester of the school year at the University of Cebu- Maritime

Education and Training Center.

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CHAPTER 2
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter directed the findings, analysis, and interpretation of the

data gathered by the researchers. This study aims to determine the effects of

distance learning among senior high school students. The researchers

presented the data, studied, and examined the documents to answer the

question communicated in the statement of the problem.

The researchers applied two-phase, exploratory mixed method design

to obtain statistical, quantitative results from a sample and then follow-up with

a few individuals to probe or explore those results in more depth. In the first

phase, quantitative research questions or hypotheses will address the effects

of distance learning. In the second phase, qualitative interviews or

observations will be used to problem significant quantitative results by

exploring aspects of the central phenomenon with 278 participants at the

University of Cebu—METC Campus.

 26

Table 1
Frequency of Yes and Percentage on the Effects of Distance Learning
Among Senior High School Students
Statement Frequency Percentage (%) Rank
have the freedom to choose own way of 1
200 65.40
learning
have been safe from accidents and bad 2
190 62.10
happenings
have more time doing certain things 182 59.50 3
have more time to spend with the 4
177 57.80
family
have developed more abilities when it 5
176 57.50
comes to using technology
have lesser financial issues 174 56.90 6
have the luxury or freedom of choosing 7
173 56.54
when and where to study
have established time management 8
171 55.90
skills
have learned to be independent 170 55.50 9
have learned to respect other student's 10
166 54.20
views and opinions
have experienced watching educational 11
156 51
videos again and again in order to learn
have enough time to process your 12
151 49.30
lessons
feel more comfortable studying now 141 46.10 13
have learned different professional 14
140 45.80
skills like the ability to plan
have learned different professional 15
139 45.42
skills like the ability to organize
more disciplined 126 41.20 16
more productive 124 40.50 17
more patient as of today 117 38.20 18
experienced less stress 111 36.30 19
more competent right now 105 34.30 20

Based on the table, these are the arranged answers of the respondents

from rank 1 to 3. Firstly, most of the respondents have the freedom to choose
 27

their own way of learning because of distance learning which has the highest

percentage. Next, the respondents have been safe from accidents and bad

happenings because of distance learning. At rank 3, the respondents stated that

because of distance learning, they have more time doing certain things.

Covey (2002) stated that the implementation of distance education has

benefitted lots of students. Research shows that 55% of the those benefitted

individuals were all actually students struggling at keeping up with the

traditional way of learning or what we call face to face classes. However,

because of the new distance learning method, those students are no longer

struggling to keep up because they already have freedom to control and choose

their own way of learning lessons.

 28

STUDENTS’ FEEDBACK IN THEIR EXPERIENCE ON THE

EFFECTS OF DISTANCE LEARNING

The effects of distance learning among senior high school students were

determined through an interview question. The questions are based on the

review of related literature and studies. The participants are the Senior High

School Students from University of Cebu—METC Campus from different

strands including the Science, Technology, Engineering, and Mathematics

(STEM) Strand, the Pre-Baccalaureate Strand and the Humanities and Social

Science Strand (HUMSS). Each of the respondents were given at least 10

minutes of time to answer the questionnaire.

Table 2
. Coding on how Distance Learning has affected the senior high students

ID Key Points from the Transcript Code

In adapting the new learning method, I feel very
Freedom To
chill because, I have now more freedom of
19388743 Choose Own Way
choosing the when and where to study and it
Of Learning
established my time management skills.

Distance learning for me is effective because we Freedom To

19364173 get to choose our own way of learning, we can Choose Own Way
watch videos on the internet for reference. Of Learning

Freedom To
19364611 It makes me feel comfortable since I don't need Choose Own Way
to hurry in doing academic tasks. Of Learning

It’s good because we have our own choice in Freedom To

19365345 doing outputs regarding how to create the output Choose Own Way
and when to do it. Of Learning
 29

I feel good about it because I can do what I

Freedom To
always wanted to do with my outputs and
19369875 Choose Own Way
activities with my own ideas and creativity
Of Learning
without hesitation.

Because of distance learning, I have the Freedom To

19373869 privilege to be able to study anytime I want Choose Own Way
anyone telling me what to do and when to do it. Of Learning

It fells good to have the freedom to study in my Freedom To

19378108 own ways, methods, and styles because it makes Choose Own Way
me feel more comfortable while studying. Of Learning

Distance learning has consistently given me

right to be able to study and learn on my own Freedom To
19365204 will and that has resulted in me having lots of Choose Own Way
ideas and I feel more comfortable learning like Of Learning
this.

It’s good because we get to choose when and

Freedom To
where we do our outputs, where we answer our
19373331 Choose Own Way
activities, and when we study our lessons which
Of Learning
makes students want to learn more.

Because of this method, students are free to

choose how they learn. We can cram, we can Freedom To
19366830 study early, we can study at night, and we can Choose Own Way
even make our outputs depending on when we Of Learning
want to do them.

I think it is good for us students because we do

19369651 Safety
not need to go home late for groupworks.

I feel that this learning method is helpful for us

19366764 students because it is for our safety to have the
distance learning due to the pandemic. Safety

I feel glad because in distance learning, I have

19385145 Safety
been free from bad happenings and accidents.
 30

It’s good because if we’re sick, we do not need

19365832 to risk our health by travelling to school because Safety
all we need is to study at home.

Distance learning has lessened the risks of

19364843 students getting involved in vehicle crashes so I Safety
believe it’s good for us students.
This learning method is helpful to us students
because we do not need to go home late
19376524 Safety
anymore which means that we’re safe from
accidents and bad people.
When distance learning was implemented,
students like me have spent most of our time at
19370899 Safety
home and have been safe from sickness from the
outside as well as accidents.
I think it’s good because we’re always inside
19373331 Safety
our houses and our health and wellness is good.
As a student, I can say that it helps in our health
19385947 Safety
because we have now been safe from fatigue.
It’s good because we can save a lot of money
because distance learning doesn’t require us
19365469 students to waste money in school for food and Lesser Financial
allowances because we already have food at Issues
home.
I feel happy in a way that there will be lesser
financial issues because there will be no money Lesser Financial
19367283
spent on paying uniform, allowance and jeepney Issues
fare when coming to school.
Lesser Financial
19375559 It is very convenient and cost effective.
Issues
It was really hard at first but because of the due
19388008 dates and anxiety that it has given me, I
eventually did adapt the new set up of learning. Productivity
It’s good for us because it helps us improve our
19364272 learning skill and teaches us to be a productive Productivity
student.
I feel comfortable because there are lesser stress
19365253 Less Stress
and problems to overcome.
The new learning method is effective because
has lessened the stress we have because distance
19365048
learning allows us to study without having to Less Stress
come to the campus.
 31

I feel more comfortable with distance learning More

19371616
than face to face classes. Comfortable
It’s okay for me because it helps me to become
19364504 Independence
an independent learner.
I think it’s good because it helps us be more
19369263 Patience
patient.
It’s good because it controls our self-discipline,
18354902 Discipline
which makes me more responsible.

Table 2 shows the effects distance learning among senior high school

students derived from the qualitative survey. Based on the Codes implied from

the Transcript, freedom to choose own way of learning is the most dominant

code among all of them in which ten (10) out of thirty (30) students stated.
 32

CHAPTER 3
SUMMARY OF FINDINGS, CONCLUSION, AND
RECOMMENDATION

This chapter presents the summary of the study, findings based on the

data gathered and the statistical treatment, drawn conclusion, and

recommendations made as an outgrowth of this study based on the analysis of

the perception of the Senior High School students towards the effects of

distance learning.

Summary of Findings

This study aimed to determine the effects of distance learning among

senior high school students at the University of Cebu Maritime Education and

Training Center in the A.Y. 2020-2021. A sound recommendation was done

based on the result.

Consistent with the statement of the problem and research paradigm of

the study, the research hypothesis that the nature of the students is related to

the nature of the effects of distance learning consequently researchers pursued

the effects of distance learning which are experienced by the senior high

school students.

Specifically, the study communicated and answered the following

question in the statement of the problem. The salient findings of the study are

as follows:
 33

1. The most common experienced effects of distance learning that

was determined by most of the respondents are having the freedom to choose

own way of learning, have been safe from accidents and bad happenings, and

have more time on doing certain things.

2. Based on the findings, most of the responses stated distance

learning has affected them in a way that they now have the privilege and

luxury on when to study, where to answer, and how to do their outputs. Some

state that they can now choose their style in learning like some prefer

cramming, studying at midnight, study early, repeat educational videos again

and again for reference, and some can use their own ideas and creativity

without hesitation. In addition, most students perceive distance learning as an

effective learning method since most of them have been safe from accidents

from vehicles, fatigue, and bad happenings.

Conclusion

Based on the findings of the study, the researchers drew the following

conclusions:

Based on the data gathered, the effects of distance learning among

senior high school student may affect the students’ performance and

perceptions on studying wherein the most common effect they have

experienced is that they have the freedom to choose their own way of learning.
 34

This effect has a percentage of 65.40% which implies that distance learning

has indeed given most of the students the privilege to choose how they want

to learn their lessons. As a result, the researchers have concluded that the

effects of distance learning have affected each and every student in a variety

of ways, including their safety, financial concerns, and productivity.

The equivalency theory is positively related to the effects of distance

learning. The theory postulates that distance education is not identical to

traditional education, but it is equivalent (Simonson et. al, 2011). It states that

local and distant learners have fundamentally different environments in which

to learn and that they have the luxury of choosing their own method of

learning

Recommendations

Based on the conclusions and findings, the following

recommendations are proposed:

1. The findings of the study can be used in the review and revisions

of the continuing and future researchers. The future researchers can use

and improve the study in a variety of ways such as correlating it with

the Grade Point Average of the students, adding another set of variables

or increasing the sample size in order to increase the validity and

reliability of the study.

 35

2. The proposed sound recommendation and results of the study

will inform the students about the good effects of distance learning

which will then make them realize about the advantages of continuing

to study under distance learning method rather than stopping their

progress in studying.

3. The proposed sound recommendation and results of the study

will engage and influence the parents into supporting their children

while studying other distance learning.

4. The findings suggest that teachers should incorporate and

integrate differentiated activities for students.

5. The findings recommend that the school administrators should

conduct webinars or online trainings to students and teachers to further

develop their technological skills.

 36

UNIVERSITY OF CEBU – METC

BASIC EDUCATION DEPARTMENT
RESEARCHERS' RECOMMENDATION

Distribute brochures to the Senior High School Students

University of Cebu – Maritime Education and Training center

Title:
"New Normal Education: Distance Learning "
Description:

The brochure mainly focuses informing the students and their parents

about the effects of distance learning as well as the advantages and impacts it

gives to students. This will be taken an interest by the Senior High School

understudies from the University of Cebu – Maritime Education and Training

Center. This will be sorted out by the researchers of the study, together with

the guidance council.

Objectives:

After reading and understanding the brochure, the Senior High School

Students of UC-METC are expected to:

• View distance learning as an effective learning method in today’s

situation; and

• gain more knowledge about distance learning and its effects.

 37

Scheme of implementation:

During the time spent working on the creation of brochures, the

researchers will find out the procedures to be done:

Planning. The researchers will present the purpose and goal of this

research to the School Administration. The researchers, together with the

administration, will set a date for the for the creation and distribution of the

brochures. The time and date of the distribution of the brochures will also be

decided.

Creating. The researchers themselves will create the said brochures.

Contents inside the brochure include the positive impacts and effects of

distance learning, reasons why distance learning is an effective method of

learning and many more. The production of the brochures will be facilitated

by the researchers and school administrators as well.

Distribution. The brochures will be distributed to both the students and

their parents for the purpose of informing them about distance learning and its

various effects unto to the students. The purpose of distributing it to the

parents is to give them an idea about distance because there are some parents

who decide for their children which is why they are included in the

distribution.
 38

REFERENCES

Algahtani, R. (2011). Attracting Students to Distance Learning. Retrieved

from
https://www.researchgate.net/profile/Veselina_Nedeva/publication/26
8393688_SOME_ADVANTAGES_OF_E-LEARNING on February
5, 2021.

Annetta, A (2004). What Drives A Successful E-Learning? An Empirical

Investigation of the Critical Factors Influencing Learner Satisfaction.
Retrieved from
https://www.sciencedirect.com/science/article/abs/pii/S036013150600
1874 on February 5, 2021.

Baron, J. (2007). Virtual Learning: Principles for Technological

Advancement. Retrieved from
https://books.google.com.ph/books?id=HfiODwAAQBAJ&printsec=f
rontcover&dq=effects%20of%20distance%20learning&hl=en&sa=X
&ved=2ahUKEwjFxNuR88 on February 5, 2021.

Bijeesh, J. (2017). Trends in E-Learning. Retrieved from

https://books.google.com.ph/books?id=lHuQDwAAQBAJ&printsec=f
rontcover&dq=effects%20of%20distance%20learning&hl=en&sa=X//
on February 5, 2021.

Bizhan, A. (2013). Some Advantages of E-Learning in English Language

Training. Retrieved from
https://www.researchgate.net/profile/Veselina_Nedeva/publication/26
8393688_SOME_ADVANTAGES_OF_E-LEARNING on February
5, 2021.

Bourdieu, E (2020). The Impact of Distance Learning on the Social Practices

of Schoolchildren during the COVID-19 Pandemic. Retrieved from
https://books.google.com.ph/books?id=HfiODwAAQBAJ&printsec=f
rontcover on February 5, 2021.
 39

Brown, M. (2018). Distance Education: Advantages and Disadvantages of the

Point of View of Education and Society. Retrieved from
https://www.researchgate.net/publication/328032761_Distance_educa
tion_advantages_and_disadvantages on February 5, 2021.

Caldas, C.D. (2012). E – Learning in the 21st Century. Retrieved from

https://books.google.com.ph/books?hl=en&lr=&id=aodjWyjxYbYC&
oi=fnd&pg= on February 5, 2021.

Capogrossi, D. (2003). E‐learning: Emerging Uses and Future Directions.

Retrieved from
https://onlinelibrary.wiley.com/doi/abs/10.1046/j.13603736.2003.001
84.x on February 5, 2021.

Chen, O. (2010). The Role of E-Learning, Advantages and Disadvantages of

its Adoption in Higher Education. Retrieved from
https://www.itdl.org/Journal/Jan_15/Jan15.pdf?fbclid=IwAR296smU
on February 5, 2021.

Covey, H. (2002). Good Practices in Distance Education. Retrieved from

https://dl.acm.org/doi/fullHtml/10.1145/986213.986216 on February
5, 2021.

Cowan, M. (2006). The Advantages and Disadvantages of Distance

Education. Retrieved from
https://books.google.com.ph/books?hl=en&lr=&id=LZlhKWDjoEAC
&oi on February 5, 2021.

Litwin, D.C. (2001). E‐Learning Adoption: The Role of Relative Advantages,

Trialability and Academic Specialization. Retrieved from
https://www.emerald.com/insight/content/doi/10.1108/106507409109
21564/full/html on February 5, 2021.

Marc. J. (2003). Distance Learning: Principles for Effective Design, Delivery,

and Evaluation. Retrieved from
https://books.google.com.ph/books?id=qzE5DQAAQBAJ&printsec=f
rontcover&fbclid=IwAR1iRFs on February 5, 2021.
 40

Nagrale, F. (2013). Distance Education for Language Teachers. Retrieved

from
https://books.google.com.ph/books?hl=en&lr=&id=LZlhKWDjoEAC
&oi=fnd&pg=PA14&dq=advantage on February 5, 2021.

Neves, S.D. (2009). Advantages & Disadvantages of E-Education & E-

Learning. Retrieved from
http://management.nrjp.co.in/index.php/JRMDM/article/view/385 on
February 5, 2021.

Smedley, H. (2010). Advantages and Disadvantages of On-Line Education.

Retrieved from
https://journal.jspi.uz/index.php/fll/article/view/602?fbclid=IwAR004
N_-3kkvhlCBl4zcxp2Es3tiyXps5QXL927gSETT1pEN-zfBQXccwPk
on February 5,2021.

Valentine, D. (2002). Advantages of E-Learning in the Smart Cities.

Retrieved from
https://d1wqtxts1xzle7.cloudfront.net/55667511/IJDR.pdf?151728442
8=&response- on February 5, 2021.

Wagner, B. (2008). Guidelines for E-Learning - Advantages and

Disadvantages. Retrieved from https://www.learntechlib.org/p/11761/
on February 5, 2021.

Zhang, T. (2006). The Role of E-Learning, Advantages and Disadvantages of

its Adoption in Higher Education. Retrieved from
https://www.itdl.org/Journal/Jan_15/Jan15.pdf?fbclid=IwAR296smU
on February 5, 2021.
 41

APPENDIX A1
Transmittal Letter to the Principal

May 31, 2021

DR. NORMA O. OPLADO

Basic Education Principal
University of Cebu-METC
Alumnos, Mambaling, Cebu City

Dear Dr. Oplado,

Greetings!

I am Charles Jeremiah A. Lipura of Grade 12 – Pre-Baccalaureate Maritime

Strand. My teammates and I would like to ask for your approval in conducting
our research study here at the University of Cebu – Maritime Education and
Training Center for our Practical Research 2 Subject. Our group had already
constructed a topic entitled “Effects of Distance Learning Among Senior High
School Students”.

The purpose of this study aims to identify the effects of distance learning
among Senior High School Students in the University of Cebu Maritime
Education and Training Center. We are hoping for your approval and your
support for our study.

Sincerely Yours,

CHARLES JEREMIAH A. LIPURA

Lead Researcher

Approved by:

DR. NORMA O. OPLADO

Basic Education Principal
 42

APPENDIX A2
Transmittal Letter to the Adviser

May 31, 2021

MR. NELSON D. CALISA JR.

Practical Research 2 Teacher
University of Cebu-METC
Alumnos, Mambaling, Cebu City

Dear Mr. Calisa,

Greetings!

The undersigned is the lead researcher of 12 Honesty - Group 6 with a subject

of Practical Research 2 and are currently working on the research proposal
entitled “Effects of Distance Learning Among Senior High School Students”.

Our group is in need of a research adviser who will guide us in making our
research study. We believed that through your guidance, our group can come
up with a successful output. Hence, we sincerely ask you to be our research
adviser.

We are hoping for your positive response and commitment. Sparing us your
time and knowledge will greatly help us in making our research study. Your
guidance and commitment will be greatly appreciated.

Sincerely yours, Approved by:

CHARLES JEREMIAH A. LIPURA MR. NELSON D. CALISA JR.

Lead Researcher Practical Research 2 Teacher
 43

APPENDIX A3
Transmittal Letter to the Respondents

May 31, 2021

Dear Respondents,

Greetings!

The undersigned is the lead researcher of 12 Honesty - Group 6 with a subject

of Inquiries, Investigation, and Immersion and are currently working on the
research proposal entitled “Effects of Distance Learning Among Senior High
School Students”.

In line with this, I would like to ask you to be part of our survey. Rest assured
that your identity will not be known and your answers will stay confidential.

I am hoping for a positive response on this request. Your approval will greatly
contribute to the success of our study.

Sincerely yours,

CHARLES JEREMIAH A. LIPURA

Lead Researcher

Noted by:

MR. NELSON D. CALISA JR.

Practical Research 2 Teacher
 44

APPENDIX B
Informed Consent

INFORMED CONSENT

Students and Faculty Researchers

University of Cebu System

Name of Principal Investigator: Charles Jeremiah A. Lipura

Name of Organization: University of Cebu
Title of Proposal: Effects of Distance Learning Among Senior High School
Students

This Informed Consent Form has two parts:

Information Sheet (to share information about the research with you)
Certificate of Consent (for signatures if you agree to take part)

You will be given a copy of the full Informed Consent Form

PART I: Information Sheet

Introduction
I am a student of the University of Cebu taking up Inquries,
Investigation, and Immersion.
I am currently conducting a study entitled: Effects of Distance
Learning Among Senior High School Students.
In line with this, I am inviting you to be a respondent of this
investigation and request you to spare a few minutes of your time to answer
this questionnaire honestly. However, you do not have to decide today
whether or not you will participate in the research. Before you decide, you can
talk to anyone you feel comfortable with about the research. If there are
contents in the questionnaire that you do not understand and find ambiguous
then feel free to contact the researcher. Rest assured that all the answers will
be treated with utmost confidentiality.

Purpose of the research

Studying the Effects of Distance Learning Among Senior High School
Students. In this investigation it aims to gather information and data from the
respondents.
 45

Type of Research Intervention

This
involve
research will use (method) quantitative-qualitative descriptive
method involve.

Participant selection

We are inviting the Grade 11 and Grade 12 students of University of Cebu

Maritime Education and Training Center (UC-METC)

Voluntary Participation

Your participation in this research is entirely voluntary. It is your choice

whether to participate or not. Whether you choose to participate or not, it does
not affect your personal information. You may change your mind later and
stop participating even if you agreed earlier and this will not be taken against
you later on.

Procedures and Protocol

In this investigation you will be asked to answer a questionnaire that
will be distributed through the form of google form during your free time. It
will be collected after 3-5 days. The questionnaire can be read aloud and you
can give the answer on those items that you intend to answer. You do not wish
to answer some of the questions included in the questionnaire, you may skip
them and move on to the next question. The information recorded is
confidential and no one else except Mr. Nelson D. Calisa Jr., my research
adviser, will have access to her/his questionnaire. The questionnaires will be
destroyed after 2-3 months.
To ensure that you will be able to have full grasp on the purpose of the
study, the proponent will first explain the objectives of the study and the
intended benefits of the participants himself.

Duration
The research takes one month. During that time, you will be asked by
the researchers through google forms to answer the questionnaire during your
convenient time and may submit within 3 days. If you would answer the
questionnaire immediately, then it will take around 15-20 minutes to finish.
Your engagement as a respondent will only take once.
 46

Risks
I am asking you to share or divulge your personal information which
you may feel uncomfortable answering with. there are also questions which
might affect your exhibition of those values, and you may feel uncomfortable
talking to other topics. You must know that it is you who will decide whether
to give answers to all questions or you may skip on some questions. You do
not have to give reasons for not responding to any question, or for refusing to
take part in the survey.

Benefits
There will be no immediate and direct benefits to you, but we will make
sure that it will help you for future reference with connection to our study.

Reimbursements
You will not be provided with any payment for taking part in the
research.

Confidentiality
Because something out of the ordinary is being done through research
in the educational institution that you are connected with, it might draw
attention. If you participate, other people in the organization and the society
in general may ask questions.

I will not be sharing information about you. The information that I

collect from this research project will be kept confidential. Information about
you and your perception that will be collected from this research will be put
away and no one but the researcher will be able to see it. Any information
about you will have a number on it instead of your name. Only the researcher
will know your number/contact information and I will lock that information
up with a lock and key. It will not be shared with or given to anyone except
my research adviser,
Mr. Nelson D. Calisa Jr.

Sharing the Results

At the end of the study, I will be sharing what I have learned with the
respondents and with the community. I will do this by meeting first with the
participants and then with the larger community. Nothing that you answered
in the questionnaire will be shared with anybody outside the research. A
written report will also be given to the participants which they can share with
 47

their families. I will also publish the results in order that other interested
people may learn from this research.

Right to Refuse or Withdraw

You may choose not to participate in this study and do not have to take
part in this research if you do not wish to do so. Choosing to participate or not
will not affect your employment at Northeastern Cebu Colleges, Inc. you will
still benefit from the implementation of the employee development plan. You
may stop from participating in the survey at any time that you wish without
either of you losing your rights here.

Who to Contact

If you have any questions, you can ask them now or later, even if the study
has started. If you wish to ask questions later, you may contact any of the
following:

Name of the Researcher/Adviser/Ethics Staff Phone Number

Mr. Nelson D. Calisa Jr. 09616293342

Charles Jeremiah A. Lipura 09270865259
Kim E. Siarza 09569864609

This thesis proposal has been reviewed and approved by my thesis panel of
teachers, which is a committee whose task is to make sure that researchers
have properly conducted the study. If you have any questions for may panel,
please contact the University Research Office.
 48

PART II: Certificate of Consent

I have read the foregoing information, or it has been read to me. I have
had the opportunity to ask questions about it and any questions that I
have asked have been answered to my satisfaction. I consent voluntarily
to participate as a participant in this research.

Print Name of Participant__________________

Signature of Participant ___________________
Date___________________________
Day/month/year

If illiterate
A literate witness must sign (if possible, this person should be selected by the
participant and should have no connection to the research team). Participants
who are illiterate should include their thumbprint as well.

I have witnessed the accurate reading of the consent form to the potential
participant, and the individual has had the opportunity to ask questions.
I confirm that the individual has given consent freely.

Print name of witness_____________________ AND Thumb

print of participant Signature of witness
____________
Date ________________________
Day/month/year
 49

Statement by the researcher/person taking consent

I have accurately read out the information sheet to the potential participant,
and to the best of my ability made sure that the participant understands that
the following will be done:
1. That the researchers will maintain the animosity of the respondents’
personal information.
2. The responses will remain confidential.
3. The respondents’ responses were not coerced or forced to answer the
survey and did so willingly.

I confirm that the participant was given an opportunity to ask questions

about the study, and all the questions asked by the participant have been
answered correctly and to the best of my ability. I confirm that the individual
has not been coerced into giving consent, and the consent has been given
freely and voluntarily.

A copy of this ICF has been provided to the participant.

Print Name of Researcher/person taking the consent_________________

Signature of Researcher/person taking the consent__________________

Date ___________________________
Day/month/year
 50

APPENDIX C
Research Instrument

Name: __________________________________________ Age: ________

Grade & Section: _____________ Strand: ___________ Date: ________

Part 1: Interview Questions. Please answer the question below with honesty
and integrity.

1. How do you feel about adapting to the new learning method called
distance learning?

Part 2: Survey Questions. Below are the different adverse effects of distance
learning among senior high school students. Choose among the given choices
and mark check if you experience the following:

Because of distance learning, I…

_____ have lesser financial issues

_____ have the luxury or freedom of choosing the when and where to study
_____ have established my time management skills
_____ experience less stress
_____ have more time in doing certain things
_____ have experienced watching educational videos again and again in order
to learn
_____ have been safe from accidents and bad happenings
_____ have learned to be independent
_____ have developed your abilities when it comes to using technology
_____ have learned different professional skills like the ability to plan
_____ have learned different professional skills like the ability to organize
_____ have enough time to process your lessons
_____ have more time to spend with my family
_____ am more competent right now
_____ am more patient as of today
_____ am more disciplined
_____ am more productive
_____ have learned to respect other student’s views and opinions
_____ have the freedom to choose your own way of learning
_____ feel more comfortable studying now
 51

APPENDIX E
Research Environment

Figure 2
Location Map of Research Environment
 52

CURRICULUM VITAE

MARK DANNIEL A. CAÑETE

Poblacion Medellin Cebu

+639771655801

macmaclowkey@gmail.com

PERSONAL DATA
Name : Mark Danniel A. Cañete

Gender : Male

Age : 21

Birthday : February 28, 2000

Hobby : Playing Basketball and Playing Billiards

Religion : Roman Catholic

Parents : Mr. and Mrs. Dante D. Cañete and Anicita A. Cañete

EDUCATIONAL ATTAINMENT
: University of Cebu – METC
Senior High
Alumnos, Manbaling, Cebu City

: St. Louise de Marillac College of Bogo

Secondary
Sur de Rubio Street, Bogo

: Bateria Elementary School

Elementary
Daanbantayan, Cebu
 53

CURRICULUM VITAE

WILBUR PHILIPPE S. CELLE

Talisay City, Cebu

+639496064856

wilburcelle777@gmail.com

PERSONAL DATA
Name : Wilbur Philippe S. Celle

Gender : Male

Age : 19

Birthday : August 9, 2001

Hobby : Chillin’

Religion : Roman Catholic

Parents : Mr. and Mrs. Chubby Celle and Rosella Celle

EDUCATIONAL ATTAINMENT
: University of Cebu – METC
Senior High
Alumnos, Manbaling, Cebu City

: St. Scholasticas Academy

Secondary
Talisay City, Cebu

: Jaclupan Elementary School

Elementary
Jaclupan, Cebu City
 54

CURRICULUM VITAE

CHARLES JEREMIAH A. LIPURA

Lawaan, Talisay City, Cebu

+639270865259

cjalipura@gmail.com

PERSONAL DATA
Name : Charles Jeremiah A. Lipura

Gender : Male

Age : 18

Birthday : October 2, 2002

Hobby : Swimming, Cycling, Running

Religion : Born Again Christian

Parents : Mr. and Mrs. Salvador C. Lipura and Ma. Lulu A.

Lipura

EDUCATIONAL ATTAINMENT
: University of Cebu – METC
Senior High
Alumnos, Manbaling, Cebu City

: Talisay City Science High School

Secondary
Talisay City, Cebu

: Lawaan Elementary School

Elementary
Talisay City, Cebu
 55

CURRICULUM VITAE

JOHN CLINTON B. MANEJA

C- Padilla St., Cebu City

+639976330781

manejajencie.season@gmail.com

PERSONAL DATA
Name : John Clinton B. Maneja

Gender : Male

Age : 19

Birthday : March 17, 2002

Hobby : Playing guitar and mobile games

Religion : Roman Catholic

Parents : Mr. and Mrs. Gerardo O. Maneja and Ludy B.

Maneja

EDUCATIONAL ATTAINMENT
: University of Cebu – METC
Senior High
Alumnos, Manbaling, Cebu City

:Don Carlos Gothong Memorial National High School

Secondary
C- Padilla St. Cebu City

: San Nicolas Elementary School

Elementary
Carlock St. Cebu City
 56

CURRICULUM VITAE

VONJOUR M. PADA

Poblacion, Dalaguete, Cebu

+639686954887

pvonjour@gmail.com

PERSONAL DATA
Name : Vonjour M. Pada

Gender : Male

Age : 18

Birthday : April 15, 2002

Hobby : Playing Basketball and Mobile Games

Religion : Roman Catholic

Parents : Mr. and Mrs. Michael Pada and Ma. Lajani Pada

EDUCATIONAL ATTAINMENT
: University of Cebu – METC
Senior High
Alumnos, Manbaling, Cebu City

: Dalaguete National Highschool

Secondary
Dalaguete, Cebu Province

: Dalaguete Elementary School

Elementary
Dalaguete, Cebu Province
 57

CURRICULUM VITAE

VENZ RANDOLF S. PEREZ

Medellin Cebu City

+639398543153

venzrandolfperez2002@gmail.com

PERSONAL DATA
Name : Venz Randolf S. Perez

Gender : Male

Age : 18

Birthday : August 22, 2002

Hobby : Playing Sports

Religion : Roman Catholic

Parents : Mr. and Mrs. Renato S. Perez and Melane S. Perez

EDUCATIONAL ATTAINMENT
: University of Cebu – METC
Senior High
Alumnos, Manbaling, Cebu City

: St.Paul School of Medellin

Secondary Poblacion Medellin,Cebu

: St.Paul School of Medellin

Elementary
Poblacion Medellin,Ceb
 58

CURRICULUM VITAE

KIM E. SIARZA

Pob. Ward 3 Minglanilla Cebu

+639569864609

kulataparin@gmail.com

PERSONAL DATA
Name : Kim E. Siarza

Gender : Male

Age : 18

Birthday : January 10, 2003

Hobby : Playing ball games and Online games

Religion : Roman Catholic

Parents : Mr. and Mrs. Reynaldo E. Siarza and Maria Hazel E.

Siarza

EDUCATIONAL ATTAINMENT
: University of Cebu – METC
Senior High
Alumnos, Manbaling, Cebu City

: Immaculate Heart of Mary Academy

Secondary
Pob. Ward 4 Minglanilla Cebu

: Tungkop Elementary School

Elementary
Tungkop Minglanilla Cebu