CLARENDON COLLEGE

Odiong, Roxas Oriental Mindoro

Learning Management System: Its effect on the Academic

Performance of the Grade 12 Senior High School

Students of Clarendon College.

A Research 2

Presented to the

Senior High School Department

Of Clarendon College

In Partial Fulfillment of the Requirements

For

HUMANITIES AND SOCIAL SCIENCE

 CLARENDON COLLEGE

Odiong, Roxas Oriental Mindoro

APPROVAL SHEET

This thesis entitled “Learning Management System: Its

effect on the Academic Performance of the Grade 12 Senior
High School Students of Clarendon College." prepared and
submitted by Jabez Alysa Mae, Omrey, Rohaida, Mark
Christopher, Sofia Nicole, Marvelyn Aquino, Erica Ann
Morcilla in partial fulfillment of the requirements for
the Senior HighSchool Basic Education Program of
Clarendon College has been examined and recommended for
acceptance and approval for an oral examination.

EMMANUEL C. FANER
Adviser
-------------------------------------------------------

PANEL OF EXAMINERS

Approved by the committee on Oral Examination.

EMMANUEL C. FANER HAZEL P. PALAPUZ, Meng.

Member Principal
 TABLE OF CONTENTS

TITLE PAGE

APPROVAL SHEET

ACKNOWLEDGEMENT

DEDICATION

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

ABSTRACT

CHAPTER I THE PROBLEM AND ITS SETTING

Introduction

Statement of the Problem\Research Questions

Objectives of the Study

Statement of the

Hypothesis

Scope and Limitation

Significance of the Study

CHAPTER II REVIEW OF RELATED LITERATURE

Foreign

Local

Theoretical Framework

Conceptual Framework

Definition of Key Terms

CHAPTER III RESEARCH METHODOLOGY

Research Design
 Research Instrument

Respondents of the Study

Data Gathering Procedures

Statistical Treatment of Data

CHAPTER IV PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA

Answer to Research Question 1

Answer to Research Question 2

Answer to Research Question 3

CHAPTER V SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS

Summary of Findings

Conclusions

Recommendations

REFERENCES

APPENDICES

A. Permit to Conduct Study

B. Questionnaire

C. Curriculum Vitae
 LIST OF TABLES

Table 1: Likert Scale for the Dependent and Independent

Variables.
 LIST OF FIGURES

Figure 1: Theoretical Framework of the Study

Figure 2: Conceptual Framework of the Study

Figure 3: Normal Distribution Curve for the test for the

Significance of Relationship between the Independent and

Dependent Variables
 ABSTRACT

Millennia’s today re obsessed with doing everything

quickly, learning is included. Self-study is deemed

important in language learning.

Mobile devices or apps can change the way people

learn and discover something. The use of mobile

technology is continuously increasing particularly to our

young generations. The use of Learning Management system

enables students to study anytime, anywhere and at their

own convenience. By giving our student easily accessible

tools for studying on the go, we are enabling them to

incorporate self-study into their busy lives,

accelerating their progress and guaranteeing better

results.

This study aims to assess the effect of the

learning management system on the academic performance of

Grade 12 Senior high school students of Clarendon

College.

The Researcher used Research design to test the

hypothesis of the study. Questionnaire were distributed

to twenty Grade 12 students who serves as respondents of

the study.
 The findings structured that there is a strong

correlation between the use of Google classroom and

Google meet. Further the result hypothesis testing showed

there is significant relationship between the use of

Google classroom and Google Meet.

The result of the study showed that the respondents

agreed that the agreed that the Google classroom has

positive effect on their academic performance. Hence, the

students agree that the effect of Google classroom were

good and well-presented and in Google meet student has

positive effect on this academic performance. The effect

of Google meet was good and well presented.

 CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

Online learning has been changing the face of

the education system for quite some time. Today, it is an

integral aspect, and a popular tool, in the broader

landscape of higher education. Nowadays, more and more

large educational institutions are using distance

learning to provide their students with access to

educational information and control their progress.

The flexible and interactive nature of online

learning makes it highly effective in career advancement,

increasing the employability of many students and making

faculty members better prepared to work in the digital

age. Some may argue it is better than classroom-based

learning. Learning management system (LMS) are software

or web-based applications that provide a central,

integrated space for educational resources, including

content resources, assessment tools grading tools and

administrative tools. They offer a portal through which

students are able to access learning materials and see

their assignments and grades, and make administrative

tasks such as tracking grades and attendance easier for

educators and administrators. Learning management system

(LMS) also make information from assessments more readily

available, and some can provide individualized activities

based on students’ assessments.

They have been widely used in higher

education and corporate training some time, and are now

being integrated into K-12 education as well. There are a

number of learning management system (LMS) on the market,

from robust free-based applications, with newer ones

being developed specifically for K-12 learning.

Statement of the Problem

This study aims to assess the effect of the

learning management system on the academic performance of

Grade 12 Senior high school students of Clarendon

College,

1. What are the views/perception of the Clarendon

College

Grade 12 Senior High School Students towards

Learning Management System in terms of:

a. Google Class

b. Google Meet
 2. What are the effects of the Learning management

system on the academic performance of Grade 12

Senior high School students of Clarendon College in

terms of:

a. Assignment/Output Submission

b. Real-time class participation

3. Is there a significant relationship between the

learning management system and the academic

performance of Grade 12 Senior high School students

of Clarendon College?

The objective of the Study

The researchers aim to achieve the following objectives:

1. To determine the views/perception of the Clarendon

College Grade 12 Senior High School Students

towards

Learning Management

System in terms of:

a. Google Class

b. Google Meet
 2. To determine the effects of the Learning

management system on the academic performance of

Grade 12 Senior high School students of Clarendon

College in terms of:

a. Assignment/Output Submission

b. Real-time Class Participation

3. To determine the significant relationship between

the learning management system and the academic

performance of Grade 12 Senior high School

students of Clarendon College.

Scope and Limitation

The general intent of this study is to discuss

the effects of the two Learning Management System (Google

Class and Google meet) use by the Grade 12 Senior high

school students of Clarendon College on their academic

performance.

This study involves all of the grade 12 senior high

school students of Clarendon college who choose online as

their learning delivery mode. The respondents will be

given a questionnaire created by the researchers to

gather information to determine the views of Senior high

school students of Clarendon College towards the Learning

management system (LMS) and to determine also the effect

of the learning management system on their academic

performance.

Significance of the Study

The outcome of this study will provide a better

understanding of the effect of the Learning Management

System on the academic performance of grade 12 senior

high school students online users which is deemed

beneficial to the following:

Students. This will serve as a guide for the students to

know and understand the basic use of learning management

system

Parents/ Guardians. This study will serve as their guide

on how to understand the use of the learning management

system.

School Teachers and Administrators. This study will serve

as a citation for the school to improve their use of the

learning management system.

Future Researchers. This study will serve as a reference

to future studies related to learning management systems.

Statement of the Hypothesis

Null Hypothesis ( H o ): There is no significant

relationship between the Learning Management System and

the academic performance of Grade 12 Senior high school

students.

Thus,

H o :r=O

Where r= correlation coefficient of the variables

Alternative Hypothesis (𝑯𝒂): There is a significant

relationship between the Learning Management System and

the academic performance of Grade 12 Senior high school

students.

Thus, H a :r ≠O
Theoretical Framework

This study is anchored on the following theories:

A. Perceived Usability Evaluation Theory (2015)

According to the Perceived usability evaluation of the

learning management system theory of Konstantina or

Fanou, Nikolas Tselios, and Chritos Katsanos in 2015,

Perceived usability affects greatly students learning

effectiveness and overall learning experience, and thus

is an important requirement of educational software. The

system usability scale (SUS)is a well-research and widely

used questionnaire for perceived usability evaluation.

However, surprisingly few studies have to use the SUS

questionnaire in the context of a learning management

system (LMS). This paper presents an empirical

evaluation.

Eleven studies involving 769 students were

conducted, in which participants evaluated the usability

of two learning management systems (LMS)(E class and

Moodle) used within courses of their curriculum. It was

found that the perceived usability evaluated learning

management is at a satisfactory level (mean SUS score

76.27). Analysis of the result also demonstrated the

validity and reliability of SUS for learning management

systems evaluation, and that it remains robust even for

small sample sizes. Moreover, the following SUS

attributes were investigated in the context of the

learning management system, internet self-efficacy,

attitude towards the internet, and usage frequency of the

learning management system (LMS) theory.

B. Instructor’s Acceptance Learning Management System

Theory (2010)

According to Instructors acceptance learning

management theory of Kanla Ali Al-Busaidai and Hafedh Al-

Shi hi in 2010, in the knowledge age, the use of

information technology(IT) tools including learning

management system(LMS) has become an imperative the

adoption of learning management theory(LMS) in academic

and training institutions is very promising worldwide,

Learning management system includes several tools that

provide academic and training institutions efficient and

effective means support distance education and

supplements their traditional way of teaching. Learning

management systems also provide academic insinuation

mechanisms and tools to store, manage, and store its

academic resources knowledge.

Instructor's acceptance is essential for the

deployment of a learning management system. The success

of the learning management system in any institution

starts with the instructor’s acceptance, which in turn

initiates and promotes learners' utilization of the

learning management system. Consequently, the objective

of this paper is to develop a theoretical framework for

evaluating instructors’ acceptance of learning management

systems based on the technology acceptance model. This

framework provides a comprehensive look at critical

factors that influence the instructor’s perceived ease of

use and perceived usefulness of the learning management

system and consequently the actual use. These critical

factors are related to the instructor’s, organization,

and technology. Instructor factors include self-efficacy,

attitude toward learning management system experience,

teaching style, and personal innovativeness. Organization

factors include motivators, technology alignment,

organization support, technical support, and training.

Technology factors include system quality, information

quality, and service quality.

C. Unified Theory of Acceptance and Use of

Technology (2016) According to this theory in this study,

the perceived use value construct of the Unified theory

of acceptance and use of technology (UTAUT2) is

investigated in the context of learning management (LMS),

in which the construct is redefined from its original

price value conceptualization. It was found that many

researchers simply ignore the price value construct when

applying the UTAUT2 model in technology use studies in

the educational context. This study extends the UTAUT2

framework by integrating the learning vale construct and

provides fresh insight about predictors students’

intention towards learning management system (LMS)and its

use. Quantitative research was approach was employed by

utilizing a closed-ended questionnaire to collect data

from Malaysian University students who were users of

learning management systems (LMS). Probability

proportional stratified sampling was employed to select

an appropriate sample.

The result indicated a good measurement and

structural model fit and suggested the significant

influence of performance expectancy, social influence,
and learning value on students’ intention toward learning
management system (LMS) and also confirmed the influence
of facilitating conditions and behavioral intention on
LMS use. The extended UTAUT2 framework helps in
understanding students’ perceived value in the Learning
management system (LMS) context, Furthermore, this study
will help institutions to consider the factors for the
successful implementation of an LMS in an academic
setting.

Learning
Management Academic Performance
System
 Figure 1 Theoretical Framework of the study

Based on the theories, it may be inferred that

distance learning affects students’ academic performance

Conceptual Framework

Based on the theories discussed, the framework as

shown in Figure 2 is conceptualized.

Independent Variables Dependent Variables

Types of Learning Students’ academic

Management System in
performance in terms of:
terms of:

a. Assignment/output
a. Google meet
submission
b. Google class b. Real-time class
participation

Figure 2: Conceptual Framework of the study

Figure 2 presents the hypothesized relationship

between the independent and dependent variables of the

study. The independent variables represent the skills

that can be develop in terms of: google class, and google

meet. The dependent variables concern with the effect of

learning management system on the academic performance of

grade 12 students in Clarendon College in terms of:

assignments output submission and real-time class

participation.

Definition of Key terms

For a better understanding of the terms used in the

study, the following terms are hereby defined.

Google class. A class management apps that can suited or

pass the files and output.

Google meet. An alternative way for the continuous

learning or meeting of an individuals.

Assignments output submission. An artwork that a student

should comply and requires students to submit their
outputs in order to complete the assignments.

Real-time Participation. A student that are live online

meetings to provide simultaneous interaction with the
instructor and other students in real-time participation.
 CHAPTER II

REVIEW OF RELATED LITERATURE

Related Literatures

Foreign

This study examined the effects of research-based

learning (RBL) on senior high school (SHS) students’

metacognitive awareness, specifically metacognitive

knowledge and metacognitive regulation, and the

relationship between their subcomponents in the world of

education, during the covid-19 pandemic, schools and

colleges were not allowed to do direct face-to-face

learning, also known as offline learning, at schools or

campuses. All teaching and learning procedures must take

place entirely online and from the comfort of one’s own

home. One alternative to this regulation is to use the

remote learning (PPJ) approach, which allows teachers and

students to communicate without having to meet face to

face. PPJ is currently conducted online (in a network)

using internet-based media. At the senior high school

level, PPJ is conducted using a Learning management

system (LMS), which is an internet-based application that

can manage, convey, and monitor students.

Learning management systems are becoming more prevalent

in various fields of distance education as web

technologies advance. Wulandari and Budivanto. (2017) The

audience has been captivated by computer-assisted

teaching and learning because of the different benefits

supplied by management systems. This research examines

the need for computer-assisted language learning and how

feature-rich learning management systems might be able to

meet it. A comprehensive review of 450 publications from

two well-known educational journals was carried out.

Following that, the findings from the peer-reviewed

studies were examined in order to develop a proposal for

the use of learning management systems to improve foreign

language learning. The systems’ framework has the ability

to improve the learning experience by allowing for more

comfortable learning and better learner management.

According to AA Khusainova, (2013), the article deals

with the experience of using a learning management system

(LMS Moodle, specifically, the individual organization in

foreign language teaching, and Khusainova noted the

benefits of this system on the organization of practical

works students. Online training, the introduction of

learning information, the modular structuring of content,

an open reference system, and the creation of an

individual education plan allow a variety of options for

students.

The growing penetration of web-based technology into our

social lives, according to MS Lyashenko and IA Malinina

(2015), causes issues for both instructors and students.

The goal of this study is to discuss how social media as

web-based technologies are being integrated into the

university’s teaching environment. Within the university

framework, social media application is evaluated at both

the macro and micro levels. The macro-level description

of the LMS system and the micro-level description of LMS

products to support a certain discipline receive special

consideration. The authors propose that in order for

technologies to be successfully deployed, specific

pedagogical circumstances must be provided. As a

foundation for teacher-student collaboration, the

participatory approach is offered.

Mehrak Rahimi and Seyed Shabab Miri (2014) report on two

case studies conducted in a teacher training university

to determine the effects of two technology-based learning

environments on pre-service English as a foreign language

teachers’ learning and technology acceptability. A

learning management system was employed in the first

scenario to support writing abilities in a writing

course. The effect of an educational blog on developing

phonological awareness was investigated in the second

scenario. Pretest-posttest control and experimental group

designs were used in both studies. While controlling for

the participants’ entry-level skill, the results revealed

that the experimental group scored higher in their final

assessment. A questionnaire and a semistructured

interview were used to measure the perceptions of persons

who had worked in technology-based environments. It was

discovered that the majority of participants enjoyed

utilizing both technologies for learning, saw them as

valuable educational resources, and wanted to include

them into additional university courses.

LOCAL

The learning management system (LMS) has been built in a

number of colleges around the world, according to the

study, to assist connect students and lectures outside of

the traditional classroom. It’s a digitally-enabled

environment that’s designed to manage user learning

interventions and offer learning content and resources to

pupils. Since the learning management system (LMS) has

already been established and made mandatory for lecturers

to use in their regular lectures, it is critical to

identify feedback from students who have used the LMS

(LMS). Previous research has yielded a variety of

conclusions about the influence of utilizing a learning

management system (LMS) in the higher learning

environment at various universities across the world. As

a result, this paper will offer a number of perspectives

on the learning management system (LMS) phenomenon. L

HWEI Ling, Nor Azura Adzharuddin (2013).

A learning management system (LMS), according to Nurul

Nadirah Mohd Kasim and Fariza Khalid (2016), is an e-

learning technology that has been widely utilized to

improve students’ learning experiences and the creation

of their comprehension of particular topics. Moodle, A

tutor, Blackboard, and Success Factors are some of the

prospective learning management systems (LMS) that can be

used for teaching and learning processes in higher

education institutions, according to the concept paper.

The comparison is based on an examination of the

characteristics of the chosen learning management system

(LMS) providers in the literature. Flexibility, ease of

use, accessibility, and user friendliness are all factors

taken into account. This document also includes some

recommendations for the platform to be used. The findings

of this study provide readers with enough information to

make their own conclusions about which LMS platform to

use based on their institution’s needs.

A learning management system (LMS), according to Jowati

Juhari(2014), can be a vital platform for reporting on

students’ learning progress and monitoring their learning

engagement. The LMS is used as a supplement to learning

and instruction at Malaysia’s only defense university,

the National Defense University of Malaysia (NDUM).

Nonetheless, Malaysia’s desire for higher education

institutions to actively participate in Massive Open

Online Courses (MOOCs) has stressed the need for NDUM to

equip students with an effective LMS. The purpose of his

research is to look at the perspectives of students at

Defense University on the use of LMS. The paper’s

hypotheses and conceptual framework are generated using

the Technology Acceptance Model (TAM).

The goal of this study, according to Libor Juhanak, Jiri

Zounek, and Lucie Rholikova(2019), is to investigate

students’ behavior and interaction patterns in various

types of online quiz-based activities within a learning

management system (LMS). The educational data mining

(EDM) and learning analytics (LA) research communities

are interested in analyzing students’ behavior in online

learning activities and discovering unique patterns of

engagement in LMS. Prior research has mostly concentrated

on frequency analysis, ignoring the temporal components

of students’ learning behavior. As a result, we take a

process-oriented approach, looking into different

viewpoints on how to use process mining approaches in

online learning and assessment. We study student

interactions in multiple online quizzes from various

courses and contexts to investigate a wide range of

probable student behavior patterns. We uncover distinct

sorts of interaction sequences using the process mining

method, which sheds fresh light on students’ quiz-taking

habits in the LMS. These findings, we feel, have

significant implications for both researchers researching

student behavior in online contexts and practitioners

using online quizzes for learning and evaluation.

Learning Management Systems (LMS) have been widely

adopted by higher education institutions worldwide for

more than a decade, according to Joel Mtebe (2015) in his

study. Sub-Saharan African institutions are now devoting

a significant portion of their limited resources to the

installation and maintenance of LMS. This expenditure

continues to rise, raising concerns about whether the LMS

in this institution are performing to their full

potential. The article investigates these questions by

reviewing the literature on LMS usage published in the

region. The article concludes by suggesting strategies

that can assist institutions in making better use of

their learning management system (LMS). The goal is to

assist institutions in identifying effective strategies

for increasing and cost-effective learning management

system (LMS) usage.

Learning management systems (LMS) can be thought to

integrate collaborative and interactive learning

activities in a blended education context, according to

Sofia Balula Dias and Jose Alves Diniz (2014); however,

this requires a strong institutional and sociocultural

commitment from all stakeholders. As a result, an

empirical study was conducted with the goal of defining

learner profiles and using them as an optimization

feedback-like process to the learning management system

(LMS) in order to achieve effective blended(b-)

learning.At a public Higher Education Institution, 36

undergraduate students participated in a variety of b-

learning activities. Semistructured face-to-face

interviews were conducted and validated, and a systematic

multivariate content analysis was constructed, using a

synergetic combination of qualitative and quantitative

data. The findings revealed three distinct student

profiles related to interactive learning environments,

teachers’ beliefs about information and communication

technologies (ICTs), and students’ training. A

reimagining of the learning management system (LMS)

within the b-learning environment might be tackled in

this complex scenario by increasing interactivity,

encouraging users’ ICT familiarity, and including

additional training.
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research methodology used

by the researchers.

Research Design

The researchers made use of descriptive design

in the proposed study since it will try to dwell on the

present conditions existing in the given area he hd

particularly chosen.

According to Hailikari, Nevi and Komulainen

(2008), investigated the connection or prior knowledge

and academic self-beliefs (combination of expectation of

success, mathematical self-efficacy and self-perception

of mathematical ability) on mathematics achievements with

participants who were mathematics students in a required

undergraduate mathematics class where 67% were first-year

students. Instead of using a known, calibrated self-

efficacy scale, Hailikari et al. used nine statements to

asses’ academic self-beliefs. Three of the statements

were used to measure expectations of success, four

measured self-efficacy and two items, created by them

solely for this study, measured self-perceptions of

mathematics ability. Prior knowledge was measured using

six mathematical skills that were considered required

skills of students before the beginning of the course.

Student achieving was measured by the final grade in the

course. They found that prior knowledge predicted a

student’s academic over all of the other variables.

Research Instrument

The researchers used a set of questionnaires in

gathering the data needed for the study.

The questionnaire/s were divided into two parts

following the determinants the study contained. The first

part was about the two different types of Learning

Management system used in Online Classes which are Google

class and google meet. The second part was the Students’

Academic Performance in terms of Assignment/Outputs and

Submission.

The responses on the questionnaire will be measured

using the Likert scale as shown in Tables 3, 4, 5, and 6.

Strongly agree 5

Agree 4

Moderately agree 3
 Disagree 2

Strongly disagree 1

Table 1 Likert Scale for the Dependent and Independent

Variables.

Respondents of the Study

The respondents in this study were the 20 students of

Grade 12 Humanities and Social Sciences of Clarendon

College.

Data Gathering Procedures

A letter of request approved by the thesis adviser, Mr.

Emmanuel C. Faner, will be sent to Ms. Hazel P. Palapus,

Principal of Clarendon College High School Department, to

secure permission to conduct a study and distribute

questionnaires to Grade 12-HUMSS students.

The researcher distributed the questionnaires to the

students of Grade 12-HUMSS to know the effect of Learning

Management System on their academic performance. All the

data gathered from the respondents will be organized,

tallied, tabulated, and presented in a series of tables

and graphs.
The researcher will also use books, thesis works, and the

internet to gather data for the study.

Statistical Treatment Data

1. Arithmetic mean

The researchers will use Arithmetic Frequency

Distribution to display the number of respondents.

Frequency Distribution will be made for interpretation

and presentation of data. To comprehend the average

(mean) and percentile rank, the following formula was

made:

x=
∑x
n

Where:

X = arithmetic mean of x ∑x=

percentage

n= total number of respondents

Correlation analysis

Pearson's product-moment correlation coefficient is used

to measure the linear association between two variables.

It will determine if there is a correlation between

social media to student's academic performance using this

formula:

n ∑ xy−∑ x ∑ y
r=
√ [ n ∑ x −(∑ x ) ] [n ∑ y −(∑ y ) ]
2 2 2 2

Where:

n= number of respondents

x= sum of all value of x

y= sum of all value of y

xy= sum of the product of x and y

x2= sum of square of x

y2= sum of square of y

Table 2 shows the Ranges of Coefficient of Correlation

Degree of Strength of Relationship

 Table 2

Ranges of Coefficient of Correlation Degree or Strength

of

Relationships

Ranges of r Degree or Strength of

Relationship

±1.00 Perfect Relationship

±0.90 to ±0.99 Very Strong/Very High

±0.70 to ±0.89 Strong/High

±0.40 to ±0.60 Moderate/Substantial

±0.20 to ±0.39 Weak or Small

±0.01 to ±0.19 Almost Negligible/Slight

0.00 No Correlation

CHAPTER 4
 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of

the collected data based on the specified questions
stated in chapter 1.

Table 1.A shows the mean perception of the Grade 12

students, on the effect of learning management system on

the academic performance in terms of Google class.

Table 1-A.

Mean Perception of the Respondents is the effect of

learning management system on the academic

performance of grade 12 students in

terms of google class

ITEMS MEAN RANK DESCRIPTION

1.Google class is a great 4.5 4 Agree

help in an asynchronous
manner.

2.Google class is a great 4.25 1.5 Agree

help in streamline
assignments.

3.Google class is a great 4.1 5 Agree

help to foster
communication.

4.Google class helps me 4.25 1.5 Agree

to manage my classes,
assignments, grades
online without paper.

5.Google class allows me 4.15 3 Agree

to track my classwork and
submit assignments.
Overall mean 4.25

Based on table 1-A above

As shown in the table 1, the perception of Google class

is a great help in an asynchronous manner got 4.5
described as “agree”; in Google class is great help in
streamline assignments got 4.25 also described as
“agree”; on Google class is a great help to faster
communication got 4.1 described as “agree”; on Google
class helps me to manage my classes assignments, grade
online without paper got 4.25 described as “agree” on
Google class allows me to track my classwork and submit
assignments got 4.15 described as “agree”

The overall mean computed was 4.25 described as “agree”,

indicating that Grade 12 students agreed that the Google
classroom has positive effect on their academic
performance. Hence, the students agree that the effect of
Google classroom were good and well presented

Table 1-B.
 Mean Perception of the Respondents is the effect of
learning management system on the academic performance of
grade 12 students in terms of google meet:

ITEMS MEAN RANK DESCRIPTION

1.Google meet allows me to 4.1 2 Disagree

join virtual discussion
effortlessly.
2.Google meet allows me to 4.2 1 Strongly
join meeting in web browser, disagree
Android phones or IOS apps.
3.Google meet allows me to 4.05 3 Moderately
accomplish my task better. agree

4.Google meet allows me to 3.9 5 Strongly

study the lesson. agree

5.Google meet allows me to 4 4 Agree

attend unlimited duration.
Overall Mean 4.05

Based on the table 1-B

As shown in table 2, the perception of the respondents on

the Google meet got a lowest mean of 4.1 described as
“disagree”; on Google meet allows students to join
meeting got the highest men of 4.2 described as “strongly
agree”; on Google meet students helps to accomplish their
task better got 4.05 described as “moderately agree” ; on
Google meet allows students to study their lesson got
mean of 3.9 described as “strongly agree” on Google meet
allows students to attend unlimited duration got 4
described as “agree”.

The overall mean computed was 4.05 described as “agree”,

indicating that Grade 12 students agreed that Google meet
has positive effect on this academic performance. Hence,
the students agree that the effect of Google meet were
good and well presented.

Table 2-A.
 Mean Perception of the Respondents is academic
performance of grade 12 students in terms of assignments
output submission.

1.Google class helps me to 4.1 3 Moderately agree

submit my outputs without
hassle.

2.Google class helps me to 3.95 5 Strongly agree

improve my time management
and organization skill.

3.Google class helps me to 4 4 Agree

track my initial grade and
make some interventions.

4.Google class is a great 4.4 2 Disagree

tool that helps me to submit
my outputs.

5.Google Class helps me to 4.55 1 Strongly disagree

attach on more files to
submit my outputs.

Overall Mean 4.2

Based on the table 1-C above,

As shown in the table 3, the perception of students on

the Google class helps me to submit my outputs without
hassle on being good got 4.1 described as “moderately
agree”; while Google class helps me to improve my time
management and organization still got the lowest mean of
3.95 described as “strongly agree” and on the Google
class it helps me to trade my initial grade and make some
 interventions on the content got the second to the lowest
mean of 4 described as “agree”; Google class is a great
tool that helps me to submit my outputs with the mean of
4.4 described as “disagree”; and Google class helps me to
attach on more files to submit my outputs on having 4.16
mean describe as “strongly disagree”

The overall mean computed was 4.2 described as “agree”

indicating that the Grade 12 students agreed that the
content or the use of Google class help them to do their
home works and activities without any waste of time.
Hence, the students agree that the effect of Google
classroom on passing the assignments/output were good and
well presented.

Table 2-B
Mean Perception of the Respondents is academic
performance on grade 12 students in Clarendon College in
terms of Real-time Class Participation
.

1.Google meet helps me to 4 3 Moderately agree

improve a new twist on show and
tell in real-time participation.
2.Google meet helps me to join 4.1 1 Strongly disagree
in real-time participation.
3.Google meet helps me to 3.7 5 Strongly agree
intrinsically motivated engage
fully in real-time
participation.
4.Google meet helps me to not be 3.45 4 Agree
shy to ask a question in real-
time participation.
5.Google meet helps me to attend 4.05 2 Disagree
unlimited meeting duration in
real-time participation
Overall Mean 3.86

As shown in table, the perception of the respondents of

Grade 12 on real-time participation got a mean of 4
described as “moderately agree” on real time class
participation help students to join got a mean of 4.1
described as “strongly agree” on real time class
participation helps students to intrinsically motivated
engage fully got 3.7 described as “strongly agree” on
real time class participation help students to not be shy
to ask a questions got 3.45 described as “agree” on real
time class participation helps students to attend
unlimited meeting duration got 4.05 described as
“disagree”.

The overall mean computed was 3.86 described as “agree”,

indicating that the Grade-12 students agreed that Google
meet helps and allow students to join in real time
participation. Hence, the students agreed that the real-
time class participation were good, persuasive, and well-
presented.

CHAPTER 5
SUMMARY of FINDIGS, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings

1. The overall mean computed was 4.25 described as

“agree”, indicating that Grade 12 students agreed that
the Google classroom has positive effect on their
academic performance. Hence, the students agree that
the effect of Google classroom were good and well
presented.

2. The overall mean computed was 4.05 described as

“agree”, indicating that Grade 12 students agreed that
Google meet has positive effect on this academic
performance. Hence, the students agree that the effect
of Google meet were good and well presented.

3. The overall mean computed was 4.2 described as “agree”

indicating that the Grade 12 students agreed that the
content or the use of Google class help them to do
their home works and activities without any waste of
time. Hence, the students agree that the effect of
Google classroom on passing the assignments/output
were good and well presented.

4. The overall mean computed was 3.86 described as

“agree”, indicating that the Grade-12 students agreed
that Google meet helps and allow students to join in
real time participation. Hence, the students agreed
that the real-time class participation were good,
persuasive, and well-presented.
Conclusions
1. The Grade 12 students found that learning management
system in terms of Google class helps in their
asynchronous manner and in streamline assignments.

2. The Grade 12 students found that Learning Management

system in terms of assignments/output submission helps
in their submit output without hassle and helps to
improve time management and organizational skill by
using Google classroom.
3. The Grade 12 students found that Learning Management
system in terms of Google meet helps in their virtual
discussion effortlessly, meeting in web and to
accomplish task better.

4. The Grade 12 students found that Learning Managements

system in terms of Real-time Participation helps them
to improve a new twist on show and tell and to join in
real-time participation by using Google meet.

Recommendations
Based on the conclusion above, the following are
recommended

1. The Researchers should recommend to their co-students

the use of Learning Management system has a good
effect on their performance.

2. The Researchers should recommend to their Teacher that

the use of Learning Management system will help their
students at academic performance much better.

3. The Researchers should recommend to their co-students

that the fist people they contact is their parents to
guide them and learn more on how to use the new way of
Learning management system.

4. The Researchers should also know how to use learning

management system to better understand the benefits of
learning management system in the academic performance of
students.

BIBLIOGRAPHY
Thesis and Dissertations

Ahmad, A.A (2003). The efficiency of learning management

system in AOU, Kuwait, as a communication tool in an E-
learning system. International Journal of Educational
Management, 27(2), 157-169.

Ahmed, K.,& Mesonovich, M.(2019). Learning Management

Systems and students performance. International Journal
of Sustainable Energy Development (IJSED), 7(1), 582-591.

Dulkaman, N.S.B.S.M.J.,& Ali, A.M(2016). Factors

influencing the success of learning management system on
students academic performance. IYSJL, 1(I),36-49.

Ebardo, R,A.&.Valderama, A,M,C. (2009). The effect of the

web-based learning management system on knowledge
acquisition of information technology students at Jose
Rizal University. Proceeding of 6th International
conference E-learning for knowledge-based Society,
Bangkok, Thailand.

Goh,W.W., Hong, J,L.,& Gunawan, W.(2013). Exploring

students perceptions of learning management system: An
empirical study based on TAM. In Teaching, Assessment and
Learning for Engineering (TALE), (2013). IEEE
International Conference on IEEE. 367-372.

Kim, D. (2017). The impact of learning management system

on the academic performance: Virtual competency and
students involvement. Journal of Higher Education Theory
and Practice, 17(2)

APPENDIX A
 PERMIT TO CONDUCT THE STUDY

Hazel P. Palapus, Meng.

Principal
Clarendon College

Madam:
Warmest greetings

We are Grade 12 – Humanities and Social Science (HUMSS)

students of Clarendon College. We are currently working
on our research entitled “Learning Management System:
It’s Effect on the Academic Performance of Grade 12
Students in Clarendon College”.

In this regard, I would like to ask permission from your

office to allow us to conduct our research instrument to
Grade 12 students in Clarendon College who are the
research subjects of our study.

Thank you very much ma’am

Respectfully yours,

Jabez Alysa Mae Fabella

Rohaida Corontos
Mark Christopher Gondra
Omrey Bayani
Sofia Nicole Cabrera
Marvelyn Aquino
April Diane Gadon
Erica Ann Morcilla
John Khen Forio

APPENDIX B
LETTER TO RESPONDENTS TO ADMINISTER INSTRUMENT
December 07, 2021

Dear Sir Madam:

Warmest greetings

The following undersigned are Senior high school students

at the Clarendon College, Odiong Roxas Oriental Mindoro
taking up Humanities and Social Sciences (HUMSS) and
presently conducting a research entitled “Learning
Management System: it’s effect on the academic
performance of Grade 12 students in Clarendon College”
and we need your help to realize our objectives.

In view of this, we would like to request your

participation by answering our questionnaire and rest
assured that all information derived herein will be
utmost confidentiality.

Thank you very much and keep safe always.

Respectfully yours,

Jabez Alysa Mae Fabella

Omrey Bayni
Rohaida Corontos
Mark Christopher Gondra
Sofia Nicole Cabrera
April Diane Gadon
Marvelyn aquino
Erica Ann Morcilla
Kyra Faye Donatos
John Ken Forio

Noted by:

Emannuel c. Faner

APPENDIX C
 RESEARCH INSTRUMENT

CLARENDON COOLEGE

Odiong, Roxas, Oriental Mindoro

Learning Management system: it’s Effect on the Academic

Performance of Grade 12 Students

Questionnaire

Name (Optional):

Directions: Read each statement carefully. Choose the

number corresponding to your answer.

5 – strongly agree 4 – agree 3 – moderately

agree

2 – disagree 1 – strongly disagree

Part I. Types of Learning Management System

Google Class 5 4 3 2 1

1.Google class is a great help

in an asynchronous manner.

2.Google class is a great help

in streamline assignments.

3.Google class is a great help

to foster communication.
4.Google class helps me to
manage my classes, assignments
,grade online without paper.

5.Google class allows me to

track my classwork and submit
assignments.

Google meet

1.Google meet allows me to

join virtual discussion

2.Google meet allows me to

join meeting in web browser,
Android phones and IOS apss.

3.Google meet allows me to

accomplish my task better.

4.Google meet allows me to

study the lesson.

5.Google meet allows me to

attend unlimited meeting
duration.

Part II. Effects on the academic performance of the

students
Assignments/Output Submission 5 4 3 2 1
1.Google Class helps me to
submit my outputs without
hassle.

2.Google class helps me to

improve my time management
and organizations skill.

3.Google class helps me to

track my initial grade and
make some intervention for
improvement.

4.Google class is a great

tool that helps me to submit
my outputs.

5.Google class helps me to

attach on more files to
submit my outputs.

Real-Time Class Participation

1.Google meet helps me to

improve a new twist on show
and tell in real-time class
participation.

2.Gogle meet helps me to join

in real-time class
participation.

3.Google meet helps to helps

me to intrinsically motivated
engaged fully in real-time
class.

4.Google meet helps me to not

be shy to ask a question in
real-time class
participation.

5.Google meet helps me to

attend unlimited meeting
duration in real-time class.

CURRICULUM VITAE

PERSONAL DATA
Name: Jabez Alysa Mae C. Fabella

Date of Birth: September 18, 2003

Place of Birth: Odiong, Roxas, Oriental Mindoro

Religion: Christian

Civil Status: Single

Citizenship: Filipino

Gender: Female

Parents: May C. Fabella

Al V. Fabella

Address: Victoria Roxas Oriental Mindoro

EDUACTIONAL ATTAINEMENT

Primary School: Victoria Elementary School

Secondary: Roxas Seventh-Day Adventist Academy

CURRICULUM VITAE

PERSONAL DATA
Name: Omrey M. Bayani

Date of Birth: February 02, 2004

Place of Birth: Pinamalayan Doctor Hospital

Religion: Foursquare

Civil Status: Single

Citizenship: Filipino

Gender: Male

Parents: Consorcia Bayani

Address: B. del Mundo Mansalay

EDUCATIONAL ATTAINMENT

Primary School: B. Del Mundo Elementary School

Secondary: Fe. Del Mundo National High School

CURRICULUM VITAE

PERSONAL DATA:
Name: Rohaida Corontos

Date of Birth: February 23,2004I

Place of Birth: Iligan City Hospital

Religion: Islam

Civil Status: Single

Citizenship: Filipino

Gender: Female

Parents: Samiah Corontos

Address:Jp. Rizal St. Paclasan

EDUCATIONAL ATTAINMENT

Primary School: Amai Pakpak Central Elementary School

Secondary: Paradigm Colleges of Science and Technology

CURRICULUM VITAE

PERSONAL DATA
Name: Mark Christopher Fontamillas F. Gondra

Date of Birth: October 16, 2003

Place of Birth: Odiong, Roxas, Oriental Mindoro

Religion: Seventh-Day Adventist

Civil Status: Single

Citizenship: Filipino

Gender: Male

Parents: Crisanto R. Gondra

Nemia F. Gondra

Address: San Miguel Roxas, Oriental Mindoro

EDUCATIONAL ATTAINMENT

Primary School: Libertad Elementary School

Secondary: Roxas Seventh-Day Academy

CURRICULLUM VITAE

PERSONAL DATA
Name: Marvelyn Aquino

Date of Birth: April 05, 2002

Place of Birth: Bucayao, Calapan City

Religion: Assembly of God

Civil Status: Single

Citizenship: Filipino

Gender: Female

Parents: Vergie Aquino

EDUCATIONAL ATTAINMENT

Primary School: Kaligtasan Elementary School

Secondary: Kaligtasan National High School

CURRICULUM VITAE

PERSONAL DATA
Name: Sofia Nicole F. Cabrera

Date of Birth:

Place of Birth:

Religion:

Civil Status:

Citizenship:

Gender:

Parents:

Address:

EDUCATIONAL ATTAINMENT

Primary School:

Secondary:

CURRICLUM VITAE

PERSONAL DATA
Name: April Diane Gadon

Date of Birth: April 04, 2004

Place of Birth: Dangay, Roxas, Oriental Mindoro

Religion: Catholic

Civil Status: Single

Citizenship: Filipino

Gender: Female

Parents: Abegel Gadon

EDUCATIONAL ATTAINMENT

Primary School: Dangay Elementary School

Secondary: Dangay National High School

CURRICULUM VITAE

PERSONAL DATA
Name: Kyra Faye P. Donatos

Date of Birth: August 14, 2004

Place of Birth: Iba, Zambales

Religion: Born Again Christian

Civil Status: Single

Citizenship: Filipino

Gender: Female

Parents: Dan Daes Donatos

Lorna Palapal

Address: Old Dangay Roxas

EDUCATIONAL ATTAINMENT

Primary School: Santa Cruz Central School

Secondary: Dangay National High School

CURRICULUM VITAE

PERSONAL DATA
Name: John Ken Angelo Forio

Date of Birth: December 29, 2003

Place of Birth: Camantigue, Bongabong, Oriental Mindoro

Religion: Catholic

Civil Status: Single

Citizenship: Filipino

Gender: Male

Parents: Brenda Santader Forio

Address: Camantigue Bongabong Oriental Mindoro

EDUCATIONAL ATTAINMENT

Primary School: Camantigue Elementary School

Secondary: Dayhagan National High School

CURRICULUM VITAE

PERSONAL DATA
Name: Erica Ann Morcilla

Date of Birth: February 09, 2002

Place of Birth: Binan, Laguna

Religion: Catholic

Civil Status: Single

Citizenship: Filipino

Gender: Female

Parents: Analou Harder Borromeo

Address: B. Del Mundo Mansalay Oriental Mindoro

EDUCATIONAL ATTAINMENT

Primary School: B. del Mundo Elementary School

Secondary: Fe. Del Mundo National High School