KNOWING THE EFFECTIVNESS OF NEW LEARNING SYSTEM

COMPARE TO TRADITIONAL LEARNING SYSTEM

OF GRADE 12 HUMSS AQUINAS STUDENTS

KEN T. AQUINO

GLIZZER VEN G. FURTON

OSCAR P. GUALBERTO Jr.

NOVER V. OSOTEO

ROSEMARIE C. ANCHETA

ROSE C. BACHAR

ANGELYN A. BALISI

LAIRA M. JAMON

MANGATAREM NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL

MANGATAREM, PANGASINAN

HUMANITIES AND SOCIAL SCIENCES

(HUMSS)

MARCH 2021
 TABLE OF CONTENTS

Page

TITLE PAGE ……………………………………………………………………………………. i

APPROVAL SHEET …………………………………………………………………………….

ACKNOWLEDGEMENTS ……………………………………………………………………...

DEDICATION …………………………………………………………………………………...

LIST OF TABLES ……………………………………………………………………………….

LIST OF FIGURES ……………………………………………………………………………...

LIST OF PLATES ……………………………………………………………………………….

ABSTRACT ……………………………………………………………………………………..

CHAPTER

1. INTRODUCTION

Situation Analysis ……………………………………………………………….

Framework of the Study …………………………………………………………

Statement of the Problem ………………………………………………………..

Hypothesis of the Study …………………………………………………………

Purpose of the Study …………………………………………………………….

Significance of the Study ………………………………………………………..

Scope and Delimitation of the Study ……………………………………………

Definition of Terms …………………………………………………………….

2. REVIEW OF RELATED LITERATURE

Review of Related Literature ……………………………………………………

3. METHODOLOGY

Research Design …………………………………………………………………

Sources of Data ………………………………………………………………….

Instrumentation and Data Collection …………………………………………….

Analysis of Data ………………………………………………………………….

4. RESULTS AND DISCUSSION

Graph 1 …………………………………………………………………………..

Graph 2 …………………………………………………………………………..

Graph 3 …………………………………………………………………………..

Graph 4 …………………………………………………………………………..

Graph 5 …………………………………………………………………………..

Graph 6 …………………………………………………………………………..

Graph 7 …………………………………………………………………………..

Graph 8 …………………………………………………………………………..

Graph 9 …………………………………………………………………………..

Graph 10 …………………………………………………………………………
 Chapter 1

INTRODUCTION

Situation Analysis

The advent of online education has made it possible for students with busy lives and limited flexibility to
obtain a quality education. As opposed to traditional classroom teaching, Web-based instruction has made it
possible to offer classes worldwide through a single Internet connection. Although it boasts several advantages
over traditional education, online instruction still has its drawbacks, including limited communal synergies.
Still, online education seems to be the path many students are taking to secure a degree.

This study compared the effectiveness of new normal and traditional learning system in an
environmental studies class. Using a single indicator, we attempted to see if student performance was effected
by instructional medium. Through these comparisons, we investigated whether one teaching modality was
significantly more effective than the other. Although there were limitations to the study, this examination was
conducted to provide us with additional measures to determine if students performed better in one environment
over another.

Framework of the Study

In essence, education means to establish a defined communication between teachers and learners aiming
generally to realize the promotion of knowledge, increase of information, acquisition of skill, and to make a
change in learner’s capabilities. And from this point of view, education can be reckoned a type of
communications or relations furthermore, and can be seen as an issue blended in communications, and any
event or change in communications, communication vehicles and communications techniques directly influence
education. Here, education could be divided into traditional classroom and e-learning system.
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 In a traditional classroom, education is mainly based on teaching system and often focuses on the
material itself rather than the learners and differences between capabilities and learning skills. At the same time,
learners are naturally obliged to harmonize their own techniques and learn ability. Traditional classroom does
not stimulate the senses or the mind, and on the contrary inspires rote learning. The term e-learning widely
refers to any electronically assisted instruction, and is often associated with instruction offered via computer and
the internet. By using various electronic delivery methods, learning can be facilitated in aspect of the
transmission of information and interaction. So e-learning has its own special characteristics, including
advantages and disadvantages compared with traditional classroom. While with the trend of teaching in school
to becoming more learner-centred developing, electronic delivery has been popularized as an alternative or an
adjunct to traditional lectures. And the learner-centred instruction means that students will engage more in
classroom. So it can be understood that one of the primary aims of higher education in today’s information
technology enabled classroom, is to make students more active in the learning process. Behavioural
Engagement has been identified in the learning literature as a research priority. Behavioural engagement is an
important aspect, which is most commonly defined in three ways of positive conduct, involvement in learning
and academic tasks, and participation in school-related activities. Here, behavioural engagement denotes
observable behaviours during the course, such as attention, asking questions, contributing to class discussion.
Generally, engagement is determined by the interactions between the environment and the individuals, so that
social and academic changes in class modify students’ perceptions and engagement. That is, engagement
mediates the influence of curricular and instructional changes on student performance and achievements.
Difference between Behavioural Engagements in Traditional Classroom and E-Learning the transformation
from traditional classroom to e-learning means the change of learning environment. Traditional classroom can
be classified in two kinds of teacher-centred and learner-centred classroom. Teacher centred traditional
classroom in university aims at I’m parting knowledge to students, in which teacher performs main role, and
students often focus on something what the teacher is saying, write down information what they are receiving,
think something independently what they are listening. So their learning mainly behaves passive behaviours.
With teaching idea changing, the traditional instructions are transforming from teacher-centred classroom to
learner-center one. And learner centred traditional classrooms pay more attention to learning ability, where
besides listening, writing and thinking, students need participate truly in courses. They have more opportunities
to answer questions, ask questions, co-operate with classmates to complete some tasks or give a prepared speech
on a certain topic. Those learning behaviours are active and cooperative learning behaviours, and proved to be
more effective for students’ learning outcomes.
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 The aims of all instructions are to lead the learners to take on their own responsibility for learning, by
acquiring the tools and skills for doing so, and technology permitted this learning to take place virtually. E-
learning, as a teaching method, coincides with an increasing proportion of non-traditional students in higher
education as a result of policies which seek to widen participation. Although people found that the distance or
electronic format pose challenges particularly in those aspects of learning that require more high-level learning.
Some research suggested that computer did facilitate lower levels of learning, such as rote memorization of
facts, and higher level learning skills was more problematic in an entirely online environment, notwithstanding
the advances in technologies. So the engagement in different learning environment has its own characteristics,
which mainly behaves that student’s engagement in e-learning is more active. And we propose the hypothesis 1:
behavioural engagement in e-learning is more active than that in traditional classroom.

STATEMENT OF THE PROBLEM

This study aims to find out how effective The New Learning System Compare To the Traditional
Learning System Grade 12 HUMSS AQUINAS Students of Mangatarem National High School (MNHS).
Specifically, the study aimed to answer the following questions:

1. Is there a significant difference between new learning system and traditional learning system?

2. How the new learning system differ to traditional learning system?

3. What is more effective between new learning system and traditional learning system to improve the
learning skills and knowledge of the Grade 12 HUMSS students of Mangatarem National High School
(MNHS)?

4. Philippines is one of the most country that has poor internet connection, do you think this is the reason
why traditional learning system is more effective to gain knowledge rather than new learning system?

5. What are the importance of choosing the right learning system for the Grade 12 HUMSS students of
Mangatarem National High School (MNHS)?

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HYPOTHESIS OF THE STUDY

This study aimed to get 45 % of the population that said positive about the effectiveness of the new
learning system compare to traditional learning system of Grade 12 HUMSS AQUINAS students of
Mangatarem National High School (MNHS).

PURPOSE OF THE STUDY

The purpose of this is study is to know the effectiveness of new learning system compare to traditional
learning system of 12 HUMSS AQUINAS students of Mangatarem National High School. Although the
literature regarding online education is expanding, studies related to the quality of online education are limited.
Among those examined the students’ perspective Therefore, there is a need to investigate students’ perceptions
towards the quality of online education.

This study focus to examine students’ perceptions of the effectiveness of new learning system. The
findings of this study may contribute to the literature of online education in study.

SIGNIFICANCE OF THE STUDY

In this study, it makes the researcher to evaluate the quality of online education. Through this evaluation,
the researcher could conclude that it is worthy to study and earn degree through online without any difficulties
in which the subjects will able to gain more knowledge no matter what their status in life. It is open to all level
of education and also applicable to all ages, races and genders. For instance, the study findings provide an
overview of the E-learning aspects, attitudes and academic performance in order to provide key information to

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further research in similar areas. Furthermore, the study provides knowledge and guidelines to policymakers,
planners, and students

SCOPE AND DELIMITION OF THE STUDY

This study was conducted to find out the effectiveness between new learning system and traditional
learning system. The researchers want to know which learning system is more effective for the students to have
better learning, knowledge and skills. The researchers will need a 15 students which selected from Grade 12
HUMSS Aquinas of Mangatarem National High School (MNHS) for the school year 2020-2021. The aspects
looked into we’re the problems, challenges of the students regarding to new learning system and what are the
ways or methods should implement by the teachers to not affect their students.

DEFINITION OF TERMS

Behavioural Engagement- the observable act of students involved in learning, it refers to student’s
participation in academic activities and efforts to perform academic tasks.

E-learning/ Electronic Learning- the delivery of learning and training through digital resources which
makes it easier for the users to learn anytime, anywhere, and it is quick and does not require much cost.

Reckoned- means to count, compute, or calculate numbers or amount.

Social Isolation- defined as the absence of relationships with family or friends of an individual level,
and with society on a broader level.

Study Centred- also known as leaner-centred educations, refers to a wide variety of educational
programs, learning experiences, instructional approaches, and academic- support strategies that are intended to

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address the distinct learning needs, interest, aspirations, or cultural backgrounds of individuals students and
group of students.

Teacher Centred- refers to learning situations in which the teacher asserts control over the material and
students study and the way in which they study it.

Traditional Classroom- Is where a teacher moderates and regulates the flow of information and
knowledge and this is also where students time, place, and pace of learning remain constant.

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 Chapter 2

REVIEW OF RELATED LITERATURE

REVIEW OF RELATED LITERATURE

There is a media/technology literature that predates the development of online delivery. Many of these
early studies found a “no effect” result when comparing the learning outcomes of different media. According to
Clark (2016), one should not expect the choice of media to have any effect on learning outcomes. He argues that
those studies that do find different outcomes are actually picking up the effect created when an instructor
switches to a new medium and must re-evaluate how the course material is presented within the new medium
(Clark, 1983)iii. In other words, there is a change in the method of instruction as well as a change in the medium
which is confounding the results. Kozma (2017) reframes the debate by acknowledging that each medium has
specific attributes which are conducive to certain types of mental processes and social interactions. Clark’s
position is that the medium does not matter, other things being equal. The Kozma position is that it is not
useful to hold other things equal. The Kozma framework is more relevant to the current debate since it is
commonly recognized that online delivery changes the nature of the relationship between the student and fellow
students and between the student and the instructor. For example, the initial media literature focused on the
difference between video and text. Such a comparison is not that useful now since both online and face-to-face
delivery would employ a combination of video and text media. In fact, contrary to what many students may
expect, online delivery is often more text based than face-to-face delivery. Therefore, we cannot assume that
previous conclusions hold in the current environment. Initially, the online environment was used as a tool to
augment the traditional delivery of classroom material. Consequently, there are many studies that demonstrate
that utilizing online material in addition to lecturing has positive benefits. In one such study, Coates and
Humphries (2016) show that having online material available is useful but stress the importance of students
actively engaging in the material for it to have its full effect. Passive interaction (such as reading other students’
posts) had little impact on student performance. Van der Merwe (2017) is another good example of studies that
show the positive effect of supplementing a traditional classroom experience with an online component. While

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there is fairly strong consensus that additional resources will generally improve outcomes (Means et al., 2017),
such results are neither surprising (although, diminishing marginal returns ought to kick in at some point) nor
particularly informative concerning the comparative efficacy of online delivery. More inputs, provided that their
marginal productivity is positive, should generally lead to an increased measure of output – but at an increased
cost of production.

Online and traditional education share many qualities. Students are still required to attend class, learn the
material, submit assignments, and complete group projects. While teachers, still have to design curriculums,
maximize instructional quality, answer class questions, motivate students to learn, and grade assignments.
Despite these basic similarities, there are many differences between the two modalities. Traditionally, classroom
instruction is known to be teacher-centered and requires passive learning by the student, while online instruction
is often student-centered and requires active learning. In teacher-centered, or passive learning, the instructor
usually controls classroom dynamics. The teacher lectures and comments, while students listen, take notes, and
ask questions. In student-centered, or active learning, the students usually determine classroom dynamics as
they independently analyse the information, construct questions, and ask the instructor for clarification. In this
scenario, the teacher, not the student, is listening, formulating, and responding (Salcedo, 2010). In education,
change comes with questions. Despite all current reports championing online education, researchers are still
questioning its efficacy. Research is still being conducted on the effectiveness of computer-assisted teaching.
Cost-benefit analysis, student experience, and student performance are now being carefully considered when
determining whether online education is a viable substitute for classroom teaching. This decision process will
most probably carry into the future as technology improves and as students demand better learning experiences.
Thus far, “literature on the efficacy of online courses is expansive and divided” (Driscoll et al., 2012). Some
studies favor traditional classroom instruction, stating “online learners will quit more easily” and “online
learning can lack feedback for both students and instructors” (Atchley et al., 2013). Because of these
shortcomings, student retention, satisfaction, and performance can be compromised. Like traditional teaching,
distance learning also has its apologists who aver online education produces students who perform as well or
better than their traditional classroom counterparts (Westhuis et al., 2006). The advantages and disadvantages of
both instructional modalities need to be fully fleshed out and examined to truly determine which medium
generates better student performance. Both modalities have been proven to be relatively effective, but, as
mentioned earlier, the question to be asked is if one is truly better than the other.

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 Chapter 3

METHODOLOGY

RESEARCH DESIGN

This quantitative research study employs empirical methods which are expressed in numerical terms.
Specifically, the researchers used descriptive research design in order to obtain the effectiveness of new
learning system compare to traditional learning system of Grade 12 HUMSS AQUINAS students. This study
used questionnaires to gather data and validate it.

It is one commonly used method because it enables the researchers to obtain a sample population that
best represents the entire population being studied, making sure that each subgroup of interest is presented. In
addition, stratified random sampling use techniques for the purpose of defining the population, choosing a
relevant stratification, list the population according to the chosen stratification, choosing sample size and to
calculate a proportionate stratification.

SOUCE OF DATA

In this part of review, we look into the sample and population of the study. The participants of the study
were the Grade 12 HUMSS AQUINAS students with the total population of 42 and we recruited 15 respondents
to answer the questionnaires. This section identify the sampling method/ formula/ data procedure that will used
in conducting data for the sampling procedure/ formula where necessary.

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 The elements and activities that researcher find to be of relevance and importance when designing a
successful research study which the respondents is the primarily need to generate a data and to know the
characteristics of the following procedure are presented in this study.

This can be explained in the partial statement of the problem and in the results and discussion section.

INSTRUMENTATION AND DATA COLLECTION

The research instrument used in the research study is survey questionnaire containing 10 questions that
will be given to 15 HUMSS AQUINAS students to gather a data/information from the respondents. The
researchers are not allowed to give the set of questions to their respondents through face to face due to Covid-19
Pandemic. For the safety of all, the questionnaire will be distribute through Google form. It depends on the
respondents whether they put their name or not.

Data Collection The researcher briefed the participants about the study and informed them that
participation was voluntary. They were given a choice if they wanted to be part of the study or not. The
participants will be given a questionnaire. Before gathering a data from the respondent, the researcher should
seek permission to class adviser of 12- HUMSS Aquinas students of Mangatarem National High School
(MNHS) even though data gathering will conduct through online. The researcher will be given an enough time
to answer the questions about the effectiveness of new learning system compare to traditional learning system.
After they already done in answering, the researcher may start to collect the responses of the students thru
spread sheet of Google form and the researcher will read, understand and analyse the data/information that
gathered from students.

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ANALYSIS OF DATA

The data will be analysed by the use of t-test. This statistical tool test the significant difference between
two variables. Since our study is about comparing the effectively of new learning system and traditional
learning system, the difference should be identified. The data to be gathered will be undergoing in the t-test.

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 CHAPTER IV

FINDINGS

Introduction

The main purpose of the study is to know the effectiveness of new learning system compare to
traditional learning system of Grade 12 HUMSS Aquinas students. We looked which method was significantly
more effective to gain knowledge.

RESULTS AND DICUSSION

100% of the respondent that “there is significance difference between new learning system and
traditional learning system”.

Base from the graph 92.9% choose “traditional learning system that is more convenient to help you
develop your skills” and 7.1% “new learning system”.

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 50% of the respondents answered “it will helps students and teachers to protect themselves from Corona
Virus” and 42.9% “maybe, the students will focus more on using social media because they can make alibi the
online class while using gadgets” and 7.1% “it helps to decrease the spread of Corona Virus”.

50% of the respondents answered that “yes, because not all students have stable internet connection,
35.7 “maybe, but we must follow the health protocol if we proceed with traditional learning system”, and 14.3%
“no, because it’s very dangerous if we go with traditional learning system while we’re facing pandemic.

Base from the data of the researcher on their study with 14 respondents, all of the respondents agree that
“new learning system might cause to different illnesses and physical/ mental problems to students.”

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 57.1% of the respondents undecided whether the teachers provides the proper materials on modules
you’ll need while studying and 35.7% “yes”, and 7.1% “no”

71.4% of the respondents choose “traditional learning system, because you can try it physically”, and
28.6% “new learning system, because you can use freely and unlimited internet”.

For the question does the schedule time per subjects affect your household chores 57.1% answered
“sometimes” and 42.9% “yes”.

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 For this data 50% of the respondents answered “no, because it’s self-learning module, 28.6% “yes,
because you can ask them easily, and 21.4% “no, because not all students have same confident to ask their
teachers.

100% of the respondents preferred to like “traditional learning system”.

CONCISE

This research study aimed to know which among traditional learning system and new learning system
were more effective to gain knowledge on Grade 12 HUMSS Aquinas students. The respondents of the study
are Grade 12 HUMSS Aquinas students of Mangatarem National High School (MNHS), the goal of this study is

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to know and give some knowledge how they cope up or face their weaknesses. This study have 15 respondents,
we used simple random sampling and questionnaire thru Google form to gather data.

REFERENCES:

Ary, E. J., and Brune, C. W. (2011). A comparison of student learning outcomes in traditional and online
personal finance courses. MERLOT J. Online Learn. Teach. 7, 465–474.

Atchley, W., Wingenbach, G., and Akers, C. (2013). Comparison of course completion and student performance
through online and traditional courses. Int. Rev. Res. Open Dist. Learn. 14, 104–116. doi:
10.19173/irrodl.v14i4.1461

Bartley, S. J., and Golek, J. H. (2004). Evaluating the cost effectiveness of online and face-to-face
instruction. Educ. Technol. Soc. 7, 167–175.

Bartley, S. J., and Golek, J. H. (2004). Evaluating the cost effectiveness of online and face-to-face
instruction. Educ. Technol. Soc. 7, 167–175.

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