Group 1 Final Research Paper

COLEGIO DE ROMA, Inc.
San Juan, Balagtas, Bulacan
THE PREFERRED TYPE OF ONLINE LEARNING BETWEEN SYNCHRONOUS AND

ASYNCHRONOUS LEARNING BY THE JUNIOR HIGH SCHOOL STUDENTS OF COLEGIO
DE ROMA. Inc. DURING THE SCHOOL YEAR 2020-2021
In Partial Fulfillment of the Requirements in Research
Submitted to:
Ms. Precious C. Manicad

(Research Adviser)
Submitted by:
Concepcion, John Lawrence M.

Cundangan, Jhan Mardhine H.
Jimenez, Mary Joy B.
Rosarial, Andrie DJ.
May 2021
APPROVAL SHEET
The research study of Concepcion, John Lawrence M. Cundangan, Jhan Mardhine H, Jimenez
Mary Joy B. Rosarial, Andrie DJ. entitled “THE PREFERRED TYPE OF ONLINE LEARNING
BETWEEN SYNCHRONOUS AND ASYNCHRONOUS LEARNING BY THE JUNIOR HIGH
SCHOOL STUDENTS OF COLEGIO DE ROMA. Inc. DURING THE SCHOOL YEAR 2020-2021”
submitted in partial fulfillment for the requirements in Research is hereby approved:
Mr. Rodel C. Manicad

Panelist
Ms. Precious C. Manicad

Research Adviser
Date
ABSTRACT
Because of the current situation, different learning modalities were implemented in our
country. Synchronous and Asynchronous learning were the two types of online learning
used by Colegio De Roma, Inc. This study aims to determine what is the preferred type
of online learning by the students. The researchers chose Descriptive research in order
to give information and answers about their questions. An online survey was used to
collect datum from the Junior High School students. Total respondents were fifty-two
(52) students ranging from ages twelve (12) to seventeen (17). The given questionnaire
was consisted of fifteen (15) questions divided into two parts. The part I has five (5)
Dichotomous questions, answerable by Agree or Disagree. While the other part has ten
(10) Multiple questions. The datum extracted by the researchers were presented through
tables and graphs. As for the results, it revealed that almost seventy-five percent (75%)
of the population voted for Synchronous Learning. The other twenty-five percent (25%)
chose Asynchronous Learning. Thus, findings showed that the students preferred
Synchronous Learning rather than Asynchronous Learning.
ACKNOWLEDGEMENT
 Foremost, the researchers are very grateful to ALMIGHTY GOD for the wisdom and strength He
bestowed upon the researchers in order to finish this study.
The researchers would like to extend their deepest gratitude and heartfelt thanks to the following
persons who in one way or another have contributed to make this study possible:
 We the researchers, would like to express our gratitude to our good principal- Mr. Rodel C. Manicad
for permitting us to conduct our online survey among the Junior High School students of Colegio De
Roma, Inc. The researchers are grateful for having you as our Principal.
 Our Research Adviser- Ma’am Precious C. Manicad, for sharing her knowledge and expertise in this
subject and for giving suggestions, guidance and support throughout the completion of this study. The
researchers are very thankful for having her as an adviser.
 We express our deepest gratitude to those teachers namely: Mr. Sherwin Cruz, the Grade 7 adviser.
Ms. Monalyn Meneses, the adviser of Grade 8. Ms. Marieta Elaran, the adviser of Grade 9 students and
lastly Mr. Ryan Camano, the adviser of Grade 10 students, who permitted us to give our online survey
among their students.
 The Grade seven (7), Grade eight (8), Grade nine (9) and Grade ten (10) students of school year 2020-
2021. We would like to extend our deepest gratitude for giving us your time in answering the online
survey honestly. Thank you very much for your cooperation.
 Last but not the least, the researchers would like to thank their friends, classmates and families who
showed their support with them in making this research paper.

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 Study ....................................................................................................... 12
IV.. Research Paradigm ................................................................................................................. 16
V. Statement of the Problem ........................................................................................................ 17
VI. Hypotheses .............................................................................................................................. 17
VII. Basic Assumptions of the Study ............................................................................................. 18
VIII. Scope and Delimitations of the Study .................................................................................... 18
IX. Significance of the Study ....................................................................................................... 19
X. Definition of Terms ................................................................................................................ 19
CHAPTER II: RESEARCH METHODOLOGY
I. Research Design .................................................................................................................... 24
II. Sampling Technique ..............................................................................................................25
III. Subject of the Study .............................................................................................................. 25

PAGE NO.
IV . Instrumentation ......................................................................................................................26
V. Research Procedures .............................................................................................................. 26
A. Letter of Request ................................................................................................... 26
B . Construction of Online Survey Questionnaires ..................................................... 27
C. Selection of the Respondents and Administration of the
Online Survey Questionnaires ............................................................................... 27
D. Gathering Results of the Study.............................................................................. 28
VI. Methods of Analysis...............................................................................................................28
CHAPTER III: RESULTS AND DISCUSSIONS
I. Table 1.1 The Preferred Type of Online Learning by the Junior High School Students ....... 29
II. Graph 1.1 Percentage Scores of the Preferred Type of Online Learning by the
Junior High School Students ................................................................................................. 29
III. Table 1.2 If SYNCHRONOUS classes are way more effective than
ASYNCHRONOUS classes ................................................................................................ 30
IV. Graph 1.2 Percentage Scores of the Number of Students who agreed and disagreed that
Synchronous Classes are way more effective than Asynchronous Classes........................... 30
V. Table 2.1 The Reasons why Junior High School Students chose Synchronous Learning… 32
VI. Graph 2.1 Percentage Scores of the Reasons why Junior High School Students chose
Synchronous Learning… ....................................................................................................... 33

PAGE NO.
VII. Table 2.2 The Reasons why Junior High School Students chose Asynchronous
Learning… ............................................................................................................................. 34
VIII . Graph 2.2 Percentage Scores of the Reasons why Junior High School Students
prefer Asynchronous Learning… .......................................................................................... 35
IX. Table 3.1 The Problems Encountered by the Junior High School Students during
Synchronous Learning… ....................................................................................................... 37
X. Graph 3.1 Percentage Scores of the Problems Encountered by the Junior High School
Students during Synchronous Learning… ............................................................................. 38
XI. Table 3.2 The Problems Encountered by the Junior High School Students during
Asynchronous Learning… ..................................................................................................... 39
XII. Graph 3.2 Percentage Scores of the Problems Encountered by the Junior High School
Students during Asynchronous Learning… .......................................................................... 40
CHAPTER IV: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
I. Summary ................................................................................................................................ 43
II. Findings ................................................................................................................................. 44
III. Conclusions ........................................................................................................................... 45
IV. Recommendations ................................................................................................................. 46

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)
APPENDIX H: ONLINE SURVEY RESULTS OF GRADE EIGHT (8)
APPENDIX I: ONLINE SURVEY RESULTS OF GRADE NINE (9)
APPENDIX J: ONLINE SURVEY RESULTS OF GRADE TEN (10)
APPENDIX K: ONLINE SURVEY RESULTS FROM GRADE SEVEN (7) TO GRADE TEN (10)
APPENDIX L: PICTURES OF GRADE SEVEN (7) WHILE ANSWERING THE ONLINE
SURVEY
APPENDIX M: PICTURES OF GRADE EIGHT (8) WHILE ANSWERING THE ONLINE
SURVEY
APPENDIX N: PICTURES OF GRADE NINE (9) WHILE ANSWERING THE ONLINE
SURVEY
APPENDIX O: PICTURES OF GRADE TEN (10) WHILE ANSWERING THE ONLINE
SURVEY
BIBLIOGRAPHY
The Preferred Type of Online Learning Between Synchronous and Asynchronous by the Junior High School Students| 1
CHAPTER I: THE PROBLEM AND THE REVIEW OF RELATED LITERATURE
INTRODUCTION
Due to pandemic, Department of Education have decided to use online classes or E-Learning
Classrooms to convey the curriculum this school year 2020-2021. The asynchronous and synchronous
learning is the two types of learning method that we are using during this pandemic. But, because of the
happenings nowadays, not all students have the chance to be enrolled this School Year 2020-2021.
What is synchronous and asynchronous learning? Synchronous learning is online or distance
education that happens in real time, often with a set class schedule and required login times. Online
education has grown in popularity and accessibility, attracting students with its schedule-friendly format
options. Asynchronous learning does not require real-time interaction; instead, content is available online
for students to access when it best suits their schedules, and assignments are completed to deadlines.
(Source: https://thebestschools.org/magazine/synchronous-vs-asynchronous-education/ )
Between synchronous and asynchronous learning, there is the best type of learning for Junior High
School students of Colegio De Roma. What will the junior high school students would choose between the
two types of learning method? How will the flow of School year 2020-2021 will looks like? What method
are the best for them to learn effectively? Will they be able to accomplish their goals this school year using
this method? How does Junior High School students will cope up with their activities? Is it going to be easy
for them to learn even they are in the midst of pandemic? Individuals may have different perspective and
views towards online learning/E-learning. This study contains what is the best type of learning that makes
the academic performances of the Junior High School students of Colegio De Roma school year 2020 to
2021. The researchers want to know what is the preferred type of online learning by the Junior High School
students of Colegio De Roma so they conducted this research.

REVIEW OF RELATED LITERATURE
Online learning is education that takes place over the Internet. It is often referred to as “e-learning”
among other terms. However, online learning is just one type of “distance learning” - the umbrella term for
any learning that takes place across distance and not in a traditional classroom.
Source: http://www.wlac.edu/online/documents/otl.pdf
When it comes to online learning, students employ synchronous and asynchronous communication
to get their work done. The word synchronous means working together at the same time, and in the online
learning world, chat rooms and online conferences are good examples of synchronous communication.
Learning from synchronous communication is enhanced because real-time conversations allow people to
explore, through writing or talking, the class concepts. Asynchronous communication is the relay of
information with a time lag.
Discussion forums and email are two examples of how asynchronous communication is employed
in online learning. This time lag in communication helps students internalize information by giving them
time to research certain ideas or merely extra time for contemplation. The main disadvantage to
asynchronous communication is time lost waiting for a response. Source:
https://www.worldwidelearn.com/education-advisor/questions/synchronous-asynchronous-learning.php
While some online classes are similar to independent study, most online classes are not self-paced
classes. The course content in an online class is usually identical to that of a face-to-face class on the same
topic.
The online process requires both instructor and students to take active roles. The instructor will often
act as a facilitator, organizing activities that engage students directly rather than relying too heavily on
lectures and memorization.
The model is primarily asynchronous, which means that within each week you and your students
may log in whenever it is most convenient. Generally, logging in four to five times per week is necessary
to give timely feedback and interact sufficiently with students. Although communication is primarily
asynchronous, real-time chat is also available.
Source: http://www.wlac.edu/online/documents/otl.pdf
Identifying the Different Types of E-Learning
1. Asynchronous Online Courses
Asynchronous classes let students complete their work on their own time. Students are given a
timeframe – it is usually a one-week window – during which they need to connect to their class at least once
or twice. The good news is that in asynchronous courses, you could hit the books no matter what hour of
day (or night). Source: Synchronous vs Asynchronous Learning | Online Schools (elearners.com)
The term is most commonly applied to various forms of digital and online learning in which students
learn from instruction—such as prerecorded video lessons or game-based learning tasks that students
complete on their own—that is not being delivered in person or in real time. Yet asynchronous learning
may also encompass a wide variety of instructional interactions, including email exchanges between
teachers, online discussion boards, and course-management systems that organize instructional materials
and correspondence, among many other possible variations. Source: Asynchronous Learning Definition
(edglossary.org)
2. Synchronous Online Courses
Synchronous learning is when classes occur on set schedules and time frames. Students and
instructors are online at the same time in synchronous classes since lectures, discussions, and presentations
take place at specific hours. All students must be online at that exact time in order to participate in the class.
Source: Synchronous vs Asynchronous Learning | Online Schools (elearners.com)
The term is most commonly applied to various forms of televisual, digital, and online learning in which
students learn from instructors, colleagues, or peers in real time, but not in person. For example, educational
video conferences, interactive webinars, chat-based online discussions, and lectures that are broadcast at
the same time they delivered would all be considered forms of synchronous learning.
Source: Synchronous Learning Definition (edglossary.org)
3. Hybrid Courses
Hybrid courses are college courses that combine traditional classroom activities with online instruction.
This format is sometimes also called "blended learning." The University of Washington at Bothell defines
a hybrid course as one "where 25 to 50 percent of the traditional face-to-face class time is replaced with
online or out-of-class work.
Source: Pros & Cons of Hybrid Courses (seattlepi.com)
4. Computer Managed Learning (CML)
In the case of computer-managed learning (CML), also known as Computer Managed Instruction
(CMI), computers are used to manage and assess learning processes. Computer managed learning
systems operate through information databases. These databases contain bits of information which the
student has to learn, together with a number of ranking parameters which enables the system to be
individualized according to the preferences of each student. As a result of two-way communication between
the student and the computer, determinations can be made as to whether the student achieved their learning
goals on a satisfactory level. If not, then the processes can be repeated until the student has achieved their
desired learning goals.
Additionally, educational institutions use computer-managed learning systems for storing and
retrieving information which aids in educational management. This could mean information such as lecture
information, training materials, grades, curriculum information, enrolment information among others.
Source: All 10 Types of E-Learning Explained | E-Student (e-student.org)
5. Computer Assisted Instruction (CAI)
Computer Assisted Instruction (CAI), also sometimes referred to as computer-assisted learning
(CAL), is another type of e-learning which uses computers together with traditional teaching. This could
mean interactive software for the students or the kind of training software used by Patrick Suppes of
Stanford University in 1966. Computer-assisted training methods use a combination of multimedia such
as text, graphics, sound, and video in order to enhance learning. The primary value of CAI is interactivity
– it allows students to become active learners instead of passive learners, by utilizing various methods such
as quizzes and other computer-assisted teaching and testing mechanisms.
Most schools nowadays, both online and traditional, use different variations of computer-assisted
learning to facilitate the development of skills and knowledge in their students.
6. Fixed E-Learning
Fixed e-learning is a fancy name for something you are likely already familiar with. “Fixed” in this
context means that the content used during the learning process does not change from its original state and
all the participating students receive the same information as all the others. The materials are predetermined
by the teachers and do not adapt to the student’s preferences.

This type of learning has been the standard in traditional classrooms for thousands of years, but it is
not ideal in e-learning environments. That is because fixed e-learning does not utilize the valuable real-time
data gained from student inputs. Analyzing each student individually through their data and making change
to the materials according to this data leads to better learning outcomes for all students.
7. Adaptive E-Learning
Adaptive e-learning is a new and innovative type of e-learning, which makes it possible to adapt and
redesign learning materials for each individual learner. Taking a number of parameters such as student
performance, goals, abilities, skills, and characteristics into consideration, adaptive e-learning tools allow
education to become more individualized and student-centered than ever before.
We are now at a point in time where laboratory-based adaptive instructional techniques can be used for
mathematical sequencing of student data. When done correctly, this could mean a new era for educational
science. While this type of e-learning can be more difficult to plan and accomplish than traditional teaching
methods, it’s potential value and effectiveness is often understated.
8. Linear E-Learning
When referring to human-computer interaction, linear communication means that information passes
from sender to receiver, without exception. In the case of e-learning, this becomes a very limiting factor, as
it does not allow two-way communication between teachers and students. This type of e-learning does have
its place in education, although it’s becoming less relevant with time. Sending training materials to students
through television and radio programs are classic examples of linear e-learning.

9. Interactive Online Learning
Interactive e-learning allows senders to become receivers and vise versa, effectively enabling a two-
way communication channel between the parties involved. From the messages sent and received, the
teachers and students can make changes to their teaching and learning methods. For this reason, interactive
e-learning is considerably more popular than linear, as it allows teachers and students to communicate more
freely with each other.
10. Individual Online Learning
Individual learning in this context refers to the number of students participating in achieving the
learning goals, rather than the student-centeredness of the material. This type of learning has been the norm
in traditional classrooms for thousands of years. When practicing individual learning, the students study the
learning materials on their own (individually), and they are expected to meet their learning goals on their
own.
This type of learning is not ideal for developing communicational skills and teamwork abilities in
students, as it largely focuses on students learning independently, without communication with other
students. Therefore, a more modern approach is necessary to supplant the communicational of skills and
abilities.

11. Collaborative Online Learning
Collaborative e-learning is a modern type of learning method, through which multiple students learn
and achieve their learning objectives together as a group. Students have to work together and practice
teamwork in order to achieve their common learning objectives.
This is done through the formation of effective groups, where each individual student has to take into
account the strengths and weaknesses of each other student. This boosts the communicational skills
teamworking abilities of the students. Collaborative e-learning expands on the idea that knowledge is best
developed inside a group of individuals where they can interact and learn from each other.
While this type of learning is more often used in traditional classrooms than in online courses, it’s
still a valid type of e-learning which can be highly effective if done correctly.
Identifying the Advantages and Disadvantages of Synchronous and Asynchronous Learning.
Advantages of Synchronous Learning
 Students can ask questions in real-time.
 Students feel a greater sense of community and connection to their peers when they all learn
together.
 Students become more engaged in their learning.
 Students feel a stronger sense of collaboration.
Source:http://blogs.onlineeducation.touro.edu/what-are-the-benefits-of-synchronous-and-
asynchronous-learning/
The Preferred Type of Online Learning Between Synchronous and Asynchronous by the Junior High School Students 9|
Disadvantages of Synchronous Learning
 Both the student and the instructor have to adhere to time schedules.
 Much of the training depends on the quality of the instructor.
 Students may not receive individual attention if other students are also in need.
 The learning pace is set by the instructor, not the students.
Source:https://learningsolutionsmag.com/articles/1577/comparing-asynchronous-and-synchronous-
learning
 Some students may face technical challenges or difficulties if they do not have fast or powerful Wi-Fi
network
https://clas.ucdenver.edu/working-remotely/faculty/pedagogy-time-disruption/advantages-and-
disadvantages-synchronous-and-asynchronous-teaching
Advantages of Asynchronous Learning
 Students can progress through the learning when they want, where they want, at the pace they want,
in the order they want.
 Students have more time to reflect on what they learned.
 Shy students may feel more comfortable interacting with their professor or peers when they have
time to compose thought-out emails rather than feeling pressured to speak up in a live conference
The Preferred Type of Online Learning Between Synchronous and Asynchronous by the Junior High School Students 10
 Students can participate in the same activities regardless of time zone.
Source:http://blogs.onlineeducation.touro.edu/what-are-the-benefits-of-synchronous-and-
asynchronous-learning/
Disadvantages of Asynchronous learning
 Limited access to an instructor and/or getting answers in real time.
 Some students may struggle without constant guidance and interaction.
 Not all instruction is best suited for self-paced learning.
Source:https://learningsolutionsmag.com/articles/1577/comparing-asynchronous-and-
synchronous-learning
 Course material may be misunderstood or have the potential to be misconstrued without the real-
time interaction.
Do Students Prefer Synchronous or Asynchronous Classes?
While Professional Development School (PDS) is implementing various methods to include a bit of
the PDS community in online learning, a popular belief among students is that asynchronous classes are the
way to go.
Adding on to Clingman, junior Camille Scordis states that “[Asynchronous class] allows me to stick
with my own schedule.” Many synchronous classes aren’t useful for students because there is a required
amount of time that teachers need to spend with each of their classes.
“I like synchronous classes because it’s nice to see people and talk,” explains junior Gaby Namouni.
Sometimes, it is tough to keep up with work when a class has an online Google Meet and also expects
students to do additional individual work.
“Being at home means that some classes wouldn’t work for the times they are scheduled for,” says
junior Gunnar Clingman. Adding on to Clingman, junior Camille Scordis states that “[Asynchronous class]
allows me to stick with my own schedule.” Many synchronous classes aren’t useful for students because
there is a required amount of time that teachers need to spend with each of their classes.
Still, we can’t forget about the most beneficial part of having synchronous classes: it allows us to
connect. “I like synchronous classes. I get to see more of my friends, and it forces me to start my work
before 7:59 pm,” mentions junior Nikita Bhardwaj. When we are at home, it is easy to procrastinate, and
the implementation of online learning forces us to finish our work once and for all. “I like synchronous
classes because it’s nice to see people and talk,” explains junior Gaby Namouni. Synchronous classes can
be a great way to communicate with other people, which is nearly impossible to do nowadays.
students to do additional individual work. Some of my teachers don’t give individual work for the
synchronous class days, and this seems to be the perfect balance. I am learning more outside of synchronous
class time, but I still enjoy having a quick check-in with my teacher and seeing all my friends.
Source: https://thespokesman.net/3616/opinion/do-students-prefer-synchronous-or-asynchronous-classes/
Synchronous vs. Asynchronous Learning
Research has found that students positively perceive synchronous learning because they receive
immediate feedback and feel like they are part of a community (Watts, 2016). However, students also
appreciate that they can incorporate asynchronous learning into their existing schedules and are able to
engage with the content on a deeper level.
Source: https://www.umass.edu/ctl/how-do-i-balance-synchronous-and-asynchronous-learning
The purpose of the related literature above is to help the researchers to determine the preferred type
of learning by the students, and also it gives the researchers and readers various ideas about the types of
online learning, as well as the advantages and disadvantages of synchronous and asynchronous learning.
REVIEW OF RELATED STUDY
A research article conducted in 2015 by Mehdi Mehri Shahabadi, Megha Uplane at six virtual
universities in Tehran, Iran entitled “Synchronous and Asynchronous e-learning Styles and Academic
Performance of e-learners” from Procedia - Social and Behavioral Sciences. This study was aimed to
ascertain the learning styles of students in mode of synchronous and asynchronous e-learning and to
compare the learning styles of e-learners with their academic performance.
Synchronous and Asynchronous e-learning Styles and Academic Performance of e-learners
It is important to keep in mind that every individual is a unique learner. Educators have, for many
years, realized that some learners prefer certain methods of learning. These methods, referred as learning
preferences or learning styles
Introduction
Keefe (1979) defined learning styles as the “composite of characteristic cognitive, affective, and
physiological factors that serve as relatively stable indicators of how a learner perceives, interacts with, and
responds to the learning environment” (Keefe, 1979).
Synchronous and Asynchronous learning tools, such as threaded discussions, instant messaging and
blogs, play an important role in humanizing online courses by replicating the classroom experience of
information exchange and social construct, not just between learners and instructors but among the learners
as well. The roots of synchronous e-learning are derived from three main influences: the classroom, the
media, and the conference (Clark et al., 2007). Khan (2006) on the basis of these components defines
Synchronous e-learning as “Interact of participants with an instructor via the Web in real time” (Khan,
2006). One of the popular definitions that focus on the components of asynchronous e-learning introduced
it as “an interactive learning community that is not limited by time, place or the constraints of a classroom”
(Mayadas, 1997). Asynchronous e-learning is similar to synchronous e-learning which is a learner-centered
process which uses online learning resources to facilitate information sharing regardless of the constraints
of time and place among a network of people. This approach combines self-study
Academic Performance
In fact, this study follows an outcome-centric approach which has attempted to classify academic
performance in terms of the learning outcomes that are designed to match, or the particular competencies
that are designed to measure. (Anderson, Krathwohl, & Bloom, 2001; Semper, 2008).
Objectives of the study
 To determine learning styles of synchronous and asynchronous e-learners
 To compare learning styles of synchronous and asynchronous e-learners based on their academic
performance group
 To compare learning styles of synchronous and asynchronous e-learners

Research questions
 What are preferred learning styles of synchronous and asynchronous e-learners?
 Is there any significant difference in learning styles within different academic performance
groups of synchronous e-learners?
 Is there any significant difference in learning styles within different academic performance
groups of asynchronous e-learners?
 Is there any significant difference in learning styles of synchronous and asynchronous e-
learners?
Methodology of the Research
The researchers used survey method for description of the learning styles while they used casual-
comparative method in order to compare the learning styles of synchronous and asynchronous e-learners
based on their academic performance.
Sampling and sample
Sample size: The researchers regarding the two modes of virtual learners (Synchronous &
Asynchronous) and by Synchronous or Asynchronous e-learner test selected 388 Synchronous and 343
Asynchronous e-learners from six virtual campuses which were confined in Tehran. The total sample size
for the study includes 731 e-learners. For this procedure, Universities have linked the e-questionnaire and
students have filled up and duly submitted the same.

Data collection tools
The questionnaire includes 22 questions and is related to the synchronous e-learning classroom (e-
classroom), tools, preferred e-facilities, attending issues, trainers, and its affiliated modes that are
synchronous or asynchronous learning. Likert scale is used and each question is rated on five–point scale
of distress (1-5) ranging from “Strongly Disagreed” to “Strongly
Agreed”.
Results of the Study
Using the tools that the researchers used, they are able to identify; first, what are the two modes of
learning which is Synchronous and Asynchronous, second, the differences in two learning styles when it
comes to the e-learners academic performance, they conducted Kruskal-Wallis test in order to determine its
difference and it turns out that there is a difference in synchronous learning environment and there is no
difference in asynchronous learning environment. And last, is the preferred learning styles of synchronous
and asynchronous e-learners which is the Assimilating in the mode of Synchronous and Diverging in the
mode of Asynchronous. Learners of the first academic performance group (10-13) preferred learning in
Assimilating style while, the second (14-17) and the third (18-20) groups opted for Diverging style.
Researchers also recommend facilitating learning process in mode of synchronous e-learning through
providing interactive synchronous tutorials concepts, theory and analytical models, individualized learning
projects that includes personal reflections on assigned readings, synchronous chat tools, e-face to face
communicate with instructors as coach or helper.
Source: https://www.sciencedirect.com/science/article/pii/S1877042815004905
The purpose of the related study above is to determine the modes of learning when it comes to
synchronous and asynchronous e-learning and compare the learning styles of e-learners with their academic
performance while the researchers’ study is to find out the preferred type of online learning (asynchronous
or synchronous) by Junior High School students and to determine what is the most effective one. As for
their similarities, these two studies are talking about online learning, academic performance of students and
it both provides information about the definition of asynchronous and synchronous learning and how it is
done. They are also similar in terms of discovering what is the preferred type of online learning by students.
For the methodology, the related study above used survey and casual-comparative method while the
researchers’ study will use online survey method. The respondents of the related study above were the e-
learners from the six virtual universities in Tehran, Iran. While in this study, the respondents are the Junior
High School students from Colegio De Roma. Inc. Balagtas, Bulacan, Philippines.
RESEARCH PARADIGM
FIGURE 1
INPUTS PROCESS OUTPUTS
Researchers
Research
Types of Online
Learning Method
between Synchronous Results of the Study
Online survey among
and Asynchronous
Learning the Junior High School
Students
Data gathering
Figure 1: The figure above illustrates how the research flows. At first, the researchers need to know what
type of online learning method between synchronous and asynchronous prefer by the Junior High School
students. In order to gather the data, they conducted research and online survey among the Junior High
School students so, they could come up with the results of the study.
STATEMENT OF THE PROBLEM
The researchers of this study came up with the following statement of the problem:
1. What is the Preferred Type of Online Learning: Synchronous or Asynchronous Learning by the Junior
High School students of Colegio De Roma?
2. What are the reasons why Junior High School students chose that type of online learning approach?
3. Are there any problems encountered by the Junior High School students of Colegio De Roma during
Synchronous and Asynchronous Learning? If so, what are these?
HYPOTHESES
The researchers of this study came up with the following hypotheses:
Ha (Alternative Hypothesis): There is a preferred type of Online Learning between Synchronous and
Asynchronous Learning by the Junior High School Students of Colegio De
Roma.
Ho (Null Hypothesis): There is no preferred type of Online Learning Between Synchronous and
Asynchronous Learning by the Junior High School Students of Colegio De Roma.

BASIC ASSUMPTIONS OF THE STUDY
The researchers of this study came up with the following basic assumptions:
1. The researchers assume that the preferred type of online learning among the Junior High School
students is Synchronous Learning.
2. The researchers assume that the preferred online learning by Junior High School students of Colegio
De Roma will help them to cope up with the new way of learning and studying.
3. The researchers assume that both type of online learning will help the Junior High School students
of Colegio De Roma to have a higher capability of doing their academic work properly.
4. The researchers assume that the Junior High School students of Colegio De Roma have some
knowledge about the difference between Synchronous and Asynchronous Learning.
5. The researchers assume that the Junior High School students of Colegio De Roma are able to cope
up with their academic work regardless of what type of online learning they are using.
SCOPE AND DELIMITATIONS OF THE STUDY
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 2020 to 2021. There were total of nineteen (19) Grade
Seven (7) students which includes thirteen (13) boys and six (6) girls. In the other side, there are a total of
thirteen (13) Grade Eight (8) students which includes nine (9) boys and four (4) girls. Also, there were total
of eleven (11) Grade Nine (9) students which includes seven (7) boys and four (4) girls. There was also a
total of nine (9) Grade Ten (10) students which includes five (5) boys and four (4) girls. The total
respondents among the Junior High School level were fifty-two (52) students, ages ranging from twelve
(12) to seventeen (17). This study delimits the Primary level and Intermediate level of Colegio De Roma,
Inc.
SIGNIFICANCE OF THE STUDY
The following are the significance of the study:
1. The study is important to conduct in order to discover what is the effective type of online learning
between synchronous and asynchronous learning.
2. This study is important for the Junior High School Students wherein they could gather their ideas
and experiences with the Synchronous and Asynchronous Learning and be able to choose among the
two that will benefit them the most.
3. This study would enable Parents to understand their child's actions and performance when it comes
to Synchronous and Asynchronous Learning.
4. This study would enable the teachers to continue on teaching through synchronous and
asynchronous learning during this pandemic.
5. This study can give ideas for the next researchers in discovering the effective type of online class
between asynchronous and synchronous learning.
DEFINITION OF TERMS
1. Adhere
Conceptual: It means to give support or maintain loyalty.
(Source: https://www.merriamwebster.com/dictionary/adhere )
Operational: In this study, it means to obey something.

2. Assimilating
Conceptual: It means to take into the mind and thoroughly understand.
(Source: https://www.merriam-webster.com/dictionary/assimilating )
Operational: In this study, it means to get information.
3. Asynchronous Learning
Conceptual: It means to describe forms of education, instruction, and learning that do not occur in the
same place or at the same time.
(Source: https://www.edglossary.org/asynchronous-learning/)
Operational: In this study, it means learning through own pace.
4. Causal Comparative
Conceptual: It means a causal-comparative design is a research design that seeks to find relationships
between independent and dependent variables after an action or event has already occurred.
(Source: https://methods.sagepub.com/reference/encyc-of-research-design/n42.xml )
Operational: In this study, it means identifying the cause of independent and dependent variables.
5. Colegio De Roma, Inc.
Conceptual: It means a school located at San Juan, Balagtas, Bulacan.
(Source: http://www.pinoycode.com/private-school/400656-colegio-de-roma-inc )
Operational: In this study, it means the place or location where the research will take place.
6. Constraints
Conceptual: It means the state of being checked, restricted, or compelled to avoid or perform some action.
(Source: https://www.merriam-webster.com/dictionary/constraints )
Operational: In this study, it means being limited.
7. Contemplation
Conceptual: It means act of considering with attention
(Source: https://www.merriam-webster.com/dictionary/contemplation )
Operational: In this study, it means to reflect on your own thoughts or plans in life.
8. Enhanced
Conceptual: It means to increase or improve in value, quality, desirability, or attractiveness
(Source: https://www.merriam-webster.com/dictionary/enhanced )
Operational: In this study, it means to make things better.
9. Junior High School Students
Conceptual: It means students from 7th through 9th or 10th grade
(Source: https://www.collinsdictionary.com/dictionary/english/junior-high school

Operational: In this study, it means the respondents from 7th to 10th grade with the age bracket of twelve
to seventeen years old (12-17), currently studying at Colegio De Roma, Inc.
10. Method
Conceptual: It means strategies, processes or techniques utilized in the collection of data or evidence for
analysis in order to uncover new information or create better understanding of a topic.
(Source: https://www.merriam-webster.com/dictionary/method)
Operational: In the study, it means a representation of the process of learning this school year.
11. Online Learning
Conceptual: It means a wide variety of study, learning and coursework conducted or facilitated via the use
of the internet.
(Source: https://www.theclassroom.com/definition-online-education-6600628.html )
Operational: In this study, it means virtual learning or distance learning conducted by the teachers among
their students during this time of pandemic.
12. Preferred
Conceptual: It means liked better or best: used or wanted in preference to others.
(Source: https://www.merriam-webster.com/dictionary/peer
Operational: In the study, it means a representation of the favored answer of the respondents or what they
truly desired.
13. Self-paced
Conceptual: It means designed to permit learning at the student's own pace.
(Source: https://www.merriam-webster.com/dictionary/self-paced )
Operational: In this study, it means learning on their own.
14. Synchronous Learning
Conceptual: It means most commonly applied to various forms of televisual, digital, and online learning
in which students learn from instructors, colleagues, or peers in real time, but not in person.
(Source: https://www.edglossary.org/synchronous-learning/)
Operational: In this study, it means virtual class; having a real time face-to-face between teachers and
students through online.
15. Webinars
Conceptual: It means a live online educational presentation during which participating viewers can submit
questions and comments.
(Source: https://www.merriam-webster.com/dictionary/webinars
Operational: In this study, it means online class or live discussion of the speaker among their viewers
discussing a certain topic.

CHAPTER II: RESEARCH METHODOLOGY
RESEARCH DESIGN
The definition of descriptive research is to describe systematically and accurately the facts and
characteristic of a given population or area of interest, this study are means of discovering new meaning,
describing what exist. It intends to discover associations or relationships between or among selected
variables. Also answering questions based on the ongoing events of the present.
(Source: https://journals.sagepub.com/doi/abs/10.1177/104345429301000406?journalCode=jpob)
Descriptive research design can be referred to as a scientific method that includes observation and
description of the behavior of people without affecting it in any manner. You can utilize the descriptive
design of research in different fields such as psychology, social science for getting a general overview of
the subject.
(Source:https://www.singaporeassignmenthelp.com/blogs/descriptive-research-
design/?fbclid=IwAR3W_j6oL71JYDD3K04_hXqB9QQ7syKQe5UePuR5jHTX3_SvJBmafC7U97E)
The researchers preferred to use Descriptive research since their topic provides facts, information and
details in the present situation. With this type of research design, possible answers are legibly defined to
feed questions hanging in the mind of the researchers. Thus, it was easy for them to gather the required data
and come up with better result. It was also beneficial for them to use this as their basis in their study and
explore their knowledge to much deeper understanding.

SAMPLING TECHNIQUE
Purposive sampling technique is a sampling technique in which researchers relies on the basis of
experience or knowledge of each individual to prove and to get an exact information regarding the “The
preferred type of Online Learning between Synchronous and Asynchronous Learning by the Junior High
School Students of Colegio De Roma, Inc. during the school year 2020-2021”. In short, the researchers
conducted this research with the help of individuals who have knowledge and experience about the topic of
this study.
The researchers chose purposive sampling because purposive sampling may be the only appropriate
method available if there are a limited number of primary data sources that can contribute to the study. And
one advantage of purposive sampling is that it can squeeze a lot of information out of the data that have
been collected.
SUBJECT OF THE STUDY
This study was about "THE PREFERRED TYPE OF ONLINE LEARNING BETWEEN
SYNCHRONOUS AND ASYNCHRONOUS LEARNING BY THE JUNIOR HIGH SCHOOL
STUDENTS OF COLEGIO DE ROMA. Inc. DURING THE SCHOOL YEAR 2020-2021". In Colegio De
Roma Inc., there were four (4) levels of Junior High school from Grade seven (7) to Grade ten (10). There
were nineteen (19) students in Grade seven (7) that includes thirteen (13) boys and six (6) girls. In Grade
eight (8), there were nine (9) boys and four (4) girls, with a total of thirteen (13). While in Grade nine (9),
a total of eleven (11) students, that includes seven (7) boys and four (4) girls. Also, there were total of nine
(9) Grade ten (10) students, includes five (5) boys and four (4) girls. Therefore, the total number of
respondents were fifty-two (52) Junior High School students ranging from the age of twelve (12) to
seventeen (17) years old.

INSTRUMENTATION
To provide and gather more information, the researchers used survey questionnaire particularly online
survey. The chosen types of survey by the researchers are Sample, School and Short-term survey. The
questionnaire was consisted of Fifteen (15) guided response type of questions, specifically, recognition
types. The online survey was divided into two (2) parts namely: Dichotomous Questions and the other one
is multiple choice. Part one (1) has five (5) Dichotomous Questions, answerable by Agree or Disagree. And
part two (2) has ten (10) Multiple Choice Questions with two (2) to four (4) choices. The Datum would be
Descriptive, Quantified, Intensity of feeling, emotion or attitude and Degree of Judgment.
RESEARCH PROCEDURES
A. Letter of Request
A letter of request was given via e-mail on March 24, 2021 to Mr. Rodel C. Manicad, Colegio De
Roma’s Principal and to the Four (4) Junior High school Students’ Advisers namely, Mr. Sherwin Cruz-
the adviser of Grade Seven (7) students while Ms. Monalyn Meneses, the adviser of Grade Eight (8)
students, and the adviser of Grade Nine (9) students- Ms. Marieta Elaran, and Mr. Ryan Camano, the adviser
of Grade Ten (10) students. This would help the researchers to have a way to ask for permission to their
dearest school principal and to all junior high school advisers to conduct their survey through online in
order to gain knowledge and data from the junior high school students of Colegio De Roma, Inc.
B. Construction of Online Survey Questionnaires
The online survey questionnaires that the researcher chose was about “The Preferred Type of Online
Learning between Synchronous and Asynchronous by the Junior High school Students of Colegio De Roma,
Inc. during the school year 2020-2021”. The questionnaire consisted of Fifteen (15) guided response type
of questions, specifically, recognition types. The online survey was divided into two (2) parts namely:
Dichotomous Questions and the other one is Multiple Choice. Part one (1) has five (5) Dichotomous
Questions, answerable by Agree or Disagree. And part two (2) has ten (10) Multiple Choice Questions with
two (2) to four (4) choices. The Datum would be Descriptive, Quantified, Intensity of feeling, emotion or
attitude and Degree of Judgment.
C. Selection of the Respondents and Administration of the Online Survey Questionnaires
The selected respondents of the online survey 2020-2021 were the Junior High School students of
Colegio De Roma from grade (7) to grade (10). The total number of respondents were fifty-two (52) Junior
High School students ranging from the age of twelve (12) to seventeen (17) years old. The online survey
was executed through Google forms on March 29, 2021. It consisted of fifteen (15) questions. The part one
(1) has five (5) Dichotomous questions, answerable by agree or disagree while the part two (2) has ten
multiple choice with two (2) to four (4) choices. All of the researchers contributed on making the questions
for the online survey. John Lawrence Concepcion was the one who typed the questions via Google forms
and the link of the online survey was posted in the Homeroom Section of the Learning Management System
(LMS) of each class. Then, the Letter of Request was done by Jhan Mardhine Cundangan and Mary Joy
Jimenez. While, Andrie Rosarial helped in typing the letter of request of each level. Then, all of the members
were assigned to gather and tabulate the results.

D. Gathering Results of the Study
After the Junior High School Students have completed answering the online survey, the answered
surveys from the respondents would be gathered and tallied properly by the researchers.
METHODS OF ANALYSIS
The researchers used the content analysis. The results were extracted and all the datum that would
lead to answers in the researcher’s statement of the problem were included. It would be presented through
the help of tables and bar graphs.

CHAPTER III: RESULTS AND DISCUSSIONS
1. What is the Preferred Type of Online Learning: Synchronous or Asynchronous Learning by the Junior
High School Students of Colegio De Roma, Inc.?
Table 1.1 The Preferred Type of Online Learning by the Junior High School Students
CHOICES GRADE 7 GRADE 8 GRADE 9 GRADE 10 TOTAL
a.Asynchronous Learning 4 3 3 3 13
b.Synchronous Learning 15 10 8 6 39
TOTAL: 19 13 11 9 52
Table 1.1 shows the preferred type of Online Learning by the Junior High school Students of Colegio
De Roma, Inc. There were thirty-nine (39) Junior High School that chose Synchronous Learning and other
thirteen (13) students chose Asynchronous Learning. So, most of the Junior High School prefer
Synchronous Learning as the type of online learning.
GRAPH 1.1 PERCENTAGE SCORES OF THE PREFERRED TYPE OF

ONLINE LEARNING BY THE JUNIOR HIGH SCHOOL STUDENTS
80%
70%
60%
50%
40%
75%
30%
20%
10% 25%
0%
Asynchronous Synchronous
Learning Learning
Graph 1.1 shows the percentage scores of the preferred type of online learning by the junior high
school students. Synchronous Learning was preferred most with almost seventy-five percent (75%) of the
population rather than Asynchronous Learning which preferred only by twenty-five percent (25%) of the
population.
Table 1.2 If SYNCHRONOUS classes are way more effective than ASYNCHRONOUS classes.

a. Agree 14 12 11 5 42
b. Disagree 5 1 0 4 10
TOTAL: 19 13 11 9 52
Table 1.2 shows the number of the Junior High School students who agreed that Synchronous classes
are way more effective or better than Asynchronous classes. There were forty-two (42) students who agreed
and ten (10) students who disagreed. So, Synchronous Classes are way more effective than Asynchronous
Classes for the Junior High School Students of Colegio De Roma, Inc.
GRAPH 1.2 PERCENTAGE SCORES OF THE NUMBER OF STUDENTS

WHO AGREED AND DISAGREED THAT SYNCHRONOUS CLASSES
ARE WAY MORE EFFECTIVE THAN ASYNCHRONOUS CLASSES
90%
80%
70%
60%
50%
40% 81%
30%
20%
10% 19%
0%
Agree Disagree
Graph 1.2 shows the percentage scores of the number of students who agreed and disagreed that
Synchronous Classes are way more effective than Asynchronous Classes. Eighty-one percent (81%) of the
population agreed while nineteen percent (19%) of the population disagreed.
So, almost all Junior High School Students agreed that Synchronous classes is way more effective
than Asynchronous Classes.
Still, we can’t forget about the most beneficial part of having synchronous classes: it allows us to
connect. “I like synchronous classes. I get to see more of my friends, and it forces me to start my work
before 7:59 pm,” mentions junior Nikita Bhardwaj. When we are at home, it is easy to procrastinate, and
the implementation of online learning forces us to finish our work once and for all. “I like synchronous
classes because it’s nice to see people and talk,” explains junior Gaby Namouni. Synchronous classes can
be a great way to communicate with other people, which is nearly impossible to do nowadays.
students to do additional individual work. Some of my teachers don’t give individual work for the
synchronous class days, and this seems to be the perfect balance. I am learning more outside of synchronous
class time, but I still enjoy having a quick check-in with my teacher and seeing all my friends.
https://thespokesman.net/3616/opinion/do-students-prefer-synchronous-or-asynchronous-classes/
The students prefer synchronous learning, and it is such a great way of communication during this
pandemic, that is the relevance of the literature above. The result of our study revealed that most of the
Junior High school prefer synchronous learning than asynchronous learning. They like synchronous
learning because they can communicate to their teachers and classmates and they can ask questions and
receives immediate response from their teacher. While for the others during asynchronous learning, they
can answer based on their schedules and study at any place in the comfort of their home.
2. What are the reasons why Junior High School students chose that type of online learning approach?
Table 2.1 The reasons why Junior High School Students chose Synchronous Learning.

a. Because if I have
question, I can ask my 5 7 2 0 14
teacher directly.
b. Because I can clearly
understand the lesson 9 2 5 6 22
discussed by my teacher.
c. Because I became more
active whenever I see my 1 0 0 0 1
classmates and teachers
online.
d. Because of having fix
schedule of meetings. 0 1 1 0 2
TOTAL: 15 10 8 6 39
Table 2.1 shows the reasons why junior high school students prefer synchronous learning. There were
fourteen (14) students that chose letter A "Because if I have question, I can ask my teacher directly,"
Twenty-two (22) students chose letter B "Because I can clearly understand the lesson discussed by my
teacher," one (1) student chose letter C "Because I became more active whenever I see my classmates and
teachers online.," and the other two (2) students chose letter D "Because of having fix schedule of meetings."
So, most of the Junior High School chose synchronous learning because they can clearly understand
the lesson discussed by their teacher.

GRAPH 2.1 PERCENTAGE SCORES OF THE REASONS WHY JUNIOR HIGH

SCHOOL STUDENTS CHOSE SYNCHRONOUS LEARNING
60%
50%
40%
30%
56%
20%
36%
10%
0% 3% 5%
5%
Because if I have question, Because I can clearly Because I became more Because of having fix
I can ask my teacher understand the lesson active whenever I see my schedule of meetings
directly discussed by my teacher classmates and teachers
online
Graph 2.1 represents the percentage scores of the reasons why junior high school students chose
synchronous learning. The fifty-six percent (56%) of the population vote for (choice b) “Because I can
clearly understand the lesson discussed by my teacher” which is the most highest, Then, thirty-six percent
(36%) chose (choice a)”Because if I have question, I can ask my teacher directly”. Letter D “Because of
having fix schedule of meetings” five percent (5%) of the population chose it. Lastly, three percent (3%) of
the population chose (choice c) “Because I became more active whenever I see my classmates and teachers
online”.
So, almost half of the population chose synchronous learning because of the reason that they clearly
understand the lesson discussed by their teacher.
.
Table 2.2 The reasons why Junior High School Students chose Asynchronous Learning.

a. Because it’s more 2 1 0 2 5
convenient.
b. Because I can answer 1 2 1 1 5
the task based on my own
schedule.
c. Because I will be having 2 0 1 0 3
a chance to have a longer
break on screen time.
d. Because I don’t have to 0 0 0 0 0
wake up early in the
morning to attend the
class.
TOTAL: 5 3 2 3 13
Table 2.2 shows the reasons why junior high school students prefer Asynchronous Learning. There
were five (5) students that chose letter A "Because it’s more convenient," and another five (5) students
chose letter B “Because I can answer the task based on my own schedule". Then, three (3) students chose
letter C "Because I will be having a chance to have a longer break on screen time’ and none chose letter D
"Because I don’t have to wake up early in the morning to attend the class".
So, most of the respondents chose asynchronous learning because it is more convenient for them and
they can answer the task based on their own schedule.

GRAPH 2.2 PERCENTAGE SCORES OF THE REASONS WHY JUNIOR HIGH

SCHOOL STUDENTS PREFER ASYNCHRONOUS LEARNING
40%
35%
30%
25%
20% 38% 38%
15%
10%
24%
5%
0% 0%
Because it’s more Because I can answer the Because I will be having a Because I don’t have to
convenient task based on my own chance to have a longer wake up early in the
schedule break on screen time morning to attend the
class
Graph 2.2 represents the percentage scores of the reasons why junior high school students chose
Asynchronous learning. The thirty-eight percent (38%) of the population vote for (choice a) “Because it’s
more convenient” and another, thirty-eight percent (38%) chose (choice b) “Because I can answer the task
based on my own schedule”, Then, twenty-four percent (24%) chose (choice c) “Because I will be having
a chance to have a longer break on screen time” and no one voted on (choice d) “Because I don’t have to
wake up early in the morning to attend the class”.
So, both choice a & b were chosen by the junior high school students as the reasons why they chose
asynchronous learning
Advantages of Synchronous Learning to the students are: Students can ask questions in real-time.
Students feel a greater sense of community and connection to their peers when they all learn together.
Students become more engaged in their learning. Students feel a stronger sense of collaboration.
http://blogs.onlineeducation.touro.edu/what-are-the-benefits-of-synchronous-and-asynchronous-learning/
Advantages of Asynchronous Learning to the students are: Students can progress through the
learning when they want, where they want, at the pace they want, in the order they want. Students have
more time to reflect on what they learned. Shy students may feel more comfortable interacting with their
professor or peers when they have time to compose thought-out emails rather than feeling pressured to
speak up in a live conference. Students can participate in the same activities regardless of time zone.
http://blogs.onlineeducation.touro.edu/what-are-the-benefits-of-synchronous-and-asynchronous-learning/
The related literature above shows the advantages of the two online learning approach. These
advantages are similar to reasons why the Junior High School students preferred that type of online learning,
which is the Synchronous and Asynchronous. In the results of our study, it shows that they chose
Synchronous learning because they can clearly understand the lesson and it is favorable by the half of the
population. While the other respondents chose Asynchronous learning because it is more convenient for
them and they can answer the task based on their own schedule. These results helped us to determine what
are the reasons and benefits of the two online learning approach to the Junior High School students of
Colegio De Roma.
3. Are there any problems encountered by the Junior High School Students of Colegio De Roma during
Synchronous and Asynchronous Learning? If so, what are these?
Table 3.1 The problems encountered by the Junior High School Students during Synchronous
Learning

a. Connection Problem 12 8 7 2 29
b. Gadgets used are 0 0 0 2 2
unresponsive
c. Noise distraction with 3 1 1 1 6
the surroundings
d. Poor audio quality 0 1 0 1 2
TOTAL: 15 10 8 6 39
Table 3.1 shows the problems encountered by the junior high school students during Synchronous
Learning. There were twenty-nine (29) students that chose letter A" Connection Problem," two (2) students
chose letter B “Gadgets used are unresponsive”. Then, six (6) students chose letter C "Noise distraction with
the surroundings", and lastly, the other two (2) students chose letter D "Poor audio quality”.
Most of the junior high school students encountered “connection problem” as the main problem they
encountered during synchronous learning.

GRAPH 3.1 PERCENTAGE SCORES OF THE PROBLEMS ENCOUNTERED

BY THE JUNIOR HIGH SCHOOL STUDENTS DURING SYNCHRONOUS
LEARNING
80%
70%
60%
50%
40%
75%
30%
20%
10%
15%
0% 5% 5%
Connection Problem Gadgets used are Noise distraction with Poor audio quality
unresponsive the surroundings
Graph 3.1 represents percentage scores of the problems encountered by the junior high school
students during Synchronous Learning. The seventy-five percent (75%) of the population chose
"Connection Problem,” While five percent (5%) chose "Gadgets used are unresponsive," Then, fifteen
percent (15%) chose "Noise distraction with the surroundings" and the other five percent (5%) chose " Poor
audio quality."
More than half of the population chose “connection problem” as the common problem encountered during
synchronous learning.
Table 3.2 The problems encountered by the Junior High School Students during Asynchronous
Learning

a. Cannot understand 1 2 0 3 6
the activity given by
teacher.
b.LMS(Learning 1 0 1 0 2
Management System)
does not work properly.
c. Limited contact with 0 1 0 0 1
teachers.
d. Allotted time for the 2 0 1 1 4
activity is too short.
TOTAL: 4 3 2 4 13
Table 3.2 shows the problems encountered by the junior high school students during Asynchronous
Learning. There were six (6) students that chose letter A "Cannot understand the activity given by teacher”,
two (2) students chose letter B "LMS (Learning Management System) does not work properly”. Then, one
(1) student chose letter C "Limited contact with teachers”, Lastly, the other four (4) students chose letter D
"Allotted time for the activity is too short”.
So, most of the respondents cannot understand the activity given by the teacher during asynchronous
learning.
GRAPH 3.2 PERCENTAGE SCORES OF THE PROBLEMS ENCOUNTERED

BY THE JUNIOR HIGH SCHOOL STUDENTS DURING ASYNCHRONOUS
50% LEARNING
45%
40%
35%
30%
25%
46%
20%
15% 31%
10%
5%
15%
8%
0%
Cannot understand the LMS(Learning Limited contact with Allotted time for the
activity given by teacher ManagementSystem) teachers activity is too short
does not work properly
Graph 3.2 represents the problems encountered by the junior high school students during Asynchronous
Learning in percentage scores. The forty-six percent (46%) of the population chose "Cannot understand the
activity given by teacher," Then, fifteen percent (15%) chose "LMS (Learning Management System) does
not work properly." While, eight percent (8%) chose "Limited contact with teachers" and the other thirty-
one percent (31%) chose "Allotted time for the activity is too short.”
So, the problem encountered by the junior high school students during Asynchronous Learning is
that they cannot understand the activity given by the teacher

Disadvantages of Synchronous Learning to the students are: Both the student and the instructor have
to adhere to time schedules. Much of the training depends on the quality of the instructor. Students may not
receive individual attention if other students are also in need. The learning pace is set by the instructor, not
the students.
disadvantages-synchronous-and-asynchronous-teachingks accessible
Some students may face technical challenges or difficulties if they do not have fast or powerful Wi-
Fi network during Synchronous Learning.
Disadvantages of Asynchronous learning to the students are: Limited access to an instructor and/or
getting answers in real time. Some students may struggle without constant guidance and interaction. Not all
instruction is best suited for self-paced learning.
Course material may be misunderstood or have the potential to be misconstrued without the real-time
interaction.
The related literature above tells the disadvantages of the two kinds of online learning. In the results
of the study above, it shows that the problem they commonly encountered is 'connection problem' in
Synchronous learning and 'cannot understand the activity given by teacher' in Asynchronous learning. The
disadvantages above and the choices of problem given by the researchers may not be stated the same, but
they are both hindrances for Junior High School students during the online learning
CHAPTER IV: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
SUMMARY
The research study was entitled “The preferred type of Online Learning between
Synchronous and Asynchronous Learning by the Junior High School of Colegio De Roma, Inc.” This
research study was conducted on the year Two-Thousand Twenty (2020) to Two-Thousand Twenty-One
(2021). The scope of this study was the Junior High School Students of Colegio De Roma, Inc. There were
four (4) levels of Junior High school from Grade seven (7) to Grade ten (10). There were nineteen (19)
students in Grade seven (7) that includes thirteen (13) boys and six (6) girls. In Grade eight (8), there were
nine (9) boys and four (4) girls, with a total of thirteen (13). While in Grade nine (9), a total of eleven (11)
students, that includes seven (7) boys and four (4) girls. Also, there were total of nine (9) Grade ten (10)
students, that includes five (5) boys and four (4) girls. Therefore, the total number of respondents were fifty-
two (52) Junior High School students ranging from the age of twelve (12) to seventeen (17) years old. The
research design used in this study was the Descriptive research which is preferred by the researchers since
their topic provides facts, information and details in the present situation. With this type of research design,
possible answers are legibly defined to feed questions hanging in the mind of the researchers. Thus, it was
easy for them to gather the required datum and come up with better results. It was also beneficial for them
to use this as their basis in their study and explore their knowledge to much deeper understanding. The
researchers chose purposive sampling because purposive sampling may be the only appropriate method
available if there are a limited number of primary data sources that can contribute to the study. And one
advantage of purposive sampling is that it can squeeze a lot of information out of the data that have been
collected. To provide and gather more information, the researchers used survey questionnaire particularly
online survey. The chosen types of survey by the researchers were Sample, School and Short-term survey.
The online survey was divided into two (2) parts namely: Dichotomous questions and the other one is
multiple choice. The online survey questionnaires were distributed via google forms last March 29 to April
6, 2021. After gathering all the datum that would lead to answers in the researchers’ statement of the
problem, it was presented through the help of tables and bar graphs. Based on the datum that were gathered,
most of the Junior High School Students of Colegio De Roma, Inc. are more likely to study using the type
of online learning which is Synchronous Learning because most of them understand the lessons better if
they are having a meeting with their teacher also, they can ask questions directly to the teacher during
synchronous learning.
FINDINGS
1. What is the Preferred Type of Online Learning: Synchronous or Asynchronous Learning by the
Junior High School Students of Colegio De Roma, Inc.?
Synchronous Learning is the preferred type of online learning by the Junior High School Students
of Colegio De Roma, Inc. which gathered thirty-nine votes (39) out of fifty-two (52) respondents with a
percentage score of seventy-five percent (75%) of the population.
2. What are the reasons why Junior High School students chose that type of online learning
approach?
Twenty-two (22) Junior High School students or the fifty-six percent (56%) of the population chose
synchronous learning because they can clearly understand the lesson discussed by their teacher.
3. Are there any problems encountered by the Junior High School Students of Colegio De Roma
during Synchronous and Asynchronous Learning? If so, what are these?
Yes, connection problem is the main problem encountered by the twenty-nine (29) Junior High
School students or the seventy-five percent (75%) of the population during Synchronous learning.
Meanwhile, during Asynchronous learning, six (6) Junior High school students or the forty-six percent
(46%) of the population cannot understand the activity given by the teacher.
CONCLUSIONS
The following are the conclusions of the researchers regarding “The preferred type of Online
Learning between Synchronous and Asynchronous Learning by the Junior High School Students of Colegio
De Roma, Inc.”:
1. The researchers conclude that thirty-nine (39) students or seventy-five percent (75%) of the population
prefer SYNCHRONOUS learning the most over ASYNCHRONOUS learning.
2. The researchers conclude that forty-two (42) students agree that SYNCHRONOUS are way more
effective than ASYNCHRONOUS Learning.
3. The researchers conclude that eighty-seven percent (87%) of the Junior High School students agree that
they learn their lessons better in Synchronous Classes.
4. The researchers conclude that twenty-two (22) students or fifty-six percent (56%) of the population
chose Synchronous Learning because they can clearly understand the lesson discussed by their teacher.
5. Seventy-five percent (75%) of the population among the Junior High School experienced connection
problem with the Internet during Synchronous Classes.

6. Sixty-nine percent (69%) of the population agree that Asynchronous Learning is more difficult rather
than Synchronous Learning.
RECOMMENDATIONS
The following are ten (10) recommendations that the researchers would like to suggest:
1. The researchers would like to recommend the school to conduct more often the Synchronous classes.
2. The researchers would like to recommend the school to conduct Asynchronous learning occasionally.
3. For teachers to give clear instructions of the activities they will give during asynchronous classes.
4. The researchers would like to recommend the teachers to encourage their students to complete and submit
their activities before the given due date.
5. The researchers would like to recommend the parents to maintain noise-free environment while the
student is attending online classes.
6. The researchers would like to recommend the parents to guide their children during their asynchronous
classes.
7. The researchers would like to recommend the students to make sure the internet connection and their
gadgets are more responsive.
8. The students should not be hesitant to ask questions to their teacher during asynchronous classes to avoid
misunderstanding with the instruction or activity given.
9. The researchers would like to recommend the future researchers who will conduct the same study as this
one to gather more related literatures and studies.

10. For the future researchers, to conduct the same study but in other level such as the Intermediate pupils,
Senior High School and College students.

APPENDICES
APPENDIX A
LETTER OF REQUEST FOR THE SCHOOL PRINCIPAL
March 24, 2021
Mr. RODEL C. MANICAD

School Principal
Colegio De Roma, Inc.
Dear Mr. Manicad,
Greetings of Peace!
We, the group 1 researchers from Grade 10 Batch 2020-2021 of Colegio De Roma, Inc. namely
John Lawrence Concepcion, Jhan Mardhine Cundagan, Mary Joy Jimenez and Andrie Rosarial. would
like to ask for your permission to allow us to conduct an online survey on March 29, 2021 among the
Junior High School Students from Grade 7 to Grade 10 of Colegio De Roma Inc. It is about “The Preferred
Type of Online Learning between Synchronous and Asynchronous Learning by the Junior High School
Students.” We will be using Google Forms in administering our online surveys and we will ask the
advisers of each level to post the Google Forms link in their Homeroom section of the Learning
Management System (LMS). This online survey is part of the requirement in our Research subject. Rest
assured that the datum gathered will remain confidential and would be used only for academic purposes.
Your approval to conduct our online survey will be greatly appreciated. Thank you for your time
and consideration regarding this matter.
Respectfully yours,
John Lawrence Concepcion

Jhan Mardhine Cundangan
Mary Joy Jimenez
Andrie Rosarial
(Grade 10 Researchers)
APPENDIX B
LETTER OF REQUEST FOR THE GRADE SEVEN (7) ADVISER
March 24, 2021
Mr. SHERWIN I. CRUZ

Grade 7 Adviser
Dear Mr. Cruz,
Greetings of Peace!
John Lawrence Concepcion, Jhan Mardhine Cundangan, Mary Joy Jimenez and Andrie Rosarial would
like to ask for your permission to allow us to conduct an online survey on March 29, 2021 among your
Grade 7 students. It is about the “The Preferred Type of Online Learning between Synchronous and
Asynchronous Learning by the Junior High School Students” and may we also ask if you could post the
google forms link of our survey in your Homeroom Section of the Learning Management System (LMS).
This online survey is part of the requirement in our Research subject. Rest assured that the datum gathered
will remain confidential and would be used only for academic purposes.
Your approval to conduct our online survey will be greatly appreciated. Thank you for your
time and consideration regarding this matter.
Respectfully yours,

Mary Joy Jimenez
Andrie Rosarial
APPENDIX C
LETTER OF REQUEST FOR THE GRADE EIGHT (8) ADVISER
March 24, 2021
Ms. MONALYN S. MENESES

Grade 8 Adviser
Dear Ms. Meneses,
Greetings of Peace!
Your approval to conduct our online survey will be greatly appreciated. Thank you for your time
and consideration regarding this matter.
Respectfully yours,

Mary Joy Jimenez
Andrie Rosarial
APPENDIX D
LETTER OF REQUEST FOR THE GRADE NINE (9) ADVISER
March 24, 2021
Ms. MARIETA C. ELARAN

Grade 9 Adviser
Dear Ms. Elaran,
Greetings of Peace!
Respectfully yours,

Mary Joy Jimenez
Andrie Rosarial
APPENDIX E
LETTER OF REQUEST FOR THE GRADE TEN (10) ADVISER
March 24, 2021
Mr. RYAN G. CAMANO

Grade 10 Adviser
Dear Mr. Camano,
Greetings of Peace!
Respectfully yours,

Mary Joy Jimenez
Andrie Rosarial
APPENDIX F
SAMPLE ONLINE SURVEY QUESTIONNAIRE FOR THE JUNIOR HIGH SCHOOL
STUDENTS
THE PREFERRED TYPE OF ONLINE LEARNING BETWEEN SYCNHRONOUS AND

ASYNCHRONOUS LEARNING BY THE JUNIOR HIGH SCHOOL STUDENTS OF COLEGIODE
ROMA, Inc. DURING THE SCHOOL YEAR 2020-2021
NAME :
GRADE: AGE: DATE:
I: AGREE OR DISAGREE
Direction: Read each question on the column below then, click the circle that corresponds to your
answer whether you AGREE or DISAGREE.
QUESTIONS: AGREE DISAGREE

1.For me, SYNCHRONOUS classes are way more
effective than ASYNCHRONOUS classes.
2.For me, ASYNCHRONOUS classes are way more
effective than SYNCHRONOUS classes.
3. I learn my lessons better in Synchronous classes.

4. I learn my lessons better in Asynchronous classes.
5. Both asynchronous and synchronous classes help
me learn every topic we study.
II. Multiple Choice

Direction: Read each question carefully. Click the circle that corresponds to your answer. Choose
one (1) answer only.
1. For you, what is the easiest type of online learning?

Ο Asynchronous Learning
Ο Synchronous Learning
2. For you, what is the most difficult type of online learning?
3. Which among these two (2) types of online learning do you prefer most?
Note: If you answer ASYNCHRONOUS LEARNING, please proceed to Numbers 4, 5 & 6

If you answer SYNCHRONOUS LEARNING, please proceed to Numbers 7, 8 & 9
4. What is the reason why you chose Asynchronous Learning?

Ο because it's more convenient
Ο because I can answer the task based on my own schedule
Ο Because I will be having a chance to have some longer break on screen time
Ο Because I don’t have to wake up early in the morning to attend the class
5. What is the benefit of Asynchronous learning to you?

Ο I can study my lessons and answer it based on my own schedule
Ο I can study and work alone without getting bothered
Ο It can enhance my skills especially ‘’analyzing and critical thinking”
Ο I can study my lessons at any place
6. What common problem do you encounter during Asynchronous Learning?

Ο Cannot understand the activity given by teacher
Ο LMS (Learning Management System) does not work properly
Ο Limited contact with teachers
Ο Allotted time for the activity is too short
7. Is the reason why you chose Synchronous Learning?
Ο because If I have questions, I can ask my teacher directly
Ο because I can clearly understand the lesson discussed by my teacher
Ο because I became more active whenever I see my classmates and teachers online
Ο because of having a fix schedule of meetings
8. What is the benefit of synchronous learning to you?

Ο I can interact with my teachers and classmates
Ο My teacher can easily explain to me the lesson I can't clearly understand
Ο I can enhance more of my skills during real-time activities
Ο I can raise questions and receive feedbacks immediately to prevent mislearning and
miscommunication
9. What common problem do you encounter during Synchronous Learning?

Ο Connection problem
Ο Gadgets used are unresponsive
Ο Noise Distraction with the surroundings
Ο Poor audio quality
10. Which among these two (2) types of online learning do you find more effective in your studies?
APPENDIX G
ONLINE SURVEY RESULTS OF GRADE SEVEN (7)
I. AGREE OR DISAGREE
1. For me, SYNCHRONOUS classes are way more effective than ASYNCHRONOUS
classes.
CHOICES ANSWERS
a. Agree 14
b. Disagree 5
TOTAL: 19
2. For me, ASYNCHRONOUS classes are way more effective than SYNCHRONOUS classes.
CHOICES ANSWERS
a. Agree 3
b. Disagree 16
TOTAL: 19
CHOICES ANSWERS
a. Agree 18
b. Disagree 1
TOTAL: 19
CHOICES ANSWERS
a. Agree 3
b. Disagree 16
TOTAL: 19
5. Both Asynchronous and Synchronous classes help me learn every topic we study.
CHOICES ANSWERS
a. Agree 15
b. Disagree 4
TOTAL: 19
II. MULTIPLE CHOICE

1. For you what is the easiest type of online learning?
CHOICES ANSWERS
a. Asynchronous Learning 5
b. Synchronous Learning 14
TOTAL: 19
CHOICES ANSWERS
TOTAL: 19
3. Which among these two (2) types of online learning do you prefer the most?
CHOICES ANSWERS
TOTAL: 19
CHOICES ANSWERS
a. Because it’s more convenient. 2
b. Because I can answer the task based on 1
my own schedule.
c. Because I will be having a chance to have 1
a longer break on screen time.
d. Because I don’t have to wake up early in 0
the morning to attend the class.
TOTAL: 4
CHOICES ANSWERS
a. I can study my lessons and answer it 1
based on my own schedule.
b. I can study and work alone without 1
getting bothered.
c. It can enhance my skills especially 0
“analyzing and critical thinking”.
d. I can study my lessons at any place. 2
TOTAL: 4
6. What common problem do you encounter during Asynchronous learning?
CHOICES ANSWERS
a. Cannot understand the activity given by 1
teacher.
b. LMS (Learning Management System) 1
c. Limited contact with teachers. 0
d. Allotted time for the activity is too short. 2
TOTAL: 4
7. What is the reason why you chose Synchronous Learning?
CHOICES ANSWERS
a. Because if I have questions, I can ask my 5
teacher directly.
b. Because I can clearly understand the 9
lesson discussed by my teacher.
c. Because I became more active whenever 1
I see my classmates and teachers online.
d. Because of having a fix schedule of 0
meetings.
TOTAL: 15
8. What is the benefit of Synchronous learning to you?
CHOICES ANSWERS
a. I can interact with my teachers and 3
classmates.
b. My teacher can easily explain to me the 7
lesson I can’t clearly understand.
c. I can enhance more of my skills during 2
real-time activities.
d. I can raise questions and receive 3
feedbacks immediately to prevent
mislearning and miscommunication.
TOTAL: 15
CHOICES ANSWERS
a. Connection Problem 12
b. Gadgets used are unresponsive 0
c. Noise distraction with the surroundings 0
d. Poor audio quality 3
TOTAL: 15
CHOICES ANSWERS
TOTAL: 19
APPENDIX H
ONLINE SURVEY RESULTS OF GRADE EIGHT (8)
classes.
CHOICES ANSWERS
a. Agree 12
b. Disagree 1
TOTAL: 13
CHOICES ANSWERS
a. Agree 2
b. Disagree 11
TOTAL: 13
CHOICES ANSWERS
a. Agree 11
b. Disagree 2
TOTAL: 13
CHOICES ANSWERS
a. Agree 3
b. Disagree 10
TOTAL: 13
.
5. Both Asynchronous and Synchronous classes help me learn every topic we study
CHOICES ANSWERS
a. Agree 12
b. Disagree 1
TOTAL: 13
II. MULTIPLE CHOICE

CHOICES ANSWERS
TOTAL: 13
CHOICES ANSWERS
TOTAL: 13
CHOICES ANSWERS
TOTAL: 13
CHOICES ANSWERS
a. Because it’s more convenient 1
b. Because I can answer the task based on 2
my own schedule.
TOTAL: 3
CHOICES ANSWERS
a. I can study my lessons and answer it 1
based on my own schedule.
b. I can study and work alone without 0
getting bothered.
TOTAL: 3
CHOICES ANSWERS
teacher.
TOTAL: 3
CHOICES ANSWERS
teacher directly.
c. Because I became more active whenever I 0
see my classmates and teachers online.
meetings.
TOTAL: 10
CHOICES ANSWERS
classmates.
TOTAL: 10
CHOICES ANSWERS
TOTAL: 10
CHOICES ANSWERS
TOTAL: 13
APPENDIX I
ONLINE SURVEY RESULTS OF GRADE NINE (9)
classes.
CHOICES ANSWERS
a. Agree 11
b. Disagree 0
TOTAL: 11
CHOICES ANSWERS
a. Agree 0
b. Disagree 11
TOTAL: 11
CHOICES ANSWERS
a. Agree 11
b. Disagree 0
TOTAL: 11
CHOICES ANSWERS
a. Agree 1
b. Disagree 10
TOTAL: 11
CHOICES ANSWERS
a. Agree 9
b. Disagree 2
TOTAL: 11
II. MULTIPLE CHOICE

CHOICES ANSWERS
TOTAL: 11
CHOICES ANSWERS
TOTAL: 11
CHOICES ANSWERS
TOTAL: 11
CHOICES ANSWERS
a. Because it’s more convenient. 0
b. Because I can answer the task based on my 1
own schedule.
TOTAL: 3
CHOICES ANSWERS
a. I can study my lessons and answer it based 1
on my own schedule.
b. I can study and work alone without getting 0
bothered.
TOTAL: 3
CHOICES ANSWERS
teacher.
TOTAL: 3
CHOICES ANSWERS
teacher directly.
meetings.
TOTAL: 8
CHOICES ANSWERS
classmates.
TOTAL: 8
CHOICES ANSWERS
TOTAL: 8
CHOICES ANSWERS
TOTAL: 11
APPENDIX J
ONLINE SURVEY RESULTS OF GRADE TEN (10)
classes.
CHOICES ANSWERS
a. Agree 5
b. Disagree 4
TOTAL: 9
CHOICES ANSWERS
a. Agree 4
b. Disagree 5
TOTAL: 9
CHOICES ANSWERS
a. Agree 5
b. Disagree 4
TOTAL: 9
CHOICES ANSWERS
a. Agree 4
b. Disagree 5
TOTAL: 9
.
CHOICES ANSWERS
a. Agree 5
b. Disagree 4
TOTAL: 9
II. MULTIPLE CHOICE

CHOICES ANSWERS
TOTAL: 9
CHOICES ANSWERS
TOTAL: 9
CHOICES ANSWERS
TOTAL: 9
4. What is the reason why you chose Asynchronous Learning
CHOICES ANSWERS
a. Because it’s more convenient 2
b. Because I can answer the task based on my 1
own schedule.
TOTAL: 3
CHOICES ANSWERS
a. I can study my lessons and answer it based 2
on my own schedule.
b. I can study and work alone without getting 0
bothered.
TOTAL: 3
CHOICES ANSWERS
teacher.
TOTAL: 3
CHOICES ANSWERS
teacher directly.
meetings.
TOTAL: 6
CHOICES ANSWERS
classmates.
d. I can raise questions and receive feedbacks 1
immediately to prevent mislearning and
miscommunication.
TOTAL: 6
CHOICES ANSWERS
TOTAL: 6
CHOICES ANSWERS
TOTAL: 9
APPENDIX K
ONLINE SURVEY RESULTS FROM GRADE SEVEN (7) TO GRADE TEN (10)
classes.

a. Agree 14 12 11 5 42
TOTAL: 19 13 11 9 52

a. Agree 3 2 0 4 9
b. Disagree 16 11 11 5 43
TOTAL: 19 13 11 9 52

a. Agree 18 11 11 5 45
TOTAL: 19 13 11 9 52

a. Agree 15 3 1 4 23
b. Disagree 4 10 10 5 29
TOTAL: 19 13 11 9 52

a. Agree 5 12 9 5 31
b. Disagree 14 1 2 4 21
TOTAL: 19 13 11 9 52
II. MULTIPLE CHOICE


TOTAL: 19 13 11 9 52

TOTAL: 19 13 11 9 52

TOTAL: 19 13 11 9 52

a. Because it’s more 2 1 0 2 5
convenient.
b. Because I can answer the 1 2 1 1 5
task based on my own
schedule.
c. Because I will be having a 2 0 1 0 3
chance to have a longer
break on screen time.
d. Because I don’t have to 0 0 0 0 0
wake up early in the
morning to attend the class.
TOTAL: 5 3 2 3 13

a. I can study my lesson and 1 1 1 2 5
answer it based on my own
schedule.
b. I can study and work 1 0 0 0 1
alone without getting
bothered.
c. It can enhance my skill 0 0 0 0 0
especially “analyzing and
critical thinking”.
d. I can study my lessons at 2 2 2 1 7
any place.
TOTAL: 4 3 3 3 13

a. Cannot understand the 1 2 0 3 6
activity given by teacher.
b.LMS(Learning 1 0 1 0 2
ManagementSystem) does
not work properly.
c. Limited contact with 0 1 0 0 1
teachers.
d. Allotted time for the 2 0 1 1 4
activity is too short.
TOTAL: 4 3 2 4 13

a. Because if I have question, 5 7 2 0 14
I can ask my teacher
directly.
b. Because I can clearly 9 2 5 6 22
understand the lesson
discussed by my teacher.
c. Because I became more 1 0 0 0 1
active whenever I see my
classmates and teachers
online.
d. Because of having fix 0 1 1 0 2
schedule of meetings.
TOTAL: 15 10 8 6 39

a. I can interact with my 3 2 0 2 7
teachers and classmates.
b. My teacher can easily 7 3 5 3 18
explain to me the lesson I
can’t clearly understand.
c. I can enhance more of my 2 1 1 0 4
skills during real-time
activities.
d. I can raise question and 3 4 2 1 10
receive feedbacks
immediately to prevent
mislearning and
miscommunication.
TOTAL: 15 10 8 6 39

a. Connection Problem 12 8 7 2 29
b. Gadgets used are 0 0 0 2 2

unresponsive
c. Noise distraction with the 3 1 1 1 6
surroundings
d. Poor audio quality 0 1 0 1 2
TOTAL: 15 10 8 6 39

TOTAL: 19 13 11 9 52
APPENDIX L
PICTURES OF GRADE SEVEN (7) WHILE ANSWERING THE ONLINE SURVEY
Here are some respondents from grade seven (7) students. As you can see above, through the help of their
gadgets they were able to answer the questions in the online survey given by the researchers.
The grade seven (7) students who were patiently answering the online survey given by the researchers.
APPENDIX M
PICTURES OF GRADE EIGHT (8) WHILE ANSWERING THE ONLINE SURVEY
Some taken pictures of grade eight (8) students answering the questionnaires online.
Another captured photos of the grade eight (8) students while filling-up the online survey form.
APPENDIX N
PICTURES OF GRADE NINE (9) WHILE ANSWERING THE ONLINE SURVEY
Respondents from grade nine (9) who were engaged in completing the online survey form.
Different pictures of grade nine (9) students who participated in the researchers’ online survey.
APPENDIX O
PICTURES OF GRADE TEN (10) WHILE ANSWERING THE ONLINE SURVEY
Above are the grade ten (10) students who responded to complete the online survey administered by the
researchers.
Additional photos of grade ten (10) students answering the online survey conducted by the researchers.
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Group 1 Final Research Paper

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COLEGIO DE ROMA, Inc.

San Juan, Balagtas, Bulacan

THE PREFERRED TYPE OF ONLINE LEARNING BETWEEN SYNCHRONOUS AND

In Partial Fulfillment of the Requirements in Research

Ms. Precious C. Manicad

Concepcion, John Lawrence M.

BETWEEN SYNCHRONOUS AND ASYNCHRONOUS LEARNING BY THE JUNIOR HIGH

submitted in partial fulfillment for the requirements in Research is hereby approved:

Mr. Rodel C. Manicad

Ms. Precious C. Manicad

bestowed upon the researchers in order to finish this study.

researchers are very thankful for having her as an adviser.

among their students.

survey honestly. Thank you very much for your cooperation.

showed their support with them in making this research paper.

CHAPTER I: THE PROBLEM AND THE REVIEW OF RELATED LITERATURE

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

III. . Review of Related Study ....................................................................................................... 12

IV.. Research Paradigm ................................................................................................................. 16

V. Statement of the Problem ........................................................................................................ 17

VI. Hypotheses .............................................................................................................................. 17

VII. Basic Assumptions of the Study ............................................................................................. 18

VIII. Scope and Delimitations of the Study .................................................................................... 18

IX. Significance of the Study ....................................................................................................... 19

X. Definition of Terms ................................................................................................................ 19

CHAPTER II: RESEARCH METHODOLOGY

I. Research Design .................................................................................................................... 24

II. Sampling Technique ..............................................................................................................25

III. Subject of the Study .............................................................................................................. 25

V. Research Procedures .............................................................................................................. 26

A. Letter of Request ................................................................................................... 26

B . Construction of Online Survey Questionnaires ..................................................... 27

C. Selection of the Respondents and Administration of the

Online Survey Questionnaires ............................................................................... 27

D. Gathering Results of the Study.............................................................................. 28

VI. Methods of Analysis...............................................................................................................28

CHAPTER III: RESULTS AND DISCUSSIONS

Junior High School Students ................................................................................................. 29

ASYNCHRONOUS classes ................................................................................................ 30

Synchronous Classes are way more effective than Asynchronous Classes........................... 30

Synchronous Learning… ....................................................................................................... 33

prefer Asynchronous Learning… .......................................................................................... 35

Synchronous Learning… ....................................................................................................... 37

Students during Synchronous Learning… ............................................................................. 38

Asynchronous Learning… ..................................................................................................... 39

Students during Asynchronous Learning… .......................................................................... 40

CHAPTER IV: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

II. Findings ................................................................................................................................. 44

III. Conclusions ........................................................................................................................... 45

IV. Recommendations ................................................................................................................. 46

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

APPENDIX G: ONLINE SURVEY RESULTS OF GRADE SEVEN (7)

APPENDIX H: ONLINE SURVEY RESULTS OF GRADE EIGHT (8)

APPENDIX I: ONLINE SURVEY RESULTS OF GRADE NINE (9)

APPENDIX J: ONLINE SURVEY RESULTS OF GRADE TEN (10)

APPENDIX L: PICTURES OF GRADE SEVEN (7) WHILE ANSWERING THE ONLINE

APPENDIX M: PICTURES OF GRADE EIGHT (8) WHILE ANSWERING THE ONLINE