ONLINE LEARNING AND ITS EFFECTS ON THE ACADEMIC

PERFORMANCE OF ELEMENTARY PUPILS DURING COVID19

PANDEMIC

An Outline

Presented to the Faculty of North Davao Colleges,Inc.

Panabo City

In Partial Fulfilment of the

Requirement for the Degree

Bachelor of Elementary Education–Generalist

AMABAO,MELISSA
BAYACAG,LOREMAY
TUGNAO,MITCH
ALIVIADO,ROSELYN
TEJERO,HONEYFE
 ONLINE LEARNING 5 4 3 2 1
1 I can effectively participate in our virtual classroom

2 I am satisfied with the technology for online learning

May,2022
3 I am motivated to gain knowledge and skills in online
ONLINE learning
LEARNING 4 The curriculum is effectively structured formed to learn
AND ITS online effectively
EFFECTS 5 I can effectively finish all online quizzes and activities ON
THE
ACADEMIC 6 I am in favor in this kind of learning given our present
situation
7 I can effectively engage in communicating with the teachers
and classmates online
8 It is easy for me to learn and gain access to information
online
9 I believe I can get good grades through online learning

10 I can learn in dependently and can find valuable learning

resources online
ACADEMICPERFORMANCE 5 4 3 2 1
1 I can acquire knowledge through module/online activities

2 I can develop the learning strategies formed to succeed in

online learning
3 I can effectively handle difficult tasks online

4 Online/modular learning does not affect my interest in

learning
5 I can effectively accomplish online quizzes and assessment
activities
6 Learning in a modular/online platform does not affect the
learner
7 I can upgrade my skills and abilities through online learning
activities
8 I can still have good grades even if I am learning on a online
platform
9 Online/modular learning does not affect my growth as a
student
10 I have other ways of looking for information that are not
available online
PERFORMANCE OF ELEMENTARY PUPILS DURING COVID19
PANDEMIC
 QUESTIONNAIRE
Direction: Foreach statement, please check(/)the appropriate box that
best describes your current belief, based on the following rating scale:
RatingScale:5=always4=often3=sometimes2=seldom1=never
TABLE OF CONTENTS

Chapter Page Number

1 INTRODUCTION
Background of the Study
Research Objectives
Hypothesis
Review of Related Literature
Theoretical Framework
Conceptual Framework
Significance of theStudy
Definition of Terms

2 METHOD
Research Design
Research Local
Population and Sample
Research Instruments
Data Collection
Statistical Tools

Chapter1

INTRODUCTION

Background of the Study

TheCOVID-19pandemichasintroduceduncertaintyintomajor aspects of national and global

society, including for schools. The global outbreakoftheCOVID-19pandemic has spread worldwide,

affecting almost all countries and territories. The outbreak was first identified in December2019 in

Wuhan, China. Pandemic is overwhelming the functioning and outcomes of

education systems—some of which were already stressed in many respects. This is true across the world

and affects all children, though to differing degrees depending on multiple factors—including the

country/region where they live, as well as their ages, family backgrounds, and degree of access to some

“substitute” educational opportunities during this pandemic. COVID-19pandemic has created the largest

disruption of education systems in human history, affecting nearly 1.6 billion learners in more than 200

countries. Closures of schools, institutions and other learning spaces have impacted more than

94% of the world's student population. (Sumitra,Pokhrel,&Roshan,2021)

In a study developed by an Indian Educational Institution, due to the Covid-19pandemic, online

education has become the mainstream

Offering at all levels from primary schools to higher education institutions. The pandemic has forced

more than 1.6 billion learners, close to 80 percent of the world’s enrolled students, to stay physically

from their education institutions in 161 countries, missing their traditional in-person classroom lectures

and related academic activities. Since the beginning of

2020, the pandemic has been a significant challenge to educational institutions and imposed severe

restrictions on their traditional mode of conducting academic and assessment activities. Educational

institutions were forced to swiftly transform in to online offerings for their students, making the

significant transition from their traditional mode of educational services (study.org).

In the Philippines, duetoCovid-19 pandemic, schools are forced to stop face-to-face learning

activities and abruptly shift to an online curriculum. Students encountered difficulty adjusting new

learning styles, having to perform responsibilities at home and poor communication between educators

and learners. however, online learning can provide students with foundational knowledge and

confidence before exposure to real life occupation and to facilitate inter professional education

(Baticulon, Sy,&Reyes,2021).

In Davao Region, the Department of Education started to embrace the new normal education

amid the pandemic situation in the country. The department conducted a region wide

consultation with stakeholders and education experts and prepared for a learning continuity plan to
deliver education to learners. They will also provide self-learning modules with alternative learning

delivery modalities for various types of learners across the region including modular, television-based,

radio-based instruction, blended, and online. SLMs are delivered in printed format to school located in

coastal areas, far-flung provinces and communities without access to internet and electricity. The

department also assured that teachers’ safety and health will be its top priority as SLM scan be done at

home. Teachers who would need to visit their schools indeed need to adapt to this

Emerging shift, hence, the situation calls for their sincere self-efficacy and consequently develops their

commitment to work as professional educators (Planning and Research Units (DepedRegionXI,2020)).

Based on published studies, results show that many of the students were challenged by lack of

gadgets and poor internet connection. The researchers would like to conduct this study about online

learning to identify the strategies they will apply to improve their academic performance during this

pandemic.

Objectives

This study aims to determine the relationship between online learning and its effects on the

academic performance of elementary pupils duringthecovid-19Pandemic. Specifically, it has the

following objectives:

1.To determine the level of online learning;

2.To determine the level of academic performance; and

3.To determine the significant relationship between online learning and academic performance of

elementary pupils during thecovid-19 pandemic.

HYPOTHESIS

The null hypothesis will be tested at.05 level of significance using appropriate statistical tool will be

There is no significance relationship between online learning and academic performance of

Elementary pupils during the Covid-19 pandemic.

REVIEW OF RELATED LITERATURE

Concerning the satisfaction level of students with online teaching during the COVID-19pandemic,

many studies have been done by many researchers. A study conducted by Almusharraf and

Khahro(2020) investigated the level of students’ satisfaction with online learning during the outbreak

of COVID-19. The result of their study revealed that all the participants were greatly satisfied with

online learning tools and platforms. Their study also showed that students were satisfied with the

support provided by staff during the COVID-19crisis. While another study was conducted in Kazakhstan

to explore distance learning and the parents’ satisfaction during the COVID-19pandemic of the

educational quality. Their findings indicate that parents’ level of satisfaction with online learning is

positively correlated, while numbers in children have negatively correlated to the satisfaction of

parents with online learning platforms during the COVID-19. Overall, their satisfaction with the quality

of online learning isgreatly positive (Bokayevetal.,2021). The findings of a study revealed by

Baber(2020) are inline with the indicated studies where the researcher found a positively great level of

satisfaction in providing online teaching. In contrast, the findings of the study revealed by Sharmaetal.

(2020) indicated that the majority of their respondents are dissatisfied with online learning platforms.

Similarly, the findings of a study revealed by Dinh and Nguyen(2020) show that online teaching and

learning had a lower satisfaction level than face-to-face teaching.

Besides, many other studies explored the level of satisfaction with online teaching during the

COVID-19 pandemic in various contexts and found a high level of satisfaction with online teaching

(Chenetal.,2020;Choeetal.,2019;Fatani,2020). On the other hand, Alanazietal.(2020) studied technology

satisfaction and students’ performance in online courses. They reported that there was a weaker

relationship between students’ performance and technology satisfaction in online courses. While there

was another study carried out in China by Chenetal.(2020) analyzing students’ satisfaction level with

online teaching during the outbreak of COVID19. The findings of their study showed no direct effects

found on students’ satisfaction by personal factors, while the availability of online

applications had the greatest impact on students’ satisfaction level. Despite all studies on satisfaction

level, various researchers reported high satisfaction level of students with online teaching during the

COVID-19 outbreak (Alietal.,2011;Bauketal.,2014;

Comanetal.,2020;Johnstonetal.,2005;Naziya&Khan,2020;

Roach&Lemasters,2006;Sharmaetal.,2020;Surahman& Sulthoni,2020). Unexpectedly, not many studies

have been found with lower dissatisfaction in online teaching during the COVID-19 pandemic.

Online teaching and learning as a new phenomenon remained unacquainted to the students and

most of the teachers(Hashemi, 2020). Lack of pedagogical training in using technological devices and

applications, the high cost of Wi-Fi, and lack of electricity with a shortage of devices for providing

online teaching environments are the key barriers towards online education (Hashemi&Kew,2021).

Hence, during the pandemic of COVID-19 in Afghanistan, multiple challenges and dissatisfaction, and

uncertainty of the application with online teaching were reported. Based on personal experiences,

most of the students did not participate in the online session and their engagement in the online

classes was so weak. On the other hand, the uncertainty of using applications and platforms made the

students to be confused about taking part in online teaching sessions. For example, HELMS was

introduced by the MoHE of Afghanistan as the alternative application and platform responding to

COVID-19, but instead, most of the teachers were willing to teach their students through Google

Classroom, WhatsApp, and other social Media platform. This uncertainty of using the platforms lead

the student to be dissatisfied and surely affected their performance in online teaching.

Despite that, it was also reported that female students were not willing to take part in the online

sessions and did not accomplish the assigned task due to some unpleasant culture and/or in equality in

terms of having money to buy electronic devices such as a computer, mobile and/or pay the cost of

internet. According to Orfan(2021),these situations are considered due to the limitation and cultural

that exists in Afghan society. These in equalities in accessing the aforementioned devices and

applications affected the academic performance of students during the

outbreak of the COVID-19 crisis in some parts of the country and by all means dissatisfied students

from online teaching.

However, online teaching as played a crucial role in the higher education institutions of

Afghanistan during theCOVID-19pandemic, many studies have been carried out to investigate the

effects of COVID

-19 on the academic achievements of students worldwide. Unfortunately, no studies have been done

to explore the effects of COVID-19 on the academic performance of Afghan students and their level of

satisfaction with online teaching. In this regard, the current study is an attempt to eliminate this

research gap to explore whether COVID-19 affected the students’ performance and are they satisfied

with online teaching across the country. This study is also significant on the rise to the literature in

Afghanistan context and as well as to provide insights for MoHE of Afghanistan, researchers, and

students to enhance their preparedness of such emergency cases in the future.

Mostteachersinthek-12sectorwillbefamiliarwiththemain theories of learning, but because

instructors in post-secondary education are hired primarily for their subject experience, or research or

vocational skills, it is essential to introduce and discuss, if only briefly, these main theories. In practice,

even without formal training or knowledge of different theories of learning, all teachers and instructors

will approach teaching within one of these main theoretical approaches, whether or not they are aware

of the educational jargon surrounding these approaches. Also, as online learning, technology-based

teaching, and informal digital networks of learners have evolved, new theories of learning are

emerging.

With acknowledge of alternative theoretical approaches, teachers and instructors are in a better

position to make choices about how to approach their teaching in ways that will best fit the perceived

needs of their students, within the very many different learning contexts that
 teachers and instructors face. This is particularly important when addressing many of the requirements

of learners in a digital age. Furthermore, the choice of or preference for one particular theoretical

approach will have major implications for the way that technology is used to support teaching.

In fact, there is a huge amount of literature on theories of learning, and I am aware that the

treatment here is cursory, to say the least. Those who would prefer a more detailed introduction to

theories of learning could, for an obscene price, purchase Schunk(2011),or for a more reasonable price

Harasim(2012). The aim of my book though is not to be comprehensive interms of in-depth coverage of

all learning theories, but to provide a basis on which to suggest and evaluate different ways of teaching

to meet the diverse needs of learners in a digital age.

Academic Performance

Although not many studies have been done exploring the effects of COVID-19 on the academic

performance of students and assessing their level of satisfaction with online teaching during the

outbreak of COVID-19, but the researcher made an effort to find out the most related studies

concerning the present study. Regrettably, the outbreak of COVID-19 affected greatly almost all the

educational levels in different contexts across the globe and have been incorporated into the

educational settings to have possible provision for teachers and students (Oyinloye,2020). A study

conducted by Gonzalez, Rubia, etal. (2020) examined the impacts of COVID-19 confinement on the

performance of students at the higher education level. They used field experimental research with 458

learners by two groups: control and experimental. Surprisingly, their research revealed that COVID-19

confinement left a positive impact on the performance of the students and helped them to enhance

the learning strategies of the students. Similarly, another study was carried out by Realyvásquez-

Vargasetal. (2020) explored whether the environmental factors affect students’ academic performance

duringCOVID-19. To do this research, they found that students’ academic

performance has been affected by environmental factors during the COVID-19pandemic.

 Furthermore, Elhadaryetal.(2020) evaluated the impacts of COVID-19 on the academic

performance of science and social science students in Turkey. Their findings showed that many factors

affected the academic performance of the students during the COVID-19crisis. Despite that, their study

also revealed that both teachers and students are satisfied with the application of online learning and

teaching. Lotonetal.(2020) studied online learning during theCOVID-19 pandemic with their satisfaction

and performance. The result of their findings showed that there is a significant impact on both

performances of the students and their level of satisfaction with online teaching and learning during

the COVID-19outbreak. Likewise, another study conducted in Indonesian context where the researcher

explored the solution, advantages and constraints with online learning during the COVID19 pandemic.

They have discussed their participant’s satisfaction on the performance of the students during the

COVID-19 outbreak (Fatonietal.,2020).Hence, based on the aforementioned researches carried out on

the effects of COVID-19on the performance of students, one can infer that there is a great impact of

COVID-19 on the academic performance of students available in the literature.

While online courses have become increasingly popular, not all students thrive in this

environment. Asynchronous online courses require students to be self-disciplined and organized to

successfully complete their course work within the imposed deadlines. Some students may not have

the discipline needed to regulate their progress in online classes, which may impact their academic

performance. In fact, Ohand Reeves(2014) determined that the students’ lack of self regulation

significantly influences academic outcomes. This maybe especially true for traditional students who

usually enroll in F2Fclasses, yet choose to take an occasional online class. In our data set, as described

in Wakelingetal.(2018),all online and F2F sections follow the same instructor-regulated teaching

format. Under this format, instructors set a schedule through which students’ progress, commonly

organized as a linear series of individual assessments, is measured

In this study, we consider the performance of a broad group of students who are required to take an

introductory economic as part of their General Education Core Curriculum requirements. Thisgroupof

students is a sample of the general student population. It is very varied and representative of all majors

across all campuses. In the 2018-2019 academic years, students had the choice of enrolling in either F2F

classes or online sections administered a synchronously through a learning management system.

Whether F2F or online, students in all 42 sections in our data set matriculated under the same university

entrance standards and registered during open enrollment(Wakelingetal.,2018).

Our intent in this paper is twofold. We first use hypothesis testing to initially investigate whether there is

a statistical difference in the aggregate grade average of F2F and online sections by comparing final

course completion grade class means. We then rely on regression analysis to examine how various

student characteristics such as age, gender, major, semester choice, and prior GPA affect final course

completion grades in both instructional modalities.

There mainder of the paper is organized as follows: Section I provides a literature review; SectionII

describes methods used for our investigation along with the data collections, sample descriptive

information, and our research questions; Section III summarizes the findings and the results of our

analysis; Section IV describes limitation sand discusses the implications of our paper; SectionV provides

future potential research ideas based on our findings in this study.