HOME LEARNING WEB-BASED APPROACH TO TEACHING

LEARNERS WITH BEHAVIORAL DISORDERS

A Thesis Proposal

Presented to the Faculty of Graduate School

Mabini Colleges, Inc.

Daet, Camarines Norte

In Partial Fulfilment of the Requirements in

MASTER OF ARTS IN EDUCATION

Major in Special Education

DEA ANN RAMIREZ STO. DOMINGO

2022-2023

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 Chapter 1

THE PROBLEM AND ITS SETTING

This chapter presents the introduction of the research study and its

problems. It includes the dependent and independent variables that are used in

the study as well as the significance, limitations, and definition of terms used.

Introduction

Because students who struggle with their emotions or behaviors are likely

to have the lowest rates of academic performance of any category, whether they

have a disability or not, articulating what makes special education for these

students so distinctively different is a particularly difficult task. It is a well-known

fact that kids who have disabilities have lower rates of success than their

counterparts who do not have impairments (Blackorby & Wagner, 1996). The

outlook, on the other hand, has generally been particularly gloomy for children

who suffer from EBD. Compared to children who have other types of disabilities,

children who have EBD have a more difficult time achieving academic success,

finishing needed courses, avoiding grade retention, exhibiting competency on

standardized examinations, and maturing into independent adults (Vostal, 2012).

Regular school attendance is one of the most critical criteria that will determine

their level of achievement in the future. The projected dropout rate for children

with emotional and behavioral disorders (EBD) ranges from 43 to 56 percent,

which is more than twice the rate for all children with disabilities (Marder &

D’Amico, 1992).

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 Some scholars have shown a connection between low academic

performance and disruptive behavior over an extended period of time (Hinshaw,

1992). The question of "what came first" has occupied a lot of the time and

energy of academics, but they have not been successful in determining a

definitive response to this age-old conundrum. However, research has shown

that undesirable behaviors have a detrimental impact on academic success,

which in turn leads to unfavorable consequences that encourage bad behaviors

(Bower, 1995). There is strong evidence to suggest that academic

underachievement and poor behavior interact in a reciprocal pattern that has

both short-term and long-term repercussions for the future outcomes of children.

This interaction may take place regardless of which of the two factors happens

first. It's possible that a student's emotional and behavioral problems are the root

cause of the persistent and pervasive challenges they have in the classroom

(Bower, 1995). Reading, writing, and arithmetic proficiency, in addition to mastery

in other subject areas, may have a profound impact on a person's intellectual,

emotional, and social development. This is especially true when combined with

mastery in other subject areas. Children who have EBD have a higher risk of

dropping out of high school, having worse academic achievement in reading and

mathematics, and a lower likelihood of attending college compared to children

who have other types of impairments (Kauffman, 2001). Because of this, many

children who have EBD wind up having problems in school and getting in trouble

with the police at a very early age (Lansford et al., 2002).

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 With the problems identified, the researchers are bound to a task to

provide a specific web-based learning system for students who have behavioral

disorders, particularly ADHD. Attention Deficit Hyperactivity Disorder (ADHD) is

thought to affect around one child out of every twenty children who are enrolled

in elementary school (Barkley, 1998). Educators, on the whole, have a good

understanding of certain elements of attention deficit hyperactivity disorder

(ADHD) (Kos, 2008), but they also have several misunderstandings and

knowledge gaps on how behavioral disorders affect the academic performance of

the students. In the event that teachers undergo personal growth and experience

shifts in their knowledge and worldview, it is possible that their pedagogical

methods may evolve (Zint, 2002). The Theory of Reasoned Action is a theory

that was developed with the intention of shedding light on the relationship that

exists between knowledge, values, and actions (Kos, 2008). This theory

proposes that a person's desire to participate in certain conduct is influenced not

only by their beliefs and emotions towards ADHD but also by the impact of the

subjective norms (that is, the social pressures that the individual feels) (Azjen &

Fishbein, 2004). According to this model's working hypothesis, if a person were

to improve their level of knowledge, they would experience a change in their

attitude, which would then cause their behaviors to follow suit. Therefore, the aim

of this study is to develop a web-based learning system that provides the

necessary needs of students diagnosed with behavioral disorders.

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Statement of the Problem/s

This study seeks to elucidate how the web-based learning system will

affect the academic performance of students with behavioral disorders in Labo

Elementary School, Barangay Gumamela, Labo, Camarines Norte. Specifically,

this thesis will provide answers to the following sets of questions:

1. What are the changes in students’ knowledge, attitudes, and behavior

towards traditional learning and web-based system learning?

2. What is the demographic profile of students in terms of:

a. Age,

b. Sex, and;

c. Behavioral disorder diagnosed.

3. What is the significant difference in the academic performance of students

with behavioral disorders together with the implementation of a web-based

learning system?

4. What type of behavioral disorder has the greatest number of changes if

the intention to change and subjective norm predict the magnitude of

change?

Null Hypothesis

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1. There are no changes in students’ knowledge, attitudes, and behavior

towards traditional learning and web-based system learning.

2. There is no significant difference in the academic performance of students

with behavioral disorders together with the implementation of a web-based

learning system.

3. There is no behavioral disorder that has the greatest number of changes.

Significance of the Study

This study will be undertaken to determine the effects of a home learning

web-based approach on the academic performance of students diagnosed with

behavioral disorders. This research will be carried out in the hopes that the

findings will be useful to the following:

The students. The findings of this research will help students raise their

awareness that specific behavioral disorders affect their academic performance.

Internet-based education gives students access to an unparalleled amount of

information and a variety of educational materials. For the purpose of adequately

preparing and assisting pupils, it is the obligation of teachers to provide a

learning environment that takes into mind the aforementioned needs.

The parents. This study will be beneficial to the parents because they will

be able to discuss such topics with their children and give them appropriate

advice on how to deal with it and help the students with their specific academic

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needs. This is helpful for parents who are working full- or part-time while also

pursuing higher education, since they may use the time they would have spent

traveling to class for other purposes. Parents who have children who are either

too young to attend school or who are enrolled in their own online learning

programs may be able to avoid the daily grind and remain at home to look after

their kids.

The institution. Researching how pupils with behavioral issues fare in the

classroom will lead to innovative teaching strategies. The results of this study will

shed light on the existence of such issues, illuminating them for the teachers of

the school. It's a convenient way for students to participate in class without

having to relocate. Removing barriers based on location, also helps schools

attract students from a wider area.

Future researchers. This study will contribute to the body of knowledge

and references available for future researchers who will conduct studies related

to web-based learning systems and students with behavioral disorders.

Scope and Delimitation of the Study

The present study is only limited to investigating the students in grade

school that have these behavioral disorders:

● Attention-Deficit / Hyperactivity Disorder (ADHD)

● Autism Spectrum Disorder

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● Dysthymic Disorder

● Eating Disorders

● Generalized Anxiety Disorder

The study is limited to 50 students, between the ages of 7-15 years old.

The current population census is derived from the yearly analytics of the

Philippine Statistical Authority. The census includes socio-demographic

information such as sex, age, grade, and post-medical records that serve as

proof of being diagnosed with a behavioral disorder, making it imperative to this

study. There will be no personal information such as name or address gathered.

It was important for this paper to develop a model that shows statistically

significant variables to indicate the effects of web-based learning systems on the

academic performance of students who have behavioral disorders.

The simple random samples are a total of 30 students enrolled in the

special education program at Labo Elementary School. It will be a limiting factor

because the data gathering is only limited to ages twelve and fifteen, and it is

open to all genders. It is also a limiting factor that all respondents possess the

ability to comprehend if they had ever experienced behavioral disorders.

The variables that this paper focuses closely on for its model are

behavioral disorders, the significant relationship between academic performance

and web-based learning systems, the significant relationship between changes,

and the source of knowledge of the respondents to provide recommendations for

future research.

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Definition of Terms

The important terms utilized in this study were conceptually and

operationally defined.

Attention-Deficit / Hyperactivity Disorder (ADHD). Attention deficit

hyperactivity disorder, more usually referred to simply as ADHD, is a kind of

mental illness that is frequently diagnosed in young individuals. Symptoms of

attention deficit hyperactivity disorder might include behaviors such as

impulsivity, loss of concentration, and even hyperactivity.

Autism Spectrum Disorder. People who fall somewhere on the autism

spectrum often have difficulties with social communication and interaction, and

they may have limited interests or engage in behaviors that are ritualized or

repetitive.

Dysthymic Disorder. Long-term depression is characterized by

symptoms that last for a very long period (chronic). Depression may lead to a

loss of interest in life as it is now being experienced, feelings of despair and

helplessness, a lack of productivity, low self-esteem, and a general sense that

life is pointless.

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 Eating Disorders. A person is said to suffer from an eating disorder when

they have substantial and chronic disruptions in their eating habits, in addition to

the unpleasant thoughts and emotions that often accompany concerns related to

food and eating.

Generalized Anxiety Disorder. Anxiety or concern that doesn't seem to

go away, despite there being little need to be worried about the things that are

apparently generating it, and despite the fact that there is little cause to be

concerned about those things. causing oneself to become paralyzed by

excessive problem-solving and answer-seeking analysis. dread of happenings

that at first glance seem to pose no threat.

Behavioral Disorders. Children who have behavioral disorders have a

consistent pattern of inappropriate behavior that has lasted for at least six

months and has a negative impact on their day-to-day lives at home, in the

classroom, and with friends and peers. Behavioral disorders are classified as a

type of emotional disorder. Despite the fact that these are typical human

characteristics and practically everyone demonstrates them on occasion,

behavior issues are far more serious.

Pedagogy. It is the study of how to teach a certain topic in the most

effective way.

Web-based learning. Because it uses the internet to provide its

instructional content rather than traditional textbooks, web-based education is

often referred to as "online learning" or "e-learning." Live lectures (video

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streaming), video conferencing, and email discussion groups are all made

possible thanks to the Internet.

Notes

Ajzen, I., & Fishbein, M. (2004). Questions raised by a reasoned action

approach: comment on Ogden (2003). Retrieved from

https://psycnet.apa.org/journals/hea/23/4/431/

Barkley, R. A. (2001). The inattentive type of ADHD as a distinct disorder: What

remains to be done. Clinical Psychology: Science and Practice, 8(4), 489-493.

Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1093/clipsy.8.4.489

Bowers, C. A. (1995). Educating for an ecologically sustainable culture:

Rethinking moral education, creativity, intelligence, and other modern

orthodoxies. Suny Press. Retrieved from https://books.google.com/books?

hl=en&lr=&id=C4KMAQpDBHUC&oi=fnd&pg=PP11&dq=Bowers,+C.+A.+(1995).

+Educating+for+an+ecologically+sustainable+culture:

+Rethinking+moral+education,+creativity,+intelligence,

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+and+other+modern+orthodoxies.

+Suny+Press.&ots=RxLnBgZIdM&sig=ufGgdj8eLMJOU4fkZ90C4LT6Kb8

Hinshaw, S. P. (1992). Externalizing behavior problems and academic

underachievement in childhood and adolescence: causal relationships and

underlying mechanisms. Psychological Bulletin, 111(1), 127. Retrieved from

https://psycnet.apa.org/doiLanding?doi=10.1037%2F0033-2909.111.1.127

Kauffman, E., Perry, A., & Prentiss, D. (2001). Reasons for and Solutions to Lack

of Parent Involvement of Parents of Second Language Learners. Retrieved from

https://eric.ed.gov/?id=ED458956

Kos, J. (2008). What do teachers know, think and intend to do about ADHD?.

Retrieved from https://research.acer.edu.au/tll_misc/9/

Lansford, J. E., Dodge, K. A., Pettit, G. S., Bates, J. E., Crozier, J., & Kaplow, J.

(2002). A 12-year prospective study of the long-term effects of early child

physical maltreatment on psychological, behavioral, and academic problems in

adolescence. Archives of pediatrics & adolescent medicine, 156(8), 824-830.

Retrieved from https://jamanetwork.com/journals/jamapediatrics/article-

abstract/203703

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Marder, C., & D'Amico, R. (1992). How Well Are Youth with Disabilities Really

Doing? A Comparison of Youth with Disabilities and Youth in General. A Report

from the National Longitudinal Transition Study of Special Education Students.

Retrieved from https://eric.ed.gov/?id=ED369233

Vostal, B. R. (2012). Engaging students with behavior disorders in mathematics

practice using the high-p strategy. Beyond Behavior, 21(1), 3-10. Retrieved from

https://go.gale.com/ps/i.do?id=GALE

%7CA323857647&sid=googleScholar&v=2.1&it=r&linkaccess=abs&issn=107429

56&p=AONE&sw=w

Zint, M. (2002). Comparing three attitude‐behavior theories for predicting science

teachers' intentions. Journal of research in science teaching, 39(9), 819-844.

Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.10047

13
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter shows a retrospective presentation of previously written

materials: research literature and conceptual that has relevance and significance

to the research under consideration.

Literature

a. Foreign Literature

Homeschooling and Special Education Needs

When it comes to researching homeschooling, it is not common practice to

take special education needs (SENs) into account. However, it is also apparent

that parents may opt to homeschool their children because those children have

special needs, and children who have learning disabilities may be

accommodated well in a system that is analogous to homeschooling. Both of

these things are true (Ludgate et al., 2022). These two points should go without

saying.

There are families in which the children are not sent to school at any point,

and there are other families in which the children are taken out of school at some

point after they have already begun attending. According to the facts that Morse

and Bell (2018) uncovered, it would appear that the gender gap is quite close to

being balanced out. When they do so, the former nearly always behave in a

manner that is consistent with their moral, religious, or ideological values. The

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key driving elements for the second group of parents who opt not to enroll their

children in traditional schools include worries over their children's academic

progress, safety, social interactions with peers, and intellectual challenges

(Morse and Bell, 2018). Children are considered to have special educational

needs, in accordance with the Special Educational Needs Code of Practice,

"children have special educational needs if they have a learning difficulty which

calls for special provision to be made for them," the code states (Dean, 2022).

This definition is located in the aforementioned text (Dean, 2022). This category

encompasses not just children who are "stated" but also any and all children who

call for different accommodations. When this is taken into account, it is likely that

a sizeable proportion of the children who are placed in the group of peers and

who struggle with learning also have SEN, as may perhaps happen with some of

the children who are placed in the other categories. As a consequence of this, it

is likely that certain forms of homeschooling may be construed as a form of an

individualized education strategy that is implemented by the parents and carried

out at home. However, the SEN label shouldn't be given out until after much

deliberation and thought have been put into it. The shocking finding that more

than twenty percent of the population of children who had never been to school

had gained the ability to read at a "late" age made by Morse and Bell (2018).

(some as late as 10 or 11 years of age). However, he did make the observation

that this did not seem to have any negative effects on the children's ability to

learn or grow as people. These students will very definitely be labeled as having

15
special educational needs (SEN) by the school, as this is virtually certainly what

the school will do.

On the other hand, it appeared as though they did not need the slow

reader assistance services at home. These services are often provided to

students who struggle to read while they are enrolled in school. Parents who

choose to teach their children at home are sometimes accused of lacking the

necessary knowledge and experience, which hinders them from giving their

children a suitable education. This is one of the criticisms that is directed most

frequently against parents who choose to homeschool their children. It is a widely

held belief that instructing a group of children who have an average level of

intellectual development does not require the same level of expertise as

instructing a group of students who have special needs. This belief stems from

the idea that teaching children with special needs require a higher level of

expertise (Lindner et al., 2021). The fact that these parents have chosen to

instruct their children in the comfort and familiarity of their own homes begs the

question of whether or not they are providing their children with an education that

is sufficient. Carlson (2020) conducted a study in which she examined and

contrasted the language used in classroom teaching by home educators and

traditional classroom instructors in the United States. She found that there were

relatively few significant differences between the two groups of educators. After

doing his inquiry, he came to the realization that concerns over the level of

education attained by parents were drastically exaggerated. Two students

diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) who received

16
their education at home from their untrained and unsupported parents

outperformed two closely matched students who received their education in

mainstream schools on curriculum-based measures and standardized tests, as

reported by the findings of a pilot study carried out by the same researcher. The

investigation was carried out on a somewhat modest basis (Faisal & Eihami,

2019).

Thorell et al. (2020) present numerous examples of parents in the United

Kingdom who are educating their children who have autism spectrum disorder

(ASD) at home. These youngsters are from families who have chosen to

homeschool their children rather than send them to traditional schools. These

examples illustrate how the learning environment at home has been able to be

tailored to the requirements of the kid more accurately than would have been

possible in school (Thorell et al., 2022). The idea that it is essential for parents to

have an in-depth familiarity with their children in order for those children to be

successful in their academic endeavors is a concept that appears in each of

these narratives like a common thread and runs across all of them (Pozas et al.,

2021). When determining whether or not suitable instruction is being provided,

this may be an extremely significant aspect to take into consideration (Letzel et

al., 2020).

Perception on Homeschooling

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 The findings of the studies that have been conducted on the subject offer

an extremely favorable picture of homeschooling (Toquero, 2021). This could be

due to the fact that it is difficult to obtain a representative sample of families that

are involved in gambling (Palma, 2021). Alternatively, it could be due to the

impact that Cahapay (2022) describes, in which researchers study gambling by

focusing primarily on individuals who open up about their success. Therefore, it is

vital to treat the conclusions reported here with caution; yet, it is also essential to

accept that all of the evidence, even that which comes from more in-depth

studies such as that conducted by Rosales et al. (2022), points in the same

general direction.

When it comes to the idea of homeschooling, one of the key concerns that

people have is the possibility that children would not have the same opportunities

for social development as they would if they attended a conventional school. This

is one of the primary anxieties that people have (Cuesta et al., 2022). It is

speculated that as a consequence of this, individuals will have a diminished

capability for engaging in social contact. On the other hand, studies have shown

that children who receive their education at home are better adjusted (Balgua,

2022), have higher self-esteem (Fadare et al., 2021), and are more confident

than their counterparts who attend traditional schools who are the same age and

come from similar backgrounds. This is because children who receive their

education at home learn in an environment that is more familiar to them

(Cahapay, 2022).

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 The second problem is that the intellectual development of children who

are educated at home is not on par with that of children who are educated in

traditional schools. There is a significant gap between these two groups. Again,

the information that is currently available suggests that children who receive their

education at home perform better than their counterparts who attend

conventional schools (Barten et al., 2022). In addition to this, they continue to

exhibit the same level of enthusiasm for learning throughout the entirety of their

lives (Padillo et al., 2021). These parents are typical to be found in households

consisting of two adults, and they take a significant interest in the opportunities

for achievement that await their children in the future (Barten et al., 2022). A

sizeable proportion of them either have experience working in educational

settings or are currently seeking professions in educational settings (Barten et

al., 2022). Whether children receive their education at home or in a traditional

school environment, a greater socioeconomic position is often shown to be

connected with higher levels of accomplishment within the student population

(Padillo et al., 2021). On the other hand, when it comes to children who receive

their education at home, the connection between the two aspects is not as

strong. Homeschooling tends to have a good influence on the academic success

of children coming from working-class households when compared to the more

traditional type of education (Padillo et al., 2021).

b. Local Literature

The findings of the studies that have been conducted on the subject offer

an extremely favorable picture of homeschooling (Toquero, 2021). This could be

19
due to the fact that it is difficult to obtain a representative sample of families that

are involved in gambling (Palma, 2021). Alternatively, it could be due to the

impact that Cahapay (2022) describes, in which researchers study gambling by

focusing primarily on individuals who open up about their success. Therefore, it is

vital to treat the conclusions reported here with caution; yet, it is also essential to

accept that all of the evidence, even that which comes from more in-depth

studies such as that conducted by Rosales et al. (2022), points in the same

general direction.

When it comes to the idea of homeschooling, one of the key concerns that

people have is the possibility that children would not have the same opportunities

for social development as they would if they attended a conventional school. This

is one of the primary anxieties that people have (Cuesta et al., 2022). It is

speculated that as a consequence of this, individuals will have a diminished

capability for engaging in social contact. On the other hand, studies have shown

that children who receive their education at home are better adjusted (Balgua,

2022), have higher self-esteem (Fadare et al., 2021), and are more confident

than their counterparts who attend traditional schools who are the same age and

come from similar backgrounds. This is because children who receive their

education at home learn in an environment that is more familiar to them

(Cahapay, 2022).

The second problem is that the intellectual development of children who

are educated at home is not on par with that of children who are educated in

traditional schools. There is a significant gap between these two groups. Again,

20
the information that is currently available suggests that children who receive their

education at home perform better than their counterparts who attend

conventional schools (Barten et al., 2022). In addition to this, they continue to

exhibit the same level of enthusiasm for learning throughout the entirety of their

lives (Padillo et al., 2021). These parents are typical to be found in households

consisting of two adults, and they take a significant interest in the opportunities

for achievement that await their children in the future (Barten et al., 2022). A

sizeable proportion of them either have experience working in educational

settings or are currently seeking professions in educational settings (Barten et

al., 2022). Whether children receive their education at home or in a traditional

school environment, a greater socioeconomic position is often shown to be

connected with higher levels of accomplishment within the student population

(Padillo et al., 2021). On the other hand, when it comes to children who receive

their education at home, the connection between the two aspects is not as

strong. Homeschooling tends to have a good influence on the academic success

of children coming from working-class households when compared to the more

traditional type of education (Padillo et al., 2021).

Studies

a. Foreign Studies

Homeschooling, in which parents rather than instructors taught their

children at home or in other private settings, is a rising trend in education all

around the world. Homeschooling can take place in a variety of contexts

(Kunzman & Gaither, 2020). It has also grown increasingly widespread abroad,

21
particularly in the United States of America, the United Kingdom, and Australia

(Carlson, 2020). Several studies have highlighted the advantages of

homeschooling as an educational option for children on the autism spectrum.

These advantages include preventing autistic students from becoming bully

victims (Petts et al., 2021) and allowing children with behavioral disorders to

have more control over their day-to-day schedules, classroom environments, and

course content (Petts et al., 2021).

Previous research has confirmed the difficulties that are associated with

homeschooling children who have autism spectrum disorder (ASD). These

difficulties include parents' inadequate understanding of the disorder, which

results in less-than-ideal homeschooling implementation (Dietrich et al., 2021);

ASD children's increased inappropriate behavior, such as hyperactivity,

aggression, lack of independence, and temper tantrums due to a lack of physical

activities (Zhao et al., 2020); and a lack of skilled assistance (Haq et al., 2022).

Fontenelle-Tereshchuk (2021) backed up the necessity of home-schooling

children with ASD during the pandemic and emphasized the significance of

supporting online learning to fulfill the requirements of persons with disabilities.

This study was done in support of the necessity of home-schooling children with

ASD during the pandemic. Additionally, it is recommended that children who

have special needs continue to get their education from their parents at home.

However, the provision of this kind of education during the COVID-19 pandemic

has not been optimal for a number of reasons, including but not limited to

stressful family experiences in caring for children with autism spectrum disorder

22
(ASD) (Letzel et al., 2020); the difficulty of parents adapting to the sudden

changes that occurred during the virus outbreak (Anders et al., 2020); and

inappropriate behaviors displayed by children (Bartholet, 2020).

b. Local Studies

Calica (2020) reported on the efforts of various organizations and

individuals to bring attention to the situation of a vulnerable group of children with

disabilities in the Philippines during the COVID-19 pandemic, despite the

difficulty of providing a structured home education program for the country's

estimated five million disabled children. Some have suggested that home-

schooling strategies, such as online education, might help mitigate the negative

effects of disruption in the classroom. Some parents, whose abilities in

homeschooling might use some work, could be severely impacted by such a

strategy. The development of organized home education programs for children

with disabilities is only beginning in the country, and most of these programs are

being produced by private institutions.

Research on the benefits of homeschooling for disabled kids has been on

and off throughout the years (Mendoza & Montes, 2020). In addition, previous

research on special needs children receiving an education at home has focused

mostly on the parents' responsibilities in the context of autism and other

disorders (Koanda et al., 2022). The dilemma faced by families with a member

who has developmental impairments is being highlighted in a report that is now

being drafted (Cahapay, 2022). Though these scholarly works provide

inspiration, no research has been done on the informal sort of homeschooling

23
performed by parents of children with autism during a pandemic as

unprecedented as COVID-19.

Synthesis of the State-of-the-Art

Homeschooling may be construed as a form of an individualized education

strategy that is implemented by the parents and carried out at home. Children are

considered to have special educational needs, in accordance with the Special

Educational Needs Code of Practice. When this is taken into account, it is likely

that a sizeable proportion of children who are placed in the group of peers and

who struggle with learning also have SEN. Twenty percent of children who had

never been to school gained the ability to read at a "late" age (some as late as 10

or 11 years of age) This did not seem to have any negative effects on the

children's ability to learn or grow as people. Parents who choose to teach their

children at home are sometimes accused of lacking the necessary knowledge

and experience. Thorell et al. (2020) present numerous examples of parents in

the United Kingdom who are educating their children who have autism spectrum

disorder (ASD) at home.

In the Philippines, one of the key concerns that people have is that

children would not have the same opportunities for social development if they

attended a conventional school. Children who receive their education at home

are better adjusted and have higher self-esteem, according to studies. This is

because they learn in an environment that is more familiar to them.

24
Homeschooling tends to have a good influence on the academic success of

children coming from working-class households when compared to the more

traditional type of education. Homeschooling, in which parents rather than

instructors taught their children at home or in other private settings, is a rising

trend in education all around the world.

It has grown increasingly widespread abroad, particularly in the United

States of America, the United Kingdom, and Australia (Carlson, 2020). Several

studies have highlighted the advantages of homeschooling as an educational

option for children on the autism spectrum. Some have suggested that home-

schooling strategies, such as online education, might help mitigate the negative

effects of disruption in the classroom. Some parents, whose abilities in

homeschooling might use some work, could be severely impacted by such a

strategy. The dilemma faced by families with a member who has developmental

impairments is being highlighted in a report that is now being drafted.

Theoretical Framework

Numerous studies (Baker & Stevenson, 1986; Migeot-Alvarado, 2002)

have shown that parents want to be more involved in their children's schools and

would welcome additional information and assistance from schools to do so.

These studies also show that parents, on the other hand, believe that their only

responsibility to their school is to pay the taxes that sustain public services like

education, while others disregard participation in school activities as being

25

Theoretical Framework
 Relationship of Parents, Schools, and Homes

Cultural, ethnic, and religious origins of the parents

unimportant, and still others are too preoccupied with their own lives to make

Social and psychological resources

time for anything extracurricular.

Perspective on one's own child

Construction of the parenting role

Figure 1. Theoretical Paradigm

As seen in Figure 1, the following is a rundown of some of the

characteristics of parents that have a big impact on the relationships between

schools and homes (adapted from Eccles & Harold, 1996). The cultural, ethnic,

and religious origins of the parents, as well as their social and psychological

resources, individual sense of efficacy, perspective on one's own child, and

construction of the parenting role, all play a part.

Numerous studies have demonstrated that the method in which a school

and its employees communicate with the family of a student has a substantial

influence on the overall quality of the experience the family has at the school.

The family-school relationship is influenced by a number of factors, including the

structure of the educational institution, the viewpoint that the institution takes on

26
families, the teachers' motivation, desire, and knowledge of various methods, and

the particular approaches themselves.

The formal and institutional school, with its bureaucracy and the attitudes

of many instructors who do not often welcome the presence of parents, appears

to be fueling the inactivity of parents that is seen in several European nations.

This is because formal and institutional school has teachers who do not often

welcome the presence of parents. The paradoxical conduct that may occur

between teachers and parents, who are the ultimate recipients of confusing

messages, is a phenomenon that occurs all around the world. Parents are taught

things like "You are absent parents, therefore inadequate" (Auduc, 2007), yet at

the same time they are instructed to "not be overly present" (Auduc, 2007). In

point of fact, it seems that teachers do not encourage parental involvement at

school and in the classroom, particularly when working with families with low

incomes and/or members of a minority, who are seen as part of the problem

rather than a resource. This is especially true when it comes to low-income

families (Dusi, 2012). Because of the impact of the school, some families have

sentiments of helplessness and distance, which in turn leads to feelings of

annoyance and of being judged by the educators of their children.

Teachers sometimes only include parents when there is an issue, such as

with discipline or academics, despite the fact that they normally emphasize the

benefits of a good home-school collaboration (Andonov, 2007). When compared

to families from the middle class, families of migrant workers and those from

lower socioeconomic levels have far less information available to them regarding

27
the organization of the school, disciplinary methods, and other aspects of

education in general. This is due to the fact that families who fall into the middle

class tend to have a similar culture, networks of friends, and the kind of

information that enables them to comprehend the educational system and its

language. This knowledge gap is further reinforced as a result of instructors'

habitual failure to acknowledge its existence (Useem, 1991). Schools have a

significant impact on students' futures by enforcing authoritarian curricular

patterns and models that benefit socially dominant groups, according to the

sociolinguistic theory of "elaborated and restricted linguistic codes" (Bernstein,

1975) and the theory of "cultural capital" (Bourdieu & Passeron, 1976).

Conceptual Framework

INPUT
1. What are the
changes in students’
knowledge, attitudes,
and behavior towards
Notes
traditional learning and
web-based system
learning?
2. What is the
demographic profile of
students in terms of:
a. Age,
b. Sex, and; PROCESS

c. Descriptive OUTPUT
statistical Home Learning
Behavioral processing (mean, Web-Based
disorder mode, and Approach to 28
diagnosed. frequency); and Teaching Learners
correlational with Behavioral
3. What is the statistical
significant difference in Disorders
 Figure 2. Conceptual Paradigm

Figure 2 presents a diagrammatic representation of the conceptual

framework utilized in this investigation. The Input-Process-Output (IPO)

framework has been used for this investigation, and it will serve to direct the

researchers as they carry out the many processes that are included in this study.

For the purpose of this study, the researchers will need information from the

students, such as their demographic profile and their academic achievement.

The processing will comprise both descriptive and correlational statistical

processing, with the Pearson's Correlation taking the lead in the latter. Measures

such as mean, mode, and frequency will be used in descriptive statistical

processing. A technique to educate students who have behavioral difficulties that

are based on the internet is anticipated to be the final product.

29
Notes

Anders, J., Macmillan, L., Sturgis, P., & Wyness, G. (2020). Homeschooling

during lockdown deepens inequality. LSE Covid-19 Blog. Retrieved from

http://eprints.lse.ac.uk/105147/

Andonov, L. (2007). Teacher-Parent Interaction and Frames of the Conversation

in the Students’ Consultation Discussion. Research Report 280. Helsinki: the

University of Helsinki, Faculty of Behavioural Science, Department of Applied

Science of Education.

Auduc, J. L. (2007). Filles et garçons dans le système éducatif français. Une

fracture sexuée. Le Café pédagogique. Retrieved from

https://www.crefe38.fr/IMG/pdf/auduc_fillesgarcons.pdf

Baker, D. P., & Stevenson, D. L. (1986). Mothers' strategies for children's school

achievement: Managing the transition to high school. Sociology of education,

156-166. Retrieved from https://www.jstor.org/stable/2112340

30
Balgua, B. L. (2022). Foundations of Inclusive and Special Education Course.

ourSOUL Teaching-Learning Resources. Retrieved from

https://oursoul.su.edu.ph/OER/index.php/ourSOUL-OER/article/download/98/3

Barten, A. T., Celocia, C. L., Dismukes, L. M., Ancheta Jr, R. A., Manalastas, R.

D., De Los Reyes, C. E. P., ... & Pinili, L. C. (2022). Parental Involvement and

Behaviour to Learners with Special Educational Needs. Journal of Positive

School Psychology, 6(2), 901-914. Retrieved from

https://journalppw.com/index.php/jpsp/article/download/1643/899

Bartholet, E. (2020). Homeschooling: Parent rights absolutism vs. child rights to

education & protection. Ariz. L. Rev., 62, 1. Retrieved from

https://heinonline.org/hol-cgi-bin/get_pdf.cgi?handle=hein.journals/

arz62&section=5

Bernstein, B. (1975). Class and pedagogies: Visible and invisible. Educational

studies, 1(1), 23-41. Retrieved from

https://www.tandfonline.com/doi/pdf/10.1080/0305569750010105

31
Bourdieu, P., & PASSERON, J. C. (1976). SAINT-MARTIN (de), Monique. La

Sainte Famille: l’épiscopat français dans le champ du.

Cahapay, M. B. (2022). How Filipino parents home educate their children with

autism during COVID-19 period. International Journal of Developmental

Disabilities, 68(3), 395-398. Retrieved from

https://www.tandfonline.com/doi/abs/10.1080/20473869.2020.1780554

Cahapay, M. B. (2022). Tailoring remote special education for children with down

syndrome during COVID-19 pandemic in the Philippines. International Journal of

Developmental Disabilities, 1-9. Retrieved from

https://www.tandfonline.com/doi/abs/10.1080/20473869.2022.2056404

Cuesta, M. D. D., Rodriguez, R. L., & Abdurahim-Salain, H. (2022). Mandatory

Home Education during COVID-19 Lockdown: Basis for Training of Para-

teachers in Basilan, Philippines. Retrieved from

http://ijmrap.com/wp-content/uploads/2022/04/IJMRAP-V4N10P124Y22.pdf

Carlson, J. F. (2020). Context and regulation of homeschooling: Issues,

evidence, and assessment practices. School Psychology, 35(1), 10. Retrieved

from https://psycnet.apa.org/journals/spq/35/1/10/

32
Dean, M. D. (2022). A Constructivist Grounded Theory Explaining How Families

Homeschooling Learners with Special Educational Needs and Disabilities

Mediate Learning Experiences. Retrieved from

https://search.proquest.com/openview/e2bb3efd70988995eb59e9b91e5ee1f8/1.

pdf?pq-origsite=gscholar&cbl=18750&diss=y

Dietrich, H., Patzina, A., & Lerche, A. (2021). Social inequality in the

homeschooling efforts of German high school students during a school closing

period. European Societies, 23(sup1), S348-S369. Retrieved from

https://www.tandfonline.com/doi/abs/10.1080/14616696.2020.1826556

Dusi, P. (2012). The family-school relationships in Europe: A research review.

Center for Educational Policy Studies Journal, 2(1), 13-33. Retrieved from

https://ojs.cepsj.si/index.php/cepsj/article/view/393

Eccles, J. S., & Harold, R. D. (1996). Family involvement in children’s and

adolescents’ schooling. Family-school links: How do they affect educational

outcomes, 3, 30-35. Retrieved from https://books.google.com/books?

hl=en&lr=&id=4WHfAQAAQBAJ&oi=fnd&pg=PA3&dq=Eccles,+J.+S.,+

%26+Harold,+R.+D.+(1996).+Family+involvement+in+children

%E2%80%99s+and+adolescents%E2%80%99+schooling.+Family-school+links:

33
+How+do+they+affect+educational+outcomes,+3,+30-

35.&ots=7aAzK93APa&sig=MqO9mci90c2LGyJcgJBRBr2IQpk

Faisal, F., & Elihami, E. (2019). Learning needs of the students through

homeschooling. Jurnal Edukasi Nonformal, 1(1), 154-159. Retrieved from

https://ummaspul.e-journal.id/JENFOL/article/view/260

Fadare, M. C. M., Carrera, B. B., Fadare, S. A., & Paguia, D. B. (2021). Parents'

challenges of home-schooling children with autism spectrum disorder: A special

journey. International Journal of Science and Management Studies (IJSMS), 4,

11-26. Retrieved from

https://www.ijsmsjournal.org/2021/volume-4%20issue-4/ijsms-v4i4p102.pdf

Faisal, F., & Elihami, E. (2019). Learning needs of the students through

homeschooling. Jurnal Edukasi Nonformal, 1(1), 154-159. Retrieved from

https://ummaspul.e-journal.id/JENFOL/article/view/260

Fontenelle-Tereshchuk, D. (2021). ‘Homeschooling’and the COVID-19 crisis: the

insights of parents on curriculum and remote learning. Interchange, 52(2), 167-

191. Retrieved from https://link.springer.com/article/10.1007/s10780-021-

09420-w

34
Haq, S., Asbari, M., Novitasari, D., & Abadiyah, S. (2022). The Homeschooling

Head Performance: How The Role of Transformational Leadership, Motivation,

and Self-Efficacy?. International Journal of Social and Management Studies,

3(1), 167-179. Retrieved from

https://www.ijosmas.org/index.php/ijosmas/article/view/96

Koanda, A. W., De Oliveira, C. A. V. J., Flores, G., Umeda, K., Kobayashi, Y., &

Shimazu, Y. (2022). Elementary Education in Philippines and COVID-19

pandemic: A Case of Study of National Capital Region (NCR). Online Surveys of

Development Challenges in the Philippines, 1. Retrieved from

https://www.researchgate.net/profile/Bilqis-Putri/publication/360517425_Universit

y_Student's_Perception_and_Expectations_towards_Flexible_Learning_in_the_

Philippines/links/627ba8dfb1ad9f66c8b53b58/University-Students-Perception-

and-Expectations-towards-Flexible-Learning-in-the-Philippines.pdf#page=12

Kunzman, R., & Gaither, M. (2020). Homeschooling: An updated comprehensive

survey of the research. Other Education-the journals of educational alternatives,

9(1), 253-336. Retrieved from

https://www.othereducation.org/index.php/OE/article/view/259

35
Letzel, V., Pozas, M., & Schneider, C. (2020). Energetic students, stressed

parents, and nervous teachers: A comprehensive exploration of inclusive

homeschooling during the COVID-19 crisis. Open Education Studies, 2(1), 159-

170. Retrieved from https://www.degruyter.com/document/doi/10.1515/edu-

2020-0122/html

Lindner, K. T., Letzel, V., Tarini, G., & Schwab, S. (2021). When home turns into

quarantine school–new demands on students with special educational needs,

their parents and teachers during COVID-19 quarantine. European Journal of

Special Needs Education, 36(1), 1-4. Retrieved from

https://www.tandfonline.com/doi/full/10.1080/08856257.2021.1874153

Ludgate, S., Mears, C., & Blackburn, C. (2022). Small steps and stronger

relationships: parents' experiences of homeschooling children with special

educational needs and disabilities (SEND). Journal of Research in Special

Educational Needs, 22(1), 66-75. Retrieved from

https://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/1471-3802.12542

Migeot-Alvarado, J. (2002). Un mariage forcé?. Les parents et l’école en France.

Revue internationale d’éducation de Sèvres, (31), 51-63. Retrieved from

https://journals.openedition.org/ries/1897

36
Mendoza, S. T. B., & Montes, L. C. Z. (2020). Homeschooling As A Study

Strategy In Times Of Covid-19. PalArch's Journal of Archaeology of

Egypt/Egyptology, 17(7), 10619-10630. Retrieved from

https://archives.palarch.nl/index.php/jae/article/view/4262

Padillo, G. G., Espina, R. C., Capuno, R. G., Manguilimotan, R. P., Calasang, V.

O., & Bellete, J. B. (2021). Functional Skills for Learners with Special Educational

Needs amidst the COVID-19 Pandemic. Cypriot Journal of Educational Sciences,

16(4), 1893-1916. Retrieved from

https://un-pub.eu/ojs/index.php/cjes/article/view/6057/7866

Petts, R. J., Carlson, D. L., & Pepin, J. R. (2021). A gendered pandemic:

Childcare, homeschooling, and parents' employment during COVID‐19. Gender,

Work & Organization, 28, 515-534. Retrieved from

https://onlinelibrary.wiley.com/doi/abs/10.1111/gwao.12614

Pozas, M., Letzel, V., & Schneider, C. (2021). ‘Homeschooling in times of

corona’: exploring Mexican and German primary school students’ and parents’

chances and challenges during homeschooling. European Journal of Special

37
Needs Education, 36(1), 35-50. Retrieved from

https://www.tandfonline.com/doi/abs/10.1080/08856257.2021.1874152

Morse, M. L., & Bell, S. M. (2018). Homeschooling: A growing school choice

option for meeting special educational needs. International Journal of

Educational Reform, 27(2), 156-172. Retrieved from

https://journals.sagepub.com/doi/abs/10.1177/105678791802700203

Palma, A. (2021). Homeschooling and the Learning Modalities in the Philippines

During COVID-19. Academia Letters, 2. Retrieved from

https://www.researchgate.net/profile/Arthelo-Palma/publication/350935644_Hom

eschooling_and_the_Learning_Modalities_in_the_Philippines_During_COVID-

19/links/607a69b68ea909241e053b60/Homeschooling-and-the-Learning-

Modalities-in-the-Philippines-During-COVID-19.pdf

Rosales, J. M. L., Ancheta Jr, R. A., Manalastas, R. D., De Los Reyes, C. E. P.,

Etcuban, J. O., De Los Reyes, N. R. T., ... & Pinili, L. C. (2022). Practices of

Teachers and Parents of Learners with Special Educational Needs During

Pandemic. International Journal of Multidisciplinary: Applied Business and

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Thorell, L. B., Skoglund, C., de la Peña, A. G., Baeyens, D., Fuermaier, A.,

Groom, M. J., ... & Christiansen, H. (2022). Parental experiences of

homeschooling during the COVID-19 pandemic: Differences between seven

European countries and between children with and without mental health

conditions. European child & adolescent psychiatry, 31(4), 649-661. Retrieved

from https://link.springer.com/article/10.1007/s00787-020-01706-1

Toquero, C. M. D. (2021). ‘Sana all’inclusive education amid COVID-19:

Challenges, strategies, and prospects of special education teachers.

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Adolescence, 1(3), 231-250. Retrieved from

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Zhao, Y., Guo, Y., Xiao, Y., Zhu, R., Sun, W., Huang, W., ... & Wu, J. L. (2020).

The effects of online homeschooling on children, parents, and teachers of grades

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1–9 during the COVID-19 pandemic. Medical science monitor: international

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40
 Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter covers the research design and methodology, including

sampling population, establishing rigor during and after data collection, ethical

consideration, and data analysis.

Research Methodology

In order to accomplish the goals of this investigation, a methodology of

research that combines description and correlation will be utilized. A descriptive

correlational study is one in which the major focus of the researcher is not on

attempting to demonstrate a causal connection between the variables being

researched, but rather on recording connections among the variables instead

(Lappe, 2000). In this investigation, the descriptive method will be used to

describe the demographics, as well as the knowledge, attitude, and academic

performance of the students. On the other hand, the correlational method will be

used to describe the relationship between the demographics and the factors that

were outlined earlier in this investigation.

Sources of Data

At Labo Elementary School, the researchers will conduct a survey with a

total of fifty students, who will be known as the "respondents." To choose the

participants for the study, a procedure known as simple random sampling, which

41
is one of the methods of probability sampling employed in research, was carried

out.

Research Instruments

The questionnaire that Muris et al. (2003) developed was modified for the

purposes of this research investigation.

The SDQ is comprised of 25 items that describe both positive and

negative characteristics of children and adolescents. These items can be

assigned to one of five subscales, each of which contains five items: the

emotional symptoms subscale, the conduct problems subscale, the hyperactivity-

inattention subscale, the peer problems subscale, and the prosocial behavior

subscale. On a scale from 0 to 2, 0 denotes that the statement is not true, 1

denotes that it is partly true, and 2 denotes that it is absolutely true (Muris et al.,

2003). A subscale score can be calculated by adding together the item scores

that are relevant to the subscale. A greater score on the subscale measuring

prosocial behavior is indicative of strengths, whereas a higher score on any of

the other four subscales is indicative of challenges (Muris et al., 2003). The sum

of a person's scores on the emotional symptoms, conduct issues, hyperactivity-

inattention, and peer problems subscales can also be used to arrive at an overall

difficulty score for the individual (Muris et al., 2003).

42
Sampling Plan

In simple random sampling, every individual in the population has an

equal opportunity to be chosen, which is one of the most impressive aspects of

this methodology (Wimmer & Dominick, 2006). This technique of sampling was

used in order to create a selection that was sufficiently equal based on the size of

the population and to ensure compliance with the objectives of the research

project.

In the determination of sample size, the formula given was used:

Figure 3. Sample Size Formula

Where:

N = population size

e = Margin of error at 5%

z = z-score at 1.96

p = standard deviation at 0.5

Data Gathering Procedure

43
 The investigators will collect data by means of a questionnaire that was

designed specifically for the inquiry since previous research has shown that this

method is significantly more effective in the kind of investigation that is currently

being carried out. This study made use of the questionnaire that was originally

developed by Muris et al. (2003). The SDQ consists of a total of 25 questions,

each of which describes either a good or bad quality that may be found in

children and adolescents. It has been agreed that the researchers would use

Google Forms in order to upload and disseminate the questionnaire that they

have produced. This decision was made after it was discussed and decided

upon.

The researchers came to the conclusion that this method of data collection would

be most beneficial for their purposes since it is viewed as having a smaller

possibility for bias and greater expressiveness. Additionally supported are open-

minded alternatives that were supplied for the purpose of accommodating open-

minded alternatives important to our study in an effort to remove bias from the

process of data collection. Even while the format is far more open to possibilities

and significantly more comfortable, it is still topical and appropriate for the sort of

study that we are doing, which is an added bonus that stimulates respondents to

engage more actively. Following the completion of the data collection stage,

descriptive and correlative statistical analysis will be carried out in order to

evaluate the findings of the study.

Statistical Treatment of Data

44
 After the completion of the distribution of the survey questionnaires and

the reception of the data, subsequent statistical treatments will be conducted in

order to evaluate and synthesize the overall results of this study. These

treatments will be as follows: Following the distribution of the questionnaires for

the survey, we will get started on putting these therapies into action. The replies

from the surveys would need to be analyzed, and those analyses would be

based on the findings from the surveys, in order to provide answers to the

questions that were included in the description of the problem. These statistical

approaches were utilized by the researchers at various points over the course of

their investigation.

According to Salkind (2010), the term "frequency" refers to a

measurement of the prevalence of a certain score in a particular data

arrangement. This measurement can be taken in the form of a score. A

frequency table is a method of organization that may convert unstructured data

into a structured format. This is accomplished by showing a progression of

scores in either ascending or decreasing order, depending on the user's

preference. Because the data are presented in this style, it is possible to read

them more quickly and readily. The data may now be read with less difficulty as a

direct result of this development. As a direct result of this, which can be found in

the preceding statement, it is possible to quickly ascertain the frequency with

which each score appears in the data set that corresponds to it. This can be

done by determining the frequency with which each score appears in the data

set. In addition, it is much simpler to comprehend percentages and proportions

45
when they are presented in the form of a table that is more specific. When

building frequency tables, there are two primary approaches that may be used:

discrete variables and consistent variables. Discrete variables are more specific,

while consistent variables are more general. An approach can be used to refer to

any of these two different ways. In addition to this, it may perform its functions in

either of the two forms, which are grouped or ungrouped, depending on the

context in which it is being used.

The researchers are going to use the mean, which is a statistical method,

to choose the value that is representative of the whole collection of data that has

been acquired. This data has been gathered from a variety of sources. According

to Wilcox and Keselman (2003), the central tendency is a mathematical metric

that pinpoints a certain number as being representative of the distribution as a

whole. This number is referred to as the "mean." To be more explicit, the central

tendency pinpoints the number that falls exactly in the center of the distribution.

In addition to that, it made an effort to create an accurate summary of all of the

data, and this value is the primary value that reflects the data that was collected

as a result of the endeavor. In order to do a calculation, first the numbers need to

be added together, and then the sum has to be divided by the total number of

data points. Only after these two steps can the computation be completed

successfully. When it comes to calculating the average of the data that will be

obtained from the survey, the researchers will find that making use of this

statistical method will be of great benefit to them. This is because the method will

be of great assistance to them in determining how to calculate the average.

46
 According to Sedgwick (2012), the Pearson correlation coefficient, which

is also known as the product-moment correlation coefficient, is represented by

the letter r in a sample. On the other hand, it is represented by the letter in the

population from which the sample was collected. A representative sample was

taken from the population, and the coefficient of correlation calculated by

Pearson is denoted by the letter r. On a scale that does not have any units

associated with it, the value of the coefficient can range anywhere from -1 all the

way up to +1 at any given time. If the sign of the correlation coefficient was

negative, then there would have been a negative correlation, which would have

shown that those participant demographics were connected, and vice versa.

Notes

Lappe, J. M. (2000). Taking the mystery out of research: Descriptive correlational

design. Orthopaedic Nursing, 19(2), 81. Retrieved from

https://search.proquest.com/openview/5e4a05473a8bc0a6eba1c9e019ddb450/1

?pq-origsite=gscholar&cbl=30786

Muris, P., Meesters, C., & van den Berg, F. (2003). The strengths and difficulties

questionnaire (SDQ). European child & adolescent psychiatry, 12(1), 1-8.

Retrieved from https://link.springer.com/article/10.1007/s00787-003-0298-2

47
Salkind, N. J. (Ed.). (2010). Encyclopedia of research design (Vol. 1). Sage.

Retrieved from https://books.google.com/books?

hl=en&lr=&id=pvo1SauGirsC&oi=fnd&pg=PA1149&dq=Salkind,+N.+J.+(Ed.).

+(2010).+Encyclopedia+of+research+design+(Vol.+1).

+Sage.&ots=quc0Qyu3c5&sig=8AXaNJdQmMJRJxt-pz8bYMXhfVY

Sedgwick, P. (2012). Pearson’s correlation coefficient. Bmj, 345. Retrieved from

https://www.bmj.com/content/345/bmj.e4483.pdf+html

Wilcox, R. R., & Keselman, H. J. (2003). Modern robust data analysis methods:

measures of central tendency. Psychological methods, 8(3), 254. Retrieved from

https://psycnet.apa.org/doiLanding?doi=10.1037/1082-989X.8.3.254

Wimmer, R. D., & Dominick, J. R. (2006). Mass communication research: An

introduction. Belmont, CA.

48
 Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter results from the data gathered and interpreted after

performing the experimentation process. Discussions and analyses of the results

are also reflected.

Title form of Problem No. 1

What are the changes in students’ knowledge, attitudes, and behavior towards

traditional learning and web-based system learning?

Findings / Results

Title form of Problem No. 2

What is the demographic profile of students in terms of:

a. Age,

b. Sex, and;

c. Behavioral disorder diagnosed.

49
Findings / Results

Title form of Problem No. 3

What is the significant difference in the academic performance of students with

behavioral disorders together with the implementation of a web-based learning

system?

Findings / Results

Title form of Problem No. 4

What type of behavioral disorder has the greatest number of changes if the

intention to change and subjective norm predict the magnitude of change?

Findings / Results

50
51
 Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the research summary, significant findings,

conclusions, and recommendations made by the researcher after the conduct of

the study.

Summary

Significant Findings

Conclusions

Recommendations

52