Department of Education

National Capital Region

DIVISION OF TAGUIG CITY AND PATEROS
Gen. Ricardo G. Papa Sr. Memorial High School - ANNEX
Gen. Luna St., Ususan, Taguig City

A Correlational Study of Academic Performance and Satisfaction Rate between Online

Learning and Traditional Learning of Grade 12 Students of Gen. Ricardo G. Papa Sr.
Memorial High School

Submitted by
Hisanan, Andrei M.

Mrs. Leonora Pili

Teacher
 I. INTRODUCTION
INTRODUCTION
Online learning is using electronic innovations to get access to instructive educational plans. In
this bothered time, it is difficult to get schooling in the formal mode because of the Covid-19
pandemic threat, which also results in other issues to people and government not only in the
Philippines but also outside the country. However, the Department of Education and everybody
has a desire to proceed with its schooling inside potential methods.

Online learning makes instruction adaptable because there is no restriction of reality. But in fact
that technologies and innovations help in the easy access of education, this mode of education
may have effects on the overall academic performance of students that use the online learning
method.

The online environment provides access to educational opportunities to learners who have
complex lives and inflexible schedules due to family and work responsibilities (Bastian’s &
Martens, 2000; Belanger & Jordan, 2000; Lau, 2000). However, online classes may have
several disadvantages.

Online class in this study refers to the availability of web lecture videos, notes, and materials
over the internet and are distributed to the students taking online learning. Students had to
submit weekly assignments and activities based on the modules provided by their subject
teachers and had scheduled exams.

Traditional learning takes place in a classroom setting. There is a trainer who moderates and

regulates the flow of information and knowledge.

Traditional classes are more suitable for young children, teenagers, and young adolescents who
are yet to join the workforce. Regular attendance in classes helps them interact with other
individuals of their own age, be better disciplined, follow a regular schedule, and improve their
physical fitness and mental alertness.

Students of the online class could contact their subject teachers via email or Facebook
messenger regarding doubts and questions from the course content or could set up a virtual
meeting at an assigned time.

Academic performance in this study is measured by the student’s satisfactory rate in online
learning experiences. In addition to examining the effects of online learning on the selected
students’ academic performance, the comparison between their preferred mode of learning that
affects their academic performance between traditional and distance learning was also
analyzed.

Schools in most countries are not allowed to have face-to-face classes due to the COVID19-
pandemic, thus the government creates alternative ways to continue the learning of students.
This alternative method concludes modular learning and blended learning.

Online learning is often referred to as “e-learning” and is just one type of distance learning or
any learning that takes place across distance and is not a traditional classroom. From a
technology-centered perspective, a variety of information and communication technologies
should be provided to students for flexible learning and learners should have access to
alternative technologies (Chen, Kao & Sheu, 2003).

From a student-centered perspective, it is stated that students should be given flexibility in

terms of time, space, learning at their own pace, changing learning strategies, and choosing
learning resources and evaluation activities (Flannery & McGarr, 2014; Nikolov, Lai, Sendova &
Jonker, 2018).

Flexibility is a growing trend in online learning in terms of both qualities in learning design and
more learning possibilities for students. Flexible learning spaces facilitate behavioral
engagement, student-centered pedagogies, and interaction in the learning environment
(Kariippanon et al., 2019).

What is not yet clear is the impact of perceived flexibility of students and its effects on
academic performance and learning outcomes in the online learning context. Thus, this study
will focus on investigating the effects of online learning on the academic performances of
students based on their satisfaction in terms of online learning experiences.

STATEMENT OF THE PROBLEM:

The occurrence of adjustments regarding the new normal, privileged educational, and higher
sectors to conduct online classes. This study will determine the Correlational Study of Academic
Performance and Satisfaction Rate between Online Learning and Traditional Learning of Grade
12 Students of Genera Ricardo G. Papa Sr. Memorial High School Specifically, the research
study ought to find answers to the following questions:

1. What are the possible effects of factors such as a new way of the educational system
compared to traditional?
2. How does the level of satisfaction rate and academic performance of students differ
between online and face-to-face delivery?
3. Does the new way educational system affects the academic performance and
satisfaction rate of students?

SCOPE AND DELIMITATION:

The focus of this study is the academic performance and satisfaction rate of students in Online
Learning and Traditional learning. This includes how well the academic performance and
satisfaction rate of the selected Grade 12 students enrolled in the different strands of Gen.
Ricardo G. Papa Sr. Memorial High School improves or worsens on their daily basis of online
learning and traditional . By the relationship of their satisfaction rate and academic performance
on the experiences during face-to-face class to online learning and the students’ satisfaction
rate on the experiences this S.Y 2020 – 2021 may identify that they improve or not. This study
delimits students who didn’t enroll this S.Y 2020 – 2021.

SIGNIFICANCE OF THE STUDY

The study highlights the relationship of Academic Performance and Satisfaction Rate between
Online Learning and Traditional Learning of Grade 12 student

II. THEORETICAL /CONCEPTUAL FRAMEWORK

REVIEW OF RELATED LITERATURE

Online learning acquired prominence, due to some extent, to its scholarly adequacy.

Online learning, as indicated by Markel (1999), ought not to need to be undermined dependent
on guidance mode. Different instructive fields have examined the viability of online learning.
Spooner, Jordan, Algozzine, and Spooner (1999) zeroed in on making useful and beneficial staff
planning programs for the specialized curriculum field. The absence of direct contact between
students in online learning was one concern. Results, nonetheless, showed no intellectual
distinction between the distance schooling and customary class members. Mann, Henderson,
and Guffy (2002) likewise centered around the specialized curriculum field. They felt customary
educator arrangement projects proved unable to adequately and effectively produce enough
instructors to meet the developing requirements of qualified specialized curriculum teachers.
Their undertaking conveyed an online learning turn of events and custom curriculum courses to
students as an elective certificate program. Results demonstrated elective accreditation program
students scored higher competency appraisals. Steinweg, Davis, and Thomson (2005) detailed
no critical contrast in scholarly outcomes among online learning and personal settings for an
early on custom curriculum course.

There were no distinctions in scholastic execution between the two modalities. Buzhardt and
Semb (2005) looked at scholarly exhibitions between students utilizing the online learning
guides versus students utilizing pen and paper study guides. Results from this school study hall
study showed students utilizing the web study guides revealed higher fulfillment however didn’t
contrast in scholastic execution. In opposition to the Buzhart and Semb (2005) study’s fulfillment
level, notwithstanding, Allen et al. (2002) detailed a lower level of fulfillment with online learning
classes.

Luckily, online learning conditions can close the distance hole and be a social space where a
local area of students gather and take part in a common learning climate. Information building
results when students associate with their companions, team up, examine their thoughts,
structure contentions and arrange to mean (Harasim, 1996). Fullan (2000) battled there is a roof
impact concerning the amount we can learn on the off chance that we mind our own business.
Glahn and Gen (2002) recognized examination showing students who participate in shared
learning and gathering study perform better scholastically, persevere longer, improve relational
abilities, rest easy thinking about their instructive experience, and have progressed confidence
(p. 782).
Correspondence is imperative in distance instruction as the customary contact is either
negligible or missing. In this way, educators need to create conscious

Correspondence procedures for upgrading communications. Critical to online training, and an

obligation of the educator is the connection among student and teacher, student and student,
and between the student and substance (Boaz, 1999). Making a non- undermining learning
climate will upgrade agreeability and collaboration among all gatherings (Dillon and Walsh,
1992).

According to Yukselturk & Yildirim, Higher education institutions consider student satisfaction as
one of the major elements in determining the quality of online programs in today’s markets.
Online learner perspectives provide valuable information on the areas that matter to students
and help institutions gain a better understanding of their strengths and challenges in the
provision of online programs (Noel-Levitz, 2011). With data on student satisfaction, course
designers, educators, and administrators can identify areas where improvement is needed
(Reinhart & Schneider, 2001).

Richardson and Swan (2003) concluded that students with high overall perceptions of social
presence scored high in terms of perceived learning and perceived satisfaction with the
instructor. They suggested that it is important to focus on the interaction that takes place
between students and instructors. Thus, active learning and student engagement arestudy-
based imperative for increased student learning and ultimately retention.

Guragain stated that e-learning systems are the storehouses of information, training, and
knowledge. He also stated that one may find it difficult at times to learn new ideas and that the
eLearning system provides the possibility for students to learn the same material repeatedly until
they are satisfied. In addition, e-learning is usually a cost-efficient way of learning for most
students as they can choose from a large range of courses and make the selection depending
on their needs. Furthermore, Guragain explained that in the long run, e-learning is usually a
cheaper option but still for the first time it might prove too expensive for some institutions.

Kuh and his colleagues described student self-reported learning gains, improved social skills,
and greater engagement in the learning process (Hu & Kuh, 2001; Kuh & Hu, 2001; Kuh &
Vesper, 2001). Chen, Lambert, and Guidy (2010) further explored the effects of student
engagement based upon the items on the National Survey of Student Engagement (NSSE)
instrument (2008). As students are expected to work more collaboratively with classmates,
students’ perception of their engagement in their learning and participation in courses increased
(Duderstadt, Atkins, & Hoeweling, 2002; Thurmond & Wambach, 2004). According to Agarwal
and Pandey, E-learning is superior to traditional learning when it comes to reduction of training
time, cost, and have a better effect. E-learning has endorsed student knowledge and improved
the process of education training. Also, they claimed that e-learning is the most convenient way
to pursue a degree in higher education.

According to Shehabat and Mahdi, online learning should be an active, not passive,
experience. They stated that delivering an effective e-learning module must conform to two
major development guidelines: The first depends on a classical principle of learning, namely,
learning by doing and the second guideline is that many early efforts at e-learning suffered a
high rate of dissatisfaction from the students. Moreover, Shehabat and Mahdi stated that making
the e-learning course more social will guarantee its acceptance and success by both students
and teachers.

According to Alday and Pascual, electronic communication has reduced the world into a global
village. Additionally, e-learning empowers both learners and teachers thus providing
opportunities for superior learning experiences.

Aforesaid, Espinosa said that investing in e-learning will benefit both teachers and students.
Teachers can disseminate their lessons and assignments with ease, and students can work on
their lessons at home. Also, he stated that technological advances had greatly changed the
education landscape in that teaching is no longer confined to the traditional face-to-face delivery
of lessons.

According to Capili and Manuel, e-learning is essentially the network-enabled transfer of skills
and knowledge, which refers to the use of electronic applications and processes to learn.8
Mercado quotes Wentling’s definition of e-Learning: it is the acquisition and use of knowledge
distributed and facilitated primarily by electronic means. Furthermore, Teaching in an online
course involves more than replicating classroom strategies in a different form.

According to the MST News, the growing availability of the Internet to a wider population; plus,
the developments in multimedia technologies such as better platforms and cheaper gadgets, are
the prime movers of e-learning. Aforesaid, e-learning can take place anywhere other than in a
classroom. It can be taken self-paced, individually or in a group, with or without interaction from
an instructor. E-learning provides many other features which enable both the educator and the
learner to attain educational goals more easily. In the study, maximizing the usage of e-learning
tools helps the students to be more effective in terms of scholastic skills; allowing them to be
more flexible by giving them the necessary time to read, learn, and practice their subjects that
may result in a better academic performance. Withal, the resources are not limited and
accessible thus providing them more chance to explore their subjects.

CONCEPTUAL/THEORETICAL FRAMEWORK

1. Conducted 1. A self-administered Assessed the relationship

Researches. questionnaire to of Academic Performance
collect data will be
OUTPUT

2. Online sources from and Satisfaction Rate

PROCES
INPUT

given to and retrieve between Online Learning

the internet.
from the respondent. and Traditional Learning
3. Electronic / online
2. Data will be gathered of Grade 12 Students of
survey from Google then processed and Gen. Ricardo G. Papa Sr.
S

Form and Facebook will be treated Memorial High School

Messenger. statistically.
The researchers conducted an online survey for the selected Grade 12 Senior High School
Students. The inputs came from various articles that serve as guides in conducting this study.
The researchers used an electronic type of survey which is Google forms & Facebook
Messenger to gather data from the selected respondents. The researchers spread the link
through Facebook Messenger and the respondents answer the questions from the link in
Google forms. For the process, the researchers are going to compile and analyze the gathered
data. Based on the analyzed outputs, the researchers will now have the conclusions for the
study, this can either be good or bad depending on the answers of the respondents.

HYPOTHESES OF THE STUDY

RESEARCH QUESTION ALTERNATIVE HYPOTHESIS NULL HYPOTHESIS

Is there a significant correlation Hi: There is a significant Ho: There is no significant

between online and traditional
learning base on the Academic
performance and Satisfaction
rate of Grade 12 student in Gen.
Ricardo Papa Sr. Memorial High
School.
correlation between online and
traditional learning base on the
Academic performance and
Satisfaction rate of Grade 12
student in Gen. Ricardo Papa Sr.
Memorial High School.
correlation between online and
traditional learning base on the
Academic performance and
Satisfaction rate of Grade 12
student in Gen. Ricardo Papa Sr.
Memorial High School.

ASSUMPTION OF THE STUDY

The researchers assume that the relationship of the new educational system or online learning
and face to face or traditional learning will greatly affect the academic performance and
satisfaction rate of the Grade 12 students enrolled in Gen. Ricardo G. Papa Sr. Memorial High
School from the school year 2020-2021.

DEFENITION OF TERMS
Academic Performance in this study refers to the measurement of student self-rate of
experiences’ satisfaction in online learning. Teachers and education officials typically measure
achievement using classroom performance, graduation rates and results from standardized
tests.

 Availability refers to the quality or state of being available trying to improve the availability of
affordable housing an available person or thing

Blended learning refers to a style of education in which students learn via electronic and online
media as well as traditional face-to-face teaching.

COVID-19 is a disease caused by a new strain of coronavirus. 'CO' stands for corona, 'VI' for
the virus, and 'D' for disease. Formerly, this disease was referred to as '2019 novel coronavirus'
or '2019-NCOV.
Distance learning refers to the method of study where teachers and students do not meet in a
classroom but use the Internet, e-mail, mail, etc., to have classes.” Simply put, distance learning
is when students are separated from teachers and peers.

Effects in this study refer to the changes which is a result or consequence of an action or other 
Cause.

Electronic Innovation refers to the application of digital technology to existing business

problems. Ideas such as digital transformation and digitization are closely related to the concept
of digital innovation.

Flexible learning environments address how physical space is used, how students are grouped 
during learning and how time is used throughout teaching.

Higher education refers to tertiary education leading to the award of an academic degree.
Higher education, also called post-secondary education, third-level or tertiary education, is an
optional final stage of formal learning that occurs after completion of secondary education.

Instructive Educational plan in this study refers to a document (often a table) that serves as the 
outline or blueprint for the organization of a course; demonstrates alignment among learning 
objectives, content, instructional strategy and activities, and assessment items.

The Internet refers to a global computer network providing a variety of information and
communication facilities, consisting of interconnected networks using standardized
communication protocols.

Module in this study refers to the papers or resources where lessons are attached like books
and flash drives or links.

Multimedia refers to computer-based, interactive applications having multiple media elements,

including text, graphics, animations, video, and sound. Multimedia technology refers to both the
hardware and software used to create and run such systems.

Online Learning refers to an 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”.

Self-phases refers to a specific learning method in which the learner can control the amount of
material they consume as well as the duration of time they need to learn the new information
properly. 
Technologies refer to machinery and equipment developed from the application of scientific
knowledge. 

Traditional learning refers to a form of learning that takes place in a classroom setting. Where
there’s a trainer who moderates and regulates the flow of information

Vulnerability in this study refers to the inability (of a system or a unit) to withstand the effects of
a hostile environment. A window of vulnerability (WOV) is a time frame within which defensive
measures are diminished, compromised, or lacking learning materials.

III. METHODOLOGY:

RESEARCH DESIGN
The study employs the Quantitative method of research. For this study to perceive, the
researchers used Correlation coefficient Research Design, Correlation coefficients are
used to measure how strong a relationship is between two variables. The researcher
does not assign groups and does not manipulate the independent variable.

RESPONDENT OF THE STUDY

The respondents in this study are Grade 12 students enrolled from the school year
2020-2021 in Gen. Ricardo G. Papa Sr. Memorial High School. Each strand contains 25
respondents in GAS, HUMSS, ICT, and H.E. In total, there are 100 Grade 12 students
who participated in this study.

INTRUMENT OF THE STUDY

The researchers used the Non-probability sampling technique wherein only the Grade
12 students enrolled in Gen. Ricardo G. Papa Sr. Memorial High School were chosen as
a sample. Convenient sampling is used in which the researchers chose people who are
very much willing to participate as respondents but still considers the selected strand
and grade level. In total, there are 100 grade 12 students.

SAMPLING TECHNIQUES
The researchers used the Non-probability sampling technique wherein only the Grade
12 students enrolled in Gen. Ricardo G. Papa Sr. Memorial High School were chosen as
a sample. Convenient sampling is used in which the researchers chose people who are
very much willing to participate as respondents but still considers the selected strand
 and grade level. In total, there are 100 grade 12 students. Each strand contains 25
respondents in GAS, HUMSS, ICT, and H.E.

DATA GATHERING

In the preparation of the survey questionnaire, the researchers used secondary data in
which the source of information came from books, publications, related studies, and
several websites that have relevance to the present study to develop a questionnaire.
The researchers were also guided by the specific problem study in framing the survey
questionnaire. Through the distribution of survey links, the researchers used electronic
survey forms (Google Forms & Facebook Messenger) The respondents were instructed
on how to answer the questionnaire. The researchers also interviewed the participants if
they can answer the survey questionnaires and were given enough time to answer the
questions in the survey. Then, the data were collected. The researchers examined,
categorized, tabulated, and recombined the gathered data from the questionnaires. The
answers of the participants were analyzed by the researchers.

Data analysis the data from the respondents were analyzed and graphed with the use of
the Google Forms built-in tool. Ratings from the Likert Scale were summarized for each
rubric. Statistical analysis was performed on the data to determine the level of
satisfaction and significance of each. A pie graph is used to visualize the differences in
the respondent's section while the ratings from each data for the respondent's
satisfaction on their online learning experiences were presented using bar graphs for
easier comparison.

VALIDITY AND RELIABILTY

The study is valid and reliable for future studies as a reference also it can be replicated
in the future studies because it uses quantitative measures to support its result.

STATISTICAL TREATMENT
The data from the respondents were analyzed and graphed with the use of the Google
Forms built-in tool. Ratings from the Likert Scale were summarized for each rubric. The
statistical treatment that the researchers chosen was the Pearson r of correlation
Coefficient is used to test an associative research hypothesis as long as the variables
being analyzed between online learning and traditional learning in Grade 12 students
that affects their academic performances and satisfaction rate.

N= The number of respondent

Σx= summation of X (online learning)
Σy= summation of y (Traditional learning)
Σxy= summation of XY
Σx²= summation of X squared
Σy²= summation of Y squared
 IV. PRESENTATION,INTERPRETATION OF DATA:

PRESENTATION OF DATA

As can be seen in Figure 1. 100 are the total number of respondents from all the strands of
Grade 12 students of GRPMHS having the all the same percentage. With 25% from
HUMSS, 25% from GAS, 25% from H.E, and 25% from ICT.

On online learning in Figure 2 shows that the majority 55 ( 55%) of the GRPMHS students
are Neutral to the idea that Online Learning provides time flexibility, next is the 24 (24%)
respondents who Agree to this idea and 11 (11%) students who Strongly Agree, 7 (7%) 
students who Disagree and lastly 3 (3%) who Strongly Disagree with this idea.

Figure 3 revealed that most of the 54 (54%) of the participants are Neutral, followed by 22
(22%) students Disagree, 16 (16%) Agrees, next 5 (5%) Strongly Disagree and last 3 (3%)
of students who Strongly Agree with the idea that Online Learning enhances student
learning.
Figure 4 shows that the Grade 12 students of GRPMHS mostly answered Neutral 55 (55%),
next to this is the 22 (22%) who Disagrees, 13 (13%) of students who Agrees, 6 (6%) who
Strongly Agree and lastly 4 (4%) who Strongly Disagree that Online Learning makes
studying easier for them.

Figure 5 revealed that the most respondents 51 (51%) students are Neutral to the idea that
online experience helps them in engaging actively in their learning, followed by 24 (24%)
who Disagrees, next is 19 (19%) who Agrees, 4 (4%) who Strongly Agree and lastly 2 (2%) 
of the students who Strongly Disagree with this idea.
Figure 6 shows that 42 (42%) of the participants are Neutral to the Online Learning Difficulties to
them, next to this is the 35 (35%) who Agrees, 11 ( 11%) students who Strongly Agree, 10
(10%) who Disagrees and lastly 2 (2%) of the respondents Strongly Disagrees with this idea

Figure 7 shows that in the statements, most of the respondents 60(60%)  are Neutral
to the idea that Online Learning enhances the quality of the teaching-learning process,
followed by 22 (22%) of students who Agrees, 9 (9%) who Disagrees, 6 (6%) who
Strongly Agree and 3 (3%) participants who Strongly Disagree with this idea.
In Figure 8, a total of 51 ( 51%) of the respondents voted Neutral, 20 (20%) of the
respondents who Agree, 15 (15%) of the respondents voted Agree while 9 (9 %) students
who Disagree, and last 5 (5%) of respondents voted Strongly Disagree that Homeworks and
networks are properly checked in Online Learning.

Figure 9 shows that 39 (39%) of the respondents are Neutral to the concept that Online
Learning and Traditional Face-to-Face Learning way of teaching suffered overload works for the
students, followed by 26 (26%) who Strongly Agree, 21 (21%) who Agrees while 10 (10 % ) of
the respondents who Disagrees and 4 (4%) who Strongly Disagree with this idea.
Figure 10 revealed that most of the students 34 (34%)   Disagree to the statement that they
don't really prefer Online Learning than Traditional when there are group discussions,
followed by 24 (24%) who are Neutral, next by 21 (21%) who voted Strongly Disagree, 14
(14%) who Agrees and lastly 7 (7%) of the respondents are Strongly Agree with this idea.
Lastly as can be seen from Figure 11, most respondents are Neutral with a rating of 31

(31%) of the respondents that they found themselves struggling with this new normal,
followed by 29 (29%) who Agrees, next is 27 (27%) who Strongly Agree while 10 (10%) who
Disagrees and 3 (3%) of the respondents who Strongly Disagree with this idea.
In traditional learning on Figure 1 for traditional learning shows the most answer of the
students are Agree with an approximately (38%), while the second of the most answer of
the students are Neutral with the approximately (32%), the third most answer of the
students is Strongly Agree with a (23%) answer,  the second to the last answer of the
student is Disagree with an approximately   (4%) and the not most answers of the students
are Strongly Disagree with an approximately (3%)

Figure 2 revealed that most of the participants 33 (33%) are Agree that Traditional Learning
effectively enhances their learning, followed by 33 (33%) students who are Neutral, 27
(27%) who Strongly Agree and both 3 (3%) respondents who voted Disagree and Strongly
Disagree.
Figure 3 shows that the Grade 12 students of GRPMHS mostly answered Neutral 34 (34%),
next to this is the 30 (30%) who Agrees, 21 (21%) of students who Strongly Agree, 10
(10%)  who Disagrees and lastly 5 (5%)  who Strongly Disagree that Traditional Learning
makes studying easier for them.

Figure 4 revealed that most respondents 35 (35%) students are Agree with the idea that
traditional experience helps them in engaging actively in their learning, followed by 30
(30%) respondents who Strongly Agree, next is 29 (29%) who are Neutral, and with the
same rating of 3 (3%) who answered both Disagree and Strongly Agree with this idea.
Figure 5 shows that 48 (48%) of the participants are Neutral to the traditional Learning
Difficulties to them, next to this is the 21 (21%) who Disagrees, both 11 (11%) respondents
who voted with Agree and Strongly Disagree and lastly 5 (5%) of the students who are
Strongly Disagree.

Figure 6 shows that in the statements, most of the respondents 41 (41%) are Agree
with the idea that Traditional Learning enhances the quality of the teaching-learning
process, followed by 30 (30%) of students who Neutral, 25 (25%) who Strongly Agree,
and the same 2 (2%) of the participants who voted for Disagree and Strongly Disagree
with this idea.
In Figure 7, having the same total percentage of 34 ( 34%) of the respondents who are
Agree and Strongly Agree that homeworks and seatworks are properly checked in
Traditional Learning, followed by 26 (26%) who are Neutral, while 3 (3%) of the respondents
who are voted both with Disagree and Strongly Disagree.

Figure 8  shows that 56 (56%) of the respondents are Neutral to the concept that Online
Learning and Traditional Face-to-Face Learning way of teaching suffered overload works
for the students, followed by 21 (21%) of the respondents who Agree, 12 (12%) who
Disagrees while 9 (9% ) of the respondents who Strongly Agree and 2 (2%) who Strongly
Disagree with this idea.
Figure 9 revealed that most of the students 42 (42%)   Strongly Agree with the statement
that they really prefer Traditional Learning than Online Learning when there are group
discussions, followed by 29 (29%) who are Agrees, next by 21 (21%) who voted Neutral, 6
(6%) who Disagrees and lastly 2 (2%) of the respondents are Strongly Disagree with this
idea.

Lastly as can be seen from the Figure 10, most respondents are Neutral with a rating of 40
(40%) of the respondents that they found themselves struggling with the usual/traditional
educational system, followed by 20 (20%) who Disagrees, next is 19 (19%) who Agrees
while 14 (14%) who Strongly Agree and 7 (7%) of the respondents who Strongly Disagree
with this idea.
INTERPRETATION OF DATA
The table of the satisfaction rate of grade 12 student:
Satisfaction rate:
r=________n Σxy-(Σx)( Σy)________
√[nΣx² -( Σx)²][nΣy²-( Σy)²]
r=____________(100) (114531)-(3166)( 3611)__________
√[(100)(102252) -(3166)²][(100)(133069)-(3611)²]
r=0.08900324618

There is a positive negligible correlation of the satisfaction rate between online learning
and traditional learning of Grade 12 Senior High School students in Gen. Ricardo G.
Papa Sr. Memorial High School. Therefore, the researchers concluded that base on the
result, learners experiences the percentage of 0.08 which is equivalent to a weaker
relationship of satisfaction rate on both variables
In here the table of Academic Performance of Grade
12 student:

ACADEMIC PERFOPRMANCE:
r=________n Σxy-(Σx)( Σy)________

√[nΣx² -( Σx)²][nΣy²-( Σy)²]

r=____________(10) (17769)-(452)( 401)__________

√[(10)(21170) -(452)²][(10)(1655)-(401)²]

R= -0.601027549130

there is a negative moderate correlation of the

academic rate between online learning and traditional
learning of Grade 12 Senior High School students in
Gen. Ricardo G. Papa Sr. Memorial High School.
Therefore, the researchers concluded that base on the
result, learners experiences the percentage of -0.60
which is equivalent to an opposed or declined
outcome of the relationship of academic rate on both
variables
 V. CONCLUCION AND RECOMMENDATION

CONCLUCION:
Overall , the researchers accept the null hypothesis and reject the alternative hypotheses. Because
There is a positive negligible correlation of the satisfaction rate between online learning and traditional
learning of Grade 12 Senior High School students in Gen. Ricardo G. Papa Sr. Memorial High School.
Therefore, the researchers concluded that basing from the result, learners experiences the percentage
of 0.08% which is equivalent to a weaker relationship of satisfaction rate on both variables.
On the other experiment, There is a negative moderate correlation of the academic rate between online
learning and traditional learning of Grade 12 Senior High School students in Gen. Ricardo G. Papa Sr.
Memorial High School. Therefore, the researchers concluded that base on the result, learners
experiences the percentage of -0.60% which is equivalent to an opposed or declined outcome of the
relationship of academic rate on both variables.
Learners experiences the percentage of 0.08% which is equivalent to a weaker relationship of
satisfaction rate while, learners experiences the percentage of -0.60% which is equivalent to an
opposed or declined outcome of the relationship of academic rate on both variables which is online
learning and traditional learning.
From the basis of the computed data, we can assumed that the new way educational system
affects the academic performance and satisfaction rate of grade 12 students in Gen. Ricardo G.
Papa Sr. Memorial High School

RECOMMENDATION

The researchers recommend that when conducting research questionnaires using electronic
survey, the researchers experienced the fact of disadvantages in online system of data
gathering from the respondents. Referring to the number of population needed for the study, it is
better to have a larger population for back ups in case of few response in smaller group of
respondents