Group 1 Research Paper

COLEGIO DE ROMA, Inc.
San Juan, Balagtas, Bulacan
BENEFITS OF USING THE LEARNING MANAGEMENT SYSTEM AS AN ONLINE PLATFORM

IN THE STUDIES OF THE JUNIOR HIGH SCHOOL STUDENTS OF COLEGIO DE ROMA, INC.
DURING THE SCHOOL YEAR 2021-2022
In Partial Fulfillment of the Requirements in Research
Submitted to:
Ms. Precious C. Manicad

(Research Adviser)
Submitted by:
Corido, Angelique C.
Dimatulac, Harie R.
Dizon, Amiel John P.
Namayan, Neeolle Brenan A.
Pabalate, Keith Harvey G.
Santos, Jamika Lana U.
(Grade 10 Students)
April 2022
ABSTRACT
This study concerns the benefits of using an LMS in the studies of the
Junior High School Students of Colegio De Roma, Inc. In order to acquire
data and promptly accord information, the researchers opted Descriptive
research as the method for this study. In this investigation, the researchers
relied on the purposive sampling technique; which resulted in an online
survey questionnaire that the researchers gave out to fifty-seven (57)
respondents, whose ages ranged from twelve (12) to sixteen (16). The
questionnaire contained five (5) Yes or No questions, six (6) Likert scale
statements that conformed to the degree of feeling, emotion, or attitude
of the respondents, and four (4) Multiple choice questions with a
selection of four (4) options. The online survey was administered on the
11th day of March 2022 via Google Forms. According to the findings,
most Junior High School Students of Colegio De Roma, Inc.
acknowledge that LMS is beneficial as an online platform in their studies.
ACKNOWLEDGEMENT
 Foremost, we, the researchers, express our deepest gratitude and utmost appreciation to God, who has
given us the strength, the will, and the patience to finish this study. Without Him, we would have not
been able to complete this research paper. We owe Him our greatest respects.
 We show profound appreciation to our Research Adviser, Ma’am Precious C. Manicad, for guiding us
throughout the school year with her knowledge and proficiency. The researchers will be endlessly
grateful for the enlightenment and the teaching she has bestowed upon us.
 We would also like to express our thanks to our dear principal, Mr. Rodel C. Manicad for
acknowledging and granting us the authorization to conduct our online survey among the Junior High
School Students of Colegio De Roma, Inc., along with bestowing his wisdom and knowledge in
providing comments for the paper, which is a significant contribution to the study.
 Subsequently, we extend our thanks to the advisers of the Junior High School Students, namely: Mr.
Sherwin I. Cruz, the Grade 7 adviser, Mrs. Joan S. Guevarra, the Grade 8 adviser, Ms. Marieta C.
Elaran, the Grade 9 adviser, and Mr. Ryan G. Camano, the Grade 10 adviser, who have permitted us to
administer our online survey among their students.
 Additionally, we express our gratitude to the Junior High School Students of Colegio De Roma, Inc.
from the School Year 2021-2022 for duly participating and answering their online survey honestly.
 Ultimately, the researchers would like to thank their families, friends, and classmates, who have shown
their unfailing support by assisting them in the making of this research paper.
 Finally, I, Angelique C. Corido, the leader of Group 1, express my unsurmountable appreciation and
gratefulness to my members, specifically Amiel John P. Dizon, Harie R. Dimatulac, Jamika Lana U.
Santos, Keith Harvey G. Pabalate, and Neeolle Brenan A. Namayan, who did what was necessary and
who did an outstanding performance to complete this study.

TABLE OF CONTENTS
ABSTRACT
ACKNOWLEDGEMENT
CHAPTER I: THE PROBLEM AND THE REVIEW OF RELATED LITERATURE
PAGE NO.
I. Introduction…………………………………………………………………………...................1
II. Review of Related Literature………………………………………………………....................2
III. Review of Related Studies…………………………………………………….……..................11
IV. Research Paradigm…………………………………………………………………..................18
V. Statement of the Problem……………………………………………………………................19
VI. Hypotheses…………………………………………………………………………..................19
VII. Basic Assumptions of the Study…………………………………………………….................19
VIII. Scope and Delimitations of the Study……………………………………………….................20
IX. Significance of the Study…………………………………………………………....................21
X. Definition of Terms………………………………………………………………....................22
CHAPTER II: RESEARCH METHODOLOGY
I. Research Design........................................................................................................................27
II. Sampling Technique..................................................................................................................28
III. Subject of the Study...................................................................................................................28
IV. Instrumentation..........................................................................................................................28
V. Research Procedures..................................................................................................................29
A. Letter of Request.........................................................................................................29
B. Construction of Online Survey Questionnaires...........................................................29
C. Selection of the Respondents and Administration

of the Online Survey Questionnaires...........................................................................30
D. Gathering Results of the Study....................................................................................30
VI. Methods of Analysis...................................................................................................................31
CHAPTER III: RESULTS AND DISCUSSIONS
I. Table 1.1 The Number of Junior High School Students who thinks an
LMS is needed for studying online............................................................................................32
II. Graph 1.1 Percentage Scores of the Junior High School Students who thinks an
LMS is needed for studying online............................................................................................33
III. Table 1.2 The Number of Junior High School Students that views
LMS as an entirely beneficial platform....................................................................................33
IV. Graph 1.2 Percentage Scores of the Junior High School Students who view
LMS as an entirely beneficial platform.....................................................................................34
V. Table 2.1 (Advantage) Agreeability of the Junior High School Students
with the statement, “The LMS makes easier management of files and access
to educational information.” ....................................................................................................36
VI. Graph 2.1 Percentage Scores of the (Advantage) Agreeability of the Junior High School
Students with the statement “The LMS makes easier management of files and access to
educational information.” .........................................................................................................37
VII. Table 2.2 (Advantage) Agreeability of the Junior High School Students
with the statement “The LMS stimulates your knowledge and learning
from all the subjects you are currently taking.” .......................................................................38
VIII. Graph 2.2 Percentage Scores of the (Advantage) Agreeability
of the Junior High School Students with the statement, “The LMS stimulates
your knowledge and learning from all the subjects you are currently taking." ........................39
IX. Table 2.3 Number of Junior High School Students that thinks that using an
LMS helps them perform academically better.........................................................................40
X. Graph 2.3 Percentage Scores of Junior High School Students who thinks that
using an LMS helps them perform academically better. ........................................................40
XI. Table 2.4 (Disadvantage) Agreeability of the Junior High School Students
with the statement, “The LMS conveys theory-based learning rather than practical-based
learning.” ..................................................................................................................................41
XII. Graph 2.4 Percentage Scores of the (Disadvantage) Agreeability
of the Junior High School Students with the statement
“The LMS conveys theory-based learning rather than practical-based learning." ..................42
XIII. Table 2.5 (Disadvantage) Agreeability of the Junior High School Students
with the statement “The LMS lessens the student-to-student interaction.” .............................43
XIV. Graph 2.5 Percentage Scores of the (Disadvantage) Agreeability of the
Junior High School Students with the statement, “The LMS lessens
the student-to-student interaction." ..........................................................................................44
XV. Table 3.1 Ways to improve the usage of the LMS in the studies
of the Junior High School Students.........................................................................................46
XVI. Graph 3.1 Percentage Scores of the ways to improve the usage
of the LMS in the studies of the Junior High School Students.................................................47
XVII. Table 3.2 Ways to fix the common problems of the LMS
in the Studies of the Junior High School Students...................................................................48
XVIII. Graph 3.2 Percentage Scores of the ways to fix the common problems
of the LMS in the Studies of the Junior High School Students................................................49

CHAPTER IV: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
I. Summary..................................................................................................................................51
II. Findings...................................................................................................................................52
III. Conclusions.............................................................................................................................53
IV. Recommendations...................................................................................................................54
APPENDICES
Appendix A: LETTER OF REQUEST FOR THE SCHOOL PRINCIPAL
Appendix B: LETTER OF REQUEST FOR THE GRADE SEVEN (7) ADVISER
Appendix C: LETTER OF REQUEST FOR THE GRADE EIGHT (8) ADVISER
Appendix D: LETTER OF REQUEST FOR THE GRADE NINE (9) ADVISER
Appendix E: LETTER OF REQUEST FOR THE GRADE TEN (10) ADVISER
Appendix F: SAMPLE ONLINE SURVEY QUESTIONNAIRE FOR THE JUNIOR HIGH SCHOOL
STUDENTS
Appendix G: ONLINE SURVEY RESULTS OF GRADE SEVEN (7) STUDENTS
Appendix H: ONLINE SURVEY RESULTS OF GRADE EIGHT (8) STUDENTS
Appendix I: ONLINE SURVEY RESULTS OF GRADE NINE (9) STUDENTS
Appendix J: ONLINE SURVEY RESULTS OF GRADE TEN (10) STUDENTS
Appendix K: ONLINE SURVEY RESULTS FROM GRADE SEVEN (7) TO TEN (10) STUDENTS
Appendix L: COMPUTATION OF THE GRAND MEAN INCLUDED IN THE LIKERT SCALE
TABLE RESULTS
Appendix M: PICTURES OF THE GRADE SEVEN (7) STUDENTS WHILE ANSWERING THE
ONLINE SURVEY
Appendix N: PICTURES OF THE GRADE EIGHT (8) STUDENTS WHILE ANSWERING THE
ONLINE SURVEY
Appendix O: PICTURES OF THE GRADE NINE (9) STUDENTS WHILE ANSWERING THE
ONLINE SURVEY
Appendix P: PICTURES OF THE GRADE TEN (10) STUDENTS WHILE ANSWERING THE
ONLINE SURVEY
BIBLIOGRAPHY
Benefits of Using the Learning Management System as an Online Platform in the Studies of the JHS | 1
CHAPTER I: THE PROBLEM AND THE REVIEW OF RELATED LITERATURE
INTRODUCTION
In this pandemic, we have faced many challenges, and one of which would be education. The education
system switched from face-to-face classes into online classes to suffice the pandemic's restriction. Hence,
monitory exercises must provide conditions that support academic and personal development for students
during COVID-19. In addition, the Department of Education (DepEd) required the teachers to use various
channels to collect and assess children's output regarding learning areas, targets, and priorities, and the best
outlet would be the use of online platforms.
The new normal significantly impacted both students and teachers that affected the deliverance of
education from each other. That is why schools, particularly Colegio De Roma, Inc. decided to use the Learning
Management System (LMS) software application.
Learning Management System, most commonly known as LMS, is an online software that provides a
feature that supports educational activities in online learning. LMS is designed to create and present educational
matters, assess the students, and inspect their results, track students’ progress, and make learning more
interactive and engaging.
The researchers chose the topic, “Benefits of using the Learning Management System as an Online
Platform in the Studies of the Junior High School Students of Colegio De Roma, Inc. during the School Year
2021-2022” because the researchers want to know the effectiveness and learning advantages of LMS to Junior
High School Students. Furthermore, the researchers are confident that this study would help improve
educational proficiency within the delivery output in the online environment.
Hence, this study was conducted to distinguish the benefits of the Learning Management System (LMS)
in the online environment of education for the advantage of both teachers and students. In addition, it can
discern the suitability and efficiency of the online software to the school’s educational activities. Further, it
will also benefit other commonalities and researchers who want to study Learning Management System (LMS).
Moreover, this guarantees the respondents to improve their quality of learning.
REVIEW OF RELATED LITERATURE
In the current situation of the world with the era of information technology, the internet is easily
accessible. Schools have been moving on to various forms of teaching modalities that would ensure the safety
of the students, one favored modality is E-learning. Using the internet for education, various education
institutions have welcomed the Learning Management System for the welfare of the students’ education.
Source:https://www.researchgate.net/profile/NorAdzharuddin/publication/269838611_Learning_Manageme
nt_System_LMS_among_University_Students_Does_It_Work/links/5ad20396458515c60f50a322/Learning-
Management-System-LMS-among-University-Students-Does-It-Work.pdf
WHAT IS LEARNING MANAGEMENT SYSTEM?
Learning Management System, commonly abbreviated as “LMS”, defined as an online portal that
links teachers and students and is an “internet-based software allowing instructors to manage materials
distribution, assignments, communications, and other aspects of instructions for their courses” (Abu
Shawar,2009, p.3). It provides the students the ability to use interaction features such as discussion forums and
video conferencing, as well as the access of classroom materials or activities to be shared easily.
Sources: https://www.diva-portal.org/smash/get/diva2:435519/FULLTEXT01.pdf
: https://searchcio.techtarget.com/definition/learning-management-system)
Ever since the commencement of the pandemic caused by COVID-19, the use of a Learning
Management System has increased immensely. Due to DepEd’s Official Statement “We will comply with the
President’s directive to postpone face-to-face classes until a vaccine is available.” (DepEd,2020, p.2), the
face-to-face learning method was substituted with a number of learning modalities, one of which is E-learning
that uses the aid of a Learning Management System. Using an LMS ensures the safety of both the teachers and
students on account of excluding physical contact to circumvent the chances of contracting the virus.
Source: https://www.deped.gov.ph/2020/06/08/official-statement-4/
The purpose of a Learning Management System for education is to improve the learning process of
students. It should be able to deliver appropriate content, administer courses, analyze skill gaps, track and
report the student’s progress. Not only that, but a Learning Management System should provide comfort to the
student in regards to passing activities and other school-based works due to the fact that these activities are
conducted behind a virtual wall that provides a measure of authentication, security, and privacy.
Sources: https://elearningindustry.com/discovering-learning-management-systems-basic-functions-benefits)
: https://www.bie.edu/landing-page/learning-management-system-lms
BENEFITS OF A LEARNING MANAGEMENT SYSTEM
It provides the users with a variety of benefits. For example, an LMS can save an organization both
time and money. Instead of making learners take time out of their day to travel and sit through lessons or
training, LMS allows users to complete their coursework at a time that is best for them.
Source: https://searchcio.techtarget.com/definition/learning-management-system
With an LMS, teachers can easily track the progress of their students. They can see at a glance who
finished the course, who is half way and who did not even start studying. Delivering the course through an
LMS keeps the content centralized so all the students have a single source of content, instructions and
questions. Due to the fact that the learning material is more engaging, users will learn more. In addition to that,
using gamification in an LMS keeps the users interested and challenged.

Source:-https://www.easy-lms.com/knowledge-center/lms-knowledge-center/why-use-a-learning-
management-system/item10131
OTHER BENEFITS OF A LEARNING MANAGEMENT SYSTEM
1. Influencing experience of learning
- Learning and training has become increasingly individualized in recent years, thanks to learning
management systems that include interactive lectures, engaging surveys, video conferencing, and
channels for sharing courses.
2. Lessened Time and Cost
- With a learning management system, you won't have to worry about things like trainer costs, course
content printing, or setting up a training event space, among other things.
3. Guarantees Compliance
- With a learning management system, you won't have to worry about things like trainer costs, course
content printing, or setting up a training event space, among other things.
4. Progress Tracking
- Learning management systems include monitoring systems that may track and provide digital learning
metrics, allowing executives to look at what programs have been implemented and by whom, follow
their employees' progress, and define areas where they need help to grow.
5. Labeling
- Learning management systems include monitoring systems that may track and provide digital
learning metrics, allowing executives to look at what programs have been implemented and by
whom, follow their employees' progress, and define areas where they need help to grow.
6. Centralize Systems
- A learning management system gives you a consolidated, convenient location to manage
training.
7. Scalable
- Organizations must embrace online training for the growing number of employees who may be
located all over the world as they develop.
8. Easily Accessible
- It is securely kept on the cloud, allowing employees or students to access course content from
any location and at any time.
9. Unlimited Access
- Your audience has free access to the data they require as soon as you upload and publish the
resources of your eLearning course on the learning management system.
Source: https://www.matellio.com/blog/9-benefits-of-learning-management-system/
ADVANTAGES OF A LEARNING MANAGEMENT SYSTEM
1. Saving time and money
2. Efficient management
3. Easy access to information
4. Personalization
5. Up to date and immediate content
6. Advanced reporting
7. Multimedia learning
8. Improved communication
9. Influencing experience of learning
10. Guarantees compliance
11. Progress tracking
12. Centralized systems
13. Scalable
14. User friendly and effective
Sources: https://www.cae.net/lms-learning-platforms-advantages/
: https://www.matellio.com/blog/9-benefits-of-learning-management-system/
DISADVANTAGES OF A LEARNING MANAGEMENT SYSTEM
LMS does not accommodate a complete range of teaching styles, nor do they provide tools for
specialized pedagogical practices, e.g., audio discussion boards. Some teaching staff have poor computer and
information literacy skills and little information management skills needed to use LMS to support their teaching
effectively. These teachers must know how to operate it and how to improve their teaching method while using
LMS.
Source:https://arivjournal.com/technology/advantages-and-disadvantages-of-learning-management-system-
lms-at-aou-oman/
Learning how to implement an LMS system may take a considerable amount of time. Converting
all of your instructors to E-learning will require a transitional period. Many teachers will still prefer their
standard whiteboard and paper handout style over a fully operating LMS even though it is on the LMS software
and IT team to make the interface easy to use. Many Learning Management Systems use a “freemium” model
in which only a limited number of features are available to the students.
Source: https://www.goguardian.com/blog/learning-management-systems-pros-cons
TYPES OF LEARNING MANAGEMENT SYSTEMS
1. CLOUD-BASED:
- This kind of Learning Management System is hosted on the cloud and often follows a software
as a service (SaaS) business model. Cloud-based LMS merchants take care of maintaining the
system and performing any technical updates or upgrades. Online users can access the system
from anywhere at any time using a username and password.
2. SELF-HOSTED:
- This type of LMS requires software to be downloaded by the user. The self-hosted platform
provides greater creative control and customization, but users must maintain the system
themselves and often must pay for updates.
3. DESKTOP APPLICATION:
- This type of LMS is installed in the user’s desktop. However, the application may still be
accessible on multiple devices.
4. MOBILE APPLICATION:
- This LMS supports mobile learning and are accessible wherever and whenever through mobile
devices. This platform deployment type allows users to engage with and track their online
learning initiatives on the go.
Source:https://searchcio.techtarget.com/definition/learning-management-system
HOW TO IMPROVE THE USE OF LEARNING MANAGEMENT SYSTEM?
An LMS provides exceptional benefits by automating processes, centrally storing, and distributing
educational content anywhere, at any time. Taking advantage of these benefits necessitates the selection of the
appropriate LMS platform as well as the knowledge to fully utilize its features.
1. ENSURE THAT YOU ARE COMFORTABLE WITH THE LMS EXPERIENCE.
2. CREATE A DETAILED STRATEGY ESTABLISHING LMS-ASSISTED GOALS
3. BREAK INFORMATION DOWN
4. USE MEASURABLE GOALS
5. MAKE THE MOST OUT OF USER/GROUP PROFILES
Sources: https://edwiser.org/blog/7-ways-to-use-your-lms-effectively/
:-https://elearningindustry.com/tips-improve-learning-management-system-lms-user-experience-
online-learners
WHAT IS AN ONLINE PLATFORM?
An online platform is a digital service that aids interactions between two or more individual users
who interact though the service via the Internet.
Source: https://www.oecd-ilibrary.org
DIFFERENT TYPES OF ONLINE PLATFORMS
1. TECHNOLOGY PLATFORMS
It is for the use of creating and administrating applications, systems and processes. This type of
platform mostly consists of the mixture of hardware and software services.
Sources: https://www.igi-global.com/dictionary/technology-platforms/29539
: https://simplicable.com/new/technology-platform
2. COMPUTING PLATFORMS
This type of platform includes APIs (Application Programming Interface) and user interfaces for configuring,
customizing, designing and developing software or infrastructure services. It is a platform that allows you to
scale your services by adding and removing virtual machines as required.
Source: https://simplicable.com/new/computing-platform
3. UTILITY PLATFORMS
Utility platforms provide a convenient and free service.
4. INTERACTION NETWORKS
This kind of online platform deals with objects and the relations between them. It is a type of platform that
enables simplified interaction among individuals.
5. MARKETPLACES
Marketplaces like eBay, Amazon Marketplace, AirBnB, Kickstarter or UpWork are two-sided platforms
connecting supply with demand. Marketplaces enable transactions between demand-side participants (buyers)
and supply-side participants (sellers).
6. ON-DEMAND SERVICE PLATFORMS
Uber, Munchery and Heal are examples of On-demand Service Platforms. This type of platform is
designed to deliver end-to-end services fulfilled by a network of independent service providers/contractors.

7. CONTENT CROWDSOURCING PLATFORMS
YouTube, Yelp and TripAdvisor are examples of Content Crowdsourcing Platforms. This platform type
is about collecting content from a subset of users (video, blog posts, reviews, ratings, etc.) and sharing this
content with a wide user base of the platform.
8. DATA HARVESTING PLATFORMS
Waze, OpenSignal and InsideSales.com are examples of Data Harvesting Platforms. Such platforms offer a
useful service to the users and generate data through usage of the platform service.
9. CONTENT DISTRIBUTION PLATFORMS
Google AdSense, Outbrain, Smaato and Millennial Media are examples of Content Distribution Platforms. Such
platforms connect owners of user touch-points (web sites, mobile apps, devices) with content owners wishing
to deliver the content (or ads) to the users.
Source: https://medium.com/platform-hunt/the-8-types-of-software-platforms-473c74f4536a
During this pandemic, a number of education institutions necessitated the idea of enforcing online
classes. For this reason, Colegio De Roma, Inc. reached out to collaborate with KLEAFS Publishing, Inc.
KLEAFS Publishing is an independent publishing company that specializes in the production of online learning
materials for various fields of education. One of which, is the online platform that is used by the students for
their activities and teachers to monitor, to guide, and to distribute the activities and topics of the students of
Colegio De Roma, Inc. KLEAFS Publishing has been producing competitive educational materials for schools
and institutions from different parts of the country for fifteen (15) successful years.
Source: https://www.linkedin.com/company/kleafs-publishing
This literature supports this study by explaining the different types of online platforms and learning
management systems. It also includes the improvement, significance, advantages and disadvantages of the
learning management system to the teachers and students. Based on the research made, this study will serve a
broader point of view that will supply to the development of knowledge for the Learning Management System.
REVIEW OF RELATED STUDIES
During the year 2013, Tanmay Kulshrestha and A Ravie Kant produced the following study,
“Benefits of Learning Management System (LMS) in Indian Education.” Wherein the purpose of this certain
study is to understand the overall benefits of using an LMS in Indian education system over traditional ways
of learning.
Benefits of Learning Management System (LMS) in Indian Education
In today’s scenario, academic institutions strive to find the right combination of students, faculties,
protocols and systems to manage their learning programs. Learning management systems (LMS) are becoming
an interface for handling course registration, managing course contents, assessing students through
assignments, conducting quizzes and exams for institute administration, evaluation and report generation.
INTRODUCTION
In the past, education was heavily associated with physicality in schools, colleges, and universities. It
was perceived that teaching and learning would be finished as soon as you graduate from a university. As we
all know, knowledge evolves rapidly and daily; thus, one needs to learn the profession they chose continuously.
The ability of students to gather information expeditiously reaches far and wide. With the given educational
tools such as projectors and textbooks, it is challenging to integrate all of these available materials in one
defined device; even so, with the developing technology, LMS is introduced. It is expanded to Learning
Management System, a tool to address the realities of students, faculty, and management. To add, LMS is an
enhanced form of classroom teaching.
This study attempts to understand the overall benefits of using an LMS in the Indian education system
over the traditional ways of learning.
OVERVIEW OF LMS
Learning Management System (LMS) works as central repositories to address all types of
educational needs. The major areas addressed by LMS deployment are Curriculum Planning, Instant
Evaluation, Learner Engagement and Content Management.
LMS USABILITY AND ANALYSIS
LMS interface is a user–friendly window. Faculties, students, and management can log in to LMS
using their login and password details. Login access is given only to authenticate users, preferably persons
belonging to the same organization. After the user enters login details, another window opens. This figure
depicts the overall course plan during a semester, like the number of lectures in a week, date schedule, list of
enrolled students, study material available for that course.
A Learning Management System is necessary for all educational institutions to systematically
observe each educational activity and the development of their students, faculties, and proper management
control over developing state of the art institution. LMS software automates the administration department of
any institution like registering students, tracking courses in a particular semester or branch, student’s record
maintenance, charting the progress of student’s, delivering e-learning to students.

BENEFITS TO STUDENTS:
COURSE EVENTS MANUAL WORKING LMS WORKING
Syllabus Visit library and take photocopy. See and download from course
tool in LMS.
Lecture notes Pen-down class notes or take See it on LMS or access it on
photocopy. smartphone.
Assignment sheet Distributed in class or take See it on your LMS login.
photocopy afterwards.
Write all experiments and due to Experiments already uploaded,
less time copy observation from students take observation on their
Lab manual peers. own and understand experiment
properly.
Write down each and every Type it (Becoming easier due to
Answering questions in exam answer. Facebook chats and SMS).
Does not exist as for multiple
Exam result anxiety Exists. choice questions, we have instant
grading.
Absence from class Phone a friend about class. Check on LMS for E-notes.
Previous Exam papers Photocopy it from library. Available on LMS.
CONCLUSION
In this study, we understand that using an LMS that aids your work functions is a step to a more improved
level of education. The benefits of an LMS are the availability of course discussions and lectures to be reviewed
unlimitedly, multimedia learning methods, the culture independence for eLearning, the flexibility of learning,
and the heightened possibility of individual natural problem-solving. The obstructions of an LMS
would be the availability of the internet, the usage of a computer since there are people who don’t know how
to operate one, the continuous electricity usage, unreadable handwriting due to the over usage of a keyboard,
the sudden tardiness if course contents are available online, and the damage of optical health.
Source: https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.403.7793&rep=rep1&type=pdf
Benefits of Using a Learning Management System
INTRODUCTION
Covid-19 has unquestionably altered our way of life. This virus spread quickly than the past few
outbreaks such as Ebola virus, Zika virus, H1N1 virus (Swine Flu), etc. We're currently attempting to adapt to
these changes. The epidemic has had the greatest impact on education. Not only students, but teachers and
families have been impacted, and our economy has suffered as a result. To combat the virus's spread, schools
and colleges have established other methods of communicating with students over the internet, such as video
lectures and online channels.
One of the most advantageous aspects of LMS is its accessibility. LMS can be utilized at any time and
in any location. Students can speak with one another to discuss their work and ideas. LMS also saves money
while maintaining the same level of learning quality as face-to-face instruction. Assessing progress in the LMS
is also simple because it can display data on the learners' progress and whether or not they have completed the
task. Let’s take for example a case study made in Morocco,
Total respondents were at 3037 students and 231 professors enrolled in different stages of higher
education programs. This study aims to investigate the limitations of e-learning platforms and how these
activities take place at public and private Moroccan universities during the coronavirus pandemic.
1. Gender Participants
- Professors 74.7% are Male, 25.3% are Female
- Students 46.5% are Male, 53.5% are Female
2. Student Age Participants
Age Bracket 11-12 13-14 15-16 17-18
Repartition (%) 14.4% 27.1% 18.1% 27.1%
Conclusions
The term "online learning" refers to education that takes place over the internet. it has transformed the
paradigm of traditional education by allowing education to be flexible without being constrained by distance,
place, or time. The latest technology must be used in online learning to improve the learning process and
interactions between professors, students, and their parents. Online learning also saves money without
sacrificing learning quality. Professors are required to be more facilitators, collaborators, mentors, trainers,
directors, and study partners as a result of these changes, and to provide students with more learning options
and accountability. Students must be exposed to disruption and innovation in order to adopt e-learning. Online
learning necessitates the use of technology such as computers, software, and the Internet, as well as the
implementation of appropriate online learning procedures. It can also make advantage of mobile technology
like smartphones.
Sources:
https://blog.goodelearning.com/lms-training/benefits-of-having-a-learning-management-system/
https://www.hindawi.com/journals/edri/2020/8890633/
https://www.ijsr.net/archive/v8i5/ART20197393.pdf
Schoology: The Adoption of a Learning Management System
Teachers can also use the LMS platform to provide comments and feedback to students, which are
both important aspects of the online learning experience (Cavanaugh et al., 2005; Hashey& Stahl, 2014; Liu
& Cavanaugh, 2011; Lochner et al., 2015).
LMSs are thought to have a number of aspects that aid in the learning of their users (Cavanaugh et al.,
2005; Hashey& Stahl, 2014; Lochner et al., 2015; Lui & Cavanaugh, 2011; Rocha, 2007; Rubin, Fernandez,
Avgerinou, & Moore, 2010). To get a variety of viewpoints on Schoology use at the high school level, data
was collected from 98 students, 13 teachers, 24 parents/families, and eight techno experts. The findings reveal
that kids, teachers, parents, and technology integration specialists all have similar but distinct worries, wishes,
and recommendations for using Schoology in their classrooms. As a result, students have continuous access to
this information and can review and ask questions about course topics outside of class (Lochner et al., 2015).
For starters, teachers can share and store course resources like syllabi, assignment instructions, and
instructional materials (Rubin et al., 2010). The goal of this action research is to find out what high school
math teachers need and what opportunities they have with Schoology, a learning management system (LMS).
The data collected from these four groups was examined and utilized to provide recommendations for how
instructors and schools should approach their first year of LMS use. Students and teachers communicate with
one other in a variety of ways.
Lui and Cavanaugh (2011) states a study that looks at the impact of LMS use on academic attainment
in a virtual high school biology class in the Midwest. According to the findings, the study results reveal that
the time students spend while using the LMS affected their overall grade in the said biology class. This
information was acquired over the course of eight weeks using Google Forms questionnaires, email
questionnaires, and a student focus group session.
ANALYSIS OF DATA
In a survey, students said that their experience with Schoology was mediocre, with an average answer
of 3.1 out of 5, with one being low and five being high. There were also seventeen worries about taking quizzes
within and outside of class, with average concern levels of 2.9 and 3.1, respectively. Over 40% of students said
they used Schoology to access notes or articles, post on discussion boards, download and turn in assignments,
and take quizzes when given a list of chores that might be accomplished through Schoology. Students were
also asked to rate their degree of concern while using Schoology to do a variety of critical tasks similar to those
outlined above as part of the questionnaire. Similarly, 36% of students said they are concerned about
completing quizzes on Schoology during or after school. They gave a one to five scale response, with one
indicating concern and five indicating no concern. Thirty-four percent of students gave a one or two, indicating
that they had reservations about using Schoology to access and turn in assignments.
Source: https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1185&context=maed
Comparing the researchers' study to the studies above, the similarities shows that Learning
Management System shares the aim of providing its users with decent experience, allowing teachers to provide
feedback to their students, whereas the students have the benefit of the course content being centralized. The
locale of these studies is in Asia and the common age bracket comprises of the minors aged 12-15. In opposition
to that, the main distinction would be the time period, wherein certain studies above would be situated in the
time before the pandemic, and the groups of teachers, together with other people, are involved in the statistical
data.
RESEARCH PARADIGM
FIGURE 1
Input Process Output
• Data • Distribution of • The

Collection of Online Survey improvement
Review of Questionnaire of online
Related to the Junior learning for
Literature and High School the Junior
Studies Students High School
• Gathering Students of
datum from • Interpretation Colegio De
the Junior and Analysis Roma, Inc.
High School of Datum • Better
Students understanding
• Establishing and utilization
the Online of the benefits
Survey in using the
Questionnaire Learning
Management
System (LMS)
Figure 1 illustrates the process that the researchers will follow to study the benefits of using the
Learning Management System (LMS) as an online platform in the studies of the Junior High School Students
of Colegio De Roma, Inc. The process would undergo a three-part system which is the input, process, and
output. For the first part of the study, the researchers will gather the related literature and studies, the datum
from the Junior High School Students and establish the online survey questionnaire to the Junior High School
Students. For the middle segment, process, it would be the distribution of the online survey questionnaire to
the Junior High School Students through the use of online platform such as Google Forms and Messenger. In
addition, the datum would be interpreted and analyzed. Lastly, the output shows the results that would help
improve and utilize the Learning Management System (LMS) to benefit both the teachers and students of
Colegio De Roma, Inc.

STATEMENT OF THE PROBLEM
The researchers of this study produced and compiled the following statements of the problem:
1. Do the Junior High School Students of Colegio De Roma, Inc. really need the Learning Management
System (LMS) in their studies?
2. What are the advantages and disadvantages of using the Learning Management System (LMS) in the
studies of the Junior High School Students?
3. How can the Junior High School Students of Colegio De Roma, Inc. improve the use of the Learning
Management System (LMS) for a better online platform in their studies?
HYPOTHESES
The researchers of this study devised and assembled the following hypotheses:
Ha (Alternative Hypothesis): There is a significant benefit in using the Learning Management System (LMS)
as an online platform in the studies of the Junior High School Students of
Ho (Null Hypothesis): There is no significant benefit in using the Learning Management System (LMS) as an
online platform in the studies of the Junior High School Students of Colegio De Roma,
Inc.
BASIC ASSUMPTIONS OF THE STUDY
Below are the basic assumptions formulated by the researchers of this study:
1. The researchers assume that almost all the Junior High School Students agree that they need the
Learning Management System in their online studies.
2. The researchers assume that the Junior High School Students of Colegio De Roma, Inc. greatly benefits
from using the Learning Management System (LMS).

3. Using the Learning Management System for online studies is effective for the Junior High School
Students of Colegio De Roma, Inc. since the Junior High Students do learn from this kind of online
platform.
4. The researchers assume that the Learning Management System (LMS) also contributes to other
educational platforms such as Edukasyon.ph and Nuadu.
5. The researchers assume that the Junior High School Students can find ways to improve the use of the
Learning Management System (LMS) for effective learning.
SCOPE AND DELIMITATIONS OF THE STUDY
This investigation was conducted to determine the benefits of using the Learning Management System
(LMS) as an online platform in the studies of the Junior High School Students of Colegio De Roma, Inc. during
the School Year 2021 – 2022. The selection of respondents is limited to the Junior High School Students of
The scope of this study included the Junior High School students from grade seven (7) to grade ten
(10) of Colegio De Roma, Inc., for School Year two-thousand twenty-one (2021) to two-thousand twenty-two
(2022). There were eight (8) boys and eight (8) girls in Grade seven (7), age ranging from twelve (12) to
thirteen (13). There were fourteen (14) boys and six (6) girls in Grade eight (8), age ranging from twelve (12)
to fourteen (14). There were eleven (11) boys and five (5) girls in Grade nine (9), age ranging from fourteen
(14) to fifteen (15). There were three (3) boys and two (2) girls in Grade ten (10), age raging from fifteen (15)
to sixteen (16). The total respondents of Junior High School students were fifty-seven (57) students, thirty-six
(36) boys and twenty-one (21) girls with the age bracket of twelve (12) to sixteen (16). This study delimits the
Casa level, Primary level and Intermediate level of Colegio De Roma, Inc. as well as the public and private
school outside the reach of Colegio De Roma, Inc.

SIGNIFICANCE OF THE STUDY
This study will be proved beneficial to the following entities:
STUDENTS
This study will enlighten the students with the benefits of using a Learning Management System for
their studies. An example of a benefit is how the deliverance of a course through a Learning Management
System software keeps the content centralized, making it easy to track.
TEACHERS
This given study of using a Learning Management System will prove useful to the teachers. As the
Learning Management System provides easy tracking and reporting. Using a Learning Management System
also extends to better results of engagement and gamification.
PARENTS
The shown datum will also help the parents to understand how significant using a Learning
Management System is during the present time. It will benefit their child and their selves by gaining access to
their child’s class schedule, activities, and grade assessments.
SCHOOL ADMINISTRATORS
Through the given datum, the administrators will be aware of the learning capacity of the students while
using the Learning Management System as their online platform. They will be mindful of whether they would
need to improve their teaching techniques. The school administrators might have a sensible idea of what kind
of teaching they will provide the students within the case of another pandemic.
FUTURE RESEARCHERS
This study of using Learning Management System will be beneficial to future researchers as they will
have access to more information about the alternative learning method and expand the knowledge of future
researchers from the researchers today.
DEFINITION OF TERMS
1. Benefits
Conceptual: It means something that produces good or helpful results or effects or that promotes well-
being.
(Source:https://www.merriamwebster.com/dictionary/benefit#:~:text=1a%20%3A%20something%20t
hat%20produces,will%20be%20to%20your%20benefit)
Operational: In this study, it means the advantage, usefulness, and assistance given by using a Learning
Management System.
2. Colegio De Roma, Inc.
Conceptual: It means an educative and formative institution that contributes to the total development of
Filipino youth who are God-fearing, disciplined, and independent individuals
(Source: http://colegioderoma.blogspot.com/2012/02/)
Operational: In this study, this is the educational institution located in San Juan, Balagtas, Bulacan,
Philippines where the respondents (Junior High School Students) are currently enrolled.
3. Covid-19
Conceptual: It means an infectious disease caused by the SARS-CoV-2 virus. Extended as Coronavirus
disease.
(Source:https://www.who.int/health-topics/coronavirus#tab=tab_1)
Operational: In this study, this is the virus that caused the pandemic around the globe, impacting several
sectors. Most prominent would be the educational sector.
4. Digital
Conceptual: It means characterized by electronic and especially computerized technology.
(Source: https://www.merriam-webster.com/dictionary/digital)
Operational: In this study, it means relating to the internet.
5. E-Learning
Conceptual: It means a learning system based on formalized teaching but with the help of electronic
resources is known as E-learning.
(Source: https://economictimes.indiatimes.com/definition/e-learning)
Operational: In this study, it means the mode of learning wherein the students use electronic gadgets for
their studies.
6. Face-to-Face Learning
Conceptual: It means an instructional method where course content and learning material are taught in
person to a group of students. This allows for a live interaction between a learner and an
instructor. It is the most traditional type of learning instruction.
(Source:https://tophat.com/glossary/f/face-to-face-learning/)
Operational: In this study, it is a learning modality wherein educational interactions would be commenced
through physical involvement.
7. Interface
Conceptual: It means the place at which independent and often unrelated systems meet and act on or
communicate with each other.
(Source:https://www.merriamwebster.com/dictionary/interface#:~:text=1a%20%3A%20the%20place%20
at,phases%20an%20oil%2Dwater%20interface)
Operational: In this study, it is the point of interaction of the respondents and the computer in the Learning
Management System.
8. Internet
Conceptual: It means a global computer network providing a variety of information and communication
facilities, consisting of interconnected networks using standardized communication protocols.
(Source: https://www.oxfordlearnersdictionaries.com/us/definition/english/internet?q=INternet)
Operational: In this study, it means the interconnected network wherein the respondents can access their
Learning Management System.
9. Junior High School Students
Conceptual: It means the group of students from the 7th through the 9th or 10th grade.
(Source: https://www.collinsdictionary.com/dictionary/english/junior-high-school)
Operational: In this study, it means the main respondents of this research, which are from grades 7 to 10,
with the age bracket of twelve (12) to sixteen (16).
10. KLEAFS
Conceptual: It means an independent publishing company that specializes in the production of online
learning materials for various fields of education.
(Source: https://www.linkedin.com/company/kleafs-publishing)
Operational: In this study, it is the publishing company that produced the Learning Management System
software website of Colegio De Roma, Inc.
11. Learning Management System (LMS)
Conceptual: It means a software application used to organize and distribute e-learning material
assignments and assessments; track and calculate grades; and facilitate communication among
students and teachers.
(Source:https://www.dictionary.com/browse/learning-management-system)
Operational: In this study, it means a software application / online portal that can connect teachers and
students. It provides centralized courses and materials that are easier to access. LMS is an
alternative method of learning done through web-based platforms to help ease the studies and
make it more available for every student that is eager to learn.
12. Online Platform
Conceptual: It means a public-facing internet website, web application, or digital application, including a
social network, ad network, or search engine, that sells advertisements directly to advertisers.
(Source: https://www.lawinsider.com/dictionary/online-platform)
Operational: In this study, it means a digital hosting service that is used for educational purposes.
13. Pandemic
Conceptual: It means a disease outbreak that spans several countries and affects a large number of people.
(Source: https://www.ready.gov/pandemic)
Operational: In this study, it means a worldwide epidemic caused by Covid-19.
14. Studies
Conceptual: It means the act of making an effort to learn by reading, practicing, or memorizing.
(Source: https://www.merriam-webster.com/dictionary/study)
Operational: In this study, it means the education of the Junior High School Students of Colegio De Roma,
Inc.
15. Technology
Conceptual: It means the branch of knowledge that deals with the creation and use of technical means and
their interrelation with life, society, and the environment, drawing upon such subjects as
industrial arts, engineering, applied science, and pure science.
(Source: https://www.dictionary.com/browse/technology)
Operational: In this study, it means the knowledge of creating new inventions that are relevant and practical
to help solve certain problems. LMS is one of the inventions from improving technology.
CHAPTER II: RESEARCH METHODOLOGY
RESEARCH DESIGN
The researchers clarified the research design as Descriptive Research.
Descriptive research is a research method that explains the traits of the population or phenomenon
studied. This type of research design focuses on the “what” of the research respondents/subjects. The
descriptive research method primarily focuses on describing the nature of a demographic segment without
focusing on “why” a particular phenomenon occurs. In other words, it represents the subject of the research.
Source: https://www.questionpro.com/blog/descriptive-research/
Descriptive research is one of three basic types of research design. It is a quantitative research method
that is considered conclusive and is used to test specific hypotheses and describe characteristics or functions.
Descriptive research should have a clear and accurate research question/problem.
Source: https://invoke.com/blog/what-is-descriptive-research
Descriptive research is “aimed at casting light on current issues or problems through a process of
data collection that enables them to describe the situation more completely than was possible without
employing this method.”
Source: https://research-methodology.net/descriptive-research/
The researchers chose descriptive research because the study "title" involves description, collection of
data and understanding of the study. In addition, the respondents will undergo a survey questionnaire using the
quantitative technique, thus allowing them to answer the problem of the study.
SAMPLING TECHNIQUE
The researchers of this study relied on the purposive sampling technique since it is under the probability
sampling, which is a non-biased selection of the population, which created more concrete, accurate, and
steadfast results that significantly contributed to the significance of the study. Additionally, it helped the
researchers discern this study's in-depth knowledge and understanding.
SUBJECT OF THE STUDY
The title of this research study is the “BENEFITS OF USING THE LEARNING MANAGEMENT
SYSTEM AS AN ONLINE PLATFOM IN THE STUDIES OF THE JUNIOR HIGH SCHOOL STUDENTS
OF COLEGIO DE ROMA, INC. DURING THE SCHOOL YEAR 2021-2022.” Wherein, the respondents are
the Junior High School students from grade seven (7) to grade ten (10) of Colegio De Roma, Inc., for School
Year two-thousand twenty-one (2021) to two-thousand twenty-two (2022). There were eight (8) boys and eight
(8) girls in Grade seven (7), age ranging from twelve (12) to thirteen (13). There were fourteen (14) boys and
six (6) girls in Grade eight (8), age ranging from twelve (12) to fourteen (14). There were eleven (11) boys and
five (5) girls in Grade nine (9), age ranging from fourteen (14) to fifteen (15). There were three (3) boys and
two (2) girls in Grade ten (10), age raging from fifteen (15) to sixteen (16). The total respondents of Junior
High School students were fifty-seven (57) students, thirty-six (36) boys and twenty-one (21) girls with the
age bracket of twelve (12) to sixteen (16).
INSTRUMENTATION
The researchers have decided to use the survey questionnaire conducted online to gather information
with the process that would be safe for both the researchers and the respondents. The types of online surveys
this study has used and were agreed by the researchers are the Sample, School and Short-term surveys. The
format of this online survey followed the guided response type, namely, the recognition type. The following
questionnaire comprised fifteen (15) questions and statements, separated into three (3) segments: Dichotomous
questions, Likert Scale statements and Multiple choice questions. Part one (1) contained five (5) Dichotomous
questions, answerable by Yes or No. At the same time, part two (2) included six (6) Likert Scale statements
that conformed to the degree of feeling, emotion, or attitude of the respondents. Ultimately, part three (3)
contained four (4) Multiple choice questions with a selection of four (4) choices that required the datum of the
degree of judgement pertaining to the said respondents.
RESEARCH PROCEDURES
A. Letter of Request
The researchers of this study sent a letter of request via E-mail last March 04, 2022 to the Principal of
Colegio De Roma, Mr. Rodel C. Manicad, and to the four (4) Junior High School Advisers, respectively, Mr.
Sherwin I. Cruz, the adviser of the Grade Seven (7) students, Mrs. Joan S. Guevarra, the adviser of the Grade
Eight (8) students, Ms. Marieta C. Elaran, the adviser of the Grade Nine (9) students and Mr. Ryan G. Camano,
the adviser of the Grade Ten (10) students. The reason for this was to duly obtain the needed data and gain
knowledge through the permission of the corresponding Advisers to conduct the online survey among their
students.
B. Construction of Online Survey Questionnaires
The online survey questionnaire, conducted by the researchers, is centralized on “Benefits of Using
the Learning Management System as an Online Platform in the Studies of the Junior High School Students of
Colegio De Roma, Inc. during the School Year 2021-2022.” The following questionnaire comprised fifteen
(15) questions, separated into three (3) segments: Dichotomous questions, Likert Scale statements and Multiple
choice questions. Part one (1) contained five (5) Dichotomous questions, answerable by Yes or No. In contrast,
part two (2) included six (6) Likert Scale statements that conformed to the degree of feeling, emotion, or
attitude of the respondents. Ultimately, part three (3) contained four (4) Multiple choice questions with a
selection of four (4) choices that required the datum of the degree of judgement pertaining to the said
respondents.
C. Selection of the Respondents and Administration of the Online Survey Questionnaires
The selected respondents for the online survey of the School Year 2021-2022 were the students of
Colegio De Roma’s Junior High School that comprised of the grade levels seven (7) to ten (10). The total
number of Junior High School Students as respondents summed up to fifty-seven (57) students, with the age
bracket that ranged from twelve (12) to sixteen (16) years of age.
The online survey was conducted on March 11, 2022 via Google Forms. The researchers asked the
advisers of the Junior High School to post the link of the online survey in the Homeroom section of their LMS.
The letter of request given to the principal of Colegio De Roma, Inc. was written by Angelique C.
Corido, whilst the letter of request given to the appropriate advisers of each Junior High School grade level
were solely written and tasked to Jamika Lana U. Santos. The conceptualization of the survey questions were
garnered from the collective ideas of Jamika Lana U. Santos, Angelique C. Corido and Keith Harvey G.
Pabalate. At the same time, Harie R. Dimatulac was entrusted with transferring of the said survey questions to
Google forms. The gathering of results was done by Neeolle Brenan A. Namayan, Amiel John P. Dizon and
Keith Harvey G. Pabalate. After that, tabulation and the presentation of the results soon followed by the
coordination of the researchers.
D. Gathering Results of the Study
The results ensued by the answered online surveys were evaluated and tallied by the researchers. Then
after, the completion of the entire process resulted in the prompt preparation for the visual statistical datum.
METHODS OF ANALYSIS
The researchers proceeded with analyzing and evaluating the received datum. After the datum had
been sorted out to answer the study’s statement of the problem, presentation of the statistical datum through
graphs and tabulation soon followed.

CHAPTER III: RESULTS AND DISCUSSIONS
1. Do the Junior High School Students of Colegio De Roma, Inc. really need the Learning Management System
(LMS) in their studies?
Table 1.1 The Number of Junior High School Students who thinks an LMS is needed for studying
online.
CHOICES GRADE 7 GRADE 8 GRADE 9 GRADE 10 TOTAL
YES 16 18 15 5 54
NO 0 2 1 0 3
TOTAL: 16 20 16 5 57
Table 1.1 displays the tabulated results pertaining to the Junior High School students of Colegio De
Roma, Inc. that answered if they needed an LMS for studying online. Out of fifty-seven (57) Junior High
School students, fifty-four (54) students chose “Yes” whilst the remaining three (3) students chose “No.” Thus,
according to the table above, the majority of the Junior High School students agree that an LMS is indeed
needed for studying online.

GRAPH 1.1 PERCENTAGE SCORES OF THE JUNIOR

HIGH SCHOOL STUDENTS WHO THINKS AN LMS IS
NEEDED FOR STUDYING ONLINE
100%
90%
80%
70% Yes
60%
50% No
95%
40%
30%
20%
10%
5%
0%
Graph 1.1 presents the percentage scores of the Junior High School students who thinks an LMS is
needed for studying online. Ninety-five percent (95%) of the total population of the Junior High School
students chose “Yes” for their answer, agreeing that an LMS is indeed needed for studying online, while the
remaining five percent (5%) chose “No.” This indicates that most of the Junior High School students agree that
an LMS is a must for studying online.
Table 1.2 The Number of Junior High School Students that views LMS as an entirely beneficial
platform.
YES 15 19 13 4 51
NO 1 1 3 1 6
TOTAL: 16 20 16 5 57
Table 1.2 reveals the number of Junior High School students from Colegio De Roma, Inc. that views
LMS as an entirely beneficial platform. According to the table above, fifty-one (51) students selected “Yes,”
whereas six (6) students picked the option “No.” This result relays that most of the said students acknowledge
LMS as an entirely beneficial platform.

HIGH SCHOOL STUDENTS WHO VIEW LMS AS AN
ENTIRELY BENEFICIAL PLATFORM
100%
90%
80%
70%
Yes
60%
50%
89% No
40%
30%
20%
10%
11%
0%
Graph 1.2 exposes the percentage scores of the Junior High School Students who view LMS as an
entirely beneficial platform. It displays that eighty-nine percent (89%) of the total population of students chose
“Yes.” While on the other hand, the remaining students summed up to eleven percent (11%) with “No” as their
answer. This suggests that the majority opinion among the Junior High School students agree with the
observation that LMS is an entirely beneficial platform.
According to a related literature by a university from Malaysia that utilizes the usage of LMS, “The
Learning Management System (LMS) has been established in a number of universities worldwide to help
connect students and lecturers without the confines of the traditional classroom. It is an environment with
digital software which is designed to manage user learning interventions as well as deliver learning content
and resources to students.” This elaborates the efficiency of using an LMS for the benefit of online studies.
The usage of LMS provides online learners with consistent information regarding their performance.
It teaches and allows its users to become independent through education since it involves the active digital
engagement of users in order to monitor and improve their own progress.
LMS platforms have transformed the traditional classroom setting into a more convenient setup. Its
precise features have made consuming and assimilating knowledge an easy and efficient experience, resulting
in benefiting all individuals involved in online classroom learning.
Sources:https://www.researchgate.net/profile/NorAdzharuddin/publication/269838611_Learning_Managem
ent_System_LMS_among_University_Students_Does_It_Work/links/5ad20396458515c60f50a322/Learning-
Management-System-LMS-among-University-Students-Does-It-Work.pdf
https://files.eric.ed.gov/fulltext/EJ1286531.pdf
https://edly.io/blog/10-benefits-of-having-a-k12-lms/
It is a well-known fact that the pandemic originated by COVID-19 has caused great setbacks in the
sectors of the Philippines, specifically the education sector. In order to secure the safety of both students and
teachers alike, the government has permitted the modality of online classes, which uses online platforms such
as LMS, as a substitute for face-to-face classes.
The mentioned related literature above further supports the judgement of LMS as a necessity for online
studies. It emphasizes the beneficial aspects that a user can incorporate from using an LMS. Pertaining to the
data displayed, the researchers have observed the majority of the respondents agreed that the usage of LMS for
online studies is beneficial and is indeed a must. Hence, the conclusion that an LMS is necessary for the studies
of the Junior High School Students is positively proven.

2.HWhat are the advantages and disadvantages of using the Learning Management System (LMS) in the studies
of the Junior High School Students?
Table 2.1 (Advantage) Agreeability of the Junior High School Students with the statement “The LMS
makes easier management of files and access to educational information.”
Strongly Agree Undecided Disagree Strongly Total Mean
Agree (5) (4) (3) (2) Disagree (1)
Grade 7 4 9 2 1 0 16 4.00
Grade 8 3 13 3 1 0 20 3.90
Grade 9 7 8 1 0 0 16 4.38
Grade 10 1 3 1 0 0 5 4.00
Total 15 33 7 2 0 57
Grand Mean 4.07
Interpretation Agree
Table 2.1 shows the answers of the respondents regarding the statement, "The LMS makes easier
management of files and access to educational information". According to the data, thirty-three (33)
respondents agreed, fifteen (15) respondents strongly agreed, seven (7) respondents were undecided, two (2)
respondents disagreed, and no one strongly disagreed. Correspondingly, Grade 7 students have a mean of 4.00
(agree), Grade 8 students have a mean of 3.90 (agree), Grade 9 students have a mean of 4.38 (strongly agree),
and Grade 10 students have a mean of 4.00 (agree). Thus, the grand mean of the statement is 4.07, meaning
that the respondents all agreed that LMS makes easier management of files and access to educational
information.
GRAPH 2.1 PERCENTAGE SCORES OF THE

(ADVANTAGE) AGREEABILITY OF THE JUNIOR HIGH
SCHOOL STUDENTS WITH THE STATEMENT, " THE LMS
MAKES EASIER MANAGEMENT OF FILES AND ACCESS
TO EDUCATIONAL INFORMATION."
70%
60%
50% Strongly Disagree(1)
Disagree(2)
40%
Undecided(3)
30% 58% Agree(4)
20% Strongly Agree(5)
26%
10%
0% 4% 12%
0%
Graph 2.1 represents the advantage agreeability of the respondents to the statement, “The LMS makes
easier management of files and access to educational information.” According to the data, twenty-six percent
(26%) of the respondents strongly agreed, fifty-eight percent (58%) of the respondents agreed, twelve percent
(12%) of the respondents were undecided, four percent (4%) of the respondents disagreed and no one strongly
disagreed.
This indicates that almost half of the respondents agreed that the LMS makes easier management of
files and access to educational information.”

Table 2.2 (Advantage) Agreeability of the Junior High School Students with the statement “The LMS
stimulates your knowledge and learning from all the subjects you are currently taking.”
Agree (5) (4) (3) (2) Disagree (1)
Grade 7 2 11 2 1 0 16 3.88
Grade 8 0 14 3 3 0 20 3.55
Grade 9 4 5 4 3 0 16 3.63
Grade 10 0 3 1 1 0 5 3.40
Total 6 33 10 8 0 57
Grand Mean 3.61
Table 2.2 shows the answers of the respondents regarding the statement, "The LMS stimulates your
knowledge and learning from all the subjects you are currently taking". According to the data, thirty-three (33)
respondents agreed, ten (10) respondents were undecided, eight (8) respondents disagreed, six (6) respondents
strongly agreed, and no one strongly disagreed. Correspondingly, the Grade 7 students have a mean of 3.88
(agree), Grade 8 students have a mean of 3.55 (agree), Grade 9 students have a mean of 3.63 (agree), and Grade
10 students have a mean of 3.40 (agree). Thus, the grand mean of the statement is 3.61, meaning that the
respondents all agreed that LMS stimulates their knowledge and learning from all the subjects they are
currently taking.
GRAPH 2.2 PERCENTAGE SCORES OF THE (ADVANTAGE)

AGREEABILITY OF THE JUNIOR HIGH SCHOOL
STUDENTS WITH THA STATEMENT, " THE LMS
STIMULATES YOUR KNOWLEDGE AND LEARNING FROM
ALL THE SUBJECTS YOU ARE CURRENTLY TAKING."
70%
60%
Strongly Disagree(1)
50%
Disagree(2)
40%
Undecided(3)
30% 58%
Agree(4)
20%
Strongly Agree(5)
10% 18%
0% 14% 10%
0%
Graph 2.2 represents the advantage agreeability of the respondents to the statement, “The LMS
stimulates your knowledge and learning from all the subjects you are currently taking.” According to the data,
ten percent (10%) of the respondents strongly agreed, fifty-eight percent (58%) of the respondents agreed,
eighteen percent (18%) of the respondents were undecided, fourteen percent (14%) of the respondents
disagreed and no one strongly disagreed.
This indicates that almost half of the respondents agreed that the LMS stimulates their knowledge and
learning from all the subjects they are currently taking.

Table 2.3 Number of Junior High School Students who thinks that using an LMS helps them
perform academically better.
YES 12 17 11 3 43
NO 4 3 5 2 14
TOTAL: 16 20 16 5 57
Table 2.3 reveals the number of Junior High School Students from Colegio De Roma, Inc. who thinks
the usage of an LMS helps them perform academically better. According to the table above, forty-three (43)
students selected “Yes,” whereas fourteen (14) students picked the option “No.” This result relays that most of
the said students acknowledge the usage of an LMS helps them perform academically better.

HIGH SCHOOL STUDENTS WHO THINKS THAT
USING AN LMS HELPS THEM PERFORM
ACADEMICALLY BETTER
80%
Yes
60%
No
40% 75%
20%
25%
0%
Graph 2.3 represents the percentage scores of the Junior High School Students who thinks that using
an LMS helps them perform academically better. According to the data, seventy-five percent (75%) of the
respondents agreed that using an LMS helps them perform academically better, whereas twenty-five percent
(25%) of the respondents disagreed. This indicates that most of the Junior High School Students agree that the
usage of an LMS helps them perform academically better.
Table 2.4 (Disadvantage) Agreeability of the Junior High School Students with the statement “The
LMS conveys theory-based learning rather than practical-based learning.”
Agree (5) (4) (3) (2) Disagree (1)
Grade 7 1 7 7 0 1 16 3.44
Grade 8 0 8 9 3 0 20 3.25
Grade 9 5 6 5 0 0 16 4.00
Grade 10 0 3 2 0 0 5 3.60
Total 6 24 23 3 1 57
Grand Mean 3.57
Table 2.4 shows the answers of the respondents regarding the statement, "The LMS conveys theory-based
learning rather than practical-based learning". According to the data, twenty-four (24) respondents agreed,
twenty-three (23) respondents were undecided, six (6) respondents strongly agreed, three (3) respondents
disagreed, and one (1) respondent strongly disagreed. Correspondingly, the Grade 7 students have a mean of
3.44 (agree), Grade 8 students have a mean of 3.25 (agree), Grade 9 students have a mean of 4.00 (agree), and
Grade 10 students have a mean of 3.60 (agree). Thus, the grand mean of the statement is 3.57, meaning that
the respondents all agreed that LMS conveys theory-based learning rather than practical-based learning.

(DISADVANTAGE) AGREEABILITY OF THE JUNIOR HIGH
SCHOOL STUDENTS WITH THE STATEMENT, "THE LMS
CONVEYS THEORY-BASED LEARNING RATHER THAN
PRACTICAL-BASED LEARNING."
45%
40%
35%
30%
Disagree(2)
25%
42% Undecided(3)
20% 40%
Agree(4)
15%
Strongly Agree(5)
10%
5% 11%
2% 5%
0%
Graph 2.4 represents the disadvantage agreeability of the respondents to the statement, “The LMS
conveys theory-based learning rather than practical-based learning.” According to the data, eleven percent
(11%) of the respondents strongly agreed, forty-two percent (42%) of the respondents agreed, forty percent
(40%) of the respondents were undecided, five percent (5%) of the respondents disagreed, lastly, two percent
(2%) of the respondents strongly disagreed.
This indicates that forty-two percent (42%) of the respondents agreed that the LMS conveys theory-
based learning rather than practical-based learning.

Table 2.5 (Disadvantage) Agreeability of the Junior High School Students with the statement “The
LMS lessens the student-to-student interaction.”
Agree (5) (4) (3) (2) Disagree (1)
Grade 7 2 6 6 2 0 16 3.50
Grade 8 3 11 0 5 1 20 3.50
Grade 9 4 6 5 1 0 16 3.81
Grade 10 1 2 2 0 0 5 3.80
Total 10 25 13 8 1 57
Grand Mean 3.65
Table 2.5 shows the answers of the respondents regarding the statement, "The LMS lessens the student-to-
student interaction". According to the data, twenty-five (25) respondents agreed, thirteen (13) respondents were
undecided, ten (10) respondents strongly agreed, eight (8) respondents disagreed, and one (1) respondent
strongly disagreed. Correspondingly, the Grade 7 students have a mean of 3.50 (agree), Grade 8 students have
a mean of 3.50 (agree), Grade 9 students have a mean of 3.81 (agree), and Grade 10 students have a mean of
3.80 (agree). Thus, the grand mean of the statement is 3.65, meaning that the respondents all agreed that LMS
lessens the student-to-student interaction.


(DISADVANTAGE) AGREEABILITY OF THE JUNIOR
HIGH SCHOOL WITH THE STATEMENT “THE LMS
LESSENS THE STUDENT-TO-STUDENT INTERACTION.”
50%
40%
30% Disagree(2)
Undecided(3)
20% 44%
Agree(4)
23% Strongly Agree(5)
10% 17%
14%
2%
0%
Graph 2.5 represents the disadvantage agreeability of the respondents to the statement “The LMS
lessens the student-to-student interaction.” According to the data, seventeen percent (17%) of the respondents
strongly agreed, forty-four percent (44%) of the respondents agreed, twenty-three percent (23%) of the
respondents were undecided, fourteen percent (14%) of the respondents disagreed. Lastly, two percent (2%)
of the respondents strongly disagreed. This indicates that forty-four percent (44%) of the respondents agreed
that the LMS lessens the student-to-student interaction.
According to the related literature, there are several advantages and disadvantages of using the Learning
Management System (LMS) in the studies of Junior High School Students. Thus, the researchers aimed to
prove three of the advantages and disadvantages of the survey questionnaire. For the advantage, the researchers
proved that the LMS (1) makes easier management of files and access to educational information, (2) provides
all the features you need for your education and learning style, and (3) stimulates your knowledge and learning
from all the subjects you are currently taking. While the disadvantages are the LMS (1) lessens the student-to-
student interaction, (2) conveys theory-based learning rather than practical-based learning, and (3) is subject-
centered and not student-centered.

Correspondingly, the data demonstrated and interpreted that the Junior High School Students agreed
on the following advantage and disadvantages of Learning Management System. Thus, proving that the
Learning Management System (LMS) is effective with the current online setup and it delivers a remarkable
educational proficiency for the delivery output of both teachers and students. However, since LMS is an online
educational portal, the practical aspect of learning lessens because it focuses on giving theory-based learning;
thus, it lessens the centrality of the student's capacity for learning. In addition, some features need to be
assessed, such as the interactive facilitation and assessments for groupings to improve student-to-student
interaction.
Learning how to implement an LMS system may take a considerable amount of time. Converting
all of your instructors to E-learning will require a transitional period. Many teachers will still prefer their
standard whiteboard and paper handout style over a fully operating LMS even though it is on the LMS software
and IT team to make the interface easy to use. Many Learning Management Systems use a “freemium” model
in which only a limited number of features are available to the students.
Sources: https://arivjournal.com/technology/advantages-and-disadvantages-of-learning-management-system-
lms-at-aou-oman/
https://www.omkarsoft.com/blog/5-pros-cons-learning-management-system/
https://www.goguardian.com/blog/learning-management-systems-pros-cons
3.HHow can the Junior High School Students of Colegio De Roma, Inc. improve the use of the Learning
Management System (LMS) for a better online platform in their studies?
Table 3.1 Ways to improve the usage of the LMS in the studies of the Junior High School Students.
a. Communicating with
my teachers using
the provided Chat 6 5 3 0 14
box/GC.
b. Ensuring my own
comfortability while 2 10 2 1 15
using the LMS.
c. Maximizing the
usage of LMS and its 2 0 4 3 9
features.
d. Setting a prompt
schedule for my
activities with the 6 5 7 1 19
LMS calendar.
TOTAL: 16 20 16 5 57
Table 3.1 shows what the students decide to do for the improvement of their LMS in their studies.
Fourteen (14) students answered the Letter A “Communicating with my teachers using the provided Chat
box/GC.”, fifteen (15) students chose Letter B “Ensuring my own comfortability while using the LMS.”, nine
(9) students chose the Letter C “Maximizing the usage of LMS and its features”, and lastly, nineteen (19)
students answered Letter D “Setting a prompt schedule for my activities with the LMS calendar.”
The results show that majority of the students chose D “Setting a prompt schedule for my activities
with the LMS calendar” as the way to improve the usage of their LMS in their studies.
GRAPH 3.1 PERCENTAGE SCORES OF THE WAYS TO

IMPROVE THE USAGE OF THE LMS IN THE STUDIES OF
THE JUNIOR HIGH SCHOOL STUDENTS
a. Communicating with my teachers using the provided Chat box/GC.
b. Ensuring my own comfortability while using the LMS.
c. Maximizing the usage of LMS and its features.
d. Setting a prompt schedule for my activities with the LMS calendar.
40%
30%
20%
33%
25% 26%
10%
16%
0%
This graph represents ways that the Junior High School Students can improve the usage of their LMS
in their studies. Twenty-five percent (25%) of the students’ population chose “A” (Communicating with my
teachers using the provided chat box/ GC.), twenty-six percent (26%) of the students’ population chose “B”
(Ensuring my own comfortability while using the LMS), sixteen percent (16%) of the students’ population
chose “C” (Maximizing the usage of LMS and its features.), and thirty three percent (33%) of the students’
population chose “D” (Setting a prompt schedule for my activities with the LMS calendar.). The results expose
that the most used way to improve the usage of LMS by the respondents is Letter “D” (Setting a prompt
schedule for my activities with the LMS calendar.)
The graph shows that more students preferred method D (Setting a prompt schedule for my activities
with the LMS calendar) as the way to improve their LMS.

Table 3.2 Ways to fix the common problems of the LMS in the Studies of the Junior High School
Students.
a. I break down information

to understand what is on
the layout of the LMS. 4 7 3 1 15
b. I create a detailed strategy

to fix my schedule for
activities on the LMS. 6 8 8 2 24
c. I try to use the group

messaging system in the
LMS as often as possible. 1 1 0 0 2
d. In the case of LMS

inaccessibility with the
use of Wi-fi, I use Mobile 5 4 5 2 16
Data.
TOTAL: 16 20 16 5 57
Table 3.2 shows how the Junior High School Students decide to fix the common problems of their
LMS. Fifteen (15) students chose Letter A “I break down information to understand what is on the layout of
the LMS.” as their answer. Twenty-four (24) students chose Letter B “I create a detailed strategy to fix my
schedule for activities on the LMS.” Two (2) students chose Letter C “I try to use the group messaging system
in the LMS as often as possible.” Lastly, sixteen (16) students picked Letter D “In the case of LMS
inaccessibility with the use of Wi-Fi, I use Mobile Data.”

The table shows that more respondents chose B “I create a detailed strategy to fix my schedule for
activities on the LMS” to how they fix the common problems of the LMS.
GRAPH 3.2 PERCENTAGE SCORES OF THE WAYS TO FIX THE

COMMON PROBLEMS OF LMS IN THE STUDIES OF THE
JUNIOR HIGH SCHOOL STUDENTS
a. I break down information to understand what is on the layout of the LMS.
b. I create a detailed strategy to fix my schedule for activities on the LMS.
c. I try to use the group messaging system in the LMS as often as possible.
d. In the case of LMS inaccessibility with the use of Wi-fi, I use Mobile Data.
50%
40%
30%
20% 42%
26% 28%
10%
4%
0%
This graph represents the percentage scores of how the Junior High School Students decide fix the
common problems of their LMS. Twenty-six percent (26%) of the students’ population chose “A” (I break
down information to understand what is on the layout of the LMS.) Forty-two percent (42%) of the students’
population chose “B” (I create a detailed strategy to fix my schedule for activities on the LMS.) Four percent
(4%) of the respondent population chose “C” (I try to use the group messaging system in the LMS as often as
possible.) Finally, twenty-eight percent (28%) of the population chose “D” (In the case of LMS inaccessibility
with the use of Wi-Fi, I use Mobile Data.)
The chart shows that forty-two percent (42%) of the respondents chose “B” (I create a detailed strategy
to fix my schedule for activities on the LMS) as their way to fix the common problems of the LMS.
According to the related literature, there are five (5) ways to improve the usage of Learning
Management System (LMS) as an online platform for the studies of the students, (1) ENSURE THAT YOU
ARE COMFORTABLE WITH THE LMS EXPERIENCE, (2) CREATE A DETAILED STRATEGY
ESTABLISHING LMS-ASSISTED GOALS, (3) BREAK INFORMATION DOWN, (4) USE
MEASURABLE GOALS, (5) MAKE THE MOST OUT OF USER/GROUP PROFILES. The aim of the
researchers for this statement of the problem is to figure out how a student can improve the usage of LMS in
their studies. The data that the researchers gathered from the online survey shows that the students use these
ways to help improve their usage of LMS in their studies. Additionally, the survey also shows that there are
more problems that need fixing/improvement in their LMS. This literature can help the students improve the
LMS by not just informing the management, but by learning how to sort and arrange the problem themselves.
Source: https://edwiser.org/blog/7-ways-to-use-your-lms-effectively/
: https://elearningindustry.com/tips-improve-learning-management-system-lms-user-experience-
online-learners
CHAPTER IV: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
SUMMARY
The research study entitled as, “Benefits of Using the Learning Management System as an Online
Platform in the Studies of the Junior High School Students of Colegio De Roma, Inc. during the School Year
2021-2022.” Focuses on finding the effectiveness and learning advantages that an LMS can offer to Junior
High School Students.
The scope of this study are the Junior High School Students of Colegio De Roma, Inc. which consists
of fifty-seven (57) students from Grade seven (7) to Grade ten (10), with the age bracket of twelve (12) to
sixteen (16) years old.
Descriptive research was the method opted by the researchers due to the reason that the topic chosen
entailed present data, relevant knowledge, and information that tolerated the current time period. The
researchers chose purposive sampling as the sampling technique for this study considering it is under
probability sampling, which is a non-biased selection of the population that produces more concrete, accurate,
and steady data that greatly contributes to the study's importance. Additionally, it also aided the researchers in
determining the study's depth of knowledge and understanding. For instrumentation, an online survey
questionnaire was administered on the 11th day of March, 2022 via Google Forms.
Subsequently, the data collected was promptly presented through tabulation and bar graphs. According
to the data acquired, the majority of the Colegio De Roma, Inc. Junior High School Students acknowledged
that a Learning Management System is beneficial, convenient, and required for learning.
FINDINGS
1.) Do the Junior High School Students of Colegio De Roma, Inc. really need the Learning
Management System (LMS) in their studies?
- Fifty-four (54) responses or ninety-five percent (95%) of the population said that they need
the LMS in their studies. Thus, the Junior High School Students of Colegio De Roma, Inc.
acknowledges that they require an LMS in their studies.
2.) What are the advantages and disadvantages of using the Learning Management System (LMS)
in the studies of the Junior High School Students?
- The Junior High School Students agree that the advantages of an LMS “makes easier
management of files and access to educational information”, “helps them to perform in
academics better” and “stimulates their knowledge and learning from all the subjects they are
currently taking.” While the disadvantages of an LMS “lessens the student-to-student
interaction”, and “conveys theory-based learning rather than practical-based learning.”
3.) How can the Junior High School Students of Colegio De Roma, Inc. improve the use of the
Learning Management System (LMS) for a better online platform in their studies?
- The Junior High School Students agree that the primary way to improve the use of the LMS is
to “set a prompt schedule for activities with the LMS calendar.”

CONCLUSIONS
The following are the conclusions of the researchers pertaining to the “Benefits of using the Learning
Management System as an Online Platform in the studies of the Junior High School Students of Colegio De
Roma, Inc. during the School Year 2021-2022.”:
1. The researchers conclude that most of the Junior High School Students agree that an LMS is
needed for studying online.
2. Most of the Junior High School Students acknowledge LMS as an entirely beneficial platform.
3. Almost half of the Junior High School Students agreed that LMS makes easier management of
files and access to educational information.
4. They agreed that LMS stimulates their knowledge and learning from all the subjects they are
currently taking.
5. The researchers conclude that most of the Junior High School Students agreed that the usage of an
LMS helps them perform academically better.
6. The researchers conclude that most of the Junior High School Students agreed that LMS conveys
theory-based learning rather than practical-based learning.
7. The researchers conclude that most of the Junior High School Students agreed that LMS lessens
the student-to-student interaction.
8. Most of the Junior High School Students agreed that, “setting a prompt schedule for my activities
with the LMS calendar” is the primary way to improve the usage of LMS in their studies.
9. Managing task and activities are the common problems they encountered while using the LMS.
10. The researchers conclude that most of the Junior High School Students agreed that, “create a
detailed strategy to fix the schedule for activities on the LMS” is the primary way to fix the
common problems of the LMS.

RECOMMENDATIONS
The researchers suggest the following recommendations to potentially maximize the Learning
Management System (LMS) and help improve the students' educational proficiency. The seven (7)
recommendations are as follows:
1. The researchers recommend that the teachers and students should try to engage and interact with the
communication tool that the Learning Management System (LMS) offers. Thus, it can help the
interaction between the teachers and students flourish and increase the students' learning experience.
2. The researchers recommend that the students should utilize the functions and communication tools of
the Learning Management System (LMS) to maximize the LMS's potential. Hence by doing this, the
educational assistance of LMS will double in contributing to the students’ knowledge.
3. The researchers recommend that the teachers should utilize other scholarly communication tools that
can help the students interact with each other to alleviate the problem regarding the student-to-student
interaction.
4. The researchers recommend that the school administration should set up a parent’s portal to have a
collaborative approach and engagement with the parents in the student's Learning Management System
(LMS) profile. Hence this recommendation will help the school administration increase the
effectiveness of education since it will track both the teachers' and students' educational process in
using LMS.
5. The researchers recommend that the parents should utilize the proposed parent’s portal correspondingly
to their children's profiles to track the students' learning progress in real time.
6. The researchers recommend that the future researchers should increase the parameters of the study by
focusing on one (1) Learning Management System (LMS) software or have a comparative analysis of
this different educational software to dissect the variety and complexity of the function of Learning
Management System (LMS).

7. The researchers recommend that this study be conducted in other levels, such as Intermediate and
Senior High School Students in both private and public schools to collect more evidence regarding the
advantages and disadvantages of using the Learning Management System as an online education
platform to exponentially contribute to the learners' efficiency and effectiveness in education.

APPENDICES
APPENDIX A
LETTER OF REQUEST FOR THE SCHOOL PRINCIPAL
March 04, 2022
MR. RODEL C. MANICAD

School Principal
Dear Mr. Manicad,
Good day Sir!
We, the group 1 researchers from the Grade 10 Batch 2021-2022, would like to duly request your consent in
authorizing an online survey that shall confer helpful results for our Research paper, concerning the “Benefits of Using
the Learning Management System as an Online Platform in the Studiesof the Junior High School Students of Colegio
De Roma, Inc. during the School Year 2021-2022.” We plan to introduce our online survey among the Junior High
School Students on the 11th day of March 2022, through a link that each respective Junior High School adviser shall
place in the Homeroom section of the KLEAFS Learning Management System (LMS).
The operation of conducting an online survey for this research is a necessary requirement. Thus, the datum to be
collected and quantified shall be classified as confidential, as well as used for the sole reason of academic purposes.
Your approval for our request to conduct the online survey shall be significantly gratified. We appreciate you for
your time and consideration regarding this matter.
Respectfully yours,
Angelique C. Corido
Harie R. Dimatulac
Amiel John P. Dizon
Neeolle Brenan A. Namayan
Keith Harvey G. Pabalate
Jamika Lana U. Santos
(Grade 10 Researchers)
APPENDIX B
LETTER OF REQUEST FOR THE GRADE SEVEN (7) ADVISER
March 04, 2022
MR. SHERWIN I. CRUZ

Grade 7 Adviser
Dear Mr. Cruz,
Greetings of Peace Sir!
We, the group 1 researchers from the Grade 10 Batch 2021-2022, will be making a set of online survey
questionnaire to be given among your Grade 7 students regarding our research study about the “Benefits of Using the
Learning Management System as an Online Platform in the Studies of the Junior High School Students of Colegio De
Roma, Inc. during the School Year 2021-2022.” The researchers would like to conduct a survey among the Grade 7
students to know the benefits of the Learning Management System (LMS) in the online environment of education.
The researchers would like to ask for your permission to conduct our online survey via Google Forms on
March 11, 2022 to your advisory class and we humbly ask if you could post the online survey link attached in this
email to your Homeroom Section of the KLEAFS Learning and Management System (LMS).
We are hoping for a positive response and support to our request. Additionally, the datum gathered will be
confidential and shall be used only for academic purposes. If you have any concerns regarding the survey that we will
be conducting, feel free to ask us and we would be pleased to accommodate you.
Thank you very much and may God bless you.
Truly yours,
Angelique C. Corido
Harie R. Dimatulac
Amiel John P. Dizon
APPENDIX C
LETTER OF REQUEST FOR THE GRADE EIGHT (8) ADVISER
March 04, 2022
MRS. JOAN S. GUEVARRA

Grade 8 Adviser
Dear Mrs. Guevarra,
Greetings of Peace Ma’am!
email to your Homeroom Section of the KLEAFS Learning and Management System\(LMS).
Truly yours,
Angelique C. Corido
Harie R. Dimatulac
Amiel John P. Dizon
APPENDIX D
LETTER OF REQUEST FOR THE GRADE NINE (9) ADVISER
March 04, 2022
MS. MARIETA C. ELARAN

Grade 9 Adviser
Dear Ms. Elaran,
Greetings of Peace Ma’am!

Truly yours,
Angelique C. Corido
Harie R. Dimatulac
Amiel John P. Dizon
APPENDIX E
LETTER OF REQUEST FOR THE GRADE TEN (10) ADVISER
March 04, 2022
MR. RYAN G. CAMANO

Grade 10 Adviser
Dear Mr. Camano,
Greetings of Peace Sir!
questionnaire to be given among your Grade 10 students regarding our research study about the “Benefits of Using
the Learning Management System as an Online Platform in the Studies of the Junior High School Students of Colegio
De Roma, Inc. during the School Year 2021-2022.” The researchers would like to conduct a survey among the Grade
10 students to know the benefits of the Learning Management System (LMS) in the online environment of education.
Truly yours,
Angelique C. Corido
Harie R. Dimatulac
Amiel John P. Dizon
APPENDIX F
SAMPLE ONLINE SURVEY QUESTIONNAIRE FOR THE JUNIOR HIGH SCHOOL STUDENTS
BENEFITS OF USING THE LEARNING MANAGEMENT SYSTEM AS AN ONLINE PLATFORM

IN THE STUDIES OF THE JUNIOR HIGH SCHOOL STUDENTS OF COLEGIO DE ROMA, INC.
DURING THE SCHOOL YEAR 2021-2022
Good day Grade 7! / Grade 8! / Grade 9! / Grade 10!
We are the Group 1 researchers from Grade 10, specifically:
Angelique C. Corido
Harie R. Dimatulac
Amiel John P. Dizon
In preparatory to the following content, we appreciate the gesture of coordination to acknowledge this
online survey. The aforementioned online survey serves as a significant proportion in our research paper as
regards to the completion of the Research subject. We aim to understand the effectiveness and the advantages
of an LMS to the online studies of the Junior High School Students in Colegio De Roma, Inc.
The following questionnaire contains three (3) segments that shall correspond to the significance of an
LMS, the advantages and disadvantages of an LMS, and courses of action for the usage improvement of an
LMS.
In the effect of consideration and agreeance to partake in this online survey, we duly express our
profound gratitude and recognition. Have a blessed day ahead!
Name: ___________________________________________________Grade: ____________________

Age: _____________________________________ Date: ____________________________________
Part I: YES or NO
Instruction: Tick the option that would best suit your answer based on how you have observed the
Learning Management System (LMS) in your studies.
1. Do you think you need an LMS for studying online?

___ YES
___ NO
2. Do you depend on the LMS for everything academically related?

___ YES
___ NO
3. Did using the LMS in your studies help you perform academically better?
____ YES
____ NO
4. Does the usage of LMS ease your studies?

___ YES
___ NO
5. Do you see LMS as an entirely beneficial online platform?

___ YES
___ NO
Part II: LIKERT SCALE
Instruction: The following statements contain the advantages and disadvantages of a Learning Management
System (LMS) which some people might experience in different degrees of agreeableness.
Kindly rate and tick the corresponding box that you personally agree or disagree to reflect on how you
perceived the Learning Management System (LMS).
Strongly Strongly
STATEMENTS Disagree Disagree Undecided Agree Agree
(1) (2) (3) (4) (5)
1. The LMS makes
easier management of
files and access to
educational
information.
2. The LMS provides all
the features you need
for your education
and learning style.
3. The LMS stimulates
your knowledge and
learning from all the
subjects you are
currently taking.
4. The LMS lessens the
student-to-student
interaction.
5. The LMS conveys
theory-based learning
rather than practical-
based learning.
6. The LMS is subject-
centered and student-
centered.
Part III: MULTIPLE CHOICE
Instruction: The following statements contain how you (as a student) can help improve your usage of the
Learning Management System (LMS),
Please choose and tick your chosen answer below the following questions.
1. What do you think are the ways to improve your usage of the LMS in your studies?
a. Communicating with my teachers using the provided Chat box/ GC.

b. Ensuring my own comfortability while using the LMS.
c. Maximizing the usage of LMS and its features.
d. Setting a prompt schedule for my activities with the LMS calendar.
2. What are the things that your LMS needs improvement on?
a. Accessibility of my LMS
b. Clustered Dashboard
c. Comfortability while using my LMS
d. Not compatible for my other devices.
3. What are your common problems while using your LMS?

a. Accessing the LMS.
b. Limited interactions.
c. Managing tasks and activities.
d. The clustered Dashboard.
4. How do you try to fix the common problems of your LMS?

a. I break down information to understand what is on the layout of the LMS
b. I create a detailed strategy to fix my schedule for activities on the LMS
c. I try to use the group messaging system in the LMS as often as possible
d. In the case of LMS inaccessibility with the use of Wi-fi, I use Mobile Data.
APPENDIX G
ONLINE SURVEY RESULTS OF GRADE SEVEN (7) STUDENTS
I. YES OR NO
CHOICES ANSWERS
YES 16
NO 0
TOTAL: 16
CHOICES ANSWERS
YES 12
NO 4
TOTAL: 16
CHOICES ANSWERS
YES 12
NO 4
TOTAL: 16
CHOICES ANSWERS
YES 15
NO 1
TOTAL: 16
CHOICES ANSWERS
YES 15
NO 1
TOTAL: 16
II. LIKERT SCALE
1. The LMS makes easier management of files and access to educational information.
CHOICES ANSWERS
Strongly Disagree (1) 0
Disagree (2) 1
Undecided (3) 2
Agree (4) 9
Strongly Agree (5) 4
TOTAL: 16
2. The LMS provides all the features you need for your education and learning style.
CHOICES ANSWERS
Disagree (2) 1
Undecided (3) 8
Agree (4) 4
TOTAL: 16
3. The LMS stimulates your knowledge and learning from all the subjects you are currently
taking.
CHOICES ANSWERS
Disagree (2) 1
Undecided (3) 2
Agree (4) 11
TOTAL: 16
4. The LMS lessens the student-to-student interaction.
CHOICES ANSWERS
Disagree (2) 2
Undecided (3) 6
Agree (4) 6
TOTAL: 16
5. The LMS conveys theory-based learning rather than practical-based learning.
CHOICES ANSWERS
Disagree (2) 0
Undecided (3) 7
Agree (4) 7
TOTAL: 16
6. The LMS is subject-centered and student-centered.
CHOICES ANSWERS
Disagree (2) 0
Undecided (3) 2
Agree (4) 7
TOTAL: 16
III. MULTIPLE CHOICE
CHOICES ANSWERS
a. Communicating with my teachers

using the provided Chat box/GC. 6
b. Ensuring my own comfortability

while using the LMS. 2
c. Maximizing the usage of LMS

and its features. 2
d. Setting a prompt schedule for my

activities with the LMS calendar. 6
TOTAL: 16
CHOICES ANSWERS
a. Accessibility of my LMS.
3
b. Clustered Dashboard.
4
c. Comfortability while using my

LMS. 5
d. Not compatible for my other

devices. 4
TOTAL: 16
CHOICES ANSWERS

1
5

5

5
TOTAL: 16
CHOICES ANSWERS
a. I break down information to

understand what is on the layout 4
of the LMS.
b. I create a detailed strategy to fix
my schedule for activities on the 6
LMS.
c. I try to use the group messaging
system in the LMS as often as 1
possible.
d. In the case of LMS inaccessibility
with the use of Wi-fi, I use 5
Mobile Data.
TOTAL: 16
APPENDIX H
ONLINE SURVEY RESULTS OF GRADE EIGHT (8) STUDENTS
I. YES OR NO
CHOICES ANSWERS
YES 18
NO 2
TOTAL: 20
CHOICES ANSWERS
YES 16
NO 4
TOTAL: 20
CHOICES ANSWERS
YES 17
NO 3
TOTAL: 20
CHOICES ANSWERS
YES 17
NO 3
TOTAL: 20
CHOICES ANSWERS
YES 19
NO 1
TOTAL: 20
II. LIKERT SCALE
CHOICES ANSWERS
Disagree (2) 1
Undecided (3) 3
Agree (4) 13
TOTAL: 20
CHOICES ANSWERS
Disagree (2) 0
Undecided (3) 5
Agree (4) 12
TOTAL: 20
3. The LMS stimulates your knowledge and learning from all the subjects you are currently taking.
CHOICES ANSWERS
Disagree (2) 3
Undecided (3) 3
Agree (4) 14
TOTAL: 20
CHOICES ANSWERS
Disagree (2) 5
Undecided (3) 0
Agree (4) 11
TOTAL: 20
CHOICES ANSWERS
Disagree (2) 3
Undecided (3) 9
Agree (4) 8
TOTAL: 20
CHOICES ANSWERS
Disagree (2) 1
Undecided (3) 5
Agree (4) 14
TOTAL: 20
CHOICES ANSWERS



and its features. 0

TOTAL: 20
CHOICES ANSWERS
8
3

LMS. 8

devices. 1
TOTAL: 20
CHOICES ANSWERS

4
5

9

2
TOTAL: 20
CHOICES ANSWERS

of the LMS.
LMS.
possible.
Mobile Data.
TOTAL: 20
APPENDIX I
ONLINE SURVEY RESULTS OF GRADE NINE (9) STUDENTS
I. YES OR NO
CHOICES ANSWERS
YES 15
NO 1
TOTAL: 16
CHOICES ANSWERS
YES 5
NO 11
TOTAL: 16
CHOICES ANSWERS
YES 11
NO 5
TOTAL: 16
CHOICES ANSWERS
YES 10
NO 6
TOTAL: 16
CHOICES ANSWERS
YES 13
NO 3
TOTAL: 16
II. LIKERT SCALE
CHOICES ANSWERS
Disagree (2) 0
Undecided (3) 1
Agree (4) 8
TOTAL: 16
CHOICES ANSWERS
Disagree (2) 3
Undecided (3) 1
Agree (4) 7
TOTAL: 16
CHOICES ANSWERS
Disagree (2) 3
Undecided (3) 4
Agree (4) 5
TOTAL: 16
CHOICES ANSWERS
Disagree (2) 1
Undecided (3) 5
Agree (4) 6
TOTAL: 16
CHOICES ANSWERS
Disagree (2) 0
Undecided (3) 5
Agree (4) 6
TOTAL: 16
CHOICES ANSWERS
Disagree (2) 0
Undecided (3) 2
Agree (4) 8
TOTAL: 16
CHOICES ANSWERS



and its features. 4

TOTAL: 16
CHOICES ANSWERS
6
7

LMS. 1

devices. 2
TOTAL: 16
CHOICES ANSWERS

3
3

8

2
TOTAL: 16
CHOICES ANSWERS

of the LMS.
LMS.
possible.
Mobile Data.
TOTAL: 16
APPENDIX J
ONLINE SURVEY RESULTS OF GRADE TEN (10) STUDENTS
I. YES OR NO
CHOICES ANSWERS
YES 5
NO 0
TOTAL: 5
CHOICES ANSWERS
YES 3
NO 2
TOTAL: 5
CHOICES ANSWERS
YES 3
NO 2
TOTAL: 5
CHOICES ANSWERS
YES 3
NO 2
TOTAL: 5
CHOICES ANSWERS
YES 4
NO 1
TOTAL: 5
II. LIKERT SCALE
CHOICES ANSWERS
Disagree (2) 0
Undecided (3) 1
Agree (4) 3
TOTAL: 5
CHOICES ANSWERS
Disagree (2) 1
Undecided (3) 1
Agree (4) 3
TOTAL: 5
CHOICES ANSWERS
Disagree (2) 1
Undecided (3) 1
Agree (4) 3
TOTAL: 5
CHOICES ANSWERS
Disagree (2) 0
Undecided (3) 2
Agree (4) 2
TOTAL: 5
CHOICES ANSWERS
Disagree (2) 0
Undecided (3) 2
Agree (4) 3
TOTAL: 5
CHOICES ANSWERS
Disagree (2) 0
Undecided (3) 3
Agree (4) 2
TOTAL: 5
CHOICES ANSWERS



and its features. 3

TOTAL: 5
CHOICES ANSWERS
1
1

LMS. 3

devices. 0
TOTAL: 5
CHOICES ANSWERS

2
2

1

0
TOTAL: 5
CHOICES ANSWERS

of the LMS.
LMS.
possible.
Mobile Data.
TOTAL: 5
APPENDIX K
ONLINE SURVEY RESULTS FROM GRADE SEVEN (7) TO TEN (10) STUDENTS
I. YES OR NO
YES 16 18 15 5 54
NO 0 2 1 0 3
TOTAL: 16 20 16 5 57
YES 12 16 5 3 36
NO 4 4 11 2 21
TOTAL: 16 20 16 5 57
YES 12 17 11 3 43
NO 4 3 5 2 14
TOTAL: 16 20 16 5 57
YES 15 17 10 3 45
NO 1 3 6 2 12
TOTAL: 16 20 16 5 57
YES 15 19 13 4 51
NO 1 1 3 1 6
TOTAL: 16 20 16 5 57
II. LIKERT SCALE

Strongly Disagree
(1) 0 0 0 0 0
Disagree 1 1 0 0 2
(2)
Undecided 2 3 1 1 7
(3)
Agree 9 13 8 3 33
(4)
Strongly Agree 4 3 7 1 15
(5)
TOTAL: 16 20 16 5 57

Strongly Disagree
(1) 0 0 1 0 1
Disagree 1 0 3 1 5
(2)
Undecided 8 5 1 1 15
(3)
Agree 4 12 7 3 26
(4)
(5)
TOTAL: 16 20 16 5 57
Strongly Disagree
(1) 0 0 0 0 0
Disagree 1 3 3 1 8
(2)
(3)
Agree 11 14 5 3 33
(4)
(5)
TOTAL: 16 20 16 5 57
Strongly Disagree
(1) 0 1 0 0 1
Disagree 2 5 1 0 8
(2)
(3)
Agree 6 11 6 2 25
(4)
(5)
TOTAL: 16 20 16 5 57
Strongly Disagree
(1) 1 0 0 0 1
Disagree 0 3 0 0 3
(2)
(3)
Agree 7 8 6 3 24
(4)
(5)
TOTAL: 16 20 16 5 57
Strongly Disagree
(1) 0 0 0 0 0
Disagree 0 1 0 0 1
(2)
(3)
Agree 7 14 8 2 31
(4)
(5)
TOTAL: 16 20 16 5 57
a. Communicating
with my teachers
using the provided 6 5 3 0 14
Chat box/GC.
b. Ensuring my own
comfortability while 2 10 2 1 15
using the LMS.
c. Maximizing the
usage of LMS and 2 0 4 3 9
its features.
d. Setting a prompt
schedule for my
activities with the 6 5 7 1 19
LMS calendar.
TOTAL: 16 20 16 5 57
a. Accessibility of my
LMS. 3 8 6 1 18
b. Clustered
Dashboard. 4 3 7 1 15
c. Comfortability while
using my LMS. 5 8 1 3 17
d. Not compatible for

my other devices. 4 1 2 0 7
TOTAL: 16 20 16 5 57

1 4 3 2 10
a. Limited interactions.
5 5 3 2 15
b. Managing tasks and

activities. 5 9 8 1 23
c. The clustered Dashboard.

5 2 2 0 9
TOTAL: 16 20 16 5 57
a. I break down information

to understand what is on
the layout of the LMS. 4 7 3 1 15
b. I create a detailed
strategy to fix my
schedule for activities on 6 8 8 2 24
the LMS.
c. I try to use the group

messaging system in the
LMS as often as 1 1 0 0 2
possible.
d. In the case of LMS
inaccessibility with the
use of Wi-fi, I use 5 4 5 2 16
Mobile Data.
TOTAL: 16 20 16 5 57
APPENDIX L
COMPUTATION OF THE GRAND MEAN INCLUDED IN THE LIKERT SCALE TABLE
RESULTS
Formula:
5(𝐴) + 4(𝐵) + 3(𝐶 ) + 2(𝐷) + 1(𝐸)
𝑚𝑒𝑎𝑛 =
𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟𝑠 𝑜𝑓 𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑒𝑛𝑡𝑠
Where:
A = Number of Respondents answered Strongly Agreed
B = Number of Respondents answered Agreed
C = Number of Respondents answered Undecided
D = Number of Respondents answered Disagreed
E = Number of Respondents answered Strongly Disagreed
Computation for Table 2.1.
Grade 7
𝟓(𝟒) + 𝟒(𝟗) + 𝟑(𝟐) + 𝟐(𝟏) + 𝟏(𝟎)
= 𝟒. 𝟎𝟎
𝟏𝟔
Grade 8
𝟓(𝟑) + 𝟒(𝟏𝟑) + 𝟑(𝟑) + 𝟐(𝟏) + 𝟏(𝟎)
= 𝟑. 𝟗𝟎
𝟐𝟎
Grade 9
𝟓(𝟕) + 𝟒(𝟖) + 𝟑(𝟏) + 𝟐(𝟎) + 𝟏(𝟎)
= 𝟒. 𝟑𝟕𝟓
𝟏𝟔
Grade 10
𝟓(𝟏) + 𝟒(𝟑) + 𝟑(𝟏) + 𝟐(𝟎) + 𝟏(𝟎)
= 𝟒. 𝟎𝟎
𝟓
Grand Mean
𝟒. 𝟎𝟎 + 𝟑. 𝟗𝟎 + 𝟒. 𝟑𝟖 + 𝟒. 𝟎𝟎
= 𝟒. 𝟎𝟕
𝟒
Computation for Table 2.2
Grade 7
𝟓(𝟑) + 𝟒(𝟒) + 𝟑(𝟖) + 𝟐(𝟏) + 𝟏(𝟎)
= 𝟑. 𝟓𝟔
𝟏𝟔
Grade 8
𝟓(𝟑) + 𝟒(𝟏𝟐) + 𝟑(𝟓) + 𝟐(𝟎) + 𝟏(𝟎)
= 𝟑. 𝟗𝟎
𝟐𝟎
Grade 9
𝟓(𝟒) + 𝟒(𝟕) + 𝟑(𝟏) + 𝟐(𝟑) + 𝟏(𝟏)
= 𝟑. 𝟔𝟑
𝟏𝟔
Grade 10
𝟓(𝟎) + 𝟒(𝟑) + 𝟑(𝟏) + 𝟐(𝟏) + 𝟏(𝟎)
= 𝟑. 𝟒𝟎
𝟓
Grand Mean
𝟑. 𝟓𝟔 + 𝟑. 𝟗𝟎 + 𝟑. 𝟔𝟑 + 𝟑. 𝟒𝟎
= 𝟑. 𝟔𝟐
𝟒
Grade 7
𝟓(𝟐) + 𝟒(𝟏𝟏) + 𝟑(𝟐) + 𝟐(𝟏) + 𝟏(𝟎)
= 𝟑. 𝟖𝟖
𝟏𝟔
Grade 8
𝟓(𝟎) + 𝟒(𝟏𝟒) + 𝟑(𝟑) + 𝟐(𝟑) + 𝟏(𝟎)
= 𝟑. 𝟓𝟓
𝟐𝟎
Grade 9
𝟓(𝟒) + 𝟒(𝟓) + 𝟑(𝟒) + 𝟐(𝟑) + 𝟏(𝟎)
= 𝟑. 𝟔𝟑
𝟏𝟔
Grade 10
𝟓(𝟎) + 𝟒(𝟑) + 𝟑(𝟏) + 𝟐(𝟏) + 𝟏(𝟎)
= 𝟑. 𝟒𝟎
𝟓
Grand Mean
𝟑. 𝟖𝟖 + 𝟑. 𝟓𝟓 + 𝟑. 𝟔𝟑 + 𝟑. 𝟒𝟎
= 𝟑. 𝟔𝟏
𝟒
Grade 7
𝟓( 𝟐) + 𝟒( 𝟔) + 𝟑( 𝟔 ) + 𝟐( 𝟐) + 𝟏 ( 𝟎)
= 𝟑. 𝟓𝟎
𝟏𝟔
Grade 8
𝟓(𝟑) + 𝟒(𝟏𝟏) + 𝟑(𝟎) + 𝟐(𝟓) + 𝟏(𝟏)
= 𝟑. 𝟓𝟎
𝟐𝟎
Grade 9
𝟓( 𝟒) + 𝟒( 𝟔) + 𝟑( 𝟎) + 𝟐( 𝟏) + 𝟏( 𝟎)
= 𝟑. 𝟖𝟏𝟐𝟓
𝟏𝟔
Grade 10
𝟓(𝟏) + 𝟒(𝟐) + 𝟑(𝟐) + 𝟐(𝟎) + 𝟏(𝟎)
= 𝟑. 𝟖𝟎
𝟓
Grand Mean
𝟑. 𝟓𝟎 + 𝟑. 𝟓𝟎 + 𝟑. 𝟖𝟏 + 𝟑. 𝟖𝟎
= 𝟑. 𝟔𝟓
𝟒
Grade 7
𝟓( 𝟏) + 𝟒( 𝟕) + 𝟑( 𝟕 ) + 𝟐( 𝟎) + 𝟏 ( 𝟏)
= 𝟑. 𝟒𝟒
𝟏𝟔
Grade 8
𝟓( 𝟎) + 𝟒( 𝟖) + 𝟑( 𝟗 ) + 𝟐( 𝟑) + 𝟏 ( 𝟎)
= 𝟑. 𝟐𝟓
𝟐𝟎
Grade 9
𝟓( 𝟓) + 𝟒( 𝟔) + 𝟑( 𝟓 ) + 𝟐( 𝟎) + 𝟏 ( 𝟎)
= 𝟒. 𝟎𝟎
𝟏𝟔
Grade 10
𝟓(𝟎) + 𝟒(𝟑) + 𝟑(𝟐) + 𝟐(𝟎) + 𝟏(𝟎)
= 𝟑. 𝟔𝟎
𝟓
Grand Mean
𝟑. 𝟒𝟒 + 𝟑. 𝟐𝟓 + 𝟒. 𝟎𝟎 + 𝟑. 𝟔𝟎
= 𝟑. 𝟓𝟕
𝟒
Grade 7
𝟓( 𝟕) + 𝟒( 𝟕) + 𝟑( 𝟐 ) + 𝟐( 𝟎) + 𝟏 ( 𝟎)
= 𝟒. 𝟑𝟏
𝟏𝟔
Grade 8
𝟓(𝟎) + 𝟒(𝟏𝟒) + 𝟑(𝟓) + 𝟐(𝟏) + 𝟏(𝟎)
= 𝟑. 𝟔𝟓
𝟐𝟎
Grade 9
𝟓( 𝟔) + 𝟒( 𝟖) + 𝟑( 𝟐 ) + 𝟐( 𝟎) + 𝟏 ( 𝟎)
= 𝟒. 𝟐𝟓
𝟏𝟔
Grade 10
𝟓(𝟎) + 𝟒(𝟐) + 𝟑(𝟑) + 𝟐(𝟎) + 𝟏(𝟎)
= 𝟑. 𝟒𝟎
𝟓
Grand Mean
𝟒. 𝟑𝟏 + 𝟑. 𝟔𝟓 + 𝟒. 𝟐𝟓 + 𝟑. 𝟗𝟎
= 𝟑. 𝟗𝟎
𝟒
APPENDIX M
PICTURES OF THE GRADE SEVEN (7) STUDENTS WHILE ANSWERING THE ONLINE
SURVEY
Pictures of two (2) grade seven (7) students picking their answers for the online survey.
Pictures of two (2) grade seven (7) students whilst choosing their answers for the survey carefully.
APPENDIX N
PICTURES OF THE GRADE EIGHT (8) STUDENTS WHILE ANSWERING THE ONLINE
SURVEY
Pictures of two (2) grade eight (8) students reading and comprehending the questionnaire.
Images of two (2) grade eight (8) students focusing on the online survey.
APPENDIX O
PICTURES OF THE GRADE NINE (9) STUDENTS WHILE ANSWERING THE ONLINE SURVEY
Two (2) images of certain grade nine (9) students answering the online survey.
Some pictures of the grade nine (9) students acknowledging the online survey.
APPENDIX P
PICTURES OF THE GRADE TEN (10) STUDENTS WHILE ANSWERING THE ONLINE SURVEY
Above are two (2) grade ten (10) students picking their answers after reading the questionnaire.
Above are a portion of the grade ten (10) students answering the online survey.
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COLEGIO DE ROMA, Inc.

San Juan, Balagtas, Bulacan

BENEFITS OF USING THE LEARNING MANAGEMENT SYSTEM AS AN ONLINE PLATFORM

In Partial Fulfillment of the Requirements in Research

Ms. Precious C. Manicad

administer our online survey among their students.

who did an outstanding performance to complete this study.

CHAPTER I: THE PROBLEM AND THE REVIEW OF RELATED LITERATURE

II. Review of Related Literature………………………………………………………....................2

III. Review of Related Studies…………………………………………………….……..................11

IV. Research Paradigm…………………………………………………………………..................18

V. Statement of the Problem……………………………………………………………................19

VII. Basic Assumptions of the Study…………………………………………………….................19

VIII. Scope and Delimitations of the Study……………………………………………….................20

IX. Significance of the Study…………………………………………………………....................21

CHAPTER II: RESEARCH METHODOLOGY

II. Sampling Technique..................................................................................................................28

III. Subject of the Study...................................................................................................................28

B. Construction of Online Survey Questionnaires...........................................................29

C. Selection of the Respondents and Administration

D. Gathering Results of the Study....................................................................................30

VI. Methods of Analysis...................................................................................................................31

CHAPTER III: RESULTS AND DISCUSSIONS

LMS is needed for studying online............................................................................................32

LMS is needed for studying online............................................................................................33

LMS as an entirely beneficial platform....................................................................................33

LMS as an entirely beneficial platform.....................................................................................34

V. Table 2.1 (Advantage) Agreeability of the Junior High School Students

to educational information.” ....................................................................................................36

educational information.” .........................................................................................................37

from all the subjects you are currently taking.” .......................................................................38

VIII. Graph 2.2 Percentage Scores of the (Advantage) Agreeability

LMS helps them perform academically better.........................................................................40

using an LMS helps them perform academically better. ........................................................40

XII. Graph 2.4 Percentage Scores of the (Disadvantage) Agreeability

of the Junior High School Students with the statement

XIV. Graph 2.5 Percentage Scores of the (Disadvantage) Agreeability of the

the student-to-student interaction." ..........................................................................................44

of the Junior High School Students.........................................................................................46

of the LMS in the studies of the Junior High School Students.................................................47

in the Studies of the Junior High School Students...................................................................48

of the LMS in the Studies of the Junior High School Students................................................49

Appendix A: LETTER OF REQUEST FOR THE SCHOOL PRINCIPAL

Appendix B: LETTER OF REQUEST FOR THE GRADE SEVEN (7) ADVISER

Appendix C: LETTER OF REQUEST FOR THE GRADE EIGHT (8) ADVISER

Appendix D: LETTER OF REQUEST FOR THE GRADE NINE (9) ADVISER

Appendix E: LETTER OF REQUEST FOR THE GRADE TEN (10) ADVISER

Appendix G: ONLINE SURVEY RESULTS OF GRADE SEVEN (7) STUDENTS

Appendix H: ONLINE SURVEY RESULTS OF GRADE EIGHT (8) STUDENTS

Appendix I: ONLINE SURVEY RESULTS OF GRADE NINE (9) STUDENTS

Appendix J: ONLINE SURVEY RESULTS OF GRADE TEN (10) STUDENTS

Appendix L: COMPUTATION OF THE GRAND MEAN INCLUDED IN THE LIKERT SCALE

CHAPTER I: THE PROBLEM AND THE REVIEW OF RELATED LITERATURE

outlet would be the use of online platforms.

Management System (LMS) software application.

interactive and engaging.

educational proficiency within the delivery output in the online environment.

Moreover, this guarantees the respondents to improve their quality of learning.

REVIEW OF RELATED LITERATURE

WHAT IS LEARNING MANAGEMENT SYSTEM?

BENEFITS OF A LEARNING MANAGEMENT SYSTEM

using gamification in an LMS keeps the users interested and challenged.

OTHER BENEFITS OF A LEARNING MANAGEMENT SYSTEM