3.

METHODOLOGY

3.1 Research Design

The present study used descriptive, quantitative research for research design, it is more

systematic and controlled than qualitative, research methods have a statement of the problem

to investigate. Descriptive research is a design that is exploratory in nature. The purpose of

descriptive research is basically to answer questions such as who, what, where, when, and how

much. So, this design is best used when the main objective of the study is just to observe and

report a certain phenomenon as it is happening. The researcher will observe or report the

effectiveness of eLearning system among high school students of Barangay Concepcion in this

time of pandemic. The descriptive research design will be used in this study to determine the

impact of e-learning among students of Concepcion in this time of pandemic.

3.2 Context and Participants

Fifty officially enrolled high school students of Barangay Concepcion took part for this study.

They were mostly third year and fourth year high school students (14 to 17). These 32 females

and 18 male participants are all experiencing eLearning system this time of pandemic. The

study last for four weeks or twenty (20) class days (January 11,2021 to February 1, 2020)

conducted from the Barangay Concepcion. The researcher used simple random sampling for

the sampling procedure it is a way of choosing individuals in which all members of the

accessible population are given an equal chance to be selected. By the simple random
sampling the researcher selects lottery technique for getting a sample. High School students,

male and female, experiencing eLearning of Barangay Concepcion is the given respondents of

the researcher. 50 respondents are the research target sample size. Using simple random

sampling for the sampling procedure. First, the researcher will obtain how many officially high

school students that are experiencing and know the eLearning system. Second, after the

researcher gathered the total population of all high school students that are experiencing and

know the eLearning system, the researcher will seek a permission to the Barangay Captain of

Barangay Concepcion if he allows his residents to be a sample for the research study. Third,

after the barangay captain approved to the researcher permission to allow his residents to be

part of research study, the researcher will give all the overall population a different code name

for the private purposes. Fourth, the researcher will put it in the lottery box that is the technique

of the researcher that will be using for determining the sample, after every code number has

been put in the lottery box, the researcher will randomly draw 50 samples for the target sample

size that randomly pick inside the lottery box.

3.3 Instruments

The researcher used Questionnaires for research instruments, Questionnaire is the type of data

the instrument itself will measure what is suppose measure and it will be concluded to be valid.

Questionnaire is the type of data collection instrument I will use for obtaining data, by the

Content Validity, an instrument that is judged with content validity meets the objectives of the

study. It is done by checking the statements or questions if this elicits the needed information.

Test-retest Reliability. It is achieved by giving the same test to the same group of respondents

twice. The reliability will be established, because the instrument itself give the same result of the
same number of respondents. The consistency of the two scores are checked. 15-item tool

using a two-point Likert scale to indicate respondents’ attitude towards the effectiveness of

eLearning system among high school students of Barangay Concepcion. The instrument

consists of an equal number of positively and negatively worded. statements with response

options of Yes and No. Positive items have a higher percentage of Yes and are reversed for

negative items.

3.4 Data Gathering Procedures

The researcher gathered the data by the following steps and procedure; the researcher seeks a

permission to the Barangay Captain of Barangay Concepcion to allow his residence to be part

of the research study that going to conduct by the researcher her to gathered data for her

research study. The researcher prepared her research instrument for the gathering of data. The

researcher determines the samples size and corresponding respondents. The researcher asks

consent form for those 18 above high school students and parents consent to those minor high

school students to be part of the corresponding respondents for the data gathering. The

researcher provides clear instruction to the respondents. The researcher will administer the

research instrument and research intervention for clarification. The researcher collects the data

that she has gathered for those respondents that already finished to response. The researcher

summarizes the data that she had gathered into tabular form. The researcher encodes the

summarize data that she gathered for the analyzation. The researcher analyzes the

summarization data that she gathered correspond to each research questions.

3.5 Data Analysis

 Descriptive statistics were used to analyze the demographic data. Using Regression

(parametric) the results of the surveys will be analyzing to determine the effectiveness of

eLearning system among the high school students of Barangay Concepcion in this time of

pandemic. Descriptive statistics will be generated on each of the 15 research questions, which

were will be separated under their three main headings. These descriptive statistics included the

mean scores for each question, as well as the frequency distributions for each response. These

means it will analyze using a univariate using regression to estimate the relationships between a

dependent variable and one or more independent variables. The researcher will recognize that

using regression comes with estimate relation. This estimate relation of regression is that the

dependent variable will have estimating the relationships between more independent variables

that the same across the group being studied. The data used within this study attempted to

address this estimate the relationships between a dependent variable and one or more

independent variables through the stabilization of the sample size utilizing the effectiveness of

eLearning system among high school students of Barangay Concepcion in this time of

pandemic. statistical technique that the researcher used is percentage using the formula

𝑃𝐸𝑅𝐶𝐸𝑁𝑇𝐴𝐺𝐸 (%) = (𝑃𝐴𝑅𝑇÷ 𝑊𝐻𝑂𝐿𝐸) 𝑋100) the only a portion from the whole is what the researcher

has to formulate.

Table 1 Data gathered by the researcher regarding the effectiveness of eLearning system among the

high school students of Barangay Concepcion in this time of pandemic.

Percentage of Highschool students regarding the effectiveness of

eLearning system
QUESTIONS: Sample Highschool Highschool Percentage (%)
students students
who opted who opted
 to answer to answer YES NO
YES NO

1. Do you have a gadget 50 41 9 (41/50) (9/50)

available at home? X100= 82% X100=18%
2. Is eLearning cost effective? 50 45 5 (45/50) (5/50)
X100=90% X100=10%
3. Is there any Availability of 50 39 11 (39/50) (11/50)
ready access to eLearning X100=78% X100=22%
courses?
4. Would you find it useful? 50 47 3 (47/50) (3/50) X100=6%
X100=94%
5. Is eLearning beneficial as it is 50 43 7 (43/50) (7/50)
an interactive mode? X100=86% X100=14%
6. Would you be motivated to use 50 46 4 (46/50) (4/50) X100=8%
it? X100=92%
7. Have you been distracted on 50 7 43 (7/50) (43/50) X100=
using eLearning? X100=14% 86%
8. Do you believe that improving 50 36 14 (36/50) (14/50)
knowledge through eLearning X100=72% X100=28%
is better than traditional
learning?
9. Do you think face to face 50 13 37 (13/50) (37/50)
learning is more important for X100=26% X100=74%
in depth as a practical
teaching?
10. Are you having a hard time 50 8 42 (8/50) (42/50)
understanding materials on X100=16% X100=84%
your own?
11. Have you been disturbed for 11 39 (11/50) (39/50)
online class because of X100=22% X100=78%
electricity problems and 50
internet connection?
12. Have you understood the full 50 47 3 (47/50) (3/50) X100=7%
course (content) provided by X100= 94%
your teachers in your online
class?
13. If you could get a chance to 50 43 7 (43/50) (7/50)
select the method of X100=86% X100=14%
education, then would you still
prefer to study through
eLearning?
14. Did you Adapt to the 50 44 6 (44/50) (6/50)
difficulties of implementing X100=88% X100=12%
newer eLearning modules and
tools??
15. Do you able to solve your 50 40 10 (40/50) (10/50)
typical problems through X100=80% X100=20%
eLearning?
Table 1 showed the percentage of Highschool students regarding the effectiveness of eLearning

system. High school students answered yes from the research question (1) Do you have a

gadget available at home has a total number of 41 out of 50 with a total percentage of 82%,

High school students answered no from the research question (1) Do you have a gadget

available at home has a total number of 9 out of 50 with a total percentage of 18%. From the

question (2) Is eLearning cost effective has a total number of 45 that says yes out of 50 with a

total percentage of 90%, High school students answered no from the research question (2) Is

eLearning cost effective? has a total number of 5 out of 50 with a total percentage of 10%. From

the question (3) Is there any Availability of ready access to eLearning courses? has a total

number of 39 that says yes out of 50 with a total percentage of 78%, High school students

answered no from the research question (3) Is there any Availability of ready access to

eLearning courses? has a total number of 11 out of 50 with a total percentage of 22%.From the

question (4) Would you find it useful has a total number of 47 that says yes out of 50 with a total

percentage of 94%, High school students answered no from the research question (4) Would

you find it useful) has a total number of 3 out of 50 with a total percentage of 6%.From the

question (5) Is eLearning beneficial as it is an interactive mode has a total number of 43 that

says yes out of 50 with a total percentage of 86%, High school students answered no from the

research question (5) Is eLearning beneficial as it is an interactive mode has a total number of 7

out of 50 with a total percentage of 14%.From the question (6) Would you be motivated to use it

has a total number of 46 that says yes out of 50 with a total percentage of 92%, High school

students answered no from the research question (6) Would you be motivated to use it has a

total number of 4 out of 50 with a total percentage of 8%.From the question (7) Have you been

distracted on using eLearning has a total number of 7 that says yes out of 50 with a total

percentage of 14%, High school students answered no from the research question (7) Have you

been distracted on using eLearning has a total number of 43 out of 50 with a total percentage of

86%.From the question (8) Do you believe that improving knowledge through eLearning is
better than traditional learning has a total number of 36 that says yes out of 50 with a total

percentage of 72%, High school students answered no from the research question (8) Do you

believe that improving knowledge through eLearning is better than traditional learning has a

total number of 14 out of 50 with a total percentage of 28%.From the question (9) Do you think

face to face learning is more important for in depth as a practical teaching? has a total number

of 13 that says yes out of 50 with a total percentage of 26%, High school students answered no

from the research question (4 Do you think face to face learning is more important for in depth

as a practical teaching has a total number of 37 out of 50 with a total percentage of 74%.From

the question (10) Are you having a hard time understanding materials on your own has a total

number of 8 that says yes out of 50 with a total percentage of 16 %, High school students

answered no from the research question (4) Are you having a hard time understanding

materials on your own has a total number of 42 out of 50 with a total percentage of 84%.From

the question (11) Have you been disturbed for online class because of electricity problems and

internet connection has a total number of 11 that says yes out of 50 with a total percentage of

22 %, High school students answered no from the research question (11) Have you been

disturbed for online class because of electricity problems and internet connection has a total

number of 39 out of 50 with a total percentage of 78%.From the question (12) Have you

understood the full course (content) provided by your teachers in your online class has a total

number of 47 that says yes out of 50 with a total percentage of 94%, High school students

answered no from the research question (12) Have you understood the full course (content)

provided by your teachers in your online class has a total number of 3 out of 50 with a total

percentage of 6%. From the question (13) If you could get a chance to select the method of

education, then would you still prefer to study through eLearning has a total number of 43 that

says yes out of 50 with a total percentage of 86 %, High school students answered no from the

research question (13) If you could get a chance to select the method of education, then would

you still prefer to study through eLearning has a total number of 7 out of 50 with a total
percentage of 14%. From the question (14) Can you Adapt the difficulties on implementing

newer eLearning modules and tools has a total number of 44 that says yes out of 50 with a total

percentage of 88 %, High school students answered no from the research question (14) Did you

Adapt to the difficulties of implementing newer eLearning modules and tools has a total number of 6

out of 50 with a total percentage of 12%. From the question (15) Do you able to solve your

typical problems through eLearning has a total number of 40 that says yes out of 50 with a total

percentage of 80 %, High school students answered no from the research question (15) Do you

able to solve your typical problems through eLearning has a total number of 10 out of 50 with a

total percentage of 20 %. The students English Achievement will be determined by using a

validated and item analyzed adopted 15 item English academic performance questionnaire

developed by David Lagabaster et.al 2010, taken from English achievement and student

motivation, which will be administered before and after instruction. statistical tool that will be

utilized for the analyses of the descriptive data, t-test, and regression will be used as the

inferential statistical tools to determine the relationship and significant differences among the

variables in the study. All inferential tests will be set at 50% up will considered as effective and

significant and 50% down will considered ineffective and unsignificant.

Figure 1. Survey regarding the effectiveness of eLearning system among the

students of Barangay Concepcion.

NO
32%

YES
68%

YES -

NO -
Figure 1 showed the result of the survey conducted to officially enrolled high school students of

Barangay Concepcion regarding the effectiveness of eLearning system in Barangay

Concepcion in this time of pandemic. From the graph, 68% have said yes that eLearning system

is effective among high school od Barangay Concepcion. And 32% have said no that eLearning

system is not effective among high school od Barangay Concepcion. From the data 68% are

likely said that there is an effectiveness regarding eLearning system among high school

students of Barangay Concepcion in this time of pandemic.

In view of the aforementioned problems, the following hypotheses were tested:

1. There is significant in the effectiveness of e-learning among students of Barangay

Concepcion.

2. E-learning system is an effective kind of instructional method.

3. There is significant in the effectiveness of e-learning system among students in

Concepcion in this time of pandemic.

HA1: The content structure of e-learning is effective among students of Barangay Concepcion.

HA2: The quality of e-learning is good.

HA3: E-learning is time and cost friendly.

4. Theoretical framework

In the study, the data were collected from the officially enrolled high school students of Barangay

Concepcion. Questionnaire was sent to 50 students, received from 50 and the response rate is totally
100%. A structured questionnaire is used as the data collection instrument. Most of the statements of

the questionnaire has taken from the other previous conducted research on the effectiveness of

eLearning. The questionnaire contains 2- point Likert scale. Eight variables are used to measure the

effectiveness of e-learning including contents structure, usability, faster learning, quick responsiveness,

learning quality, time and cost friendly, usability outside of the class and appropriate for working

independently. Cronbach's Alpha test is used to test the reliability of the data. Frequency distribution

and the percentage have been shown to analyze the survey questionnaire. Factor analysis has been

performed to measure the factors loading. To prove the hypotheses developed in the study, one sample

t-test has been performed. SPSS 20.0 has been used to analyze all the data.

5. The null findings

. A given e-Learning solution must, therefore, entail these factors to be effective when compared

to face-to-face teaching. In a meta-analysis in higher education, Bernard et al. (2004) found that

overall, there was no significant difference in achievement, attitude, and retention outcomes

between distance education, which included online education, and the traditional face-to-face

education. However, there was significant heterogeneity in student learning outcomes for

different activities. Separating student learning outcomes based on synchronous and

asynchronous activities, activities that have to be done at the same time or at each person’s

convenience respectively, showed that the mean achievement effect sizes for synchronous

work were better for the traditional format, but asynchronous work favored distance education.

In other words, there are better learning outcomes in the traditional format for activities that

have to be done simultaneously and better outcomes in the mediated distance format for

activities that can be done at various times. Moreover, researchers also found, using weighted

multiple regression, that the methodology of the studies accounts for most of the variations in
learning outcomes followed by pedagogy and media (Bernard et al., 2004). Otherwise stated,

the medium of distance education, whether it is mail correspondence or the TV or the Internet,

explains the least of the variation in learning outcomes, which supports Clark’s (1994) claim and

is later confirmed by Means et al. (2010). Other studies have also arrived at similar conclusions.

For instance, a recent systematic review comparing the learning of clinical skills in

undergraduate nurse education between the online format and the traditional found that there

was no significant difference between the two formats (McCutcheon, Lohan, Traynor, & Martin,

2015).

In 2005, a year after Bernard et al. published their study, another group published an analysis

on the effectiveness of distance education. Zhao et al. (2005) analyzed prior literature, which

included the Russell’s 1999 study among other meta-analyses, and found that the overall mean

effect size was close to zero, but there was a modest size standard deviation. They then used a

rigorous methodology to trim studies with weak methodology or ones that did not provide

adequate information and arrived at some rather interesting findings. Zhao et al. found the

presence of the Hawthorne effect where there was a tendency to find favorable findings for

distance or online education if the researcher was also the instructor of the course. They also

found that the “right” mixture of human and technology, i.e., hybrid or blended learning, was

particularly effective. Implications of this study are that courses that can combine the strengths

of eLearning system and traditional learning system are more effective than courses that use

mainly one format and it is possible that as digital and online technologies improve and mature,

they will become more effective in helping students learn.

5.1. Findings
 The study found that e-learning is faster, time and cost friendly, appropriate to work

independently, add value to the learning of the students, usable for the purpose of active

learning, faster, quick response, applicable outside the class room and quality of e-learning is

satisfactory which indicates e-learning is effective. The effectiveness of e-Learning is largely

defined based on how well the e-Learning performed, compared to traditional face-to-face

teaching with the same content. Thus, the same definitions of effectiveness are used for both e-

Learning and face-to-face teaching, and e-Learning must outperform face-to face teaching in

order to be considered effective. With this in mind, it becomes important to take another critical

look at the key factors. This means that some of the factors like interaction and practice may

have surfaced as critical during the review, because these factors illustrate the strong sides of

face-to-face teaching.

5.2. Reliability test

The researcher used Cronbach’s alpha test to evaluate the reliability of the factors and to

understand how far they are internally consistent. The outcome of the test can be seen from

table 2 and it shows that the coefficients ranged from 0.667 to 0.519, indicating that factors are

considered to be internally consistent. The values of all the factors are higher than 0.50 except

for the factor-06 (Time and Cost friendly) which indicates there is a strong association and

correlation among the factors used in the study.

Table 2: Reliability statistics

Factor’s name Cronbach's Alpha No of Items

Factor-01: Contents Structure 0.578 3

Factor-02: Usability 0.655 4

Factor-03: Faster Learning 0.589 3

Factor-04: Quick Responsiveness 0.595 2

Factor-05: Learning Quality 0.519 3

Factor-06: Independently 0.370 3

Factor-07: Usability of the outside of the class 0.581 3

Factor-08: Appropriate for Working Independently 0.667 3

5.3. Factor analysis

An exploratory factor analysis has been performed to identify the underlying relationships

among the variables which have been used to measure the effectiveness of e-learning in

learning among the students of Barangay Concepcion.

5.4. Descriptive statistics and hypotheses testing

The researchers developed eight hypotheses to measure the effectiveness of e-learning among

the students. The result shows that the degree of freedom is 653. The outcome of the test of

hypotheses is presented in table 3.

Table 5: Test of hypothesis

t df mean Sig. (2-tailed)

Contents Structure (CS) 26.79 653 3.70 0.000

Faster learning (FT) 14.82 653 3.44 0.000

Usability (U) 17.94 653 3.64 0.000

Quick Responsiveness (QR) 13.84 653 3.47 0.000

Learning Quality (LQ) 27.74 653 3.73 0.000

Time and Cost Friendly (TCF) 25.40 653 3.87 0.000

Usability of the outside of the class (UOC) 25.87 653 3.73 0.000

Appropriate for Working Independently (AWI) 21.92 653 4.68 0.000

The above table shows that for one sample t-test at 5% significant level and at 95% confidence

level the p-value [Sig. (2-tailed)] for content structure (CS) is .000 (p< .05) which supports the

hypothesis HA1 and approves the content structure of e-learning is worthy to add value to the

learning of the students. The p value for usability (U) is smaller than .05 which approves that e-

learning is usable for the purpose of active learning. Hypothesis HA3 has also been proved

because the p value for faster learning (FT) is below than .05 which supports that the e-learning

is effective for faster learning. For the variable quick responsiveness (QR) p value is less

than .05 which supports the hypothesis HA4 (e-learning is effective to get quick response). The

outcome of t-taste for learning quality (LQ) is p< .05 and the HA5 has been proved which

supports that the quality of e-learning is good. The p values for the variable time and cost

friendly (TCF) is smaller than .05 which proved H6A and supports that e-learning is time and

cost friendly. The p value for the outside of the class (UOC) is p< .05 which approved the

hypothesis HA7 that e-learning is applicable outside the class room. Hypothesis HA8 has been

proved by the outcome of p value which is lower than .05 and it supports that e-learning is

appropriate to work independently (AWI). So, the hypotheses are statistically proved by not

accepting the null hypothesis because the p values of the variables are far below from .05. The

study shows that the mean of all the factors almost near to 4 which indicates most of the

students agreed with the statement.

The outcome of the study reveals that almost 95% students are engaged with e-learning and

they are aware of it. In overwhelming rate students are using different kinds of e-learning, tools,

techniques and platform for the purposes of learning. There are eight hypotheses developed in

the study and all of them are significantly accepted that indicates that e-learning is highly

effective for the students. The outcome of the study discloses that the content structure of e-

learning is worthy to add value to the learning of the students, it is usable, time and cost friendly,

faster and applicable in the learning process. Except the variable learning quality, all the items

in each factor are highly loaded which indicates that eLearning is effective.

6. Recommendations

Based on the analyses in the previous chapters, the following recommendations are proposed:

 Do not measure effectiveness simply for the sake of measuring. Know what

measurements because it can be positive and negative or both positive and negative.

 Consider the key factors that impact e-learning effectiveness.

7. Conclusions

In light of the findings, the following conclusion is drawn, It is asserted that gauging the impact

of e-learning systems on learners is central to the development of suitable and effective e-

learning systems. This paper reports on the impacts that the e-learning systems have had on

student participants’ performance with regard to the depth of learning, customization of learning

pace, student productivity, and student satisfaction. The conclusion of the study is that the use

of e-learning systems shows a positive impact on student learning which is concluded as

effective learning system.

8. Limitation

Despite of the positive result of the study the researcher it nevertheless, has a several

limitations. first, the limited respondents conducting the research study. Second, the limited

applicable approach of researcher for data gathering because of pandemic that makes it harder

for the researcher to approach the respondents for the data gathering. Third, the type of

research design of the study because it can be experimental and descriptive design quantitative

research.

References

Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L. Huang, B.

(2004). How Does Distance Education Compare With Classroom Instruction? A Meta-Analysis

of the Empirical Literature. Review of Educational Research, 74(3), 379–439.

Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and

Development, 42(2), 21–29. doi:10.1007/BF02299088

McCutcheon, K., Lohan, M., Traynor, M., & Martin, D. (2015). A systematic review evaluating

the impact of online or blended learning vs. face-to-face learning of clinical skills in

undergraduate nurse education. Journal of Advanced Nursing, 71(2), 255–270.

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010, September). Evaluation of

EvidenceBased Practices in Online Learning: A Meta-Analysis and Review of Online Learning

 Studies. Monograph. Retrieved February 1, 2014, from

http://www.ed.gov/about/offices/list/opepd/ppss/reports.html

Zhao, Y., Lei, J., Yan, B., Lai, C., & Tan, S. (2005). What makes the difference? A practical

analysis of research on the effectiveness of distance education. The Teachers College Record,

107(8), 1836–1884.

Appendix. Survey questions

Name (optional): Gender:

Grade and section: Age:

Questions Yes No

1. Do you have a gadget available at home?

2. Is eLearning cost effective?
3. Is there any Availability of ready access to eLearning courses?
4. Would you find it useful?
5. Is eLearning beneficial as it is an interactive mode?
6. Would you be motivated to use it?
7. Have you been distracted on using eLearning?
8. Do you believe that improving knowledge through eLearning is
better than traditional learning?
9. Do you think face to face learning is more important for in
depth as a practical teaching?
10. Are you having a hard time understanding materials on your
own?
11. Have you been disturbed for online class because of electricity
 problems and internet connection?
12. Have you understood the full course (content) provided by
your teachers in your online class?
13. If you could get a chance to select the method of education,
then would you still prefer to study through eLearning?
14. Did you Adapt to the difficulties of implementing newer eLearning
modules and tools?
15. Do you able to solve your typical problems through
eLearning?