GOSPEL OF CHRIST SCHOOL OF SAN CARLOS, INC.

#1 Don Martin Posadas Ave., San Carlos City, Pangasinan

Certainty in the Quality Education of E-learning Obtained by the Graduating SHS in

Gospel of Christ School Continuing College Level

A Paper presented to

the Senior High School Department

Gospel of Christ School Incorporated, San Carlos City Pangasinan

In partial fulfillment

Of the Course

Practical Research 1

By:

Nio Gilbuela

Renzo P. Vinluan

Allyssa Baniqued

Marian Joy Oca

Allan Jay Dasalla

 APPROVAL SHEET

This research entitle “ Certainty in the Quality Education of E-learning Obtained by the

Graduating SHS in Gospel of Christ School Continuing College Level ” during the period of

School Year 2021-2022 prepared by Dasalla Allan Jay S. in partial fulfillment for the Course

of Practical Research1, has been examined and approved by the Committee on Oral Defense.

Adviser Allan Jay S. Dasalla, LPT _______________________

SHS Coordinator Rona Mae L. Magno, LPT _______________________

Accepted and approved in partial fulfillment of the requirements for the Course of Practical

Research 1.

Date Signed

Rachel L. Uy, M.D

School Vice-President

Engr. Jackson L. Uy

School President
 DEDICATION
Through the researchers’ experiences and difficulties in the making of our work, we

learned that having people who shared even bit of help is the biggest offer because it's the

intention and action that counts. This study is dedicated to our Practical Research Adviser, Allan

Jay Dasalla, and SHS Coordinator Rona Mae L. Magno who encouraged and gave us strength in

completing our research. Greatest gratitude to the people who inspired and supported us.

This research is dedicated not only to the graduating students of Gospel of Christ School

but also to every students pursuing and taking classes through screen-to-screen mode of teaching

and learning. This research is made to give and impart gathered information to help and

enlighten the efficiency of online learning class. Thus, the role of this research is to serve as a

reminder for the learners to take every single class seriously and by heart, online or face-to-face.
 ACKNOWLEDGEMENT
This research becomes a reality with the kind support and help of many individuals. I

would like to extend my sincere thanks to all of them. Foremost, I want to offer this endeavor to

our God Almighty for the wisdom he bestowed upon us, the strength, peace of my mind and

good health in order to finish this research and to express my special gratitude and thanks to my

adviser, Sir Allan Jay Simoom Dasallafor imparting his expertise in this study. Thank you to

Professor Carmel Abao, for sharing her knowledge which helped us gathered data to our

research. Education Undersecretary Diosdado San Antonio, Thank you for giving light

throughout our research. To the respondents, which answered our survey questionnaire, thank

you for your worthy support, cooperation and time in terms of providing our group all the

needed information.
 ABSTRACT
This paper investigates the Certainty in the quality education of e-learning

obtained by the graduating SHS continuing college level through an integrative review, from the

perspective of three common objectives: widening access to educational opportunity; enhancing

the quality of learning; and reducing the cost of higher education. As educational institutes began

to address the challenges posed by COVID-19, e-learning came to the foreground as the best bet

left. This study is in quest of revealing grade 12 student's perceptions of e-learning, thus

surfacing the underlying bottlenecks. The implicit compatibility with institutional aims suggests

that the e-learning strategies students adopt reflect, rather than influence, and by virtue of the

capacity to adapt to different contexts, e-learning may be more adaptable – and ultimately less

threatening – to academic mores than some observers fear. This holistic research begins with a

comprehensive comparative study about the quality of e–learning, followed by a primary data

analysis through an online survey of students from GCS. This innovative research is based on the

perceptions of grade 12 students hailing majorly from other cities, and hence, it may be having

educational stream bias and geographical bias. The research could be further extended to cover

rural areas and global trends. After taking a closer look at the search results, the authors

discovered that previous researchers defined and investigated effectiveness in multiple ways. At

the same time, learning and development professionals within public and private organizations

are increasingly being asked to prove the effectiveness of their learning and development

initiatives. Finally, this paper discusses the certainty in the quality education should be measured

according to the same definitions of approaches to effectiveness, and researchers to target their

measurement efforts to counting what counts for them and their stakeholders.
 TABLE OF CONTENTS

Title I

Approval Sheet II

Dedication III

Acknowledgement IV

Abstract VI

Table of Contents VII

Chapter 1: PROBLEM AND ITS SETTING

 Introduction …………………………………………………………………………...1-2

 Theoretical Framework ………………………………………………........................2-5

 Conceptual Framework ………………………………………………........................6

 Statement of the Problem …………………………………………….........................6-7

 Scope and Delimitation of the Study…………………………………........................7-8

 Significance of the Study..……………………………………………….…………….8-9

 Definition of Terms …………………………………………………….……………..9-11

Chapter II: REVIEW OF RELATED LITERATURE

 Foreign Literature ……………………………………………………………………12-13

 Local Literature ……………………………………………………………………...14-16

  Synthesis…………………………………………………………………………......17

Chapter III:
 Research Design………………………………………………………………………….18

 Sources of Data……………………………………………………………………….....18

 Subject of the Study……………………………………………………………...………19

 Sampling Procedure ……………………………………………………………………..20

 Statistical Statement of the data……………………………………………………….…21

CHAPTER 1: PROBLEM AND ITS SETTINGS

1.0 INTRODUCTION

During the years we spent in times of COVID-19 pandemic, we’ve gone a long

way experiencing the difficulties it caused to humanity. It has disrupted our way of living with

unprecedented consequences for our daily lives, including how we work and learn. Major

disruptions were faced in the education sector, setting back progress that we need to improve our

education system. As our generation is filled with science and technologies, even during the

period of lockdown, we are able to find alternatives in conquering the struggles brought upon the

changes in our lifestyle and livelihood. Thus, education as one with the highest place in our

pyramid of priorities, we didn’t gave in to the hindrance and discovered ways on how obtained

knowledge without exposing ourselves to such danger.

Online learning as a method of teaching, learning and interaction has been circulating for

two years and a half. The school and its system found ways to make sure that the punctuality and

honesty of each student are maintained. For the students, it was both easy and difficult at the

same time; the time and workload are the heaviest and some people resort to leave and give up.

We all understand how hard it is to teach and study through the screens and keyboards, the

motivation and energy to wake up each day are no longer present; the soaring fire inside our

hearts to take part and participate are slowly extinguished. The success of establishing online

learning can be attributed to bring something new to each student as they face their concerns and

boost their confidence when it comes to online communication and connections. However, the

vast majority of online classes lack hands-on activities gave deductions to the production of
greater experience and actual performance of tasks that can contribute to the growth of students.

Slowly, the students are required and almost forced to comply with their load of homework’s and

tasks performed at home. The essence of learning to gain greater knowledge to prepare

themselves in continuing to college level was gone, only the pressure of deadlines and

submission dates became the driving force for these students. The actual system of absorbing and

learning became the system of survival of the fittest. Have students learned enough about

innovative student learning? Are they ready to go to college after graduating via online? Some

are confused and unprepared because most of the students are not the able to keep up and

unaccustomed to the digital method of learning. This research will focus and answer the

questions of how effective the online classes are, how prepared these graduating students are in

facing the higher difficulty the college system can give and how effective this e-learning for the

students to be able to advance. Are online classes effectively enough for the grade 12 students in

Gospel of Christ School to proceed for the next chapter of their education?

1.1 THEORETICAL FRAMEWORK

Online and traditional learning already brought, and are still bringing different significant

impacts to our society. Students share the same emotions, some preferred the online education as

the pandemic continued, it had become their comfort to talk and share ideas without showing

their faces; they conquered their fear of audience and the ones usually quiet inside the four

corners of the classroom are now talkative behind the screens. Confidence rose as students can

greatly show their skills and knowledge without the fear of being judged by the eyes of their

peers. However, society adapt and develop solutions to problems, and pandemic is near its end.

The government gives practical solutions to bring back the “normal” living environment, thus the

confidence of students to rely on the internet, assessment hacks and the comfort our home gives
will vanish. The lack of physical interaction will bring cloud of doubt as online platform is the

total opposite of classes wherein students physically enter the school premises to learn mentally,

emotionally and socially. Terry Anderson of Athabaska University discusses his views on the

educational merits of learning theories and how they can be utilized in an online learning

environment. In his dissertation, Towards a theory of Online Learning, Anderson begins his

argument by discussing how effective learning environments (including online learning

environments). Some argue that online learning can limit an educators understanding of their

students cultural perspectives and restrict communication. Others have argued that online

learning, with its asynchronous and synchronous communication can lead to "enhanced or hyper

communication.

The internet provides learners with an enormous source of knowledge resources. As a

result, the online educator must be cognizant of this and help direct their develop students'

knowledge discovery skills. Learning theories such as connectivism are about making

connections which the internet excels at. Online learning can provide many forms of assessment

by both the instructor and peers. In addition, well-designed online learning environments should

encourage self-assessment. Online learning environments with its high capacity for

communication can provide assessment activities "that are project- and workplace-based, that are

constructed collaboratively, that benefit from peer and expert review, and that are infused with

opportunity and requirement for self-assessment." For e-learning, the most difficult task is

providing high quality and quantity of assessment, while at the same time maintaining student

interest. Based on Vygotsky's "social cognition", a community-centred online learning

environment will provide a space for students to work collaboratively in creating new

knowledge. Online learning content is easily updateable and revisable, access to a vast quantity
of information and highly compatible with constructivist learning theory as students can work

towards a desired learning path. While the benefits and affordances of online learning are great,

some barriers exist; online learning can be less flexible than thought even with the ability of

asynchronous communication, and access to the internet can be a concern in less-developed

nations. Anderson (2008) believes that, "Effective educational theory must address the

affordances and the limitations of the context for which it is designed. The World Wide Web is

an extremely multifaceted technology that provides a large - and seemingly ever-growing - set of

communication and information management tools which can be harnessed for education

provision".

This study is also supported by Perry’s theory, which falls in the cognitive-structural

category. This theory explains how students organize and make sense of information. It outlines

different sequential developmental stages, describing the “relativistic” stage as most prevalent

among college students. According to Terry Anderson (2011) examines whether a common

theory for online education can be developed. While recognizing that as a difficult, and perhaps

fruitless, task, he nonetheless examines possibilities and proposes his own theory which he

admits is not complete. The purpose of this article is to examine online learning relevant to the

pedagogical aspects of online education. It starts with a consideration of learning theories and

funnels down to their specific application to online education. The article concludes with a

proposal for an integrated model for online education based on pedagogical purpose.

Inquiry-based teaching and learning is more important now than ever before, as both a

process for learning and a subject for learning to learn. Inquiry-based teaching and learning has

its roots in the new learning movement of the 1960s, the time of the so-called “me generation.”

This call for more active learning drew insight from foundation thinkers in education like Dewey
(1938) and Vygotsky (1997), who saw the use of individual experience and the construction of

one’s own knowledge structures as key to engagement and learning outcomes. 

Peer-to-peer Educator-learner
Interaction Firsthand Consultation
Immediate response
to inquiries

Increase Traditional Method of

attentiveness Learning Efficiency
and Efficacy
Enhance Crowd
Speech Skills
Direct
Collaboration
Training Ground

Experimental and
In-person Laboratory
Communication Sessions
Experience

Engagement and
Focus
Instant Clarification Discussion and
of doubts and Debates

Figure 1. This figure exhibits the successful efficacy of traditional face-to-face classes for the

graduating students of senior high school continuing to college. Such then, raises questions to the

certainty of each student on their preparedness and length of ability to enter a higher level of

educational system.
1.2 CONCEPTUAL FRAMEWORK

This part of the study will show a diagrammatic representation of conceptual framework

where it was used to show the process that was applied in the research to expound the profound

knowledge in the discussion of certainty and doubt in the quality education of online learning

obtained by the graduating SHS in Gospel of Christ School continuing college level.

INPUT PROCESS OUTPUT

CONDUCTED RESEARCHES
AVAILABLE RESOURCES FROM
THE BOOKS AND INTERNET
INTERVIEWS AND SURVEY
SUGGESTIONS FROM EXPERTS
A SELF-ADMINISTERED ASSESSED THE EFFECTIVENESS
QUESTIONNAIRE TO COLLECT OF E-LEARNING TOOLS TO
DATA WAS GIVEN TO AND SENIOR HIGHSCHOOL
RETRIEVED FROM THE STUDENTS.
RESPONDENTS.
DATA WERE GATHERED THEN
PROCESSED AND TREATED
STATISTICALLY.

1.3 STATEMENT OF THE PROBLEM

The students find it difficult to adapt to the online learning environment immediately

after the traditional classroom learning environment. The students who have always been

studying in the traditional classroom mindset are not able to focus on the online platform at once.
It is important for the students to accept the new learning environment with an open mind. We

know very well that online learning has managed to attract lots of attention. But many of them

face some challenges of online learning such as hindrances in their comprehensive learning

experience and real-time doubt solution. The advantages are getting suppressed by the challenge

during the process of learning. Also, the COVID-19 has changed the education discourse

drastically because now the students can find their courses and books online where they can

study as per their own schedule.

However, there are multiple problems faced by students in online classes.

1. What are the advantages and disadvantages of online learning?

2. What are the benefits of online learning?

3. What are the strengths and weaknesses of online learning?

4. What is the effectiveness of online learning?

5. How do online learning can improve the students of the following below:

5.1 Academic performance

5.2 Mental health

1.4 SCOPE AND DELIMITATION OF THE STUDY

The focus of this study is to find out how the SHS Graduating students of Gospel of

Christ School show individuals difficulty and if they are certain in continuing college level after

the years of studying through technologies. This study also aims to determine how the e-learning

and face-to-face classes have bigger difference in giving knowledge to learners, thus, it generally

involve the students who are uncertain and in favor of online learning. The outcome of this
research is determined by the respondents who are given a questionaire to answer that has been

prepared by the study's researcher.

1.5 SIGNIFICANCE OF THE STUDY

The results of the study will be a significant benefit to our graduating SHS continuing

college level. Data gathered will help the dean initiate collaboration among faculty and

chairpersons to help plan the advancement of online education in relation to the new curriculum.

Also, the results of this study are intended to edify teachers, administrators, and policymakers on

which medium may work best.

The results of the study will be of greater benefits to the following:

The learners. In particular, the social implications of this study should be touted; however,

several concerns regarding generalizability need to be taken into account. First, this study

focused solely on students from an environmental studies class for non-STEM majors. The

ability to effectively prepare students for scientific professions without hands-on experimentation

has been contended. As a course that functions to communicate scientific concepts, but does not

require a laboratory based component, these results may not translate into similar performance of

students in an online STEM course for STEM majors or an online course that has an online

laboratory based co-requisite when compared to students taking traditional STEM courses for

STEM majors. There are few studies that suggest the landscape may be changing with the ability

to effectively train students in STEM core concepts via online learning.

The Teachers. The result of this study will be offered to teachers, who 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.

The education. 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.

Future Researchers. The findings of this study will guide them on the linguistic concerns of the

students in online learning and it will pave the way for more expanded studies in similar fields.

1.6 DEFINITION OF TERMS

Asynchronous - is a digital communication is characterized by the absence of a time constraint

for transmission and the separate signaling of the start of each character by the transmitting

device.

Sequential - pertaining to or based on a training regimen of testing a statistical hypothesis that

entails examining a sequence of samples and deciding whether to accept or reject the hypothesis

or to continue sampling for each sample.

Synchronous - used in, or being used in, digital communication where such a common timing

signal is manufactured that regulates when accountable for achieving can be communicated and

enables for extraordinarily fast data transfer rates.

Dissertation - an in-depth, generally written examination of a topic one that has been submitted

for a PhD.
Pandemic - An outbreak emerges when a disease spreads to a large number of people in a short

period of time. It might stay in one spot or spread out across a larger region. An epidemic might

last anywhere from a few days to several years. A single occurrence of an infectious disease is

often considered an epidemic by specialists. This is especially true if the disease is unknown,

new to a community, or has been missing from the population for a long time.

Collaboratively - to work with an organization or instrumentality with whom one is not

specifically correlated.

Pedagogical - In theory and practice, is a phrase that refers to the training regimen through

which teachers teach. Pedagogical is molded by a teacher's teaching views and is concerned with

the interaction of culture and different learning styles. ... The study of teaching methodologies

and how they affect students is referred to as pedagogy..

Affordances - broadly described as possibilities for action—is the “multifaceted relational

structure” (Faraj & Azad, 2012) between an object/technology and the user that enables or

constrains potential behavioral outcomes in a particular context. This relational view helps

explain why there is no singular theory of affordances, as they emerge in the mutuality between

those using technologies, the material features of those technologies, and the situated nature of

use.

Online learning - E-learning/ online learning is a learning approach that is based on formalized

instruction but uses electronic resources. E-learning is a network-enabled transfer of skills and

knowledge in which education is delivered to a large number of people at the same time or at

various periods.
Cognizant - is the state of being completely knowledgeable, informed, or aware of something.

Someone who is aware that an initial plan has been altered is an example of conscious. provision

- the act of supplying or providing food cognitive structural - are the fundamental mental

processes that individuals utilize to make sense of data. Cognitive structures are also known as

mental structures, mental tools, and thinking patterns. ... To analyze and create information,

logical reasoning structures employ abstract thinking processes.

Inquiry- based teaching - is a method of learning and teaching that emphasizes the questions,

thoughts, and observations of pupils. Rather of memorizing information and taking notes,

students are now encouraged to discuss concepts with their peers, which improves

understanding.

Theoretical - describes a phrase in an academic subject that serves as a suggestion for seeing

phenomena in a particular manner. A recommended style of thinking about possibly linked

occurrences is referred to as a theoretical definition.

Unprecedented - Something that is unprecedented is not known, experienced, or done before. If

you've never gone on a family beach vacation but you're planning one now, you could refer to it

as an unprecedented decision.

Diagrammatic - A plan, sketch, drawing, or outline designed to demonstrate or explain how

something works or to clarify the relationship between the parts of a whole.

CHAPTER II: REVIEW OF RELATED LITERATURE

2.0 FOREIGN LITERATURE

In this chapter, we review literature on course design in open and distance learning

contexts, as well as relevant research on online teaching in mixed mode or blended higher

education. Given the focus of the thesis, of particular interest to this literature review are studies

on the experience of teaching online from the perspective of university teachers, including

studies on conceptions of and approaches to teaching online, design for/in online learning, and

practitioner development in teaching online. The studies reviewed focus on perspectives on the

professional development and support needs of academics who are engaged in online course

design. The chapter is not exhaustive in the sense of covering all of the studies conducted in

these areas. Rather, what is presented is a synthesis of the theoretical and empirical literature that

informs this study's conceptual and analytic framework. E-learning tools have played a crucial

role during this pandemic, helping schools and universities facilitate student learning during the

closure of universities and schools (Subedi et al., 2020). While adapting to the new changes, staff

and student readiness needs to be gauged and supported accordingly. The learners with a fixed

mindset find it difficult to adapt and adjust, whereas the learners with a growth mindset quickly

adapt to a new learning environment. There is no one-size-fits-all pedagogy for online learning.

There are a variety of subjects with varying needs. Different subjects and age groups require

different approaches to online learning (Doucet et al., 2020). Learners are having difficulties in

adjusting to new learning system, thus, trying to adapt is impossible to some intellectually

capable students with low income family are often unable to access or afford online courses.

Students were both physically and emotionally challenged by the idea of connecting with the
instructor over the internet. The level of academic performance of the students is likely to drop

for the classes held for both year-end examination and internal examination due to reduced

contact hour for learners and lack of consultation with teachers when facing difficulties in

learning/understanding (Sintema, 2020). Many learners are struggling to keep up with the

lessons, also some experienced psychological and emotional hardship at home environment and

have been unable to interact successfully, reasons why they are not proficient enough to be better

in class. They mostly like to have low grades due to lack of participation, courage and

confidence. As of July 2020, 98.6% of learners worldwide were affected by the pandemic,

representing 1.725 billion children and youth, from pre-primary to higher education, in 200

countries (United Nations, 2020). Despite the fact that no studies have been conducted to assess

the direct influence of the pandemic on dropout rates, a study in this area would reveal the facts.

Student reviews are conducted online, with a tremendous amount of observation and

experimentation, uncertainties, and confusion among lecturers and students. The approach

adopted to conduct online examination varies as per the convenience and expertise among the

educators and the compatibility of the learners. Appropriate measures to check plagiarism is yet

to be put in place in many schools and institutions mainly due to the large number of student

population. The lockdown of schools and colleges has not only affected internal assessments and

examinations for the main public qualifications like General Certificate of Secondary Educations

(GCSE), but a level have also been cancelled for the entire cohort in the UK. Depending on the

duration of the lockdown, postponement or cancellation of the entire examination assessment

might be a grim possibility (United Nations, 2020). The ongoing situation has already had a huge

impact on the education system in schools, colleges, and universities across the country. Most

parents are relying on technology and digital solutions to keep their children engaged in learning,
entertained, and connected to the outside world as a result of school closures and strict

containment measures, but not all children have the necessary knowledge and skills to keep

themselves safe online.

2.1 LOCAL LITERATURE

The literature of this study was to identify how COVID-19 influenced the online learning

challenges that students experienced. Most of the students’ responses were related to teaching

and learning quality and anxiety and other mental health issues. Regarding the adverse impact on

teaching and learning quality, most of the comments relate to the lack of preparation for the

transition to online platforms, limited infrastructure, and poor Internet service. For the anxiety

and mental health issues, most students reported that the anxiety, boredom, sadness, and isolation

they experienced had adversely impacted the way they learn, completing their tasks/activities,

and their motivation to continue studying. The data also reveal that COVID-19 aggravated the

financial difficulties experienced by some students, consequently affecting their online learning

experience. This financial impact mainly revolved around the lack of funding for their online

classes as a result of their parents’ unemployment and the high cost of Internet data. Meanwhile,

few concerns were raised in relation to COVID-19’s impact on mobility and face-to-face

interactions. For instance, some commented that the lack of face-to-face interaction with her

classmates had a detrimental effect on her learning and socialization skills, while others reported

that restrictions in mobility limited their learning experience.

According to Professor Carmel Abao, aside from the issue of accessibility, remote

learning also had an impact on students’ mental health. “There’s an issue on the impact of this

kind of learning on mental health. I still think that this is not advisable. Our kids are not made for

this kind of isolation. Even if you do perform well in online learning, it’s different if you’re able
to see, feel, and talk with your classmates,” she said. Aside from adjusting to different means of

learning, we often wonder if studying during a pandemic is still worthwhile because there are so

many unknowns. Professor Jayeel Cornelio, the director of Ateneo de Manila University’s

development studies program, said that while remote education provided an opportunity for

those in the academe to be creative, it would not be as effective if not all had equal access to the

tools needed for the digital shift. “As a professor, [remote education for me] is a good. We take

advantage of every platform available, but the question is – who is winning and losing here? The

reality is that if you come from an elite private school, you can easily cope with it. But we cannot

say that flexible learning is the way to go for small private schools and state universities,” he

said. While students and teachers continue to learn from home, they are safe from the infection.

Despite the difficulties that remote learning poses, I think it is still unsafe to return to face-to-

face classes. "If the government eventually finds better answers to our epidemic challenges, I'd

be happy to return to face-to-face lessons." Only if they can discover a means to stop the virus

from spreading and increase vaccination rates will I feel secure engaging in face-to-face

lessons." he said.

Education Undersecretary Diosdado San Antonio said it was likely that teachers were

being considerate and therefore gave students high passing rates. When pandemic is over, Basas

said, teachers would have a tougher job because the students will need to catch up on the level of

learning that corresponds to their grade or class. “We have a lot of catching up to do because

we’re promoting students to the next level even though we’re unsure if they do actually learn.

But then we cannot do something about it because we’re asked to be considerate since we’re in a

pandemic,” he said.
 In describing media use in education, Mason & Rennie (2008) distinguish between

'basic', 'intermediate' and 'advanced' uses, and between 'one-way' and 'interactive' uses. They cite

examples of Web-based technologies for each type of use. Kirkwood (2009) classifies functions

enabled by ICTs, which include Web technologies, as follows:

• presentation — making materials and resources (text, data, sounds, still and moving images,

etc. available for students to refer to, either at predetermined times or 'on demand';

• interaction — enabling learners to actively engage with resources, to manipulate or interrogate

information or data, and so on;

• dialogue — facilitating communication between teachers and learners or between peers for

discussion, cooperation, collaboration, and so on;

• generative activity — enabling learners to record, create, assemble, store and retrieve items

(text, data, images, etc.) in response to learning activities or assignments and to evidence their

experiences and capabilities.

Using technologies for presentation would qualify as one-way use in Mason & Rennie's

scheme, while using technologies to foster interaction, dialogue, and generative activity would

count as interactive use. Laurillard (2002) classifies media forms according to the learning

experiences that they support. Narrative media as described by Laurillard appear to reflect one-

way use of technology for learning, while interactive, adaptive, communicative, and productive

media reflect interactive use of technology. These media types enable different degrees of learner

activity and engagement. With narrative media, learners tend to be positioned passively as

recipients of information presented by the teacher. With interactive media, students can act to

achieve a task goal (e.g., locate specific information) and they can modify their actions based on
feedback. Adaptive media support the goal-action-feedback cycle by enabling repeated practice.

With communicative media, learners are actively engaged in discursive activity where they

articulate their understanding, receive feedback, and rearticulate what they understand.

2.3 SYNTHESIS

This synthesis focuses on technology-assisted learning continuity, which is defined as the

study's findings in terms of ensuring the learners, thus, this findings will benefit further efforts to

ensure children and parents to have access to learning opportunities for Gospel of Christ School

graduating students.

The COVID19 pandemic has disrupted education worldwide. In response, a variety Of

alternatives to school – based learning are emerging. Many of these alternatives depend on

technology, further exacerbating the digital divide and educational inequality (Bozkurt et al ,

2020). In sub-Saharan Africa, for instance, UNICEF (2020) estimates that at least 49% of

children cannot access remote learning via the Internet or broadcast media. Even when children

have access to educational technology, the analysis revealed that they may not have access to

learning continuity.

In Kenya, approximately 60% of students have access to radios at home yet only 19% of

learners have listen to educational radio broadcasts (Uwezo Kenya, 2-020), Similarly 39% of

students in Bangladesh can access the sangsad educational television channel but only 17% of

learners have watched television learners. According to these studies, few learners from low-

income families still don’t have access to technology that can help them with their education.
 CHAPTER III: METHODOLOGY

3.0 RESEARCH DESIGN

RESEARCH DESIGN AND METHOLOGY

This chapter concentrates on the discussion of the research methods and procedures

adhered to by the researcher in order to answer systematically the specific problems posed for

investigation. Specifically, the research method, population and samples, research instrument,

data gathering procedure, and statistical treatment of the data used for the accurate data analysis

and interpretation were explained in this chapter.

RESEARCH DESIGN METHOD AND TECHNIQUE USED

This used a descriptive method of research. It utilized the raw scores of the learners for
the pre-test and post-test to gather the needed data essential for the study. Quantitative methods
were used to observe the relationship between the variables with the principal objective analyzed
and associated through the use of statistical analysis. The study manipulated the effectiveness of
e-learning in academic performance.

3.1 SOURCES OF DATA

The researchers will conduct a short survey with the SHS students of Gospel of Christ

School to learn about their perspectives, issues, and concerns about continuing their studies in

college, due to the fact that it has been a year since our educational methods have changed. A

survey is a type of study that involves gathering data from a selected people in order to learn

more about a certain issue. They can serve numerous functions, and depending on the technique

used and the study's purpose, researchers can conduct them in a variety of ways. We chose
survey open-ended questions as our method of collecting data to have detailed answers from the

students who can share their concerns and thoughts through online.

ONLINE SURVEY

Gathering the survey data that has been

DATA COLLECTION answered by the selected respondent of SHS
Gospel of Christ School.

Analyzing the collected data that will be

DATA ANALYSIS
reviewed by the researchers.

Reporting the analyzed result that has been

EVALUATION OF DATA
conducted by the researchers.

Figure 3. This figure shows the processed of gathering information conducted through the

online survey using a Google form.

3.2 SUBJECT OF THE STUDY

The subjects of the study are the graduating Senior High students in Gospel of Christ

School. The respondents are given questionnaires created by the researchers to collect data

needed in the research. As a result, since we have a target population, we only chose some of the

selected sample randomly.

TARGET POPULATION SAMPLE POPULATION

Grade 12 students attending Gospel of Christ The randomly selected sample is also the
School students who is a part of the population.
The group of individuals to be investigated is The selected sample is the small part of people
the study's target respondents. in the target population.
3.3 SAMPLING PROCEDURE

To choose the researchers' sample, they first go through the basic sampling procedures;

1. Determine the population. Begin by choosing on the subject you intend to investigate and

to whom you wish to make assumptions.

2. Select on the sample size. The next aim to do is to define its size of your sample and

although a sample frame is not as wide as the population, it is still a big set of individuals.

3. Choose your sample by random. Choosing a sample by random might be a good

technique to get the sample size you that you want.

4. Obtain data from your sample. After choosing the sample, collect the data that you got

from the selected subject that you investigated. The researcher must make choices and

find the right balance between what will provide important information and what is more

practical.

5. Implement the plan. Once the researchers have identified their designated population,

sample, sample size, and obtained data, they can start choosing the sample subject or the

respondents.

We selected 30 respondents among the Graduating Senior high school students who

could provide us with accurate information and freely express their thoughts and views to us.

The used method helps us to gather data that could give a more proper and precise answers, thus,

the given questions that we made are engagingly connected to research and the learners.
3.4 STATISTICAL TREATMENT OF DATA
DESCRIPTIVE

As the researchers studied and assessed the information gathered from the individuals,

the reviewed data percentage result shows that 67% of the students are ready to take the next

educational level, though they still have some issues, they stated that they will try more harder to

adjust with our new educational system to the open-ended questions inquiring about previous

statistical studies. When it comes to previous understanding of hypothesis testing, it was

determined that with the 33% students prefer online learning over face-to-face classes, thus, it

was also determined that the overall result stated that majority of the students are more

comfortable with the traditional face-to-face than the new educational system.
CHAPTER IV: PRESENTATION, ANALYSIS, AND
INTERPRETATION OF THE DATA
4.0 RESULTS

This chapter presents the data collected, as well as the analysis of result and interpretation

of the data obtained from the respondents' responses to the questionnaire that has been given

through online survey.

NUMBER OF STUDENTS

Students who prefer

online class

Students who prefer

face-to-face

Students who view

the new educational
system as a learning
opportunity

STUDENTS TOTAL = 30

FIGURE 4. This figure shows the number of students who shared one‘s perspectives and thoughts

about their wants and issues regarding the researchers survey questionnaires.
 SURVEY CONDUCTED FROM THE GRADE 12
STUDENTS OF GCS

Students who are ready enough to

33% take the next educational level
Individuals who are insufficiently
prepared

67%