YEAR OF EXAMINATION: 2021

SUBJECT: Mathematics

CANDIDATE NUMBER(S): 1001100147

1001102158

1001104193

CANDIDATE NUMBER(S): Dannyelle-Jordan Bailey

Davia Jones

Abigail Wisdom

TITLE OF PROJECT: The Effects Online Learning Has on Students

Entering Secondary Institutions

NAME OF TEACHER: Mrs. Harrison

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The Effects Online Learning Has on Students Entering Secondary Institutions

2
 CONTENTS

PROJECT TITLE.........................................................................................................................4

INTRODUCTION.........................................................................................................................5

METHOD OF DATA COLLECTION........................................................................................7

PRESENTATION OF DATA.......................................................................................................8

ANALYSIS OF DATA................................................................................................................11

DISCUSSION OF FINDINGS....................................................................................................13

CONCLUSION............................................................................................................................16

APPENDIX...................................................................................................................................17

QUESTIONNAIRE..................................................................................................................17

INTERVIEW QUESTIONS....................................................................................................20

SAMPLE QUESTIONNAIRE................................................................................................21

SAMPLE INTERVIEW..........................................................................................................23

REFERENCES............................................................................................................................24

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 PROJECT TITLE
The Effects Online Learning Has on Students Entering Secondary Institutions

4
 INTRODUCTION

The onset of the COVID-19 pandemic that has affected the world in all aspects and

sectors, has led many educational institutions to decide on transitioning from face-to-face to

online classes and assessments. This change in structure has resulted in students having to

tolerate and dissect the positive and negative effects of online learning. IGI Global defines online

learning as an emerging approach to learn as students’ premise through advanced information

communication technologies either asynchronously or synchronously. This further explains that

student will conduct and complete work from a remote area while still being able to access the

teacher by virtue of a digital device connected to a network.

This School Based Assessment serves to compile data from questions which aim to find

out:

1. What are the negative and/or positive effects of online learning on students in grade seven?

2. How does the transition to online learning affect the academic performance of students in

grade seven?

3. What role does the school play to ensure that students adequately experience online learning

and have they carried out their role?

This method comes with its downsides as the lack of resources, inability to focus (the

inability to adequately and substantially gain information) and the emotional state of the student

plays an integral role in their ability to learn. A research study by the Journal of Information

Technology Education (2007) shined light on students regarding face-to-face communication as

5
more conducive to the learning process, affording better opportunity to sharing knowledge and

asking for help, “easier” and more interactive, and more compatible with their needs. Through

this School Based Assessment the researcher aims to find out if online learning is an adequate

and sufficient way for students in grade seven to obtain knowledge.

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 METHOD OF DATA COLLECTION

The researcher will make use of two methods of data collection:

a. Questionnaire. This is a printed or written set of questions that are set to obtain data on a

specific topic to achieve a certain objective.

Advantages – Allows for individuals to anonymously send data in an easy, simple and non-

biased format. In addition to questionnaires being an easier method of analysis for the researcher,

this method will allow the research to include specific questions with direct relationship to the

topic.

The questionnaire will be distributed amongst 30 students in grade seven using Google Forms on

Tuesday, November 17th 2020.

b. Interview - a formal meeting at which someone is asked questions in order to find out and

gather information on a specific topic.

Advantages - Interviews provide firsthand information therefore, allowing the interviewer to

obtain a vaster amount of data than if they were to use text materials. In addition, interviews can

capture non-verbal cues or body language giving the interviewer a better idea on the emotions

being experienced by the interviewee when answering certain questions.

The interview will be carried out through the Zoom meet platform, and will last approximately

20 minutes. The interviewee is the vice principal of a predominant high school in Kingston,

Jamaica.

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 PRESENTATION OF DATA

In order to substantially grasp how online learning affects students in grade seven, a

questionnaire was done. Raw data from four of the questions have been represented as follows:

Figure 1: Pie Chart Showing Learning Profile of Students During Online Learning

Learning Profile of Students During Online

Learning

Highly competent and intellec-

tually advanced
7% Moderately competent and intel-
13% 27% lectually advanced
Intellectually capable with po-
tential to blossom
Moderately to exceptionally ca-
20% pable, but not operating at his or
her full potential
Learning challenged
33%

Figure 1: Learning Profile of Students during Online Learning

Percentage of students who were highly competent and intellectually advanced

number of highly competent students

= ×100
total number of respondents

8
= ×100
30

= 27%

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Figure 2: Bar Chart Showing Students Who were Able to Substantially Grasp Information Given

Students Who Were Able to substainti ally

Grasp Given Informati on

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14
12
NUMBeR OF STUDENTS

10
8
6
4
2 7
0
Yes
No
STUDENT RESPONSE

Figure 2: Students who were able to substantially grasp information given

Figure 3: Line Graph Showing How the School Has Assisted with Resources

h O W T H E SC H O O L H AS ASSIST E D WIT H Figu

re 3: RE SO URC E S
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8
4
0

Resources Provided

School’s assistance with resources for online learning

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 Table 1: Factors that hindered students from adequately participating in online-learning
Factors that Possibly Number of Students Percentage

Hindered Student’s (%)

Learning

Lack or unstable 20 67

data/wifi

No instrument 4 13

Unstable Environment 1 7

Lack of interest 4 13

Percentage of students who experience network challenges

number of students who experience lack∨unstable data/ wifi

= ×100
Total number of respondents

20
= ×100
30

= 67%

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 ANALYSIS OF DATA

Various visual representations were used to depict data on the effects of online learning

on students in grade seven. The data depicted that with the help of the school and the intellectual

level of the students, the majority were able to adequately experience learning even in the

diversion norm of communication modality. Trends in the data portrayed that majority of the

students were able to adequately experience online learning.

Figure 1 portrayed that the respondents described their learning profile during learning as

highly competent and intellectually advanced (27%), intellectually capable with potential to

blossom (20%) or, moderately competent and intellectually advanced (33%). In comparison to

the results previously highlighted, this theory is contrasted as the data in Figure 1 also

highlighted that almost one-quarter of the respondents (20%) indicated that during online

learning they were either, moderately to exceptionally capable, but not operating at their full

potential (13%), or they experienced learning challenges (7%).

The data collected also reflected a large gap between the students who said yes to being

able to substantially grasp the information being taught, compared to those who said they were

not able to substantially grasp the information being. A significant comparison can be pulled

from Figure 2 as 77% of respondents said yes and 23% said no. The data here advances the trend

of students performing within or above the standard range during online learning.

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 Figure 3 indicates that the aim to relieve the strains of online learning, educational

institutions provided resources to students. During the period of online learning, 30% of students

said that the school provided students with data to access the various platforms, 17% said the

school provided students with network devices to access the various platform, 17% also said that

a variety of pick-up spots were created to access the data, and 37% of students stated that the

school implemented alternative methods for students to access online resources. The diversity of

the assistance provided can also be linked to the trend of the majority of the students increased

academic performance as through the school providing necessary resources, leverage was added

to improve students online learning experience.

Although the figures collected show that the majority are performing above or within the

required standard, certain factors can still hinder the online learning process. In the list of

possible factors that hindered students online learning, 67% stated that it was as a result of the

lack of unstable Wi-Fi or no data, 13% stated that it was because of the inaccessibility of an

electronic instrument, 7% stated that it was because of an unsuitable environment and 13% stated

that it was because they lacked interest in participation. Although the general results gathered

depicted that the majority of the students’ academic performance was not disrupted by online

learning, these external factors still play a role in a student’s involvement.

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 DISCUSSION OF FINDINGS

The data collected while carrying out the research portrayed opposing sides of one’s

perspective of online learning. It was revealed that external factors resulted in the increase or

decrease of one’s academic performance. Although this change in communication modality can

be difficult for students who do not have the necessary financial status to support the purchase of

the necessary resources, school can aid in this gap through the provision of various resources.

Online learning is an essential part of schools’ education strategy, as it gives students the

opportunity to work according to how they feel comfortable and also that it allows for them to

manage their time according to the work given, The Future of State Universities (2008). Through

conducting extensive research, it was revealed that the majority of students who are currently in

grade seven performed within or above standard while participating in online learning. A

student’s performance can be enhanced and their grades can develop while taking part in online

learning. From this data, it can be gathered that the students who considered themselves

intellectually capable were able to substantially grasp the information being taught, whereas,

those who experienced certain learning challenges were not able to do so. This theory is brought

forth as the data obtained portrayed the fact that students experienced online learning in a

positive light. A research study by the Journal of Information Technology Education (2007)

shined light on students regarding face-to-face communication as more conducive to the learning

process, affording better opportunity to sharing knowledge and asking for help, “easier” and

more interactive, and more compatible with their needs. This theory solidified the data obtained

in the questionnaire as the majority of respondents (who were students) were intellectually

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capable, performing within the required academic, and substantially gaining the taught

information while participating in online learning.

In contrast to the positive effects of online learning being revealed in the questionnaire,

an interview with the vice principal of a predominant high school brought forth that that this

change in communication modality had its downsides on students. Opposing to most of the data

collected in the questionnaire, the interviewee stated that at the beginning “majority of students

were not comfortable with online learning and so they are not adjusting well”, but in order to

alleviate this discomfort “the school implemented many structures to aid them”. The interviewee

stated that “this discomfort was as a result of the financial state of many of the students at the

school, resulting in them not being able to purchase the necessary resources to adequately part-

take in online learning”. This factor can be supported as a research study has shown that many

students from low-income families lack the basic technology they needed to study online,

including access to a laptop and a reliable broadband connection, along with a quiet place in

which to work (The Guardian, 2020).

A research study by the Journal of Information Technology Education (2007) shined light

on students regarding face-to-face communication as more conducive to the learning process,

affording better opportunity to sharing knowledge and asking for help, “easier” and more

interactive, and more compatible with their needs. The needs required by the students are the

factors that may hinder a student from adequately participating in online learning. Along with

many factors, the interviewee revealed that “the students are present but are still finding their

way, they continue to grow frustrated over simple tasks resulting in them being selective in the

classes they attend”. It was highlighted that the lack of resources caused for a dent in the online

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learning process, but the school then implemented various measures, that is, providing students

with data and electronic instruments, alleviated the stresses surrounding online learning. Various

platforms and resources aim to help parents, teachers, schools and school administrators facilitate

student learning and provide social care and interaction during periods of school closure

(UNESCO, 2020).

In conclusion, conducting this research brought forth the diverse perceptions one has on

online learning. These perspectives stem from one’s ability to obtain knowledge, along with

external factors such as finances and access to the necessary resources which in total aid in one’s

participation in online learning. From the data, it can be deduced that although a majority of the

students performed well during online learning, some still experienced challenges while not

being at a physical school setting. Various studies were examined to support the data collected

as the text sources reflected the obtained data.

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 CONCLUSION

After conducting a research to examine the effect of online learning, it can be concluded that:

a. The majority of students in grade seven are performing above or within the required

academic standard while partaking in online learning as the school has provided them

with the necessary resources, such as, online platforms to accommodate the change in

communication modality.

b. Although the majority are performing well, external factors such as an unsuitable

environment can hinder their academic performance resulting in the production of

unsatisfactory results. In order to mitigate this problem, the educational institution can

have the students who are not performing up to standard have face-to-face classes. This

will be helpful as this group only consists of a small percentage of students, so they will

be able to abide by all necessary health protocols.

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 APPENDIX

QUESTIONNAIRE

1. Has your involvement in classes changed since being in high school and learning online?

o It is the same

o Involvement increased

o Involvement decreased

2. How would you describe your learning profile while taking part in online learning?

o Highly competent and intellectually advanced

o Moderately competent and intellectually advanced

o Intellectually capable with potential to blossom

o Moderately to exceptionally capable, but not operating at full potential

o Learning challenged

3. What factors possibly hinder(ed) you from adequately taking part in online or distance

learning?

a. Lack/unstable data/wifi

b. No instrument

c. Unsuitable environment

d. Lack of interest

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4. How has the school assisted with resources to take part in online learning?

o Provided students with data to access the different platforms.

o Provided students network devices to access the online platforms.

o Created pick up spots for students to get classwork.

o Provided students alternative for accessing learning resource.

5. How well were you able to record the information given at class?

o Poorly, I could not grasp or understand the information being taught.

o Fairly, but in most cases I could not understand because of external distractions

o Good, but in certain instances I would lose focus.

o Very well, it was as if I was still learning face to face.

6. Are you able to substantially understand what is being taught online?

o Yes

o No

7. Have your grades/academic performance decreased or increased as a result of the

transition to online learning?

o Decreased

o Increased

8. How has online learning negatively affected your progress as a student?

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9. What has the overall online learning experience been like for you as student who is just

entering high school?

INTERVIEW QUESTIONS

a. How did the students respond to doing school online?

b. How are the students taking the transfer from a primary level of education to high

school?

c. What is the attitude of the students while taking part in online learning?

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SAMPLE QUESTIONNAIRE

1. Has your involvement in classes changed since being in high school and learning online?

o It is the same

o Involvement increased

o Involvement decreased

2. How would you describe your learning profile while taking part in online learning?

o Highly competent and intellectually advanced

o Moderately competent and intellectually advanced

o Intellectually capable with potential to blossom

o Moderately to exceptionally capable, but not operating at his or her full potential

o Learning challenged

3. What factors possibly hinder/hindered you from adequately taking part in online/distance

learning?

a. Lack/unstable data/wifi

b. No instrument

c. Unsuitable environment

d. Lack of interest

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4. How has the school assisted with resources to take part in online learning?

o Provide students with data to access the different platforms.

o Provide students networked devices to access the online platforms.

o Created pick up spots for students to get classwork.

o Provide students alternative for accessing learning resource.

5. Were you able to record the information given in class?

o Yes

o No

6. Are you able to substantially understand what is being taught online?

o Yes

o No

7. Have your grades/academic performance decreased or increased as a result of the

transition to online learning?

o Decreased

o Increased

8. How has online learning negatively affected your progress as a student?

“Due to the fact not being physically at school it has been a little different to be checking

emails and Google classroom after a class to see what was uploaded before and after but

it really was the only alternative. I feel like the interaction between peers is lacking”.

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 9. What has the overall online learning experience been like for you as student who is just

entering high school?

“It has definitely been new getting used to Gmail and the Google classroom has been a

bit difficult for someone like me who used to struggle to send an email I know it's so easy

now. I would very much prefer to be at school but it has been very good interaction

between me and teachers”.

SAMPLE INTERVIEW

a. How did the students respond to doing school online?

In the beginning, majority of students were not comfortable with online learning and

so they are not adjusting well. This discomfort was a result of the financial state of

many of the students at the school resulting in them not being able to purchase the

necessary resources to adequately part-take in online learning.

b. How are the students taking the transfer from a primary level of education to high

school?

They are comfortable as the school puts structures in place to aid them.

c. What is the attitude of the students while taking part in online learning?

The students are present but are still finding their way, they continue to grow

frustrated over simple tasks resulting in them being selective in the classes they

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attend. Although some students are enthusiastic towards learning, others are having a

hard time maneuvering this new communication modality.

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 REFERENCES
Batty, R. (2020). 'I can't get motivated': the students struggling with online learning. The

Guardian.

https://www.theguardian.com/education/2020/may/04/i-cant-get-motivated-the-students-

struggling-with-online-learning

IGI Global. (2004). What is Online Education? Publisher of Timely Knowledge.

https://www.igi-global.com/dictionary/emergence-successful-online-courses/20963

Miliszewska, I. (2007). Is it fully ‘on’or partly ‘off’? The case of fully-online provision of

transnational education. Journal of Information Technology Education: Research, 6(1), 499-514.

https://www.learntechlib.org/p/111435/

The Future of State Universities. (2008). Strategic Planning for Higher Education. The Journal

Of Higher Education.

https://www.tandfonline.com/doi/abs/10.1080/00221546.1981.11778119?journalCode=uhej20

UNESCO. (2020). Distance Learning Solutions. Global Education Coalition.

https://en.unesco.org/covid19/educationresponse/solutions

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Project
GroupDescriptors
#:__1_________ Names of Group Members Allocated Mark Actual Mark
Date: _____________ Dannyelle-Jordan Bailey Davia Jones Tota Tota
Abigail Wisdom K C R l K C R l
1
Project Title 1
1
 Title is clear and concise and relates to a real-world problem 1

4
Introduction 4
1
 Objectives are clearly stated 1
2
 Comprehensive description of the project 2
(1
 Limited description of the project )
1
 Detailed contents page with numbers 1

Method of Data Collection 2

 Data collection method is clearly described, appropriate and
without flaws 2
(1 1
 Data collection method is stated )

Presentation of Data 5 4
 Data is accurate and well organized 2 1
(1
 Data is presented but not well organized )
 Tables/graphs included, correctly labelled and used
appropriately 2 2
(1
 Tables/graphs included )
 Accurate use of mathematical concepts 1 1

Analysis of Data 2 2
 Detailed and coherent analysis done 2 2
(1
 Limited analysis of findings )

Discussion of findings 2 2
 Statement of findings is clear 1 1

25
 Statement of findings follows from data collected 1 1

Conclusion 2 2
 Conclusion is based on the findings and related to the
purpose of the project 2 2
(1
 Conclusion related to the purpose of the project )

Overall Presentation 2 2
 Information was communicated logically using correct
grammar 2 2
 Information was poorly organised or difficult to understand (1
at times )

Maximum for each profile 6 8 6 20 17

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