AMA COMPUTER COLLEGE

TACLOBAN CITY
SENIOR HIGH SCHOOL DEPARTMENT

The Effectiveness of Synchronous and Asynchronous modality in the academic performance

of Grade 11 ABM students of ACLC College of Tacloban S.Y. 2020-2021

A SENIOR HIGH SCHOOL RESEARCH PAPER

PRESENTED TO THE
FACULTY OF SENIOR HIGH SCHOOL
OF AMACC (ACLC COLLEGE TACLOBAN CITY)

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

OF THE SUBJECT INQUIRIES, INVESTIGATION AND IMMERSION
 AMA COMPUTER COLLEGE
TACLOBAN CITY
SENIOR HIGH SCHOOL DEPARTMENT

CHAPTER II

Review of Related Literature

This chapter includes the ideas, finished thesis, published journals, generalizations or conclusions,
methodologies, and other parts that may help strengthen the study. Those that were included in this chapter help
in familiarizing and making strong proof that is relevant and similar to the present study.

Foreign Literature

Research on online learning continues to support Moore’s contention (1989) of the importance of dialogue or
interaction between the teacher and students and among students and between students and learning content for
advancing the learning process and for internalizing learning (e.g., Cavanaugh, 2005; Friend & Johnson, 2005;
Offer, Lev & Bezalel, 2008; Palloff & Pratt, 1999; Shale & Garrison, 1990; Zucker & Kozma, 2003). These and
other studies further elaborate that higher level of interactivity (human interaction) captures learner’s attention
and increases user’s engagement with the task environment (e.g., Alessi& Trollip, 2001; Heinich et al., 1989). It
is argued that high level of interactivity results in deeper processing of the information, resulting in mastery of
the information (Brown, Collins, & Duguid, 1989; Merrill, 1975), aiding the individual in forming a personal
mental model of the task (Wild, 1996). According to Moore, distance learning environments, separation
between the teacher and students can "lead to communication gaps, a psychological space of potential
misunderstandings between the behaviors of instructors and those of the learners" (Moore & Kearsley, 1996, p.
200). Thus, given the literature, one can theorize that when the task is complex and involves the construction of
new knowledge, problem solving and shared meaning, the communication utilization of a richer synchronous
medium becomes more important (Dennis & Valacich, 1999).

Other studies point that increased interaction results in increased student motivation and satisfaction (e.g., Chiu,
Hsu, Sun, Lin & Sun, 2005; Garrison, Anderson, & Archer, 2001; Irani, 1998; Lee, Tseng, Liu & Liu, 2007;
Schullo, Hilbelink, Venable, & Barron, 2007; Wang, 2003; Zhang & Fulford, 1994; Zirkin & Sumler, 1995).
Furthermore, student’s personal perceptions of social presence ("degree of salience of other person in the
mediated interaction" (Short, et. al., 1979, p. 65)) combined with the capabilities of the medium to present
personal and emotional connections (Garrison, 2003) influence interaction, which, in turn, sustain or enhance
learner motivation and satisfaction. Included in the construct of social presence are concepts of
immediacy("physical and verbal behaviors that reduce the psychological and physical distance between
individuals" (Baker, 2010, p. 4)) and intimacy (a function of eye contact, physical proximity, topic of
conversation, etc. (Argyle & Dean, 1965).

Finally, research points to the relationships between media attributes and task complexity in technology
mediated learning. The impact of different technology characteristics to present information and for
communication may depend on task complexity (Tan & Benbasat, 1990; Tractinsky & Meyer, 1999). In their
Media Richness Theory, Daft and Wiginton (1979) refer "richness" to the medium’s capacity for immediate
feedback, the number of cues and channels utilizing personalization and language variety. Communications that
take a longer time to convey understanding, therefore, are less rich. In this context, the richness of
communication features provided by the synchronous and asynchronous tools influence learner’s ability to
engage in solving problems and completing complex learning tasks.

Local Literature

Philippines is suffering from a pandemic named as Corona Virus (Covid-19). The president, Rodrigo Duterte
suspend classes due to the disease. Education technology experts find a way to maintain the knowledge of the
students despite of the pandemic. According to Edmund Centeno, an assistant professor of the College of
Development Communication at the UPLB, students can learn through online apps like Edmodo, Moodule,
Facebook, Messenger, Skype, Canvas, Blackboard Course Sites, Google Hangouts, Google Classroom, and
iSpring Learn. Students can access these apps without hassle but make sure to have a stable internet connection
although Philippines is known as the world’s heaviest internet user. There is another way of teaching students
through online and it is by using Google Classroom. It is where teachers can "create a class" and discuss their
selected topics just like normal classes but conducted through online.

Also according to Centino, there will be some challenges that students and teachers may encounter. Both parties
need to be prepared as this is not what they were used to. Social media is also one of the distraction. Students
may check their social media while the meeting is ongoing. Financial Problem is also one. As the government is
figuring out on how to stop the spreading of virus, the government suggested that online learning is the best way
to sustain the knowledge of the students.

With the internet getting more powerful day by day and along with it are the e- learning environments as one of
the direct beneficiaries, researchers and academicians have been extending their studies into advance courses
and fields. The researcher might have thought that since e-learning or the learning management systems is
becoming the issue now in schools, this topic will resonate.

As stated in the research itself, this study is focused on LMS which has been used as a tool in a blended learning
environment and aimed to determine the factors affecting students’ e-learning technology acceptance. LMS are
focused on online learning process but support a range of uses, including courses, asynchronous based and
synchronous based. Thus, he believed that by proliferating and integrating e-learning technology in the
Philippine education system, the transformation of teaching and learning process increases the academic
achievement of Filipino students. In terms of efficiency, using LMS tend to have better experience when their
level of activity is at a medium or higher level. Since LMS need to support such complex.

Foreign Study

The traditional F2F learning environment has existed for centuries. Face-to-face learning typically has occurred
in a teacher-directed environment with person- to-peinteractionction in a live synchronous environment (Bonk
& Graham, 2006). In the mid-1990s online instruction began to increase in popularity at institutions of higher
learning as the Internet provider industry began to flourish (Morabito, 1997). Numerous studies have 12
reported that the performance of students in online settings is equal to or better than that traditional F2F
environment (Arbaugh, 2001; Clark, 1999; Dutton, Dutton, & Perry, 2001). The majority of the research from
these studies found "no significant difference" between the traditional F2F learning and online learning (Hiltz,
Zhang & Tuross, 2002; Johnson, Aragon, Shaik, & Palma-Rivas, 2000; McLaren, 2004).
Although online distance learning is still young, the research base is expanding as researchers attempt various
methodologies and more sophisticated techniques to test their theories and assumptions (Christensen, Anakwe,
& Kessler, 2001). More importantly, reviewing the research related to online learning can provide valuable
guidance for practitioners who are implementing online courses and programs with only a few existing models
(Beard, Harper, & Riley, 2005; Biesenbach-Lucas, 2003; Caruso, 2004; Kelley & Bonner, 2005). The continued
advancement of technology in the area of online learning is staggering. As both the academic and corporate
world embrace this technology, it is changing the way that courses are facilitated (Clement & Jones, 2007).
Technology has expanded to include distance learning, which has helped expand the possibilities for distributed
communication and interaction (Bonk & Graham, 2006). Much of the research shows that online distance
education can be an effective method for teaching and learning (Simonson, Smaldino, Albright, & Zvacek,
2006). The challenge arises when one tries to summarize the findings. Much of the research tends to be "largely
anecdotal"... reporting the results of a specific project, making it difficult to generalize"
(Simonson et al., 2006, p. 5).

Local Study

According to education (Kim, (2002) online learning is the only viable way to continue learning at a distance.
This, however, seems to rest on a mistaken assumption. It should be emphasized that online learning is just one
mode of distance education. Distance education is broadly characterized as any form of learning experience
where the learner and the instructor have physically separated from each other Arguably, such a dislocation is
"the perfect context for free-flowing thought that lets us move beyond the restricted confines of a familiar social
Moreover, this type of education is a way of providing learning opportunities to every learner, whatever their
circumstances might be. This means that distance education may extend access to education through
distribution and economies of scale.

According to ( Bjorn-Andersen, 2011) There is an urgent to protect and save our students, faculty, academic
staff, communities, societies and nation as a whole This terrible time of fate has taught us that everything is
unpredictable and we need to be ready to face challenges.

Although this outbreak did not give us much time to plan we should take a lesson from this that planning is the
key. We should plan everything, no matter if plan A fails, we should have plan B ready. This can only be done
if we do scenario planning. There is a need to prioritize all the critical and challenging situations which may
occur and plan accordingly. This pandemic has also taught us that students must possess certain skills such as
skills of problem-solving, critical thinking, and most importantly adaptability to survive the crisis. Educational
institutions must build.

According to (Rieley, 2020) his study Covid-19 pandemic Several areas are affecte dSorldwide and there is a
fear of losing this whole ongoing semester or even more in thecoming future. Various schools, colleges, and
universities have discontinued in-person teaching. As per the assessment of the researchers, it is uncertain to get
back to normal teaching anytime soon. As social distancing is preeminent at this stage, this will have negative
effects on learning opportunities. Educational units are struggling to find options to deal with this challenging
situation. These circumstances make us realize that scenario planning is an urgent need for academic institutions
This is a situation that demands humanity and unity.