Beced Iii Group 3

CVE COLLEGES, INC.
Page
DEPARTMENT OF TEACHER EDUCATION
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EFFECTIVENESS OF ONLINE LEARNING MODALITIES IN THE
DELIVERY OF INSTRUCTION AMONG THE ELEMENTARY
LEARNERS OF CVE COLLEGES INC.
A Research Study Presented to
the Faculty of Teacher Education of
CVE Colleges Inc. Pagbilao, Quezon
In Partial Fulfilment
of the Subject Research in Early Childhood Education (MS19)
Garcia, Ma. Cristel A.
Nañez, Michaela Mariel C,
Oriola, Angelica D.
Sanchez, Jusline Rose P.
July 2021
CVE COLLEGES, INC. Page
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APPROVAL PAGE
In partial fulfilment for the requirements in action research for the Degree of
Bachelor of Early Childhood Education, this action research entitled “Effectiveness of
Online Learning Modalities in the Delivery of Instruction among Elementary Learners
of CVE Colleges Inc.” has been prepared and submitted by Maria Cristel Garcia, Michaela
Mariel Nanez, Angelica Oriola and Jusline Rose Sanchez who are hereby recommended for
approval and acceptance.
MR. GILBERT C. ALVA, MA.Ed.

Research Adviser
Approved by the Oral Defense Committee on ________________ with a final rating

of ________________.
____________________
Chairman
____________________ ____________________
Member Member
Accepted in partial fulfilment of the requirements for the degree of BACHELOR OF
EARLY CHILDHOOD EDUCATION.
DR. GENOVEVA A. VERDAGUER
Dean, College of Teacher Education

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ACKNOWLEDGEMENT
Success and final outcome of things required a good guidance and assistance from
people. And we are very bless and priveleged to have these kind of opportunity and got this
along our study. All we have done is from such supervision and guidance and we would like
to express our gratitude and thanks. This paper would not be possible without the help,
support and guidance of the people who never stop helping and believing in our capabilities.
First, to our great and almighty God for giving us wisdom conducting the study and
for the strength along the way.
Second, to our parents and guardians who never stop supporting us not only
financially but morally also,
To our research adviser Mr. Gilbert Alva who never stop teaching us to come up in a
good work. Thank you for the support and patience.
To our respective respondents and to their parents, we are grateful for your help and
time for our study.
To our friends, classmates who help us in times of unexpected scenarios in the
process of study. We thank you.

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DEDICATION
This study is gratefully dedicated to our beloved parents, who give us inspiration and
strength when we thought of giving up, and who continually provide spiritual, moral,
emotional and financial support.
To our friends, peers and classmates who shared time and words of advice and
encouragement to finish this study.
Lastly, we dedicated this study to the Almighty God, thank you for the guidance,
strength and giving wisdom to finish this study. We offer it all to you.
MCAG
MMCN
ADO
JRPS
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TABLE OF CONTENTS
Title Page……………………………………………………………………………………...1
Approval Page……………………………………………………………................................2
Acknowledgement…………………………………………………………………………….3
Dedication……………………………………………………………………………….….…4
Abstract……………………………………………………………………………………..…9
I. Introduction ………………………………………………………………………….…..11
 Research Questions…………………………………………………………..……...14
 Significance of the study……………………………………………………….........15
II. Brief review of Related Literature and Studies……………………………………….16
 Theoretical Framework……………………………………………………………...20
 Research Paradigm…………………………………………………………….….…22
III. Scope and Limitations……………………………………………………………….....23
IV. Methodology………………………………………………………………………….....24
 Research Design ……………………………………………………………….….....24
 Research Locale………………………………………………………………..….…24
 Respondents………………………………………………………………….….…...25
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 Sampling Convenient…………………………………………………………….….25
 Research Instrument………………………………………………………………...25
 Data Gathering……………………………………………………………………....25
 Statistical Treatment………………………………………………………………...26
 Ethical Standards…………………………………………………………………....27
V. Results and Discussions……………………………………………………….………...28
VI. Conclusions……………………………………………………………………….….…38
VII. Recommendations……………………………………………………………….….....40
VIII. Appendices………………………………………………………………………...….42
 References…………………………………………………………………………...43
 Research Output………………………………………………………………….….46
 Research Instrument………………………………………………………………...49
 Letters…………………………………………………………………………….….55
 Curriculum Vitae………………………………………………………………….…57
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LIST OF FIGURES
1 Research Paradigm of the Study……………………………………………………….….22
1 Demographic of the respondents in terms of Grade Level…………………………...........28
2 Demographic of the respondents in terms of Gadget use in online class……………….…29
3 Demographic of the respondents in terms of their Internet Service……………………….30

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LIST OF TABLES
TABLE 1: Effectiveness of Online Learning Modalities among the Elementary Learners in
terms of Delivery of Instruction……………………………………………………………..32
TABLE 2: Effectiveness of Online Learning Modalities in the delivery of Instruction among
the Elementary Learners in terms of Teacher
Strategies…………………………………………………………………………………….34
TABLE 3: Effectiveness of Online Learning Modalities in the delivery of Instruction among
the Elementary Learners in terms of Assessment of
learning………………………………………………………………………………………36
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ABSTRACT
Name of Researchers : Maria Cristel A. Garcia
Michaela Mariel C. Nañez
Angelica D. Oriola
Jusline Rose P. Sanchez
Title of Research : “Effectiveness of Online Learning Modalities in the
Delivery of Instruction among Elementary Learners of
CVE Colleges Inc”
Research Adviser : Gilbert C. Alva
The purpose of this study entitled “Effectiveness of Online Learning Modalities in the
Delivery of Instruction among the Elementary Learners of CVE Colleges Inc.” was to
determine the demographic profile of selected elementary learners including their grade level
and service provider and the effectiveness of online learning modality in the delivery of
instruction. This study was aimed to determine the effectiveness of Online Learning
Modality in the delivery of instruction to students. The data was obtained using survey
questionnaires via Google form and the main respondents are the selected learners who are in
grade 4, 5 and 6 class; the respondents consist of fourteen (14) respondents.

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The study used descriptive- evaluative research design to gather the needed
information. The researchers used a semi- adapted questionnaire from QuestionPro. The
research study finds out that most of the elementary learners when it comes to gadget, they
used in doing online learning is cellphone and for internet services students mostly used the
services of PLDT. Additionally, this study found out the effectiveness of online learning, that
for elementary learners; online learning is more effective when the teacher clarifies and
exactitude the class presentations, clarifies the rules of the exam and activities. On top of that
teachers, parents and other school facilitators and personnel should be knowledgeable on
how to make Online Learning Modalities as a delivery of instruction among elementary
learners most effective.

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INTRODUCTION
The situation for teaching and learning changed due to an unexpected health crisis of
the world. At first, the Department of Education collaborated with government to discuss
how the education will continue even there is a pandemic. Callo and Yuzon (2020) cited
that technology ushers in fundamental structural changes that can be integral to support
both teaching and learning. When online teaching and learning designed, it is also
important to cover participant familiarity and capability in using technology and their
preparation to participate in this alternative delivery mode. The Philippine government with
all its actions deemed pertinent to this cause, which includes the launching of different
initiatives to take care of its students and employees and the community. Digital learning
such as computers, and handheld devices, and an internet connection, support learning
24hours a day, seven days a week, builds 21 st- century skills, increases student engagement
and motivation, and accelerate learning Action plan or guidelines about how teaching and
learning work in online environments may be in place Online teaching/education becomes
the trend for borderless education and globalization. Although to some modern universities,
online teaching/education as a medium inferior. However, if online education is well
design, it could just be as effective as face-to-face instruction with an emphasis on the
design of the learning experience, the quality of the content, and the engagement of
learners.
The changing demands are associated with online learning concerning
technology, learning management, pedagogical practice, and social roles that necessitate
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essential preparation from the students’ end. To foster online learning self-efficacy, the study
revealed that students’ perception of online readiness, coping strategies, and familiarity and
capability to educational technology are predictive of online learning self-efficacy. To
sustain learning continuity, online teaching modality rises as a promising instructional
response to the pandemic. Readiness is an element that frequently used and measured in
distance learning and online learning researches. It has been established that readiness is
central to a successful online learning experience. These findings supported by the study
conducted by Callo and Yazon (2020) which explores the factors influencing the readiness of
faculty and students on online teaching and learning.
Dexway Communication stated that online learning has been on the rise in recent
years, and it is not hard to see why. Students can fit them around their existing
responsibilities and commitments and can engage with multimedia content and learning
materials at whatever time is most convenient to them. The direct implication of this finding
is that teachers must be engaged with their courses to enable participants to obtain better
learning and satisfaction outcome, carried out a meta-analytical study of research on distance
education and found that some programs are web-based but do not have any involvement of a
‘‘live’’ teacher. According to the model tested, interaction is key to effective e learning, with
teacher student interaction the strongest predictor of learning in e learning. This result is
consistent with prior research and underscores the importance of the active role of teachers in
e-learning courses.
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To improve effectiveness, teachers need to interact with students in a prescribed
manner by providing the theoretical rationale as well as multiple examples of motivation-
building and personal-investment enhancements. According to Marks et al. teachers could
seek student involvement in discussion, telling a case story about a subject to aid
remembering, use of positive reinforcement for successful performance and asking questions.
As with most teaching methods, online learning has its own set of disadvantages. First is
inability to focus on screens, one of the biggest challenges of online learning is the struggle
with focusing on the screen for long period of time. Second is technology issues; another key
challenge of online classes is internet connectivity. Without consistent internet connection for
student or teacher, there can be a lack of continuity in learning for the child. Next is sense of
isolation, students can learn a lot from being in the company of their peers. However, in
online class, there are minimal physical interactions between students and teachers that result
sense of isolation for the student. Lastly, teacher training, online learning requires teacher to
have basic understanding of using digital forms of learning. However, this is not the case
always. Teachers have a basic understanding of technology, but they don’t even have the
resources and tool to conduct online classes.

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Research Questions
In this study, the researchers focused on determining the effectiveness of online
modality in the delivery of instruction among elementary pupils in CVE Colleges Inc. The
following questions are:
1. What is the demographic profile of the respondents in terms of;
1.1 Grade Level
1.2 Gadget Used in OLM
1.3 Internet Connectivity
2. What is the effectiveness of Online Learning Modality in terms of:
2.1 Delivery of Instruction
2.2 Teachers Strategies
2.3 Assessment of learning
3. What recommendation can be proposed to enhance the effectiveness of Online Learning
Modalities of CVE Colleges Inc.?
Significance of the Study
This study was identified significant for it will be about enhancing online learning
modality in teaching and delivering instructions. Specifically, the study is significant to the
following:
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To CVE Colleges Inc. This study will beneficial to the institution in able to know the current
situation of students in learning in the new normal. In addition, to think more how they will
help the learners learn like in the face-to-face modality.
To the Pupils. This study will serve as a guide for the learners to be able to cope with the
current situation in education. In addition, to help the pupils determine if they are already
adjusted to the new normal modality of learning.
To the Parents. This study will help every parent to understand better the new normal
modality of learning. Another is to reiterate how their cooperation in learning will affect the
performance and learning abilities of their children in online learning modality.
To the Teachers. This study will help the teacher to know and understand the reason behind
the learning ability of children in online learning modality. Also, the study will help teachers
engage and learn new learning strategies in coping with students in online learning modality.
To Future Educators. This study is helpful to the future educators to be ready in times of
changing modalities over time. Another is to understand better the learning strategies for
online learning modalities.
To Future Researchers. This study is essential to future researchers that will conduct a new
form of research about the online learning modality and its effectiveness. It will be their one
source of information to distinguish the effectiveness of online learning modality and how
learners learned by this modality.

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BRIEF REVIEW OF RELATED LITERATURE AND STUDIES
Online learning modality is a new form in education for the Philippines due to
pandemic. DepEd Order No. 012 s. 2020 “Adaptation of the Basic Education Learning
Continuity Plan for School Year 2020-2021 in the light of the Covid-19 Public Health
Emergency” the Covid-19 pandemic poses challenges to various sectors, especially in
responding to basic rights. With the physical distancing and community quarantine being
among the measures to contain Covid-19, basic education is among the sectors heavily
affected as schools and community learning centers are closed for physical conduct of
classes.
Basic Education Learning Continuity Plan (BE-LCP), a package of education
interventions that will respond to basic education challenges brought about by COVD-19. In
developing the BE-LCP, DepEd engaged internal and external stakeholders for inputs in the
design of a learning delivery strategy and operational direction that ensures the health, safety
and well- being of all learners, teachers, and personnel of the Department. The BE-LCP
streamlines the K-12 Curriculum into the Most Essential Learning Competencies (MELC’s),
to be delivered in multiple learning modalities and platforms. The MELC’s shall be used
nationwide by field implementers for SY 2020-2021 only. The streamlining of the K-12
Curriculum into the MELC’s is an emergency measure to allow instruction amid challenging
circumstances to focus on the most essential learning, and to ease the requirements for
adapting classroom- based learning resource for distance learning.

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In the light of the global health pandemic brought upon by COVID-19, the school has
developed a learning continuity plan to ensure the quality education within the community.
To put such plans, the school was exhaust all means necessary in providing education within
reach. The learning continuity plan shall aim to address many different concerns of students
and parents alike during the health crisis, guided upon the guidelines set forth by the IATF in
coordination within the Department of Education. The learning delivery modality used is
Online Distance Modality by synchronous Learning Sessions and Asynchronous Learning.
SCHOOL READINESS FOR ONLINE DISTANCE LEARNING
1. Computers will be upgraded and will have added headset and cameras
2. Computers laboratory will be extended to the computer technician room and shall
strictly follow social distancing and sanitation protocols.
3. Teachers have been required to attend numerous webinars to help them prepare for
online distance learning.
4. Learning management system by the VSmart School from Vibal Publishing has been
tapped as the service provider, whereas they provided Learning Management System
training for the school head and teachers to prepare them using the LMS.
LEARNING RESOURCES
The resources used by the school in teaching and learning in the intermediate class in
elementary are textbooks for core subjects, e-books, interactive AR ready supplementary
materials from the LMS. And learning strategies used is synchronous and asynchronous
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learning sessions and teachers assessed learners’ examination by a synchronous schedule
inside the learning management system following strict guidelines that is time limited.
Department of Education Philippines stated that online learning modalities features
teachers as facilitator, engaging learners’ active participation through the use of various
technologies accessed through the internet. The internet used to facilitate learner- teacher and
peer-to-peer communication. Online learning allows live synchronous instructions. The
learners may download materials from the internet, complete and submit assignment online,
attend webinars and virtual classes. According to Kritz (2020), Philippines are not ready for
online schooling; online schooling provides virtual classes that a student takes at home alone
on with a group, through either voice call or a video call via application such as messenger,
Google, zoom or Skype. Online learning requires proper equipment such as smartphones that
can support calls or video and a stable internet connection. Custodio( 2020) majority of
public school teachers and student have laptops, desktops or tablets as home for online
learning. However, where there is no internet from the standpoint of DepEd. Blended
learning or hybrid learning is a fusion of online distant learning and in person delivery of
printed materials to the homes of the learners through the barangays for those who do not
have internet access and interactive facilities in the comforts of their home.
The teachers nowadays are thinking for the strategies to use in able to pass a
knowledge through new normal way of teaching and learning. According to Gamigo (2020)
as educator’s gear with “new normal” set up in this Covid -19 pandemic, this is the
appropriate time to use our discomfort to forge a new paradigm. Educators need to design
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assessment and grading systems and think on their purposes and priorities. Encouraging
student learning is the best and not just students accountable for their own learning. The
Philippines education system alone, enrollment for elementary plunges by seven billion.
Among the top concern of opening of classes and the access to the appropriate technology
required for remote learning, teachers training and institutional materials. With learning
centered instruction, instructors take on the role of facilitating and sharing information while
guiding students toward solutions (Jorge, 2020). Also, according to Santos (2020), teachers
may follow these three steps signing in, designing it and managing out. The first step requires
social media accounts, second is about designing the classroom that includes uploading of
discussions, task, assignments and assessments. Third and last sustains the quality of such
classroom. There are other web- based classrooms wherein teachers and learners can interact.
Teachers may choose other tools depending on the needs on the learners because these
platforms have their own specialties. These are open and free to use.
Theoretical Framework
The “Foundations of Educational Theory for Online Learning” by Mohamed Ally
stated four implications for online learning, 1. Learners should be told the explicit outcomes
of the learning so that can set expectations and judge for themselves whether or not they have
achieved the outcome of the online lesson. 2. Learners must be tested to determine whether
or not they have achieved and learning outcome. Online testing or other forms of testing and
assessment should be integrated into the learning sequence to check individual learner’s
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achievement level and provide appropriate feedback 3. The learning materials must be
sequenced appropriate to promote learning. The sequencing could take the form of simple to
complex, known to unknown, and knowledge to application 4. Learners must be provided
with feedback so that they can monitor how they are doing and take corrective action if
required.
One study surveyed an extensive list of students, from both domestic and foreign
colleges and universities, who took classes in both mediums. The survey found that 48% of
the students preferred the face-to-face medium and only 34% preferred online classes
(Kishore, et al 2009). Another study found that there was no difference in the teaching
functions of an instructor presenting the same material in the two different media (Alonso
and Blazquez, 2009). Kirtman (2009), researching the difference between online and face-to-
face instruction, found a significant difference in favor of the face-to-face students on the
same midterm but no significant difference on the same final examination.
Laron and Sung (2009) research a course that utilized the same instructor teaching
sections in face-to-face, online and in a hybrid mode and found no significant difference in
the learning outcomes as measured in a common midterm and final. A study of the impact of
the modality of instruction on student evaluation of instructors found that there was generally
no significant difference in evaluations in terms of the format of instruction except in the
case of minority instructors. Minority instructor receive lower evaluations in a face-to-face
medium than in an online one (Carlee, 2009).

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Singh and Stoloff (2007) surveyed a class and found that students believed they learned
as much in an online course as they did in a face- to- face class. Cragg, Dunning and Ellis
(2008) found in their study of a course taught in two different modalities, that there was no
difference in the outcomes.
Blended learning (BL), or the integration of face-to-face and online instruction
(Graham 2013), is widely adopted across higher education with some scholars referring to it
as the “new traditional model” (Ross and Gage 2006) or the “new normal” in a course
delivery (Norberg et al. 2011). The 2017 New Media Consortium Horizon Report found that
blended learning designs were one of the short-term forces driving technology adoption in
higher education in the next 1-2 year. Also, blended learning is one of the key issues in
teaching and learning in EDUCAUSE Learning Initiative’s 2017 annual survey of higher
education (EDUCAUSE 2017). Furthermore, many of this resources address students access
success withdrawal and perception of the degree to which blended learning provides an
effective learning environment.

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Research Paradigm
INPUT PROCESS OUTPUT
Demographic
Profile
 Grade  Survey
level Intervention
 Gadget Questionn Program to
used in
OLM aire Enhance
 Internet
connectivit  Data Effectiveness of
y
Gathering Online Learning
Effectiveness of
Modality.
Online Learning
Modality in
Figure 1: A research paradigm showing the Effectiveness of Online Learning
Modalities among Elementary learners of CVE Colleges Inc.
Figure 1 describes the conceptual framework of the study wherein the input consists
of the following demographic profile of the students and the effectiveness of online learning
modality in terms of the following delivery of instruction, teacher strategies, and assessment
of learning. On the other side the process is being used with the use of survey questionnaires
and data gathering via Google form. The output was an intervention program or suggestion to
enhance effectiveness of online learning modality.

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Scope and Limitation
One of the major purposes of this study was to distinguish the effectiveness of Online
Learning Modalities in selected student among elementary learners specifically in the
Delivery of Instruction in teaching. The respondents of this study were consist of fourteen
(14) learners from the different grade level, to be specific the researchers chose the learners
who are in their intermediate level which is four from grade four, two from grade five and
eight for grade six level, in the reason that they have the capability to answer the survey
questionnaires.
The study was conducted at CVE Colleges Inc. located at Brgy. Del Carmen,
Pagbilao Quezon. The researchers chose the school in reason of it is the only private school
in Pagbilao who offers kindergarten to college that used Online Learning Modality in
teaching. Another, the institution has a more advancement in technology rather than other
elementary school in Pagbilao and their students is in the middle class in the society, which is
more ready for Online Learning Modality.

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METHODOLOGY
Research Design
The Researchers used the descriptive method to determine the effectiveness of Online
Learning Modalities in the delivery of instruction among the elementary learners of CVE
Colleges Inc. through research questionnaire especially survey tool as a main tool in
gathering the respondent’s feedback. The Researchers used descriptive method to ask how
questions.
Descriptive research aims to accurately and systematically describe a population,
situation or phenomenon. It can answer what, where, when and how questions, but not why
questions. Unlike in experimental research, the researcher does not control or manipulative
any of the variables, but only observes and measures them.
Research Locale
The study was conducted in CVE Colleges Inc. located at Brgy. Del Carmen,
Pagbilao, Quezon. The school is chosen by the researchers in able to gather information if the
only private school in Pagbilao who offers kindergarten program are more EFFECTIVE IN
ONLINE LEARNING MODALITY rather than other school.
Respondents
The respondents of the study were selected pupils of CVE Colleges Inc. which is (4)
grade four (2) grade five (8) grade six. The researchers chose the respondents because they
have the capability to answer the research questionnaire provided by the researcher.
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Sampling Technique
Purposive sampling is utilized in the study. It also known as selective sampling. It is a
sampling technique in which a researcher relies on his or her own judgment when choosing
members of the population to participate in the study.
The researchers choose the respondents who are easy to contact with and respondents
who have the available time to respond and fill out the survey questionnaires via Google
form.
Research Instrument
The researchers utilized a researcher-made questionnaire. The first part was the
demographic profile and the second part is how Online Learning Modality effective in terms
of delivery instruction, teacher’s strategies and assessment of learning.
Data Gathering
The researcher wrote a letter to the Principal and to the adviser of the selected grade
four, grade five, and grade six pupils. The semi-adapted questionnaires of the researchers are
being patterned to the QuestionPro. Questions were checked and validated first by the
professional subject instructors before the distribution of the questionnaire. The
questionnaires that were given was a device which will enable the respondents to answer the
question to assess the needed information. On the day of the survey that started on May 31 to
June 3, 2021 and on the day of the survey, the researcher personally messaged the advisers of
respective learners to give the link for google form to answer by the learners and explains
each part of the questionnaires. The questionnaire was given via Google Form. Sufficient
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time will be given to the respondents in answering the questionnaire on how effective online
learning modality is. The moment that the desired number of filled up sets of questionnaires
the Google form closed; the data was collected and tabulated for the results and discussion.
STATISTICAL TREATMENT
1. Percentage
This will be used to evaluate the Demographic profile of the respondents. Formula is as
follows.
P = f/N x 100
Where:
P = Percentage of
f= frequency
N = total number of respondents
2. Weighted mean
This will be used to evaluate the Effectiveness of Online Learning Modalities in the
Delivery of Instruction as perceived by the Elementary learners of CVE Colleges Inc.
Formula is as follows.
Weighted mean = 4f+3f+2f+f

N
Where:
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f = frequency responses
N = total number of respondents
Ethical Considerations
The researchers asked first to the school principal, head teacher in elementary and the
respective advisers of grade 4-6 learners. The permission of parents of the respondents to
answer the research survey questionnaire because they are still minor, they need others
permission.
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RESULTS AND DISCUSSION
PART I. Demographic Questions
grade level
Grade 4 Grade 5 Grade 6
29%
57%
14%
Figure 1
Demographic of the respondents in terms of Grade Level
Figure 1 shows the demographic of the respondents in terms of their Grade Level. It
shows that the majority grade level of the respondents were Grade 6 which has 57% followed
by Grade 4 which has 29% and Grade 5 which has 14%.
Online learning can help them pursue highly individualized learning programs,
possibly even college level courses. These, combined with hands-on exercises, real world
exploration, and thorough assessments, can be highly beneficial to their learning progress.
They can explore their options by trying out introductory topics from different fields, before
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committing to a specialization. Online learning platforms can help these students become
more independent learners, before they make their way into college. I believe that we must
not hold back students from pursuing an online course but instead provide them guidance as
they navigate through it.
gadgets use in online class

Tablet Cellphone Laptop Computer Others
14%
29%
57%
Figure 2
Demographic of the respondents in terms of Gadget use in online class.
Figure 2 shows the demographic of the respondents in terms of the gadgets used in
online class. Majority of the respondents were using Cellphone which has 57% followed by
the respondents who were using computer which has 29% followed by 14% which is the
tablet and both 0% for the respondents who were use a laptop and other gadgets in their
online classes.
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The technology of education includes two forms; they are software and hardware
technology. According to Cahyadi, (2014) Smartphone is a set of technological tools that
have major applications required in the needs of life, the Smartphone has incredible capacity,
using mobile phone. One of the capacities is able to operate like computer, and ease the users
to bring it everywhere".
internet service
PLDT CONVERGE STA. CATALINA MOBILE DATA
36%
50%
14%
Figure 3
Demographic of the respondents in terms of their Internet Service
Figure 3 shows the demographic of the respondents in terms of the Internet Service
they are using in the online class. The majority of the respondents have a PLDT which has
50% next by the Sta. Catalina which has 36% followed by 14%% which is the Internet
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Service from Converge and both 0% for the respondents who were using a Mobile data and
other internet service in their online classes.
According to Murphy (2012) beyond such hyperbole, the implications of the Internet
for education and learning can be understood in at least four distinct ways. First, is the
potential of the Internet to offer individual learners increased freedom from the physical
limitations of the real world. This is often expressed in terms of reducing constraints of place,
space, time, and geography, with individuals able to access high-quality learning
opportunities and educational provision regardless of local circumstances. The Internet is
therefore portrayed as allowing education to take place on any time, any place, any
pace basis. Many commentators extend these freedoms into a transcendence of social and
material disadvantage, with the Internet perceived as an inherently democratizing medium.
The ability to support freer and fairer educational interactions and experiences is seen to
reflect the Internet’s underpinning qualities as “a radically democratic zone of infinite
connectivity”
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SA A D SD Weighted Interpretation
DELIVERY OF INSTRUCTION
(4) (3) (2) (1) Mean
1. Does your teacher asked questions 8 33 0 1 3 Agree

during the class?
2. Does your teacher clarify and 20 27 0 0 3.35 Agree

exactitude the class presentations?
3. Does your teacher used Google

classroom, group chats or others to
8 33 0 1 3 Agree
complete an activity?
4. Does your teacher clarify the forms

and rules of the exams, activities etc.?
20 27 0 0 3.35 Agree
5. Does your teacher provide more basic 8 33 2 0 3.07 Agree

knowledge in your lesson?
6. Does your teacher assign students to

teams, to work on some
0 30 8 0 2.71 Agree
assignment/project?
7. Does your teacher use electronic

quizzes/test that immediately calculates
0 33 6 0 2.78 Agree
and reveal students score?
8. Does your teacher tries to find out

about the students learning styles,
12 33 0 0 3.21 Agree
interest or backgrounds?
9. Does your teacher allow you to watch 12 30 0 1 3.07 Agree

videos presentations?
10. Does your teacher lead whole class 12 30 0 1 3.07 Agree

discussion?
PART II. EFFECTIVENESS OF ONLINE LEARNING MODALITY
Table 1: Effectiveness of Online Learning Modalities among the Elementary Learners

in terms of Delivery of Instruction
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Table 1 shows the effectiveness of Online Learning Modalities among the elementary
learners in terms of delivery of Instruction. The highest weighted mean is 3.35 which is in
question number 2 and question number 4. Question number 2 consist question about If
teacher clarify and exactitude the class presentations while the question number 4 consist
questions about if teacher clarify the forms and rules of the exams, activities etc. Moreover,
the least weighted mean is 2.71 which is in the question number 6 that contains about if
teachers assign students to teams, to work on some assignment/project.
This shared perspective was revealed by two recently released studies from the
EDUCAUSE Center for Analysis and Research (2020). Among student respondents, 70
percent said they prefer mostly or completely face-to-face learning environments. The
professors surveyed were even more partial to face-to-face classes, with 73 percent preferring
them. Yet overall, about half of both students and faculty—including those who voted for
“mostly” face-to-face instruction—indicated some degree of preference for course delivery
that combines aspects of both in-person and online education. Face-to-face learning has been
the standard way of instruction for centuries.
SA A D SD Weighte Interpretatio
TEACHER STRATEGIES d Mean n
(4) (3) (2) (1)
34
1. Does your teacher uses direct 20 24 0 1 3.14 Agree

presentation to provide information?
2. Does your teachers begins with

examples up to the concept in the teaching
15 30 2 0 3.35 Agree
learning situation?
3. Does your teachers give reliable

references such as dictionaries,
0 36 2 1 2.78 Agree
encyclopaedia, internet sites etc.?
4. Does your teacher distribute different 0 36 2 1 2.78 Agree

teaching learning task?
5. Does your teacher used appropriate

learning materials in explaining the lesson
20 27 0 0 3.35 Agree
each day
6. Does your teacher encourage learning 8 36 0 0 3.14 Agree

through group interaction?
7. Does your teacher use appropriate

strategies design to accommodate the
12 30 2 0 3.14 Agree
varied talents and skills of students?
8. Does your teacher immediately consult

with student to correct problems and keep
12 30 2 0 3.14 Agree
them on task?
9. Does your teacher support student 16 27 2 0 3.21 Agree

centered learning?
10. Does your teacher flexible in dealing

student needs (due dates, absences, and
8 30 2 1 2.92 Agree
make up exam)?
Table 2: Effectiveness of Online Learning Modalities in the delivery of Instruction
among the Elementary Learners in terms of Teacher Strategies
Table 2 shows the effectiveness of Online Learning Modalities in the delivery of
instruction among the elementary learners in terms of Teacher Strategies. The highest
35
weighted mean is 3.35 which is in the question number 2 and question number 5. Question
number 2 consist question about If teachers begins with examples up to the concept in the
teaching learning situation while the question number 5 consist questions about if teacher
used mean is 2.78 which is in the question number 3 and 4. Question number 3 is about if
teachers give reliable references such as dictionaries, encyclopedia, internet cites etc. while
in question number 4 is about teacher distribution of different teaching learning task.
Online instructors are now facilitators of information guiding students toward
solutions. A change or modification to the instructor’s pedagogy is required. In order for
online learning to be successful, teachers as well as learners must take on new roles in the
teaching-learning relationship, and faculty must be willing to release control of learning to
the students. Instructional Strategies should be designed to produce a precise learning
experience (Horton). Students learn by reflecting, applying, synthesizing, constructing,
discussing, evaluating, and applying. In addition, learning activities in and of themselves are
inadequate to achieve learning objectives. According to Horton, to realize learning
objectives, three distinct types of learning activities are required.
SA A D SD Weight Interpretation
ASSESSMENT OF LEARNING ed
36
(4) (3) (2) (1) Mean
1. Does you use what you learn in online 20 24 0 1 3.21 Agree

class in actual situation?
2. Does your teachers write comments in
your work which explain what you have
12 30 2 0 3.14 Agree
done well and what you need to do to
improve?
3. Does your teacher explain or show
you what needs to be done to achieve
0 36 2 1 2.78 Agree
learning objectives?
4. Does your teacher talk to you in
lessons about what you have done well
0 36 2 1 2.78 Agree
and what you need to do to improve?
5. Does your teacher provide questions 20 27 0 0 3.35 Agree
after discussion each day?
6. Does you remember things better if 8 36 0 0 3.14 Agree
the teacher discusses them?
7. Does you prefer to learn by listening 12 30 2 0 3.14 Agree
to a lecture rather than reading?
8. Does you self-assess your work in 12 30 2 0 3.14 Agree
lesson?
9. Does your teacher provides guidelines
(criteria) to help you to mark your own
16 27 2 0 3.21 Agree
or classmates work, so you can judge
how good it is?
10. Does you able to actively
communicate via email or online
8 30 2 1 2.92 Agree
discussion?
Table 3: Effectiveness of Online Learning Modalities in the delivery of Instruction
among the elementary learners in terms of Assessment of Learning

37
Table 3 shows the effectiveness of Online Learning Modalities in the delivery of
instruction among the elementary learners in terms of Assessment of Learning. The highest
weighted mean is 3.35 which is in the question number 5. Question number 5 consist
question about if teacher provide questions after discussion each day while the least weighted
mean is 2.78 which is in the question number 3 and 4. Question number 3 is about if teacher
explain or show student what needs to be done to achieve the learning objectives while in
question number 4 is about teacher talk to in lessons about what learners have done well and
what learners need to do to improve.
According to Rovai (2011), however, general assessment principles are not different
in online environment; only the manner in which the principles are applied is changed. In
light of this, Rovai (2000) suggested some assessment methods for online courses. Among
them, he emphasized proctored testing and online discussion. There are three kinds of
proctored testing for distance courses: a delayed telephone conversation, online chat, or e-
mail; proctored testing at decentralized locations and at centralized on-campus residencies.
He presented that proctored testing promotes identity security and academic honesty, two
difficult issues for distance education. Proctored testing is recommended for high-stakes,
summative assessment. Rovai (2011) also recommended online discussion as a good
assessment method. The ability of online discussion to promote text-based communication
can support the construction of knowledge. It would also promote reflection through
asynchronous online interactions better than in traditional classroom settings. Instructors can
use these online interactions for summative assessment as well as formative assessment. For
38
authentic performance assessment, he also proposed projects and case studies that are unique
and relevant to the individual learner, with the added benefit that they can help solve the
identity security and academic honesty problems.
Conclusions
The researchers therefore conclude that;
1. In the demographic of the respondents when it comes to their Grade level the majority of
the respondents were from Grade 6.
2. When it comes to the gadgets used in online classes, majority of them were using
cellphones as an equipment for their online learning modalities.
3. In terms of the respondents Internet Services, the majority of the respondents were using a
PLDT Home.
4. In finding the Effectiveness of Online Learning Modalities as a delivery of Instruction
among Elementary Learners, the research finds that It is most effective when the teacher
clarifies and exactitude the class presentations and when a teacher clarifies the forms and
rules of the exam, activities, etc.
5. The Effectiveness of Online Learning Modalities among Elementary learners when it
comes to Teacher Strategies is when the teacher begins with examples up to the concept in
39
the teaching learning situation and when a teacher uses appropriate learning materials in
explaining the lesson each day.
6. In terms of Assessment of Learning, it is most effective when a teacher provides questions
after discussions each day.
In this case, the effectiveness of Online Learning Modalities as a Delivery of
Instruction among Elementary learners should need to acquire these three aspects which is
the Delivery of Instruction, Teacher strategies and Assessment of learning that will be very
beneficial to identify the effectiveness of Online Learning Modalities as a delivery of
Instruction among Elementary Learners. On top of that teachers, parents and other school
facilitators and personnel should be knowledgeable on how to make Online Learning
Modalities as a delivery of instruction among elementary learners most effective.
Recommendations
Based on the findings and conclusion of the study, here are several recommendations
to be considered:
To Pupils
The researcher recommends that the Pupil should attend every online meeting and
submit every requirement of their subjects. Furthermore, they should attend to their online
class with the same thought as if they are attending regular classes.
40
To Parents
The researcher recommends that the parents must support and provide their child needs
for the Online Learning Modalities as delivery of Instruction more effective, they were also
free to communicate with the teacher to monitor their child progress.
To Teachers
The researcher recommends that the Teacher should provide an effective strategy in
teaching among elementary learners, and used an effective delivery of instruction and
assessment for the learner’s progress evaluation. The teacher should have considerations in
problems that might happen like having a slow internet connection in every learner.
To CVE Colleges Inc.
The researcher recommends that the CVE Colleges Inc. should need to monitor their
teacher if they were using the delivery of instruction well and appropriate. The facilitators of
the institutions also provide an equipment that can be used in Online Learning Modalities.
To Future Educators
The researcher recommends that the Future Educators should think a way or his/her
methods of teaching with the online learning modalities as a delivery of Instructions. Future
educators should need to be aware on different teaching instructions.

41
To Future Researchers
1. The researchers recommend that further studies be carried out on the cause and
effect of Online Learning Modalities on the literacy among elementary level.
2. Future research could also explore the Comparative Effect of Online Learning and
face to face classes among elementary learners.
3. The researchers recommend that it might be a good idea to investigate the reason.
42
APPENDICES
43
Appendix 1
REFERENCES
6 Ways to Assess Your Students in eLearning(2018)
https://www.shiftelearning.com/blog/ways-to-assess-your-students-in-elearning
Andal, E, Panegaryo, A.A, Almanza, M.R (2020) Universal Journal of Educational Research
“Exploring the Online Learning Self-efficacy of Teacher Education Students at the Laguna
State Polytechnic University: Basis for Transition to Flexible Learning System”
https://www.semanticscholar.org/paper/Exploring-the-Online-Learning-Self-efficacy-of-at-
EdD-Panergayo/b4f3e584531acf2a50e2d3bcae9bbf4bc852f027
Berracoso, J.V, Arroyo, M. D.G, Videla, C.B & Cevallos, MB.M (2020) “Trends in
Eduactional Research about e- learning: A systematic Literature Review” sustainability-12-
05153-v2.pdf
Department of Education (2020) “DepEd prepares Self-Learning Modules for education’s
new normal” retrieved from https://www.deped.gov.ph/2020/07/02/deped-prepares-self-
learning-modules-for-educations-new-normal/
Dexway Communication (n.d) “5 Reasons Why Online Learning is More Effective”
https://www.dexway.com/5-reasons-why-online-learning-is-more-effective/
Dziuban, C., Graham, C. et. Al (2018) “Blended learning: the new normal and emerging
technologies”vol.15,art.3
https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-017-0087-5
44
Francisco, C. DC & Barcelona M. (2020) International Journal of Academic
Multidisciplinary Research (IJAMR) “Effectiveness of an Online Classroom for Flexible
Learning” vol.4, pp. 100-107 https://files.eric.ed.gov/fulltext/ED607990.pdf
Gautam, P.(2020) Advantages And Disadvantages Of Online Learning retrieved from
https://elearningindustry.com/advantages-and-disadvantages-online-learning
Kaymak, Z.D & Horzum, M.D (2013) “Relationship between Online Learning Readiness and
Structure and Interaction of Online Learning Students”
https://www.researchgate.net/publication/237008243_Relationship_between_Online_Learnin
g_Readiness_Structure_and_Interaction_of_Online_Learning_Students
Kumar, S. (2015) “5 Common Problems Faced by Students In eLearning And How to
Overcome them” https://elearningindustry.com/5-common-problems-faced-by-students-in-
elearning-overcome
Llego, M.A(2020) “DepEd Basic Education Learning Continuity Plan in the Time of
COVID-19” https://www.teacherph.com/download-deped-basic-education-learning-
continuity-plan-in-the-time-of-covid-19/
McCombes, S.(2020) Descriptive Research from
https://www.scribbr.com/methodology/descriptive-research/
https://www.quora.com/What-is-descriptive-evaluative-research
Nelson, K.(2020) Horizon Research Publishing (HRPUB)“Exploring the Factors Influencing
the Readiness of Faculty and Students on Online Teaching and Learning as an Alternative
45
Delivery Mode for the New Normal”
https://www.academia.edu/44113233/Exploring_the_Factors_Influencing_the_Readiness_of
_Faculty_and_Students_on_Online_Teaching_and_Learning_as_an_Alternative_Delivery_
Mode_for_the_New_Normal
Santos (2020) “How to make online learning effective?”
https://www.philstar.com/lifestyle/2020/09/28/2045112/how-make-online-learning-effective
Structure and Interaction of Online Learning Students”
https://www.researchgate.net/publication/237008243_Relationship_between_Online_Learnin
g_Readiness_Structure_and_Interaction_of_Online_Learning_Students
Topping, K.J., Douglas, W. & Robertson D. (n.d) “The Effectiveness of Online and Blended
Learning From Schools: A Scoping Review”
https://www.researchgate.net/profile/Tom_Clark13/publication/304827914_A_Synthesis_of_
New_Research_on_K-12_Online_Learning/links/577c06ca08aece6c20fccf6f/A-Synthesis-
of-New-Research-on-K-12-Online-Learning.pdf
Valentine, D.(n.d) “Distance Learning: Promises, Problems, and Possibilities” retrieved from
https://www.westga.edu/~distance/ojdla/fall53/valentine53.html
46
Appendix 2
RESEARCH OUTPUT
INTERVENTION PROGRAM FOR EFFECTIVENESS OF ONLINE
LEARNING MODALITIES IN THE DELIVERY OF INSTRUCTION AMONG THE
ELEMENTARY LEARNERS OF CVE COLLEGES INC.
RATIONALE
Online learning modality is an alternative delivery mode that provides learners with
equal access to quality basic education through a home-based environment to be facilitated
by qualified parents, guardians or tutors who have undergone relevant training. If online
education is well design, it could just be as effective as face-to-face instruction with an
emphasis on the design of the learning experience, quality of the content, and engagement of
learners.
Virtual Visit intervention program provides suggested strategies that can enhance the
online learning modality.
OBJECTIVES
Objectives of the program are to give motivation to set goals with each learner, to
meet the training style or needs of students and to have a better communication with the
learners.
47
STRATEGIES
1. Utilize screen recording to pre-record your conference. This way you can shared it
for those parents and students who did not attend the conference that time.
2. Implement an intervention “virtual conference program” to have better connection
and communication to the stakeholders in learning.
3. Create an online team work were learners can work by team.
4. Provide some references or link to students were they can re-open and re-read
lessons.
5. Use a mix of learning tools/materials for better engagement.
Example, visual tools.
PLAN OF ACTION
1. The teachers will group the learners with their respective guardians in a virtual
meeting once a week.
2. Make a more collaborative conversation with each parent.
3. Ask parents about the improvement of their child about the lessons.
4. Advisers or teachers of learners must collaborate about enhancing the tool in
teaching and learning.
5. Provide questions for parents and learners in every meeting not only about their
lessons but how they do every task given to them

48
RESOURCES NEEDED
1. Laptop, computer, laptop, Cellphones
2. Strong connection (Wi-Fi/data)
3. Good and well environment
4. Camera/webcam
5. Earphone/microphone
SUCCESS INDICATORS
In every success there are people who behind it.
 Principal
 Teachers
 Parents/ Caregivers
 Learners
49
Appendix 3
RESEARCH INSTRUMENT
“Effectiveness of Online Learning Modalities in the delivery of Instruction

among the elementary learners of CVE Colleges Inc.”
Dear Respondent,
Please be informed that we are conducting a study entitled “Effectiveness of Online
Learning Modalities in the delivery of Instruction among the elementary learners of
CVE Colleges Inc.” In consonance with this, we have constructed a questionnaire to gather
information for our study. Your participation is extremely significant, as it would complete
the study, as it should be. Rest assured that your anonymity regarding your feedbacks would
be treated at its strictest confidentiality.
We hope for your positive response and if you are interested, we would supply you
with the results of our study.
Name (optional) ___________________________________

50
PART I.
Direction: Check (/) the supposed answer for every demographic questions.
Name (Optional):_______________________________________
Grade level:
Grade 4
Grade 5
Grade 6
What gadget that you used in your online class?
TABLET
CELLPHONE
LAPTOP
COMPUTER
Others: _______________
What type of internet service do you currently use?
PLDT
CONVERGE
STA. CATALINA
MOBILE DATA
Others: ________________
51
PART II.
A. Directions: Please indicate your level of agreement o disagreement with each of these
statements in terms of Delivery of instructions by checking the box that corresponds to your
answer. 4- Strongly agree 3- Agree 2- Disagree 1-Strongly disagree
SA A D SD
DELIVERY OF INSTRUCTION
(4) (3) (2) (1)
1. Does your teacher asked questions during the class?

2. Does your teacher clarify and exactitude the class
presentations?
3. Does your teacher used google classroom, group chats or
others to complete an activity?
4. Does your teacher clarify the forms and rules of the
exams, activities etc.?
5. Does your teacher provide more basic knowledge in your

lesson?
6. Does your teacher assign students to teams, to work on
some assignment/project?
7. Does your teacher use electronic quizzes/test that
immediately calculate and reveal students score?
8. Does your teacher tries to find out about the students

learning styles, interest or backgrounds?
9. Does your teacher allow you to watch videos

presentations?
10. Does your teacher led whole class discussion?
52
B. Directions: Please indicate your level of agreement o disagreement with each of these
statements in terms of Teacher Strategies by checking the box that corresponds to your
answer.
SA A D SD
TEACHER STRATEGIES
(4) (3) (2) (1)
1. Does your teacher uses direct presentation to provide
information?
2. Does your teachers begins with examples up to the
concept in the teaching learning situation?
3. Does your teachers give reliable references such as
dictionaries, encyclopedia, internet sites etc.?
4. Does your teacher distribute different teaching learning
task?
5. Does your teacher used appropriate learning materials in
explaining the lesson each day
6. Does your teacher encourage learning through group
interaction?
7. Does your teacher use appropriate strategies design to
accommodate the varied talents and skills of students?
8. Does your teacher immediately consult with student to
correct problems and keep them on task?
9. Does your teacher support student centered learning?
10. Does your teacher flexible in dealing student needs
(due dates, absences, and make up exam)?
53
C. Directions: Please indicate your level of agreement o disagreement with each of these
statements in terms of Assessment of Learning by checking the box that corresponds to your
answer.
SA A D SD
ASSESSMENT OF LEARNING
(4) (3) (2) (1)
1. Does you used what you learn in online class in actual
situation?
2. Does your teachers write comments in your work which
explain what you have done well and what you need to do
to improve?
3. Does your teacher explain or show you what needs to be
done to achieve learning objectives?
4. Does your teacher talk to you in lessons about what you
have done well and what you need to do to improve?
5. Does your teacher provide questions after discussion
each day?
6. Does you remember things better if the teacher discuss
them?
7. Does you prefer to learn by listening to a lecture rather
than reading?
8. Does you self-assess your work in lesson?
9. Does your teacher provides guidelines (criteria) to help
you to mark your own or classmates work, so you can
judge how good it is?
10. Does you able to actively communicate via email or
online discussion?
54
Thank you for answering and God bless 
Researchers,
Nanez, Michaela Mariel C.
Oriola, Angelica D.

55
Appendix 4
LETTERS
May 29, 2021
Dear Respondent,
Please be informed that we are conducting a study entitled “Effectiveness of Online
Learning Modalities in the delivery of Instruction among the elementary learners of
CVE Colleges Inc.” In consonance with this, we have constructed a questionnaire to gather
information for our study. Your participation is extremely significant, as it would complete
the study, as it should be. Rest assured that your anonymity regarding your feedbacks would
be treated at its strictest confidentiality.
We hope for your positive response and if you are interested, we would supply you
with the results of our study.
Nañez, Michaela Mariel C.
Oriola, Angelica
56
May 29, 2021
Mr. Giovan Sevilla

School Principal
CVE Colleges Inc.
Dear Sir,:
In partial fulfillment of the requirements for our subject MS19 Research in Early Childhood,
we the Third Year BECED students, would like to ask permission to conduct a survey on our
research entitled “Effectiveness of Online Learning Modalities in the delivery of
Instruction among the elementary learners of CVE Colleges Inc.”
In connection with this, we would like to ask your good office to allow us to distribute survey
questionnaire to respondents. Rest assured that the data we will gather will remain absolutely
confidential and to be used in academic purpose only.
We hope of your positive response on this humble matter. Your approval to conduct this
study will be greatly appreciated.

Nanez, Michaela Mariel C.
Oriola, Angelica D.
Noted,
GILBERT C. ALVA
Research Adviser
Approved,
GIOVAN O. SEVILLA
Principal
57
MARIA CRISTEL A.GARCIA

Address: Purok Dama de Noche, Brgy. Silangang
Mayao Lucena City
Contact No.: 09079857365/09055227541
Email: macristel06@gmail.com
EDUCATIONAL BACKGROUND
TERTIARY: Bachelor of Early Childhood

Education (BECED)
CVE College Inc. Pagbilao

Quezon
2019-Present
Personal Profile: Bachelor in Elementary Education

Age : 21 years old (BEED)
Birth Date : June 6,2000 2018-2019
Birth Place : Lucena City
Gender : Female SECONDARY: Senior high
Citizenship : Filipino
Religion : UPC Born Again Calayan Educational
Height : 5’0 FoundationInc.
Weight : 48kg
Civil Status: Single Brgy. Ibabang Dupay Lucena City
2016-2018
Skills: JUNIOR HIGH:Quezon National High School
Communication Skills
Technology skills Brgy. Ibabang Iyam Lucena City
Promotes good social and environmental
Responsibility 2012-2016
Adapting the new technologies and Talipan Elementary School
collaborate in learning and strategies
CHARACTER REFERENCES: Pagbilao Quezon
Robert B. Rosel 2006-2012
United Pentecostal Church Lucena- Pastor
Brgy. Comia Lucena City
SEMINARS AND TRAINING EXPERCIENCE
Contact no. 09337014847
Language &Literacy Education in the 21st Century
(May 21, 2021)
“Bridging the Gap: Experiences, Challenges, and
__________________________ the way ahead of flexible teaching and learning”
MARIA CRISTEL GARCIA (April 16, 2021)
Youth Leadership Training Seminar (2019)
Isabang Elementary School
58
MICHAELA MARIEL NAÑEZ

. Brgy. Sta. Catalina Pagbilao, Quezon
09-15-9477-345
mikaynanez@gmail.com
TERTIARY: CVE Colleges Inc. Pagbilao,

Quezon
S.Y 2021-Present
SECONDARY: Pagbilao National High

Personal Profile:
School (SHS)
Age: 22 years old Pagbilao, Quezon
Birth Date: September 19, 1998 S.Y 2017-2018
Birth Place: Pagbilao, Quezon Pagbilao National High School
Mother: Melody Constantino (JHS)
Father: Michael Nañez Pagbilao, Quezon
Civil Status: Single S.Y 2015-2016
Sex: Female
Citizenship: Filipino
Religion: Roman Catholic
PRIMARY: Pagbilao East Elementary
Height: 5’1 School
Weight: 50 kg S. Y 2010-2011
Pagbilao, Quezon
Skills SEMINARS AND TRAINING

Photography EXPERCIENCE
Proficient in Microsoft Office (MS Word, MS
Excel, MS Power point) Language &Literacy Education in the 21st
Effective at multi-tasking, ability to work for Century ( May 21, 2021)
long hours “Bridging the Gap: Experiences, Challenges,
Willing to learn New Things and the way ahead of flexible teaching and
Effective communication skills learning” (April 16, 2021)
CHARACTER REFERENCES:
__________________________________ Jojo Glorioso

MICHAELA MARIEL C. NAÑEZ Brgy. Captain
Brgy. Sta. Catalina Pagbilao, Quezon
09463456578
59
ANGELICA DE RAMA ORIOLA

Brgy. Parang Pagbilao, Quezon
09-15-9477-345
angelicaoriola@gmail.com
TERTIARY: CVE Colleges Inc.

Pagbilao, Quezon
S.Y 2018-Present
SECONDARY: CVE Colleges, Inc. (SHS)

Personal Profile: Pagbilao, Quezon
S.Y 2016-2018
Pagbilao Academy (JHS)
Age: 21 years old Pagbilao, Quezon
Birth Date: May 20, 2000 S.Y 2012-2016
Birth Place: Pagbilao, Quezon
Civil Status: Single PRIMARY: ParangPinagbayanan
Sex: Female Elementary School
Citizenship: Filipino S. Y 2006-2012
Religion: Roman Catholic Pagbilao, Quezon
Height: 5’1
Weight: 48 kg
SEMINARS AND TRAINING EXPERCIENCE
Skill Language and Literacy Education in the 21st Century

May 21, 2021
Excellent verbal and communication
skills Bridging the Gap: Experiences, Challenges and the
Committed to service excellence and way ahead of flexible teaching and learning
customer satisfaction April 16, 2021
Dancing
Photography
Proficient in Microsoft Office (MS
Word, MS Excel, MS Power point) CHARACTER REFERENCES:
Kharen Joy B. Santos

M.L Tagarao Street Lucena City
Manger, KFC Bayan
_______________________________
ANGELICA DE RAMA ORIOLA
60
JUSLINE ROSE SANCHEZ

Brgy. Mapagong Pagbilao Quezon
09-51-87-29-708
Juslinesanchez@gmail.com
TERTIARY: CVE Colleges Inc.

Pagbilao, Quezon
S.Y 2018-Present
SECONDARY: CVE Colleges, Inc. (SHS)

Personal Profile: Pagbilao, Quezon
S.Y 2016-2018
Pagbilao Academy (JHS)
Pagbilao, Quezon
Age: 21 years old S.Y 2012-2016
Birth Date: October 23 1999
Birth Place: Zamboanga City PRIMARY: Parang Pinagbayanan
Civil Status: Single Elementary School
Sex: Female S. Y 2006-2012
Citizenship: Filipino Pagbilao, Quezon
Religion: Roman Catholic
Height: 5’3
Weight: 65 kg
SEMINARS AND TRAINING

EXPERCIENCE
Skill Language &Literacy Education in the 21st

Communication Skills Century ( May 21, 2021)
Technology skills “Bridging the Gap: Experiences, Challenges, and
Promotes good social and environmental the way ahead of flexible teaching and learning”
Responsibility (April 16, 2021)
Adapting the new technologies and
collaborate in learning and strategies
CHARACTER REFERENCES:
__________________________________
JUSLINE ROSE P. SANCHEZ
Jojo Limyoco
Brgy. Captain
Brgy. Parang Pagbilao Quezon

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CVE COLLEGES, INC.

EFFECTIVENESS OF ONLINE LEARNING MODALITIES IN THE

DELIVERY OF INSTRUCTION AMONG THE ELEMENTARY

LEARNERS OF CVE COLLEGES INC.

A Research Study Presented to

the Faculty of Teacher Education of

CVE Colleges Inc. Pagbilao, Quezon

of the Subject Research in Early Childhood Education (MS19)

Garcia, Ma. Cristel A.

Nañez, Michaela Mariel C,

Sanchez, Jusline Rose P.

MR. GILBERT C. ALVA, MA.Ed.

Approved by the Oral Defense Committee on ________________ with a final rating

Accepted in partial fulfilment of the requirements for the degree of BACHELOR OF

EARLY CHILDHOOD EDUCATION.

DR. GENOVEVA A. VERDAGUER

Dean, College of Teacher Education

for the strength along the way.

financially but morally also,

good work. Thank you for the support and patience.

time for our study.

To our friends, classmates who help us in times of unexpected scenarios in the

process of study. We thank you.

emotional and financial support.

encouragement to finish this study.

 Significance of the study……………………………………………………….........15

II. Brief review of Related Literature and Studies……………………………………….16

III. Scope and Limitations……………………………………………………………….....23

 Research Design ……………………………………………………………….….....24

V. Results and Discussions……………………………………………………….………...28

1 Research Paradigm of the Study……………………………………………………….….22

1 Demographic of the respondents in terms of Grade Level…………………………...........28

2 Demographic of the respondents in terms of Gadget use in online class……………….…29

3 Demographic of the respondents in terms of their Internet Service……………………….30

TABLE 1: Effectiveness of Online Learning Modalities among the Elementary Learners in

terms of Delivery of Instruction……………………………………………………………..32

TABLE 2: Effectiveness of Online Learning Modalities in the delivery of Instruction among

the Elementary Learners in terms of Teacher

TABLE 3: Effectiveness of Online Learning Modalities in the delivery of Instruction among

the Elementary Learners in terms of Assessment of

Name of Researchers : Maria Cristel A. Garcia

Michaela Mariel C. Nañez

Jusline Rose P. Sanchez

Title of Research : “Effectiveness of Online Learning Modalities in the

Delivery of Instruction among Elementary Learners of

CVE Colleges Inc”

Research Adviser : Gilbert C. Alva

grade 4, 5 and 6 class; the respondents consist of fourteen (14) respondents.

how to make Online Learning Modalities as a delivery of instruction among elementary

learners most effective.

learning work in online environments may be in place Online teaching/education becomes

online teaching/education as a medium inferior. However, if online education is well

design, it could just be as effective as face-to-face instruction with an emphasis on the

The changing demands are associated with online learning concerning

capability to educational technology are predictive of online learning self-efficacy. To

sustain learning continuity, online teaching modality rises as a promising instructional

faculty and students on online teaching and learning.

To improve effectiveness, teachers need to interact with students in a prescribed

manner by providing the theoretical rationale as well as multiple examples of motivation-

building and personal-investment enhancements. According to Marks et al. teachers could

resources and tool to conduct online classes.

In this study, the researchers focused on determining the effectiveness of online