CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data gathered in this study. The
data gathered were analyzed and interpreted and discussed according to the sequence
of the problems posted in chapter 1.

Problem No. 1 What is the performance level of 1 st Year BEED Students of Agusan
del Sur College under Flexible learning?

Table 1 presents the performance level of 1 st Year BEED Students of Agusan del Sur
College under Flexible learning.

Table 2. Performance Level of 1st Year BEED Students

INDICATOR Mean Verbal Interpretation

Descriptio
n
1. I attend virtual classes. 2.64 Always Very good
2. I understand all the lessons posted in the 2.14 Sometimes Good
LMS
3. I submit the required quizzes on time 2.1 Sometimes Good
4. I participate in virtual class discussion. 2.16 Sometimes Good
5. I participate in group activities. 2.11 Sometimes Good
6. I submit the assignments, projects and 2.06 Sometimes Good
portfolios on time.
7. I get passing scores in quizzes. 2.19 Sometimes Good
8. I get passing scores in major exams. 1.9 Sometimes Good
9. I log in in my LMS account for new posted 2.19 Sometimes Good
lessons.
10. I have an access to the LMS. 3 Always Very good
Overall Means 2.25 Sometimes Good

Table 2 reveals that the questions: I attend virtual classes; I have an access to the LMS which
posted the highest mean of 2.64 and 3 both with the verbal description of Always and interpreted as
Very good. This reveals that all 1 st Year BEED students have access in LMS (Learning
Management System.

The highest mean of 3 still with the verbal description of always and interpretation of
very good is on the indicator: I have an access to the LMS. This implies that students are
responsible enough in getting access to the web-based technology tool as part of the new
learning modality.

On the other hand, the lowest mean of 1.9 with the verbal description sometimes and
interpretation of good is on the indicator: I get passing scores in major exams. This means that
students usually didn`t get passing scores in major exams.

The overall mean 2.25 with the verbal description of sometimes and interpretation of
good implies that the students does not always able to perform school task by submitting
activities, participating online class discussion, and getting perfect scores during quizzes in
exam. One of the most recurring difficulties experienced by the students in Flexible learning is unstable
internet connectivity. (e.g. see Bao, 2020; Henaku, 2020; Entsie, 2020; Wisconsin, 2020; and Baticulon
et al., 2020) are the consistent studies voiced out unstable internet connectivity as one of the main
difficulties encountered by the students in many countries.

According to (Bamyan University, 2020), since the start of the educational year in March
2020 at the time of countrywide quarantine, the Commission on Higher Education (CHED)
forced the Universities and Institutions to deliver educational material through online platforms
where LMS, Facebook, and Google classrooms were one of the most commonly used online
platforms used for accessing educational material online.

(Sharma & Naidu, 2020) indicated that LMS and online sources improved student`s
performance to demonstrate profound knowledge and more conceptual understanding,
maintaining a positive attitude towards the Flexible Learning model (Sharma & Naidu, 2020)

Challenges are expected in switching the traditional way of teaching into Flexible
Learning. The study of Alqahtani and Rajkhan (2020) shows that student`s low-level of
knowledge in using technology tools, technical support, lack of access to computer and internet
connection were the top barriers from student`s perfective. (Atchley et.al., 2013 shows that
some studies favor traditional classroom instruction stating “online learning can lack feedback
for both students and instructors”.

On the other hand, the indicators: I attend virtual classes with the mean range of 2.64
which means that 63.75 of the students always attend virtual class; and I have access to LMS
with the mean range of 3 apparently means that 100% of the students has an access to their
respective LMS accounts. All has verbal description of always and interpretation of very good.

However, the indicators: I understand all the lessons posted in the LMS with the mean
range of 2.14 which means that 86.25% of the respondents does not always likely to
understand the lessons posted in the LMS; I submit the required quizzes on time with the mean
range of 2.1 indicated that 90% of the students does not able to submit the required quizzes on
time allotted by the instructor; I participate in virtual class discussion with the mean range of
2.16 means 83.75 of the students cannot able to always attend virtual discussion; I participate
in group activities with the mean range of 2.11 which means that 88.75 of the students does
not always participate in doing group activities; I submit the assignments, projects and
portfolios on time with the mean range of 2.06 meaning 93.75 of the students were not being
able to submit the given assignments, projects, and portfolios on the given required time; I get
passing scores in quizzes with the mean range of 2.19 which implied that 81.25 of the total
respondents does not always get the passing scores in quizzes online; I get passing scores in
major exams with the mean range of 1.9 means 62.5% of the respondents doesn`t get perfect
scores in major exams; I log in in my LMS account for new posted lessons with the mean
range of 2.19 means 81.25 of the respondents only log in their LMS accounts sometimes. All
has a verbal description of sometimes and an interpretation of good.
 Areas that needs enhancements to improve the performance level of the student

Lack of instant communication

In flexible learning, communication is often asynchronous, which means there`s a gap

between teacher and student. It`s easy for misunderstandings to develop in these gaps, sometimes
allowing the problem of the student to snowball before it can be corrected.

The teachers must always remember that not all students have pre-requisite knowledge
about the posted topic in the LMS. On a class discussion board some students are not giving
thoughtful responses. Some students may not be participating at all and most of them probably
are not interested.

It is essential for teachers to keep their online lessons clear, engaging, and interactive

so that students can concentrate on the lessons . Merely teaching the students where and when
the lessons and activity would be done is not enough since they still won’t understand what
was the lesson all about. Merely teaching the student where and when the lessons and activity
would be done is not enough since they still don`t understand what was the topic all about.

Lack of Internet Connection

Although there are many existing internet bundles in the country, they are “fluctuating” and are
not created equally in terms of speed and stability (Amadora, 2020). Internet connection basically is the
common problems of the students who were not able to submit the required quizzes on time as well as
participating virtual classes in their respective courses.

Conflict with home responsibilities

 According to (Dellazzana-Zanon, Zanon, & Freitas, 2014) household responsibilities

may negatively affect development because, in addition to having little time for leisure,
adolescents who perform household chores have their school performance affected, more
frequently miss classes, and experience school failures, and have less time to do school. While
the home may present comfort, students voiced difficulty with balancing and home
responsibilities and remote learning. It keeps their time divided. It is quite obvious that these
students are those who were already married and working students.

Poor peer communication

Heidi, et al. (2002) examined that distance education offers the ideal combination of
self-paced learning and interactivity. This style of learning requires online discussions, email
support collaboration and interactive presentation for students. On the other hand, there should
be communication between participants and design groups for overcoming barriers to
successful delivery of distance learning courses. For the past few critical years, face to face
interaction of students were not allowed. Because of this, Loss of student motivation due to the
lack of face to face communication cause barriers to create successful distance learning.

Poor time Management

In Ralph Heibutzki, a college environment’s freedom and flexibility can derail students
who haven’t mastered time-management skills. Having left high school’s rigidly structured
behind, students often struggle to balance academic, personal and work commitments after
arriving on campus. Faced with so many competing demands on their time, many students
simply give and let the situation to take its course. Without intervention from professor or
parent, a student is unlikely to succeed. This is one of the reasons why students does not have
enough time in studying the lessons before the exam.

Lack of motivation

Kinros (2000) reflected that technology breaks down all barriers by facilitating easier use
of knowledge and creating commonplace for everyone. It is also reflected that technology
become representative which creates home schooling rather than unique learning under the
dimension of flexibility. The research study suggest study suggests some kind of educational
strategies under the idea of technology-based instruction.