“SOUTHERN PHILIPPINES COLLEGE’S GRADE 11 HUMSS-

EDUCATION STUDENTS’ PERCEPTION AND COMPARISON OF

PERFORMANCE IN CLASSROOM LEARNING VERSUS ONLINE
LEARNING”

A Research Paper
Presented to
The Faculty and Staff of Southern Philippines College
Cagayan de Oro City, Misamis Oriental

In Partial fulfilment
of the Requirements of the Subject
Practical Research 1

Charlyn Razon
Cherry Mae Antivo
Crieza Vie Alid-ab
Donalyn Jamis
Glen Cagadas
Jenny Tampaling
Lianne Navarro
Ella Babac

Chapter I
INTRODUCTION
I.I Background of the Study
The Covid-19 pandemic has made everyone stay at home but it has not stopped

the world. People still need to work. Students need to learn and teachers need to

teach . Online Education during a Pandemic. Business Mirror. Online classes are used

as an alternative to face-to-face learning since the pandemic has resulted schools to

temporarily close across the world in order to protect all the students and teachers from

the threat of the coronavirus disease COVID-19 and to prevent the growth of the

number of cases in our country.

All educators and students approach this current paradigm with eagerness and concern.

This paradigm called “Online Teaching and Online Learning” is new to most of the

students and teachers especially here in our country: The Philippines. With this sudden

implementation and happenings “enrollment in kindergarten up to senior high school for

the school year 2020-2021 dropped more than 25 percent from a year ago” according to

figures from the Department of Education. Enrollment Drops More Than 25%. Philippine

Daily Inquirer. Further, with this dramatic changed in education, the distinctive rise of e-

learning is clearly widespread.

Some people think that this unexpected and rapid shift to online learning considering

that teachers and students has no training, possible to experience poor internet

connection, and with a little preparation will result in a poor user experience that is

unconducive to sustained growth and sufficient learning. While some believe that "the

integration of information technology in education will be further accelerated and that

online education will eventually become an integral component of school education"

says Wang Tao the vice president of Tencent Cloud and vice president of Tencent
Education. There have been uncountable comparative researches regarding the

learning outcomes between classroom learning versus online learning. Looking for the

advantages and the disadvantages of both contingent to see which is better than

which.This research is conducted in order to know the Grade 11 HUMSS- EDUCATION 

students perception towards classroom and online learning and to know the differences

or changes of their class performance. This will help the students to know the

perception of other HUMSS students in the institution where they will see their

similarities and differences of struggles and ease. Also, this will help them to know what

they need to improve so they could find a way to fill the gap. On the teacher’s side, this

will help teachers to recognize the variation of students’ performance whether for the

betterment of for worse, and to find an alternative to help his/her students.  

Statement of the Problem:

This study aims to determine the perception and comparison among the  

performances between classroom learning and online learning of grade 11 HUMSS-

Education students of Southern Philippines College, the relationships between the

cultural backgrounds of post-secondary learners and their level of satisfaction with an

online learning environment. The level of satisfaction will be considered in terms of the

learners‟ selfassessed academic outcome as well as their affective appraisal of an

online learning  environment with which they have interacted. The participants may be

satisfied with their academic outcome, as in the grade level achieved, but this may be

independent of  their satisfaction with the online learning environment used in their

program of studies. this seeks to answers the following question

 1. Do students learn better in online learning more than in classroom learning?

2. What is the difference between classroom and online learning?

3. Is online learning better than classroom learning?    

Purpose of the study

The purpose of this study aims to determine the Grade 11 HUMSS-

EDUCATION  students perception towards classroom and online learning and to know

the differences or changes of their class performance.   

Significance of the Study

The Significant of this study redound the other people how Classroom Learning

and Online Learning feels. Online and traditional education share many qualities.

Students are still required to attend class, learn the material, submit assignments, and

complete group projects. While teachers, still have to design curriculums, maximize

instructional quality, answer class questions, motivate students to learn, and grade

assignments. Despite these basic similarities, there are many differences between the

two modalities. Traditionally, classroom instruction is known to be teacher-centered and

requires passive learning by the student, while online instruction is often student-

centered and requires active learning.

In teacher-centered, or passive learning, the instructor usually controls classroom

dynamics. The teacher lectures and comments, while students listen, take notes, and

ask questions. In student-centered, or active learning, the students usually determine

classroom dynamics as they independently analyze the information, construct

questions, and ask the instructor for clarification. In this scenario, the teacher, not the

student, is listening, formulating, and responding Salcedo, 2010.

In education, change comes with questions. Despite all current reports championing

online education, researchers are still questioning its efficacy. Research is still being

conducted on the effectiveness of computer-assisted teaching. Cost-benefit analysis,

student experience, and student performance are now being carefully considered when

determining whether online education is a viable substitute for classroom teaching. This

decision process will most probably carry into the future as technology improves and as

student’s demand better learning experiences.

Thus far, “literature on the efficacy of online courses is expansive and divided”

Driscoll et al., 2012. Some studies favor traditional classroom instruction, stating “online

learners will quit more easily” and “online learning can lack feedback for both students

and instructors” Atchley et al., 2013. Because of these shortcomings, student retention,

satisfaction, and performance can be compromised. Like traditional teaching, distance

learning also has its apologists who aver online education produces students who

perform as well or better than their traditional classroom counterparts Westhuis et al.,

2006.

This will accommodate the students to know the perception of other HUMSS

students in the institution where they will witness their uniformity and dissimilarity of

struggle and ease. Besides, this study will accommodate them to identify what they

need to improve in order they could find methods to fill the gap. On the teachers' side,

this will help the educators to recognize the variation of students' performance whether

for the betterment of for worse, and to seek an alternative to help his/her students.
 The benefits of classroom learning help students and teachers know each other

in a better manner. Also, classroom learning is more helpful due to a continuous

interaction between students and teachers, as it helps students to get rid of their fears

regarding exams, which can rarely happen with online guidance. While the benefits of

Online learning can enhance a student's academic performance. There’s no struggle

with student’s academic writing tasks as the internet can help students to access

custom essay. Additionally, online learning has a high effect in advancing one's career

as it has an interactive and flexible nature. 

The advantages and disadvantages of both instructional modalities need to be

fully fleshed out and examined to truly determine which medium generates better

student performance. Both modalities have been proven to be relatively effective, but,

as mentioned earlier, the question to be asked is if one is truly better than the other.

Definition of terms
Here are the following terms that could read in this research. These are the

words that are not widely known and terms are defined.

Comparative- perceptible by comparison; relative.

Contingent - depending on something else that might or might not happen.

Conducted - the way that something is managed or directed. 

 E-Learning- learning conducted via electronic media, typically on the Internet.

Integration - the action or process of successfully joining or mixing with a

different group of people:

Perception - the way that you notice or understand something using one of your

senses.

Unconducive- making a certain situation or outcome unlikely or impossible.

Conceptual Framework
  
INDEPENDENT                                DEPENDENT                                 RESULTS 

The performance of students relies on the quality of education. The better the

quality, the better performance of a student. The figurej shows the independent and

dependent variables. The question grasps the quality of education between online

learning and classroom learning on how effective the quality of education of the learners

and the result of every activity given by the educator. These variables help the result of

the study if there are positive and negative relationships between the two variables.

Types and quality of learning advice specific what types of learning could be effective to

the students on how they respond to the extent of the teaching and learning process

affects every student.

Chapter 2
REVIEW OF RELATED LITERATURE 
Introduction
 Virtual learning is excellently flexible when we have in mind e-learning, it's commonly

the asynchronous activities such as presentations and quizzes that spring to mind first. Live

learning increases engagement by adding a human element. It is especially beneficial for

learners who are not so self-sufficient or who are used to the traditional ‘teacher and class’

model of education. Live online lessons are particularly important in any course as it gives the

learners the chance to receive feedback on elements of their learning which are impossible to

measure in a self-marking quiz. In other ways, virtual lessons are similar to traditional face-to-

face classes - teachers can directly or present information and work jointly with a group of

people in actual time. 

The first essential difference is in classroom management. In a physical classroom, the

teacher is free to move the learners around, grouping them in different ways and laying out the

class in a way that will make the activities run smoothly. Most online classes use conferencing

software which can make breakout groups and different arrangements of learners possible in

the classroom. However, in reality, the most effective way to conduct online lessons is often for

the teacher or presenter to manage the group as a whole. Because of this, online classes work

best when they are kept to a smaller number of people.

To sum up, while there are differences between physical and online learning, in the

hands of a well-trained teacher, both delivery methods can be used to achieve the same goals.

Which one you choose depends on the logistics of delivering your training as much as the

subject matter being taught. However, in a more and more globalized workplace, live online

lessons are becoming an increasingly obvious choice for any professional development

program.
Definitional Functional 
An online class is a course conducted over the Internet. They are generally conducted

through a learning management system, in which students can view their course syllabus and

academic progress, as well as communicate with fellow students and their course instructor.

Online classes are generally self-paced, allowing for greater flexibility in completing

coursework. Some examples of online courses are MOOCs, or Massive Open Online Courses, as

produced by organizational such as edX or Coursera. Many traditional universities offer online

courses, including Purdue University via their takeover of Kaplan. 

E-learning is here defined as interactive learning in which the learning content is

available online and provides automatic feedback to the student’s learning activities. Online

communication with real people may or may not be included, but the focus of e-learning is

usually more on the learning content than on communication between learners and tutors.

Unfortunately, the term e-learning is often used as a more generic term and as a

synonym for online education. Kaplan-Leiserson (2000) has developed an online e-learning

glossary, which provides this definition: E-learning: Covers a wide set of applications and

processes, such as Web-based learning, computer-based learning, virtual classrooms, and

digital collaboration. It includes the delivery of content via Internet, intranet/extranet

(LAN/WAN), audio- and videotape, satellite broadcast, interactive TV, and CD-ROM. The term e-

learning is not very precise, and it should be pointed out that learning is just one element of

education. So, the term online education should cover a much broader range of services than

the term e-learning. One may also claim that e-learning companies often focus on course

content, while online education institutions cover the whole range of educational services.
 Online education encompasses a tremendous number of topics, subject areas,

disciplines and degree programs. In its broadest terms, online education simply means

acquiring knowledge through the use of instruction provided via the internet. More specifically,

this education is acknowledged to be pedagogical rather than self-selected. In other words,

reading an article about birds in a periodical online wouldn't be classified as "online education,"

but enrolling in a video course about ornithology given by a teacher would be considered online

education. While it sounds very similar to the online learning definition, e-education, or e-

learning, is a different system of education that similarly uses technology to enrich or facilitate

the learning process. In the case of e-learning, it is possible for the bulk of the instruction

students receive to take place inside the classroom, but, generally speaking, assignments are

completed or enhanced with the use of technological tools and the internet. While many

people in the field of education had long believed that the human element was critical for

successful pedagogical instruction, it has been proven that e-learning is effective, particularly

when training professionals regarding new software, materials, policies or advancements in

their sector. While many people in the field of education had long believed that the human

element was critical for successful pedagogical instruction, it has been proven that e-learning is

effective, particularly when training professionals regarding new software, materials, policies or

advancements in their sector. (Ashley Friedman) 

Learning theory 
Learning theory is meant to explain and help us understand how people learn; however,

the literature is complex and extensive enough to fill entire sections of a library. It involves
multiple disciplines, including psychology, sociology, neuroscience, and of course, education.

Three of the more popular learning theories—behaviorism, cognitivism, and social. 

Constructivism—will be highlighted to form the foundation for further discussion. Mention will

also be made of several other learning theories that are relevant to online education. Before

reviewing these theories, it will be worthwhile to have a brief discussion of the term theory

itself. As its name implies, behaviorism focuses on how people behave. It evolved from a

positivist worldview related to cause and effect. In simple terms, action produces reaction. In

education, behaviorism examines how students behave while learning. More specifically,

behaviorism focuses on observing how students respond to certain stimuli that, when

repeated, can be evaluated, quantified, and eventually controlled for each individual. The

emphasis in behaviorism is on that which is observable and not on the mind or cognitive

processes. In sum, if you cannot observe it, it cannot be studied. Cognitivism has been

considered a reaction to the “rigid” emphasis by behaviorists on predictive stimulus and

response (Harasim, 2012, p. 58). Cognitive theorists promoted the concept that the mind has an

important role in learning and sought to focus on what happens in between the occurrence of

environmental stimulus and student response. They saw the cognitive processes of the mind,

such as motivation and imagination, as critical elements of learning that bridge environmental

stimuli and student responses. For example, Noam Chomsky (1959) wrote a critical review of

Skinner’s behaviorist work in which he raised the importance of creative mental processes that

are not observable in the physical world. Although written mainly from the perspective of a

linguist, Chomsky’s view gained popularity in other fields, including psychology. Interdisciplinary

in nature, cognitive science draws from psychology, biology, neuroscience, computer science,
and philosophy to explain the workings of the brain as well as levels of cognitive development

that form the foundation of learning and knowledge acquisition. As a result, cognitivism has

evolved into one of the dominant learning theories. The future of cognitivism is particularly

interesting as more advanced online software evolves into adaptive and personalized learning

applications that seek to integrate artificial intelligence and learning analytics into instruction.

Parallel to behaviorism and cognitivism was the work of several education theorists, including

Lev Vygotsky, John Dewey, and Jean Piaget. Their focus on social constructionism was to

describe and explain teaching and learning as complex interactive social phenomena between

teachers and students. Vygotsky posited that learning is problem solving and that the social

construction of solutions to problems is the basis of the learning process. Vygotsky described

the learning process as the establishment of a “zone of proximal development” in which the

teacher, the learner, and a problem to be solved exist. The teacher provides a social

environment in which the learner can assemble or construct with others the knowledge

necessary to solve the problem. Likewise, John Dewey saw learning as a series of practical social

experiences in which learners learn by doing, collaborating, and reflecting with others. While

developed in the early part of the 20 century, Dewey’s work is very much in evidence in a good
th

deal of present-day social constructivist instructional design. The use of reflective practice by

both learner and teacher is a pedagogical cornerstone for interactive discussions that replaces

straight lecturing, whether in a face-to-face or online class. Jean Piaget, whose background was

in psychology and biology, based his learning theory on four stages of cognitive development

that begin at birth and continue through one’s teen years and beyond. Seymour Papert, in

designing the Logo programming language, drew from Jean Piaget the concept of creating
social, interactive micro worlds or communities where children, under the guidance of a

teacher, solve problems while examining social issues, mathematical and science equations, or

case studies. Papert’s approach of integrating computer technology into problem solving is

easily applied to many facets of instructional design.

Student's attitude
Many modern technological advances have a direct impact on the format and efficacy of

delivery and consumption of educational content. Our findings indicate that students' learning

style and attitude towards a discipline may be important for their final quantitative

performance. (N. Christou,. & I. Dinor,. 2010). The study revealed that students prefer blended

learning to traditional classroom in EFL context. However, they liked to take English exams in

paper-and-pencil form, rather than in digital form. As for submitting English assignments online

or personally, their opinions were divided. (Akbarov, Azamat; Gönen, Kemal; Aydogan and

Hakan. 2018). Despite recent interest in online learning, systematic comparisons of online

learning environments with traditional classroom environments are limited, particularly in the

sciences. (Nennig, Hannah T.; Idárraga, Katrina L.; Salzer, Luke D.; Bleske-Rechek, April; Theisen

and Roslyn M. 2020). The statistical analysis involved a paired samples t-test. The results

suggest that the cooperative learning of PBL develops students' interpersonal competence in a

statistically significant way. A qualitative analysis of the students' responses to the

questionnaire also reveals the students' changing attitudes toward cooperative learning in the

classroom environment (Han., Shin-Il; Son, Hyesook,. 2020). Much research into college student

motivation focuses on traditional face-to-face (FtF) classroom settings. Building from previous

research in Feedback Intervention Theory (Kluger & DeNisi, 1996) and the Community of
Inquiry framework (Anderson, Rourke, Garrison, & Archer, 2001; Garrison, Anderson, & Archer,

1999), this study sought to identify predictors of student motivation toward online courses,

However, perceptions of teaching presence did not predict motivation in the hypothesized

direction (Cole, Andrew William; Nicolini, Kristine M.; Anderson, Christopher; Bunto, Thomas;

Cherney, Maura R.; Fisher, Valerie Cronin; Draeger, Richard, Jr.; Featherston, Michelle; Motel,

Laura; Peck, Brittnie; Allen, Mike. 2017).

Students' performance behavior 

Blended  learning  is  a  hybrid  of  classroom  and  online  learning  that  includes  some 

of  the  conveniences  of  online  courses  without  the  complete  loss  of  face-to-face  contact. 

The  present  study  used  a  causal-comparative  design  to  examine  the  relationship  of 

sense  of  community  between traditional classroom, blended, and fully online higher

education learning environments. (Rovai, A. P., & Jordan, H. 2004).

 According to (Tsai, C.-W. 2016). Research Papers in online learning performance and behavior.

Successful learning requires that students be motivated to achieve the desired learning goals

(Lee, & Hao,2015). However, not all students can develop an effective path that is beneficial to

learning on their own(Lee, Cheng, Rai, & Depickere, 2005). The increasing popularity and

number of online programs and course in higher education require continued attention to the

design of instructional environments to enhance students’ learning

(Trepanations, & Rand, 2015).As there is a continuing debate about effective design of online

learning environments (Azevedo, 2005) and effective teaching methods (Tsai,

2011a),researchers in the field of online learning and online pedagogy suggest that educators

could integrate other innovative teaching methods into online courses and examine their
effects on improving students’ learning in online learning environments (Tsai, 2011b;

Tsai,2015).

Online Learning Advantages

No need to travel, saving both time and money. Whenever and wherever you like: early

morning, while commuting or eating, during work breaks or in the evening. At home, in coffee

shops, or on the train. Take a break anytime to give your mind a short rest. Online learning

usually includes pre-recorded videos. Sometimes these are simple recordings of lectures with or

without accompanying slides. Other courses and MOOCs are dynamic learning experiences

when videos are recorded in different locations or produced with green screen technology,

sound effects, music and advanced graphics. Sometimes videos include embedded questions

that students have to answer before continuing the video. MOOCs are self-contained. No need

to buy textbooks although some MOOCs have optional texts. Students can speed up videos

during easy parts, and slow them down to understand more difficult concepts. This facility is

particularly useful if not a native speaker of the language, or if instructor has an unfamiliar

accent that you have difficulty understanding.

Online Learning Disadvantages

No face-to-face contact with fellow students or course staff. No student facilities such as

laboratories or libraries, although some MOOCs incorporate practical activities to be done at

home, virtual laboratory experiments, reading lists of freely-available papers or temporary

subscriptions to journals. It can be hard to find answers to questions or resolve difficulties,

especially when discussion forum participation is low.

Classroom Learning Advantages (By Pat Bowden, published May 30, 2017.) 

 Can ask questions (assuming the instructor welcomes questions).

 Can discuss issues with fellow students.
 There is ample opportunity for social interaction and support.
 Have access to on-campus student facilities.
Classroom Learning Disadvantages
 Travel time and cost.
 Attendance times can be restrictive or inconvenient.
 Shy students may have trouble approaching the instructor with questions.
 Usually have to sit through each lecture even if you already know most of the material.
 May be required to buy compulsory textbooks.

Due to humans being social creatures who generally love company, the solitary

experience of online learning can be a major hurdle for some students. It can be lonely unless

you have a friend who is taking the course with you. Many courses attempt to address this by

encouraging discussions in course forums which can be general discussion forums where

students can introduce themselves, as well as focused discussions on particular aspects of the

course. Posting your comments and thoughts to the forums can be helpful to overcome these

feelings of isolation, particularly in courses that use community mentors or teaching assistants

to respond to student posts.

Conclusion
Although, the conventional classroom has not all been positive. Many studies have

criticized that the  quantity  of undergraduates  in one classroom may not give a chance to

students to engage who are  timid about communicating with their teachers in front of peers.
Online learning gives these types of students a greater opportunity to communicate by chat or

email,  far from a physical classroom. Online learning provides many channels through which

students and instructors interact with each other, including email, online chat, and video

conferences. On-campus education provides communication through the same channels with

the addition of in-person, in-classroom opportunities. Learning online is different from learning

in a face-to-face setting, and it is important to think about your aims, your needs and your

interests before committing yourself to something. Whatever all students feel, students won’t

give up because Education is our passport to success,  for later belongs to the people who  

produce it for today.