A STUDY ON ONLINE TEACHING AND ITS EFFECTS TO COSCA’S

GRADE 12-STEM STUDENTS’ LEARNING SKILLS

A Research Paper
Submitted to
Mr. Ramon F. Sun
COLEGIO DE SANTA CATALINA DE ALEJANDRIA
Dumaguete City

In Partial Fulfillment
of the Requirements in Practical Research 1

by

MARTH JOSEPH D. ENOPIA

AIRA LLANA VEZ D. AQUIATAN
JOSEPHINE PITULAN
CRISTEL F. ALCANCIA
KURT CHRISTIAN M. BANUA
JOSHELL MAE R. MERTO
JAN MARIE EVE GAYLE ALBINA
JOHN KLIEN CATAN

October 2020

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 Abstract
This qualitative study identified that distance learning, such that of the online
learning method, affected the learning skills of Grade 12-Science, Technology,
Engineering, and Mathematics (STEM) students of Colegio de Santa Catalina de
Alejandria (COSCA) as they continue to conquer inhibitions related to time, geography,
and physical facility constraints. Specifically, this study identified their perceptions on the
educational shift and the coping mechanisms they employed in order to survive this
challenging school year. Moreover, the phenomenological approach was used to
determine such phenomenon. Using Google Forms as a medium to determine such
responses from the respondents, the participants of this study only covered 30 Grade
12-STEM students of COSCA. The results indicate, that students who view online
courses as inefficient exhibit higher concerns to the course and instructor, unlike those
who have lower concerns of the new learning modality.

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 Table of Contents
Page No.
Title Page……………………………………………………………………………... i
Abstract……………………………………………………………………………….. ii
Table of Contents…………………………………………………………………… iii
Acknowledgment……………………………………………………………………. iv
Dedication……………………………………………………………………………. v
1. Chapter I: The Problem and Its Scope
a. Introduction……………………………………………………………… 1
b. Theoretical Framework………………………………………………… 2
c. Statement of the Problem……………………………………………... 3
d. Hypotheses of the Study………………………………………………. 3
e. Purpose of the Study…………………………………………………... 3
f. Significance of the Study………………………………………………. 4
g. Scope and Delimitation of the Study…………………………………. 4
h. Definition of Terms……………………………………………………... 5
i. Review of Related Literature and Studies…………………………… 6
j. Research Methodology………………………………………………... 9
k. Research Design……………………………………………………….. 9
l. Population and Sample………………………………………………... 10
m. Instrumentation…………………………………………………………. 10
n. Data Gathering Procedure…………………………………………….. 10
o. Statistical Treatment of Data………………………………………….. 11
2. Chapter II: Presentation, Analysis, and Interpretation of Data……………… 12
3. Chapter III: Summary of Findings, Conclusions, and Recommendations
a. Restatement of the Problem…………………………………………... 19
b. Summary of Findings…………………………………………………... 19
c. Conclusions……………………………………………………………... 20
d. Recommendations……………………………………………………… 21
4. References………………………………………………………………………... 22
5. Appendices
a. Appendix A………………………………………………………………….. 25
b. Appendix B………………………………………………………………….. 27
c. Appendix C………………………………………………………………….. 29
6. Curriculum Vitae…………………………………………………………………. 31

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 Acknowledgment
The researchers would like to convey their heartfelt gratitude and sincere
appreciation to the people behind the success of this study:
First and foremost, we want to offer this endeavour to our Almighty God for the
wisdom, guidance, trust, and strength He bestowed upon us throughout the making of
this study. Everything that we did is to glorify Him in return;
We would like to express our gratitude to Mr. Ramon F. Sun, our Practical
Research 1 teacher of Colegio de Santa Catalina de Alejandria (COSCA), for his
encouragement and inspiration to pursue this research study and for his untiring
guidance, genuine support, patience, assistance and brilliant suggestion for the
improvement and completion of the study;
Our families for the overflowing love and deep understanding;
We would also like to extend our special thanks to the Senior High School (SHS)
Department Principal, Dr. Ma. Flordeliz U. Duran, for supporting us to float the
questionnaires to the SHS Department, specifically Grade 12-STEM students at
COSCA;
Ms. Tita Visorro, Grade 12-STEM adviser, for allowing the us to float the
questionnaires to her Grade 12-STEM students in COSCA; and
Our sincerest thanks also go to all the people who have willingly helped us out with
their abilities.

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 Dedication
We, the researchers, dedicate this research study first and foremost to our
families who have been our sources of inspiration and strength when we thought of
giving up, and who continually provided their moral, spiritual, emotional, and financial
support.
We would also like to dedicate this research study to our mentor, Mr. Ramon F.
Sun who shared his words of advices and encouragement in order for us to finish this
study.
Lastly, we dedicate this research study mostly to the Almighty God for His
guidance, strength, power of mind, and skills for giving us a healthy life. All of these, we
offer to You

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 Chapter I
The Problem and Its Scope
Introduction

Filipino culture gives crucial attention on education. For Filipinos who believe in
education, a child’s future success is aligned with how well they do in school. They plead
for a more potent education system so when e-Learning rose in Philippine education,
the country’s educational leaders undoubtedly decided to incorporate it in the system.

Students are empowered through online classes in numerous ways. They have
the liberty to access information whenever and wherever they want, employing a system
they are comfortable with. This flexibility allows students to grasp knowledge in a way in
which they are triumphant. They are empowered to drive alternatives on how to examine
content, which is adaptable to different learning styles.

However, there may be students who have positive experiences in online courses,
the altered learning environments not only established barriers of time, space and
arguably learning styles, but it also challenged traditional notions of teaching and
learning, including efficient education itself. Students who enrolled in the said modality
did not only encounter difficulties in communicating and understanding the course, they
also discern the deficiency of sense of community, study overload, and lack of
technological skills.

And this was a challenge that made this heart of the study. The researchers
conducted this to find out if these characteristics of online affect the learning skills of
Grade 12-STEM students in COSCA.

1
 Theoretical Framework

The framework of the study is composed of two (2) independent variables and one
(1) dependent variable. The independent variables are (1) 1. financial, geographical,
technological, cultural, and curricular undertakings; (2) teacher’s teaching mobility. The
dependent variable is the students’ learning skills affected by the independent variables.

As shown in Figure 1, the conceptual paradigm represents the relationship of

financial, geographical, technological, cultural, and curricular undertakings and the
teacher’s teaching mobility. It also shows how these affect the learning skills of the
students.

2
 Statement of the Problem

This study seeks to identify the obstacles that arise in the online mode of teaching
and how these affect COSCA’s Grade 12-STEM students’ learning skills. To fulfil such
objective, the following problems are to be answered.

1. What is the profile of the students in terms of the following:

1.1 age; and
1.2 sex?
2. What difficulties do COSCA’s Grade 12-STEM students encounter n this new
mode of teaching?
3. What do these difficulties contribute to COSCA’s Grade 12-STEM students’
learning skills?

Hypotheses of the Study

In response to the problems stated, the researchers hypothesize that:

1. Financial, geographical, technological, cultural, and curricular activities are

relative to online learning experienced by COSCA’s Grade 12-STEM students.
2. These difficulties become barriers to maintaining and developing their learning
skills.

Purpose of the Study

The main objective of this qualitative study is to discover the undertakings

COSCA’s Grade 12-STEM students encountered in this new mode of teaching and how
these undertaking contribute to their learning skills.

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 Significance of the Study

This study is timely and necessary now more than ever. Online classes have long
been around. However, it was not embraced by the Philippines as a whole. Now, amidst
a pandemic, the world seems to leave us no choice. With strict quarantine protocols and
rising positive cases of COVID-19, it is best to stay home and brave the field of education
somewhere else—the Internet.

Finding a new home, or say “school” online, does not come in a silver platter. We
recognize that certain factors limit what students can do with their resources.

In this study, we take COSCA’s Grade 12-Students’ (S.Y 2020-2021) personal

observations and perspectives and use it to provide a bigger picture of what online
learning looks like.

This study will help the readers empathize with students from different positions in
social hierarchies. It will help COSCA’s Grade 12-STEM students of S.Y 2020-2021
express their grievances and concerns. It will help Academic leaders to see which rooms
for improvement need urgent filling. It will help future learners to recognize what they
should prepare for.

Furthermore, this will serve as a precursor for the next researchers to provide
deeper understanding of online learning, students’ learning skills, and the relationship
between certain factors and the disturbances that students encounter.

Scope and Delimitation of the Study

The focus of this study is to determine the effects of online teaching to the learning
skills of 30 Grade 12-STEM students in COSCA. The aspects looked into were the
quality of education the school offers amidst the pandemic; factors affecting the social

4
and cognitive skills of the student; problems about financial instability and technological
illiteracy; and the widened gap of educational inequality.

It delimits that the study may not be generalizable to other populations or youth
who are enrolled outside of COSCA.

Definition of Terms

CoViD-19. Coronavirus disease 2019 (COVID-19) is an infectious disease caused

by severe acute respiratory syndrome coronavirus 2 (SARSCoV-2).

Financial constraints. A situation in which you are not able to meet your bills on
time or afford necessary basic needs.

Filipino culture. The Filipino family is family-oriented and gives high value to
education.

Learning skills. A term that describes the tasks involved in learning, including
note-taking; reading effectively; study skills; writing tests; logic and math; music and the
arts.

Online teaching. Delivery of instruction using different Web-based technologies,

from the Internet or an intranet and other communication technologies (Zhu, Payette, &
DeZure, 2003).

Physical setting. Refers to the address of a person, including the kind of

environment that he/she has.

Technological illiteracy. A real problem and those of us who work every day
online and with technology often forget how overwhelming it can all seem to those that
don't.

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 Review of Related Literature and Studies

The chapter includes related literature and studies coming from both foreign and
local sources that are of importance to the present study and those that support the
theoretical framework, including those that might show opposite trends.

Online teaching, an instructional strategy for imparting needed knowledge, skills,

and attitudes in schools, is here to stay. Its potential to return tangible impacts to
institutions depend largely on how it is designed, delivered, and evaluated.

Advantages

Charp (2002) stated in her editorial that while course content leans toward
business and technology, other areas are growing, such that of education. She also
pointed out some reasons that can be attributed to why e-learning has become a
mainstream activity engaged in by most countries. These include: (1) Increasing demand
for equitable education for everyone. (2) Providing education for those whose needs
cannot be met by the formal educational process.

This age of technological advancement pushed schools to provide effective

classroom teaching via the Web (Paul and Jefferson, 2019). It's no wonder why millions
of students from all around the world opt for online degree programs or take at least one
course through an online platform. Online learning has to be the greatest revolution in
contemporary education (Norman, 2016).

For Gilbert (2015), the benefit of flexibility in online courses cannot be overstated
due to its prevalence in reasons why students are attracted to online learning. Online
learning allows for students to work at a time and a place that is compatible with their
learning needs. Moreover, Broderick (2020) mentioned that online courses offer flexibility
and a variety of academic opportunities. Distance learners who want to experience

6
learning on campus can enroll in hybrid courses, which blend classroom instruction with
online learning.

Sherman (2016) concluded his writing about the 'Positive Impacts Brought by
Online Learning' that by improving the skill level, communication techniques, and the
technological prowess of its students, online learning is improving our society at
breakneck speeds. Whether this training is being incorporated in the workforce or as an
individual’s education plan, there’s no denying that societies all over the world can be
greatly improved with more online learning initiatives.

Disadvantages

Sharma (2014), in his study about online learning, suggested that one should
consider his/her situation, resources, time, environment and money. According to him,
interaction with a live person is a different story. But learning is also a skill. We used to
say learn from everyone but how to learn also needs some thought.

Online education has not lived up to its potential as it contributes to socioeconomic

and racial achievement gaps while failing to be more affordable than traditional courses
(Fain, 2019). In fact, according to Weele (2020), there is a lack of willingness and desire
to learn in online discussions. Students are simply not motivated in online classes as
they are just simply complying their assignments to receive credit for a passing grade,
rather than genuinely engaging with the course material

Although online courses offer flexibility for the learner, negative effects can hinder
the learning process. This is according to Lockhart (2020) as he identified the downsides
of online learning (e.g. lack of interaction, feeling of isolation, funding problems and
educational credibility assurance). On the other hand, online platforms may offer the
promise, through artificial intelligence, of providing the optimal course pacing and

7
content to fit each student’s needs and thereby improve educational quality and learning,
yet today these promises are far from fully realized. The vast majority of online courses
mirror face-to-face classrooms with professors rather using technology to better
differentiate instruction across students (Bettinger and Loeb, 2017).

For Tom (2017), though the internet is buzzing with positive information about
online education, the disadvantages are still numerous. One disadvantage he identified
in his literature is the lack of accreditation and low quality of learning that online
education possess. The paper concludes that if you know the positives and negatives,
you can make an informed decision whether online learning is right for you.

The Online Learning Modality in the Midst of Pandemic

Online classes are not as "novel" as the novel coronavirus (CoViD-19). Online
classes are being held for the main purpose of safety and precaution. If self-quarantine
and social distancing are key factors towards lessening the possibilities of the virus’
transmission, then rest assured both students and teachers are protected within their
homes. Besides, families do not have to worry about their family members as they can
be sure that everyone’s doing alright despite the on-going schoolwork and discussions
being held online (Manuel, 2020).

Malindog-Uy (2020), meanwhile, stated for what it’s worth, educating the youth
even during a pandemic is still important. However, many marginalized, poverty-stricken,
and vulnerable children in the country will be at a disadvantage. According to Palatino
(2020), CoViD-19 did not create the school woes that are under discussion today, but
the virus has made it more urgent to resolve these problems before they further
undermine the education of Filipino children.

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 In fact, Vasquez (2020) said that the challenge lies in the students’ access to the
Internet, because not all of them own gadgets. For Simbulan (2020), she stressed in her
work that in some instances, these arrangements became unsustainable and some
universities had to suspend remote or online classes because the uneven
socioeconomic status of students affected their access to these modalities of learning.

Such changes have widened equity gaps and quality of learning are compromised
due to the whopping challenges brought by the pandemic (Saccone, 2020). Soland et
al. (2020) concluded their work on the 'Impact of CoViD-19 on Student Achievement' that
the inequalities in our school systems are unfortunately anything but new. Our models
cannot account for the reality that the crisis is having an unequal impact on our most
underserved communities.

Research Methodology

This chapter contains the research design to include its four components, the
method of research, the respondents of the study with the necessary information on
population and sample frames, the research instrument and data gathering procedures,
and the different statistical methods used for data analysis.

Research Design

The research design is intended to provide an appropriate framework for a study.

A very significant decision in research design process is the choice to be made regarding
research approach since it determines how relevant information for a study will be
obtained; however, the research design process involves many interrelated decisions
(Sileyew, 2019).

This study employs a descriptive research design in the qualitative method in order
to discover the effects of online teaching on COSCA’s Grade 12-STEM students’

9
learning skills. This design offers to the researchers a profile of described relevant
aspects of the phenomena of interest from an individual perspective. Therefore, this
research design enabled the researchers to gather data from a wide range of
respondents on the impact online teaching to Grade 12-STEM students in COSCA. And
this helped in analyzing the response obtained on how it affects to their learning skills.

Population and Sample

Population
The population for the Grade 12-STEM students in COSCA for the academic year
2020-2021 totalled 42, where 24 of them are females and 17 of them are males.

Sample

In our research entitled “A Study on Online Teaching and Its Effects to COSCA
Grade 12-Stem Students’ Learning Skills”, we have selected 30 students from Grade
12-STEM to respond the survey, where 20 of them are females and 10 of them are
males.

Instrumentation

A new normal also brought about a new way to conduct surveys. Since we can’t
go door-to-door and pass around questionnaires, we used an online website called
“Google Forms”. This survey’s respondents are 30 persons from COSCA’s Grade 12-
STEM. This will be interpreted qualitatively and will remain confidential.

Data Gathering Procedure

We, the researchers, had allotted time, effort, and cooperation in developing our
survey questionnaire, so as to serve our intended respondents – the Grade 12-STEM
students of COSCA. We formulated six questions through Google Form in order to know

10
the students sentiments and experience during online discussions. After our mentor, Mr.
Ramon F. Sun, approved the survey questionnaire, links were distributed to the 30
respondents of Grade 12-STEM. The survey starts when the interviewee receives the
survey questionnaire from the researcher. Lastly, as the correspondent finished the
survey, the researchers immediately tallied the information and gathered it.

Statistical Treatment of Data

The response of the Senior High School students from STEM strand to the
questionnaire were reliably surveyed with the data needed of the study. Descriptive
statistics such as frequency and percent were used to determine the respondents’
personal information and their answers to the questions.

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 Chapter II

Presentation, Analysis, and Interpretation of Data

This chapter presents the analysis and interpretation of data gathered out of the
instruments used in the study. The result of the study is presented using the tabular and
textual presentations.

The first two (2) tables describe the age and gender of the respondents from
COSCA’s Grade 12-STEM students. The researchers found ways to smoothen the
progress of this study by following the specific problems in the presentation of data in
this chapter.

Table 1: Age

Table 1 shows the frequency and percentage of the respondents’ age. Majority
(21 out of 30 or 70%) of the respondents’ age are 17. On the other hand, there are only
9 out of 30 or 30% of the respondents who are 18 years old.

Age Frequency Percentage

17 21 70%
18 9 30%
Total: 30 100%

Table 2: Sex

Table 2 shows the frequency and percentage of the respondents’ sex. Majority
(20 out of 30 or 66.67%) of the respondents’ sex are females. On the other hand, there
are only 10 out of 30 or 33.33% of the respondents who are males.

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 Sex Frequency Percentage
Female 20 66.67%
Male 10 33.33%
Total: 30 100%

To identify the difficulties in the new mode of learning encountered by COSCA’s

Grade 12-STEM students and how these affected their learning skills, we conducted a
survey to collect their perceptions on the new learning modality.

1. When asked whether what method they prefer, a noticeably large

amount of respondents claimed that they prefer the traditional face-to-face
classes. Explaining their preference, the students wrote the following statements:

“Because it is more convenient? Karon man gd nga mag online ra kalas og

kuryente, makasakit pas mata, di pa nimo kayo masabtan ang lesson kay dili tanan maka
undertake og self-study. Daghan kaayog rason nganong dapat face to face kay aside sa
convenience mas makasabot pa kas imong mga lesson.” (Because it is more
convenient? Now that our classes are online, we waste electricity, hurt our eyes, and
hardly understand our lessons as not everyone can self-study. There are very many
reasons why I prefer face to face; aside from convenience, the lessons are more
understandable.)

“We will be able to concentrate harder on our learning because there will be less
distraction [in school] than in our homes.”

“I prefer face to face classes [be]cause it make more sense and I can focus more
on discussions. I can’t really learn anything through online [be]cause it’s hard to
understand the teachers sometimes and it wastes most of the time we have. It’s also

13
hard for me to learn without the guidance of the teacher especially when they’re showing
something through the screen.”

“Easier.”

“I prefer face-to-face classes because it’s easy to learn.”

“…dahil mas marami kaming matutunan” (…because we can learn more)

“Because in that way, us [we], students can learn properly.”

“I prefer face-to face method. I can understand the lesson well with the help of our
teachers.”

“Face to face classes are more efficient.”

“Para dli mag lisod og sabot.” (…so it wouldn’t be hard to understand)

“It’s more easy and lessons are easy to understand.” (It’s easier and the lessons
are easier to understand.)

“I find it easy and there is [social] interaction which is essential for learning.”

“It is more efficient.”

“…because face-to-face classes are better due to a direct teaching which is easier
to understand.”

“I CAN CREATE HAPPY MOMENTS WITH MY CLASSMATES. I CAN

UNDERSTAND EASILY IF THERE IS A TEACHER IN FRONT OF ME, PHYSICALLY,
DISCUSSING ABOUT CERTAIN MATTERS”

“…because it’s easy for me to come up to the discussions, and for online class,
not all students can take it, because they have a poor internet connection.”

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 “…because I’m comfortable.”

“…so that I can understand easily.”

“It is better to do the face-to-face than online. You got so many assignments and
modules to study [in the online classes], unlike when you’re face-to face.”

“I prefer face-to-face classes because it’s easier to learn.”

“dahil mas marami kaming matutunan” (…because we can learn more)

On the other hand, the few students who preferred the E-learning method
made the following explanations:

“I choose E-learning because learning through this mode happens quickly and
easily.”

“I prefer this e-learning method because method because it is safe. We are in the
midst of the pandemic, we should stay in our houses to keep ourselves from the virus.”

2. To the question “Are you comfortable with doing schoolwork online?”, the
following answers were made:

“No.”

“Yes.”

“Not so.”

“50/50”

“not really”

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 “Yes”

“Honestly, atong una yes. Pero karon, 2nd week pa lang, draining man diay kayo
siya. Makatapol man diay. So no.” (Honestly, at first, yes. But now, even as early as the
second week, I find it very draining. It makes me feel lazy, so, no.”

“No, not really.”

“A little.”

“IM NOT COMFORTABLE.”

“Not actually comfortable, but it’s okay.”

“Hindi masyado.” (Not much)

“No.”

“No, because I am more into face to face classes and lessons are hard to
understand online.”

3. When asked whether the online classes have improved the

students’ learning skills, the answers are divided.

Out of 30 students who were asked whether their learning skills have improved,
16 have said “no”, while 14 have said “yes”. Writing, reading comprehension, music &
arts, logic/math, listening skills, and self-learning are identified to have been improved
learning skills by the affirmative respondents.

4. We also asked the respondents whether they agree with the statement “I
am learning effectively even while at home”, further asking them to explain why
or why not. The following answers were collected:

16
 “Yes, I get to learn new things.”

“I don’t agree because I get disturb[ed] and just do nothing except scroll through
Facebook.”

“No, because some of the lessons are broad.”

“I can’t totally agree with this statement because I can learn the simple topics at
home but I struggle with the hard ones.”

“No, because I’m having a hard time with the mode of teaching.”

“No kay naay distraction.” (No, because there are distractions.”)

“No because online classes are not as effective as traditional ones.”

“No because learning at home is hard[er] compared to traditional face-to-face

classes.”

“No because I’m used to the classroom setting.”

5. None of the students claimed to be free of problems in the new learning

modality.

Instead, all of the respondents identified poor internet connection, financial

constraint, technological difficulties, environment (e.g. physical noise), time
management, and stress as their main challenges in switching to online/distant learning.

17
 Based on the data gathered, the following observations were made:

1. The number of students who prefer face-to-face classes are noticeably very
large compared to those who prefer E-learning. These students further explained that
the physical presence of teachers makes the lesson more understandable. Getting to
see their classmates face-to-face also reduces the stress and brings comfort to the
learning environment. Others also worry about health problems (eg. “sakit sa mata” or
“pain in the eyes”) as a result of exposure to electronic gadgets in online class. Those
who prefer E-learning, on the other hand, either commend the modality because it’s
“quick” or take comfort in staying home amidst the pandemic.

2. Most respondents deny that doing school works online is a comfortable

experience. One suggested that it feels alright when the class first started, but later on
became draining as classes continued.

3. Majority of the students, with their numbers not very far from the minority, denied
having their learning skills improved.

4. Most respondents disagree to the statement: “I am learning effectively even

while at home.” The students reveal that distractions are rampant in the online mode of
learning. Also, they have compared it with traditional face-to-face classes, saying the
latter was more effective.

5. All of the students recognize that a lot of problems occur in online classes. This
includes poor internet connection, financial constraint, technological difficulties,
environment (e.g. physical noise), time management, and stress.

18
 Chapter III

Summary of Findings, Conclusions and Recommendations

Restatement of the Problem

This study seeks to identify the obstacles that arise in the online mode of teaching
and how these affect COSCA’s Grade 12-STEM students’ learning skills. To fulfil such
objective, the following problems are to be answered.

1. What is the profile of the students in terms of the following:

1.1 age; and
1.2 sex?
2. What difficulties do COSCA’s Grade 12-STEM students encounter in this new
mode of teaching?
3. What do these difficulties contribute to COSCA’s Grade 12-STEM students’
learning skills?

Summary of Findings

From the data gathered in the study, the following findings are presented:

1. On the students’ profile

1.1 Age profile. The data showed that majority (21 out of 30 or 70%) of the
respondents are 17 years old. On the other hand, only 9 out of 30 or 30%
of the respondents are 18-year olds. This means that our study is
dominated by 17-year old respondents.
1.2 Sex profile. The data showed that majority (20 out of 30 or 66.67%) of
the respondents are females. On the other hand, only 10 out of 30 or

19
 33.33% of the respondents are males. This means that our study is
dominated by female respondents.

2. Difficulties that COSCA’s Grade 12-STEM students have encountered in

this new mode of teaching
In this challenging school year, our respondents encountered a lot of difficulties in
the online teaching method. These difficulties include poor internet connection, financial
constraint, technological difficulties, environment (e.g. physical noise), time
management, and stress.

3. Effects of these difficulties to their learning skills

With the difficulties encountered by Grade 12-STEM students from COSCA, it

clearly showed that contrary to popular belief, their learning skills improved.

Conclusions

Through these findings, the researchers conclude that:

1. COSCA’s Grade 12- STEM students indeed experience challenges in E-learning.

These challenges mainly include financial constraints and poor internet
connection, among others. Furthermore, the respondents still prefer the traditional
face-to-face learning after they experience challenges in doing online work.

2. Contrary to our initial assumptions, these challenges are not a barrier to COSCA’s
Grade-12 STEM students’ learning skills. In fact, nearly half of the class has
improved their writing or/and reading comprehension and other skills that
contribute to their learning.

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 Recommendations

By the conclusions obtained in this study, the researchers hereby recommend the
following:

1. To truly make learning effective, school administrators should listen to the

students’ plight; not just letting them respond to a survey where they can choose
what medium of instruction fits for them, but turned out to be unheard. It's really
not possible to have effective learning without it.

2. Since the online teaching method has been part of school practice already, school
administrators should provide easy-to-access and inexpensive mediums
specifically used for e-learning instruction. It is to give all the students an equal
chance to enjoy this kind of educational access without giving them burdens to
carry. They should make sure that all students in the school can use this without
letting even a single one left behind.

3. Teachers should be considerate if there are any problems going on with the
students’ personal undertakings and they should ensure e-learning to be less
stressful so as to address the needs of 21st century learners to helping them
improve their academic achievement.

4. E-learning website developers should make sure their programs to be user-friendly

in a way that this will be accessible so that not only the younger ones could enjoy
it, but also those who are still interested to learn, but are already in adult stage.

21
 References

Charp, S. (2002). Online Learning. Retrieved from

https://www.questia.com/library/journal/1G1-84969870/online-learning-editorial. March
2002

Paul, J. and Jefferson, F. (2019). A Comparative Analysis of Student Performance

in an Online vs. Face-to-Face Environmental Science Course from 2009 to 2016.
Retrieved from https://www.researchgate.net/pub-lication/337188699. November 12,
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Norman, S. (2016). 5 Advantages Of Online Learning: Education Without Leaving

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 Appendices
Appendix A
Letter of Request to the Principal

Dr. Maria Flordeliz U. Duran

Colegio de Santa Catalina de Alejandria (COSCA)
Bishop Epifanio B. Surban Street,
Dumaguete City
School Principal - Senior High School (SHS) Department

Dr. Duran:

Greetings in Jesus’ Name!

We, the Grade 12 students from Humanities and Social Sciences

strand, are humbly asking for your permission to allow us to conduct a survey
on the SHS students specifically in the Grade 12—Science, Technology,
Engineering, and Mathematics strand for our research study entitled "A study
on Online Teaching and Its Effects to COSCA’s Grade 12 STEM Students’
Learning Skills" for our Practical Research subject.

Rest assured that the data in the questionnaire will be held confidential.
Thank you very much.

Very truly yours,

Marth Joseph D. Enopia
Aira Llana Vez D. Aquiatan

25
Josephine Pitulan
Cristel F. Alcancia
Joshell Mae Ragay Merto
Kurt Christian M. Banua
Klien Catan
Jan Marie Eve Gayle Albina
RESEARCHERS

Noted by
Mr. Ramon F. Sun
PRACTICAL RESEARCH TEACHER

Signature of Approval by
Dr. Maria Flordeliz Duran
SCHOOL PRINCIPAL—SHS DEPARTMENT
COSCA

26
Appendix B
Letter of Request to the Adviser

Ms. Tita Visorro

Colegio de Santa Catalina de Alejandria (COSCA)
Bishop Epifanio B. Surban Street,
Dumaguete City
Grade 12—STEM Adviser

Ms. Visorro:

Greetings in Jesus’ Name!

We, the Grade 12 students from Humanities and Social Sciences

strand, are humbly asking for your permission to allow us to conduct a survey
on the SHS students specifically in the Grade 12—Science, Technology,
Engineering, and Mathematics strand for our research study entitled "A study
on Online Teaching and Its Effects to COSCA’s Grade 12 STEM Students’
Learning Skills" for our Practical Research subject.

Rest assured that the data in the questionnaire will be held confidential.
Thank you very much.

Very truly yours,

Marth Joseph D. Enopia
Aira Llana Vez D. Aquiatan

27
Josephine Pitulan
Cristel F. Alcancia
Joshell Mae R. Merto
Kurt Christian M. Banua
Klien Catan
Jan Marie Eve Gayle Albina
RESEARCHERS

Noted by
Mr. Ramon F. Sun
PRACTICAL RESEARCH TEACHER

Signature of Approval by
Ms. Tita Visorro
GRADE 12—STEM ADVISER
COSCA

28
 Appendix C
Survey Questionnaire
Dear respondents,
This survey is an attempt to collect real data about Online Teaching and Its Effects
to the Learning Skills of Grade 12-Science, Technology, Engineering, and Mathematics
students of Colegio de Santa Catalina de Alejandria. Kindly answer the questions being
asked below. We will appreciate your responses and it shall be treated with utmost
confidentiality.

Name (optional): nnnnnnnnnnnnnnnnnkcancsnsnnn Gender: nnn

Age: nnm

1. Which method do you prefer and why?

o E-learning
o Traditional face-to-face classes
o Both
Reason:
nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnuuuuuuuuuuuuuuuunnnnnnnnnnnnnnn
nnnnnnnnnnnnnnnnnnnnnnnuuuuuuuuuuuuuuuuuuuuuuuuuuuummmmmmmmmmmm
2. Are you comfortable with doing schoolwork online? Why or why not?
nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnuuuuuuuuuuuuuuuunnnnnnnnnnnnnnn
nnnnnnnnnnnnnnnnnnnnnnnuuuuuuuuuuuuuuuuuuuuuuuuuuuummmmmmmmmmmm
3. In the online teaching method, has it improved your learning skills?
o Yes
o No
If yes, what learning skills have been improved? Select all that apply.
o Reading Comprehension
o Writing
o Critical Thinking
o Arts
o Logic and Math

29
 Others (please specify): nnnnnnnnnnnnnnnnnnnnn
4. Do you agree with the statement below? Why or why not?
"I am learning effectively even while at home."
nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnuuuuuuuuuuuuuuuunnnnnnnnnnnnnnn
nnnnnnnnnnnnnnnnnnnnnnnuuuuuuuuuuuuuuuuuuuuuuuuuuuummmmmmmmmmmm
5. What have been the main challenges for you as a student in switching to
online/distance learning? Select all that apply.
o Poor internet connection
o Financial restraints
o Technological difficulties
o Background noise
o Time management
o Stress
o I haven’t encountered any problems so far
o Others (please specify): nnnnnnnnnnnnnnnnnnnn

Very truly yours,

The Researchers

30
 Curriculum Vitae

Marth Joseph D. Enopia

Brgy. Poblacion,
Zamboanguita, Negros Oriental
emarthjoseph@gmail.com

Personal Background:

Age: 17
Birthdate: March 18, 2003
Birthplace: Holy Child Hospital, Dumaguete City
Gender: Male
Nationality: Filipino
Civil Status: Single

Educational Background:

Grade School: Décor Carmeli Academy

Junior High School: Décor Carmeli Academy
Senior High School: Colegio de Santa Catalina de Alejandria

31
 Curriculum Vitae

Aira Llana Vez D. Aquiatan

Brgy. Tubtubon,
Sibulan, Negros Oriental
alyannavez@gmail.com

Personal Background:

Age: 18
Birthdate: October 2, 2002
Birthplace: Negros Oriental Provincial Hospital, Dumaguete City
Gender: Female
Nationality: Filipino
Civil Status: Single

Educational Background:

Grade School: Colegio de Santa Catalina de Alejandria

Junior High School: Colegio de Santa Catalina de Alejandria
Senior High School: Colegio de Santa Catalina de Alejandria

32
 Curriculum Vitae

Josephine Pitulan
Purok 2, Lower Batinguel
Dumaguete City, Negros Oriental
phineypitulan@gmail.com

Personal Background:

Age: 17
Birthdate: April 7, 2003
Birthplace: Dumaguete City, Negros Oriental
Gender: Female
Nationality: Filipino
Civil Status: Single

Educational Background:

Grade School: West City Elementary School

Junior High School: Colegio de Santa Catalina de Alejandria
Senior High School: Colegio de Santa Catalina de Alejandria

33
 Curriculum Vitae

Cristel F. Alcancia
Brgy. Candau-ay,
Dumaguete City, Negros Oriental
cristelalcancia2002@gmail.com

Personal Background:

Age: 18
Birthdate: October 18, 2002
Birthplace: Pasig City, Manila
Gender: Female
Nationality: Filipino
Civil Status: Single

Educational Background:

Grade School: Candau-ay Elementary School

Junior High School: Camanjac National High School
Senior High School: Colegio de Santa Catalina de Alejandria

34
 Curriculum Vitae

Kurt Christian M. Banua

Brgy. Poblacion,
Zamboanguita, Negros Oriental
masiaskurtlyn@gmail.com

Personal Background:

Age: 17
Birthdate: February 24, 2003
Birthplace: Negros Oriental Provincial Hospital, Dumaguete City
Gender: Male
Nationality: Filipino
Civil Status: Single

Educational Background:

Grade School: Lotuban Elementary School

Junior High School: Décor Carmeli Academy
Senior High School: Colegio de Santa Catalina de Alejandria

35
 Curriculum Vitae

Joshell Mae R. Merto

Judyville Subdivision, Brgy. Bolocboloc
Sibulan, Negros Oriental
joshellmaejopaymerto@gmail.com

Personal Background:

Age: 17
Birthdate: February 15, 2003
Birthplace: Cong. Lamberto L. Macias Hospital, Siaton
Gender: Female
Nationality: Filipino
Civil Status: Single

Educational Background:

Grade School: Giligaon Elementary School

Junior High School: Colegio de Santa Catalina de Alejandria
Senior High School: Colegio de Santa Catalina de Alejandria

36
 Curriculum Vitae

Jan Marie Eve Gayle Albina

Brgy. Cadawinonan
Dumaguete City, Negros Oriental
janmarieevegaylealbina@gmail.com

Personal Background:

Age: 18
Birthdate: September 14, 2002
Birthplace: Negros Oriental Provincial Hospital, Dumaguete City
Gender: Female
Nationality: Filipino
Civil Status: Single

Educational Background:

Grade School: Cadawinonan Elementary School

Junior High School: Junob National High School
Senior High School: Colegio de Santa Catalina de Alejandria

37
 Curriculum Vitae

John Klien Catan

Brgy. Candau-ay,
Dumaguete City, Negros Oriental
kliencatan@gmail.com

Personal Background:

Age: 17
Birthdate: June 4, 2003
Birthplace: Dumaguete City, Negros Oriental
Gender: Male
Nationality: Filipino
Civil Status: Single

Educational Background:

Grade School: Batinguel Elementary School

Junior High School: Colegio de Santa Catalina de Alejandria
Senior High School: Colegio de Santa Catalina de Alejandria

38