2 Effects of Odl Approach in Jhs Learners Academic Performance

RUNNING HEAD: EFFECTS OF ONLINE DISTANCE LEARNING 1
EFFECTS OF ONLINE DISTANCE LEARNING APPROACH ON JUNIOR
HIGH SCHOOL STUDENTS’ ACADEMIC PERFORMANCE
Miara Margarette Chin
Ma. Antonette Tabil
Christian Isaac De Joya
Research 1
Teacher Mirasol Ramos
April 8, 2022
EFFECTS OF ONLINE DISTANCE LEARNING 2
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
COVID-19 had a profound impact on the majority of people's lives around the world.
Due to the sheer existence of the virus, particularly how it continues to spread from person to
person; social traits, interactions, and lifestyles have been drastically altered. Shops and stores,
as well as the tourism industry, were forced to close due to the disease's threat, and even a
lockdown was implemented. Moreover, schools were also closed, allowing students to take a
break from their studies.
As a result, the traditional learning method of school systems all over the world has
shifted into other modes of learning based on the availability of resources. While other schools
offer modular learning, most private schools shifted to Online Distance Learning. This is a
mode of learning that makes use of information and communication technologies.
One of the components of Online Distance learning is the physical separation of the
teacher and the learners. It takes place in the context of an institution of learning where
technical media are used; teachers and students interact online, and a model of an educational
platform is used. It is also being accomplished through the internet by the transmission of
lectures, presentations, and learning materials. Students work from home and are expected to
attend scheduled online classes and complete all learning materials. This mode of learning
allows students to learn independently, interactively, and collaboratively.

As physical contact with others is no longer permitted, online distance learning is
highly valued and essential. However, in terms of student engagement, satisfaction, and
interaction, the online distance learning environment differs significantly from the traditional
classroom setting, according to the learners' perspectives. The learning style, in particular,
varies according to the type of learning medium used. Traditional education is primarily
concerned with face-to-face classroom education that is led by a teacher who supervises the
learning activities. Meanwhile, online distance learning is more self-sufficient, as it is
dependent on the students' learning capabilities and flexibility. It has the potential to meet the
increasing demand for training and education by providing educational opportunities through
online classes (Zawacki-Richter & Naidu, 2016). Enrolled students in accessible virtual
classrooms will eventually work asynchronously, with all materials provided digitally.
Although there are deadlines for assignment submissions, students who work at their own pace
will have some flexibility in terms of when they complete their work (Campus Explorer,
2019).
With the given advantages of Online Distance Learning in the present state of education,
the researchers conducted this study to determine the effects of online distance learning among
Junior High School learners. In comparison to previous studies, this study aims to determine the
learners’ academic performance as well as to gather JHS students’ perspectives on participating
in ODL. In doing this research, the academic performance of learners during face-to-face and
online distance learning are being examined.
Statement of the Problem
The purpose of this research is to identify the effects of online distance learning on Junior
High School students’ academic performance.

Particularly, the researchers aim to answer the following questions:
1. What are the effects of online distance learning to the academic performance of the
Junior High School learners?
2. What are the difficulties encountered by Junior High School Learners during online
distance learning?
3. Is there a significant difference between the academic performance among JHS learners
during SY 2019-2020 and SY 2020-2021?
Objectives of the Study
The researchers intend to accomplish the following objectives:
● to identify the effects of online distance learning to the academic performance of the
Junior High School learners;
● to identify the difficulties encountered by Junior High School Learners during online
distance learning; and
● to determine whether there's a significant difference in the academic performance of
Junior High School learners in the school year 2019-2020 and 2020-2021.
Hypothesis
Alternative Hypothesis: There's a significant difference in the academic performance of
Junior High School learners in the School Year 2019-2020 and 2020-2021.
Null Hypothesis: There is no significant difference between the means of General Weighted
Average of the Junior High School learners in the SY 2019-2020 and SY 2020-2021.
Significance of the Study
The Students. Students will be able to recognize and share their experiences during online and
face-to-face learning. Moreover, it will help them to understand more about the Coronavirus
(COVID 19) epidemic.
Junior High School Learners. They will gain knowledge from this research by understanding
the similarities and differences between online distance learning and face- to-face learning.
They will realize that ODL makes them more independent and provides them at their own pace
while learning.
The Teachers. Through this research, teachers will see the difference between the academic
performance of the students between online distance learning and face-to-face learning. In this
manner, they will be able to create and plan more engaging activities that will help the students
understand the lessons and discussions online while also allowing the students to enjoy the
learning process that the teacher has prepared.
The School Administrations. The study will serve as an awareness in the future indicating
what had happened to learners' education during the time of the pandemic. This will help them
understand the problems and generate some ideas for schools to use in evaluating their systems.
Furthermore, it may contribute to the literature on online education in terms of quality
assurance. They will also identify where they lack and seek to strengthen their school systems
in which they will embrace new challenges for them to gain knowledge. It will help them build
a proper environment that would academically qualify students well.
The DepEd Authorities. They will be able to determine the needs to be improved in this type
of learning so that in the future the learners will be able to engage in online distance learning in
the most efficient way possible.
Scope and Delimitation
The primary goal of the study is to differentiate the learning process of the school year
2019-2020 and the year 2020-2021. Furthermore, the study aims to determine whether there's a
significant difference in the academic performance of Junior High School learners during face-
to- face and Online Distance Learning (ODL).
The collection of data in this study will be through online surveys via Google forms.
The questionnaires that will be administered are created by the researchers. Furthermore, the
respondents of this study are the selected Junior High School Learners from Philippine Yuh
Chiau School. The research will be conducted virtually with the permission of the advisory
class of each grade level and the school administration.
Definition of Terms
To gain a better understanding and knowledge of the study, the researchers developed
several thematically and well-defined terms that were used in the study.
Academic Performance- It is the evaluation of student achievement in a variety of academic
subjects. Teachers and education officials typically determine students’ academic performance
based on classroom performance, academic achievement, and test scores. In this study, the
researchers will be focusing on the General Weighted Average of the Junior High School
learners between the School Year 2020-2021 and the School Year 2019-2020 in order to see
the progress of the learners when it comes to the two different learning methods.
Coronavirus disease (Covid-19)- It is an infectious disease that generally began in the year
2019 and includes a variety of symptoms such as a dry cough, loss of smell and taste,
diarrhea, and others.
Face to Face Learning- Face-to-face learning is an educational setup in which students and
teachers meet in person at the same time. It enables direct interaction between a student and a
teacher. The students who study at a face-to-face learning institute attend classes daily.
Online Distance Learning- It is a type of remote learning method wherein the student is not
physically present in a classroom. It requires the use of the internet as well as various types of
gadgets.
Chapter II
REVIEW OF RELATED LITERATURE
This chapter presents relevant works of literature and studies that provide information to
help the researcher analyze and formulate ideas about the study's data.
Related Literature
Coronavirus Disease (Covid-19)
The recent outbreak of the novel coronavirus SARSCoV2, which began in the People's
Republic of China's Hubei Province, has spread to many other countries. Based on increasing
case alert rates in Chinese and international locations, the WHO Emergency Committee declared
a global health emergency in January 2020. The case detection rate changes on a daily basis and
can be tracked in near real-time on the Johns Hopkins University website and other forums.
The SARS-CoV-2 virus largely affects the respiratory system, though it also affects other
organ systems. The initial case series from Wuhan, China reported lower respiratory tract
infection-related symptoms such as fever, dry cough, and dyspnea. Headache, dizziness,
generalized weakness, vomiting, and diarrhea were also reported. It is now widely acknowledged
that COVID-19 respiratory symptoms are extremely heterogeneous, ranging from mild
symptoms to severe hypoxia with ARDS (Yuki, K., Fujiogi, M., & Koutsogiannaki, S., 2020).
Ever since the outbreak, the Chinese government and scientific community have moved
quickly to identify the infectious agent, distribute the highly contagious gene sequence, and
implement measures to handle the epidemic. Meanwhile, new research has revealed important
aspects of SARS-CoV-2 biology and disease pathogenesis; other studies have focused on
epidemiology, clinical features, diagnosis, management, and drug and vaccine development (Shi,
Y., Wang, G., Cai, X. P., Deng, J. W., Zheng, L., Zhu, H. H., ... & Chen, Z., 2020).
According to Dr. Neha Pathak MD (2021), COVID-19 usually spreads when a sick
person coughs or sneezes. They can spray aerosol droplets up to 6 feet away. Some people
infected with the virus do not exhibit symptoms, but they can still spread the virus. Furthermore,
you can catch the virus by touching a virus-infected surface or items located in public and then
touching your face. Most viruses can survive for several hours after landing on a surface.
Impacts of Covid-19 on Education
Furthermore, the Coronavirus outbreak had a negative impact on educational activities all
over the world including widespread school closures (Wikipedia,2020). It caused significant
disruptions in academic activities as well as career plans. Both public and private higher
education institutions have had to adapt to the new scenario, which prohibits face-to-face
interaction and mass gatherings. Teachers and administrators were tasked with modifying and
changing course materials and requirements from the comfort of their own homes as they
transitioned to alternative or remote teaching modalities, both synchronous and asynchronous.
Learning management systems like Canvas, Blackboard, as well as applications like Google
Hangouts, Zoom, and Skype were employed when students and teachers had access to electronic
devices and dependable Internet connections. Where students had limited access to computers or
unreliable Internet connectivity, teachers and students used text messaging, e-mail, Facebook
Messenger, and Twitter to communicate messages, notes, and resources (The Head
Foundation,2020). However, since some schools are unable to adjust to remote learning due to
the absence of internet connectivity, the Department of Education informed the public that
around 26 million enrolled learners will obtain increased quality self-learning modules (SLMs).
San Antonio noted the Department's quality assurance approach for learning resources, which
was improved as early as January of the year 2021. The Department of Education also worked
with the Philippine Normal University to double-check the materials. Moreover, the Bureau of
Learning Delivery (BLD) prioritized SLM Enhancement, which aimed to create better versions
of the materials and offer teachers support through notes to teachers (DepEd,2021).
School closures occur as a result of a pandemic, emergencies, labor strikes, catastrophes,
or deliberate efforts to reposition a school or reduce crime on a specific campus or environment.
This means that school closures are used not only for emergencies or pandemics but also to
address some identified gaps in a particular school. School closures, according to Erika and
Nicholas (2020), can be either reactive or proactive. While proactive school closure occurs
before the disease reaches the school's doors. According to Madeline (2020), school closures due
to coronavirus have created new issues, such as how to transition to online and at-home learning,
and how to accommodate those who rely on school for food and housing security. School
closures due to coronavirus tend to put additional strain on students, teachers, and parents,
particularly those with limited digital skills, education, and resources for continuing education. It
places an additional burden on parents, who must not only struggle to provide for their families,
but also perform the supervision task of ensuring that their children learn at home.
Online Distance Learning
Covid-19, in an unprecedented turn of events, has changed the way students are educated
around the globe within a short period (Chung, Subramaniam, & Dass, 2020). Following the
coronavirus (Covid-19) outbreak, which was later declared a pandemic by the World Health
Organization, the educational system worldwide experienced near-complete closures of schools,
colleges, and universities (WHO). Inevitably, these institutions' stakeholders have been greatly
affected in light of the halted teaching and learning routines.
With the advancement of technology, online distance learning is becoming more common
in the education of students. Many students are familiar with the term "online distance learning,"
which refers to online learning and teaching programs offered by world-class educational
institutions. Unlike traditional classroom education, students are virtually enrolled in their
programs and corresponding classes online (Dhawan, S., 2020).
In an online distance learning setup, students can get their learning materials via e-mail or
the internet. Learning assessments can take the form of written exams or assignments,
performance tasks, or portfolios. Students can also ask for support via their email, messenger, or
instant messaging applications used by their teachers (Moore, J. L., Dickson-Deane, C., &
Galyen, K., 2011).
Online distance learning is the "traditional" self-study course. Teachers mail learning
materials to students, or they can get them online. Students must also complete the learning
assignments according to the schedules that have been provided to them. The students and
teachers can utilize the internet to receive and submit assignments (Kearsley, G., & Moore, M.
G., 2011).
Online learning mainly relies on the internet as a tool for education. Students and
teachers are physically separated, but they can interact during virtual lectures and other online
assessments. Classes are scheduled at a specific time, with students needing to be online to
attend the virtual lecture. In this setup, students can also ask questions to their teachers in real-
time. (Sousa, S., 2021)
Academic Performance
Several scholars have defined and described academic success. According to Narad and
Abdullah (2016), academic performance is the information learned that is measured by a teacher
through marks and/or educational goals set by students and instructors to be achieved within a
particular time period.
Academic performance difficulties begin with its conceptualization. It is also known as
academic preparedness or school readiness. Achievement and school performance, but because
they are synonyms, the gap in semantics is the only method to communicate things the majority
of the time. As a criterion, academic success has always been agreed upon. In university
populations and academic success in both traditional and alternative schools’ populations with
basic education.
Several writers believe that academic achievement is the consequence of learning, which
is motivated by the teacher's instructional activity and created by the student. Martinez (2007)
defines academic achievement as "the output supplied by the students and it is generally
indicated through school grades" from a humanistic perspective. Pizarro (1985) defined
academic performance fifteen years ago as a measure of the indicative and responsive capacities
that convey, in an approximated fashion, what a person has learned as a result of an educational
or training process.
According to the Deped(2020), in Memorandum OUCI-2020-307, Undersecretary for
Curriculum and Instruction Diosdado San Antonio offered ten highly recommended measures to
enhance flexibility in learning. It’s also the request of the teachers and students to make the
implementation of online distance learning components easier. Reconsidering time allotment for
learners to complete and submit activities; and expanding mental health/socio-emotional well-
being support to teachers, learners, and parents through group wellness sessions are some of the
measures recommended.
Related Studies
The COVID-19 outbreak has had a significant impact on almost every aspect of our
society. There is no exception in higher education. Students face an increasingly uncertain
environment, where financial and academic resources are limited. Health shocks (for example, a
lack of resources to finish their studies or the fear of becoming seriously ill) may have impacted
their academic performance, as well as the transition to online learning.(Aucejo. et al, 2020)
According to Barrot et al. (2020), students faced many obstacles in a home learning
environment, such as lack of mastery of technology, high Internet cost, and limited
interaction/socialization between and among students. Lockdown impacted students’ learning
performance. Its lockdown made significant disruptions in students’ learning experience. The
students also reported some challenges that they faced during their online classes. These include
anxiety, depression, poor Internet service, and an unfavorable home learning environment, which
were aggravated when students are marginalized.

Since online learning before the pandemic is unusual in the Philippines and the traditional
teaching method is face-to-face, numerous issues concerning the difficulties and challenges that
faculty members and students face in the use of online education, as well as the quality of
education received, were observed (Avila, et al. 2021). Some of students have a negative
perception of distance learning education, believing it to be of poor quality. However, new tools
and techniques, e-learning, new courses, and instructors are also playing important roles in
distance education and increasing student satisfaction. Distance education is utilizing new
technologies and improving services in developed countries, which is encouraging. In addition, a
lack of institutional supports, such as classrooms, face-to-face learning, and instructional
materials, necessitates the use of distance education. As a result, students who easily adapted to
online education had seen their progress on their academic performance. (Avila, et al. 2021)
What this study has in common with other related studies is that, it all defines what
online distance learning is and shows how online distance learning affects the students' overall
performance. Besides that, several students also express their views regarding online distance
learning. However, there are also differences between the related studies from this paper such
that, this study focuses more on the academic performance of the Junior High School learners.
More than that, factors that affects their academic performance were further described in this
study.
CHAPTER III
RESEARCH METHODOLOGY
This chapter describes the researchers' method, the study's design, as well as the
research locale and the respondents. Moreover, the sampling technique, data gathering
instruments, and data gathering procedure were all presumed to gain a better understanding of
how the researchers collect and analyze data.
Research Design
The designs used in the study are descriptive and correlational design. Descriptive
research is one of the main forms of research design. It is a definitive quantitative research
approach used to evaluate certain hypotheses and characterize traits or functions. It is
quantitative research since it aims to collect and statistically assess information. It is a useful
research method that allows a researcher to collect data and explain its demographics via
statistical analysis.
The researchers will also utilize a correlational design to examine the relationship
between two variables and to distinguish the variables presented in the study. The goal of
correlational research is to identify variables that are related to each other in such a way that a
change in one causes a change in the other. Correlational research is non-experimental in the
sense that it does not involve manipulating variables in order to agree or disagree with a
hypothesis.
With the help of correlational design, the researchers will be able to compare the
students' academic performance during ODL and face-to-face learning. Furthermore, after
comparing the grades obtained by the Junior High School Learners during face-to-face and
online distance learning, the researchers will gather the data and apply descriptive design by
analyzing and forming statistical graphs that include the grades of the Junior High School
Students.
Research Locale
The researchers chose Philippine Yuh Chiau School as their research locale. The
researchers believe that this school is ideal for the study to be conducted for a variety of
reasons. First, the school's setting is easily available. Second, the student’s population.
Respondents
The respondents of this study are Junior High School students of Philippine Yuh Chiau
School. The respondents were chosen considering their experience with online distance learning
and feedback to distinguish which educational platform enhanced their academic performance,
face-to-face or online learning.
The whole population of the Junior High School Learners at Philippine Yuh Chiau
School consists of 256 students in total. The researchers used Slovin's formula to calculate the
appropriate sample size for the given population. As a result, the researchers got 156 as the
sample size. Furthermore, the respondents were chosen through the use of simple random
sampling.
Out of the 156 respondents, 126 learners submitted their response through the survey.
This results to a response rate of 80.8% which is above the typical response rate according to
Lindsay Willcot, 2019. Moreover, the researcher stated that a survey response rate higher than
50% should be considered excellent in most circumstances.
Sampling Technique
In choosing the respondents of this study the researchers used simple random sampling.
This is a probability sampling procedure in which the researcher randomly selects a small portion
of a population. Each of them has an equal chance to be chosen. Moreover, the researchers
compiled a list of all the Junior High School Learners in Philippine Yuh Chiau School and
choose 156 of them.
Data Gathering Instruments
In order to answer the questions presented in the study, the researchers conducted a
variety of measurements and used various materials to get the necessary information for this
study.
These materials were utilized in order to gather the data needed for these studies:
● Consent Form: used to ask respondents for their consent to take part in the study that the
researchers are conducting
● Survey questionnaire: research instrument composed of a sequence of questions
designed to obtain data from respondents
● Google Form: used as the main instrument on the data gathering on the conducted
research because the platform is used to obtain the data that the researchers need
● Permission letter: used to communicate and verify the researcher's participation with an
organization. It is addressed to the principal
Data Gathering Procedures
The data gathering procedure began with the writing of letters, the completion of
consent forms, and the participation of the respondents.

The permission letter was obtained from the principal and the respondents in order to
establish a formal connection and to explain any essential information regarding the research
and its objectives.
After obtaining the necessary approval and writing the consent form, the researchers
administered a survey to the chosen Junior High School students. Following this, the
researchers compiled all of the responses to the surveys from the students.
After collecting the necessary data, it was handled with statistical tools in order to
obtain the necessary data required through the use of central tendency and inferential statistics.
Finally, it will be interpreted and presented through the use of charts and graphs.
Statistical Treatment of Data
To collect the needed samples, the researchers used central tendency and inferential
statistics, which are as follows:
● Mean: This is also known as the average of certain data which is the total of a collection
of data divided by the number of data sets.
● T-test: It is a form of inferential statistic used to determine whether or not there is a
significant difference between the means of two groups that may be connected in some
way.
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter focuses on the presentation of findings and the interpretation of data which
includes the data tables and graphs. Moreover, the findings in this section were organized in
accordance with the research objectives.
Learning in the New Normal
The researchers asked the Junior High School students to determine what they like most
about online distance learning. The figures below show the things that Junior High School
learners like during online distance learning.
Figure 1. Things that the Junior High School Learners like during Online Distance Learning
As an outcome, 57.9 % of them stated that online distance education enables them to
adapt to a wide variety of learning styles. In addition, 57.1% of the respondents stated that it
allowed them to be flexible in their study schedule.
However, there are 0.8% votes of learning despite the pandemic. Similarly, there are
responses that also received 0.8% of votes, such as it teaches them to be more responsible, to
avoid being late as much as they used to be because they are only at home, and to have their eyes
opened to new branches and new visions.
One of the primary advantage of electronic distance learning, according to Bijeesh(2017),
is the flexibility it provides students. You can learn at your own pace. In online learning, students
are not required to attend class at the exact time and location, so they can complete their classes
at their own pace and convenience. You can learn it from anywhere and at any time.
Figure 2. Least interesting aspects of Online Distance Learning according to the students
Meanwhile, in the figure above, the students responded to which aspect of class they find
the least interesting. Subsequently, 50.8% of them indicated a lack of social interaction with
other students. At the same time, making performance tasks received the fewest votes with 0.8%.
Despite the numerous benefits of online distance learning, students face some challenges
that ultimately result in negative outcomes. In their study, Arkorful and Abaidoo (2015)
discovered that students in online courses held through remoteness and contemplation experience
a lack of interaction. In terms of material equipment and Internet connectivity, there is still a
significant disparity among students. Furthermore, many students lack sufficient knowledge of
how to use technology to enhance their classroom experiences.
Junior High School Students’ Academic Performance
To infer the difference between the academic performance of the Junior High School
learners in Online Distance Learning and Face-to-Face learning, the researchers asked them to
indicate their degree of agreement or disagreement in the ten statements that constitutes to the
aspects that affects academic performance.
The mean and standard deviation were calculated by the researchers. The means were
interpreted as follows: strongly disagree in the range of 1.00-1.75, disagree 1.76-2.51, agree
2.52-3.27 and strongly agree 3.28-4.00.
Table 1. Descriptive Interpretation of Weighted Mean (Pimentel, 2010)
Likert-Scale Description Likert-Scale Likert Scale Interval

1 1.00-1.75
Strongly Disagree
Disagree 2 1.76-2.51
Agree 3 2.52-3.27
Strongly Agree
4 3.28-4.00
Table 2 shows the Junior High School Students’ perceived effects of online distance
learning in their academic performance in comparison with their academic performance during
face-to-face learning.
Table 2. JHS Learners’ Perceptions Towards Online Distance Learning
Criteria Mean Standard Verbal

Deviation Description
1. I prefer online distance learning rather than face- 2.13 0.95 Disagree
to-face learning.
2. I am more engaged in online distance learning 2.06 0.860 Disagree
compared to face-to-face learning.
3. Online distance learning increased my 2.91 0.84 Agree
opportunity to access and use information.
4. I understand class discussions better in online 2.21 2.21 Disagree
distance learning
5. I manage my own learning better in online 2.57 0.92 Agree
distance learning.
6. I have more opportunities to reflect on what I 2.63 0.834 Agree
have learned in online distance learning.
7. There are more opportunities to collaborate with 2.28 0.86 Disagree
other students in online distance learning.
8. I have a friendlier class schedule in online 2.74 0.98 Agree
distance learning.
9. There are lesser distractions in online distance 1.74 0.80 Strongly

learning. Disagree
10. Response time from teachers is quicker in 1.96 0.80 Disagree
online distance learning.
In the table above, only statement numbers 3, 5, 6 and 8 got a mean that falls under the
category agree. This means that online distance learning increased learners' access and use of
information. They manage their own learning more effectively and they have more opportunities
to reflect on what they have learned through online distance education. Besides that, they have a
more accommodating class schedule in online distance learning.
However, the data also indicates that there are more disagreements than agreements, such
as the fact that they continue to prefer face-to-face learning over online learning. They are also
more engaged and understand class discussions better when they meet face to face. Additionally,
the learners disagreed that online distance learning offers numerous opportunities for
collaboration with other students. Lastly, they happen to disagree that online distance learning
has fewer distractions.
Difficulties Encountered by Junior High School Learners in Online Distance Learning
Figure 3. Difficulties encountered by the learners during Online Distance Learning

According to the figure, the majority of learners (79.4%) experience and struggle as a
result of poor internet connection during online distance learning. Some of those who owned
smartphones have no Internet connection due to high cost and the availability of Internet services
at their homes and thus could not use them for educational purposes (Delfino, 2019). Meanwhile,
the least-voted difficulties they face are social interaction or a lack of communication, personal
and mental health issues, and performance tasks in which their group members do not
participate.
Coates (2007) stated that there is growing recognition of the importance of understanding
student engagement and the problem of disengagement in tertiary institutions. Investigating
factors affecting engagement and disengagement can provide insights into student performance,
progression and retention. Assessment of engagement is potentially useful when evaluating the
quality of student learning experiences and making decisions about resource provision, course
content and delivery.
Comparison of the Academic Performance of Junior High School Students During Online
Distance Learning and Face-to-Face Learning
The means of General Weighted Average of the respondents in the SY 2019-2020 is
91.99. In the SY 2020-2021, the mean of the respondents’ General Weighted Average is 92.40.
T-test was used to calculate if there is a significant difference between the General Weighted
Average in the SY 2019-2020 and SY 2020-2021 of the respondents.
Table 3. Average Mean of both school year 2019-2020 and 2020-2021
Mean of GWA (SY 2019-2020) 91.99
Mean of GWA (SY 2020-2021) 92.40

Standard error of difference 0.2651
Degrees of freedom 107
Two-tailed p-value 0.2654
T-Score 1.5036
Source: https://www.meta-calculator.com/
The computed p-Value is 0.2654. Decision Rule (Johnson & Kuby, 2013), if the p-value
(two-tail) is less than or equal to the level of significance (0.05), the decision must be to reject
null hypothesis. If the p-value (two-tail) is greater than the level of significance (0.05), then the
decision must be to accept null hypothesis. The computed p-value is greater than the level of
significance which indicates that there is no significant difference in the means of General
Weighted Average of the Junior High School learners in the SY 2019-2020 and SY 2020-2021.
The current study shows that there is no significant difference in the performance of the
students between online and traditional classroom. Despite the sample size issues and study
limitations, this assessment shows that both online and classroom learners perform at the same
level.
CHAPTER V
CONCLUSION AND RECOMMENDATION
Conclusion
The main goal of this study is to determine the effects of online distance learning to the
academic performance of the Junior High School learners. Based from the data gathered, there
are students who improved during online distance learning because it provided them with many
opportunities to learn new things and it constantly tested their time management and self-
learning abilities. Some students, however, claim that face-to-face learning is more enjoyable
and that they are more engaged in the traditional way of learning.
While learners still prefer face-to-face learning than online distance learning, it is evident
that there is a slight increase in their GWA during the first year of ODL. However, when the
means of the General Weighted Average of the learners in the SY 2019-2020 and SY 2020-2021
were compared using T-test, the computed p-Value is 0.2654. Hence, the researchers conclude
that the academic performance of the students during Online Distance Learning and Face-to-Face
learning do not differ significantly.
Moreover, this indicates that even if difficulties like poor internet connection and
unavoidable distractions from home were encountered while studying under Online Distance
Learning, the change in the learning modality did not cause significant change in the academic
performance of the students. learning.
Recommendation
After thorough analysis and interpretation of the gathered data, the researchers recommend the
following:
For the school and the teachers….
- To make their class more engaging during ODL, they can start their classes with games
or activities so that the students will be more eager to learn and explore the topics to be
discussed.
- They should produce more interactive activities so that the students will be more engaged
with the class.
For future researchers….

- They should limit the number of respondents in order to obtain high-quality responses
rather than a large number of responses. They can also use other research designs to
reduce the number of respondents.
- They should include a reference list at the end of each chapter to make compiling
resources for the research paper easier.
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2 Effects of Odl Approach in Jhs Learners Academic Performance

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2 Effects of Odl Approach in Jhs Learners Academic Performance

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RUNNING HEAD: EFFECTS OF ONLINE DISTANCE LEARNING 1

EFFECTS OF ONLINE DISTANCE LEARNING APPROACH ON JUNIOR

HIGH SCHOOL STUDENTS’ ACADEMIC PERFORMANCE

Miara Margarette Chin

Ma. Antonette Tabil

Christian Isaac De Joya

Teacher Mirasol Ramos

THE PROBLEM AND ITS BACKGROUND

break from their studies.

mode of learning that makes use of information and communication technologies.

allows students to learn independently, interactively, and collaboratively.

As physical contact with others is no longer permitted, online distance learning is

learning activities. Meanwhile, online distance learning is more self-sufficient, as it is

learners’ academic performance as well as to gather JHS students’ perspectives on participating

online distance learning are being examined.

Statement of the Problem

High School students’ academic performance.

Particularly, the researchers aim to answer the following questions:

Junior High School learners?

during SY 2019-2020 and SY 2020-2021?

Objectives of the Study

The researchers intend to accomplish the following objectives:

Junior High School learners;

distance learning; and

● to determine whether there's a significant difference in the academic performance of

Alternative Hypothesis: There's a significant difference in the academic performance of

Significance of the Study

(COVID 19) epidemic.

learning process that the teacher has prepared.

Furthermore, it may contribute to the literature on online education in terms of quality

a proper environment that would academically qualify students well.

the most efficient way possible.

Scope and Delimitation

to- face and Online Distance Learning (ODL).

class of each grade level and the school administration.

Academic Performance- It is the evaluation of student achievement in a variety of academic

diarrhea, and others.

REVIEW OF RELATED LITERATURE

Coronavirus Disease (Covid-19)

Impacts of Covid-19 on Education

transitioned to alternative or remote teaching modalities, both synchronous and asynchronous.

School closures occur as a result of a pandemic, emergencies, labor strikes, catastrophes,

or deliberate efforts to reposition a school or reduce crime on a specific campus or environment.

Online Distance Learning

Organization, the educational system worldwide experienced near-complete closures of schools,

affected in light of the halted teaching and learning routines.

programs and corresponding classes online (Dhawan, S., 2020).

Galyen, K., 2011).

time. (Sousa, S., 2021)

particular time period.

Academic performance difficulties begin with its conceptualization. It is also known as

According to the Deped(2020), in Memorandum OUCI-2020-307, Undersecretary for

society. There is no exception in higher education. Students face an increasingly uncertain

interaction/socialization between and among students. Lockdown impacted students’ learning

were aggravated when students are marginalized.

technologies and improving services in developed countries, which is encouraging. In addition, a

lack of institutional supports, such as classrooms, face-to-face learning, and instructional

how the researchers collect and analyze data.

approach used to evaluate certain hypotheses and characterize traits or functions. It is

face-to-face or online learning.

50% should be considered excellent in most circumstances.

choose 156 of them.

Data Gathering Instruments

researchers are conducting