Chapter 1

INTRODUCTION

St. Vincent College of Cabuyao (SVCC) is a private school in Laguna. Founded

by social entrepreneurs and academics Simeon and Marina Chavez in 1999, the St.

Vincent College of Cabuyao, Inc. (SVCC) owed its beginnings to a group of passionate

educators who were displaced from work due to the closing of another school in a

nearby municipality. This group of veteran teachers knew of the couples’ reputation as

successful and altruistic entrepreneurs who are highly respected in their community.

These displaced teachers approached the Chavezes to convince them to get into the

business of education. It did not take a lot of convincing as the Chavez family

immediately agreed and saw the proposition as another opportunity to help the

community and these teachers who needed work. Being both from families of humble

backgrounds, Simeon and Marina understood how an education is a source of one’s

heightened sense of dignity and a ticket out of poverty. They wanted to provide their

kababayans access to quality private education without the prohibitive tuition fees. From

a total population of 110 students on its first year, SVCC has established itself as a

reputable educational institution in the first district of Laguna province. Twenty years

after it opened its doors to Cabueño children eager to learn, it now has a total

population of almost 7,000 and it continues to grow annually. Set in a 3-hectare

property, the campus is popular for its very invigorating lush landscaping hardly found in

other schools in the area. SVCC continues to expand its physical area to ensure the
comfort and safety of its ever growing population, while ensuring an environment highly

conducive to creativity and learning. SVCC provides programs from preschool to

college. The institution has a Senior High School (SHS) department that offers the

Academic and Technical-Vocational-Livelihood Tracks, particularly the ABM, GAS,

STEM, HE, and ICT strands. For college students, SVCC has degree course in

Hospitality Management, Tourism Management, Information Technology, Business,

Accountancy, Criminology, Psychology, and Teacher Education, with new program

offerings in Physical Education and Early Childhood Education. St. Vincent College of

Cabuyao and its programs are duly recognized by the Department of Education

(DepEd) and the Commission on Higher Education (CHED).

Student and teachers of St. Vincent College of Cabuyao uses Vintech where they

answer their exams, quizzes and activities they can also view their lesson. Also Svcc

system student portal that they use to view their grades, they can also view their

subjects, remaining balance and they can also chat the admin.

The E-Learning and grading system is almost the same us Vintech and SVCC

system combined. It features an admin, student and teacher portal, the student portal is

where the student views their lesson, answer their activities, quizzes, and exams. They

can also view their subjects, grades and remaining tuition fee balance. The teacher

portal is for teachers to upload their lesson, the activities, quizzes and exams for their

subject. The teachers also are the one to input the grades of the student in the portal.

Teachers can set a notification for a subject like deadlines or special event. The admin

portal is for the school staff uploading and updating student’s information. They can

input the student’s tuition fee balance. There is also messaging feature for student,
teacher and admin. The E-learning and grading system are built for making distanced

learning easier and comfortable to use.

STATEMENT OF THE PROBLEM

The purpose of the study was to determine the effectiveness of e-learning and

grading system to St. Vincent College of Cabuayo .

Specifically, the study seeks to answer the following questions:

1. How to improve the e learning and grading system of SVCC?

2. What are the advantages of having an e-learning and grading system in SVCC?

3. How does the e-learning and grading system makes studying easier?

OBJECTIVES OF THE STUDY

1. To merge the the E-learning and grading system of SVCC.

2. To have a e-learning and grading system that can easily use.

3. To improve the experience in e-learning and grading system.

SCOPE OF STUDY

The focus of this study is:

1. To know what are the improvements of e-learning and grading system.

2. To know the advantages of having an e-learning and grading system in SVCC.

3. To improve the e-learning and grading system.

LIMITATION OF THE STUDY

BASE IN YOUR SYSTEM

1. This study will only apply in St. Vincent College

2. This study will only for the student and the staff of St. Vincent college

3. This study is for developing a e-learning and grading system.

SIGNIFICANT OF STUDY

1. Professor: it will help to upload their activities and submit their computed grades in

the same website.

2. Student: this system will help the student to easily check their grade, activities and

exams in the same website

3. Future researcher: The ideas presented may be used as a source data in conducting

new researches or in testing the validity of other related findings.

Can also be used as their cross-reference that will give them a background or an

overview about E-learning and grading system

TECHNICAL TERM USE

Cross-reference - a reference to another text or part of a text, typically given in order to

elaborate on a point.

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

Kababayan - fellow Filipino, countryman, or townmate.

Reputable - having a good reputation.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

LOCAL

Ebardo (2009) said that one of the primary challenges faced by higher education

institutions has been to discern the effect of the application of Learning Management

Systems (LMS) on student learning outcomes. His paper maps the performance of

Information Technology students enrolled in two sections at Jose Rizal University where

the first section studied in the traditional learning environment while the second section

studied in a blended or E-Learning environment. After applying qualitative analysis

methods on assessment results from both sections, this paper concludes that the

knowledge acquisition skills of the students improved through the intervention of LMS.

Arinto (2016) said that rapid advances in information and communications

technology in the digital age have brought about significant changes in the practice of

distance education (DE) worldwide. DE practitioners in the Philippines’ open university

have coined the term ‘open and distance e-learning’ (ODeL) to refer to the new forms of

DE, which are characterised by the convergence of an open learning philosophy, DE

pedagogies, and e-learning technologies. This paper discusses the issues and

challenges that ODeL poses for the Philippines’ open university from the point of view of

the institution’s leading ODeL practitioners. The paper concludes with a discussion of

the policy development and administrative changes required to support innovative

teaching practice across the institution. The findings and conclusions are relevant for

other institutions in the same stage of ODeL development.

Garcia (2017) When combined, education and technology can build dynamic

teaching and learning experiences that are tailored to developing and transforming the

educators and learners needed to power the digital economy. For some reasons,

however, there is still a big chunk of people especially students who aren’t ready yet to

embrace the technological change in the field of education. This study aims to

determine the factors affecting students’ e-learning technology acceptance particularly

on Learning Management Systems (LMS) in the Filipino context. A conceptual model

was proposed based on the Technology Acceptance Model (TAM) which was extended

through the inclusion of Internet Connectivity Experience (ICE), Social Media Influence

(SMI), Integrated Multimedia Instruction (IMI), System Interactivity (SI) and Perceived

Quality Work of Life (PQWL) as additional predictor values. The constructs were

determined according to the three-tier use model (3TUM) which was characterized to

explore users’ attitudes towards IT at three levels. The target population in this research

was Filipino students from colleges that are considered as promoters of elearning

integration in the educational sphere in the Philippines. The collected data from 629

Filipino college students were analyzed using structural equation modeling (SEM)

technique based on AMOS methods. Finally, a path model was created to examine the

relationships between the factors to explain students’ adoption of e-learning technology

from the information systems acceptance point of view. As a result, it provided practical

and technical implications applicable for local and global school environments that could
help educational leaders, educational technologists, educators and learners in their

development, implementation, and acceptance of e-learning technology like LMS.

According to Froilan D. Mobo and Gesswein O. Sabado (2019) E-learning

system is designed to aid students build their comprehension towards their respected

academic subjects to make their experience in learning more nourishing and engaging.

The researchers decided to conduct this study to be au fait the benefits of online

education and how the students accept the change this innovation gave. A survey

questionnaire was distributed to the enrolled college students of AMA Computer College

Year 2018-2019 to make the research more reliable, accurate and at the same time

tackle the benefits of the said innovated education system. The said research was a

success in defining what helps the students in their education as well as the

improvement it can do in terms of catering different subjects and assessing the learners’

competency. The researchers recommend the future researchers to further expand and

elaborate the topic in order to enhance the study. To further extend the scope and

distribute further information regarding the tackled study.

Fernan Peniero Tupas and Marilyn Linas-Laguda (2020) This qualitative

research focused on literature reviews. The method utilized was document analysis.

The articles were from 2010-2020 taken from different websites and

documents from libraries of Hokkaido University of Education and Northern

Iloilo Polytechnic State College. The results showed blended learning started three

decades ago, specifically for higher education institutions (HEIs), also used in

graduate programs and professional development. But in 2007, in the Philippines, the

Center of Blended Learning started and had very positive responses from the
parents and students. Moreover, blended learning (BL) is adopted in subjects like

English explicitly in Language, Science, and Distance Learning. The use of BL

in education helps students engage positively in all activities and increased

behavior towards learning, and empowered to become leaders, coaches, and mentors

to fellow students. Teachers, as necessary instruments for effective

implementation of BL, the conduct of professional development is vital. In the

country, DepEd proposed to use online learning, modular approach, radio-television

methods, face-to -face, and para-teachers for blended learning. But the lack of

facilities like gadgets or computer sets, and connectivity in the Philippines is a

unique challenge to DepEd. The education sectors asked help from different

government agencies and private individuals and organizations to support the

proposals. This study suggests tapping experts to conduct studies BL to help the

education system in the new normal. Each school must document all the

positive and negative experiences with BL. DepEd consolidates all the collected

undertaking during a pandemic and creates a framework to enhance blended learning.

Romualdo Mabuan and Gregorio Ebron (2016) said that with the primary aim of

bridging the gap between the traditional mode of teaching writing andthe pedagogical

potentials of technology integration in the language classroom, this study explored

the viability of using e-mail in facilitating topical discussions via e-mail exchanges

among six ESL writing classes of 198 students in a private university in Manila,

Philippines during the first semester of the academic year 2014-2015. Students

were first required to have their individual e-mail accounts; then, they were

assigned with e-mail exchange partners whom they communicated with on a

weekly basis for a total of five weeks. E-mail thread discussion topics ranged

from personal to societal issues covering local, national and global concerns.

Data from student reflections, interviews, survey and focus group discussions

reveal that despite some motivational and technology-related limitations, using e-

mail in the classroom may help develop students‟ interest and confidence in

writing, enhance their technological and social skills, develop learners‟ autonomy,

and improve students‟ attitudes towards English language learning. Pedagogical

insights and implications are provided for language teachers and researchers in

the light of these findings.

Arimbuyutan (2007) and his friends said that development of information

Technology and knowledge information society transfer brought huge change of

education filed in the world. In fact, Educational infra of Philippines was meager before

4~5 years. Also computing and Internet infra it will not support to education

environment. But Philippine education environment changed fast during 2000~2006

years. Development of network environment is big effect of computer game by

Philippine young generation. Also, effect of education reform policy that Philippines

government. Philippines making e-Learning systems for remote education environment.

And, there is progressing various project with more interest about e-Learning. They

added that CHED reported a total enrollment of about 2.5 million tertiary students in

2006 while TESDA has about 0.5 million school-based enrollment and another 0.7

million non-school based enrollees that includes (training centers operated by TESDA),

community-based(training centers financed by the local government) and enterprise-

based (corporate sectors)for a total of about 3.8 million in enrollment. The prime
advocates that spearhead the drive to incorporate e-Learning technologies into the

Philippines school system are educators from prominent universities like the University

of the Philippines which has established in 1995 the UP Open University (UPOU), as an

alternative to traditional classroom. It has started offering fully accredited classes in

2001.The University of Sto. Tomas (UST) have added in their curriculum an e-learning

course that provides learning materials on-line named as e-LeAP (e-Learning Access

Program).

Rosaly B. Alday (2012) said that e-teaching is an innovative teaching strategy

using the e-learning technology to empower both learners and teachers thus providing

opportunities for superior learning experiences. The study enhances the education

practice of those teachers handling different graduate programs specifically those

offered by Lyceum of the Philippines University - Batangas. This study focused on

assessing and analyzing the different important factors pertaining to the readiness and

inclination of the teachers. This involves introduction of e-teaching on the part of the

teachers and e-learning on the part of the graduate students to their respective

programs of study. The findings revealed that the graduate school teachers are aware

of their vital role in developing effective delivery of instruction and their openness on the

active participation in conducting classes in an online learning environment.

Mellissa Acosta (2016) said that the education has over the years moved from

one stage of development to the other with its peculiarities and challenges. There have

also been series of innovations, strategies and policies based on the changes in the

society. Some of these changes require technological approach which usually poses

challenges because the country, like other developing countries, is ill-prepared and
unable to immediately address each educational challenge as it appears. The paradigm

shift, general acceptance of the new move or model in global technological education,

government policies and massive enrollment for e-education and e-learning by the

learners, the attitudes of all concerned in the design and full implementation of ICT and

e-learning policies in education should be sustained. Some of the students and even the

teachers or facilitators may still prefer the print materials which may limit their

knowledge, effectiveness and resourcefulness with time. As a result, there is an

increase in demand for a more flexible and cost effective means of education through e-

education, e-learning or open and distance learning. This has brought a paradigm shift

on how people generally view the significance of e-learning for higher education in

Philippines.

Ma. Cecilia G. Adefuin and Neil P. Balba (2020) study aimed to design a

blended learning model for public senior high schools (SHS) in the division of

Laguna. A descriptive-quantitative research design was considered in the study

and utilized the neo-positivism for objectivity and neutrality of the research

process. A survey using Mercado’seLearning readiness assessmenttool and

eLearning System Readiness Assessment (ELSRA) based on Mckinsey’s 7S were

used to collect data from respondents. Pearson r correlation test, percentage,

mean, and frequency count were used for analysis. Results showed that the technical

specification of eClassroom provided by DepEd Computerization Program satisfied

the IT infrastructure standards for eLearning system. The proposed project team was

identified with their roles and qualifications to manage the implementation of blended

learning. The assessment of student’s eLearning readiness has a computed mean

value of 52.17% for technology access, 56.37% for technology skills, and student's

attitude towards eLearning was evaluated “Almost Ready”. The assessment of

teacher’s eLearning readiness has a computed mean value of 83.86% for

technology access, 87.74% for technology skills, and teacher's attitude towards

eLearning was evaluated “Almost Ready” for abilities, motivation and time

management; and “Completely Ready” for teaching styles and strategies. The

schools revealed that 93.33% were ready for administrative support and 83.66%

for resource support to eLearning system. Thedivision management officials agreed

(68.34%) to the identified 7S that support eLearning implementation. The

designed Adefuin&Balba Blended Learning Model is composed of Technology,

People, and Process phases supported by K-12 SHS curriculum with continuous

improvement process through monitoring and evaluation.

FOREIGN

Nguyen Viet Anh (2017) studies to determine the impact of online learning

activities on learning outcomes of students who participated in the blended learning

course, focusing specifically on skill-based courses. The learning outcomes or results of

a learner are usually measured by scores, knowledge or skills gained in the course. In

blended learning courses, the learning outcomes can be assessed according to many

criteria. His study, interactive activities such as teacher–student interaction, student–

student interaction, student–content interaction and student–technology interaction are

considered. Undergraduate students participated in the blended learning course in

which formative assessment was used to evaluate student learning outcomes by the

combination of different learning activities through a learning management system. The

quantitative results obtained by using regression analysis of data from the system

showed that the students who effectively interacted with learning activities in the course

have better results. Quantitative analytical results indicated that student–student

interaction has a greater impact on student learning outcomes. These learning activities

are used for interactive activities as suggestions for teachers to design and implement

learning activities for blended learning courses.

Matthew S. Ellman and Michael L. Schwartz (2016) said that undergraduate

medical educators are increasingly incorporating online learning tools into basic and

clinical science curricula. In this paper, we explore the diversity of online learning tools

and consider the range of applications for these tools in classroom and bedside

learning. Particular advantages of these tools are highlighted, such as delivering

foundational knowledge as part of the “flipped classroom” pedagogy and for depicting
unusual physical examination findings and advanced clinical communication skills. With

accelerated use of online learning, educators and administrators need to consider

pedagogic and practical challenges posed by integrating online learning into individual

learning activities, courses, and curricula as a whole. We discuss strategies for faculty

development and the role of school-wide resources for supporting and using online

learning. Finally, we consider the role of online learning in interprofessional, integrated,

and competency-based applications among other contemporary trends in medical

education are considered.

Papia Bawa (2016) said that despite increasing enrollment percentages from

earlier years, online courses continue to show receding student retention rates. To

reduce attrition and ensure continual growth in online courses, it is important to continue

to review current and updated literature to understand the changing behaviors of online

learners and faculty in the 21st century and examine how they fit together as a cohesive

educational unit. This article reviews literature to ascertain critical reasons for high

attrition rates in online classes, as well as explore solutions to boost retention rates.

This will help create a starting point and foundation for a more, in-depth research and

analysis of retention issues in online courses. Examining these issues is critical to

contemporary learning environments.

Palvia (2018) and others said that online education in its various modes has

been growing steadily worldwide due to the confluence of new technologies, global

adoption of the Internet, and intensifying demand for a workforce trained periodically for

the ever-evolving digital economy. Online education is on track to become mainstream

by 2025. This editorial documents country-level factors that impact quantity and quality
of online education. Such factors include industry (business); governments at local,

state, and federal levels; country laws; ICT capacity; Internet/mobile technology

diffusion; and income and digital divide. We provide implications for country and world

organizations concerning online education.

According Jesús Valverde-Berrocoso, María del Carmen Garrido-Arroyo,

Carmen Burgos-Videla and María Belén Morales-Cevallos (2020) the concept of e-

learning is a technology-mediated learning approach of great potentialfrom the

educational perspective and it has been one of the main research lines of

EducationalTechnology in the last decades. The aim of the present systematic

literature review (SLR) was toidentify (a) the research topics; (b) the most relevant

theories; (c) the most researched modalities;and (d) the research methodologies used.

To this end, the PRISMA protocol was followed, and differenttools were used for the

bibliographic management and text-mining. The literature selection wascarried out in

three first-quartile journals indexed in JCR-SSCI specialized in Educational

Technology.A total of 248 articles composed the final sample. The analysis of the texts

identified three main nodes:(a) online students; (b) online teachers; and (c) curriculum-

interactive learning environments. It wasrevealed that MOOC was the most researched

e-learning modality. The Community of Inquiry andthe Technological Acceptance

Model, were the most used theories in the analyzed studies. The mostfrequent

methodology was case study. Finally, the conclusions regarding the objectives of our

SRL arepresented: Main themes and research sub-themes, most researched e-learning

modality, most relevanttheoretical frameworks on e-learning, and typologies of research

methodologies.
 Mugenyi Justice Kintu, Chang Zhu and Edmond Kagambe (2017) study and

investigates the effectiveness of a blended learning environment through analyzing the

relationship between student characteristics/background, design features and learning

outcomes. It is aimed at determining the significant predictors of blended learning

effectiveness taking student characteristics/background and design features as

independent variables and learning outcomes as dependent variables. A survey was

administered to 238 respondents to gather data on student characteristics/background,

design features and learning outcomes. The final semester evaluation results were used

as a measure for performance as an outcome. We applied the online self regulatory

learning questionnaire for data on learner self regulation, the intrinsic motivation

inventory for data on intrinsic motivation and other self-developed instruments for

measuring the other constructs. Multiple regression analysis results showed that

blended learning design features (technology quality, online tools and face-to-face

support) and student characteristics (attitudes and self-regulation) predicted student

satisfaction as an outcome. The results indicate that some of the student

characteristics/backgrounds and design features are significant predictors for student

learning outcomes in blended learning.

Jane Kenney and Ellen Newcombe (2011) said that adopting a new teaching

approach is often a daunting task especially if one is an early adopter in a limited-

resource environment. This article describes the challenges encountered and the

strategies used in pilot testing a blended instructional method in a large size class

within the college of education at a medium-sized university. The main reasons

for using the hybrid method were to improve student participation, preparation,
and understanding as well as to encourage a more active rather than passive

approach to learning which can be particularly difficult in large-sized, undergraduate

courses. An action research study was used to document the adoption process

and to measure the impact of the blended approach. The results of the action

research study and the issues and barriers encountered when implementing a

new instructional strategy are discussed as well as ideas for motivating and

helping faculty when there is limited funding, training, and support available.

Thelal Iqab Oweis (2018) investigates the effect of blended learning on the

achievement and motivation to learn English of German Jordanian University students.

A pilot case study research strategy was used. Pilot case studies are effective research

strategies for investigating educational issues in real life situations. They are used to

refine research problems, variables, and also to refine the case study design before

doing it in a larger-scale investigation. The study sample comprised 34 students who

were selected purposefully and distributed into experimental and control groups. The

experimental group studied English through a computerized program melded with the

traditional method, whereas the control group was taught solely by the latter. The

analysis of covariance (ANCOVA) revealed statistically significant differences in

achievement between the two groups, indicating that the experimental group performed

better than the control group. Significant differences were also found in the respective

groups’ motivation to learn English.

Sarah Jones (2019) said that blended learning has transformed the landscape of

class rooms over the past few years, as technology has become more readily

accessible. This review of literature aims to explore this transformation by looking into
the history leading up to the regular use of technology in the classroom, as well as the

theoretical frame works that support the premise of blended learning. Several significant

themes in the literature are discussed, next, in addition to some of the main oppositions

to the implementation of blended learning. Legislation pertaining to blended learning

and technology in education is briefly described, followed by a description of the

impacts that the successful implementation of effective blended learning environments

can have on students, teachers, and districts. To conclude, several areas for future

research are addressed.

Iga Setia Utami (2018) study to determine the effect of blended learning model

on senior high school students’ achievement. This study used experimental research

method with randomized control group pretest-posttest design. The study was

carried out with 63 students attending information and communication technology

course, where 31 of whom were in the experimental group and 32 of whom were in the

control group. In the experimental group, teacher used blended learning as

instructional model, while in the control group, the course was taught based on

traditional teaching model. Data collected from the result of learning objective test with

35 questions. The research showed that the learning result of experimental group is

higher than the learning result of control group. Based on the result of this research, it

can be concluded that the blended learning model contributed more to the students’

achievement.
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